Technology Purchase Timeline

This is the timeline that is followed at this time.  Please comment on how to make this more transparent to teachers.

Purchasing Timeline for Computer Hardware

Requests for Innovative Technology – See New Hardware Form created by the Technology Committee

October               Principals request a list of equipment needs from the staff.  Written justification is  needed for hardware.  At this time, a general figure of what is budgeted for is shared. The replacement plan is also shared to let staff know of items that will be replaced.

November          Principals submit budget request with written justification.

December           Principals meet with the budget team: Superintendent of Business, Superintendent of Curriculum, Coordinator of Technology, Superintendent of Special Education, District Accountant.

January                Assistant Superintendent and Coordinator of Technology meet to prioritize requests.

February              Coordinator of Technology collects quotes and bids.

March                   All quotes and final items due to BOCES for state aid.

April                       Communication is sent to building principals by the Coordinator of Technology as to the hardware purchased.

Collaborative Suggestions/ Laurel will work on final piece

Changes for Laurel's Team, In Yellow

Fayetteville-Manlius Technology Plan, 2011 – 2015

Draft, March 6, 2011

Committee Members: Cynthia O’Connor, Heather Bouck, Amy Fiorito, Tim Teelin, Jeff Gordon, Lynda Poole, Aaron Dorsey, Dave Hart, Doug Lawrence, Katie Baker, Kerry Avery, Kory McMahon, Mike Morrison, Kate Nowak, Marc Savicki, Matthew Six, Todd Sorenson, Teresa Wildehack, Tom Winiecki, Susan Bang

Vision

Computers and information technology have transformed the way the world learns, communicates, and conducts business. The rate of world change due to technological advances has necessitated a shift in our students' education. The Fayetteville-Manlius School District is committed to preparing students with the technological skills necessary to make wise decisions, work productively and compete globally. Every student will have the opportunity to utilize technology to access and analyze information, to develop higher order thinking skills, to solve problems, and contribute to the global community.

The Fayetteville-Manlius Central School District has a shared vision to provide equitable access, superior teaching, authentic experiences for students, and around the clock support for all students and staff with technology. From the Board of Education, to the District Planning Team, to in-service offerings and digital portfolios, Fayetteville-Manlius has created an innovative technology experience for students, teachers, administrators, and the community.

District Goals

In keeping with the need to prepare students for 21st Century Skills, the technology plan reflects the ISTE NETS, the NYS Learning Standards and the District's vision to have technology incorporated into daily instruction. To create an equitable experience for all learners, universal design is important to the planning and creation of lessons. The following goals and objectives embrace the computer benchmarks (See Appendix 1) and reflect the District’s commitment to developing technologically literate students. Teachers and students will meet the expectations of the technology benchmarks across the curriculum.

·         Teachers and students of all abilities will use technology to increase personal productivity and efficiency.

·         Teachers and students will use technology to evaluate, create, and archive instructional products that represent a mastery of knowledge.

·         Teachers and students will become effective and efficient users of
the Fayetteville-Manlius 21st Century skills and attributes:

o   Accessing and analyzing information in ways that develop higher order thinking skills and sound reasoning.

o   Demonstrate creativity and innovation by promoting curiosity, creativity, and inventiveness.

o   Communicate and collaborate.

o   Conduct research and use information.

o   Think critically, solve problems, and make decisions.

o   Use technology effectively and productively.

o   Take personal responsibility by demonstrating knowledge of ethical and legal issues relating to technology.

Appendix 2  should be the district attributes – rework these below to have a representative from each.

Global Learners as evidenced by:

o   Understanding and respecting individual and cultural differences.

o   Seeking out new cultural experiences that broaden perspectives.

o   Drawing upon the strengths of other cultures.

o   Collaborating in languages other than English.

o   Working with others to understand current events and pose solutions for global issues.

o   Exhibiting positive interpersonal relationships that value multiple languages, cultures, and all persons.

Effective Communicators as evidenced by:

o   Mastering skills in listening, speaking, reading, and writing in English and other languages.

o   Exhibiting appropriate interpersonal skills for effective dialogue.

o   Collaborating strategically in a technology-rich environment.

Critical Thinkers as evidenced by:

o   Soliciting and considering different points of view prior to decision making.

o   Evaluating resources in all forms for validity and accuracy.

o   Applying information and appropriate skills to new contexts/situations.

o   Articulating solutions to real-world problems that demonstrate a sound rational.

o   Increasing their ability to use technology as a tool in solving problems.

Socially Responsible Citizens as evidenced by:

o   Participating in school and community initiatives.

o   Exhibiting responsibility for personal well-being and compassion for the well-being of others.

o   Following the civic principles, ethics, and virtues necessary for sustaining the common good in a democracy.

o   Understanding the importance of sustaining a healthy planet.

o   Pursuing a range of interests that exhibit a balance of physical, social, and intellectual activity.

o   Demonstrating a strong work ethic.

