West Warwick School Department

Technology Network & Support-System Plan

Original Submission June 1996

First Revision November 1, 2000

Second Revision February 1, 2005

Third Revision July 1, 2006

Fourth Revision July 1, 2007

Fifth Revision July 1, 2008

Latest Revision July 1, 2010

Plan active until July 1, 2011 with yearly budget Amendments

Education Technology Planning Team

Introduction

The West Warwick School Department (WWSD) recognizes that our world is changing rapidly and that technology is a major driving force in change. Computers are everywhere—in banks, shopping malls, hospitals, warehouses, libraries, offices, and airports. Technology today, however, goes beyond computers to include all areas on on-line communications, multimedia, and telecommunications. The possibilities for using technology are seemingly endless.

As technology continues to proliferate throughout our world, the subject of technology in schools becomes a critical one. School districts must address several questions as they integrate technology in schools. What are the technology applications that will be integrated into curriculum, instruction, and learning? How can technology applications support the transformation of curriculum, teaching, and assessment? How will technology be used for managing organizational resources? How can technology be used to support communication to and provide services to other community organizations? What kinds of professional development will be required?

Planning for technology integration in schools is complex. This technology plan should be viewed as a long term, continuous journey and not a destination or a series of unconnected events. This plan is intended to tackle effectively the task of implementing technology into all aspects of the educational process: curriculum, instructing, assessment, and organization and management of schools. Careful planning is crucial to technology integration, and there are no short cuts to comprehensive planning for technology integration.

This plan recognizes the necessity of technology integration and is based on three general principles:

1. Information technologies are changing the way people communicate with each other, how and where they work, and how they entertain themselves.

2. Emerging technologies are central to educating the students to become productive workers, responsible citizens, and life-long learners.

3. America’s economic strength and ability to compete in the global community are tied to how well schools weave technology into the fabric of education.

This plan defines the core of technology functions and components necessary in designing and implementing technology applications in education. It sets a bold direction for the school district as it continues to make improvements in teaching and learning for all students.

Technology Network and Support System

A comprehensive technology support system addresses six major functions. Each of these functions includes five core technology components. Technology planning should be integrated into the overall technology network and support system design for the school district. This section of the technology plan describes the core technology functions to be employed by teachers, administrators, students, and other staff.

Core Technology Functions

1. Supporting Teaching and Learning: This includes the use of computers and other technologies such as video disks, CD-ROM, multimedia, and distance learning tools for enhancing teaching and learning processes. Recently the WWPS has included the use of Virtual Learning Environments or Collaborative Learning Environments (CLE) to support teaching and learing.

2. Managing Curriculum and Instruction: This includes such instructional support activities as organizing student learning goals, aligning instructional resources and assessments to learner goals, monitoring performance, and preparing various reports.

3. Processing Information: This includes such tasks as word and document processing, document storage and retrieval, and desktop publishing. Document processing is concerned with creating, storing, updating, and disseminating a wide range of written communications in an interactive format using such tools as word processors, forms management, spreadsheets and databases.

4. Supporting Communication: This includes information exchange via voice, video and data using electronic and voice mail, electronic bulletin boards and on-line teleconferencing.

5. Administering and Managing Organizational Resources: This includes such functions as management of information related to students, personnel, finances, organizational and other resources used to support teaching and learning.

6. Managing Learning Resources: This includes computerized cataloging and circulation, acquisitions and information retrieval to support teaching and learning.

Core Technology Components

The following five components will be addressed throughout the plan.

1. Human Resources: This includes all staff who are assigned responsibilities developing and maintaining hardware, software, or other components of the system, as well as faculty and other staff who use the system.

2. Equipment and Networks: This includes computers, printers, modems, telephone systems, local and wide area networks, distance learning networks, all hardware such as: CD-ROM devices, videotape machines, and satellite dishes.

3. Software and Materials: This includes traditional computer software, as well as compact discs and video disks, videotape, digital video tape and other storage media, including manuals and related supplies and support material for data, voice and graphics.

4. Facilities and Space: This includes offices, workrooms and classrooms equipped with air, lighting and wiring systems.

5. Policies and Procedures: This includes directives, regulations and guidelines for the appropriate use of the technology network and support system.

