RSU1 District Technology Plan

RSU1's District Technology Plan - DRAFT

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Community and Parental Involvement

Involve a broad representation of the school community in the planning process.  Include a description of how the technology will be used effectively to promote community and parental involvement and increase communication with parents, including a description of how parents will be informed about the technology and its proper use.

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RSU1

Regional School Unit #1 recognizes that community involvement is vital to the development and support of technology use in education. As such, the technology plan will reflect the values and needs of the residents of Arrowsic, Bath, Phippsburg, West Bath and Woolwich.

Opportunities for community involvement in planning include the following:

• The District Technology Committee, which is composed of teachers, administrators and community members meets regularly during the year to review computer technology issues throughout RSU#1. This committee provides guidance to the planning of technology initiatives. The District Technology Committee will review and make changes to the District Technology Plan on an annual basis. This regular review and amendment process will help to develop a plan that reflects the changing values and needs of the community; that responds to the requirements and recommendations of the State Department of Education; and that meets the needs of students and faculty.

• Annually, the District Technology Committee will present for review the District Technology Plan, new technology initiatives, challenges to implementation, and other classroom technology related topics to the RSU #1 Board of Directors.

• Additional efforts have been made, and will continue to be made, to engage the community and RSU#1 in dialogue around the subject of effective computer technology use in education. These efforts have included meeting with the Parent Teacher Student Associations, articles in local newspapers and school newsletters, committee work, and participation in online discussions through forums and blogs.

Opportunities for increasing parental involvement and communication: • Classroom and school newsletters will be published and updated regularly on school websites. • Student work will be published on school websites. • The student information system Infinite Campus (IC) will serve as a portal for parents to gather information about their child's educational experience in RSU#1. • School websites will be linked to relevant community, local and global websites. • Technology staff will participate in Open House and parent nights and will offer an evening MLTI laptop program to introduce the laptops and answer parent questions.

Description of how parents will be informed about technology and its proper use: • Our Acceptable Use Policy (AUP), Student Computer and Internet Policy, and Permission to Publish on the Web form will be distributed to each student to be read at home with parents and returned to school with a signature. These forms will also be available in the Student Handbook and on each school's website.

Action Steps • Continue District Technology Committee meetings, in person and through online forums. • Meet with the Board of Directors concerning various technology updates. • Meet with PTSA organizations as needed. • Work with local media to obtain coverage of technology related efforts. • Implement Infinite Campus parent portal in the fall of 2009.

Vision

Establish a vision statement linking the tools of technology with areas such as curriculum content, instructional practices, professional development strategies, and enhanced services. (If you have already established a school or district-wide vision statement you may use it rather than establishing a separate statement, so as long as it encompasses the requirements above.

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RSU1

Vision Statement:

Technology opens doors to the world for seamless access to learning, critical thinking, research, and communication to meet the emerging opportunities of the 21st century.

Goals

Articulate specific goals, aligned with the Maine Learning Results, for using advanced technology to improve student academic achievement.

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BATH

The Bath School Department will work to create a sophisticated learning environment, comprised of technically literate faculty and students. Bath will work to become a place where people are excited by what they can do with technology, where the experiences and functions are the source of conversation and energy, not the computers and associated devices themselves. Technology in education should be moving beyond the purchase of devices and their basic use, towards more interesting and rewarding experiences. Such a learning environment, a community of people teaching and learning, in which the technology enhances and improves the effectiveness, the richness of education, would represent the successful integration of technology into curriculum, and into the fabric of everyday life. In addition, Bath schools strive to meet the Road map of the 21st Century Teacher as we move from enhancement to transformation.

In order to fully support all technical equipment and users, the current CIS staffing model must be improved. Currently, there are 3 full-time CIS employees to support over 1000 network devices at 5 different locations. CIS staffing has remained static while the need for support has increased. This staffing scenario needs to be addressed. The Bath School Department needs to hire at least one additional full time Computer Technician if 1:1 is to expand to include 700 Morse High School Students.

Technical support and technology integration refer to two very different needs. This is becoming clearer as the use of technology expands beyond basic communication, administrative tasks, research and presentation in the classroom. Bath hired one full-time Technology Integrator at the elementary level. This position was cut due to budget constraints. Integration at the middle and high school level needs to be addressed with a Technology Integrator.

If an Integration position is reinstated during the next funding year, this person would work directly with the Director of Curriculum and Staff Development, and the Design Team, to develop a set of technology curriculum goals for all grade levels, and then provide guidance and support to teachers as they make a coordinated effort to integrate technology effectively. The Technology Integrator should be someone who is, or has been, a teacher, and who is a technology enthusiast; someone who has successfully integrated technology into teaching.

Goal #1: Evaluate the technology needs of the Bath School Department and fund the resultant District Technology Plan.

Action Steps • Move the development of the District Technology Plan from a three year cycle to an annual cycle, with revisions submitted to the state each year. • Evaluate the District Technology Plan annually. • Provide funding to implement the revised and agreed upon District Technology Plan.

Goal #2: Create an environment in which faculty and students are excited by what they can do with technology, rather than with the technology itself.

Action Steps • Provide carefully crafted staff development and student training in computer literacy skills. • Provide faculty and staff with examples of technology use that are effective. • Identify opportunities to improve communication and delivery of lessons using advanced technologies. • Provide time for teachers to work collaboratively on technology integration.

Goal #3: Improve the technical support resources available to faculty and students.

Action Steps • Maintain the existing Computer Information Services staffing of Director/MLTI Coordinator, Network Administrator, and District Computer Technician. • If MLTI is expanded to include high school students, hire one additional technical support employee. This could be a Technology Integration position, focusing on MLTI at the middle and high school levels. Other duties would include coordinating district staff development and technology with the Director of Instruction and Staff Development.

Goal #4: Continue to work to upgrade the existing network backbone.

