Section 1: Table of Contents Section 1 Table of Contents Section 2 Acknowledgements & Stakeholder Involvement Section 3 District/School & Community Profile Section 4 Vision Section 5 Data Collection & Analysis Section 6 Action Plan Section 7 Assessment & Evaluation Section 8 Timeline Section 9 Budget & Financial Plan Section 10 Appendices

Section 2: Acknowledgements & Stakeholder Involvement
Stakeholder Involvement Beginning in June 1996, a committee of Herrin CUSD No. 4 administrators, teachers, parents and community members met to formulate plans for the development of the first district-wide three-year technology plan. The committee’s work has continued on an ongoing basis throughout the subsequent school years as committee members up-dated strategies for ‘closing the gap’ between where we are in relation to technology and where we want to be in the future and in the systematic and continuing evaluation and revision of the plan. Over time, some stakeholders have remained constant, but others have changed roles or have been replaced because of retirements or moves from the area. The following section identifies current stakeholders involved in the development of the technology plan for the three-year period July 1, 2004 through June 30, 2007. Members of the technology committee met to evaluate the appropriateness of the vision statement and determine the current status of technology implementation in the district. Each committee member has been involved in the planning process by participating in group discussions and completing a written survey in answer to the question: “What would you like to see happen in the district’s technology program over the next three years (July 2004-June 2007 in each of the following areas: Community Involvement, Curriculum and Instruction, Professional Development, Technology Deployment and Sustainability?” as part of the planning phase. Throughout the complete cycle, members met to evaluate data and develop the action plan, including goals and activities and assessment methods. The involvement of each stakeholder in the planning, development and assessment of the technology plan follows: Helen Hamilton, Terry Ryker, Steve Robinson, Mike Horn, Gary Hernbeck, Ronda Wanstreet, Cheryl Fitzgerald, David Perschbacher, Robert Wrolson, Melodi Coleman and Thomas Harness were involved in planning, development and assessment phases of the plan. Cris Trapani, Lisa Cochran, Gayla Jones were involved in the planning stages. All will be participants in the on-going annual evaluation process.
Stakeholder	Role
Cheryl Fitzgerald	High School Librarian, Parent
Cris Trapani	Member of Board of Education, Business, Parent
David Perschbacher	Computer Teacher, Grades 6-8, Parent
Gary Hernbeck	Grades K-1 Principal, Administrator
Gayla Jones	Non-Public School Teacher, Community
Helen Hamilton	Testing/Curriculum Coordinator, District Administration, Committee Chair
Lisa Cochran	Non-Public School Teacher, Community
Melodi Coleman	Kindergarten Teacher
Mike Horn	Grades 2-5 Assistant Principal, Administrator
Robert Wrolson	District Technology Specialist, Business
Ronda Wanstreet	Vocational Director, Grades 9-12
Steve Robinson	Middle School Principal, Administrator
Terry Ryker	High School Principal, Administrator, Parent
Thomas Harness	Fifth Grade Teacher

Section 3: District/School & Community Profile

Characteristics Herrin Community Unit School District No. 4, located in an area covering 54 square miles, includes the incorporated towns of Herrin, Colp, Hurst, and Energy. Herrin, the largest of the towns, has a population of approximately 11,000. Herrin is located in deep southern Illinois fifteen miles northeast of Carbondale and 10 miles northwest of Marion, whose populations fall between 15,000 and 75,000. This location gives easy access to Southern Illinois University at Carbondale, John A. Logan College in Carterville, Rend Lake College in Ina, and Southeastern Community College in Harrisburg. Census data available at http://herrin.wilmsn.k12.il.us/tpa/census%20bureau%20factfinder%20herrin%2Oil.htm shows that Herrin and the surrounding communities began to grow at the turn of the century when coal was discovered, a railroad line was built, and 30 coal mines were developed in or near the town. During World War II, the government opened an area south of Herrin where munitions and other military supplies were manufactured. During the late 1940s and early 1950s Herrin became the ‘industrial capital’ of Southern Illinois when factories such as Norge (now Maytag), Allen Industries, Diagraph Bradley, and the Olin Corporation located manufacturing centers in or near the city. The school district’s enrollment has declined by 1000 students over the past twenty-five years as the community has been negatively affected by coal mine and factory closings. Four K- 6 elementary attendance centers closed at the end of the 1995-1996 school year when a new 650 student elementary building was completed and the district consolidated students into attendance centers. The Kindergarten and First Grade Centers merged into one attendance center in January 2001 with the completion of a twelve-classroom/media center addition. A new high school was completed in 2002. The district now operates North Side Primary Center (Pre-K-1), Herrin Elementary School (Grades 2-5), Herrin Middle School (Grades 6-8), and Herrin High School (Grades 9-12). As shown in the 2003 School Report Card, teacher and administrator salaries both fall below the average state salaries, as do the expenditures for instruction, general administration and supporting services. The FY02 district operating expenditure per pupil was $6427 as compared to the state average of $8181 for Unit Districts. (http://www.herrin.wilmsn.k12.il.us/reportcard)

