Learning @ the Speed of Thought...

A Communications and Information Plan
for Warren Township High School

Collective Vision: The widespread commitment to skills and practices possible only with technology.

1 Not in place.

3 Some share a commitment to the vision.

10 Many share a commitment to the vision.

0 Most share a commitment to the vision.

• Everyone is always talking about using technology and how much we have available already

• Math - Mo Heim's commitment with her lesson's, databases, and spreadsheets.

• Global Studies - Internet assignments

• Science - Internet assignments online

• Language Arts/Foreign Language - Internet assignments and use of CD ROM's

• Computer Labs, Dynacom System, laptops, etc. are used more often this year than last year

• The attempt to incorporate more tech use in assignments by teachers

• Now required in the curriculum

• Increased use of technology in curriculum

• Special Education staff regularly depend on items that technology has made possible and are appreciating others that enhance their ability to do their jobs well

• Dr. McKanna appears to be committed. Many facility and staff need to be trained or re-trained.

• More teachers are incorporating technology into their instruction each year

• Technology is present at WTHS but we don't have a coherent plan in place for its use! Number one problem for any plan is that we cannot guarantee access to technology to all staff, much less to all students.

Administrative Readiness: The level of interest, involvement and commitment to technology and learning demonstrated by the administration.

0 Not in place.

0 Some administrators demonstrate readiness.

5 Many administrators demonstrate readiness.

9 Most administrators demonstrate readiness.

• The word I am getting is a very strong support for technology and the funds seem to be there. Money is support.

• Dr. McKanna -online with community

• All Department Heads-have a commitment to incorporating technology into their curriculum

• Most have a working knowledge of computers and use them on a daily basis

• Career center uses CD's and online resources

• All use hardware and some software

• Verbally support tech use

• Encourage staff to use it

• Is a part of job descriptions

• Administrators use computers and programs

• All use computers to assist in the completion of many tasks. Internet resources, email, etc. are part of routine

• Use of email, word processing, sending attachments (2)

• The Administration has actively supported coursework and workshops that would keep all faculty members more skilled in the use of technology

Staff Readiness: The level of interest, involvement and commitment to technology and learning demonstrated by the staff.

0 Not in place.

3 Some staff demonstrate readiness.

10 Many staff demonstrate readiness.

1 Most staff demonstrates readiness.

• Some are very ready while others prefer not to use the technology or have someone else do it

• Math, Science, Global Studies and Language Arts/Foreign Language are using the Internet

• Most teachers use technology in their curriculum (2)

• I understand that some curriculum leaders insist on using technology as part of the curriculum

• Not all use technology, but often teachers require its use by students

• Clerical use and like it

• Maintenance uses it and most of the men use email

• Inservice classes, demonstrations, one-on-one instruction of new technologies offered but not all staff takes advantage of this

• Many staff members do not have computers handy

• Most staff shows an interest and desire to improve on present skill level. Time and resources sometimes hinder progress.

• Too few use or know how to use their email or the internet. Many do not feel comfortable

• Many are involved and want to learn more

Student Readiness: The level of interest, involvement and commitment to technology and learning demonstrated by the students.

0 Not in place.

0 Some students demonstrate readiness.

8 Many students demonstrate readiness.

5 Most students demonstrate readiness.

• The majority of the students are already more than ready and are more technology-literate than most of the staff

• All levels benefit from the use of technology

• The quality of student assignment has improved and the retention of that knowledge has improved

• There are less questions of "how do you do this?"

• More inquiries as to how to refine or be more creative with technology

• Older students show readiness; no criticism

• Seem to enjoy its use; turn to the computers before books

• Most juniors and seniors seem to have computers at home

• Great enthusiasm using the internet.

• More exposure to PowerPoint and Hyperstudio and familiarity with word processing programs

• Use of computers on own; using internet; filing college apps online; filing financial aid online

• Students willingly show their expertise using technology in projects in labs and individual projects

Community Readiness: The level of interest, involvement, and commitment to technology and learning demonstrated by community.

