Technology Planning and ePeGS

1. Technology Planning and ePeGS Presented by Claranne Vogel DESE Data System Management Claranne.vogel@dese.mo.gov 573-751-8449

2. Why use technology • How to plan for technology in your district • Resources • ePeGS

3. WHY USE TECHNOLOGY Students must be prepared for post secondary education and/or employment in an increasingly technical and global society

4. WHY USE TECHNOLOGY • Research shows that technology, when used appropriately, can make a positive difference. • Technology cannot make an appreciable difference in teaching and learning if districts are not providing, and teachers and students are not using, technology in any appreciable degree.

5. TECHNOLOGY CAN… • Increase administrator, teacher, and student engagement and productivity • Enhance curriculum, instructional strategies, and student learning • Help close the achievement gap • Break down socio-economic barriers and help reach and motivate reluctant and disenfranchised learners • Promote 21st century skills of communication, collaboration, problem-solving, creativity

6. RESEARCH AND EXPERIENCE INDICATE… A technology plan can have a lasting impact on not only what technology is to be used but, more importantly, how it is used as a tool to enhance teaching, learning, and school operations… (NETS*A, 2002)

7. WHY USE TECHNOLOGY State and federal programs, plans, and standards mandate technology integration

8. WHY USE TECHNOLOGY • Tech planning has been implied, strongly encouraged, and/or mandated since 1990s • 1993 Show-Me Curriculum, MSIP Standards Technology embedded in curriculum, instruction, professional development, library media centers, facilities, and program evaluation • 1994 TAG & TNP – first dedicated funding New grant program encouraged tech inventory and plan development via initial technology survey and guide “Using Technology in Missouri Schools” MOREnet K-12 Technology Network Program Initial networking requirements Program evaluation included “Computing Census”

9. WHY USE TECHNOLOGY • Tech planning has been implied, strongly encouraged, and/or mandated since 1990s • 1997 E-rate & TLCF – first tech plan requirements • First state plan requirement and state approval of district plans (based on peer reviews) • Computer census updated to Census of Technology (aligned with QED, other national technology surveys) • 2001 CIPA (and 2002 State) Internet safety law • Mandated local Internet filtering policies and procedures • State law adopted federal rule • Additional state law (2004) requires posting of district policy and handbook on website

10. WHY USE TECHNOLOGY • Tech planning has been implied, strongly encouraged, and/or mandated since 1990s • 2002 NCLB – new requirements for states, districts. • Title II.D goal to integrate technology into curriculum, instruction, assessment, and professional development • Students technology literate by end of 8th grade • New requirements for state and district plans

11. WHY USE TECHNOLOGY • Tech planning has been implied, strongly encouraged, and/or mandated since 1990s • 2002-06 Missouri Ed-Tech Strategic Plan (METSP) • Adopted National Educational Technology Standards • 5 Overarching goals/TFAs: Student Learning, Teacher Preparation, Administration/Data Management/ Communication, Resources, Technical support • District plan approval criteria updated to address CSIP alignment, 5 TFAs, Title II.D goals, E-rate, etc

12. WHY USE TECHNOLOGY • Tech planning has been implied, strongly encouraged, and/or mandated since 1990s • 2006 MSIP – 4th cycle MSIP • Stresses effective classroom teaching and learning • Use of Classroom Observation Form examines the use of: effective, proven instructional delivery methods and instructional strategies, depth of knowledge, student engagement AND use of technology

13. WHY USE TECHNOLOGY • Tech planning has been implied, strongly encouraged, and/or mandated since 1990s • 2007 METSP – new state plan, updated district plan requirements • State plan updated, addressing NETS, NETS assessment, and 21st Century Skills, and presenting eight major recommendations for DESE action to meet TFA goals • District approval process streamlined, while still emphasizing alignment of CSIP and TFAs and meeting NCLB and E-rate technology plan requirements • Student, Teacher and Administrator ISTE standards updated in 2007, 2008, and 2009 respectivelyhttp://www.iste.org/AM/Template.cfm?Section=NETS

