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Hutchinson Public Schools Independent School District 423

Technology Plan 2008-2011

Last updated January 2007

Contact: Allen Stoeckman 30 Glen St NW Hutchinson, MN 55350 320-587-2860 Fax: 320-587-4590 Email: [email protected] www.hutch.k12.mn.us

I. Planning and Needs assessment

A. Organizational Leadership and Technology Planning committee ISD 423 has a district technology planning committee, which meets once each trimester and as needed during the school year. In addition, each school within the district has its own building technology committee, which also has scheduled monthly meetings throughout the school year. District technology committee members and their roles include: Allen Stoeckman, Assistant Superintendent and district committee chair Donna Luhring, Business Manager Debbra Marcotte, High School Assistant Principal Jen Becker, elementary primary teacher Jason Durheim, elementary intermediate teacher Mike Weisenberger, middle school science teacher Kim Rahne, elementary special educator Daryl Lundin, high school career and technology education teacher Naomi Shadis, elementary teacher-librarian Marlene Peterson, middle and high school teacher-librarian Karen Eberhard, District Technology coordinator Kyle Schroeder, district student information system coordinator Ardyce Robbin, district technology assistant Linda Sorensen, building computer lab assistant Nancy Fangmeier, building computer lab assistant Kim Koski, building computer lab assistant B. Demographics of the Hutchinson Public School District Hutchinson Public Schools serve approximately 3000 students in six buildings. The high school serves students in grades 9-12; the middle school grades 6-8; Park Elementary grades 2-5 and West Elementary grades K-1. Additional buildings serve Early Childhood Family Education and Transition Assistance Program, which serves adult students with special needs. ISD 423 encompasses 169 square miles in rural Minnesota, fifty miles west of the metropolitan region of Minneapolis and St. Paul. Students reside in McLeod, Meeker and Renville counties, with the majority from McLeod. The City of Hutchinson has a population of 13,500. The major employers are 3M, Hutchinson Technology Incorporated (HTI), Hutchinson Community Hospital and the public school. A branch of Ridgewater College resides in Hutchinson. C. Needs assessment The following sources of data were used in preparation of this document: Learning Point Associates enGauge Online Assessment Profile; results of the Tests of Emerging Academic English; Minnesota Basic skills Test results; Minnesota Comprehensive Assessments; budgeting process; assistive technology for special education students; and classroom tests and projects. The enGauge Online assessment survey was taken by three building technology coordinators, three district administrators, four school board members, twenty-five parents/community members and one hundred forty-seven (147) educators. The surveys

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were completed between November 10, 2003 and January 7, 2004. The district intends to conduct a comprehensive survey in 2010 using the best tools available. In addition, technology needs are determined by capital budget requests from staff and building technology committee initiatives and by educational objectives such as computerized testing (NWEA, MCAII, Scholastic Reader). Technology needs have also been derived through the curriculum review cycle. D. Needs Assessment Results 1. Forward-Thinking, Shared Vision The essential condition forward-thinking, shared vision was rated the lowest overall of the six conditions essential for the effective use of technology. Overall, this category had a mean score of 2.1 compared to the national database average of 2.58 and the state database of 2.44. Disaggregating this data indicates that in general, the staff does not either know or understand the vision of technology in the district. Teachers with less than three years of teaching experience had a slightly higher understanding, as did teachers of language arts, physical education, and music. Teachers in the middle school also responded higher, with their average in the adoption phase. Two indicators in this essential condition had an average from the survey respondents in the lowest stage -- awareness. The first of these was Community Linkages. The average score for this linkage was 1.89. This score accurately reflects the lack of community or business partnerships. The school is viewed as a self-contained system. The primary school teachers rated this linkage much higher than the educators in the other buildings. Teachers with less than three years of teaching in the district also rated this linkage higher than their more experienced peers. A second indicator in this essential condition Sound Base in Research and Best Practice, had an average ranking of 1.97 which is between the awareness and the adoption stages. This rating indicates that our practices are recognized but the survey respondents do not believe that they are based on research. Three additional indicators in the vision condition rated very low. Each of these indicators was a subset of vision at this level, scored in the adoption stage. These three indicators were Communication, Stakeholder Commitment, and Digital Age Vision for Learners. 2. Effective Teaching and Learning Practice Overall, the survey respondents gave this essential condition a score of 2.67, which is on the high end of adoption, but below the database average of 3.03. The lowest score in this condition was in the indicator: Sound Base in Research and Best Practices. This reveals that the use of technology in instruction is not widespread. No specific processes are in place to inform research and best practices related to instructional applications. The highest scoring indicator in this condition was Relevance. At this level, teachers are using technology to support their instructional strategies. They have not changed their strategies as a result of available technology. 3. Educator Proficiency This condition had an overall mean score of 2.72, which is below the database mean of 3.04. The mean score for the indicator Professional Practice and Productivity was the highest in this condition at 3.06. Teachers are using available technology on a daily basis and it is beginning to change the way that educators teach. The disaggregated data shows a direct correlation between years taught and the use of technology. Those with the least experience (1-3 years) had a mean of 3.5 while those with l3 + years had a mean score of