Action Steps • Determine exact locations needing to be included in the WAN. • Prepare a comprehensive Request For Proposal. • Obtain updated pricing for fiber, pole charges, equipment and labor to establish the WAN. • Consider alternatives to fiber such as Point-to-Point wireless, MPLS, and other methods to achieve an improved network backbone. • Determine funding mechanism to support implementation.

Goal #5: Improve access to classroom technology resources for teachers and students.

Action Steps • Provide reliable internet and network access. • Provide all teachers with sufficient technology training through professional staff development. • Continue to replace computer hardware depending on the life-cycle of the equipment. • Create a predictable computer environment by aligning software through out the district. • Continue to purchase instructional equipment for classroom use (LCD's, Smart Board's, etc.,.)

Goal #6: Improve communication with the community.

Actions Steps • Continue to expand the email distribution list to parents and other community members. • Implement Infinite Campus community portal for parent access to student records. • Use online forums and blogs to encourage discussion and communication with the community. • Review and revise the school and district web pages. • Encourage and train faculty to create online web pages and blogs for communication outside of the classroom. • Coordinate with local media to obtain coverage of technology successes and efforts. • Continue with the Technology In Education nights and other public meetings. WOOLWICH

Our goals, aligned with the Maine Learning Results, for using advanced technology to improve student academic achievement: Union Goal #1: Provide a technology-rich environment in each school Science & Technology L/ Communication, M/Implications of Science and Technology. English and Language Arts H/ Research related writing and speaking. Career Preparation C/ Integrated and applied learning. Union Goal #2: Provide access and training opportunities to all learners, including those with adaptive needs, in the school and the community. MSLR Guiding principles 1,2,3,4,5,6. Union Goal #3: Integrate technology into the curriculum to support the school's mission Science & Technology L/ Communication, M/Implications of Science and Technology. English and Language Arts H/ Research related writing and speaking. Career Preparation C/ Integrated and applied learning. Union Goal #4: Use technology to communicate with the school, community, and world MSLR Guiding principle: 4A WEST BATH Our goals, aligned with the Maine Learning Results, for using advanced technology to improve student academic achievement: Union Goal #1: Provide a technology-rich environment in each school Local Goal 1.1: To maintain a mobile lab equipped with modern multimedia computers as well as peripherals. MLR: Guiding Principals 1, 2, 3, 4, 5, 6 Local Goal 1.2: Assure and maintain access to modern multimedia computers in all areas of the building. MLR: Guiding Principals 1, 2, 3, 6 Union Goal #2: Provide access and training opportunities to all learners, including those with adaptive needs, in the school and community Local Goal 2.1: Same as Union Goal 2. MLR: Guiding Principals 1, 2, 3, 4, 5, 6 Union Goal #3: Integrate technology into the curriculum to support the school's mission Local Goal 3.1: Classroom teachers, the librarian, technology staff, and teachers will use technology in at least 2 content areas of the MLR. MLR: Guiding Principals 1, 2, 3, 4, 5, 6 Local Goal 3.2: Access Web sites to support content area study. MLR: Guiding Principals 1, 2, 3, 4, 5, 6 Local Goal 3.3: Provide appropriate software to support technological integration of the curriculum. MLR: Guiding Principals 1, 2, 3, 4, 5, 6 Union Goal #4: Use technology to communicate with the school, community, and world Local Goal 4.1: Connect the school, the community and the outside world through e-mail. MLR: Guiding principals 1, 2, 3, 4, 5, 6 Local Goal 4.2: Maintain the West Bath School Web site. MLR: Guiding Principals 1, 2, 3, 4 PHIPPSBURG Our goals, aligned with the Maine Learning Results, for using advanced technology to improve student academic achievement: Union Goal #1: Provide a technology-rich environment in each school To maintain a lab equipped with modern multimedia computers as well as peripherals. MLR: Guiding Principles 1, 2, 3, 4, 5, 6 Assure access of modern multimedia computers in all areas of the buildings Union Goal #2: Provide access and training opportunities to all learners, including those with adaptive needs, in the school and community [list local goals with references to MLR items] Union Goal #3: Integrate technology into the curriculum to support the school's mission Classroom teachers, the librarian, technology staff, and teachers will use technology in at least 2 content areas of the MLR. MLR: Guiding Principles 1,2, 3, 4, 5,6 Access Web sites to support content area study. MLR: Guiding Principles: 1, 2, 3, 4, 5, 6 Provide appropriate software to support technological integration of the curriculum MLR: Guiding Principles 1, 2, 3, 4, 5, 6 Union Goal #4: Use technology to communicate with the school, community, and world Local Goal 4.1: Connect the school, the community and the outside world through e-mail and a web site MLR: Guiding Principles 1,2, 3, 4, 5, 6 Local Goal 4.2: Maintain the Phippsburg School web site

Identify Necessary Technology

Include a technology assessment.  Gather information about technology currently in use so that what will be needed to meet new goals can be determined.  (Include a list of the equipment and telecommunication services that are that are necessary to reach the goals).

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RSU1

Systems Overview:

Regional School Unit #1 continues to work to improve the underlying technical infrastructure. The revision of technology procedures, standardization of equipment and software, and careful acquisition of products and services are allowing RSU1 to improve the computing environment. With adequate funding, these steps will enable expansion of the capabilities of the classroom and computer environments, and create an atmosphere of technologically sophisticated teaching and learning.

Continual improvement of the Local Area Network (LAN) at each building occurs each year. Network equipment is replaced with new and more advanced equipment. New servers have allowed for greater storage capacity and increased security. All users authenticate to the network with specific rights. User groups have been created to allow the sharing of files and network resources among staff with similar authorities and privileges.