Levels of Technology to be Addressed

In designing the technology network and support system, three levels of technology need to be addressed. First, the outer level includes external pathways to the outside world; school-to-school; school-to-district office; school-to-resources in the community, state, country, and world. Currently at this level are telephones, radios, televisions, and all components of the information highway. A second level deals with technology within each building. At this level a system is needed for both communications and information exchange that links individual users to the external pathways and to information sources within the school. The third, innermost level involves the means that students, teachers, administrators and other staff use to access the system. These include devices such as: computers, printers, scanners, TV monitors, and facsimile machines.

Technology Network and Support System (TNSS)

Functions, Goals and Objectives

Mission Statement:

The West Warwick School Department is committed to educating the whole person and to preparing students for effective and visionary leadership in a changing and challenging world. The support system will ensure students, staff and community will have equitable access to and will be able to use technology tools and application to support, facilitate, and enhance their learning and working environment effectively.

Vision Statement:

We envision the WWSD as a learning community. Classrooms, media centers and offices will be electronically connected and equipped, providing all members of the community with easy and equitable access to information technologies for teaching, learning, management and support.

Supporting Teaching and Learning

Managing Curriculum and Instruction

Processing Information

Supporting Communication

Administering and Managing Organizational Resources

Managing Learning Resources

Recommendations

The following recommendations are a consensus of the Technology Committee. It is the goal and recommendation of this committee to provide adequate, updated and regularly maintained technology for the entire learning community.

Human Resources

The West Warwick School Department is committed to the realization that human resources are the most important components of the implementation of a successful technology plan. In view of this we purpose the following recommendations.

• Provide one additional HelpDesk Technician

• Provide on-site technology specialists to train, troubleshoot, and facilitate technology infusion at each facility.

Equipment and Networks

The West Warwick School Department is committed to providing state of the art technology and tools within the learning environment and community.

• Re-engineer WWPS WAN to network virtualization improving network performance for all schools to access the Internet.

• Provide necessary student/teacher work stations as described in projected needs

• Provide network infrastructure upgrades as described in projected needs

• Provide automated media center at each school

• Provide appropriate furniture to suit equipment needs

• Provide network centrally managed wireless infrastructure at Horgan and Wakefield Hills Elementary School

• Provide network centrally managed wireless infrastructure at all other schools

Software and Materials

The West Warwick School Department is committed to providing appropriate software and materials to ensure the infusion of technology as an integrated part of the curriculum and the administrative operations.

• Provide the necessary software to integrate technology into curriculum and administration operations.

• Purchase of RM Easiteach at all schools.

• Continue to implement RIEPS at WWHS and DMS as well as using the system to support adults within the district in an online learning environment.

Facilities and Space

The West Warwick School Department is committed to providing appropriate space and facilities and recommend modifications based on current and projected needs.

• Provide for the continued evaluation of existing facilities and recommend modification based on current and projected needs.

Policies and Procedures

The West Warwick School Department is committed to developing consistent and standardized policies for the use of technology.

• Provide continued opportunity through the Professional Development Academy (PDA) for differentiated levels of training, adequate time frames, and consistent commitment to on-going training.

• Provide continued discussion for the decision making process regarding technology.

• Provide a continued format for the review and re-evaluation of the approved Technology Plan.

• Provide a policy concerning Internet filtering in the WWSD

• Provide guidance concerning grant writing and fund raising procedures

Technology Implementation Phases

See attached Budget & Budget Justification Documents for Phases IX-XI

1997-Present

Planning Professional Development for Educational Technology:

Creating a Technology-Rich Learning Community

Introduction

The West Warwick School Department is committed to incorporating technology into all of the school system’s educational, administrative, and management functions. This infusion of technology will present an opportunity to enrich faculty and staff learning opportunities. The WWSD will provide time for faculty and staff to take part in education and training activities on an on-going basis.

The WWSD subscribes to the philosophy of the RIF-SMART mission that the best trainers of teachers are other teachers. The teachers and staff realize that the acquisition of technology will be but the first step toward our goal of student-centered learning, and are committed to continued staff development. The West Warwick School Department recognizes the need for continued staff development and has committed to, on an annual basis; at least 18 hours paid training per teacher for professional development.

This professional development plan is based on an assessment of faculty and staff needs and is guided by:

• a shared vision of our district as a provider of challenging learning opportunities;

• a set of principles and understandings regarding professional development;

• a set of core and enriched technology competencies for all faculty and staff.

The plan consists of three interrelated elements – education, training and support.

