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District Learning Technology Plan Maine School Administrative District 55
Approved by MSAD 55 School Committee: June 7, 2017
Plan Authors: Britt Wolfe, High School Principal
Carl Landry, SuperintendentChuck McLaughlin, Technology Director
Ellen Collard, Grade 7 EducatorJohn Doyle, School Board MemberKelley Goodfield, District LibrarianLuanne Mudgett, Grade 7 EducatorMarcie Russell, Grade 5 Educator
Mark Miller, Grade 1 EducatorRoberta Polland, Business Manager
Sandra Warden, Special Education DirectorSue Melanson, School Board MemberSuzanne Day, Curriculum Coodinator
Tammy McNulty, Technology Integrator
Schools Affected by the Plan: Sacopee Valley Elementary School
Sacopee Valley Middle School Sacopee Valley High School
Section II: Shared Vision for Learning: Below is the shared vision and action steps this technology plan supports.
◻ Shared District Vision for Learning: “THE EDUCATION ALL STUDENTS DESERVE”
◻ Shared Goals for Learning and Action Steps:
By providing the education all students deserve, the perception of Sacopee Valley Schools will continue to improve.
District Goal 1. All students will achieve one year of academic growth as measured by the NWEA or a district assessment.
● High-quality teaching and learning ❖ Clear learning targets are posted and reviewed ❖ Students are actively engaged in their learning ❖ Teachers are differentiating with students using effective and varied
instructional strategies ❖ Checking for understanding is occurring throughout the learning
● Assessment is used consistently to modify and differentiate learning for students
Action Steps:
❖ Explore additional research-based strategies for differentiation and effective interventions for students
❖ Enhance the informal observations and professional development support during the TEPG process
❖ Utilize PLCs to analyze data frequently to inform instruction ❖ Access technology tools to monitor student progress and to enhance
teaching and learning for all students
District Goal 2. All students will be at or above grade-level proficiency as measured by the NWEA or a district assessment.
● Rigorous and relevant curriculum that is aligned with grade-level proficiency standards
Action Steps:
❖ Align assessments to standards and identify learning targets ❖ Increase use of effective tiered instruction (RTI) and differentiation ❖ Analyze mid-year data to ensure students are progressing towards targets
and develop plans for students who are not on pace ❖ Implement the Community Solutions Action Plan from the Grade Level
Reading Campaign initiative ❖ Access technology tools to monitor student progress and help educators
provide targeted instruction for all students
District Goal 3. All students will have strong relationships with adults and be emotionally supported to be academically successful as measured by student perception survey data.
● Positive learning environment where all members of the learning community feel safe, valued, and respected
● Students are attending school and actively engaged in their learning
Action Steps:
❖ Pilot emotionally literate classrooms and the RULER approach by Marc Brackett
❖ Implement Count ME In protocols and supports to improve attendance ❖ Foster partnerships between school/home through multiple pathways of
productive communication with the support of technology
Section III: Shared Leadership:
MSAD 55 utilizes a collaborative leadership model. The CORE leadership team, comprised of the Superintendent, building administrators, Curriculum Coordinator, Special Education Director, and the Technology Director, works closely as a team to organize and maintain collaborative committees and teams that help develop and implement district vision and management solutions. These committees and teams are comprised of the administrators, staff, and members of the School Board where possible. Each school building has developed a fluid charter of operations that operates under an overarching district charter created by the building administrators. The goals of the charter are to identify and maintain common norms of behaviors and actions that combine to create a positive, successful, and future focused teaching and learning climate.
A technology plan is not an independent plan in MSAD 55. It is a subsection of planning undergone to provide the best support for teaching and learning throughout the district. The technology plan will endeavor to ensure that present and future technology purchases, implementations, and efforts will provide adequate supports for the needs of the district and building charters as well as the teaching, learning, and administrative needs defined by the School Board, curriculum committee, grade level teams, and other various building and district committees.