The LAN assists in the effort to move away from the mindset of the computer on their desk being, “my computer.” Instead, users store all mission critical data on the local file server. In this way, no matter which machine is being used, students and faculty will have access to their data. When computers need repair, this allows for the removal and replacement of the failed computer with a similar workstation. This system helps to reduce downtime and improves end-user satisfaction.

The Wide Area Network (WAN) between schools in RSU1 is insufficient. School located in Bath are connected through a WAN provided by the local cable company. Former School Union 47 schools are connected to the Bath WAN through a permanent VPN connections. Speeds provided through the VPN connection are inadequate for continued centralization of network equipment. It is the goal of RSU1 to provide a strong, reliable WAN in the coming years. Local funding has been prohibited the installation of a all encompassing WAN.

A strong WAN will allow for centralized administration of the network, which will result in less time traveling between locations to troubleshoot user and network issues. Adding and editing user profiles, monitoring network traffic, and making changes in configuration can often be accomplished from the Computer Information Services office. The WAN needs to be improved through the widening of throughput between locations. It remains a weakness. The local cable Internet service is not sufficiently stable or robust for fully centralized administration, or for remote hosting of applications.

Computer Information Services Office:

The office of CIS is located at Morse High School and Bath Regional Career and Technical Center. This central location allows for schools located in Bath to continue to centralize some network administration and computer services.

Servers:

Each school in RSU1 has at least one local file server (Novell and Apple) to provide reliable data storage, print, name, web, DHCP, LDAP, authentication, and time services. These servers vary between location. Schools in Bath are outfitted with RAID level five to protect against downtime due to hardware failure, and are being backed up to a central backup server at BRVC on a nightly basis. Outlying schools are outfitted with one Apple X-Serve, and one IP Cop firewall. The X-Serve provides file services, print services, and web services. The IP Cop provides firewall and DHCP services.

Former SU47 schools back up local files to an external hard drive. Bath schools back up to a Windows 2003 Storage Server with a current capacity of 4.5 Terabytes for holding 15 business days worth of backups from all servers from schools located in Bath. Daily "disk" backups run Monday thru Friday starting at 10:00 PM. Weekly backups of Tuesday's and Friday's disk backups occur on Saturdays and placed on a LTO4 tape that can hold 800/1600GB (native/compressed) of data. Weekly backups are kept for 4-5 weeks before recycling occurs. Monthly backups occur on the last Saturday of each month and are held for 12 months before being recycled. Annual backups occur in June and July of each year and are held indefinitely.

RSU1 has partnered with Novell in their School Licensing Agreement (SLA). This annually renewable contract provides network licensing for all students, faculty, and administration. Participation in the SLA allows the use of the network operating system, receipt of all upgrades released during the term of the contract, and provides support resources to Computer Information Services (CIS).

Infrastructure:

CIS continues to review the cabling and connectivity equipment at each school location to determine where data throughput is being constricted. All hubs and 10 Mbps switches are being replaced with 10/100Mbps switching equipment, with 1 Gbps between all data closets. Power over Ethernet (PoE) switches have been installed in all data closets at both middle schools (Bath Middle School and Woolwich Central School) and all data closets at Morse & BRCTC. The purchase and installation of PoE switches for each school is currently planned for summer 2008. PoE switches provide both data and power to low power devices like WAP's (Wireless Access Points). Standardization on the Hewlett Packard line of switches has been successful, offering improved capability, excellent technical support and lifetime warranty on most hardware. Standardization has allowed the use of network traffic reporting software to identify patterns in the stream of data. This information, along with information obtained through the use of a network analyzer, enables CIS to fine tune load balancing, aid in troubleshooting, and improve the efficiency of network traffic. CIS is also working on a mesh network at Morse/BRCTC and the Bath Middle School. A mesh network creates a LAN with better fault tolerance by creating redundant connections between data closets and increasing throughput.

During the summer/fall of 2009, 802.11n WAP's and PoE switches were installed at the Bath Middle School, Woolwich Central School, Morse High School and Bath Regional Career and Technical Center as part of an MLTI upgrade. Expansion of wireless networks at other RSU1 schools will occur during the 2009/10 school year.

Messaging:

GroupWise is a comprehensive email and personal scheduling/productivity tool that has been deployed for use by all teachers and administrators in RSU1. The software package is provided by Novell as part of the SLA. The GroupWise suite of products includes tools for sending and receiving email, a personal calendar, group scheduling, personal and shared contact databases, and collaborative solutions such as threaded discussions and shared file locations. An end-user may access GroupWise from any computer on the network, PC or Macintosh, or from any computer with an Internet connection.

An instant messaging server is in use. It allows staff to send instant messages and join/create chat rooms for group sessions. RSU1 users use a variety of instant messaging clients including GroupWise Messenger, Skype, iChat, etc.,.

Internet Topics:

In order to receive funding from state and federal sources, it is required that RSU1 comply with the Children’s Internet Protection Act (CIPA).

Firewall/filter services are provided by IP Cop and SonicWall ISP grade appliances. Both provides firewall, Virtual Private Networking and filtering. The local firewalls protect the computer network from unauthorized users, and provide filtering by maintaining a database of sites on the Internet. Through the use of a review process, RSU1 has the ability to allow access to blocked Internet addresses if the content is deemed appropriate.

In order to maintain compliance with CIPA, RSU1 periodically reviews the Acceptable Use Policy (AUP). Parent and community involvement is encouraged through open communication through phone, e-mail, and revision meetings if necessary.

RSU1 has implemented internet informational session provided by SARL of the Mid-coast area. Two sessions were offered during the fall of 2008 to interested parents and community members. Continued sessions will be offered each school year.

Video Conferencing - Distance Learning:

RSU1 is a participant in the federal RUS grant. The RUS project provides opportunities for students, teachers and community members to participate in video conferencing sessions. These session include virutal class offerings from other schools, and meetings. This program is currently being installed in some RSU1 schools.