14. WHY USE TECHNOLOGY • Tech planning has been implied, strongly encouraged, and/or mandated since 1990s • 2008 ePeGS – state’s new online planning and grant tool • Designed to help districts align and integrate all required plan and DESE grant programs • Allows electronic submission of plans • Require districts tie grant program activities and expenditures to specific plan(s) • Formula-driven applications will go online for FY10 and competitive grants for FY11 • Perkins and Special Education, Part B grants were first to become available

15. WHY USE TECHNOLOGY • Tech planning has been implied, strongly encouraged, and/or mandated since 1990s • 2009-10 Information Communication Technology and Media Literacy grade level expectations (GLEs) • Information Literacy GLEs revised and updated • Staff development opportunities for implementation strategies of the GLEs will be available at a later date

16. MSIP and Show-Me Standards Grappling’s “Technology and Learning Spectrum” • Literacy – Centers on acquiring and practicing technical skills; technology is something to learn • Adaptive – Automates traditional teacher and student roles; technology is optional • Transforming – Expands role and/or products; technology is essential

18. Current Standards/ Requirements • District technology plans must address NCLB and USF (e-rate standards) and requirements. • MOREnet assures USF all MOREnet members have an approved tech plan in order for MOREnet to qualify for erate discount for services they provide. • Tech plans should be aligned with METSP TFAs and recommendations/goals.

19. No Child Left Behind / Title II.D Goals Technology integration in core content areas – Written curriculum that incorporates content and processes (such as delivery of instruction, professional development, and assessment) related to technology resources, equity of resources, research and workplace readiness skills. • Technology supports overall goals and objectives and makes possible and/or enhances the use of multiple instructional resources and teaching strategies. Technology integration should be evident throughout the curriculum, as appropriate; however, technology integration does not have to be addressed in each unit or lesson.

20. No Child Left Behind / Title II.D Goals Integrated instruction – • The ability to use appropriate technology to support and enhance classroom curriculum and instructional strategies that promote • authentic, inquiry- and project-based learning opportunities, problem solving, and student teamwork, collaboration, and communication skills. Teacher technology proficiency – • Regular and routine use of applications, software, and Internet • resources for increased productivity and integrating tools to accomplish • a variety of learning, instructional, and/or management functions.

21. No Child Left Behind / Title II.D Goals Student technology literacy (8th-grade) - The ability to use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning and acquire lifelong knowledge and skills.

22. E-rate requirements: (In assurances) Must contain clear and realistic strategies for using telecommunications and information technology to improve education services Professional development strategies to ensure that staff know how to use these new technologies to improve education services Assessment of the telecommunication services, hardware, software and other services that will be needed to improve education services Sufficient budget to acquire and support the non-discounted elements of the plan; the hardware, software, professional development and other services that will be needed to implement the strategy, and: Evaluation processes that enable the school to monitor progress toward the specified goals and make mid-course corrections in response to new developments and opportunities as they arise

23. According to research and experience, essential technology plan elements include: Vision/mission Goals Needs assessment Action plans, timeline Funding and budget Professional development Technology acquisition Assessment, evaluation AUP policy, security Coordination of resources Infrastructure Technical support Instructional technology staff/support Access, distribution of resources Curriculum, integration Student/staff SIS, intranet Student tech standards and usage Teacher tech standards and usage Leadership usage Assistive technology Student performance, achievement Communications, outreach

24. METSP TFAs Students engage in technology-enriched curricula which promotes inquiry-based, hands-on learning, taking responsibility for their own education success. Teachers embrace effective techniques to integrate technology throughout the curricula for use by all students, and to pursue life-long technology learning.

25. METSP TFAs Administration provides foundational support for teacher integration of technology, appropriate and consistent funding for technology resources, professional development opportunities, technology-derived data and research-based decisions, and enhanced communication systems supporting instructional and administrative processes.