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only 2.88. Teachers in the elementary schools had mean scores less than 2.0, while secondary teachers had higher mean scores at 2.6 or higher. The lowest score was recorded in the Sound Base in Research and Best Practice indicator. Teachers at this level are making limited use of research in instructional planning. Opportunities for access to conferences and professional growth are limited. 4. Digital - Age Equity Mean scores in this essential condition were quite high in all indicators, scoring in the exploration stage. Teachers are aware of racial and gender equity issues and are proactive in addressing them through the curriculum. 5. Robust Access Anywhere, Anytime Two of the indicators of this condition had the highest mean scores of all indicators. They were Administrative Processes and Operations and Connectivity. Both of these indicators had mean scores in the transformation stage. The first indicator reflects the district's use of technology in communication and access to information. The high score on the second indicator reflects the readily available access to technology in the district and the sufficient bandwidth for applications and access. The indicator Virtual Learning Opportunities conversely scored the lowest of all indicators on the continuum. This would suggest that the district does not have online learning opportunities available for students. In fact, the district does have these learning opportunities available. The low mean score reflects that the district has not informed its stakeholders of the availability of online courses this can be attributed to the newness of this technology. 6. Systems and Leadership Indicators in this condition ranged from a high of 3.92 for Culture of Learning and Innovation to a low of 2.54 on Community Connections. The high score in Culture of Learning and Innovation reflects accurately the philosophy and practice of the district to pilot innovative technologies before full-scale implementation. The district encourages and supports those teachers willing to take risks and pilot new applications of technology as well as new technological devices.

II. Vision, Objectives and Strategies for Technology

Hutchinson Public Schools Educational Technology Mission Statement: To equip learners with adaptable skills, ethical awareness and confidence in using technology towards current educational goals and for their future employment and personal needs. We believe · Providing students with an understanding of how to safely and effectively apply technology is mandatory for preparing them to function in society. · Educational technology should be used in all discipline areas, not just in teaching technical subjects. · Students should have continuous, sequential training and access to computer resources to exchange learning and increase productivity for solving problems and making informed decision. · It is necessary for students, faculty and staff to have opportunities to model appropriate and ethical technology usage.

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· Ongoing planning to provide staff development, technical support, and funding for materials and supplies to stay current with technical advancements is essential for success. · District technology must be manageable and flexible to adapt to future growth and technical change. Technology is used extensively throughout the district. Here is an overview of current and future technologies and the areas they support. Now Parental *Parent portal, includes attendance, behavior, Involvement grades, transcripts *Lunch account, can itemize what was purchased *RevTrack: parents able to pay for lunch (and other fees?) online. Sends message via email when account is low *website (recently updated) *Math CDs that can be checked out for interactive help *Zoomerang surveys *online yearbook creation Curriculum and *Website with links and bulletins Instruction *wired and wireless labs *handhelds *LCD projectors *Graphing calculators *Online subscription: Grolier, United Streaming, ELM resources *APEX (ALC) *Assessment: NWEA, ELL, MCAII *video production course and equipment *Business/Industrial Tech Classes: CAD *Instruction support software on network *Career software *Screen share *Interactive whiteboards Media Services *Computerized catalog/circulation *Scholastic Reading Counts *Cable in the Classroom *Labs within Libraries *Digital videocameras Administrative *online student registration support *Tablets *CAMPUS *VersiTrans *Finance *Payroll *Security cameras (HS) Access by *Regularly scheduled technology classes K-5, students and staff with scope and sequence defined Future *Representative on technology committee *Automated media notices *Automated phone answering

*Use technology to share student work with parents/family *Use for SPED *Increase FM Audio sound field/voice amplification systems *Integrate technology into content areas *interactive whiteboards *Hardware updates to meet MCAII specifications *Upgrade switches to facilitate wireless

*Web accessible Catalog *Web accessible SRC *E-books *Increased online subscriptions *Curriculum mapping

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Communication

*Every teacher has own PC and phone *Adequate labs *Liberal access to TV/VCR/Overheads *Network *Printers/copiers *Marquee (HS) *Closed circuit TVs in hallway (HS) *Email *Remote access to Phone/Email/CAMPUS *Walkie Talkies *Website *Zoomerang *Local TV/Public access channel *Radio spots *Monthly advice column in local newspaper

*Efforts towards paper saving ­ notices via email or automated voicemail?