School, Staff & Community Demographics Student/School Demographics The district low-income rate, based on free/reduced lunch eligibility and documented on the 1997 School Report Card, rose from 25.5% in 1985 to 42.4% in 2003. Our district faces the same challenges faced by many districts across the state where the average poverty level has increased: lack of funding and a decline in parental interest in the educational process, etc. As documented by the 1996 Fall Housing and Enrollment Report, ethnic backgrounds of 93.6% white, 4.8% black, 0.9% Hispanic, and 0.6% Asian/Pacific Islander were recorded. The 1997 School Report Card data show a 93.4% attendance rate and a student mobility rate of 21.2%. Since the 1996-1997 school year, the community has remained fairly stable as shown by statistics from the most recent 2003 School Report Card. (http://www.herrin.wilmsn.k12.il.us/reportcard) Low Income Rate: 42.4 % Attendance Rate: 93.6% Mobility Rate: 19.6% Ethnicity: White - 91.9% Black- 5.7% Hispanic- 1.3% Asian/Pacific Islander- 0.9% Native American – 0.3% Staff Demographics The district employs 124 certified teachers and 11 administrators with an average teaching experience of 15.8 years as documented by the 2003 School Report Card (See Appendix). 99.2% of the teachers are white with .08% Hispanic. 74% of the teachers are female. 27.6% of the teaching staff have master’s and above degrees. Community Demographics According to the 2000 Census Demographic Profiles (See http://herrin.wilmsn.k12.il.us/tpa/census%20bureau%20factfinder%20herrin%2Oil.htm), Herrin’s population was 11,298 with 96.7% white; 0.9% Black; 0.3% American Indian; 0.7% Asian; 0.3% other, 0.9% Hispanic and 1.0% two or more races. The median household income in Herrin, based on the 2000 Census, is $28,532 with the largest number of households earning between $15,000 and $50,000 per year. In consideration of the per capita income, 13.6% of the families fell below the poverty level. 79% of the population are high school graduates or higher with 17.1% holding bachelor’s degree or higher. 54.2% of the employed civilian population reports occupations of management, professional and related occupations (26.5%) and sales and office occupations (27.7%). A total of 36.8% report service, production, transportation and material moving occupations. The three largest reported industries are education, health and social services (25.1%); manufacturing (14.5%); and retail trade (14.4%).

Attributes & Challenges of the District/School and Community Attributes are as follows: The community has a very stable population so that the school enrollment is also stable. All four attendance centers are up-to-date facilities with complete internal infrastructure and robust connections to the Internet. The community is located with easy access to institutions of higher education, including three community colleges (John A. Logan College, Rend Lake College, and Southeastern Community College) and a four-year university (Southern Illinois University). The challenges faced by our community and district are the same as those faced by many small towns across the state and nation. A decline in economic status of the community due to factory and retail business closings has led to an effort to rebuild the community and reduce the unemployment rate. A significant challenge is that of providing adequate funding to increase the operating expenditure per pupil to at least the state average. Closely related to this economic challenge facing the community is the challenge to increase student achievement. In an attempt to meet the challenge faced by many small communities in Illinois, city officials are committed to an effort to rebuild the community and reduce the unemployment rate. The Chamber of Commerce is actively seeking manufacturing and industry willing to locate in the area. They have established and promoted industrial parks near the city. New businesses are also encouraged to locate in the downtown area.

Section 4: Vision

Vision Explanation Development and Reaffirmation The following statements represent the collective vision of the Herrin Community Unit No. 4 Technology Committee as described in Acknowledgments and Stakeholder Involvement in Section 2. The vision statement was reaffirmed at the February 2004 meeting of the technology committee. It was the consensus of the committee that the vision was not restrictive, but that it would enable the learners to keep pace with ever-advancing technologies. The vision is consistent with and correlated to the school/district School Improvement Plans in emphasizing the importance of technology in helping students achieve IL Learning Standards and NETS Standards for Students.

Vision Statement Vision Statement: All learners in the district, including students, teachers, parents and other community members, use information gained through technological means to function as a productive member of the 21st century society. Teachers use state-of-the-art technology-based engaged learning models to actively involve students in the teaching/learning process to enhance and enrich the basic educational skills necessary for communicating and competing in our rapidly changing society. Belief Statements: The technology committee feels that the vision statement captures the district and community's ideal preferred future of technology's role in promoting educational excellence and opportunity for all learners and expresses the fundamental convictions/values that undergird the stakeholders’ beliefs in the need for technology within the school district and the community-at-large. The belief statements are firm statements and remain constant whether stated within the committee, to the general public, to the faculty, to the staff, or to the students. These statements represent the convictions of all the stakeholders who participated in the technology planning process and are the foundation for the above formal vision statement relative to the integration of technology into the instructional process. All children can learn. Technology is a means, not an end. Learning is a lifelong process. The classroom teacher remains the primary facilitator of learning, but the role of teaching has changed with the infusion of technology into the classroom. The teacher serves more as a guide directing students to learning activities rather than conveying facts and information. Technology benefits students in the following ways: They have greater control over their own learning. They are able to adjust to the changing needs of society. They are able to access, analyze and communicate information readily from electronic data from electronic sources. They are better prepared for the world of work and lifelong learning. Technology supports learning: by serving as a tool for teaching and learning. by accommodating different learning styles. by providing immediate access to global information. by providing access to workplace learning.

