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ASCENSION SCHOOL CONTENTS 1.0 Introduction
1.1 Mission Statements
1.2 School Philosophy
1.3 Vision for the Future Regarding Educational Technology
2.0 Background Information
2.1 School and Community Demographics
2.2 The Educational Technology Planning Process &
Committee Members
2.3 Community Involvement of Parents, Public Libraries,
Business Leaders, and Parish Members
2.4 How the Plan will Reach Adults in the Community
2.5 How the Plan will Provide Access for Teachers, Parents
and Students to Improve Teaching Practices and Curriculum Resources.
3.0 Program Goals and Educational Technology Initiatives
in Support of Educational Improvement.
3.1 Assessment of Student and Staff Technology Skills,
Knowledge and Attitudes
3.2 Inventories of Software, Hardware, Facilities, Networking
and Telecommunications Capacities.
3.3 Current Status of Curriculum and Educational Technology
Initiatives.
3.4 How New Technology will be Integrated into the Curriculum.
3.5 How New technology will Enhance Teaching.
3.6 How New Technology will Enhance Student Achievement
3.7 Existing Professional Development Activities and Structures.
3.8 Future Professional Development for Teachers, Administrators
and School Library Media Specialists.
3.9 List of Resources for Ongoing Training and Technical
Assistance.
3.10 List of Print Resources (subscriptions), Services,
Software and Technicians Available for Support.
3.11 How New Technology will Enhance Teacher Training.
3.12 Strategies for Using Information Technologies, including
Internet and Distance Learning.
3.13 Assessment of Current Educational Technology Support
Staffing
4.0 Current Status 4.1 Administrative and Management Goals and Initiatives
in Relationship to Technology.
4.2 Communication and Informational Access Goals and Initiatives.
4.3 Instructional and Curricular Goals and Initiatives.
4.4 Staff Competency Goals in Support of Student Learning
in Relationship to Technology.
5.0 Technology Design 5.1 Software Priorities
5.2 Hardware, Facilities, and Network Priorities
5.3 List desired technologies (for these applications.)
5.4 List Provisions for Capabilities of these New Technologies
with Existing Technologies.
5.5 List Services and Grants School is Eligible for and
How They will Impact this Technology Plan.
6.0 Educational Technology Implementation Action Plan
Timetable
6.1 Hardware, Facilities and Network Acquisition/ Implementation
6.2 Software Procurement
6.3 Operations, Maintenance, and Upgrades
6.4 Professional Development
6.5 Additional Human Resources in Support of Technology 6.6 Funding sources 6.7 Budget Summary and Related Expenses Needed to Implement Plan 7.0 Monitoring, Evaluation and Revision of the Educational
Technology Plan
7.1 Monitoring and Evaluation Process
7.2 Incorporation of Evaluation Information for Ongoing
Planning
7.3 Process for Reporting to Stakeholders
7.4 Process and Timeline for Ongoing, Long-Term Planning Explanation of Abbreviations ASP - Applications Service Provider CBL - Computer Based Laboratory DONET - Dayton Ohio Internet Service Provider MDECA - Metropolitan Dayton Educational Cooperative Association PDS - Parish Data Systems (Vendor of Parish Administrative Software) PTO - Parent Teacher Organization SOITA - Southwestern OHIO Instructional Technology Association TMS - Technology Management System VARtek - Centerville, Ohio based Technology Vendor 1.0 Introduction This plan for technology is designed to provide the technology & opportunities that will be beneficial to staff, students and the community. It is considered only as a starting point, the first step in determining the direction of Ascension School, Kettering, Ohio in preparing its students to function effectively in the 21st century. Acceptance of this plan will assure the community that any dollars spent for technology will provide the best return for the investment since technology purchases will consider the needs that arise with respect to support, training and integration. To truly be a working document this plan has to be reviewed and updated annually in order to keep pace with a rapidly changing world. 1.1 Mission Statements 1.1.1 Archdiocesan Mission Statement The Catholic Schools Office of the Archdiocese of Cincinnati is dedicated to the teaching mission of the Catholic Church through service and leadership to the schools of the Archdiocese. We proclaim the Gospel of Jesus Christ and promote the ideals of message, community, and service. We encourage, support, and challenge school administrators in their ministry and management. We provide assistance, information and direction for the enhancement of quality education in our Catholic schools, which strive to instill values for a lifetime. Mission Statement of the Cincinnati Archdiocesan School Office 1.1.2 Parish Mission We, the Catholic community of Ascension Parish, are drawn together by our love of Christ as the center of our individual lives, families, community and ministry. We commit ourselves to being a praying, teaching, caring, serving sign of God's presence to each other and to the world around us. We cooperate in building the kingdom of God by: Living our Catholic faith and nurturing its growth; Extending a spirit of welcome and belonging in our prayer, liturgy, sacrament, and mission; Accepting and cherishing the dignity of each person; Working in partnership with individuals, churches, and communities in service to others. (Pastoral Council, June 1999) 1.1.3 School Mission Ascension School is a Catholic school dedicated to the promotion of gospel values and the education of students in the life and teachings of Jesus Christ and the Catholic Church. Ascension School is supportive of parents in their continuing responsibility of providing for the spiritual, intellectual, emotional, and physical development of their children. Our goal is to foster a true Christian community that demonstrates knowledge of scripture, participates in service to others, and is personally and publicly prayerful. Additional emphasis is placed on leading each child to reach their full potential, the development of mutual respect for everyone, and discipline which leads toward self-direction. 1.2 School Philosophy Ascension School is an important expression of the Mission of the Church to proclaim the Good News of the Gospel of Jesus Christ and to translate the words into action. At Ascension, the staff, students and parents join their parish priests and fellow parishioners to form a living Christian Community in which people are bound together in mutual aid, responsibility and cooperation. It is our purpose to educate and develop each student in an atmosphere of enthusiasm for learning so that each child realizes his or her maximum potential in order to become an independent, happy, self-disciplined human being. Within the prepared learning environment of the school, each student develops in the way and at the pace appropriate for his/her needs, abilities and interests. At Ascension School, adults and children actively participate in the learning process and are continually in the process of changing and growing-- for to learn is to change and to experience joy in learning is to delight in life itself, for learning and life are one. (1/14/1986; Rev. 3/1/1991; 2/1/1998) 1.4.1 Archdiocesan · Technology is a tool used to accomplish