HelpDesk:

The HelpDesk procedure continues to evolve. RSU1 deployed an online helpdesk solution, Spiceworks. Spiceworks allows for an online HelpDesk and asset management system. The software has been installed on is currently being used by all RSu1 teachers and staff.

iTeams, teams of students to help with end user issues, are being deployed at Bath Middle School, Woolwich Central School, and Morse High School.

Bath Regional Career and Technical Center offers a computer program, Computer Technologies. Students in this program are introduced to hardware, software, operating systems, peripherals, and basic networking as they work toward industry certification as A+ Technicians. As part of the Computer Technologies program, students work on the district HelpDesk, responding to requests from teachers and administrators at MHS and BRCTC. Community issues are also resolved by Computer Technologies students when it is appropriate.

Inventory Tracking:

Part of the Spiceworks Helpdesk software is asset management. Spiceworks allows for a web-based asset management system for all CIS employees to view and update. This system tracks all network based equipment. A Microsoft Access database and Filemaker Pro databases track other equipment. This equipment is entered manually.

Computer AntiVirus Protection:

Computer anti-virus efforts are consistent across the network. Sophos Anti Virus protects both workstations and servers from virus infection. Centralized administration of SAV allows for behind the scenes updates with minimal interruption to the end user.

Additionally, M+ Guardian filters e-mail from viruses, spam, and junk mail. M+ Guardian scans all incoming and outgoing email and identifies messages as SPAM if they meet certain criteria. M+ Guardian allows end users to manage their own White and Black lists, and is accessible from any computer with internet access.

Virus outbreaks have been minimalized with the current security software.

Classroom Technologies:

RSU1 provides classroom teachers with improved access to digital cameras, digital video cameras, LCD projectors and various other technology resources, but, the demand is outpacing availability. As teachers integrate technology into their curriculum more fully, RSU1 will need to purchase additional materials to support teachers and students. Specific technology resources should be identified as part of the process of curriculum design and adaptation, with funding made available as it is possible.

Morse High School Alumni have consistently aided in the purchase of classroom equipment (wireless networks, interactive whiteboards, LCD projectors).

Cellular Telephone Services:

Cellular phone services facilitate communication between teachers, administrators and parents. Often the cellular phones are used in emergency situations to notify parents of early dismissal and busing issues. Cellular phones are also used on field trips to maintain reliable communication between school administrators and the teachers and students on the trip. Cellular phones are used in schools during periods of electrical power outages as well.

Centrex:

The Bath School Department is close enough to the local telephone switching office to take advantage of the Centrex system. These Centrex lines provide basic telephone service to all schools, allowing communication between parents and teachers and administrators.

Additional installation of phones in each classroom at the elementary level is currently being considered.

Needs Assessment:

Collaboration with Adult Literacy Providers

Describe how the program will be developed, where applicable, in collaboration with adult literacy service providers.

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RSU1

Regional School Unit #1's adult education program (http://www.bath.maineadulted.org) is a vital and active member of the community. The adult education program offers courses in five different areas, all of which integrate technology, to some degree: business and skills training, college transitions, GED and high school completion, literacy and personal enrichment courses. Adult education courses that specifically target computer literacy include Computers for Absolute Beginners, Introduction to Microsoft Word, and Conquering Computers for Seniors.

Literacy and Computer Literacy course offerings for the community include: • The Adult Basic Education (A.B.E. 101.05 and 102.05 ) program at no charge to area residents. This course offering is designed to help people with basic reading, writing and math skills, and meets in small supportive groups. • The PCs for Maine Project, in conjunction with the Information Technology Exchange, a Maine based 501(c)3 educational non-profit organization, offers an opportunity for community members to obtain computers and training at minimal cost. (Are they still offered?)

As part of RSU#1's commitment to literacy, and in keeping with the stated goal of the Maine Association of Vocational Education Administrators to improve student literacy in Career and Technical Education, the Bath Regional Career and Technical Center is taking the following steps:

• Annual pre and post screening of all enrolled vocational students to assess basic reading, writing and math literacy. • Allocation of resources for staff development and best practices discussions around literacy. • Expansion the Applied Academics program to one full time teaching position to better support student literacy achievement. • Development and implementation of Applied Academics instructor has been in place for three years.

Additionally, RSU#1 seeks to develop and implement an articulate plan to integrate training opportunities for acquiring reading and computer literacy skills. Over the course of the next three years, the RSU #1 District Technology Committee will take steps to coordinate the many community organizations who provide these valuable services by creating an RSU#1 online repository/database. The organizations to be considered include: Tri-County Literacy Volunteers, Patten Free Library, Totman Library, local colleges and universities, Burgess Computer, Bath Skate Park, Maine Hosting and Fairpoint Communications.

Strategies for Improving Academic Achievement and Teacher Effectiveness

Describe how funds, specifically Ed Tech funds where applicable, will be used to improve academic achievement, including the technology literacy of all students attending schools served by the SAULEA; and describe how funds expended will improve the capacity of all teachers in schools served by the SAULEA to integrate technology effectively into curriculum and instruction.

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RSU1 Regional School Unit #1 uses a combination of local, and Ed Tech funds to provide instruction to improve the technical capabilities of faculty and staff. Professional development opportunities are available during in-service days, Late Start Wednesdays, summer technology seminars, and at various times throughout the school year. Faculty and staff are also encouraged to attend various technology conferences.

The integration of technology into curriculum has been encouraged and the faculty has responded with sincere effort and willingness. While not specifically required by professional development, certification, or evaluations; the skills of faculty have improved markedly as the technology systems and resources have improved. Moving forward, a set of computer literacy skills for faculty and staff will be developed, with a time line for attainment recommended.

RSU1 has identified the need for at least one district wide technology integration specialist. This person's role will entail: scheduling and facilitation of technology related learning opportunities for students and staff, .... This position will be funded with local and ed tech funds.