0 Not in place.

3 Some community members demonstrate readiness.

3 Many community members demonstrate readiness.

3 Most community members demonstrate readiness.

• I think the financial support we get is a good indicator

• Technology Committee-ready to help update our Tech Plan (2)

• Community has a new technology based library

• Village keeps a current web page

• The Board of Education has supported supported requests by school personnel for equipment and software as well as training

• Don't know how to gauge this as we don't have many opportunities for interaction with the community

Technology Leadership: The systemic guidance and support of technology uses for learning goals.

0 Not in place.

0 Low-designated staff but not resourced with time or dollars.

6 Medium-designated staff primarily focused on issues of technology.

5 High-designated staff primarily focused on issues of learning, guiding vision, curriculum, hardware, software, staff development and support.

• We are constantly focusing and re-focusing. Also, the Technology Committee is one example of systemic guidance.

• Educational Technology personnel

• Learning goals is the key concern:

often learning through technology is lost

• Don't have time to develop ideas and put them in place

• Poor implementation on translating the use of tech equipment to learn curriculum

• Some evidence that the concept of using technology is not well thought out

• Need to decide what learning goals are being addressed and is learning taking place or just practice skills

• I believe the vision is there-is there ever enough time or money?

• My contact with Tech Department is a "never say no attitude" and try to make any request a reality (within resource constraints)

• Need more staff to conduct sessions to all staff. Levels need to vary from beginners, to review, to advance techniques

• Our tech staff has held workshops on every tech topic. They are always willing to teach the use of both new hardware/software.

• I know the tech staff has a vision, but keeping both systems operational is a big task

Innovators: The visible presence of "trailblazers" who are providing curriculum models of success.

0 No one identified.

6 1 - 8% of staff exploring/piloting/developing models of success.

5 9 - 15% of staff exploring/ piloting/developing models of success.

2 16 - 24% of staff exploring/ piloting/developing models of success.

• I rarely see more than 8% initially. But if it is simple to learn as to teach then I see a jump to 25% or more within a year.

• Engaged learning classrooms possibly put on hold - to allow teachers to become comfortable with using technology so it will naturally spill over into the classroom

• In areas of physics, foreign language

• I see large blocks of student time put into tech projects that "look" good - not sure that students couldn't learn more with less presentation and more reading in depth

• Enthusiasm for exploring great but not piloting/developing models for success with the exception of foreign language and possibly science

• More staff are using websites to support instruction and using creative tech presentations

• Grading programs are becoming commonplace

• Hard to tell an actual %

• Those that were at this level several years ago can no long be considered "trailblazers". It is just part of our program now e.g., physics.

• Many of our young staff members are college trained and have been leading the way in the division

• In my division, "trailblazers" are using Powerpoint presentations which they then post n the server for students

• Lots of Internet uses by students for research. Not a lot of evaluation of Internet sources.

• Those teachers who use Warren's web site, posted projects as a part of a BDIT initiative

Technology & Learning Practices: The movement from literacy uses to engaged learning uses.

0 Not in place - technology experiences are optional.

2 Computer literacy uses - technology is primarily a separate skill and focus.

12 Integrating uses - technology is primarily adapted to traditional curriculum models.

0 Engaged learning uses - technology is primarily used for emerging learning practices.

• In most cases our teachers aren't trained. Most still think of the Internet as a replacement for library or rather as "one big library".

• Research project now require at least one Internet resource

• Exception: Foreign language does a good job of engaging learning with technology

• I see the old assignments of the past 15 years with an overlay of tech.

• Still using note cards and typing papers. Just adding pictures to them.

• Same assignments incorporating Hyperstudio

• Use of CD-ROM's for science and languages. Some use of PowerPoint presentations, graphics, Hyperstudio presentations. Use of studio but not much student production of tapes.

• Classroom teachers using PowerPoint and overheads

• As the staff becomes more comfortable in terms of their skill and knowledge, changes will begin to take place. Now we use Internet and word processing as our primary tech tools

Equitable Opportunities: The practice of defining and providing learning opportunities with technology and ALL students.

