Section 1: Plan Preparation

School District and Community Demographics

1.1.1 School District and Community Demographics Nittany School District is a rural district located in central Pennsylvania. The district consists of 1,500 students and employs 125 people on its faculty and staff. There are 15 administrators within the district. The building consists of two elementary schools, and a junior/senior high school building. Mountain Elementary houses grades Kindergarten through 2nd grade and Victory Elementary houses grades 3rd-5th. Nittany Junior/Senior High School services students from 6th-12th grade. The students are 95% white, 2% Hispanic, 1% African American and 1% Asian. 42% of students are eligible for the free/reduced lunch program. In Nittany Township where the district is located, there is a public library that is newly renovated and updated. There is a small hospital in the community, Mountain Medical Center that provides health care to the community. Nittany Community College is located nearby, and Center Technology Institute is 30 miles from the central administration building. The two major industrial sites in the area are the Monumental Marcellus Shale Company and the Top Notch manufacturing plant that specializes in plastics. Both companies employ between 100 and 150 people. 13% of families in the community are living below the poverty level. 85% of adults have a high school diploma and 14% have a bachelors degree or higher. The median household income is $36,500 a year.
1.1.2 School Facilities

Mountain Elementary School was constructed 15 years ago and Victory Elementary is a 20 year old structure. The Junior/Senior High School was constructed 30 years ago. The district is interested in constructing a new building or renovating the current building. The district would also like to make renovations to both elementary buildings. The Junior/Senior High School has 40 classrooms, a library, a gymnasium, cafeteria and auditorium. The elementary schools both have 20 classrooms each including a library. Both elementary schools have a multi-purpose room that serves as gymnasium, cafeteria and auditorium. The district is very limited in its available technology. In the elementary schools there is one computer in each classroom. In the Junior/Senior High School there is a small lab with 12 computers. Each classroom in the Junior/Senior High has a computer. Each library has 2 computers. The district currently does not have a network and all the computers are operating independently of one another.

1.2 Plan Process Overview and Stakeholders

1.2.1 Planning Process Overview The Nittany School District formed a Technology Committee 2 years ago to develop a plan for improving technology education within the district. The committee consisted of administration, secretarial staff, teachers, community members and parents. Members who served on the committee include: Technology Supervisor- Victoria Jones

 Superintendent- Adam Smith Secretary Confidential to the Superintendent- Mary Finnegan Nittany Elementary Principal- Richard Jenkins Victory Elementary Principal- Veronica Phillips Junior High Principal- Kevin Clark Senior High Principal- Tessa Price First Grade Teacher- Christina Howard Fourth Grade Teacher- Eric Williams Junior High Mathematics Teacher- Heather Weaver Junior High Social Studies Teacher- Jeff Moore Senior High English Teacher- Erin Mackin Senior High Physics Teacher- Jason Pearson Professor from Nittany Community College- Rachel Harris Parent of Elementary Student- Stephanie Wright Parent of Junior High Student- Jeremy Perry Parent of Senior High School Student- Megan Story During the 2 year planning process the committee made presentations to the school board twice a year where the community and board could weigh in on the planning process.

1.3 Technology and Education Reform

1.3.1 Enhanced Student Learning Student Achievement- Technology can help students meet the Pennsylvania Academic Standards. There are programs that offer web-based instruction for students that are founded in research and based on academic standards. For example, Study Island is a program that offers web-based instruction for students based on the Pennsylvania Academic Standards. Destination Math and Reading is another program based on State Standards where teachers can assign students web-based instruction based on the standards they are working on in class. Students will take online tests and can be automatically assigned remediation for areas where they show weakness. Another prospective program the district can utilize is Istation, which can be used for students PreKindergarten-5th grade. Tools like Study Island, Destination Math and Reading and Istation allow the teacher to differentiate instruction based on learners specific needs. When individuals learning needs are met this will help to close achievement gaps among our students. In addition, parents will be able to check their students grades online via Power School by Pearson. This will increase parent involvement and communication which may lead to increased student achievement. Student Engagement- Technology can turn students from passive learners to active participants in learning. Interactive White Boards, for example, allow students to interact with content information instead of just listening to it being presented. More meaningful learning occurs when students are actively engaged,

rather passive listeners. Expanded Learning Opportunities through Web 2.0 Tools- The introduction of the Internet and Web 2.0 tools into the districts classrooms will provide students will a wealth of experiences. Teachers can take students on virtual field trips so they can explore places they otherwise would not have the opportunity to visit. Through the use of virtual worlds, students can experience situations they would otherwise not be able to experience. Students will also be able collaborate with their peers Web 2.0 tools such as, wikis, blogs, podcasts, and digital storytelling. Teachers can also design webquests for students where they can explore various websites to learn more about a topic. Expanded Learning Opportunities through Online Learning- As funds become available the district can introduce distance learning for students. Distance learning could be a potential solution for home-bound students, eliminating the need for home-bound instructors. The district could also offer online courses for high school students for courses they do not offer at school. For example, foreign languages, advanced math and science courses could be offered. Both Nittany Community College and Center Technology Institute offer online courses in which students could enroll. Advanced students could begin earning college credits by taking these courses that they can not receive at Nittany Senior High. The district could also invest in Polycom units which allow for video conferencing. Students could collaborate with students from around the world using the Polycom units. Also, the district could collaborate with other districts to offer courses through video conferencing. For example, several local districts could hire a Mandarin teacher. This teacher would broadcast the days lesson from a different classroom each day, via the Polycom unit. The Polycom units can also be used to offer virtual field trips to students with little cost to the district. 1.3.2 Improved Teaching Professional Development- The addition of new technology will necessitate the need for staff development. In order for the staff not to be overwhelmed with the new additions. It is important to introduce one new initiative at a time, and to provide ongoing support. The introduction of technology coaches would help teachers become more comfortable with the technology and plan better lessons that utilize it. Sharing- Teachers will be encouraged to share ideas via social networking and bookmarking. This type of sharing will allow teachers to refine their teaching practices to create meaningful learning for their students. Teachers have always shared their best practices, but that sharing has been restricted by limited communication and materials. Using online resources, teachers can create and utilize a repository of best practices with little expense and on their individual schedule. 1.3.3 Decision Support and Organizational Efficiency

Networking- By connecting all the computers and peripheral devices in the district, this will boost efficiency. Students and teachers will be able to save their files on the network and open them on any computer on the network. Printer/ copiers can be added to the network. This would allow many computers to print to one device, instead of each individual computer having to have its own printer. This will significantly cut down on printer hardware costs. Adding the districts older computers to a network would also help boost speed and performance of these machines. Teachers also would be able to share files, including templates, that would increase their efficiency and organization. High Speed Internet- Connecting the districts computers via fiber optic cable will allow a high speed Internet connection to be available on all district computers. Currently, because the districts are not networked few computers have Internet access, and the ones that do are still operating via a dial up connection, making them incompatible with much of todays Web 2.0 content. Email: The introduction of an email server would allow the district to create email accounts for all employees. This would significantly improve communications amongst staff. Email would allow questions to be answered more quickly and decisions to be made with greater speed. Email would definitely boost efficiency within the district. Email will also improve communication with families, allowing rapid communication between teachers and parents without requiring telephone contact. Student Monitoring: The introduction of the network and highspeed Internet would allow for the introduction of productivity tools such as Power School by Person for an online gradebook and attendance record keeping system. Power School would simplify creating progress reports and report cards for teachers. Parents can log in to view their students progress, helping them better support their child from home. Teachers can also generate progress that can be sent home for families that may not have Internet access at home. Teachers can also use the program for lesson planning on the computer. Teachers also can monitor student progress through Power School and plan for interventions. Many other tools can help teachers monitor student progress and plan for appropriate interventions. The AIMS Web system in addition to the programs discussed previously, Istation, Destination Math and Reading and Study Island, can all be used to monitor student progress more efficiently. When teachers are able to monitor their students more efficiently, they will be able to more easily differentiate instruction based on each learners specific needs. 1.3.4 Other Benefits
Community Outreach- The district will create a website where community members can access information about this district. This will help keep the community better informed about what is happening in the district and to establish a good rapport with the districts taxpayers. District announcements, such as closings due to weather, student achievement and awards, and changes in the district procedures will be available on the websites.