21st Century Reference Page – Provide a summary of this page.

http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=119

Professional Development

Fayetteville-Manlius culture is that of collaboration, collegiality and of shared goals. The professional development piece is important to the district’s motto of “excellence.” The district offers a variety of professional development opportunities including but not limited to computer resource teachers, district wide in-services, mini workshops, curriculum meetings, department and grade level collaboration meetings, support with individual teachers, team teaching collaborations, curriculum development opportunities and community based conferences.

The district is committed to staying current with the ever changing technologies that support 21st Century skills. The computer resource teachers are a support teachers and students is the computer resource teachers. There is one teacher supporting K-4, another for grades 5-8, and the third is available to the high school teachers. Resource teachers provide instruction in faculty meetings, one on one support, curriculum meetings, staff days, team teaching, and in-service classes. These teachers also regularly meet with grade levels/ departments, and offer mini workshops during planning periods, or before and after school hours. In addition, they work closely with the computer lab assistants.

In-service classes are also offered by colleagues. Instructors consist mostly of teachers, but also include staff from the local BOCES. Workshops are also offered by professional vendors. In order to facilitate collaboration and teacher leaders, participants of in-service classes are required to produce the following, depending on the nature of the class: reflection/ letter, lesson you can use in your class, podcast of what was learned, description of how a lesson went, and presentation with team, movie, or other plans. Teachers can receive additional credit when final products are added to the district curriculum map. In relationship with BOCES, Syracuse University, and Fayetteville-Manlius Continuing Education the district provides workshops for community members around the county.

The Coordinator of Technology offers mini workshops for administrators and has created an internal blog for administrators to safely practice blogging before going public. The technical staff is constantly updating knowledge with infrastructure growth, efficiency of running servers and switches, and security. Weekly meetings involve a review of technical terms, emerging programs for teachers, and procedures. An average of 100 hours is spent yearly on professional development for the technical staff.

Last year, the district purchased a web module for teachers to house student video projects for a global audience, but this module has proved necessary in the professional development of staff. How-to videos created by the computer resource teachers are sent periodically to teachers quickly demonstrating how to use a document camera, or when to export files for backup in SMARTNotebook.

Professional Development Goals

·         Provide professional development to staff that is directed at supporting the District’s technology benchmarks and promoting student achievement.

·         Provide training to teachers to support the integration of technology into curriculum and instruction.

·          Provide ongoing training and staff development for teachers, support personnel and administrators for effective, efficient, and appropriate use of computer technology to support classroom instruction, and the professional and personal use of computers to improve efficiency.

·         Facilitate and inspire student learning and creativity through both face-to-face and virtual learning experiences.

·         Design digital-age learning experiences and assessments by incorporating contemporary tools and resources to maximize content learning in context.

·          Model digital-age work and learning by exhibiting knowledge, skills, and work processes that are representative of an innovative professional in a global and digital society.

·         Promote digital citizenship and responsibility by understanding local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

·         Engage in professional growth and leadership opportunities to continuously improve professional practice and exhibit leadership in the classroom, school, and professional community by promoting and demonstrating the effective use of digital tools and resources.

Adopted by ISTE NETS for Teachers 2008.

Assessment of the Technology Program

Each year an annual review of BOCES services is conducted that includes yearly technology purchases, telecommunication services, and technology needs for the next school year. Laurel will do more of this. Infrastructure

The Technology Committee was created three years ago to support the demands, and changes of instruction. In addition to district initiatives, the Technology Committee works closely with teachers and students to remain current. For example, the committee created a five year digital portfolio plan to ensure that chosen work started in first grade would be saved for the life of the student. Starting in first grade, a student’s reading fluency can be monitored by audio recordings either in Audacity, Jing, or Glogster and now saved throughout the student’s years at Fayetteville-Manlius.

The committee has fostered technological innovation through a formalized process where, at the request of the teachers, the technology is provided as a pilot. This small team of teachers becomes trainers and support staff for that hardware as is the case with the iPod touches purchased last summer. (http://www.fmschools.org/files/filesystem/purchasing%20procedures.pdf).

The form is submitted to the Technology Committee for review.

The Technology Committee will complete an annual review of the Technology Plan. This review will include surveys from staff and students, curriculum reviews, and feedback from teachers and administrators during planning meetings. The goal of the review will be to help meet the ever changing technology by keeping current with 21st Century changes.

ISO procedures and district policy, BOCES policy for review.

A yearly review of library services from BOCES is discussed  by the Assistant Superintendent of Business, Curriculum, and Coordinator of Technology along with the librarians.  The Coordinator of Technology reviews the hardware replacement plan on a yearly basis.  The Computer Resource Teachers review all software in the fall to prepare computers for the spring.  At this time new software is ordered and updated,  or old software is removed.  Performance reviews for all technology staff are yearly. Newer employees are evaluated multiple times per year.

Timeline of the process: building will survey needs, recommendations, review of funds, review of coordination of technology. How is input gathered by the building

Replacement technology is a priority

Reviewing yearly and gaining input from stakeholders. At the building level, that will include building recommendations.