curricular and productivity goals. · The teaching of computer and other technology skills should be integrated into curriculum-related activities and not become a curriculum of its own. · For optimal integration of technology into the curriculum, it is suggested that the instructor of the technology applications should be the classroom teacher or the technology coordinator working very closely with the classroom teacher. · In schools where the computer lab is the primary site of the technology instruction, the classroom teachers should accompany their students to the labs and be responsible for or assist with the instruction delivered there. They should also be responsible for or assist with any technology instruction that takes place in their classrooms. General Statements Regarding The Use Of Technology In The Schools We aim to integrate specific technology usage into appropriate grade levels to assist students in developing technology literacy in order that they may comfortably use technology to enhance their learning. The school will teach students the skills of keyboarding, Internet researching and word-processing, as well as creativity, and problem-solving using technology. Technology Task Force members envision Ascension School creating an updated infrastructure to support a network of technology that will be accessible throughout the school building in all classrooms, the lab, the media center and offices. Ideally, the hardware will be similar in all learning spaces with access to computer labs on both floors. Phase II of the technology Plan will address additional computer labs. Teachers will be encouraged to use technology as a tool and will be supported with continuous professional development opportunities. Technology will be used to enhance Parent/Teacher communication through use of e-mail and a school web site. The vision is to step outside the bounds of the regular classroom and the regular school day via technology by creating partnerships with other elementary/high school and or higher-level institutions and possibly include technology classes as enrichment for Parish members. These goals will be met with a secure, well-maintained technology system that serves not only the instructional objectives of the school, but also facilitates the school's management tasks. Realizing the vision calls for commitment of resources that is within the means of the school budget supported by grant money, in-kind services and capital improvement funds to achieve improved technology at the school.
2.1 School and Community Demographics Ascension Parish/School has served the Kettering and surrounding area since its inception in 1955. Ascension School currently has a population of 420 students in grades kindergarten through eight. School population has increased significantly in the past ten years. In recent years Ascension has had its largest student population since 1974. The Parish also serves 365 students for Religious Education. Ascension does not discriminate on the basis of race, sex, national origin or age. Ascension School has a consultative Education Commission that assists
the administrator in developing school policy and -range plans. Ascension
School employs seventeen full-time teachers; four part-time specialists
in technology, music, physical education and art; a school administrator,
secretary and bookkeeper. Information about the school may be accessed
from the Ascension School web site at: The city of Kettering has a population of about 60,000 residents. It
is a suburb of Dayton, located on the eastern edge of Montgomery County
roughly between I-75 to the west and I-675 to the east. The University
of Dayton, Sinclair Community College, and Wright State University are
nearby. The Miami Valley Research Park, located within the borders of
Kettering, is home to a number of technology-related industries, namely,
Reynolds & Reynolds and Scitex Digital Printing. The Kettering/Dayton
area is home to many high-tech businesses. Lexis/Nexis, Mead, and NCR
all have worldwide headquarters located in the community. In addition,
leading information technology companies such as Oracle, Computer Science
Corporation, KPMG Consulting, SAIC, and TASC have major presence in
the area to support the information technology needs of Wright-Patterson
Air Force Base. Further background about Kettering is available through
the community web site: http://www.ci.kettering.oh.us/kids.htm Ascension School Technology Task Force members met for the first time in the fall of 2000. The Task Force is responsible to the Parish Education Commission, from which it takes its charge to develop a comprehensive technology plan for the school. The original charge of the Technology Task Force: · Commitment of one year to meet as often as once a month to develop a comprehensive technology plan that will outline the following: o Inventory teacher & catechist skills, attitudes and dreams of
using technology in the classroom and in the lab. The technology Task force prepared the school's first comprehensive Technology Plan with recommendations and submitted it to the Education Commission, Parish Educational Administrators and Parish Council for final approval in January 2001. The Task Force is charged with monitoring the plan and revising it as needed. 2.2.1 Technology Committee(s) Meeting Forum and Method of Communicating to Stakeholders. The Technology Task Force is further sub-divided into four committees (originally 6). The Task Force committees and members are responsible for the project planning and execution of planned activities for each respective committee. Committee members will designate a chairperson to lead them and serve as their spokesperson. All activities of each committee will be documented in the form of meeting minutes. The committee contact will be responsible for providing a status update to the Executive Committee on at least a monthly basis. The Technology Task Force committees will meet as required by tasks to be accomplished under each respective committee's project plan. The status of each committee's activities will be presented on a monthly basis to the Executive Committee. Actions taken on the part of the individual committees and the Executive Committee will be documented in meeting minutes and made available to the stakeholders upon request and posted on the Ascension web site: http://www.ascensionkettering.org/school/aboutus/techplan.htm 2002-03 Task Force Committees Teacher Development/Curriculum/Software Infrastructure/Hardware, Communications, Security Business Applications, Web Page Design Finance
Teacher Skills / Professional Development/Curriculum Technology Plan Business Applications Finance Executive Committee meetings will be held monthly or on an as-needed basis. A majority of the Executive Committee members must be present for consensus decisions to be made. Meeting minutes will be taken at each meeting to document the actions addressed and decisions made. For the purpose of the Ascension Technology Plan, stakeholders are
identified as Ascension students both in the school and in the parish
religious education program; Ascension teachers and catechists; parents
of Ascension School and religious education students; Ascension parishioners;
and communities of Kettering/Dayton and surrounding areas where our
