Overview of Planning Process
Beginning in 2005-2006, the Technology Services Department started the year with a new director of the department and added three new technicians. Throughout the course of the next two years, the department worked to ensure the monitoring and final implementation of the 2006-2009 plan. Following the 2008-2009 school year, the district technology coordinator resigned and the position has been filled on an interim basis with responsibilities given to numerous administrators. With this change, additional committee structures were developed to increase the input of teachers and staff advising the technology department of the successful implementation of instructional and information/administrative technologies. Additionally, the department completed an internal review of services, current status of infrastructure, network operations, server and backup structures, administrative software usage, instructional software deployment, and an inventory of existing hardware and peripherals.
Using the information from the last plan’s needs assessment, the department began identifying the infrastructure needs of the district that needed to be upgraded to continue to serve the changing needs of the instructional environment. Students in grades 5,8, and 10 and staff members participated in the TAGLIT assessment. Input was solicited in various ways from the committees above allowing them to review stated goals and objectives, provide input/changes, and identify implementation strategies that would serve the district in a realistic way.
Over the past years, content area administrators have supported the integration of technology into their K-12 areas through the use of innovative programs, innovative curricular changes, and using limited budgets.
Professional development has been provided on an on-going basis. Annually, three full days and one half days each month are dedicated to professional development. The technology department has developed and provided staff development in areas of high needs as determined by staff surveys and an analysis of acquired skills. The trainings have been provided at the district level, building level, and in content area offerings. Two groups of staff have also participated in CESA 11 technology-related grants and intensive professional development.
The assistant superintendent for curriculum, business manager, and the technology department worked together to review the budget allocations and purchasing plans for hardware and software needs to ensure the curriculum and business functions are supported appropriately.
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