Section 5: Data Analysis, Collection & Sources

Data Analysis Processes Data gathered from the listed sources, including the IL Next Steps Report Card, was analyzed and prioritized by the committee to identify the gap between where we are (current reality) and where we want to be (our vision). Information from the current approved technology plan enabled us to determine our overall progress in meeting the goals from the previous cycle and to prioritize the gaps identified by analysis of the gathered data in each of the four major areas addressed by this technology plan. Community Involvement: Current Reality: A number of community involvement activities are currently in place in the district. The Robert N. Brewer Foundation and the Harrison-Bruce Foundation have regularly supported technology with financial help. The Bank of Herrin and Herrin Security Bank collaborate with the high school to operate a student-operated bank, First Tiger Trust. The district has participated in a partnership with John A. Logan College to provide computer labs and classroom space for community classes. District personnel have participated in the Chamber of Commerce Technology Committee activities. Both district and school web pages are available to parents and community members. The technology plan and grade level standards are posted for easy access. (See www.herrin.wilmsn.k12.il.us) Parents have access to student attendance and grades, the Know Zone (a site related to the elementary reading curriculum), and Lightspan in the elementary grades. Based on teacher/administrator self-reporting surveys, some teachers use email to communicate with parents. ISAT student achievement information for 2001-2002 and 2002-2003 is available at www.herrin.wilmsn.k12.il.us/reportcard . Data does not show any trends in the effect of technology integration on student achievement. Gaps: (As identified using information from IL Next Steps Report Cards, District Technology Planning Worksheet and Teacher self-reporting surveys.) Gap 1: Limited partnerships with community groups, including public libraries, businesses and community service-oriented groups Gap 2: Limited use of electronic communication with parents and students (email and web pages) Gap 3: Limited evening/weekend access to school technology for parents and community members. Comparisons/Trends: Some local businesses and community groups have demonstrated interest, involvement and commitment to technology and learning, but the community as a whole has not demonstrated a widespread commitment to skills and practices possible only with technology and the benefits of technology. The school is not able to connect electronically with all homes, even though the number of homes with computers and Internet access is increasing. The district and each school currently have web site, but most teachers have not developed their own web pages as a way to communicate with parents. Goals, strategies and/or activities in Section 6 will focus on ways to strengthen the school-community connection. Technology and Learning Practices: Current Reality: Available resources in each attendance center are comparable, but the levels of implementation for technology integration vary from teacher-to-teacher within the buildings and from building-to-building across the district. In addition to labs used for instruction, up-to-date resource computer labs are available for whole group and/or individual student work in each building. Where librarians are available, there is collaboration between the librarian and classroom teachers. A technology committee developed a set of K-12 technology standards consistent with NETs Standards. K-5 teachers are currently developing technology curriculum maps. Most technology units developed by teachers participating in grants have focused on literacy and adaptation instead of transforming activities. Each building’s School Improvement Plan contains a specific technology goal designed to expand and enrich the instructional program or contains technology instructional activities as part of an overall goal in the subject matter areas. The overall percent of student mastery on 2002 ISAT/PSAE tests is 65.2 and 50.3 respectively. 2003 scores were 63.5 and 64.2 respectively. The School Report Cards provide disaggregated data in the following sub-groups: low income, students with disabilities and the five ethnic/racial groups where the minimum group size was met. Since no LEP students were reported in 2002 or 2003, no disaggregated scores are available for that group. Reading NCE scores in grades 2-11 on the TerraNova Standardized Achievement Tests in 2002 ranged from 50.5 to 56.4 with a mean of 53.61. Math scores for 2002 ranged from 48.3 to 58.8 with a mean of 55.05. Reading scores in 2003 ranged from 49.5 to 54.1 with a mean of 52.31. 2003 math scores ranged from 46.0 to 58.3 with a mean of 54.1. Gaps: (As identified by data from teacher/administrator self-reporting surveys; lesson plan review; classroom observations; student achievement scores, including Terra Nova and ISAT; and local School Improvement Plans) Gap 4: Most students are not involved in learning activities that incorporate technology in transforming ways to increase reading and math academic achievement and 21st century skills. Gap 5: Students have not developed artifacts as part of the assessment of their achievement in academic or literacy areas. Comparisons/Trends: While a majority of the district’s teachers have received adequate training to enable them to develop engaged learning activities, they have not fully integrated technology as a way to help students achieve the IL Learning Standards. The focus of technology instruction has been on increasing student literacy and not on applying skills in transforming experiences. The addition of resource labs in all schools will provide more opportunities for students and teachers. The goals, strategies and activities in Section 6, based on scientifically-based research, will provide experiences for students to increase 21st century literacy skills and academic achievement. Professional Development: Current Reality: Over the past five years, approximately 140 district teachers have participated in technology training project build on a 3-tiered, 3-strand model (Blazing Learning Trails). The project has provided equipment as well as hands-on training in basic technology skills, engaged learning and IL Learning Standards. Additional teachers have participated in a number of state and federal technology grants, based on the same model. 