ISD 423 continues to work towards meeting ISTE and state (as recommended by MEMO) standards. Some specific goals on which we are focusing at this time: (1) demonstrate positive social and ethical behaviors when using technology; (2) Students understand the ethical, cultural and societal issues related to technology (ISTE NETS 2); (3) students apply and integrate applications; and (4) students and staff communicate about technology using appropriate and accurate terminology. Technology instruction and integration is guided by a K8 scope and sequence as well as curriculum technology directives. A 9-12 technology scope and sequence is in progress. Integration of technology with the curriculum in the classroom continues to be a focus of our efforts. Some examples of recent and ongoing accomplishments include that all students in our daytime Alternative Learning program use district-provided personal laptop computers. Middle school students use handhelds for science experiments and language arts testing. Base graphing calculators are available to students and are an integral instructional aide in the higher-level math courses. Students use digital photography and/or video to enhance PowerPoint presentations in some classes. Teachers from the high school are a part of a pilot group receiving training on incorporating math concepts in Career and Technology Education (CTE) courses. In 2006, the high school began using the APEX system for summer school and the ALC program. Students in grades 3-12 are provided with individual log-ins and network space to support the storage and creation of instructional projects and assignments utilizing technology. As indicated earlier, the results of the enGauge survey indicate that our stakeholders view the incorporation of technology as strength. The scores in this condition indicate that the district is in the transformation stage. Students in grades 2-9 will be tested biannually (at a minimum) using the Northwest Evaluation Association Measure of Academic Progress tests. Teachers use the results from these computer generated leveling tests to identify learning goals, for differentiated instruction and to create flexible grouping. The test results can also be disaggregated by subgroup so that teachers will be better able to address instruction in the Minnesota standards and to meet compliance with passing rates required by the No Child Left Behind Act. Assistive technology is available and gradually being implemented. Several students have keyboards and switches with which to communicate. Staff members use a specific application to scan textbooks which is output into audio format. The district is in the process of creating a centralized checkout system and adaptive technology inventory. All staff members have individual e-mail accounts for communication. Staff members are expected to check their e-mail for official district and building communication. The district offers stipends for staff to attend district-created courses in Microsoft office applications.

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Data-driven decisions are formulated using tools provided on the MDE website, NWEA website and Zoomerang software. This data guides instruction and curricular goals.

III. Policies and Procedures

The following district policies and procedures impact the implementation and utilization of technology in the district. These policies are available in each building in printed format and are also available online at http://www.hutch.k12.mn.us. All policies are reviewed and updated on a three year cycle. · 512 School Sponsored Student Publications · 515 Protection and Privacy of Student Records · 520 Student Surveys · 521 Student Disability Nondiscrimination · 522 Student Sex Nondiscrimination · Internet and Network Acceptable Use Policy · 603 Curriculum Development · 604 Instructional Curriculum · 606 Selection of Instructional Materials · 608 Instructional Services Special Education

IV. Technology Infrastructure, Management, and Support

A. Telecommunications Capacity The district uses a Mitel 2000 PBX phone system to provide each classroom with telecommunication services. As part of this service, each teacher and administrator has his or her own voice mail.

B.

Equipment Access for Instruction At a minimum, each classroom is equipped with a Pentium 4 level personal computer outfitted with a "TV out" video card. Televisions are available to all staff for instruction. Each building has between two and seven digital projectors that are available for check out. Each library has computers available for student research and instruction. The district provides a total of 21 computer labs (averaging 30 computers each) for student instruction and use. In addition, each K-5 classroom has at least one computer solely dedicated for student use. Various programs, including Gifted and Talented, TITLE I, Cornerstone, and ESL have mini labs (three to eight computers). Our student to computer ratio is less than 3 to 1. Internet access is provided to the district on a fractional DS3 running at 6 MBs. This connection adequately meets the needs of the district and provides ample room for growth. The buildings also are equipped with a wireless network. Every building offers at least two networked copiers and a few laser printers for printing services. All computers are connected to the district's switched network at either a dedicated 10 MBs or a dedicated 100 MBs Ethernet connection. The district infrastructure rests on fiber optic backbone with full duplex gigabit bandwidth to each building. Each server is connected to the network with a gigabit connection. Average Age of Equipment Administrators have computers that are two (2) years old; faculty have computers that are three (3) years old. The average age of lab computers is three to five (3-5) years. C.