1 Not in place - technology experiences are optional.

0 Most students have access to technology experiences through required courses.

10 Most students have access to technology experiences initiated by teachers for specific assignments.

3 Most students have access to technology experiences whenever and wherever their needs or interests arise.

• We require technology courses. Teachers are using the labs and media centers. The media centers are available to students; however, what are we teaching .. applications only and some searching skills

• All papers that are required W/P are created in group instruction labs

• Media center used for Internet research

• Foreign Language - taping, CD ROM's-language lab

• Four labs available at Almond

• Students seem to be helping each other with technology

• We do not have the staff or space to take students on greater explorations of technology. Some students have more knowledge than staff about new technologies.

• Numerous courses throughout the curriculum provide tech-use; prof. for all student ending with class of 2004 is required

• Technology is available to students in computer labs and libraries

• At some level, all students are being given access. Word Processing, Powerpoint and Hyperstudio are required in many Social Studies and Foreign Language courses.

Home/School Connection: The capacity for connectivity and communication, as well as the extension for learning and working between home and school.

4 None.

9 Technology is supporting some communication and extension for learning and working between home and school.

1 Programs are in place and there are common experiences for learning and working in places other than school.

• I see little to none

• School web page (6); could be updated on a regular basis; expand items on page

• Home bound

• Resource links from web page, sports updates

• Some teachers have individual class web pages complete with assignments and schedules (3)

• Some teachers use email and the WTHS web site to contact students/parents outside of school

Community Benefits: The access and usefulness of technology investments for the community.

0 Community perceives no usefulness or access to technology in schools.

3 Community perceives limited usefulness or access to technology in schools.

8 Community perceives access to technology and some collaborative practices are in place.

0 Community perceives extensive access to technology and some collaborative projects between school and community exist.

• Hopefully more will happen with the development of our Technology Committee

• Career opportunities through online resources

• Night school (GED) (2)

• Colleges use our school (Loyola, Aurora Univ., BDIT) (2)

• Teach seniors to use computers FBLA (2)

• Career/guidance parent student college presentations (2)

• Senior citizen training

• Outreach campus classes

• Taxes

• Tech Committee

• I know Bill has received overtures for businesses - Dell, Microsoft - that he is implementing at WTHS

Staff Development: The percentage of staff with adequate training and support for connecting technology uses to working and learning.

1 Not in place.

8 1-25% (innovators and early adopters).

4 30-69% (early adopters in majority plus late majority beginning).

0 70-100% (skills and practices incultured by system).

• I think we are still in the innovator and early adopter stage

• Three teachers using interactive internet lessons

• Many staff are trained one on one when the need arises, or they learn from the immediate task at hand

• The staff needs more opportunities for workshops, etc.

• Self taught, often or voluntary to ask and learn

• They learn as needed, one on one for an immediate need

• Many staff self taught-support in place of immediate task at hand but not for further exploration. Support staff in particular did not receive adequate training.

• Minimal skills seem present in most staff. Training and support still needed.

• What happened to the Blue Devil Tech courses?

• Need to make it part of evaluation (possibly)

Staff Development Program: The strategies and methods used to support emerging learning and working practices.

0 Not in place.

13 Staff development models in place to support staff technology literacy.

0 Staff development models in place to support the integration of technology into the traditional curriculum.

• Some things are in place but incentives are needed. Maybe with the new requirements for continuing education something can happen

• In the process of moving towards integration, now its teach on demand-as teacher requests

• Mini courses offered all day each month are not well attended

• Staff development program needs to be comprehensive

• May improve because of new state teacher requirements

• Willing staff offering quick or semester classes but teachers do not attend

• Not sure the tech staff is able to show how to integrate tech usage into curricular areas

• Models in place to teach skills but not much in place for integrating technology into the curriculum. BDIT classes try but don't reach enough of the staff at this point.

• It seems that staff development is not ongoing and sometimes when offered, staff chooses not to participate.

• I don't think this is part of WTHS culture. It's my feeling that staff who excel are developing skills in other ways.