90% of teachers in BLT passed the post-test Idaho Technology Survey following two years of participation in training in technology literacy, engaged learning and IL Learning Standards. Approximately 95% - 98% of the teachers and administrators are proficient in using technology for personal and professional tasks. School Improvement Plans also contain professional development activities designed to provide additional training for teachers. Teacher and Administrator Certificate Renewal Plans identify specific professional growth data and needs, including areas where teachers may need to become highly qualified. Gaps: (As identified by information from teacher and administrator surveys; IL Next Steps Report Card; Certificate Renewal Plans that identify educator professional growth needs; and School Report Cards that indicate educator qualifications.) Gap 6: Teachers need professional development activities in 21st century skills to be able to link technology integration with curriculum and instruction as a means to improve student achievement in reading, math and content areas. Gap 7: Teachers need professional development activities in the use of authentic assessments to evaluate student achievement of learning standards and technology literacy. Gap 8: Teachers need professional development activities in the use of specific software applications in the classroom (e.g. spreadsheet and database). Comparisons/Trends: Teachers have not implemented strategies necessary to support learning with a technology-rich standards-driven engaged learning model. A majority of teachers have focused their professional development on literacy – learning how to – and have not followed up with training devoted to effective integration strategies. Goals, strategies and activities in Section 6, consistent with National Staff Development Council Standards, will focus on building the capacity of teachers to enable them to provide student learning opportunities utilizing 21st century skills. Technology Deployment and Sustainability: Current Reality: IL NextSteps Report Card and district inventories indicate that we are close to the ‘optimal’ rating in the area of technology deployment. All classrooms are equipped with up-to-date computers, buildings have new resource labs, servers and CD towers. Infrastructure designs show that all buildings have robust connectivity to the Internet via T-1 lines. Since all buildings are either new or have recently been renovated, electrical capacity and infrastructure are at maximum capability. One full-time technology maintenance and networking specialist, one full-time aide and one part-time student worker are employed by the district. Gaps: (As determined by information from IL NextSteps Report Card; hardware inventories; network and instructional software inventories; Infrastructure Design; Electrical Capacity and the existing Three-Year Technology Plan.) Gap 9: Technology teachers are not available in the elementary grades. Gap 10: Teachers do not have access to the district’s student management program from home to be able to post grades, etc. Gap 11: There are limited types of technology for special needs students. Gap 12: Most buildings do not have access to portable technology, such as mobile laptop labs. Gap 13: There is no WAN connecting all district schools and offices. Gap 14: Technical help is sometimes not readily available. Comparisons/Trends: Over the past two years, additional labs and technology peripherals have been deployed in the district’s attendance centers to provide ready access to resources during the school day and in after-school programs. All classrooms have at least one up-to-date computer, but some are becoming outdated and are slowly being replaced or upgraded. Technical help is available and a request for maintenance system is in place, but because the quantity of equipment has increased, there may be some lag time even though one full-time aide and one part-time student worker have been added to the staff within the past year. Goals, strategies and activities in Section 6 will focus on providing resources and support necessary to broaden opportunities for all learners. Conclusions: If the district’s technology plan is to accomplish the desired outcomes identified in the vision statement, action oriented strategies must be implemented to address and overcome the identified challenges. Clear statements of specific actions to be taken to put the identified strategies into effect must be developed. The overall timeline for this three-year plan is as follows: FY05: July 1, 2004 - June 30, 2005 FY06: July 1, 2005 - June 30, 2006 FY07: July 1, 2006 - June 30, 2007

Data Collection Processes Data used by the technology committee in the original gap analysis came from a variety of sources. Professional staff, students, parents, business and community members provided information through meetings, discussions, surveys, and conference evaluation responses. Committee members met to review and update IL NextSteps Report Card to determine the current status of the Five Pillars of Learning in the school district and in the community. In a group discussion they shared examples for each of the five sections to support their determination of our placement on the rating scale from “Not in Place” to “Optimal.” They independently completed a Technology Planning Worksheet to identify activities they would like to see happen in the three-year period covered by this technology plan. Responses were combined and discussed at a follow-up meeting. At the beginning of the 2003-2004 school year, district staff inventoried computers in all district buildings to determine the current status in regard to ‘connectibility’ and connectivity. They also completed building inventories of software available for use in the classroom by teachers and students. Inventories have been updated annually as new hardware and software have been purchased and connectivity has been improved. Teachers met by department and/or grade level to evaluate computers and other available technology. They also completed surveys regarding their own use of computers at school and at home. Parents completed surveys following parent-teacher conferences, during the annual district-wide needs assessments, and surveys specific to computers in education. Some administrators, teachers, students, parents and community members completed an on-line survey. A committee of K-12 grade level representatives and administrators developed a set of K-12 technology standards consistent with the NETS Standards for Students and are currently developing curriculum maps in Grades K-5 to ensure sequential development of skills. The sources listed in the following section were utilized to gather relevant data to be used in the development of the goals and strategies in the technology plan. If no URL is given, copies of the data are on file in the district office and will be available for review as requested.