Guiding Principles

Professional development for technology must respect our district’s traditions while enhancing the development of its learning community. The WWSD recognizes the expertise of its own staff and will use the “teachers training teachers” model in its Professional Development Academy. Based on staff interviews and surveys the following findings are:

• Many members of the faculty use computers to be more productive personally and professionally.

• Many teachers use computers in their teaching.

• Most faculty want to use more technology in their teaching.

• All faculty members have received on-going technology training through the PDA

Our district’s vision statement for technology also provides guidance for the professional development design. Key elements from the vision are:

• Continue to grow as a learning community.

• Provide technology-rich learning opportunities.

• Develop individual learning plans.

• Provide multiple learning opportunities.

• Integrate technology into curriculum and instruction.

Professional development guidelines should:

• Provide a balance of education, training and support services.

• Integrate professional development into day-to-day learning and work.

• Link professional development to the goals of the district.

• Develop a support system for professional development to assure long-term growth.

• Focus the assessment of professional development on its contribution to the quality of student learning opportunities.

• Integrate education, training and support for technology with classroom instruction and administrative needs.

• Employ classroom and workplace support and coaching so that technology and content can be linked.

• Provide choices for individual professional development that accommodate different learning styles and preferences.

Technology Competencies

The use of technology is essential for successful lifelong learning and work in a technological and information-rich society. To prepare its graduates for this society, all of our district’s faculty and staff must be technology literate. Some core competencies expected of faculty and staff are found in the following chart.

These competencies relate to the six functions that comprise our district’s Technology Network and Support System (TNSS): supporting teaching and learning, managing curriculum and instruction, processing information, supporting communication, administering and managing organizational resources, and managing learning resources.

Program Components

Structure

The professional development program structure has three components: education, training and support. The education component will be devoted to building a shared foundation of knowledge and understanding about the uses of technology. The education component will help faculty and staff to form individual and collective images of the ways that computers and related tools can enhance teaching and learning. This component will include such activities as readings, discussions, visits to exemplary programs, and videotapes, presentations by the faculty and staff of their work, and exploring the district’s facilities.

The training component will be devoted to developing skills in the use of various technology tools and in applying these tools in a wide variety of teaching, learning, and administrative environments. Special attention will be given to modeling the effective use of technology. The training component will include such activities as workshops in the district or away, seminars, hands-on practice addressing specific competencies, such as use of the Internet, and self-study using software.

The support component will include a variety of assistance activities to provide ongoing help to faculty and staff as they apply their new knowledge and skills. This will include such activities as in-class demonstrations, and modeling, coaching, peer feedback, active research, peer tutoring, informal exchanges, and access to help from various support services.

Content

The competencies may be acquired in many ways. They may be incorporated into a range of courses that allow for individual choice. The content sequences in each area should progress from basic to advanced topics and applications. Other faculty and staff may choose to acquire competencies in various formats.

Experiences indicates that, as teachers progress in their training, they will need additional support to help them apply their new knowledge and skill in their classroom lessons and teaching practices. For example, following training in the use of the Internet, teachers may have sufficient knowledge and skill to demonstrate an online search for their students, but may not be ready to go beyond simple replication of what they learned. At this time the support component becomes important supplying informal collegial help. With this resources teachers and staff will be able to develop their skills in ways not addressed during the training.

It is essential that our district provide time for faculty and staff to take part in education and training activities. Our district’s program for professional development in the area of technology will be flexible, responding to changing technologies and academic and administrative needs as expressed by individuals.

Assessment

Assessment of the professional development program should address these variables:

• Changes in participants’ knowledge

• Changes in participants’ skill level and use

• Changes in participants’ opinions and feelings

• Changes in quality of student learning opportunities

• Changes in student performance

Implementation Considerations

The following considerations are very important for the implementation of the professional development program.

Staging and Phasing:

Training and support need to be provided “just in time,” that is, just before and during the period when the teachers will have an opportunity to apply the new learning to their work. The education component can be scheduled at any time.

Scheduling:

Professional development opportunities need to be scheduled at different times (of the day, week, school year, and vacation periods) in order to accommodate the diverse faculty and staff schedules and responsibilities. Training opportunities need to include both synchronous and asynchronous opportunities for teachers, administrators, students and parents.

Networks:

Linking faculty and staff who have common learning agendas can promote peer exchange. These networks should include informal support exchanges as well as the use of collaborative learning tools.

Time:

Faculty and staff need time for learning. The West Warwick School Department employs a range of methods for sufficient time for education and training.