Partnerships: Through the district website and email communications the district can form partnerships with other organizations in the community, including the public library, Nittany Community College and the Center Technology Institute.

Partnerships can also be created with major employers in the area including Monumental Marcellus Shale Company, Top Notch Manufacturing Plant and Mountain Medical Center. By establishing more open communication with these key
community partners, the district may be able to create unique learning opportunities for students. For example, high school students could begin taking college level courses at Nittany Community College or Center Technology Institute. Mountain Medical Center employees could be invited to be guest speakers in the school and do assemblies on health and hygiene. Monumental Marcellus Shale Company and Top Notch Manufacturing Plant could also be partnered with to create on-site or off-site learning experiences that would supplement the schools science curriculum. By establishing these partnerships with the community, will help students with job and college placement upon graduation.

Section2: Mission & Vision

2.1 Mission and Vision Statements
2.1.1 Technology Mission Statement Efficiently create and effectively implement student-centered, technology-based lessons to prepare students to successfully compete in a high-tech, inter-connected global economy that is rapidly growing. alternate: It is the mission of Nittany School District to provide classroom technology that enhances and nurtures student learning and prepare students to successfully compete in a high-tech, inter-connected global economy that is rapidly growing. 2.1.2 Technology Vision Statement
Students and teachers will display proficient to expert-level technology skills while continually improving students learning experiences in our schools by utilizing easily accessible and readily available technologies for effective communication, problem solving, and other tasks which require higher-order thinking.

2.2 Ongoing Community Communication

2.2.1 Ongoing Community Communications
Establish and maintain a district website which contains information regarding: Mission statement and vision Schedule of events Lunch menus Access to Student grades through Power School

Access to Lesson plans through Power School Important forms Portals to web-based, educational resources Teacher, Administrator, and Staff email addresses District Budget Academic plan Technology plan Policies Handbooks with students guidelines News articles about positive events happening in the district Information and updates about athletics teams Information and updates about the arts programs Information about health services, pupil services and guidance Information and links for parents of special needs students

2.3 Partnerships and Community Linkages

2.3.1 Current Partnerships and Community Linkages Nittany Township Public Library: Currently the district has a partnership with the Nittany Township Public Library. The district sends home flyers from the library about upcoming events the library is hosting for children. The library has also donated used computers to the school district. The library has hosted technology education programs for teachers on basic skills such as using the Internet, word processing, and email. The district and library could expand this partnership to benefit the students further. For example, the district and the library could partner on a summer reading program. Teachers could generate suggested books on a summer reading list, and students could receive incentives for the amount of books they read. Nittany Community College and Center Technology Institute: A partnership could be created between the district and Nittany Community College and Center Technology Institute so that High school students could enroll in classes at these academic institutions so that they can begin to acquire college credits. Students could attend these class on site or online. The district could also host a college/career fair for students and invited these institutions to set up a booth. 2.3.2 Potential Partnerships and Community Linkages Mountain Medical Center: The district could invite medical professionals in to hold assemblies about health and hygiene. Medical professionals could also be invited in to speak to small groups such as classrooms or grade groups. A partnership could also be created that would allow students interested in a career in the medical field to volunteer at the medical center. The district could invite the medical center to set up a booth at the college/career fair. Monumental Marcellus Shale Company: A partnership can be created with the Monumental Marcellus Shale Company to encourage the company to recruit students for employment after graduation. The district could invite the company to set up a booth at the college/career fair. Teachers could arrange field trips for students so they can learn more about Marcellus shale. Employees could also be

invited into the schools to speak to the students. Top Notch Manufacturing Plant: A partnership can be created with the Top Notch Manufacturing Plant to encourage the company to recruit students for employment after graduation. The district could invite the company to set up a booth at the college/career fair. Teachers could take students on field trips to the plant to supplement the science curriculum. Employees could also be invited into the schools to speak to the students.

Section 3: Analysis of Current Status

3.1 Success of Previous Plan
3.1.1. Technology Goal Attainment Overview Since the development of the previous plan in July of 2009, Nittany School District has made some improvements to technology usage: One desktop computer has been added per classroom to be utilized by teachers. This allows teachers access to the Internet, however, these computers are still using dial-up services. A small computer lab of 12 computers has been added in the Junior/Senior High School. Again, because of the lack of a network, the computers function completely separately and use dial-up Internet access. The development of a 17 person Technology Committee consisting of administration, secretarial staff, teachers, community members and parents. The attainment of these goals has had a positive impact on the district and community by increasing communication and collaboration. The technology committee has helped bring the district together to work towards increasing the districts technology capabilities. The committee has made two presentations to the school board for the approval of their plans. The addition of computers in the classroom has allowed teachers to begin to communicate with other teachers and parents more. Teachers have also begun to utilize the Internet to increase their knowledge of their subject area and get lesson ideas and resources although this is severely limited by the lack of bandwidth and dial-up Internet. The improvements that have been made still, however, are only the beginning of the changes necessary to bring the district up to the standards of other school districts in the area. 3.1.2 Success Factors Supporting the Attainment of Technology Goals The following factors were most important in the school achieving the technology goals that were outlined in the previous plan: The availability of the Classrooms for the Future (CFF) Initiative has greatly impacted our ability to gain funds for technology. The CFF Initiative is aimed at enabling

teachers to use technology as an effective tool for educating students and preparing students to successfully compete in an ever-expanding high-tech global marketplace. Through CFF, the district has gained the funding for the desktop computers for each classroom. Additionally the funding available through the CFF initiative will be a valuable resource for future projected improvements.

 The creation of the Technology Committee has been an integral part of the achievement of technology goals. Through this committee the district was able to collaborate between all the buildings, administration, and the community to develop a succinct technology development plan. Local Resources have been a help in the attainment of these goals as well. The district has worked in cooperation with the local library in order to provide technology education programs for teachers on basic skills such as using the Internet, word processing, and email. In addition, the library has donated some of its used computers to the district and has agreed to continue to do so in the future. The process of increasing district technology has largely relied on the expertise of the staff within the Nittany School District. Over 42% of the faculty in the district holds a masters degree or higher. The highest percentage of these degrees fall into the category of Curriculum and Development and a small percentage have focused on technology in their higher education. However more and more masters programs have added courses to help teachers integrate technology into the classroom making these teachers a wealth of knowledge. These teachers have helped to make informed decisions about technology integration in the district and have mentored other teachers through the changes.