students and parishioners live. Adults in the parish and school communities will be involved through the following means: § Planned open houses for families to learn about computer and Internet use and online safety for families. Ascension hosted its first Science & Tech night for parents and community members in March 2002.) § The computer lab would be opened on selected evenings when school and religious education families have access. (Catechists have been trained on lab use and have access during Monday night Religious Education classes.) § Offer school lab as a site for community and diocesan-wide workshops for teachers. (Ascension will be hosting a cluster area in-service for Teaching in the 21st Century on Feb. 14, 2003, which will have a technology focus.) 2.5 How the Plan will Provide Access for Teachers, Parents and Students to Improve Teaching Practices and Curriculum Resources. In the first phase of technology development at Ascension students and staff may now access the school's application software and data anywhere online through an Applications Service Provider (ASP) arrangement with our vendor VARtek. Applications and network software are installed and maintained on a server at the ASP site. In fact the arrangement with VARtek has evolved into what is known as a TMS - Technology Management System. Students, parents, and teachers can now be provided with anytime, anywhere learning 7 days a week, 24 hours a day, 365 days a year. The TMS provider has installed and supports the building wiring and cabling necessary for connections, and the on-site server and workstations, peripherals over a five-year period with an option of full replacement of server midway through the five years. Ascension staff selects the software needed to achieve curriculum objectives. The plan has additional phase goals for projection systems in all classrooms, automation of the library and for additional workstations in each classroom. 3.1 Assessment of Student and Staff Technology Skills, Knowledge and Attitudes The Staff of Ascension School underwent a self-assessment of their technology skills in August 2000. The same self-assessment instrument was again administered in the fall of 2001and 2002. (See appendix for results of the surveys.) The survey indicated that the staff, on the whole, seems skilled, knowledgeable and experienced with common forms of technology including televisions, VCR's, and word processing. The staff initially in 2000 was on a beginning level of skills and knowledge for newer technology, such as computer use, e-mail, and Internet, much of that attributed to the lack of access at Ascension school. In general, the attitude of the staff seems positive toward the integration of technology. The teachers' own assessment of their skills in years 2 and 3 of our major technology implementation has increased measurably. A family survey was sent home in the fall of 2000 to assess student and parent technology use patterns, skills, knowledge and attitudes. The survey indicated a number of interesting trends: · 97% of Ascension School Families have a computer in the home. A January 2002 survey of family access to the internet, connections speeds, and experiences downloading the ASP software indicated that not all families can readily access the school applications and data through the ASP arrangement. Assessments are planned for the future to gauge the needs of participants and catechists in the Parish Religious Education Program. 3.2 Inventories of Software, Hardware, Facilities, Networking and Telecommunications Capacities. Ascension entered into an ASP agreement with VARtek, at a cost of roughly $60,000 per year over five years, to manage the school technology services. VARTek is responsible for wiring of data and video throughout the school, technical oversight of all aspects of our network system, installation of software and hardware, and management of the ASP home to school connection. The school now has: o Wired the building with 4 network links to each classroom and the
28 connections in the lab. Two laptops and projection units have been purchased and are available for teachers to borrow for use in the classroom and for staff member presentations. The school has 16 Alpha Smarts but they are used sparingly, probably
since there is not a complete classroom set. VARtek has provided input
cables to send the data from the Alpha smarts to a workstation. See Appendix for Hardware Inventory. Ascension hired a technology teacher in the fall of 2001. Curriculum was adapted from Archdiocesan recommendations. The tech teacher has instructed the students in basic literacy, applications software (WORD, Powerpoint, Spreadsheet) and keyboarding. Due largely to the technology teacher's efforts the school has begun meeting the developmentally appropriate Curriculum goals and skills identified in the tech plan. The school has been successful at introducing Accelerated Reader programs
throughout the school and A SHOPA foundation grant to initiate a student school newspaper was awarded to Ascension in the 2001 school year. A digital camera and scanner were purchased. Quarterly issues of the school newspaper The Knightly News were published. Over 30 students participated in writing and editing the paper under the guidance of volunteer parents, two of which have news journalism backgrounds. Plans are to incorporate this news writing activity into the Gr. 7 & 8 curriculum and have it become an online journal rather than a paper version. An initiative to link students with scientists in the field called Jason Project was granted with $1,500 in funding in the 01-02 school year, however the satellite hardware was not purchased on the recommendation of the Jason Project since the dish companies were merging at the time. Teachers received training and tapes of the live broadcasts were sent to Ascension, however the program has not been fully implemented. State Science education funds were used in 1995 to implement laser disk technology for the classrooms. One TV, laser disk, and VCR combination was purchased for each grade level (shared between two classrooms.) That system continues to be used, but does not provide the interactivity that a computer lab or workstation environment offers. Other hardware includes a laminator purchased by the PTO and various examples of older technology including overhead projectors, tape recorders, filmstrip projectors, turntables, and an opaque projector. The school has undergone a geographical map audit conducted by the firm Nystom. Indications are that most of the maps and globes throughout the school are out of date. Nystrom has prepared bids for full replacement of maps and globes and another estimate on option to have all classrooms utilize digital map software that can be projected on a screen. It is expected that teachers will find more and more ways to integrate technology tools in curriculum areas such as creative writing to scientific graphing and charting. For instance, students participating in school newspaper production will be able to enter stories and draw them together possibly using some web page software, thus providing real writing experiences and bolstering the writing curriculum. Examples of current curriculum integration: o Gr. 1-8 STAR reading diagnostics to gauge reading levels and target
books for individualized reading in the Schools Accelerated Reader program.
