South Christian High School is maintained by an association of Christian parents who are committed to educating young people from a Christian perspective. It is a place where Christian values and principles are incorporated with rigorous academic study and extracurricular challenges to prepare students to be competent and contributing members of society. The school is located just south of Grand Rapids which has a population of 300,000. South Christian High School draws students from both suburban and rural areas.
· Four year, private high school
· Accredited by North Central Association of Colleges and Michigan Association of Non-Public Schools
· 81% enroll in two or four programs after graduation
· The school has a total enrollment of 791 students in grades 9-12
· Freshmen - 176, Sophomore - 209, Juniors - 214, Seniors - 192
· Average class size is 24
· Number of professional staff—55. 54% have at least one master’s degree; all are certified.
South Christian High School will provide a Christ-centered education, equipping students to serve God to their greatest potential.
South
Christian High School will offer an excellent academic program, rooted in
Biblical beliefs and values.
Within the
framework of academic study and extra-curricular activities, SCHS will
challenge students to know Biblical foundations, to demonstrate Christian values
through a life of service and holy living, and to experience a personal
relationship with Christ.
SCHS will
encourage students to reach their full potential by providing a healthy
physical, social and emotional sense.
To
accomplish the above vision statement, South Christian High School will use
technology to motivate, improve and expand its learning community. To this end, we will
·
Provide
students of all ages continuous access to local and global information through
ongoing availability of current technologies.
·
Support
staff development to ensure technological competency.
·
Expand the
teacher’s role as lead learner and as facilitator. This will result in
§
Self-directed
learners
§
Creative
problems solvers
§
Effective
use of time and resources
§
Understanding
of our global interdependence
Teachers will:
§
Integrate
technology in classroom instruction.
§
Develop
competency in using technology
§
Promote
effective and efficient use of technology.
Students will:
§
Develop
ethical values with regards to the use of technology.
§
Use
technology as a tool for learning.
§
Master
technological skills.
South
Christian High School is a member of the following organizations.
·
Kent Intermediate School District and
the Regional Educational Materials Center for Region 8. Contact person: Annette Henline.
·
The Christian Learning Center which provides services and technology to
inclusive education and other special-needs students. Contact person:
Ellie
VanKeulen.
·
North Central Accreditation organization.
Contact person:
Jean Meines.
·
Michigan Association of Non-Public
Schools (MANS) which
provides assistance in obtaining state-funded technology for schools. Contact person: Larry Plaisier.
·
Michigan Association of Computer Users
in Learning (MACUL)
which provides members with a monthly newsletter as well as state and regional
conferences.
Contact person: Gayle VanderZee.
·
South Suburban Christian Schools which is comprised of SCHS and its five
feeder schools (Byron Center Christian, Cutlerville Christian, Dutton
Christian, Kelloggsville Christian, and Moline Christian). Monthly meetings of a group including a
technology person from each school to discuss technology and curriculum issues. Contact person: Gayle VanderZee.
·
Christian Educators Association which provides an annual convention which
includes sectionals on using technology.
Contact person:
Sari Swets.
·
Christian Schools International (CSI) which provides curriculum and technology
assistance for Christian schools.
Contact person:
Larry Plaisier.
·
Michigan Association of Secondary
School Principals (MASSP)
which provides members with newsletters and conferences attended by
administrators.
Contact person: Larry Plaisier.
Don
Wubben—Technologist, Teacher
Gayle
VanderZee—Technology Coordinator, Teacher
Robert
Otte—Media Specialist
Larry
Plaisier—Principal
George
Guichelaar—Vice Principal
A. The integration and use of technology shall be a continuing agenda item of the Curriculum Committee. Creation of new course offerings, or the elimination of existing courses, may occur as the result of the yearly technology evaluation, or the changing state of our instructional technology needs.
B. Each department should develop plans for the ongoing integration of technology into their teaching/learning environment.