3.1.3 Barriers Hindering the Attainment of Technology Goals The following factors were the most important issues hindering the attainment of technology goals for the the Technology Committee in the past two years: The largest barrier to the attainment of technology capabilities has been the lack of technology available in the district. With only one computer per classroom, the students are unable to use the computers themselves and without a projection system the teacher cannot use the computer as a visual or interactive tool. In addition, the size of the computer lab is not accommodating for most classes (classes average 25 students), so teachers have often decided not to use them at all. The lack of accessibility to technology has also hindered staff training. Funding is a major issue in gaining new technologies. Being a rural school district with a median income of about $36,000, a large portion of the districts funding is in the form of state subsidies. Due to recent budget cuts at the state level, the district is expecting a two to three million dollar loss in funding. The district has not replaced the positions of eight teachers who retired and has furloughed another five teachers. Under these conditions, it will be difficult to set aside funding for increased technology. The districts lack of a network has been a major setback. This does not allow the school district to share resources between computers or used cloud-based applications, store information from computer to computer, etc. Additionally, the computers are using a dial-up Internet connection which makes using most online education applications impossible. Without a high-bandwidth network, students cannot use resources such as media streaming, videoconferencing, distance learning, or Web 2.0 applications.

3.2 CURRICULUM AND STUDENT ACHIEVEMENT

3.2.1 Review of Assessment Data

The Nittany School District administers the Pennsylvania State System of Assessment (PSSA) annually to its students. Grades 3 through 8 and 11 are assessed in reading and math. Grades 5, 8, and 11 are assessed in writing, and grades 4, 8, and 11 are assessed in science. These assessments measures students achievement in the areas of reading, writing, mathematics, and for the past few years, science. These scores were reviewed for the past five years. Additionally, the scores for the Preliminary Scholastic Aptitude Test (PSAT) which is administered to 11th graders, was reviewed for the past five years. 3.2.2 Curriculum and Student Achievement Strengths In the area of PSSA scores, the Nittany School District has noticed that there has been improvement in student scores over the past five years. Over the past five years the district has made Adequate Yearly Progress (AYP) each year. Students have show the most achievement on the PSSAs in the area of mathematics. Over the past five years the average percentage of students achieving an advanced proficiency level in mathematics has been 37%. The percentage of students who are proficient is 40%. However, it is of concern that approximately 23% of students fall into the basic or below basic range. 3.2.3 Curriculum and Student Achievement Challenges Across the board student achievement on the PSSAs has been a cause for concern. The majority of student scores then to fall in the proficient or below categories. In the area of reading the student averages for the past five years are 18% advanced, 42% proficient, 18.4% basic, and 21.6 % below basic. In the area of writing the student averages for the past five years are 0.4% advanced, 34.1% proficient, 58.9% basic, and 6.7% below basic. An additional concern has been the low number of students who have chosen to take the PSAT. For the past five years, an average of 13% of eligible juniors has chosen to register for the PSAT.

3.3 STUDENT AND STAFF TECHNOLOGY SKILLS, KNOWLEDGE, AND USAGE

3.3.1 Student Technology Access and Attitudes Within the Nittany School District, the average student has limited technology or Internet access at home. Approximately 42% of the districts students are eligible for free and reduced lunch, so many district families cannot afford home computers or Internet access.

Approximately two in every five students have access to the Internet at home. With only one computer per classroom and a small computer lab, many students only use the computers or Internet at school once every few months. In addition, without a district network, it is difficult for students to save their work on the computers. The lack of access to computers has made it difficult to use them for meaningful educational activities. Students and parents have expressed support and positive feedback for the Nittany School Districts plan to gradually introduce more technology into the school district. Both students and parents have expressed that there need to be more computers available in the district, especially since there are so few students who have access to a computer at home. Students and teachers alike would like to be able to have high speed Internet in order to do research and collaborative work. Both students and teachers have complained that the use of dial-up Internet is extremely inefficient. Students and parents have also communicated that they would like to see the computers used as a means for presentation to replace the use of chalkboards and projectors. 3.3.2 Student Technology Skills Due to the lack of access to technology, students on average only possess basic computer skills. Most students are proficient at tasks such as word processing, but struggle with Internet applications and spreadsheets. At the elementary level, students are required to take a word processing class to get them accustomed to using the computer and typing. Students d this by taking turns working on a typing program on the classroom computer or one of the two computers in the library. The high school would like to provide a technology literacy course in the future; however the current lack of a network, shortage of computers, and large class sizes have prevented that. The students that come from homes with computers and Internet access (about two out of every five students) possess technology skills that far supersede the technology available at the district. 3.3.3 Student Technology Usage The students with access to computers and Internet at home utilize this tool to do research for class and to type reports. Teachers have complained that sometimes these students refuse to do this type of work in class or in the computer lab because they say they can do it much faster at home. Because of the lack of access at school these students have a significant advantage over students who do not have access at home. In addition to using the computers for educational purposes, the students like to use their home computers for games, watching video and video-clips on sites such as YouTube, and socializing via applications such as Facebook and Myspace. 3.3.4 Staff Technology Access and Attitudes

The staff overall has a much greater access to technology than the average student. Most of the teachers (approximately 80%) have a computer and Internet access at home. Within the district, each classroom has one computer. In most classrooms this computer has become the teachers personal computer and is generally not used by students. With classes of about 25 students, sharing one computer is virtually impossible. Being that technology is a large part of teachers lives outside of school, the teachers have communicated that they would like to see increased technology in the district. Teachers would like to have a network for emailing and high speed Internet. They would like to be able to use an online grading system to record and post grades. Additionally they feel more computers are necessary in order to accommodate large class sizes and to be used as an effective educational tool. 3.3.5 Staff Technology Skills At the beginning stages of planning for greater technology integration, the Technology Committee required each member of the staff to fill out a survey regarding technology skills. The survey allowed the faculty to self-report their level of mastery in a number of different areas of technology such as using email, Adobe Acrobat Reader, word processing software, spreadsheet software, computer programming, presentation software, and Internet skills. Based on this survey, the Committee found that the overall staff technology skill, due to their greater access to technology, far surpasses the skills of the students. However, the results did show some variation in the amount of skill from one staff member to another. The Committee recognizes that the faculty may have self reported levels higher or lower than their actual competency so they have calculated a measure of error to account for this. The survey indicated that the majority of the staff (approximately 68%) had a mastery of technology skills in using email, Adobe Acrobat, Internet skills, and word processing software. Approximately 24% of the staff had a basic understanding of these technology skills and 8% had no experience with these technologies. However, in the areas of computer programming, presentation software and spreadsheet software, the majority of the staff (approximately 76%) reported only a basic level of competency. Only 4% of the staff reported having advanced skills in one or more of those areas. 3.3.6 Staff Technology Usage Most of the 125 Nittany School District Staff uses the classroom computers for typing lesson plans and lesson materials and researching course content and educational strategies. The teachers utilization of the computers is limited by the available Internet. Teachers struggle with using the Internet for research and educational applications because the lack of bandwidth makes most applications impossible or time consuming. In

addition, the lack of a district wide network makes it nearly difficult for teachers to communicate or share resources via the Internet. Teachers also cannot use the computers as a means to present material to the students because of the lack of projection hardware. The computer lab in the high school underemployed because of the low number of computers (12) in comparison to average class size (25). Teachers have tried using the computer lab for projects by creating paired or group projects, but have found it difficult because students are not able to save their work onto a network. Teachers have also found that this method generally results in one student completing the project on his or her own while the others look on because they do not have access to a computer. The majority of the teachers report that their use of the computers is focused on word processing or spreadsheet programs which do not require the Internet. The faculty uses word processing to create lesson plan materials that they photocopy and distribute to the students or to type up lesson plans. They also use spreadsheet programs to calculate grades because they are unable to use an online grading system. Many teachers have said that it is more efficient for them to use the Internet at home when it is a less time consuming process. They have also said that they are more likely to go home at the end of the day to finish lesson planning rather than stay at school because of this issue.