Goals for further integrating technology into the curriculum in the near future include: o Increased software 3.5 How New technology will Enhance Teaching. Added software tools will make it possible for teachers to integrate technology with the curriculum. Projection units in all classrooms will provide a large canvas on which teachers can demonstrate material, share student made presentations, maps, video and other projects it in a way that students can view more easily. Smartboards also. Library automation will provide easier access to materials. Teachers will be able to search the media center resources from the classroom and home. The school's rich religious education resources may be catalogued as well. With additional workstations in the classrooms teachers will not have to compete with students for access to the single machine in the classrooms now. One of the classroom workstations may be dedicated to classroom management, grading, and teacher correspondence without teachers having to log in and out with students throughout the day. Phones will provide private communication with the office as opposed to the public address system that does not permit secure communication. Teachers may conduct phone conversations with parents from the classrooms without having to access the limited number of lines currently in offices. 3.6 How New Technology will Enhance Student Achievement Added software tools will make it possible for students to better see the application of technology in learning. Students will more easily view class materials with big screen projection. Students will better able to see shared materials instead of competing for limited print resources that cannot be shown to all the students at once. Students will be able to search the media center resources from the classroom and home when the media center is automated. Additional workstations in the classroom will increase access for students. Students will not have to compete with teachers for access to the single workstations in the classrooms now. Having state-of-the-art tools will create enthusiasm and excitement about learning. The technology will assist in integrating the curriculum and will encourage achievement in several areas such as math, science, social studies and English and to allow an opportunity for higher levels of thinking and creativity as well as remedial instruction 3.7 Existing Professional Development Activities and Structures. The technology teacher in tandem with VARtek technicians and the school administrator have conducted some in house teacher training on basic use of the network system, e-mail, and use of the school management (attendance and lunch count) system. The technology teacher offered mini workshops on Wednesday and Thursdays after school during the 2001-02 school year. One afternoon was designed for beginners and the other for those more comfortable with technology. Teachers have had numerous opportunities to attend technology related workshops. The Archdiocesan Catholic Schools offer regular low- to no-cost workshops in the Dayton area on specific applications software. Five teachers attended SOITA (Southwestern Ohio Instructional Technology Association) workshops in Nov. and Dec. 2001. Title II, Federal Education funds for Professional Development have supported the cost of these workshops and will support any other technology-related and approved workshops teachers show interest in attending. Teachers have attended Accelerated Reader & Math workshops through Title II funds as well. See the Appendix for Professional Development Activities. 3.8 Future Professional Development for Teachers, Administrators and School Library Media Specialists. The teachers wish to continue taking advantage of the SOITA workshops offerings. Title II and School funds are available to support fees. Teachers attending these workshops can bring their expertise back and share it in the context of faculty in-services. The technology teacher intends to offer after school sessions on Wednesdays beginning midway through the second quarter of this 2002-03 school year. Step by step procedures have been gathered and organized in a Technology binder for each teachers. It may be possible to put all these material on line. Other ideas for furthering professional high-technology development include · Using the Train the Trainer Model, teachers can be sent to become proficient at certain software applications and then become responsible for sharing that with the rest of the staff. · In-service Tech Days where teacher pairs prepare then share model lesson plans for integrating technology into the curriculum. · Online tutorials that may be accessed from the home or school. · Mentoring - Match the more computer proficient teachers with teachers who are less experienced and comfortable with technology. Teachers will be given a checklist of specific skills on which the mentor teacher will work with the beginning teacher. This will be modeled after the Carroll High School Technology Mentor Program. Training Technical Assistance
Print & Online Resources Parent Volunteers
Large screen projection system will be available in the lab for in-service presentations and training. With added machines in the classroom teachers will have further access to new technology so teachers will have the tools necessary to learn more about how technology can be integrated into the classroom curriculum. With on-line access they will have a wealth of teacher resources readily available to them. Teachers currently have the ability to prepare classroom lesson plans and share them with their fellow Ascension teachers and with teachers from other schools. This option can be utilized more fully and deserves some in-service focus. There are diocesan initiatives being explored that would give teacher further tools for collaboration. Ascension School is in the position to take advantage of these tools.
Needs for further information technology will grow out of curriculum planning. The major purpose of all technology will continue to be to support the curriculum. At this stage, distance learning has not been explored thoroughly. With the Roadrunner cable access it may be possible to stream video digitally instead of utilizing a satellite dish that was originally proposed with the Jason Project Grant.
Since the fall of 2001 the school employs a technology teacher who has responsibility for direct instruction with the students as well training of teachers. Volunteers assist in the technology lab. Teachers are to work closely with this technology teacher to ensure integration is happening with classroom activities. The school has had no media center specialist, instead has relied on a dedicated core of volunteers. In the fall of 2002 the technology teacher was given further responsibilities in supervising volunteers in the media center. Plans eventually include hiring a media specialist who will have responsibility for managing the library automation and coordination of volunteers. Depending upon how well teachers progress in their training and continue with integration efforts the current technology teacher may be able to take on more of the media center responsibilities to a point where possibly the position may become 50% technology and 50% media center responsibilities, perhaps with added summer hours and salary for the media center functions. 4.1 Administrative and Management Goals and Initiatives in Relationship to Technology. The school requires automation of some administrative functions such as correspondence and management of school family and student data. The Principal, Secretary and Administrative Assistant have workstations with Office applications, e-mail and a school management program. The school management system was developed by George Elwood of Elwood
Consulting. It was updated to a Windows version in the summer of 2002.