Potential Funding Sources

Implementation of the Technology Plan will require resourcefulness in the acquisition of a variety of funding sources. An in depth investigation of the funding solutions, public support, promotional efforts, and on going financial planning will be required for a successful implementation and continued support of technology.

The Educational Technology Planning Team submits the following funding options for consideration.

School Reform/Restructuring Grants:

The effective use of technology in the curriculum is a requirement in these grants. Schools that receive the grants may use restructuring dollars to powerfully impact the curriculum program and student learning program via the use of technology tools.

Endowments:

Parent groups such as PTA’s along with the public sector could form partnerships to create Endowment Programs. The interest from these dollars raised to achieve school goals could then be used for the required technology needed for plan implementation.

Grants and Foundations:

Given the difficult economic conditions in the community, grants and foundations must be explored as ways to achieve district technology goals. Fortunately, the WWSD has been very successful in securing funding for educational technology. Technology grant writing teams have been created in each building and have been successful in securing funding for classroom technology.

Reallocation of System Funds:

The re-evaluation of curriculum design and implementation in the schools to include technology as part of the instructional program for all students will result in the redistribution of curriculum funds. Dollars previously targeted for textbooks, traditional teaching supplies, staff development, will be re-examined and, if appropriate, redirected toward system technology goals. This will include the use of technology tools to improve curriculum, deliver effective software programs to support existing instructional programs, and technology tools to improve teacher efficiency in the classroom.

Technology Partnerships:

Potential partnerships between the school district and public and private sectors should be examined. These partnerships will include work-study programs, equipment on loan, and donations. In addition, these partnerships can serve as links to other joint partnership grants. The WWSD has already taken advantage of several partnerships with Tech Corps RI, APC, RINET, RITTI and NASA to obtain technology in the classroom.

Categorical Funds:

These funds (Chapter I, II) could be used to purchase hardware, software, and staff development to support technology-based instructional projects. The WWSD has already taken advantage of Title funding whenever possible and appropriate.

Home and School Organizations:

Home and school organizations can coordinate fund-raising activities to meet the identified needs of a school, such as acquiring technology equipment. Each of the individual school PTA or PTO organizations purchased several technology components for each school. Various PTA groups bought technology items such as digital cameras, scanners, RAM chips, CD burners and software for each of their schools.

Partnerships with Colleges or Local Adult Education Programs:

A local college or adult education program can team with a district school to fund the purchase of hardware, software or staff development on the school campus. The WWSD has taken advantage of college partnerships with programs such as RITTI.

Vendor Contributions:

Technology vendors will sometimes donate hardware, software, or instructional materials to a school system. The WWSD has benefited greatly from the generosity of vendors such as APC, Synet and RINET.

Community Workshops:

Community workshops and programs offered through the schools can generate revenues earmarked for technology.

Lease Purchase and Financing Agreements:

Lease purchase and financing agreements are other ways to stretch system dollars. Under such agreements, the system may finance equipment and software. The benefits of financing include spreading the costs of software and service, along with the hardware, into multiple budget years, providing fixed monthly payments with non-appropriation provisions, and guarding against technical obsolescence of the hardware.

Local Business Donations:

Business has much to offer schools including expertise, training programs, equipment and software.

Summary

The West Warwick School Department recognizes that the implementation of technology is a process that requires an ongoing philosophical and financial commitment. The WWSD has clearly made that commitment since the inception of its first Technology Plan in 1996. The impact of technology on the educational community is crucial to developing knowledgeable citizens able to compete in our global society. The Technology Committee recognizes the West Warwick School Department has taken the necessary steps in tackling many of the issues raised in the introduction of this plan:

• What are the technology applications that will be integrated into curriculum, instructions and learning?

• How can technology applications continue to support the transformation of curriculum, teaching and assessment?

• How can technology continue to be used for managing organizational resources?

• How can we continue to use technology to support communication to the outside community.

• What kinds of professional development opportunities do we need to provide now that most staff members have been introduced into using technology for their own production.

The Educational Technology Planning Team believes through the concerted efforts of the West Warwick community the goals of this plan can be realized. Our endeavor can have a dynamic impact on how we meet the individual needs of the entire West Warwick learning community.

Individual school technology plans have been created and are aligned with the general principals of this document. Please note that each school’s individual plan has been attached to this document for referencing purposes.

Proposed Budget based on LEA, and Grant Dollars- Priorities will be supported based on available funding