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A Technology Plan for Warren Township High School

To identify the gap between our current state and our desired future state, stakeholders representing many areas of our learning community participated in a number of activities, which are described below. These activities helped us gather information, feedback, and ideas that informed our gap analysis and shaped the vision and goals that comprise this technology plan.

Faculty Survey: Up to and including the 2000-01 school year, we annually administered a survey of all faculty to characterize their skills with technology, readiness for integration, and practices in the classroom. This survey was based on the NCATE standards for pre-service teacher education programs. Since our staff had progressed significantly during the 5 years we used this survey, we have replaced it with the Next Steps survey. Nevertheless, we still referenced this historical data as we reviewed the fresh information we gathered. (See Appendix A-7.1 for this document.)

Technology Advisory Committee (TAC) Meetings: Now in its 4^th year, the Technology Advisory Committee meets quarterly to assist with technology planning and gauge progress. External scans, brainstorming, taking notes at conference notes, school tours and lively discussions are the main activities of this group. However, committee members participate in our technology open houses, serve as presenters for training events, and consult on technical issues. Through this group, planning, evaluation, and execution of the plan become an ongoing process. (See www.wths.net/tac for meeting notes, agendas, membership, and other artifacts from our meetings and discussions.)

Next Steps Survey: As the various components of the Next Steps battery of surveys became available for use by Illinois schools in FY2002, we involved the following groups in completing their portion:

·         15 administrators

·         23 faculty

·         103 students

·         2 community members (one parent and one business owner (this survey was not available until March, near the end of data collection process)

(See Appendix A-7.3 for a summary and the detail from these surveys.)

Open Meeting—Drafting a New Vision: In response to an open invitation publicized in the newspapers and our web site, on Feb. 6, 2002, forty members of the WTHS community gathered to help us draft a fresh vision for learning with technology. After discussion our best hopes and worst fears, we began drafting language for a new vision. The following stakeholder groups were represented at this meeting:

·         5 WTHS Administrators, including the superintendent and business manager

·         3 WTHS library staff members

·         1 WTHS Ed Tech staff members

·         2 WTHS classified staff members

·         8 WTHS faculty members

·         4 Adult Literacy Providers, including 2 staff members from our local library, 1 coordinator of Northwestern University’s Collaboratory Project, and the Technology Director of the local technology Hub/ROE

·         6 parents

·         4 business partners, all of whom are also parents, either of current high school students or younger

(See Appendix A-1.1 through A-1.9 for a listing of all stakeholder names and roles and the Best Hopes/Worst Fears Summary)

Departmental Scenario Exercise: 13 members of the Educational Technology Department, including technicians, clerks and directors in the computing, AV, and library areas, reviewed the best hopes/worst fears and vision language generated from the open meeting and brainstormed ideas for a new scenario. (See Appendix A-1.7 for the participants and the ideas they generated.)

Tech Plan Team: 7 people comprise this team, including a Librarian, a Technology Instructional Aide for technology, the Assistant Principal for Curriculum and School Improvement, an Academic Recovery Program Aide, two local business leaders in technology, and the Director of Educational Technologies. This group reviewed survey results and other feedback, put the finishing touches on the vision, provided the ratings and rationale for the Gap Analysis document, drafted the goals, and reviewed this plan in its entirety. (See Appendix A-1.4 for a summary of Vision Drafting Activities)