The program provides student identification, attendance, lunch count
and tuition data. Mr. Elwood personally supports the program, which
has an ACCESS database as its foundation. Support is somewhat dependent
upon whether Mr. Elwood is in town. He works for the military as a computer
security consultant and is often away a week at a time to other military
installations around the country. With the School's 50th anniversary approaching in the year 2006 the school would benefit from the development of a database of Alumni members. The objective would be to correspond with these alumni members to inform them of reunion opportunities and keep them aware of school projects. 4.2 Communication and Informational Access Goals and Initiatives. Currently the school has access to the web through a T-1 line, which was installed and is supported by MDECA. E-rate and state subsidy funds helped pay for the hardware and transmission charges. The goal is to continue with that access and build on it as necessary. Ascension School is CIPA compliant as the Internet access is filtered by MDECA with Bess software. A further goal is to make use of the Time Warner Roadrunner service to provide streaming video feeds possibly into the Science classroom to support the Jason Project. 4.3 Instructional and Curricular Goals and Initiatives. Current Usage Ascension students in Grades K-8 currently use the computer lab, a minimum of once a week for 45 minutes. All classes have access to the lab in addition to this scheduled time. Each classroom has a workstation available to the students throughout the school day, however it is shared with the teacher. Students have access to a digital camera, scanner, Alphasmarts, which are stored in the lab. Immediate Goals · More integrated use of the computers. · Increase teacher ability to demonstrate and utilize online resources with the whole class. · Better access to media resources (print, video etc from the school library and other linked libraries) · Increase student access. · Increase teacher ability for teacher communication. The following are hardware, software and staffing goals in support of the above goals: · Purchase more software teachers can integrate into the curriculum · Purchase 20 additional projection units and two "smartboards" on wheels for shared use on each floor. · Library automation - library management software, barcode scanner, group training, 2 additional workstations, printer · Eventually three additional computers in each classroom (current network drops exist to accommodate them.) Begin with Phase 1 - one additional workstation per classroom; Phase II - two additional workstations; Phase III - three additional workstations. · Further promote school to home connections for all families. · Add certified media specialist staffing to supervise the media center and continue to provide technology instructional support to teachers and students. · Installation of phones in each classroom for increased communication Long Range Goals in the School Technology Plan: · Additional laptops for individual teacher use with the option to purchase for personal use (possibly require training for this option) · Satellite TV programming to support the Jason Project and other Distance Learning possibilities. · Examine the possibility of connecting with homebound students. 4.4 Staff Competency Goals in Support of Student Learning in Relationship to Technology. Through a combination of staff in-services on technology usage and increased access to the machines, teachers will continue to be expected to be competent at the following: 1. Basic operation of technology devices. As staff members become increasingly competent and technology evolves in the school the staff will soon need to face the next level of skills: · Use of projection hardware 5.1 Software Priorities 5.1.1 Administrative and Management The basic technology needs for the administrative management of the school office are for office applications - word processing, database and spreadsheet software; a school management system and an accounting package; the workstations to run these applications; networking software in order to share the data and a good laser printer that may be shared by the secretary and principal. Access is provided to the Parish Religious Education Coordinator and all auxiliary staff in the building including the School Psychologist, the School Nurse and the School Counselor, cafeteria, Intervention Specialist and Clerk School Management Software Requirements Ascension School needs a school management system that organizes the following data and generates lists, labels, and reports. Mr. Elwood's software accomplishes most of these functions, but with the support limitations described above. Much of the information is database material that could be managed with an in house Access database. However, commercially developed systems have the queries, report formats and lists in a ready-to-use format. Once the school and parish are fully and reliably networked the School may consider using the PDS software to The following administrative functions are required in an administrative software. · Biographical Records/Student Profile 5.1.2 Communications and information access software Continued support of the following Software: 5.1.3 Instructional and curricular software Continued support of the following Software: 5.2 Hardware, Facilities, and Network Priorities 5.2.1 Hardware: Workstations and Peripherals Phase II - Goal for Completion 2004 Phase III - Goal for Completion 2005 Phase IV - Goal for Completion 2006 5.2.2 Facilities Network Design The technology task force recommends continuing with a TSP (ASP) arrangement whereby all workstations throughout the building are networked and connected to the Internet through a T-1 line. An on site server is located in the school while data is backed up daily off-site at VARtek. The server will continue to be managed and maintained by VARtek who will have responsibility for installing software and making it available over an internet to students and teachers through home connections. 5.2.3 Building and Classroom Wiring Standards Ascension School will maintain the standard of Enhanced Category 5 cable (Cat 5e) with capacity for transmission of data at rates of 100mb/second to allow for future video capabilities. This exceeds the current prevailing standard, but it is practical to be prepared for higher capacity within the next five years. At some point, wireless transmission will become feasible and offer the same speeds, but it is presently not the recommendation of the Technology Task Force to employ wireless technology. 5.2.4 Implementation Issues Funding and appropriate training and support after the technology is installed are naturally two issues that will pose the most challenge to implementation. As with any project of this magnitude, unforeseen issues will undoubtedly arise. Although ASP arrangements have been in place and tested in other environments for over a decade, we are still in some ways in a pioneering stage in the actual deployment of an ASP in an educational setting here at Ascension.
The Applications Service Provider will continue to be responsible for maintenance and support of all equipment except for the digital camera, scanner, and projection unit(s). Only the ASP provider vendor is authorized to service the workstations and peripheral hardware on site and will be the only ones to service the off-site servers. The work is warranted and insured. The service agreement has been reviewed by parish and diocesan attorneys. The installers and support technicians are certified, licensed, trained
technicians of the service provider. The school has a support agreement
that requires on-site service within 24 hours.