• Could provide more; there are courses but offered after school

• Need to help teachers to develop specific lesson plans where they can see how tech can be integrated

• BDIT exists but teachers are reluctant to enroll in courses this year. New certification guidelines may be inhibiting participation.

Policies & Procedures: A systemic approach for technology usage, decisions, and issues.

0 Not in place.

1 None in place, however awareness and issues have been identified.

7 Some policies in place or informal procedures are understood.

6 All policies and procedures are clearly defined and formally communicated.

• I think we have policies in place. We seem to be reviewing them often

• G.D.L. sign-up procedures, laptop checkout, carts for classroom use, internet in all classrooms

• Student and staff AUP (2)

• Technology Plan (2), TAC, Library Futures Committee (2)

• Technology supported by superintendent and school board

• We have a plan, committees, policies for parents, classes, etc.

• If there is a policy, I am unaware of it

Software: A measure of appropriate quality software to support engaged learning.

0 Software primarily selected by individual teachers for literacy classes.

4 Some software selected by individual teachers supports engaged learning.

6 Some of the software selected by curriculum focused committees supports engaged learning.

1 Significant amounts of software selected by curriculum focused committees supports engaged learning.

• I think we have been moving in this direction for a couple of years but we are still in the very early stages

• Hyperstudio for foreign language projects, internet research for biology, social studies and language arts projects

• ARC Voyager-Miezala (3) Geometer's Sketchpad (3)

Elements(3) Stats CD-Hill (3)

Visual Basic (3) Foreign language CD's (2)

Microsoft Office '97 in Business Department Stock Market game

• Both; individually chosen videos, games or programs physics quizzes, automated accounting,

• West Side Story video for several classes

• I'm not sure who selects the software. We in Student Services select our own individually-College View, Choices CT-nurse

Ubiquitous Access: The availability and organization of technology tools around learning and working needs.

0 Technology tools in place primarily for literacy classes/activities--little other time or equipment is available for students or teachers.

5 Technology tools located primarily in labs or media centers--unscheduled time is available but limited-access has time lag or barriers for learning.

9 Technology tools located in labs and distributed in classrooms but not in adequate rations for continuous learning uses-little connectivity.

0 Technology tools distributed to classrooms and adjacent learning areas in adequate ratios for learning projects to happen anytime anywhere- networking allows files, programs and resource sharing wherever learning is occurring.

• This is the mode we are in. Out network could and does allow students to work in the classroom-lab or during free period in media center. It is far from ideal.

• Group Labs, Business Labs, Classrooms have internet access with cart/projector

• Classroom labs are fully utilized. Instructional labs are mostly utilized. Need to allow/have greater capability from all classrooms.

• Not enough time/opportunities to explore online

• Most computer use is based on completing assignments

• Use is teacher driven

• Not always room in library for classes or in labs

• Individual students often do not have access when needed

• Teaching moment passes by

• Use is determined by staffing-lack of staffing means there is limited access for students to make use of the technology that is here. Media Center is only area consistently staffed for student use other than class time scheduled in labs.

• More availability without a checkout process would create more use

• I've seen PowerPoint projects in some classrooms; overheads are scattered; could use more computers (like in the library with internet access) in the college and career center in Student Services

• Need to put computers in the classrooms

Tool Capacity: The range of technology tools used as well as their capacity for high performance.

0 Majority of workstations are aging inventory.

3 Some workstations are high performance with limited other types of technology available.

9 Majority of workstations are high performance with limited other types of technology available.

1 Majority of workstations are high performance and there is adequate access to other types of technology.

• We do still have VCRs.

• No studio at Almond (2)

• Dynacom is used more this year

• Digital cameras used more this year

• Better video cart access and slots at one school

• Part-time AV staff at one school

• Uneven distribution of workstations between the two campuses

• Limited Dynacom access

• Older computers at O'Plaine but has Studio

• Most types of technology are available. Equipment is of good quality and always upgraded.

• Of the computers we have, one works well. At Almond there is one with a printer; we removed one that didn't work and other is obsolete. At O'Plaine, Jean has worked on getting two with software, Internet and a printer.