Action Steps • Perform annual survey of staff to determine areas of need for computer literacy training. • Define computer literacy skills recommended for faculty and staff. • Offer regular (weekly, monthly, etc.,.) technology learning opportunities centrally or locally at each school. • • •

Integration of Technology with Curricula, Instruction and Assessment

Describe how technology (including software and electronically delivered learning materials) will be integrated into curricula, instruction, and assessment and include a time line for this integration.

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RSU1

The effective integration of technology to enhance the educational experience of our students is a priority of RSU1. Work on this is ongoing, and will continue as more resources become available, and our faculty becomes more familiar with technology.

The Director of Curriculum and Staff Development leads the Design Team. This group of faculty and administrators is charged with "coordinating K-12 instruction, curriculum, assessment, and staff development initiatives in RSU1 and improving teaching, learning and students' achievement of the Maine Learning Results." The Technology Coordinator is a standing member of the Design Team and is asked to present a review of technology education and issues in the district at least once a year. The ensuing discussion usually leads to follow-up agenda items related to technology and the Coordinator actively responds to other curriculum/staff development issues and opportunities that arise during the year.

Teachers throughout RSU1 work with technology on a daily basis. Teachers have developed new methods of instruction, communication, and assessment. Teachers using Web 2.0 tools offer a vibrant, dynamic learning environment for students. These efforts have been facilitated at the middle and high school levels by MLTI and one to one computing for grades 7-12 and through the acquisition of laptop carts, LCD projectors, and other content specific technologies.

However, at the elementary level, there has not been a coordinated, systemic effort to support teachers in using technology for their core curriculum delivery. Technology integration varies greatly by building, depending on available hardware, staffing and professional development opportunities. It is the hope of the technology committee that integration position(s) will be funded within the time line of this three year plan.

Listed below are samples of current integration efforts.

Current Efforts

• The Morse High School Science Department and BRVC staff and students continue to collaborate on interdepartmental projects involving AutoCAD. Chemistry classes have been designing three dimensional compounds in Auto-CAD, Physic classes have been drafting trebuchets in Auto-CAD and then constructing them. Physical sciences are mapping electrical circuits through Auto-CAD. Autodesk, the producers of Auto-CAD recognized Morse/BRVC for their tremendous efforts with Auto-CAD. They were interested to see how Auto-CAD was integrated into non-vocational academic classes.

• Bath Middle School teachers are in the process of becoming paperless. Noteshare and Studywiz are used by teachers on a daily basis to integrate the MLTI laptops and associated programs into the curriculum.

• RSU1 has offered MLTI staff development opportunities at the middle school level. These sessions showcased various programs contained on the MLTI software image.

• Lexia is used at the elementary and middle school levels. Teacher use continues to progress each year. Infrastructure issues have made the use of this program difficult. These issues are being addressed.

• 18 PLATO online learning software licenses have been purchased and used at Morse High School and Bath Middle School. Online learning has opened up doors for students that would otherwise be unavailable.

• Accelerated Reader continues to be used at at the elementary and middle grade levels. It is an interactive reading assessment program.

• Rubicon Atlas curriculum mapping software is being implemented district wide. Bath Schools piloted this program during the 07/08 school year. Additional licenses are being are being purchased to allow for the introduction of online mapping software to all teachers and staff.

• Read 180 has been implemented at the middle and high school levels during the 2009/2010 school year. Read 180 is a popular software reading assessment tool.

• NWEA Measures of Academic Progress assessments were given to all students in grades 5-9 three times a year in the 2009-2010 school year.

• Web 2.0 tools, such as blogs, wikis, and podcasts were used by a number of elementary, middle, and high school teachers across the district to engage learners.

• Most teachers through out RSU1 use a computer, the internet, and learning software on a daily basis. Many teachers are currently in the augmentation stage of the “Technological Levels of Use” where classroom technology is used as a direct tool with some functional improvement in instruction. It is the hope of the Technology Committee that teachers will continue to transform their instructional methods with the aid of current technology.

BATH The effective integration of technology to enhance the educational experience of our students is a priority of the Bath School Department. Work on this is ongoing, and will continue as more resources become available, and our faculty becomes more familiar with technology.

The Director of Curriculum and Staff Development leads the Design Team. This group of faculty and administrators is charged with "coordinating K-12 instruction, curriculum, assessment, and staff development initiatives in the Bath public schools and improving teaching, learning and students' achievement of the Maine Learning Results." The Technology Coordinator is a standing member of the Design Team and is asked to present a review of technology education and issues in the district at least once a year. The ensuing discussion usually leads to follow-up agenda items related to technology and the Coordinator actively responds to other curriculum/staff development issues and opportunities that arise during the year.

Teachers throughout the Bath School Department are working with technology on a daily basis. Teachers have developed new methods of instruction, communication, and assessment. These teachers offer a vibrant, dynamic learning environment for students. These efforts have been facilitated at the middle level by MLTI and one to one computing for grades 7-8, and at the high school by lead faculty and departments who have garnered department, school, district, and grant resources to make laptop carts, LCD projectors, and other content specific technologies available to teachers and students to use in their courses and related field work. However, at the elementary level, there had not been a coordinated, systemic effort to support teachers in using technology for their core curriculum delivery. For this reason, the Bath School Department hired a Technology Integrator at the elementary level, who worked with teachers and students on technology projects and resources related to topics of study in core subjects. Due to significant budget cuts, this position was eliminated from the 2008/2009 school year. In order to build on these successes, there is a need for these efforts to be better coordinated, communicated to others, and developed as part of a comprehensive technology integration plan. It is the hope of the technology committee that integration position(s) will be funded in the near future.

Listed below are samples of current integration efforts.