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D.

Handhelds and Portable PCs The middle school uses 30 handhelds for student instruction. The Area Learning Center (ALC) provides each student (up to 60) with their own laptop to be used for instruction and research. These same laptops are used for a video production course offered at the high school. West Elementary and the Middle School both have full classroom wireless labs. Administrators are equipped with wireless tablets. E. Replacement Schedule 2007-2008 3 computer labs (90PCs) 3 Servers Administration, Business Office, Clerical PCs (30 PCs) Selected teacher computers (30 PCs) Upgrade backbone switches Library circulation and catalog system Finish science lab upgrade (MAC) 3 computer labs (90PCs) 2 Servers Remaining Teacher Computers (200 PCs) Back-up tape Upgrade Scholastic Reader 3 computer labs (90PCs) 3 Servers Consider voice over IP 3 computer labs (90PCs) 3 Servers Administration, Business Office, Clerical PCs (30 PCs)

2008-2009

2009-2010

2010-2011

F.

Technology Platform The platform of choice is primarily PCs. The exceptions are Macs for the ALC, HS Science Lab, and one elementary lab. G. Technology Support Support on a district-wide basis is provided by 0.4 FTE Technology Curriculum Coordinator providing support for the student system, all web based applications and staff training. 1.0 FTE Technology Coordinator providing network and hardware support district wide. 1.0 FTE Computer Specialist assisting the Technology Coordinator district wide. The district also has seven building level computer education assistants to assist with software installation, troubleshooting, PC upgrades, and lab supervision. The district has a support matrix for building administrators to use in determining whom to contact for specific support issues. As a last line of support, the technology coordinator will utilize contracted support from one of two designated companies.

V. Role of School Library The goal of a student-centered library program is to assist all students in becoming active and creative locators, evaluators and users of information to read for pleasure, solve problems and think critically. School librarians, in partnership with parents and other teachers, play a pivotal role in the implementation of technology in the district.

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Librarians introduce and conduct in-services for their building staff after school, on staff development days, and in informal one-on-one sessions. The librarian serves as a technology leader. The libraries of ISD 423 use and promote technology in many ways. The library maintains and instructs students and staff in the use of a networked electronic catalog for selecting and checking out physical materials (Athena). In addition, the library promotes the use of online subscription databases provided by the state (ELM) and a few funded by the district (United Streaming, Grolier) through links maintained on library WebPages and through instruction. At the elementary level, students visit the library on a fixed schedule and the librarian has the primary responsibility for teaching the NETS and MEMO technology standards. At all grade levels, efforts are made to create collaborative projects, utilizing technology and information literacy standards within content areas. Scholastic Reading Counts, an electronic tool for promoting and monitoring independent reading is used extensively by students in grades 1-12. VI. Staff Development and training The staff development plan for ISD 423 follows the rules and guidelines prescribed by the State of Minnesota. Funds are allocated to the building sites to be used as determined by the site staff development committee. Funds are also held at the District level and allocated by the district staff development committee. Staff development goals are developed by the committee and approved as a part of the Board of Education school improvement goals. Technology is considered in all subject areas during the formal curriculum review cycle. The district offers stipends for staff to attend district-created courses in Microsoft office applications. All teachers new to the district are provided training in technology as a part of orientation and the mentorship program which is funded through staff development. VII. Budget for Technology 2007-2008 2008-2009 2009-2010 2010-2011

$220,000 $320,000 $264,000 $290,000

VIII. Implementation Plan The district technology committee will review this technology plan annually. It will be updated as necessary to meet all applicable State and Federal guidelines. IX. Evaluation Plan Hutchinson will evaluate the implementation, availability and utilization of technology. The NCREL enGauge survey will be one tool used to measure these factors. Formal and informal surveys of staff, students, parents and community members along with anecdotal evidence will provide data upon which decision for continued improvement can be made. Ways of tracking and streamlining technology support are continually being considered.

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