Data Sources Document URL 2001-2004 Approved Technology Plan http://www.herrin.wilmsn.k12.il.us District K-12 Technology Standards http://www.herrin.wilmsn.k12.il.us District K-5 Technology Curriculum Maps District Technology Planning Worksheet http://www.herrin.wilmsn.k12.il.us/tpa/technology%20planning%20worksheet%20responses.htm Electrical Capacity EnGauge On-line Technology Assessment http://www.herrin.wilmsn.k12.il.us/tpa/enguage%20survey%20results.pdf HES School Technology Inventory http://www.herrin.wilmsn.k12.il.us/tpa/elementary%20school.pdf HHS Technology Inventory http://www.herrin.wilmsn.k12.il.us/tpa/high%20school.pdf HMS Technology Inventory http://www.herrin.wilmsn.k12.il.us/tpa/herrin%20middle%20school.pdf HNSPC Technology Inventory http://www.herrin.wilmsn.k12.il.us/tpa/north%20side%20primary%20center.pdf IL NextSteps Report Card http://www.herrin.wilmsn.k12.il.us/tpa/pillars%20of%20tech.pdf IL NextSteps Report Card Supporting Notes http://www.herrin.wilmsn.k12.il.us/tpa/il%20nextsteps%20report%20card%20supporting%20notes.htm Infrastructure Design http://www.herrin.wilmsn.k12.il.us/tpa/map.pdf ISAT/PSAE Assessment Results http://www.herrin.wilmsn.k12.il.us/reportcard National Staff Development Council for Professional Development Standards http://www.nsdc.org NCREL Technology Assessment http://www.herrin.wilmsn.k12.il.us/tpa/engaged%20learning%20and%20technology%20assessment%20profile%20tool.htm Network Software School Improvement Plans School Report Cards http://www.herrin.wilmsn.k12.il.us/reportcard Software Inventories Teacher/Administrator Certificate Renewal Plans Technical Support Records http://www.herrin.wilmsn.k12.il.us/tpa/computer%20repair%20procedures%20and%20form.htm Terra Nova Standardized Achievement Test Results http://www.herrin.wilmsn.k12.il.us/tpa/nce%20scores%202002%20and%202003.htm

Section 6: Action Plan Community Involvement Goal 1: 6A: Community Involvement Description: Strengthen the school/community connection by establishing linkages for communication and learning opportunities for the wider community to increase parent involvement in the educational process and benefits for the district’s citizens. (The current reality and gaps for Community Involvement are located in Section 5.)   Strategy 1: 6A.1   Description: Provide community benefits through monthly learning opportunities on essential technology skills for parents/community members that will increase technology literacy. (Addresses Gap 3 in Section 5)   Cost Funding Source Person Responsible   $1,500.00 Title I; NCLB Formula Grant; ADA Block Grant Testing/Curriculum Coordinator   Time Frame Start Date End Date   2004-2005 2005-2006 2006-2007 7/1/2004 6/30/2007   Activity 1: 6A.1a   Description: Open school computer labs one night per month for community access.   Activity 2: 6A.1b   Description: Provide computer lab facilities for JALC continuing education classes in essential technology skills.   Activity 3: 6A.1c   Description: Offer evening classes for parents in word processing, digital cameras, scanners, etc., using district teachers.   Strategy 2: 6A.2   Description: Develop and keep up-to-date school and teacher web pages that include the latest communication for each week that will be accessed by at least 50% of students’ households with Internet access for the purpose of increasing student achievement and adult literacy. (Addresses Gap 2 in Section 5)   Cost Funding Source Person Responsible   $2,500.00 Title I; General State Aid Funds, EdTech Formula Webmasters, Teachers, Central Office   Time Frame Start Date End Date   2004-2005 2005-2006 2006-2007 7/1/2004 6/30/2007   Activity 1: 6A.2a   Description: Provide parental access to STI Home to enable them to monitor student achievement, attendance and assignments.   Activity 2: 6A.2b   Description: Provide on-line subscriptions to educational web-sites for students/parents to enhance the classroom learning environment and create a connection between the home and school.   Activity 3: 6A.2c   Description: Designate a staff member to serve as a webmaster in each attendance center.   Strategy 3: 6A.3   Description: Increase community partnerships with businesses and/or service organizations for the purpose of providing information on the benefits of technology to the community and students and to maintain awareness of why technology is important for today's learners. (Addresses Gap 1 in Section 5)   Cost Funding Source Person Responsible   $.00 N/A Testing/Curriculum Coordinator   Time Frame Start Date End Date   2004-2005 2005-2006 2006-2007 7/1/2004 6/30/2007   Activity 1: 6A.3a   Description: Provide informational programs at organization meetings, such as Rotary, Chamber of Commerce and City Council.   Activity 2: 6A.3b   Description: Hold public informational meetings open to all community members.   Activity 3: 6A.3c   Description: Partner with higher education institutions and community colleges to provide information relative to policy, programs and projects as they related to educational technology in grades k-12.   Strategy 4: 6A.4   Description: Increase the information distributed to parents and community members of types of technology learning outcomes provided for students in the schools to bring them into the educational process. (Addresses Gap 2 in Section 5)   Cost Funding Source Person Responsible   $.00 N/A Principals   Time Frame Start Date End Date   2004-2005 2005-2006 2006-2007 7/1/2004 6/30/2007   Activity 1: 6A.4a   Description: Share information publicly by posting student work on the school web pages.   Activity 2: 6A.4b   Description: Utilize open house events to share student work.   Activity 3: 6A.4c   Description: Provide information to families of K-8 on the use of online instructional resources to enhance the classroom learning environment and extend that environment into the home, creating a connection between the home and school.   Activity 4: 6A.4d   Description: Meet with the broad-based technology committee once per quarter to review progress and solicit ideas for implementation of the strategies to increase community involvement.   