Current Efforts • The Morse High School Science Department and BRVC staff and students continue to collaborate on interdepartmental projects involving AutoCAD. Chemistry classes have been designing three dimensional compounds in Auto-CAD, Physic classes have been drafting trebuchets in Auto-CAD and then constructing them. Physical sciences are mapping electrical circuits through Auto-CAD. Autodesk, the producers of Auto-CAD recognized Morse/BRVC for their tremendous efforts with Auto-CAD. They were interested to see how Auto-CAD was integrated into non-vocational academic classes. • Bath Middle School teachers are in the process of becoming paperless. Noteshare and Studywiz are used by teachers on a daily basis to integrate the MLTI laptops and associated programs into the curriculum. • The Bath School Department has offered MLTI staff development opportunities at the middle school level. These sessions showcased various programs contained on the MLTI software image. • Lexia is used at the elementary and middle school levels. Teacher use continues to progress each year. Infrastructure issues have made the use of this program difficult. These issues are being addressed. • 18 PLATO online learning software licenses have been purchased and used at Morse High School and Bath Middle School. Online learning has opened up doors for students that would otherwise be unavailable. • Accelerated Reader continues to be used at at the elementary and middle grade levels. It is an interactive reading assessment program. • Rubicon Atlas curriculum mapping software is being implemented district wide. Bath Schools piloted this program during the 07/08 school year. Additional licenses are being are being purchased to allow for the introduction of online mapping software to all teachers and staff. • Bath Schools will implement Read 180 at the middle and high school levels during the 2008/2009 school year. Read 180 is a popular software reading assessment tool. • Most teachers through out Bath use a computer, the internet, and learning software on a daily basis. Many Bath teachers are currently in the augmentation stage of the “Technological Levels of Use” where classroom technology is used as a direct tool with some functional improvement in instruction. It is the hope of the Technology Committee that teachers will continue to transform their instructional methods with the aid of current technology.

Action Steps • The Director of Curriculum and the Design Team will continue to include a review of technology integration in future planning for curriculum, instruction and assessment. • Continue to attempt to fund a Technology Integrator district wide. • Provide ongoing staff development opportunities to model effective technology integration. WOOLWICH Our technology, including software and electronically delivered learning materials, will be integrated into curricula, instruction, and assessment by: Providing opportunities for instruction and applications in the use of technology to develop lessons aligned with the Maine State Learning Results. WEST BATH Our technology, including software and electronically delivered learning materials, will be integrated into curricula, instruction, and assessment by: communication between the teachers and the technology staff to coordinate and develop lessons using technology that are aligned with the Learning Results. On-going including links on the school's web page to sites that will be useful in teaching the curriculum. On-going allowing access to on-line lesson plans and rubrics, including designing rubrics that are customized for assessment On-going using staff surveys to assess current and future needs PHIPPSBURG Our technology, including software and electronically delivered learning materials, will be integrated into curricula, instruction, and assessment by: Continuous review of learning journals for research support of technology integration into instruction, assessment, and curricula Communication, collaboration and partnership with local, state, and national groups (such as with teachers within our district, and in Maine using technology in innovative ways, SEED, Maine Department of Education, Maine Mathematics and Science Alliance, Association of Computer Technology, and TERC, and Bowdoin College education interns/staff. Continuous reassessing current and future needs through staff dialog and surveys.

Technology Type, Cost, and Coordination with Funding Source

Develop a step-by-step action plan, with time line, that includes goals, activities, required hardware and software, costs, and funding sources. Describe the type and costs of technology to be acquired and how it fits within the current structure (use the list developed in the technology assessment in # 4, above.).  Designate sources of funding, specifically Ed Tech funds, E-Rate funds, and coordination with funds from other Federal programs, and state and local sources , that support technology acquisition and integration. (The example below is available as an( Excel document for an optional template).

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Please see comprehensive worksheet with technology type, cost, and funding source.

Worksheet will identify/justify operational costs based on district technology plan.

Funding sources needed to support the plan: 1. Ed tech funds 2. E-Rate 3. Title 2d 4. Title 1 5. local funding 6. Federal grants

Supporting Resources

Describe the supporting resources such as services, software, other electronically delivered learning materials, and print resources that will be acquired to ensure successful and effective uses of technology.

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RSU1

Regional School Unit #1 will require these and other supporting resources (services, software, print resources, and other electronically delivered learning materials) in order to successfully implement the District Technology Plan. The supporting resources are likely to change as the District Technology Plan is continually revised.

Action Steps • Participation in the Novell School Licensing Agreement. • Printing support contract. • SOPHOS Anti-Virus subscription. • SonicWall support and filtering subscription. • Infinite Campus support agreement. • CompuGuard annual support agreement. • M+Guardian Spam/AntiVirus support agreement. • COMCAST contract for WAN in Bath. • US Cellular phone service.

Steps to Increase Accessibility

Describe the steps being taken to ensure that all students and teachers have increased access to technology.  The description must include how Ed Tech funds, if applicable, will be used to help students in high-poverty and high-needs schools, or in schools identified for improvement or corrective action under Section 1116 of Title I; and how the steps taken will ensure that teachers are prepared to integrate technology effectively into curricula and instruction.

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RSU1 Regional School Unit #1 is constantly working to improve access to computers and technology resources throughout the district. New computer acquisition, redeployment of older computers, network infrastructure upgrades, and participation in the Maine Learning Technology Initiative are allowing for better access to technology in all RSU1 classrooms.

All primary student and staff computers within RSU1 are 4 years or younger. Once a computer reaches age 4, it is evaluated for future use as a terminal to supplement access to computers in classrooms and common areas.

Morse High School, Bath Middle School, Woolwich Central School, and Bath Regional Career and Technical Center participate in the Maine Learning Technology Initiative (MLTI). Participation in this initiative has allowed to realize 1 to 1 computer from grades 7 to 12. It is the desire fo the district to outfit each classroom teachers with a similar Apple laptop.