3.4 TECHNOLOGY INVENTORY

3.4.1 Quality of Technology Resources The desktop computers that have been provided through the CFF grant for each classroom and administration office are of a higher quality and performance than those found in the computer lab and libraries. The classroom desktops are PCs that run on a Windows 7 operating system. This is the most recent client version of Windows and is compatible with Internet Explorer 9. This operating system has performance improvements which were designed to improve speed. The system also includes 64-bit support. The computers that are found in the libraries and computer lab have been provided by the local public library. The library provided them when they were updating to a newer version. These desktops have the Windows Millennium (or Me) operating system which was released in 2000. This was the last operating system released in the 9x series and support for this operating system ended in 2006, making it impossible to attain updates. The Internet on these computers has been upgraded to Internet Explorer 6, but it cannot be updated any further. The low performance of these computers is extremely limiting educationally and troubling, especially since these are the computers that students will be using the most. Currently, the Technology Committee is waiting to hear back on a bid to gain four laptop carts for the High School through the CFF grant. These laptops would help students have better access to computers when they need them and could be reserved and signed out by specific teachers to address classroom needs.

In addition to computers the district also has a number of ink-jet printers. These printers, however, are not connected to a network making it difficult for teachers to share the printer to print out hard copies. These printers were also donated by the nearby public library. The printers are HP 2600 Inkjet Printers and print at 15 ppm. They can print in color and black and white and can print on photos and transparencies in addition to paper. The district would like to eventually upgrade these printers to something with a faster speed that is able to scan documents as well. The district also has a number of the Canon ImageCLASS D1120 multifunction black and white printer, scanner, and copiers. These copiers have been found to be prone to frequent paper jams. Teachers in the school district use either the chalkboard, whiteboard, or overhead projectors for the purpose of presenting material to the students. Many teachers have requested that the school district instead upgrade to providing Interactive White Boards (IWBs) for each classrooom. The IWBs would allow teachers to utilize presentation software such as Microsoft PowerPoint, show students multimedia resources from the Internet, and create more interactive presentations. The use of overhead projectors is extremely inefficient for teachers because of the number of costly transparencies that they must make. In addition, the projector is much less engaging for students than the IWBs.

3.4.2 Quantity and Distribution of Technology Resources

Currently there is one computer per classroom in each building. This includes 40 classrooms in the Junior/ Senior High School and 20 classrooms in each of the two elementary schools. In addition there are two computers for each of the three libraries in the district. There are 12 computers located in the Junior/Senior High Schools computer lab. This makes a total of 96 computers for the students and teachers to use within the district. In addition to these computers, each administrator has been given a computer to use to complete their daily tasks. This is an additional 23 computers. The computer to student ratio is 0.064. Each classroom is also equipped with either chalkboards or white boards in addition to an overhead projector and pull-down projection screen. The majority of white white boards are in the elementary schools, while the high school has mainly chalk boards. There are a total of 14 Inkjet printers in the district. There are two printers in the library in each building, two printers in the main office of each building, one printer in the Junior/Senior High School computer lab and one printer at the district administration office. There are no printers for the classroom computers, meaning that teachers must bring their electronic file to the library, office, or computer lab via a jump drive, external drive or CD in order to print out a hard copy.

There are a total of four photocopiers in the district. One is located at each school building with an additional one located at the district administration offices.

3.5 FACILITIES

3.5.1 Equipment Layout and Distribution, and Furniture Used The majority of classrooms in all school buildings have just one desktop computer, which is primarily used as a teacher workstation. Teachers use these stand-alone units for lesson planning and document preparation. They also use spreadsheets for grade calculation, but because these computers are not connect to any network, all actual reporting is still done on paper. These computers are limited in their mobility by the proximity to telephone lines for dial-up access. Because the computers are stationary and are primarily used by teachers, students get little or no access to the classroom computers. Integration of online resources into student educational activities is virtually non-existent. The computer laboratory in this high school currently houses 12 desktop computers. These units are spaced on three long tables with two standard chairs for each computer to allow partnered use of each unit. Tables are arranged in parallel rows to allow all users to view the front of the room and to allow teachers to easily scan all computer screens from the back f the room. This area is used primarily for group project research. Small computer literacy classes are occasionally held in this classroom, as a pull-out resource for those students who require remediation. Because these computers have only dial-up access to Internet resources, they are primarily used for word processing and spreadsheet applications. The layout of instructional space is determined by the classroom teacher. The location of telephone lines and electrical outlets are considerations for placement of the classroom computer, and with that, the teacher's desk area. In each classroom, it is the teacher's prerogative to set up the computer workstation as either primarily teacher or student oriented. Most teachers have positioned their classroom computers at workstations that are either on or adjacent to their desks. 3.5.2 Facility Power, HVAC, Lighting, and Security The Nittany School District does have adequate power capabilities to accommodate significant improvements to the school network. However, a central location would have to be designed for housing of the building and network servers, and for Un-interruptable Power Supply (UPS) hardware which will provide extended power in the event of a power disruption. A UPS unit would provide power to the system for a short period of time allowing users to save their work and shutdown equipment properly, thus avoiding data loss or equipment damage. There is currently no UPS equipment in use in any of the school buildings. Surge protection is currently provided by using power strips with built in surge protection to connect computers to the power outlets. This is a temporary solution at best, as use of the surge protectors is dependent upon teacher and student compliance and the power strips are cumbersome at the workstations. Occasionally, the power strips are disconnected from the computers to be used for other equipment in the classroom and computers are plugged directly into the unprotected wall outlets. Each classroom has a heating unit located below the windows. Manual thermostats

are located in individual classrooms near the doors, and are regulated by teachers and maintenance staff. As a result, classrooms have hot and cold spots and temperatures often vary significantly from one classroom to another. Fluorescent lighting is used throughout all of the educational areas, and in all storage areas and offices. All doors to the elementary and middle school buildings are locked from the outside while students are in attendance. The front doors of each building have new video cameras and buzzer systems for visitors to identify themselves and request admission to the buildings. Before school and after students are dismissed, front doors only are unlocked for a period of 30 minutes.

3.5.3 Facility Problem Areas Both elementary buildings have electrical systems that can support increased technology installation. The Junior/Senior High School can support additional technology but will require some electrical renovation. In order to implement a network, Ethernet cables would have to be installed throughout all of the buildings with multiple connections planned for each classroom. Because all tables and desks are of standard height, lower counters or higher chairs would create a more ergonomic computer workspace for students, especially at the elementary levels where smaller children would be using the technology.