26. METSP TFAs Resources to facilitate technology use are equitably distributed and available to all students, teachers, staff, and administrators to promote academic achievement. Technical support and instructional technology staff are adequately funded and readily available to support all education and administration processes

27. Guiding Rule: Technology plans shouldn’t be stand-alone plans; they should support districts’ comprehensive school improvement plans

28. Supporting the CSIP • Determine where and how technology can realize CSIP goals and objectives – and – determine what needs to be added to address ed-tech standards and indicators • Specify desired outcomes, detail necessary strategies and action steps, and identify/secure funding • Establish evaluation process and strategies • Align technology efforts to support district and school-wide educational goals and school improvement plans • Hire, recruit and train highly-qualified staffs • Establish standards, policies, and procedures, related to state plan’s TFAs • Set measurable objectives and evaluation progress regularly • Develop and maintain adequate budget and fiscal resources

29. PLANNING FOR EFFECTIVE TECHNOLOGY IMPLEMENTATION Successful technology integration does not happen by chance; it emerges through careful planning, implementation, and adaptation.

30. HOW TO IMPLEMENT TECHNOLOGY Integrate technology into comprehensive school improvement plans, set standards and indicators, secure funding, and monitor and evaluate progress regularly

31. Warren Co. R-III • School District • Warrenton, MO • Find a copy of the • Warren Co. R-III technology plan at or http://dese.mo.gov/divimprove/instrtech/techplan/documents/WarrenCoePeGSTechPlanApril09.pdf • orhttp://www.warrencor3.org/vnews/display.v/SEC/Technology

32. Warren Co. R-III • School District • BACKGROUND • Located 45 miles west of St. Louis on Hwy 70 • Approx. 3000 students; 450 staff members • 3 elementary schools; 1 middle school; 1 high school • District Technology Planning Committee since 1999; membership represents all required groups • Building level technology committees formed in 2000 • 1997-2000, 2000-03, 2003-06, 2006-09 were “stand alone” plans

33. Warren Co. R-III • School District • The Process • Key decision made to revise the district’s CSIP along with the Tech Plan and input both on ePeGS at the same time • Started with CSIP Planning and Organization Process document in Sept. 09 outlining: • The Rationale for Planning • The Planning Process • The Planning Team • Appointing a Facilitator • The Organizational Structure of the Plan – aligned with ePeGS structure • The establishment of a CSIP Steering Committee with a sub-committee for each of the 5 goal areas • The Timeline for the planning process

34. Warren Co. R-III • School District • Considerations & Integration of Work • Technology Planning Committee vs. CSIP Committees • Many of the Tech Planning Committee members served on one of the CSIP sub-committees • Technology Director served as key liaison between the two major committees to be sure everyone had access to all planning resources and understood key requirements for the tech plan

35. Warren Co. R-III • School District • Timeline – A Key Component September-October: Form committees, establish meeting dates and times Gather and analyze data and resources Conduct public forums to gather patron and parent input November-December: Develop needs assessment Adopt goals Draft objectives and strategies Begin entering on ePeGS January-February: Finalize objectives and strategies Write action steps as needed Develop Evaluation/Monitoring plan Finalize Plan, complete entry on ePeGS March: Conduct final review of plan Present to School Board for approval Submit on ePeGS, and send printout of Tech Plan to DESE for approval

36. Warren Co. R-III • School District • Key Resources • DESE Instructional Technology Website District Planning Resources; • Technology Planning Elements: Process and Topics • Using ePeGS to Create an Effective Education Technology Plan • Tech Plan Approval Checklist • Electronic Plans and Electronic Grants System • Six Step Planning Process • National Ed Tech Standards – Students, Teachers, Administrators • MSIP Standards • District CSIP