Telecommunications Services Internal Connections Internet Access Other Hardware & software, and services Additional Phases * Telecommunications services eligible for the E-Rate. 5.4 List Provisions for Capabilities of these New Technologies with Existing Technologies. Added software on the network, addition of further projection units, added classroom workstations and automation of the media center will all integrate well with the current school technology. Electrical improvements made during the summer of 2001 will accommodate additional workstations and projection units. Renovation of the school continues through next year with windows and security systems being installed that will protect the equipment both from the environment and from intruders. Each classroom has a television now, however some are older models that were once shared between classrooms. Teachers have access to video and laser disks and digital displays from their classroom workstations. Rather than purchase new televisions, it is cost effective to save the expense of installing televisions, mounting or cart units ($500-$1000 per 8 classrooms) and instead spend the funds on installation of projection units in each classroom. The school also needs new updated wall maps (estimated at $150 per classroom). Up-to date maps could be displayed with a projection unit from free on-line map sources. The funding needed for combined television and map upgrades (estimated at $7,500-$10,000) could be directed toward the purchase of at least two projection units. 5.5 List Services and Grants School is Eligible for and How They will Impact this Technology Plan. Over $70,000 in grants and services have been received by Ascension School over the past three years to help offset costs of the tech improvements. 1. FCC E-rate Universal Services Fund - 40% discount for transmission charges, MDECA applies e-rate funding for T1 line charges, installation and associated hardware. The school must apply for new phone installation. Jan. 1 deadline 2. Federal Education Program Entitlements 2. State Funding Sources a. Schoolnet Professional development funding up to $1000 Sept. 1 deadline
annual 3. Grants b. Mathile Family Foundation - awarded $10,000 anonymously in 2001 for capital improvements vital to technology initiatives (electrical wiring.) c. SHOPA - $900 awarded for fall 2000 for a scanner, digital camera, and publishing software annual application process. d. EDS Approximate $2000 range. Received $1500 in 2001 $700 remains to be spent) deadline anytime. e. OHIO Schoolnet Telco Grants - target for spring of 2003, March deadline, annual f. Innovative Teaching Grant - Miami Valley of $500 Sept. 1 deadline, annual 4. Ascension School Parent Teacher Association - Committed $11,000
for the 2001-02 school year. The Organization expects to have a surplus
of $30,000 at the end of 2002-03 school year of which approximately
$20,000 may be offered to the school for special projects, of which
technology is one of many to be considered. 6. Ascension Parish has contributed over $150,000 per year over the past three years to renovate the school. $25,000 of those funds were targeted the first year to wire the school. The network closet and upgrades to the school's electrical system were included in this project costs.
6.1 Hardware, Facilities and Network Acquisition/ Implementation Summer 2003
6.2 Software Procurement Timeline is contingent upon budget approval and grant acceptance. Spring software selection, summer purchase 6.3 Operations, Maintenance, and Upgrades All operations of the network, maintenance of the server and upgrades of the system including workstations will be performed by the TMS vendor as needed. Ascension School has budgeted an annual amount for this technology service maintenance. All operations, maintenance and upgrades are included in the five-year budget projections as operational budget line items. The TMS arrangement includes a "Refresh" option after 30 months or two-and-one-half years, which would mean installation of a new server, switches midway through the five-year agreement. 6.4 Professional Development
Funding Sources targeted for these technology improvements are. a. Wallace Foundation - Annual application for $25,000 - $30,000 to be submitted by May, 2003. b. Ohio School Net offers $3,000 annually for access. c. E-rate funding for reduced fees for telephone service, complete school phone system with added phone sets in each classroom to be submitted by Jan. 18, 2004. d. PTO - Is Offering $20,000 towards the purchase of workstations and projectors e. Andrews Foundation $2000 towards Training and other incidentals f. State Auxiliary Funds - $2,500 to be budgeted for purchase of Technology (limited to non-religious purposes) g. Title II funds - $2500 to spend by June h. MDECA - $5,600 for projectors, to be spent by June
7.1 Monitoring and Evaluation Process A regular Technology Task Force at Ascension School with a mission
and responsibility to evaluate the Technology Plan on an annual basis
will be established. Student achievement results will be studied each
year and teacher and student interests, attitudes, knowledge and skill
levels will be surveyed annually as well to determine what changes have
occurred since the base data was collected in the 2000-01 school year.
Changing needs will drive the planning process. The stakeholders will review the plan annually. Ascension Parish and School have long-range planning processes in place so the Technology Task Force will try to plan technology projects five years in advance. Technology issues will be studied and monitored in all facets of the long-range planning process. 7.3 Process for Reporting to Stakeholders All stakeholders will receive regular information through the school newsletter as well as the school website. Technology Task Force members will receive minutes of meetings, committee actions and further information regarding grant possibilities. In addition, regular reports will be made to those who fund the projects, to diocesan personnel and to the Ohio Catholic School Accrediting Association. As noted previously, the chair of the Executive Committee of the Technology Task Force will report to the Education Commission monthly or as needed. 7.4 Process and Timeline for Ongoing, Long-Term Planning The Technology Committee will make recommendations annually and forward
those recommendations to the Ascension Education Commission so they
can be addressed in the Education Commission's long-range planning process.
Teachers, We are looking at the possibility of writing a grant to combine with money from the PTO for as many as 9 additional workstations, 9 projection units and 9 digital cameras. This is in some ways a pilot project with the ultimate objective of having more of these in every classroom. These new projection units and workstations do not need to be connected. A new projector could be connected with existing classroom workstations. The new workstations do not need to be connected with a projector. They may simply become a second station in your classroom probably more dedicated to student use than the existing workstations near your desks. It would be good to spread the hardware around to all the rooms, but depending on the interest it is possible that a room could get both a workstation and a projector. The projector unit will replace any current TV in your classroom. It would be ideal to think that each of these items would be available at each grade level. In preparation for next week's Technology Task Force meeting we need to have some idea of your interest and commitment to using this technology if it is available to you in your classroom. _____ I would like to have and use a digital camera in my classroom. _____ I would like to have and use a projection unit in my classroom. _____ I would like to have and use an additional workstation in my classroom. _____ I would agree to participate in separate staff development activities to learn to use the projection units and or digital cameras. It's estimated that this should take about a half day at most. It could be outside the regular inservice time frame that we have scheduled for next year. It may be possible to work the staff development into a series of after school workshops. This is the second phase of and meets only half our needs if everyone is interested in using it. Hopefully eventually we could bring on more machines for all the classrooms. Thank you for taking the time to fill out the survey. Signature _____________________________________________ Please return this to the office by Tuesday afternoon, March 11. Thank
you.