3.6 DISTRICT INFRASTRUCTURE PLAN AND DESIGN

3.6.1 Internet Telecommunications Currently all of the districts computers have access to the Internet although they are not set-up on a common network. The district is connected to the Internet via dial-up with a maximum bandwidth of about 65 kbit/s (DSL can reach speeds approximately 200 times faster). This bandwidth size has proved to be very limited, especially when in comes to multimedia applications. Because of the lack of a network, there is no network log-in capability for the computers, which becomes an Internet security problem. It is nearly impossible to track a single students Internet activities. In order to try to mediate this issue, all students and faculty members must turn in a signed Acceptable Use Policy before being able to use the computers. The Acceptable Use Policies must also be signed by the students parents. 3.6. 2 Telephone Service Distribution Each of the three district buildings has a different telephone number. All incoming calls are answered by the secretaries in that buildings office and then directed from there. There is a telephone in each classroom, office, and library within the district. Voicemail is also available for each faculty member.

Compros is the local service provider for the Nittany School District. There is no long distance provider. 3.6.5 Video Distribution There are four televisions per school building which are on carts and can be reserved and signed out. Each television cart also has a DVD/VCR player to use for educational videos. These television carts are stored in the building's library when not in use. 3.6.6 Distance Learning Capabilities There are currently no distance learning opportunities due to the limited nature of the data network. 3.6.7 Infrastructure Partnerships Basic infrastructure support can be obtained by Central Intermediate Unit 10 but no other partnerships exist in relation to district infrastructure.

3.7 TECHNOLOGY SUPPORT SERVICES

3.7.1 Learning and Technology Resources and Service Functions Currently the district has a Technology Supervisor, Victoria Jones, who oversees installation of hardware and software. The Technology Supervisor also provides assistance to teachers who have problems with technology, and fixes faulty equipment. Ms. Jones has offered teachers professional development on Word and Excel. With the planned creation of a district network and the additions of new hardware and software, it will be important to get additional support so that implementations of these initiatives go smoothly. The district should explore the possibility of hiring 3 technology coaches that can support teachers use of new technologies. The district will also hire a Computer Education teacher for the Elementary schools so that students will get weekly computer instruction. 3.7.2 Information Management Service Functions The district does not use a centralized data management system. The technology committee recommends that the district invest in Power School by Pearson for its data management needs. In this system teachers can input attendance and grades, as well as store lesson plans. School nurses can keep track of health files. 3.7.3 Communications and Network Infrastructure Service Functions Currently, there is no network in the district. The computers in the district are operating independently of one another and using dial-up Internet. 3.7.4 Operations, Maintenance and Support Service Functions Support and maintenance for the districts hardware and software is provided by the Technology Supervisor Victoria Jones. To date, Ms. Jones has commuted from one school building to another to oversee installation, troubleshoot, and address teachers technology concerns and issues.

With increased technology in the district, it has been suggested by Ms. Jones and the Technology Committee that three additional technology coaches should be hired to address teachers needs, run staff development opportunities and oversee the network and any new installations. In addition, the district is considering hiring a network administrator specifically for the purpose of overseeing the network, district website, and filter. Teachers with a considerable amount of computer literacy may also gain an extraduty stipend by volunteering their services to other teachers during their planning period. To deal with day-to-day troubleshooting, there will be a technology help desk created to document and address teachers related issues. The help desk will be on the staff intranet once the network and district website are established. Faculty can simply click in the help desk link in the intranet to be taken to a form where they may fill out what the issues are that they are having and where they are located as well as the priority level of the issue. Once the form is filled out and the faculty member hits send, it will be sent as an email to Ms. Jones. Ms. Jones will then either handle the issue herself or delegate the responsibility to one of the technology coaches. For immediate assistance, faculty members may call Ms. Jones directly.

3.8 STAFF DEVELOPMENT

3.8.1 Status of Staff Development Programs
Staff development to date has been minimal due to the lack of a network and access to computers. Ms Jones has been able to provide small sessions with new teachers and other veteran teachers using the high schools computer lab. She has also provided one-on-one services. Pending the hiring of three technology coaches, those coaches will be directed to design and implement technology related professional development opportunities. Professional development opportunities will include, but are not limited to the following: Staff development during in-services and/or faculty meetings on: use of word processor, presentation, and spreadsheet programs use of the district network and features such as email and the online grade book the district website and features such as the staff intranet and help desk Hands-on training on the use of IWBs Sharing of technology-rich lesson plans and strategies among the districts staff

during faculty meetings or via the Web

Common faculty-wide readings about effective educational technology integration Full or partial tuition reimbursement for successful completion of educational technology programs

3.8.2 Technologys Role With Respect to Staff Development

As part of the Classrooms for the Future Grant, all faculty members will be required to complete the online PLS course Learning in the 21st Century. This course will help teacher understand the value of technology-rich, student-centered learning. Teachers in the district will also be using Web 2.0 tools such as wikis to share technology-rich lesson plans. They will be using tools such as Delicious.com to save and share bookmarks.

3.9 CURRENT TECHNOLOGY BUDGET ANALYSIS

3.9.1 Current Sources of Technology Funds To this point, the majority of funding for technology has been through the Classrooms for the Future (CFF) Initiative. The CFF Initiative is aimed at enabling teachers to use technology as an effective tool for educating students and preparing students to successfully compete in an ever-expanding high-tech global marketplace. Through CFF, the district has gained the funding for the desktop computers for each classroom. The public library has also generously donated their used computers for use in the Junior/Senior High School computer lab and district libraries. The public library staff has communicated that they will continue to donate items as they update their library. The district has also been exploring additional sources of educational technology funding. 3.9.2 Level of Technology Funding The level of technology expenditures for the past two years has been consistent. The majority of technology additions within the school district were through grants or donations. The only educational technology costs thus far have been the cost of specific computer programs that have been purchased by the district such as Microsoft Office, Inspiration, and Typing Software for Kids. In the next few years, the amount of technology spending with increase dramatically. Some of the larger expenditures include, the addition of three technology coaches and and possibly one network administrator to the staff, the addition of the district network and website, and the purchase of IWBs. These purchases will be funded through the reallocation of district funds to focus on technology integration. For example, the percentage of funding going to sports and clubs has been dramatically cut. In addition, a number of faculty positions have been eliminated by combining positions and enlarging class sizes by about 4% on average. The district also hopes to gain additional grants and funding through the state and federal government as well as private corporations.

Section 4: Identify Strategic Goals & objectives

4.1 CURRICULUM AND LEARNING
4.1.1 Curriculum and Learning Goals and Objectives The core of Nittany School District teaching is driven by the following goals and objectives relating to technology:

Every effort will be given to prepare students for the technology rich world that awaits after graduation. Technology will be used whenever necessary to enhance existing lesson plans and further strengthen student understanding through its use. Tools such as Study Island, Destination Math and Reading, and Istation will be used whenever possible to differentiate instruction based on learners specific needs. Students will be given the opportunity to have as much hands-on time with technology as possible within the limits of what our current computer inventory allows.

4.2 ADMINISTRATION AND MANAGEMENT

4.2.1 Administration and Management Goals and Objectives Administration support is essential to successful technology integration. Administration and management goals are listed below. Provide ample time for students to explore educational technologies during the school day. Review technology curriculum to accommodate expanding technology. Plan frequent trainings for staff in the area of educational development. Provide ongoing support for educators with technology integration. Provide ample daily planning time for educators so that they can create engaging lessons that utilize technology.