The technology committee membership is a volunteer effort to represent all interests of the school system. Membership has historically been made up of administrators, teachers, technology staff, educational technicians, students, and school board members. The collaborative input of former members and the many district committees and teams these writers represent is included.
Section IV: District Learning Technology Data and Action Plan:
Section IV, Part A: Student Learning & Teacher Practice
Results of the Data
Implications
By leveraging retired MLTI laptops MSAD 55 has evolved into a first grade through twelfth grade 1:1 learning environment. We provide shared carted access for kindergarten classes when appropriate, carted 1:1 classroom laptop assignment for grades 1-6 and take home laptop assignment for grades 7-12. Even though access to 1:1 computing is widely available and has historically been available for grades 7-12 (9-12 since 2009 and 7-8 since 2002) the bulk of teacher technology use still lies in the substitution realm.
25% of our teachers surveyed found that they operated predominantly in the the Substitution realm while
15% operated in the Augmentation realm. We also noticed that district-wide, 49% of our staff, according to this survey, are not even operating at the substitution level (highest level is 70% at the elementary school).
Based on our own classroom observations, we believe that teachers are underreporting their use of substitution. This data indicated that we needed to brainstorm more ideas to promote more modification and redefinition through professional development and grade level sharing.
The Sacopee Valley High School 2017 data indicates that only 26% of the educators are using the technology at the beginning level (compared to 59% at the middle school and 70% at the elementary school). We attribute this to the fact that our only technology integrator is located at the high school and believe that this data point is a clear indicator that we need additional integrators.
53% of our students agree that technology enhances their learning and their daily life.
Although 52% feel that being a beginner with technology limits their technology use.
59% feel very confident that they can easily record and edit video while 43% are confident with writing and collaborating online. This tells us that our students could easily learn to perform redefined learning activities.
But conversely, the data says that very few teachers are asking students to upload art, music, movies, and webcasts, many of the activities that help redefine learning using technology.
Only 25% of the students find “creating spreadsheets” and other skills that the survey mentions as “basic” foundational skills, as easy. This belief is backed up by both teachers and students feeling that they do not have many lessons where the students solve “authentic problems.”
The survey data shows that the teachers don’t think they ask students to collect and analyze data very often
as well as conduct experiments but only half that percentage of students thought they “never” performed these activities as part of their lessons. This shows that the students are possibly using the technology for these purposes more than the lessons are demanding. The teachers are using technology for data collection daily. Maybe the use of more authentic tasks using data collection technologies in lessons could improve this perception.
It appears that teachers do not feel comfortable with students commenting on other students work and collecting work online.
75% of teachers surveyed never asked students to write about a fellow student’s work.
Also 92% have never asked students to use any form of chat.
Only 17% ask students to create e-portfolios.
This is also backed up by the collected data with 79% of MSAD 55 teacher respondents never asking students to create animations, demonstrations, models, or simulations. Modification and redefinition of technology use is presently still in need of more development.
Interventions and Next Steps Person/Position Responsible Timeline
Percentage of teachers using Google Classrooms will increase by 10%
Technology Integrator 2018-2019
Multimedia project creation will be expected and supported in the classroom
Principals, Curriculum Coordinator, Technology Integrator(s), Library Media Specialist
2018-2019
Online collaboration will be expected and supported in the classroom
Grade level teams, Curriculum Coordinator, Technology Integrator
2017-2018
All graduating students will have a grade 7-12 digital portfolio showcasing their work
Grade level teams, Curriculum Coordinator, Technology Integrator
2018-2020
“Spreadsheet use for data collection” introduced in grades 3-6, applied in grades 7-8, and fluent in grades 9-12
Integrator presentations at grade level teams, Curriculum Coordinator
2018-2020
Authentic task integration in lessons - every grade level has at least one required project with tech component included
Principal, Curriculum Coordinator, grade level teams
2019-2020
Digital citizenship components aligned in classes K-12
Technology Director, Curriculum Coordinator, Technology Integrator, grade level teams, Library Media Specialist
2018-2020
Section IV, Part B: Leadership for Learning Through Technology
Results of the Data
Implications
The data says that our Leadership Team in MSAD 55 brings technology use into the evaluation process.