50 Thin Client Windows computers
· SOITA Workshop - October 2000 · SOITA Convention - Dec. 5 & 6, 2000 · Archdiocesan Technology Workshop - Feb. 2001 · Beginning Use of Gradequick (SOITA) - Feb. 7, 2001 · Advanced Word - April 16, 2001 · Windows 98 Workshop - June 27, 2001 · Intro to Powerpoint - June 29, 2001 · Intro to Word - July 11, 2001 · Classroom Uses of Word - July 26, 2001 · Intro to Powerpoint - Aug. 8, 2001 · Math Renaissance Workshop - Sept. 18, 2001 · Reading Renaissance 1 Workshop - Dec. 5, 2001 · SOITA Convention - Dec. 2001 · Electronic Resources Technology - April 15, 2002 · Fractions & Proportional Reasoning - June 10-12, 2002 · Geometry with the Geometer's Sketchpad - June 13-15, 2002 · Functions & Graphs - June 17-19, 2002 · Well Managed Classroom - Summer 2002 · Mentoring in a Catholic School - Summer 2002 · Teaching in the 21st Century - Oct. 10, 2002 · Integrating Lamguage & Technology Workshop - Nov. 19,
2002 · SOITA Convention - Dec. 9,10,11, 2002 · Teaching in the 21ast Century - Feb. 14, 2003 · Reading Renaissance Introduction - April 30, 2003 STUDENT TECHNOLOGY MINIMUM COMPETENCIES These competencies are to be mastered by the completion of Grade 2 in conjunction with the national and state technology standards. They are to be taught within the context of curriculum-related activities. Computer Operations · Turn computer on and off properly. Productivity · Use menus to open, close, and save files. Communication, Research and Thinking Skills v Have an understanding of electronic communication. Keyboarding · Locate letters and numbers on the keyboard. Social and Ethical · Practice responsible use of computer equipment, software resources,
and networks. v May not necessarily be implemented the first year, but would become
goals as soon as other minimum competencies are mastered and instructional
support is in place.
· Use common input and output devices effectively. Productivity · Understand use of technology as a tool. Communication, Research and Thinking Skills v Read, write, and send e-mail. Keyboarding · Use correct fingering positioning on the keyboard. Social and Ethical · Observe lab/classroom technology rules and policies. v May not necessarily be implemented the first year, but would become
goals as soon as other minimum competencies are mastered and instructional
support is in place.
Computer Operations · Understand network operation and be able to identify/troubleshoot
basic problems. Productivity · Format a document including fonts, tabs, headers, etc.
· Continue use of e-mail to send and receive information for
curricular projects. Keyboarding · Use correct finger positioning on the keyboard. Social and Ethical · Observe lab/classroom technology rules and policies. v May not necessarily be implemented the first year, but would become
goals as soon as other minimum competencies are mastered and instructional
support is in place.
· Use computer and network effectively. Productivity · Format a document to a particular set of instructions. Communication, Research and Thinking Skills · Engage in global e-mail communication. Keyboarding · Use correct finger positioning. Social and Ethical · Observe lab/classroom technology rules and policies.
Please answer the following questions and return this form to school with your child by Mon., Jan. 8, 2001. 1. Do you have a computer in your home? ______Yes ______ No. If "Yes", how many computers do you have? _______ What brand(s) do you have? _____Apple (Mac) _______Windows _______Other 2. What is the primary use for your computer(s)? ______ Internet Search/Reference _____ Homework _____ Games
_______Yes _______No Speed ______________
______ Daily ______ Two or three times a week ______ Once a week ______ Less than once a week
______ Hunt and peck
______ Applications (word processing, spreadsheet, database) ______ Simulation, Problem Solving ______ Creativity, Drawing ______ Drill and Practice ______ Internet Browser _____ Other
What would you like to see in technology use and instruction at Ascension School? Short hand KB = Keyboarding
Students should learn Office 98 because it can be used on both a PC & Mac. Educate the kids about general tech trends, Educate the kids about how computers work, direct them to use Internet sites. Education oriented problem solving. College prep, oriented towards career path, prepare kids for high demands of jobs of the future. Interaction with scientists in the field, proper composition of English papers and edit tools etc. Instruction on how to avoid predators on the Internet. Focus on the basics of computers; teach basic software SS/WP/DB and e-mail. How to use mouse, how to read/understand software. Teach what the internet is and its uses. Kids in the lab on a regular basis familiar & comfortable with the computers. Be careful not to go from one extreme to the other -from no computers to too much expensive high tech equipment. Older kids need to get in the lab. They need to do as much KB as possible to prepare for high school. PC based hardware instruction on Internet research, WP for reports. Technology is a tool, but not the core curriculum of instruction. Using technology for D&P is a valuable use of this tool. Using tech to introduce or enhance a lesson should be done appro-priately, however do not make technology instruction another subject. Adding technology as a subject takes time from other subjects. What is the plan? Objectives? course of study for technology? How much time and money will be offered for teacher training? Don't get technology unless teachers are behind it 100%. SS/WP, Internet, Teachers must be committed to learning how to use computers, be given opportunities to learn what is available. What programs are beneficial to students, enrichment programs. Use computers for enrichment programs, foreign language. Other opportunities for advanced students to learn, Teleconferencing with other students around the country/world. Get a full time instructor for all students. Learn to KB first, then to use computers to type papers, then for research tools on the Internet, thank you for asking our input. Use Internet for research/ projects. It is imperative that the teachers get trained, use and feel comfortable with this technology. Like to see newest technology be taught to kids. Use Internet to enhance what is being taught in the classroom. Use technology to help tutor students who are struggling. Lower grades - D&P, upper grades KB, WP including charts, graphs, Internet research, Learn how to KB, use the Internet and use of various programs. Teach KB at 5th grade or earlier. Learn to use the Internet, learn windows If Internet is appropriate then care should be taken for kids to evaluate /check sources of information. Proper use of the KB in primary grades or minimum by 4th grade, before bad habits are started, Training on use of WP, SS for graphing; Computer can be useful tool learning how to use Internet correctly. How to use Internet for homework skills Proper KB skills, how to use internet, classes for parents to help students with basic skill how to setup for printing assignments required on computers, D&P, problem solving. Students more familiar with the KB. Lower grades D&P, higher grades word processing. KB, typing, Use the Internet for research and postings on the web sites. Early KB skill would be helpful, use foreign language software don't believe internet is necessary for younger students although there are some useful sites for children good software that reinforces what the children are learning in their classrooms, Older children need to use application WP/SS, also info searches on internet. How to use Internet for research, how to WP, how to submit papers homework using the computer. Computer lab with 25-30 identical computers where an entire class of students and their teacher can work on the same thing together. Full-time trained computer teacher. Prep for HS. Phonics, learn to read assistance, counting, add, subtract in math,