4.3 COMMUNICATIONS AND INFORMATION ACCESS

4.3.1 Communication and Information Access Goals and Objectives
The adoption of new technology will increase communication between administrators, teachers, staff, parents and students. Specific communication goals are listed below.

Install a network that will connect all computers in the district. Maintain and strengthen partnership with the local library Create email accounts for all district employees. Create Google Apps accounts for all students to use Gmail. The district will adopt the use of Pearson Power School. Teachers will plan lessons that incorporate Web 2.0 tools.

Section 5: Build Major Initiatives and Create Action Steps

5.1 BROAD-BASED INITIATIVES TECHNOLOGY INITIATIVES
Enable teachers to efficiently create and effectively implement student-centered, technologybased lessons to prepare students to successfully compete in a high-tech, inter-connected global

economy that is rapidly growing. 5.1.1 Technology Initiatives in Support of Broad-based Goals and Objectives: 5.1.1.A. - Enable teachers to efficiently create student-centered, technologybased lessons. Initiative Support: 1. Teachers will attend educational technology programs that develop teachers basic computer skills.

2. Administration will provide staff development during in-services

and/or faculty meetings to train teachers in the best practices for using technology to improve lesson-planning efficiency.

3. Teachers will work smarter, not harder by using collaborative

technology and techniques to create student-centered, technology-based lessons. 4. The district will hire a Technology Coach in order to support teacher implementation of new technologies. Eventually, the district will hire an additional 2 Technology Coaches. 5.1.1.B. - Enable teachers to effectively implement student-centered, technology-based lessons. Initiative Support: 1. Administration will provide staff development during in-services and/ or faculty meetings to train teachers in the best practices for implementing effective student-centered, technology-based lessons.

2. Teachers will observe a designated number of teachers per year

for new ideas to incorporate educational technology into their own lessons.

3. Teachers will annually participate in a common, faculty-wide reading

about effective, educational technology integration to encourage the growth of new lesson ideas for teachers. 5.1.1.C. - Enable teachers to prepare students to successfully compete in a high-tech, inter-connected global economy that is rapidly growing. Initiative Support: 1. Teachers will engage students in open-ended, technology-based activities and assessments that require higher-level thinking.

2. Teachers will engage students in problem solving, technology-based

activities and assessments.

3. Teachers will engage students in collaborative, technology-based

activities and assessments with students, teachers, and field experts.

5.2 CURRICULUM AND LEARNING TECHNOLOGY INITIATIVES

Enable teachers to utilize collaborative strategies and techniques while integrating educational technology to engage ALL students in lessons that require them to use their higher-level thinking skills in various learning environments. 5.2.1 Technology Initiatives in Support of Curriculum and Learning Goals &Objectives: 5.2.1.A. - Enable teachers to utilize collaborative strategies and techniques while integrating educational technology. Initiative Support: 1. Administrators will allocate time in faculty meetings for teachers to share strategies and techniques for integrating educational technology with their departments (English, Social Studies, Science, Math, etc.)

2. Select teachers will be designated as mentors to other teachers

for collaborating on the best practices for integrating educational technology.

3. Teachers will utilize free, web-based software to share ideas and

resources with other teachers. 5.2.1.B. - Enable teachers to integrate educational technology to engage ALL students in lessons that require them to use their higher-level thinking skills Initiative Support: 1. Teachers will receive full or partial tuition-reimbursement (dependent on achieved grades) for successfully completing educational technology courses in a masters programs to better understand effective methods of technology integration.

2. Teachers will get observed by an administrator annually or semiannually (depending on years of experience) to check for the effective integration of engaging, technology-based lessons.

3. Teachers will complete an annual, year-end technology integration

self-evaluation with an administrator, which is designed for teachers to gain a better understanding of the relationship between their technology-integration techniques, and the corresponding rigor of those techniques with student-engagement; districtstandard, student-surveys are included in evaluation gain a students perspective of teachers technology integration practices. 5.2.1.C. - Enable teachers to engage ALL students in lessons that require them to use their higher-level thinking skills. Initiative Support: Teachers will utilize technology to survey and assess students prior knowledge of subjects to avoid disengaged students due to re-covering already learned subjects and their corresponding relationships to systems.

Administration will purchase and maintain class sets of mobile,

interactive, student response systems for ALL students use simultaneously during an activity or assessment. Students will use technology to analyze and explore problems, then create solutions to those problems.

5.3 ADMINISTRATION AND MANAGEMENT TECHNOLOGY INITIATIVES

Provide students, teachers, and administrators with an adequate amount of reliable, educational technologies as well as adequate, corresponding trainings to efficiently integrate the technologies into the lessons as student-centered activities and assessments. 5.3.1 Technology Initiatives in Support of Administration and Management Goals & Objectives: 5.3.1.A. - Provide students, teachers, and administrators with an adequate amount of reliable, educational technologies. Initiative Support: Administrators will budget funds for purchasing educational technologies for student and teacher use. Administrators will budget funds for maintaining educational technologies for student and teacher use. Administrators will budget funds to employ a technology-support staff (Hardware assistance, software assistance, integration

assistance, etc.), which has a support staff to teacher ratio that is similar to our districts teacher to student ratio. 5.3.1.B. - Provide teachers and administrators with adequate training to efficiently integrate available technologies into lessons as student-centered activities and assessments. Initiative Support: Teachers will complete pre-training surveys to indicate their specific teaching needs in-regards to integrating technology-based, student centered lessons with their students.

Administrators and support staff will develop interactive,

teacher-centered trainings to familiarize teachers with available technologies and the corresponding best practices of those technologies, which will motivate teachers create and implement more technology-based lessons for their students.

Administration will improve staff-development trainings by

making technology resources more readily available for teacher use.

The Administration will schedule daily planning time for each teacher in
the district.

5.3.1.C. - Provide students with adequate skill sets to efficiently engage with, and manipulate, technologies integrated into student-centered activities and assessments. Initiative Support: Students will participate in, and complete, annual grade-level technology courses that teach, enhance, and refine students technology skills.

Teachers will increase the frequency of technology-based activities

and lessons in their lessons to hone students technology skills.

Students will be able to use their own technology devices, in

accordance with our Acceptable Use Policy, to connect to our network, to engage students with, and manipulate, familiar technologies to increase the efficiency and effectiveness of learning with technology.

5.4 COMMUNICATIONS AND INFORMATION ACCESS TECHNOLOGY

INITIATIVES
Provide students, teachers, and administrators with ample opportunities to consistently access information and effectively communicate with students, parents, administrators, and experts to prepare students to

successfully compete in a high-tech, inter-connected global economy that is rapidly growing. 5.4.1 Technology Initiatives in Support of Communications and Information Access Goals and Objectives: 5.4.1.A. - Provide students, teachers, and administrators with ample opportunities to consistently access information Initiative Support: Administration will budget funds to install and maintain a consistent working network that sufficiently supports media streaming, videoconferencing, distance learning, and Web 2.0 applications.

Support staff will establish, and maintain, a network-based system

for saving and sharing computer-based files.