Connectivity: The universal access to local and global resources by students and staff.

0 No networks or telecommunications available for staff or students.

3 Some local area networking in place (LAN).

7 Networks in place and some telecommunications available to some students (LAN).

3 Networks and telecommunications structures in place to allow universal access by all staff and students (WAN).

• We could do telecommunication if needed for a project

• Media Center connected

• All teachers with server and internet access

• Dynacom

• Viewing sports competition and academic competition

• Internet and within the building (from gym to classrooms)

• Distance learning? We don't have are not connected between buildings

• Conferencing with digital cameras and computers, video feedback to classrooms

Facilities: Buildings structurally, mechanically and electronically prepared to utilize technology.

1 No buildings fully able to utilize technology such as multiple workstations in classrooms, networks, or telecommunications.

0 Currently unable to utilize technology, however plans for retrofitting in place.

3 All buildings are structurally, electrically, and mechanically able to fully utilize technology.

• We are always updating and evaluating our buildings

• All classrooms have internet connection

• Buildings are networked

• Telecommunications are available - no trailblazers yet

• Almond classrooms have jacks and required electricity

• I would rate Almond as fully utilize technology and O'Plaine is approaching this level

• No dish at either

• New school may handle things better than old building

• Almond better equipped than O'Plaine where there are limited electrical power outlets and now enough wiring

• Some counselors have full access to the internet and email and some don't

Technical Support: The availability of software and hardware support when needed.

0 No budget, personnel or process in place.

0 Supplies by building or district staff in addition to primary work responsibility.

8 Supplied by designated district personnel or out resourced, but lag time hinders or inhibits instructional uses.

6 Supplied when needed by designated district personnel or out resourced instructional use time is not affected.

• We have very good technical support.

• Supply/demand

• On demand

• Can vary due to other projects at hand and severity of issue in lab classrooms

• Not enough staff to sometimes accommodate teachers (especially before and after school)

• Dynacom problems can't be helped when Flaker at O'Plaine or Sonia is gone

• Len often has many calls at once

• Teachers demand immediate instruction

• Administration often takes techs away from the academic needs

• Not enough staff for computer and safari system glitches. Problems can't always be addressed when needed. Tech support has primarily been for administration.

• Sometimes there is lag time, but not always. Time (not desire) hinders some projects.

• They all appear to be overworked

Purchasing Decisions: A systemic, cost efficient process tied to instructional needs.

0 No procedures in place for technology purchasing decisions.

1 Some procedures identified for technology purchases.

6 Some procedures in place for evaluation and purchase of technology.

7 Clearly defined procedures in place regarding all phases of technology evaluation, purchase and use.

• Our policy is "needs" first and who is "hungry"

• Demand

• Curriculum related (Business, Math, Global Studies)

• Staff, Administration and students needs are considered

• In the Media/Tech area

• Don't know how individual divisions decide and rate their purchases

• Technology has clear procedures. Don't know how much evaluation takes place in departments

• Future planning in process now is an important step and should be ongoing

• We put into budget, are told whether or not it is approved and it goes to Tech Depart after that

• Purchasing is limited to the dollars appropriated for technology

• District looks at all needs

• We purchase some software but not much is done to evaluate its quality or use

• We don't take the next steps as a division to investigate new sources/uses for tech

Budget Support: The degree of available financial support for technology.

0 Technology is not a consideration during the budget process.

0 Some designated technology funding in place.

3 Technology is a consideration when determining building and district budgets.

11 Technology funding for hardware/software/support/staff development and personnel are included in the budget process.

• This is one of the pluses about WTHS. We have enjoyed much support.

• Supported by Administration - they haven't cut out budget, yet

• We continue to grow as a department

• Technology is a priority at Warren

• Technology budget: most outsiders view our school as "high tech"

• We know we will have some money for purchases and support

• Additions to technology staff, updating of machines and software is continuous

• Technology has a place in budget process. Not sure what commitment at board level is to the high cost of keeping up with technology costs

• We have received the software budgeted for. Capital outlay equipment is still outstanding.