Action Steps • Continue to upgrade the network infrastructure at all schools. • Continue to deploy wireless access points at Fisher-Mitchell Elementary School, Dike Newell Elementary School, West Bath School, Phippsburg Elementary School. • Continue to replace all teacher computers at the end of the 4 year life cycle. Replace network servers and hardware over 4 or 5 year. • Redeploy end of life computers as workstations where deemed necessary. • Continue to participate in the MLTI program. • Standardize on one laptop platform (Apple laptop). Equip each teacher with a similar device.

Promotion of Various Curricula and Teaching Strategies that Integrate Technology

Describe how various curricula and teaching strategies that integrate technology effectively into the general curriculum and instruction will be identified and promoted based on a review of relevant research, and promoted to leading to improvements in student academic achievement.

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BATH The Bath School Department will select technologies and strategies appropriate to promote effective technology as part of a continuing process of improvement. Faculty will be made aware of effective and innovative examples of technology use, and will be encouraged to adopt such examples, or develop their own methods, in accordance with emerging educational research.

Action Steps • Create an online portal for faculty to share technology integration ideas and projects. This will be hosted on the existing web server hosted and maintained by the Bath School Department. • Create a Model Classroom program to showcase effective technology use in education by providing resources, training and planning time to teachers who volunteer to participate. • Continue to research best practices among educators for the effective integration of technology into curriculum. • Continue to schedule technology workshops during in service days. • Work with building administrators to encourage the use or classroom technology on a regular basis. • In addition to Late Start Wednesday technology training and staff development, dedicate weekly time for on site building technical support. WOOLWICH Various curricula and teaching strategies that integrate technology effectively into the general curriculum and instruction will be identified based on a review of relevant research and promoted to lead to improvements in student academic achievement by: Continuing the alignment of the MSLR with curriculum and teaching strategies that integrate technology.

WEST BATH Various curricula and teaching strategies that integrate technology effectively into the general curriculum and instruction will be identified based on a review of relevant research and promoted to lead to improvements in student academic achievement by: continuing the alignment of the MSLR with curriculum and teaching strategies that integrate technology. PHIPPSBURG Various curricula and teaching strategies that integrate technology effectively into the general curriculum and instruction will be identified based on a review of relevant research and promoted to lead to improvements in student academic achievement by: Continuous alignment of the Maine Learning Results with curriculum and teaching strategies that integrate technology, always looking for best practices through collaboration/support at the local school level by all teaching staff and with district and state resources, including Maine Facilitator Center, national and international resources

Professional Development

Describe how ongoing, sustained professional development for teachers, principals, administrators, and school library media personnel will be provided to further the effective use of technology in the classroom and or library media center.

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RSU1

The effective use of technology in education requires a strong commitment to professional development. Investment in training creates faculty that are confident in their technical abilities and motivated to continually improve upon the work that they perform. It is never enough to simply purchase equipment; RSU1 must balance the acquisition of computers with training, complementary classroom resources, and technical support.

Computer related professional development for faculty falls into two categories: the development of technical skills with particular hardware and software, and the integration of technology into lesson plans in order to enhance learning.

Professional development opportunities include the following:

• Annual survey of staff technology skills and interests to ascertain professional development needs and priorities

• Regularly scheduled, locally developed and delivered professional development sessions, including:

     MacBook 101 Seminars
     Mac and Windows applications training
     Web 2.0 tools training
     Classroom website development training
     Late Start Wednesdays (LSW) dedicated to technology training once a month
     

In order to implement a local professional development program, one full time technology integrator will be hired to serve as a district coordinator.

Additionally, funds will be provided for off site professional development. Staff will be encouraged to attend technology conferences (both online and in person), to visit technology-curriculum innovative classrooms throughout our district and Maine, and to enroll in local university technology-curriculum courses and on-line university sponsored courses.

BATH

The effective use of technology in education requires a strong commitment to professional development. Investment in training creates faculty that are confident in their technical abilities, and motivated to continually improve upon the work that they perform. It is never enough to simply purchase equipment; the Bath School Department must balance the acquisition of computers with training, complementary classroom resources, and technical support.

Computer related professional development for faculty falls into two categories; the development of technical skills with particular hardware and software, and the integration of technology into lesson plans in order to enhance learning.

Funding resources include local funds, SEED grants, money won by teachers through the National Semi-Conductor Awards, and Title IID.

Professional development opportunities have included: • Summer Tech Week, a series of half day and/or full day technology courses are offered over a one week period in August. Topics have included podcasting, Moodle in the Classroom, accessing ATM content, and digital imaging. Normally paid for with local funds, the Summer TechWeek has also leveraged funding through SEED, and donated money from Morse Alumni. • In-Service days through out the school year are often used as training opportunities for technology. • Late-start Wednesdays are used for technology refresher sessions. • Morse High School has enacted Monday afternoon tech sessions for interested staff. • Consistent, reliable, monthly training opportunities need to be formalized during the next school year and offered at each school.

It should be noted that the training opportunities provided to faculty are also available to support staff as well.