Administration will maintain and enhance our existing relationship

with the local library to provide students, parents, and teachers with opportunities to consistently access information. 5.4.1.B. - Provide students, teachers, and administrators with ample opportunities to effectively communicate with students, parents, administrators, and experts. Initiative Support: Support staff will create email accounts for ALL teachers and administrators to efficiently communicate teachers, parents, and field experts when needed.

Support staff will create Google Apps accounts for students to

use Gmail for communication with teachers and field experts to enhance learning experiences.

Teachers will explore and integrate Skype, chats, discussion

forums, and other web 2.0 communication tools into activities and assessments to increase communication efficiency. The district will implement the use of Power School by Pearson which will increase communication between parents and teachers. Parents will be able to monitor student progress through Power School.

5.4.1.C. - Prepare students to successfully compete in a high-tech, interconnected global economy that is rapidly growing. Initiative Support: Students will utilize technology-based resources to effectively communicate in open-ended activities and assessments that require higher-level thinking.

Students will utilize technology-based resources to effectively

communicate in problem solving activities and assessments.

Students will utilize technology-based resources to effectively

communicate during collaborative activities and assessments with students, teachers, and field experts. The district will purchase Polycom units via the Classroom of the Future Grant, so that students can become interconnected with the world. These devices can be used so that students video conference with other students around the world. Students can also take virtual field trips using the Polycom units.

Section 6: Technology Solution Design and Action Plans

6.1 DETERMINE HARDWARE REQUIREMENTS AND ACTION PLAN
6.1.1 Hardware Action Plan Hardware Action Steps Action Step: Increase the numbers of lab computers in the high school computer lab. Action: Acquire Level: High School Item: PCs Start Date: Year 1 - Quarter 1 End Date: Year 3 - Quarter 4 Leadership: Technology Coordinator Primary: State Grants Secondary: Budget Est. Unit Cost: $500 Budget Note: Attempting to purchase refurbished or used equipment.. Cost Year 1 $5,000 Cost Year 2 $5,000 Cost Year 3 $5,000 3 Year Total $15,000

6.2 DETERMINE NETWORK REQUIREMENTS AND ACTION PLAN

Nittany School District currently does not have an adequate data network. Part of our long term strategic plan is to upgrade the capabilities of our network. Network intensive applications may recommend certain network benchmarks to ensure optimum performance. 6.2.1 Network Action Plan
Network Action Plan Cost Year 1 Cost Year 2 Cost Year 3 3 Year Total

Action Step: Install a high speed data network Action: install Level: district Item: network switches and routers Start Date: Year 1 - Quarter 1 End Date: Year 3 - Quarter 4 Leadership: Technology Coordinator Primary: State Grants Secondary: Budget Budget Code: 768 Est. Unit Cost: 5000 Budget Note: This hardware is robust and should not need routinely replaced.

$30,000

$20,000

$20,000

$70,000

6.3 DETERMINE FACILITIES REQUIREMENTS AND ACTION PLAN

6.3.1 Facilities Action Plan
Facilities Action Plan Cost Year 1 Cost Year 2 Cost Year 3 3 Year Total

Action Step: Install network drops necessary to support new high speed data network Action: install Level: district Item: Cat 5 cable, RJ45 wall plates and jacks. Start Date: Year 1 - Quarter 1 End Date: Year 3 - Quarter 1 Leadership: Technology Coordinator Primary: State Grants Secondary: Budget Est. Unit Cost: varies Budget Note: Action Step: Acquire and install table for

$3,000

$2,000

$1,000

$6,000

$1500

$1500

$1500

$1500

additional PCs in computer lab Action: install Level: high school Item: tables Start Date: Year 1 - Quarter 1 End Date: Year 3 - Quarter 1 Leadership: Technology Coordinator Primary: State Grants Secondary: Budget Est. Unit Cost: varies, may be able to find donations

6.4 DETERMINE SOFTWARE REQUIREMENTS AND ACTION PLAN

6.4.1 Software Action Plan Software Action Steps Cost Year 1 Cost Year 2 $5,400 Cost Year 3 $5,400 3 Year Total $21,200

Action Step: Purchase license for PowerSchools $10,400 by Pearson Action: Acquire Level: District Item: Software Start Date: Year 1 - Quarter 1 End Date: Year 1 - Quarter 4 Leadership: Technology Coordinator Primary: State Grants Secondary: Budget Est. Unit Cost: $4.50 per student plus $5000 initial setup fee. Budget Note: Action Step: Set up Google Docs for Schools to set up email accounts for district employees and students. Action: Acquire Level: District Item: Software Start Date: Year 1 - Quarter 1 End Date: Year 1 - Quarter 4 Leadership: Technology Coordinator Primary: None Secondary: None Est. Unit Cost: Free for education
$0

$0

$0

$0

Budget Note:

6.5 ADDRESS SECURITY ISSUES

Both physical and electronic security is vital to providing a safe, secure computing environment for students and staff. Internet based threats bombard private networks constantly. Without proper protection Nittany School District data and network can fall prey to an unwanted intruder. 6.5.1 Understanding Security Measures There are two primary types of network security: Physical Security Physical Security involves protecting Nittany School District equipment from unauthorized access by those wishing to do harm or gain unauthorized access to the network. Physical security measures include: Information Security Network Security involves configurations and practices that make it difficult for outside intruders to easily gain access to Nittany School District resources. These are detailed in section 6.5.2 below. All of this is coupled with staff and students adhering to the Acceptable Use Policy (AUP) of Nittany School District. Failure to comply to the AUP should result in disciplinary measures as outlined within the AUP. 6.5.2 Equipment Security Equipment (or Physical) security is the first line of defense against an intruder gaining physical access to Nittany School District equipment. Measures include, but are not limited to: Locked doors in secure areas Proper identification for outside individuals requesting secure access Making sure computers are locked or logged off when not in use Assuring mission critical equipment is on emergency power to avoid unplanned outages or damage. 6.5.3 Information Security As mentioned in section 6.5.1, information security involves keeping electronically stored information safe from intruders and unauthorized access. These measures include, but are not limited to: Assuring that passwords are complex and secure Making sure all network equipment is password protected Keeping firewall policies secure and updated Creating a redundant network environment whenever and wherever necessary Keeping antivirus and content filtering signatures up to date

6.6 TECHNOLOGY POLICIES AND ACQUISITION STRATEGIES

6.6.1 Technology Policies Technology policies are outlined in this document and in the Acceptable Use Policy. Any technology related concerns should be addressed in these two documents. If any technology related item is not addressed by either document please consult the Technology Coordinator for further guidance. 6.6.2 Procurement Procedures All technology related purchases should be approved or made through the Technology Department and approved by the Technology Coordinator. Specific technology for a single class or teacher may be purchased by said teacher after approval is obtained. Technology solutions that affect a larger group of students (entire grade levels, staff, or schools) must be obtained through the Technology Department. From that point district procurement procedures should be followed. 6.6.3 Technology Acquisition After being purchased, technology should be acquired and installed by the Technology Department. An exception to this may be a piece of specific technology that another staff member is qualified to install (i.e. a piece of science related equipment).