37. Warren Co. R-III • School District • Key Resources • State Tech Plan (METSP) • The Partnership for 21st Century Skills Framework • Exemplary plans from other districts • Suggested Ed Tech objectives on ePeGS system • Data analysis (from sources specified in DESE documentation) • Evaluation of expiring District Tech Plan and CSIP

38. Warren Co. R-III • School District • Areas Where We Struggled • Establishing Progress Measures; especially baseline measures • Condensing needs assessment for entire CSIP to fit the limits of the available space in ePeGS • Making sure all tech plan required components were understood and addressed while integrating it into the overall CSIP • Identifying funding sources • Establishing meaningful timelines for strategies and action steps

39. Cassville R-IV School District Cassville, Missouri

40. Cassville R-IV School District • Background • Located 60 miles SW and SE of Springfield and Joplin • Approximately 2000 students and 150 certified staff • Four (4) buildings preK-2, 3-5, 6-8, & 9-12 • Technology Committee was established in 1998 • Current team was revised in 2006

41. Cassville R-IV School District • The Process • Two (2) separate committees, CSIP and Technology. • No overlap in duties or review of process • Merged at the end of the process which limited success. • Learned “old” versus “new” ePeGS system difference and formats provided greater options to both committees.

42. Cassville R-IV School District • Key Resources • State Tech Plan (METSP) • The Partnership for 21st Century Skills Framework • Exemplary plans from other districts • Suggested Ed Tech objectives on ePeGS system • Data analysis (from sources specified in DESE documentation) • Evaluation of expiring District Tech Plan and CSIP

43. Cassville R-IV School District Key Resources • DESE Instructional Technology Website District Planning Resources; • Technology Planning Elements: Process and Topics • Using ePeGS to Create an Effective Education Technology Plan • Tech Plan Approval Checklist • Electronic Plans and Electronic Grants System • Six Step Planning Process • National Ed Tech Standards – Students, Teachers, Administrators • MSIP Standards • District CSIP

44. Cassville R-IV School District Areas Where We Struggled • Format from old tech plan to ePeGS system format • Establishing Progress Measures; especially baseline measures • Making sure all tech plan required components were understood and addressed while integrating it into the overall CSIP • Identifying funding sources • Establishing appropriate goals and progress measurements • Communicating plan needs to buildings

45. Other Resources Assessments Capacity for Applying Project Evaluation: http://www.serve.org/Evaluation/Capacity/ Researching the research What Works Clearinghouse : http://ies.ed.gov/ncee/wwc/ Research-based programs eMINTS National Center: http://www.emints.org/ E-Learning for Educators: http://www.elearningmo.org/

46. Other Resources District planning website: http://dese.mo.gov/divimprove/instrtech/techplan/ • State ed-tech plan recommendations and progress table • Six-step planning process and Missouri planning guide • Technology plan approval writing and approval checklists and FCC’s Elements of a technology plan • Exemplary local plans (as determined in peer review) • ePeGS and related guidance documents

47. Six-step process in creating an effective plan

48. Six-step process in creating an effective plan • Getting started Committee development, representation Effective planning is guided by a collaborative vision about desired learning outcomes Taking stock (SWOT or SOAR analyses) Reviewing current plan goals, objectives, progress, in terms of what worked and what didn’t, what needs to be added, deleted, or revised

49. Six-step process in creating an effective plan • Mission Statement <ePeGS element > District mission, based on vision and core beliefs and values • Needs Assessment <ePeGS element > Analysis of various, relevant data Data related to CSIP goals and TFAs Comparing data to district goals, state/national benchmarks, exemplars Determining what worked or is working, what needs improvement, where technology can help address current and future needs

50. Six-step process in creating an effective plan • Goals and Objectives <ePeGS element > CSIP goals and objectives Technology-related objectives Tied to MSIP standards [and state ed-tech goals] Measurable [SMART] objectives • Strategies and Action Steps <ePeGS element > Implementation plans, steps Specifying start-end dates, person(s) responsible, funding source (based on estimated cost)