Ongoing professional development for technical support staff is also a necessary component of maintaining a motivated, highly skilled Computer Information Services (CIS) team. The Bath School Department provides training opportunities each year for members of CIS. These opportunities include: Apple certification classes, Novell and Microsoft certified training centers, as well as undergraduate and graduate level courses offered at various colleges and universities. WOOLWICH Ongoing, sustained professional development for teachers, principals, administrators, and school library media personnel will be provided to further the effective use of technology in the classroom and library media center by: Continuing our program of ongoing professional development during the academic year and summer. WEST BATH

Ongoing, sustained professional development for teachers, principals, administrators, and school library media personnel will be provided to further the effective use of technology in the classroom and library media center by: continuing our program of ongoing professional development during the academic year and summer. PHIPPSBURG Ongoing, sustained professional development for teachers, principals, administrators, and school library media personnel will be provided to further the effective use of technology in the classroom and library media center by: Continuing a program of technology professional development through the school year and summer that will be available to all district staff and to community members, including home school parents and pre-school education providers. Encouraging teaching staff to visit technology-curriculum innovative classrooms throughout our district and Maine Encouraging teaching staff to attend technology-curriculum conferences on a state and national level Encouraging teaching staff to develop innovative technology-curriculum classroom programs individually and in partnership with other teachers locally, within the state, nationally, and internationally Encouraging staff to enroll in local university technology- curriculum courses and on-line university sponsored courses

Innovative Delivery Strategies

Describe how the development and use of innovative strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance-learning technologies, will be encouraged, particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources.

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BATH The Bath School Department is always exploring non-traditional delivery strategies such as the Distance Learning Network, and online courses through PLATO.

The Distance Learning Network has been used by various classes and community groups over the last few years to allow participation in meetings and activities across the state.

A list of examples includes: • BRVC’s Health Occupations students have participated in lectures and lab activities provided by the University of Maine System. • Morse High School’s Math Department has had students in an AP Calculus class that the Bath School Department could not provide locally. • Bailey Evening School/Adult Education has offered courses such as Sign Language through the Baxter School for the Deaf. • Maine State Retirement meetings have been made available for employees. • Adjunct faculty of Maine Maritime Museum attended meetings originating from Castine. • Computer Information Services staff participate in meetings with other school departments’ IT support staffs. • Department of Education meetings have been received.

The Bath School Department promotes the use of the Distance Learning Network. The system can provide a broad selection of courses to students and community members. WOOLWICH The development and use of innovative strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance-learning technologies, will be encouraged by: maintaining a high level of professional awareness of technology developments and support for innovation WEST BATH The development and use of innovative strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance-learning technologies, will be encouraged by: visiting a specific website/s chosen for a specific topic and completing activities that show evidence of learning. (ex. searching the Maine State website http://www.state.me.us/sos/kids/ and setting up a scavenger hunt while learning about Maine history. PHIPPSBURG The development and use of innovative strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance-learning technologies, will be encouraged by: Support of teachers willing to share their use of innovative strategies within the school, district and state level Support of teachers willing to develop innovative strategies Providing assistance in grant writing for opportunities involving the development and use of innovative strategies for and with students Providing opportunities/support for teachers to collaborate with other teachers, non-teaching technology users/Bowdoin College students/staff in developing innovative teaching/delivery strategies Support of teachers/Bowdoin College education staff/students in setting up research and/or duplicating research opportunities to ensure that innovative technology-curriculum strategies are best practices Providing research materials from mulitiple sources such as education and research journals, on-line research for teaching staff to review and discuss to provide support for innovative strategies Encourage teacher, library media specialist, technology ed tech/coordinator collaboration to support best practices in innovative strategies Explore the connections that can be made with the local cable company by students/staff/community in both cable company expertise and financial assistance.

Accountability Measures

Describe the process and accountability measures which will be used to evaluate the extent to which the plan activities are effective in integrating technology into curriculum and instruction, increasing the ability of teachers to teach, and enabling students to reach Maine’s Learning Results.

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BATH The effectiveness of the District Technology Plan will be evaluated on an annul basis using a combination of methods.

Action Steps • Quarterly joint meetings of the District Technology Committee and the Design Team to discuss technology integration, curriculum alignment and technology needs. • Survey of first year students at the conclusion of their first year at Morse High School to identify problems experienced transitioning from Bath Middle School. • Exit survey of seniors to determine the overall effectiveness of technology resources to meet the needs of students over the course of their high school careers. • Pre and post school year survey of faculty concerning their technical literacy. • Computer Information Services personnel will review technical competencies and challenges encountered during the year. • Ongoing review by the District Technology Director of Help Desk resolution questionnaires. • Inventory and licensing audit of technology resources. • Revision of the District Technology Plan. WOOLWICH Describe the process and accountability measures which will be used to evaluate the extent to which the plan activities are effective in integrating technology into curriculum and instruction, increasing the ability of teachers to teach, and enabling students to reach Maine's Learning Results. Yearly evaluation by Technology Committee. WEST BATH Describe the process and accountability measures which will be used to evaluate the extent to which the plan activities are effective in integrating technology into curriculum and instruction, increasing the ability of teachers to teach, and enabling students to reach Maine's Learning Results. a survey for staff that will give feedback on how successful we are at meeting the goals of the Technology Plan. The survey is subject to change from one year to the next depending on the goals for that year. a record keeping system for how technology is being used with the curriculum and aligned with the Maine Learning Results a record keeping system for keeping track of needed troubleshooting and repair needs the counter on the West Bath home page will show if the Web site is being used ability to purchase products listed in the plan PHIPPSBURG Describe the process and accountability measures which will be used to evaluate the extent to which the plan activities are effective in integrating technology into curriculum and instruction, increasing the ability of teachers to teach, and enabling students to reach Maine's Learning Results. Staff and students will be surveyed at least once during the school year for input into the Phippsburg School Technology Plan. This survey will be a form to fill out and a total teaching staff discussion. Students will hold at least one classroom discussion with at least one member of the technology committee and classroom teacher in order to have input into the school plan. Community comments will be elicited through the school newsletter, sent home with students, on-line, and copies at the local Post Offices and Town Hall. From the comments, the advice reported back from the state level, and its own input, home school parents/students, pre-school teachers, and research, the technology committee will adjust the plan as seems appropriate using the best practices to meet the Maine Learning Results. This process will be repeated yearly. As adjustments are made, reasons will be given for these actions and the up-dated plan will be available for continuous review.