Section 7: Human Resources and Support Management and Development Action Plans
7.1 Staff Development
7.1.1. Staff Action Plan Staff Action Steps Cost Year 1 Cost Year 2 $0 Cost Year 3 $0 3-Year Est. Total $0

Action Step: Provide training for staff in the use of email, $0 grade book, and other programs that will be required for daily classroom and building administration tasks. Action: Professional Development - Training Level: All staff, all buildings. Item: Workshops in HS Lab or Community Library Start Date: Year 1 - Quarter 1 End Date: Year 1 - Quarter 2 Leadership: Technology Specialists Est. Unit Cost: Budget Note: No cost as training for technology staff will be included in software vendor support.

Action Step: Provide training for staff in the use of Word Processor, Presentation, and Spreadsheet programs. (Open Office.org is fairly comprehensive and FREE.) Action: Professional Development - Training Level: All staff/ novice users, all buildings. Item: Workshops in HS lab or Community Library Start Date: Year 1 - Quarter 2 End Date: Year 1 - Quarter 3 Leadership: Technology Specialists Est. Unit Cost: Budget Note: No Cost - will be done during in-service hours.

$0

$0

$0

$0

Action Step: Train staff in the use of the district website, $0 what information can be found there, and how it can be used to communicate with students families. Action: Professional Development - training Level: All novice users among instructional staff and administrators, all buildings. Item: Professional Development - Training Start Date:Year 1 - Quarter 2 End Date:Year 1 - Quarter 3, with ongoing updates Leadership: Technology Specialists or proficient staff members. Est. Unit Cost: Budget Note:No cost - will be done during in-service hours.

$0

$0

$0

Action Step: For more advanced users, provide training $500 in web page development for teacher or classroom pages to be linked from the district website. Action: Professional Development - training Level: Proficient or advanced users among instructional staff and administration, all buildings. Item: Workshops in HS lab or Community Library Start Date:Year 1 - Quarter 2 End Date:Year 1 - Quarter 3 Leadership:Technology Specialist Est. Unit Cost: Budget Note: Cost to attend workshops to upgrade skills Action Step: Provide hands-on training in the use of the data projectors, including connecting to the teachers computer, appropriate uses, basic troubleshooting. Action: Provide training $0

$500

$500

$1500

$0

$0

$0

Level: All instructional staff, all buildings Item: Small group instruction in classroom settings. Start Date: Year 2 - Quarter 1 End Date:Year 2 - Quarter 3 Leadership:Technology Supervisor Est. Unit Cost: Budget Note: Service rep. from the hardware provider will conduct these training sessions as part of the installation contract. Action Step: Integration and resources: Sharing Technology-rich lesson plans among district staff and using selected social media sites as teaching resources. Action:Share Level:All instructional staff, grouped by grade level Item: Workshops, HS lab or in-classroom meetings Start Date: Year 1 - Quarter 4 End Date: Year 2 - Quarter 4 Leadership: Technology Proficient Instructional staff. Est. Unit Cost: Budget Note: This will done during bi-monthly division meetings. $0 $0 $0 $0

7.2

Technology Staff 7.2.1 Technology Action Plan Cost Year-1 $0 Cost Cost 3-year Year-2 Year-3 Est. Total $0 $0 $0

Technology Action Steps Action Step: Develop a timeline for the installation of hardware and infrastructure (wiring, servers, etc.) to install networking and data projectors. Action:Develop Level: All buildings Item: Technology support staff Start Date:Year 1 - Quarter 1 End Date:Year 1 - Quarter 3 Leadership:Technology Supervisor Est. Unit Cost: Budget Note: Falls within the job description of Technology Supervisor. Action Step: Develop procedures for hardware and

$7500

$7500

$7500

$22500

infrastructure support, including maintenance, repair and replacement of equipment. Action: Organize and develop Level: District-wide Item: Technical support team Start Date: Year 1 - Quarter 1 End Date: Year 1 - Quarter 3 Leadership: Est. Unit Cost: Budget Note: A network administrator will have to be hired - assistants (students or staff) must be hired (supplemental contract)

7.3

End User Support 7.3.1 End User Support Action Plan

End User Support Action Steps Action Step: Develop procedures for software support, including automated data back-up at an off-site location and plans for software restoration if necessary. Action:Develop Level: All buildings Item: Start Date: Year 1 - Quarter 1 End Date:Year 2 - Quarter 2 Leadership: Network Administrator Est. Unit Cost: Budget Note: Hosting fees for off-site data backup Action Step: Evaluate and select a tool for documenting and tracking reported problems and the resolution and follow-up process. (IssueTrack ticketing system?) Action:Evaluate and Select Level: District wide Item:Software selection Start Date:Year 1 - Quarter 2 End Date:Year 2 - Quarter 1 Leadership:Network Administrator Est. Unit Cost:(Evaluation only) Budget Note: Future costs include software cost

Cost Cost Cost 3-Year Est. Year-1 Year-2 Year-3 Total $500 $500 $500 $1500

$0

$0

$0

$0

and training

Section 8: Fiscal Analysis and Budget

8.1 THREE-YEAR BUDGET
8.1.1 Three-Year Line-Item Budget The Nittany School District is aware of the financial obligations associated with maintaining and implementing technology and understands its importance in meeting its goals. The district plans advancements in many facets of technology over the next three years, which requires appropriate funds and budgeting.

Items to be Purchased High School Lab Computer

Year 1 $5,000.00

Year 2 $5,000.00

Year 3 $5,000.00

Three Year Total $15,000.00

Funding Source State Grants

Data Network $30,000 Network Installation Computer Lab Tables Software Acquisition Professional Development $3,000 $1,500 $10,400 $1,000

$20,000 $2,000 $1,500 $5,400 $1,000

$20,000 $1,000 $1,500 $5,400 $1,000

$70,000 $6,000 $4,500 $21,200 $3,000

State Grants State Grants State Grants State Grants State Grants

Erate: The Nittany School District applies for Erate funding for all elligible services. This funding provides the district a discount to obtain current technology services. Current eligible services include Internet access and telecommunications. All other non-discounted services are funded through the operating budget.

Section 9: Evaluation Strategies

9.1 PLAN MONITORING STRATEGIES
9.1.1 Plan Monitoring Process Nittany School District will monitor the implementation of this plan using the following methods:

The Tech Support Staff supplied teacher usage reports will be supplied to and
reviewed by the technology committee and the board of directors.

The designated teacher mentors will provide a brief summary of who they assisted and
covering what content monthly.

The year-end self evaluations will be reviewed by the committee and board of directors. Surveys will be provided at the end of each in-service program to monitor the
effectiveness of the program.

The Tech Support Staff will also monitor the student usage of the computers in the
laboratories.

The Tech Support Staff will monitor the usage of peripheral devices as they become
available.

The teacher observations will be closely examined by administration in regards to

technology implementation within their lessons.

Lesson plans will be carefully examined by administration for technology

implementation.

9.2 EVALUATION STRATEGIES

9.2.1 Impact Assessment The impact of this plan will be determined through the following means of assessment: Usage reports of both students and teachers provided by the Tech Support Staff

 The amount of inclusion of technology in teacher lesson plans A final survey given after the last year of implementation to both students and teachers covering attitudes and aptitudes of the technology The quality of implementation by classroom teachers in lessons as observed by administrators.

References
http://web.riverdeep.net/portal/page? _pageid=818,1384914,818_1384933&_dad=portal&_schema=PORTAL http://www.studyisland.com/ http://www.pearsonschoolsystems.com/products/powerschool/features/ http://www.portal.state.pa.us/portal/server.pt/community/classrooms_for_the_future/8911