42% of teachers reported that technology was part of their evaluation system.
Observations and evaluations are well represented in the system but there is room for more focus on technologies and their uses in teaching and learning.
Interventions and Next Steps Person/Position Responsible Timeline
Administrators will observe for evidence of authentic learning using technology
Building Principals 2018-2020
Administrators will discuss the use of technology during observation conferences
Building Principals 2018-2020
Technology implementation and supports will be discussed at grade level and content teams frequently
Grade level team leaders, Technology Director, Technology Integrator, Curriculum Coordinator
2018-2020
Technology integration as professional development goals for teachers will be promoted
Building Principals, Technology Director, Technology Integrator, Curriculum Coordinator
2018-2020
Section IV, Part C: Professional Learning
Results of the Data
Implications
Our teachers believe that computers and technology contribute to successful daily life. Teachers want to learn more about technology use but currently report that they experience only
1-8 hours of school sponsored PD each year.
They report that the quality of this instruction and sharing is above average but our offerings are difficult to schedule around many other district and grade level initiatives that also often require technology use.
Our teachers rarely spend after school time on non-school sponsored formal PD. We have only one Technology Integrator that position can not get exposure to significant portions of the staff due to little release time and high maintenance curricular programs. Additional integration help has been in the last two technology plans but budget demands have not enabled any further integration help to be hired. Integration help will also be added to this current technology plan, but plans to bring internal and external experts onsite as well as instituting plans to promote internal and external peer sharing will be implemented.
The data shows that school staff are not equally confident in their use of technology to redefine curriculum and learning. All PD will have to be planned with offerings that promotes technology integrations that meet staff readiness.
The data says that our staff is most interested in multimedia skills. The high school offers multiple elective classes in video, photo, drawing, and CAD for students. We will provide opportunities for these instructors to share their expertise with district staff whenever possible.
Our teachers also showed a strong interest in online tools for critical thinking. To help satiate some of this interest we will continue to provide PD sessions in Google Classroom and the multitude of Google writing tools and apps. We will also try to help enable classroom blogging and sharing between students as well as safe authentic audiences.
Our teachers feel they are least knowledgeable in digital citizenship. We believe that this is also reflected in their interest in online tools for critical thinking. There is concern of unknown consequences when they allow students to comment, communicate and write online. The
national press paints a scary picture in these areas for students and their teachers that have made missteps. All professional development plans will try to reinforce digital citizenship to help alleviate fears, promote safety, and reinforce positive digital behaviors.
Professional development will be encouraged and promoted by allowing teachers to use their hours as part of their teacher evaluation program and professional development plan. Teachers can also use the hours for their recertification plan.
Interventions and Next Steps Person/Position Responsible Timeline
K-6 Technology Integrator will be hired
Superintendent, Technology Director, Principals
2018-2019
Certified Google Trainers will offer professional development
Technology Director 2018-2019
Multimedia PLC will be formed
Technology Director, Technology Integrator, Library Media Specialist
2017-2018
Google Classroom PD will be offered
Technology Director, Technology Integrator
2017-2018
Online Collaboration PD will be offered
Technology Director, Technology Integrator
2017-2018
iPad Best Practices PD will be offered
Technology Director, Technology Integrator
2017-2018
10% of teachers will be microcredentialed in a technology area of their choice
Teachers, Technology Director, Technology Integrator, CORE team
2017-2020
Digital Citizenship Component in all district technology PD will be required
Technology Director, Curriculum Coordinator, Technology Integrator, Library Media Specialist
2017-2020
Section IV, Part D: Learning-Focused Access
Results of the Data
Implications
The data tells us that MSAD 55 provides great technology access
for students
and staff.