Activity 5: 6A.4e   Description: Provide increased media coverage to profile educational technology developments at the schools. Curriculum & Instruction Goal 1: 6B Curriculum and Instruction Description: All students will use 21 century skills in multiple and varied learning opportunities for the purpose of increasing 21st century literacy and academic achievements. (The current reality and gaps for Curriculum and Instruction are located in Section 5.) Scientifically-based Research Supporting Strategies/Activities in Curriculum and Instruction: In order to be successful in improving student academic achievement in reading, math and technology literacy, it is essential to use strategies based on relevant and scientifically-based research that have provided evidence of raising student achievement. The strategies and activities in the Curriculum and Instruction section of the three-year technology plan are supported by the following six scientifically-based research reports as noted in each strategy description. Reference 1: Technology is most influential when integrated with curriculum and assessment. In a review of studies, the (CEO Forum, 2001) concluded that “technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives.” Integration of technology with curriculum and professional growth increases student achievement. Significant student achievement gains for technology integrated with standards were demonstrated by an eight-year longitudinal study of SAT I performance at New Hampshire’s Brewster Academy (Bain & Ross, 1999). Students participating in the technology integrated school reform effort (School Design Model) demonstrated average increases of 94 points in combined SAT I performance over students who participated in the traditional independent school experience. In a pioneer “laptop school,” where all students and faculty carry portable computers and access a campus network, Brewster’s extensive school reform effort involved “rethinking the way we teach, how we build curriculum and the way we support and evaluate faculty” (Bain & Smith, 2000) *Caret Research site Reference 2: A study of a comprehensive effort to integrate technology into schools shows an increase in test scores related to the use of technology. In West Virginia (Mann et al., 1999) curriculum objectives for basic skills development in reading and mathematics were integrated with instructional software. This curriculum was reinforced with teacher instruction and the achievement tests used to evaluate student performance. Gains in student test scores on the SAT-9 (for 950 fifth graders in 18 schools) were attributable to the alignment of the targeted curriculum objectives with software, teacher instruction and the tests. *Mann, D., Shakeshaft, C., Becker, J., & Kottkamp, R. (1999). West Virginia story: Achievement gains from a statewide comprehensive instructional technology program. Santa Monica, CA; Milken Exchange on Educational Technology Reference 3: The availability of educational technololgy, particularly computer and Internet access, promote the use of collaborative learning, problem-based learning, active use of a wide range of educational resources, and an emphasis upon student creativity. (Rakes et al., 1999) surveyed 435 K-12 teachers regarding their access to and use of educational technology, and their use of constructivist teaching strategies. They found that “as the amount of technology, the use of technology, and technology skills levels increase, the use of constructivist practices in the classroom appear to increase, making technology funding and training even more important.” Survey respondents reported substantial use of web publishing and simulation software, but much less use of word processing and spreadsheet programs. Rakes et al. suggest that professional development for teachers emphasizes software application and curriculum integration. Rakes et al. also point out that two-thirds of survey respondents report the use of “drill-and-practice” software as an integral part of their curriculum. *Caret Research site Reference 4: ACOT Research-Source: Teaching with Technology: Creating Student-Centered Classrooms, Sandholtz, Judy, Ringstaff, Cathy, and Dwyer, David C., 1997. The Apple Classroom of Tomorrow Research concluded in 1998 with the following findings. In ACOT classrooms, students and teachers had immediate access to a wide range of technologies, including computers, videodisc players, video cameras, scanners, CD-ROM drives, modems, and on-line communications services. In addition, students could use an assortment of software programs and tools, including word processors, databases, spreadsheets, and graphics packages. In ACOT classrooms, technology was viewed as a tool for learning and a medium for thinking, collaborating, and communicating. ACOT’s research demonstrated that the introduction of technology into classrooms can significantly increase the potential for learning, especially when it is used to support collaboration, information access, and the expression and representation of students’ thoughts and ideas. Realizing this opportunity for all students, however, required a broadly conceived approach to educational change that integrated new technologies and curricula with new ideas about learning and teaching, as well as with authentic forms of assessments. ACOT’s mission was to advance the understanding of teaching and learning in global, connected communities of educators and learners. This included investigating how teaching and learning change when people have immediate access to technology as well as helping people better understand how technology can be an effective learning tool and a catalyst for change. Reference 5: NCREL – Published Research – Source: Computer-Based Technology and Learning: Evolving Uses and Expectations, Valdez, Gilbert, McNabb, May Foretsch, etc. (http://ncrel.org/tplan/cbtl/toc.htm) Case studies conducted at nine school sites (urban, suburban, rural) suggest that technology can support student learning through collaborative inquiry. Technology provides realistic, complex environments by furnishing investigative tools and data resources and by linking classrooms for joint investigations (Means & Olson, 1997) Research and trends show that technology applications have been heavily influenced by reform movements within education, cognitive science, learning theories, and societal/cultural demands. A review of research shows that technology can, and does, help students develop all kinds of diverse skills from the basics to higher-order thinking. However, for technology to be truly successful, schools need to maximize the effectiveness of their investments in technology by using it in a spectrum of ways. Effective technology uses minimally require employing research and best practices to match technology software to the curriculum and the developmental needs of learners; to customize content area learning; to enrich learning experiences with communications and links to others beyond the school walls; to offer new learning opportunities; and to help learners see the value of learning by applying knowledge and skills to real-world tasks. Looking at conclusions drawn across findings, we find that technology has an important role to play in K-12 education, but it will not solve all educational problems. Technology can: make learning more interactive, enhance the enjoyment of learning, individualize and customize the curriculum to match