Framework for decision making – In the fall, the funds will be communicated to the building principal.  The school will

communication

Appendix 1 Technology Inventory

Hardware	FM HS	WW	EH	MR	FE	ER
Number of Students	1617	687	733	412	499	556
Percent of Teachers with computers	100	100	100	100	100	100
Percentage of laptops for administrators	100	100	100	100	100	100
Percentage of laptops for teachers *Includes loaner laptops at each school	29 %	47 %	45 %	51 %	68 %	65 %
Percentage of teachers with a smartboard	98	99	99	100	100	100
Number of LGIs	3	1	1	0	0	0
Number of computer labs/Total Computers in labs	6/ 209	4/ 100	4/100	1/ 28	1/28	1/28
Number of desktop computers in libraries	60	17	20	10	12	11
Number of laptops/ netbooks	180	105 (4 labs) +24 inclusion=129	75 (3 labs)+ 42 + 12  inclusion rooms + 10 departments=139	64	64	81
Hardware	FM HS	WW	EH	MR	FE	ER
Ratio of students to computers	3:1	5:1	3:1	4:1	5:1	4.6:1
Number of Mobile Labs	5	2	4	1	1	1
Number of digital cameras in the building	50	33	24	10	11	9
Number of video cameras in the building	71	40	36	25	31	26
Number of Document Cameras	25	20	20	19	19	21
Number of  web cams in building	20	20	20	20	20	20
Number of professional video conferencing appliances	1	1	1	1	1	1
GPS Devices	60	15	15	0	0	0
iPod Touch	0	30	30	0	0	0

*Laptops in classrooms: Elementary Schools: 5 in each kindergarten room, 6 in each 4^th grade room, EH 2 inclusion, 4 department, WW 4 inclusion, 2 grade levels, HS, 60 dispersed according to need

Appendix 2 Technology Replacement Plan

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

SMARTBoards $1350

Elementary Schools

1

5

5

20

X

Middle Schools

1

5

5

30

X

High School

1

5

5

25

25

X

Color Printers - Labs $1700

Elementary Schools

X

Middle Schools

X

High School

X

B & W Printers - Labs $1500

Elementary Schools

X

X

Middle Schools

X

X

High Schools

X

X

DESKTOPS $800

Secretaries

HS

X

WW, EH

X

X

Elementary

X

X

Guidance

HS

X

WW

X

EH

X

Elementary

X

X

Maintenance

X

Transportation

X

X

District Office

X

Libraries - All

X

X

Aides - HS

X

X

HS Departments

X

X

Classroom Desktop

Equipment

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

Middle Schools

X

X

High Schools

X

X

Labs

HS

Photo

1161A

1161B

Art

1120

Theory

2130

BroJo

CAD

Middle Schools

X

X

CAD Labs

X

X

Elementary Schools

X

Broadcast Journalism

Cameras (2)

X

Teleprompters

X

Mobile Labs (15000)

Replace when need for more than $100 to repair until 2014

Elementary

1 lab

X

Middle Schools

2 labs

1, WW

X

High School

5 1/2

X

Classroom Laptops Netbooks $500

Elementary

ER

MR, FE

Middle Schools

EH

30

High School

64 Misc

Wireless $350000

X

Phones

X

Servers 4@ $12000 each

X

Exchange Software $11000

X

Exchange  Server $14000

X

SAN $28,000

X

VMWare $43,000

X

Backup $6600

X

Appendix 3 Teacher Survey

Select the top three reasons you use technology in your instruction.
Multiple Select Option
Efficiency	91 selected
Motivating to students	130 selected
Prepare students for graduation	12 selected
Prepare students for a global community	57 selected
Improve instruction	150 selected
Meet instructional goals	58 selected
How often do you use a mobile lab or laptops?
Less than once a month	92 (55.09%)
Daily	34 (20.36%)
Once a week	14 (8.38%)
Once a month	12 (7.19%)
Once every two weeks	8 (4.79%)
Once every three weeks	7 (4.19%)
How often do you use the computer lab?
Less than once a month	51 (30.54%)
Once a week	51 (30.54%)
Once a month	30 (17.96%)
Once every two weeks	14 (8.38%)
Once every three weeks	11 (6.59%)
Daily	10 (5.99%)
Select the three top priorities you feel the District should designate funds.
Multiple Select Option
Mobile Labs	40 selected
Laptops for teachers	86 selected
Small groups of laptops stationed in the classroom	108 selected
Bandwidth	82 selected
Computer Labs	71 selected
Global Communication	28 selected
Web 2.0 Tools	52 selected
Select the top three ways you prefer to learn and practice new technology.
Multiple Select Option
FM Inservice	109 selected
Staff Days	121 selected
BOCES Workshops	25 selected
Conferences	21 selected
Curriculum maps	3 selected
Online courses	29 selected
Blogs,wikis and learning communities	10 selected
Emails from Computer Resource Teachers and Coordinator of Technology	21 selected
Curriculum/ department meetings	58 selected
Individual development time	98 selected