Even educational technicians are provided take home technology ensuring that all educational staff have “just in time” access to technology and information as educational and administrative needs arise. In year one of this technology plan, a classroom pilot will occur to place chromebooks that presently reside in the high school into one elementary classroom. During this process, a review of tablet versus laptop versus hybrid laptop/tablet technology will take place to determine how to best maintain the 1:1 device to student ratio. In year two, a plan to replace elementary laptops by grade level with the newly chosen device will be undertaken. By year three of the technology plan, the present MLTI laptop deployment will be at the end of the lease and MSAD 55 will seek to purchase the complete deployment to replace 10+ year old laptops used by educational technicians and students in grades K-6 or they will be kept for continued use by grades 9-12.
The 1Gb shared internet connection used by the three schools and the 1GB fiber connection between schools provides great internet access for our present needs. It is projected through maintenance and facilities planning as well as curriculum planning that the demand on this network and Internet access will increase. There are slower 100MB switches that reside in the middle school wiring closets and there are older 1GB switches in the high school wiring closets that do not support POE devices. Presently three analog security camera systems are used throughout the campus. Schools are overwhelmingly moving to replace analog systems
with digital systems. The replacement of these three analog systems with one centralized IP system will require POE switching, increased network traffic processing and more bandwidth. This upgrade will require replacing 11 current network switches with newer and more efficient POE capable switches through the federal ERATE program in year three of this plan.
The wifi systems at the high school and middle school are provided and managed by the State of Maine. The State has said that the current remote controller based system will be maintained for use for two more years. The elementary school has just received a complete rewiring and the installation of a high bandwidth wifi system that does not require a controller for operation. In year three of this plan or earlier, the middle school and high school will need a new controller or a completely new wifi system. If the State does not offer an affordable system, then a system that will work in tandem with the elementary school system will be sought.
MSAD 55 curricular tools and materials are evolving toward digital cloud designs and sources. The financial and administrative management tools used by MSAD 55 have also become mostly outsourced to companies that provide cloud based services. As the use of “the cloud” to provide education increases throughout the three school campus, the necessity of maintaining dependable and ample Internet bandwidth is imperative. By year two, we will look at a second Internet connection provided by a second vendor and weigh the cost benefits of load balancing two connections through two vendors to get backup and bandwidth advantages versus just purchasing a small connection to maintain administrative services in case of a main connection failure.
All grade level classrooms have mounted projectors, apple TVs and access to document cameras. These multimedia supports will be maintained.
Interventions and Next Steps Person/Position Responsible Timeline
EduGear Chromebook Pilot will be completed
Technology Director 2017-2018
Elementary device replacement planning
Technology Director 2017-2018
Elementary device replacement
Technology Director 2018-2019
Backup or two load balanced internet connections will be contracted
Technology Director 2018-2019
MLTI laptops will be purchased
Technology Director 2019-2020
Switch upgrades through ERATE will be completed
Technology Director 2019-2020
State or District Wifi System will be upgraded
Technology Director 2019-2020
Section V: Responsible Use:
CIPA Compliance CIPA Compliance at MSAD 55 is accomplished through the use of the MSLN approved
OpenDNS(https://www.opendns.com/about/). Known Inappropriate material is blocked and a fluid list of custom and Network Maine sites is maintained to ensure student safety. Additionally students and staff sign an acknowledgement of our acceptable use policy to best describe our expectations of computer use, digital citizenship, and stance against any sort of bullying. Our policies can be found online.
Computer and Internet Use and Internet Safety: http://www.sad55.org/policies/Instruction/IJNDB.pdf
Student Computer and Internet Use and Internet Safety Rules: http://www.sad55.org/policies/Instruction/IJNDB-R.pdf
Employee Computer and Internet Use:
http://www.sad55.org/policies/Personnel/GCSA.pdf
Employee Computer and Internet Use Rules:
http://www.sad55.org/policies/Personnel/GCSA-R.pdf
Digital Citizenship
Our Kindergarten through third grade students receive digital citizenship instruction through their regular classes and also a grade specific Common Sense Media session where we catalog a signed session completion certificate from the computer instructor. Grades 4-6 receive Common Sense Media lessons during their library media classes. Grades 7-12 digital citizenship is provided to students in English Language Arts classes or through a grade level assembly.