computer use, KB, moves. Connecting globally w/other students, classrooms use Internet in terms of research and exploration foreign languages. KB, WP/SS Computers need to reinforce curriculum. Foreign language study, Nothing other than basic instruction. Research skill, basic programming, and skills in 8th grade. Teach how to research subject with Internet and write about subjects with WP. Teach how to access Ohio Library links for research. WP simple documents. Use age appropriate drill software such as math problems and in English. Basic understanding of SS. Do not expect primary students to use the computer at all because they need to explore the works with all senses by cooperating with others. Not many kids can do on the computer at a young age that cannot be accomplished with more traditional, less costly learning tools such as flash cards, books, listening etc. Teach kids KB in 4th & 5th grade. In Gr. 6-8 kids have critical thinking skills to use Internet. KB skills at that stage would be good enough to compose at the computer. Students should not delete unusable writing just move it to the end of the document - much can be learned in the drafting process from these levels of writing. Computer use should be limited to times and place where it boosts curriculum. Full time computer teacher, 6th grade students can do PowerPoint. Students in other schools get computer once a week and learn a lot. Teach KB, instruction on CPU and applications. Students need to keep up with public schools in computer and foreign languages. Computer is a tool to enhance education only when used wisely with planning so as not to waste $ on unneeded un-educational items. Use computers for learning purposes as using CD encyclopedias; do not feel Internet access is necessary at school. Children can get that at home with help from parents or at the library. Money should be spent on educational CDE ROMs for D&P, which can also be used as reward for good behavior. Don't support unnecessary toys such as digital cameras scanners, printers surround sound speakers etc. Computer Ed is important however school day/year is not long enough for the primary education and computer education. Most students get computer Ed at home. We believe focus of the K-8 education should be in core subjects. Students should have lab access. Classes should also be offered Windows, PowerPoint. KB skills and some applications before grade 8 and move on to more challenging things in HS. Lab with at least 25-30 computers all alike so that the whole class can be doing a similar lesson they need to learn about computers how to access info, basic KB to begin with. Computers to supplement classroom wok and provide for practice of skills, create reports and graphics. K-8 education is far more important to teach children how computer can be used than focus on instruction in particular applications. Computer programs should not be substitute for teachers training children in the basic fundamentals. If student knows how to write then using WP should be easy to pick up. If students know how to solve problems and think, then any application should be easy. Montessori use of manipulative to solidify math and phonics for kdg & 1st graders. Misc. science equipment, telescope with solar lenses, microscopes physics lab equipment, geology samples. Equipment for music education networked keyboards with instructor control software w/keyboard for writing and composing music. Hoping technology task force would have a broader scope than limiting to computers/software and Internet. Would like to see the children using the computers more. Teaching them how the computer & Internet can be helpful in homework for references Use computers to enhance school projects and other academics activities use PowerPoint to give oral presentations especially in upper grades Students learn to use computer for research, training and to become comfortable with technology KB is first then pushing research as well as getting familiar with WP SS. Instruction from a trained teacher to support students on computers. Could be a current teacher who is supplemented to receive this training or someone hired specifically for the purpose. Instructional games that apply to what is being taught WP & KB Master KB skills WP Internet research for all students Teacher accountability for use of technology and the implementation of technology as part of their class plans. Tech used to reinforce classroom lesson and not replace the classroom studies. The Internet is a great resource for reference materials that can be used for research projects, software applications that help reinforce concepts in math & English. Recommend study the application of educational software packages in school that successfully integrate them into the curriculum. Use tech in the context of the curriculum for national guidelines on technology in education ISTE and NETS standards should be consulted some kind of cyber police software is most necessary, Ethical issues pertaining to the use of technology need to be presented and discussed with parents and students, consequences for abuse of privileges need to be stated and enforced. As the school year draws to a close, we would like to ask you to take some time to answer a few questions about technology use at home as it relates to our system here at Ascension. Your information and opinions are valuable and appreciated. Thank you for your time,
DSL Roadrunner 56K Dial-up 2. Have you tried installing the Citrix Client? YES NO 3. Did you attend the school wide technology night? YES NO 4. All other questions and comments are welcome here. (If you answered "no" to any questions on #3 please explain why here.) _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
Circle Gr. levels of children K 1 2 3 4 5 6 7 8 Thank you! Teachers & Technology Survey - Fall 2002 Please circle 1-4 (4 being the highest) indicating how you feel about the following technology for our school.
Projection Units for all classrooms. 1 2 3 4 Automating the library 1 2 3 4 Putting more computers in the classrooms 1 2 3 4 Media Specialist to supervise the Media Center 1 2 3 4 Phones in all classrooms 1 2 3 4 Wireless cart (w/ 26 laptops) 1 2 3 4 Other tools you would like to see Ascension School have to help us teach in the 21st Century. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
· Projection Units for all classrooms would be my first priority. My television is an antique. · The laser disk in my classroom is broken and the VCR in my room is my own. · The upper grades need to have more access to computers so putting more computers on a wireless cart would be essential along with a projector. A smartboard would be very helpful. · Other tools you would like to see Ascension School have to help us teach in the 21st Century. · The training should be during the school year and during the day. I would like Bill Nye science videos · If classroom teachers must teach the computer we need to have a lot more training and time to practice. · We need other materials for learning such as health Books.
We need more of a PE budget. BUDGET
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