learners’ developmental needs as well as personal interests, capture and store data for informing data-driven decision making, enhance avenues for collaboration among family members and the school community, Improve methods of accountability and reporting. Reference 6: Levings Learning, based in Oklahoma City, has developed Web-based assessments for grades 3-12 in mathematics, English, social science, science, and fine arts. The company has designed the assessments to be fully aligned with state standards in 49 states (Iowa does not have separate state standards). The company's package combines assessment, evaluation, and real-time results. With the company's PASS Plan, teachers, parents, and administrators can determine how students are progressing using real-time data; assess whether students understand and grasp the concepts required by standards; and gauge whether the questions really align to standards and assess an individual concept The Levings Learning Internet-based program gives districts the ability to create their own local assessments benchmarked to state standards. Teachers can dynamically develop assessments for their classes, using the company's pool of assessment items. Levings Learning's tools also let districts import their own tests into the program for use. The assessments can be administered in a variety of ways: taken online on regular computers; using handheld computers; or taken off-line, scored with a scanner, and imported back into the online system. Teachers can score them using online rubrics or they may generate their own rubrics. The reporting tool built into the assessment program permits teachers and administrators to aggregate and disaggregate the data by varied categories. Levings Learning has districts in 19 states using the program, and is aiming to be in all 50 states by mid-year. The company's in-house team contains a large number of teachers and curriculum developers, and an external group of consultants, who include teachers and curriculum experts, continually adds items to the assessment pool. Also, the company has licensed approximately one-third of its items from publishers and other sources, such as the Colorado-based Center for Performance Assessment. Currently, about 25 percent of the items in the program are ones developed by Levings, and 75 percent are items added in by districts and states. There are approximately 26,000 items currently in the item database. To assure reliability of its assessments, the company has two strategies: It depends on the credibility and reliability of the publishers with whom it partners. Also, the company continually analyzes how items are performing relative to state standards and revises items, based on feedback from the districts and its analysis.   Strategy 1: 6B.1   Description: All students will use 21st Century Skills of digital-age literacy, inventive thinking, effective communication and high productivity in learning on a weekly basis. (Addresses Gap 4 in Section 5) Alignment: ( NETS for Students- Standards 1-6); (NETS for Teachers- Standards I-A,B; II- A.E; III – A.D; IV – A.C); (TSSA – Standard II); (IL Learning Standards 1-B, 1-C; 5-A, 5-C ) (enGauge 21st Century Skills – Digital-Age Literacy, High Productivity) Supporting Research: (References 3, 5)   Cost Funding Source Person Responsible   $5,000.00 Title I; General State Aid; Reading Improvement; EdTech Formula; Title V Teachers   Time Frame Start Date End Date   2004-2005 2005-2006 2006-2007 7/1/2004 6/30/2007   Activity 1: 6B.1a   Description: Students will have regular and ongoing access to computers and other technology resources that develop digital age literacy skills throughout the school year.   Activity 2: 6B.1b   Description: Students will use technology as a regular part of content area classes to address IL Learning Standards and student technology standards.   Activity 3: 6B.1c   Description: Students will use technology to work collaboratively on online research projects.   Activity 4: 6B.1d   Description: Students will engage in teacher-developed, technology-rich, standards-based activities that incorporate all aspects of inventive thinking.   Strategy 2: 6B.2   Description: All students will develop artifacts and be involved in self-assessment activities on an annual basis. (Addresses Gap 5 in Section 5) Alignment: (TSSA – Standards II-A and V-A); (NETS Standards for Teachers – Standard IV- A, B and C); (NETS Standards for Students – Standards 1-6); (enGauge 21st Century Skills – High Productivity) (IL Learning Standards – 5-A,5-B, 5-C) Supporting Research: (Reference 1)   Cost Funding Source Person Responsible   $5,000.00 Title I, General State Aid, EdTech Formula, Title V Teachers   Time Frame Start Date End Date   2004-2005 2005-2006 2006-2007 7/1/2004 7/30/2007   Activity 1: 6B.2a   Description: Students in grades 3-12 will complete a minimum of one culminating research project per year. (questioning, planning, gathering, sorting, synthesizing, evaluating, and reporting data)   Activity 2: 6B.2b   Description: Students will have access to training and technology resources necessary to develop artifacts to be used in assessing their achievement.   Activity 3: 6B.2c   Description: Students will develop and maintain portfolios containing artifacts related to content standards, school improvement targets and/or technology standards.   Strategy 3: 6B.3   Description: All students will use technology and 21st Century Skills to increase achievement in school-improvement-plan-identified areas. (Addresses Gap 4 in Section 5) Alignment: (IL Learning Standards – 1-C, 6-A, 11-B)); (NETS for Students – Standards 1-6); (Nets Standards for Teachers – Standard II – A-E); (enGauge 21st Century Skills – Inventive Thinking, Effective Communication) Supporting Research: (References 1, 4)   Cost Funding Source Person Responsible   $5,000.00 Title I, Title V, Reading Improvement Funds, General State Aid Teachers   Time Frame Start Date End Date   2004-2005 2005-2006 2006-2007 7/1/2004 6/30/2007   Activity 1: 6B.3a   Description: Students will use technology in multiple and varied reading and writing experiences.   Activity 2: 6B.3b   Description: Students will use technology in multiple and varied math experiences.   Activity 3: 6B.3c   Description: Students will use technology in multiple and varied learning experiences in content areas, such as social studies and science.   Strategy 4: 6B.4   Description: Student performance data will be readily available, collected and analyzed using administrative software to identify individualized learning needs for the purpose of improving teaching and learning that results in improved student achievement. (Addresses Gap 4 and Gap 10) Alignment: (IL Learning Standards – 1-C; 5-A, 5-B, 5-C); (NETS for Students – Standards 1-6); (Nets Standards for Teachers – Standard IV-B,C); (enGauge 21st Century Skills – High Productivity, Effective Communication) Supporting Research: (References 1, 6)   Cost Funding Source Person Responsible   $8,000.00 District Funds, EdTEch Formula Central Office   Time Frame Start Date End Date   2004-2005 2005-2006 2006-2007 7/1/2004 6/30/2007   Activity 1: 6B.4a   Description: Students can access attendance and grades daily using STI home.   Activity 2: 6B.4b   Description: Students can access their performance toward meeting IL Learning Standards in reading, math, science and social studies through Pass Plan on-line assessment. Professional Development Goal 1: 6C Professional Development Description: Build the capacity of all teachers, paraprofessionals, library/media personnel and administrators to provide student learning opportunities that utilize 21st century skills, IL Learning Standards and the Five Applications of Learning through an on-going strategic professional development model based on the National Staff Development Council Professional Development Standards and addresses both individual and system needs. (The current reality and gaps for Professional Development are found in Section 5.)   Strategy 1: 6C.1   Description: 80% of all teachers, paraprofessionals, library/media personnel and administrators will participate annually in a minimum of 15 hours of professional development (based on the National Staff Development Council Professional Development Standards) through an on-going partnership with BLT to provide necessary skills in effective use of technology, IL Learning Standards, the Five Applications for Learning, NETS Standards for teachers, TSSA standards and IL Professional Teaching Standards. (Addresses Gap 6 and Gap 8 in Section 5) (Supports Strategy 6B.1 in Section 6B)   Cost Funding Source Person Responsible   $3,000.00 BLT, EdTech Formula, Title II BLT Advisory Council Representative   Time Frame Start Date End Date   2004-2005 2005-2006 2006-2007 7/1/2004 6/30/2007   Activity 1: 6C.1a   Description: Provide face-to-face training.   Activity 2: 6C.1b   Description: Provide on-line training opportunities: Connected University, Element K.   Activity 3: 6C.1c   Description: Hold technology-related district sponsored inservice related to School Improvement Plan identified needs.   Strategy 2: 6C.2   Description: Teachers, paraprofessionals, library/media personnel and administrators will be provided on-going access to professional development activities based on the National Staff Development Council Professional Development Standards to include the design and implementation of learning experiences that focus on 21st century skills (digital-age literacy, inventive thinking, effective communication and high productivity). (Addresses Gap 6 and Gap 7 in Section 5) (Supports Strategies 6B.1; 6B.2, 6B.3 in Section 6B)   Cost Funding Source Person Responsible   $10,000.00 Title II, Title I, EdTech Formula Testing/Curriculum Coordinator   Time Frame Start Date End Date   2004-2005 2005-2006 2006-2007 7/1/2004 6/30/2007   Activity 1: 6C.2a   Description: Teachers and paraprofessionals will be provided access to professional development activities in research-based instructional strategies to assist students in meeting rigorous academic content standards and prepare teachers to use various types of classroom assessments, including portfolios of student artifacts.   Activity 2: 6C.2b   Description: Teachers will be provided access to training in curriculum alignment to the IL Learning Standards, NETS Standards and in curriculum mapping. (Year 1 – reading and math curriculum; Year 2 – science and social studies; Year 3 – PDH and fine arts)   Activity 3: 6C.2c   Description: Administrators and teachers will be provided release time to attend conferences and workshops, aligned to their Certificate Renewal Plans, using the district’s Request for Professional Leave procedure.   Activity 4: 6C.2d   Description: 8 lesson plan mentors will be trained annually to provide help other teachers in the development of effective engaged learning activities.   Strategy 3: 6C.3   Description: Work cooperatively with professional development providers for on-going training related to teacher, library/media personnel, administrator and paraprofessional needs, as identified in their certificate renewal plans, to ensure that they are highly qualified in their content areas and areas of priority for the district. (Addresses Gap 6, Gap 7, and Gap 8 in Section 5) (Supports Strategies 6B.1, 6B.2, 6B.3, 6B.4 in Section 6B)   Cost Funding Source Person Responsible   $10,000.00 Title II Testing/Curriculum Coordinator   Time Frame Start Date End Date   2004-2005 2005-2006 2006-2007 7/1/2004 6/30/2007   Activity 1: 6C.3a   Description: Collaborate with Regional Office of Education #21 to determine training in identified areas of need for School Improvement Plans and/or administrators' and teachers' certificate renewal plans.   Activity 2: 6C.3b   Description: Work with Southern Illinois University to identify coursework needed for teachers to become highly qualified and/or complete requirements for certificate renewal.   Activity 3: 6C.3c   Description: Collaborate with Community Colleges -John A. Logan and Rend Lake Colleges-to develop training opportunities for teachers, administrators and paraprofessionals in their content areas and district priorities.   Activity 4: 6C.3d   Description: Contract with private vendors, such as Heartland Tech Source for professional development activities.   Activity 5: 6C.3e   Description: Contract with on-line sources, such as Connected University, Element K, STAR On-line at Western IL University for training opportunities for teachers, administrators, and paraprofessionals. Technology Deployment & Sustainability Goal 1: 6D Technology Deployment and Sustainability Description: Investigate, deploy and support a variety of technologies in order to provide equitable access to high-performance tools and global resources to enhance and broaden opportunities for all learners. (The current reality and gaps for Technology Deployment and Sustainability are located in Section 5.) (See the Technology Deployment Plan in the Appendices.)   Strategy 1: 6D.1   Description: Acquire additional up-to-date technology equipment and/or software to enable students/staff equitable access to be able to engage in a variety of educational projects/activities to increase student academic achievement and development of 21st century skills. (Addresses Gap 12 in Section 5) (Supports Strategies 6B.1, 6B.2, 6B.3, 6B.4 in Section 6B)   Cost Funding Source Person Responsible   $50,000.00 District Funds, EdTech Formula, Special Education, Title I, REAP Central Office   Time Frame Start Date End Date