1. Technology should become transparent and effective in every classroom.
2. Computers and/or other appropriate technologies should be available in every classroom.
3. Appropriate application software should be available for all courses.
4. The level of technology should be appropriate for each learning situation.
5. As educators develop management schemes for the use of technology, these should be modeled and shared.
6. Current uses of technology shall be reviewed and evaluated yearly.
7. An annual budget should be made available in each teaching situation for updating software and materials being used in the curriculum.
C. Proposed recommendations for upgrading existing technology or the need for additional technology purchases of hardware or software will be made through the Technology Planning Committee. Fund dispersal and implementation are all subject to administration approval.
D.
Basic word processing is required of all students. Courses such as computer applications,
PowerPoint, computer programming, web design, video presentations, and computer
accounting will be available to students as elective offerings.
A. Evening adult education technology classes will continue to be offered at intervals during the school year.
B. Media Center resources will continue to be made available to the community via the South Christian High School web site. (http://www.schs.org/media)
C. Guidance office resources for students, teachers and parents will be available on-line via the South Christian High School web site at http://www.schs.org/guidance.
Schools have a great need for technology-related staff development opportunities. Currently a wide variety of skill levels exist related to the application of technology in the classroom. We need to close the gap between the highly skilled and the under-skilled technology users.
A. The faculty and staff will be encouraged to attend technology seminars, workshops, and conferences, and to visit model technology sites as part of their professional staff development.
B. The Technology Planning Committee will work with the administration to establish computer purchase plans that enable faculty and staff to purchase computers, accessories, and software at reduced prices.
C. The Technology Planning Committee will plan on-site seminars on computer literacy to bring all faculty and staff to minimum levels of computer literacy or to facilitate use of current technologies in education. Professional development credit will be granted for on-site training that occurs outside of normal teaching hours and duties.
Software
Hardware
Facilities
A. The Technology Planning Committee will continue to exist and will include the Technologist, the Technology Coordinator, and the Media Specialist.
B. Properly trained technical personnel are hired or contracted to perform maintenance and repair.
C. The school’s information technology resources are continuously updated:
· Technology resources and materials are reviewed annually for currency and for value to the curriculum in supporting student learning. Those resources or materials that no longer support the goals of the instructional program are withdrawn.
· Hardware is reviewed for possible replacement within at least five years of purchase and annually thereafter.
D. Equipment receives regular inspection and routine maintenance on at least an annual basis.
· Emergency repairs are made promptly.
· Records adequately document repair and maintenance of equipment.
A. Appropriate software should be acquired in order to implement the effective integration of technology into the learning community.
B. Software shall be designated as either management/operational or instructional/informational.
1. Management/operational will be that which is used system wide for financial, student data, etc. and shall be funded through the Technology Budget.
2. Instructional/informational shall be that which is directly linked to the curriculum.
· In general, this shall be funded by the department which selects it for adoption.
· This software shall be subject to the regular curriculum adoption process.
· Preference will be given to network versions which provide for broad availability and appropriate access security.
· Preference should be given to software which will expand the scope of learning beyond its original purpose.
C. Appropriate resources should be available to assist staff in the selection of software.
· Teachers are responsible to find and acquire training necessary for specialized software.
D. In order to maintain the integrity and manage the limitations of the licenses for each software package, the original media and documentation shall reside with the technologist.
E. All software installed on school technology shall have the installation supervised by the Technologist by verbal authorization and/or direct installation.
F. One standard word processing software, currently MicroSoft Word, will be available throughout the school.
The acquisition of
hardware must be integrated with the curriculum in such a way that it provides
a system of delivering the most current technology to users prepared to make
immediate, effective use of it to achieve their goals.
A. Hardware shall operate the software necessary for the teaching/learning process.
B. Hardware should be related to curriculum goals and objectives and software choices.
C. The Technology Planning Committee shall develop, maintain and update a 3-year prioritized master plan for the purchase and replacement of technology hardware.
D. The Technology Planning Committee shall develop, maintain and update an annual budget/budget request for the purchase and replacement of technology hardware.
E. Two wireless labs are available for classroom use. Future labs and equipment will be acquired as needed.
F. Special hardware such as the Alpha Smart keyboard is presently available for special needs students. Other special hardware will be acquired as the needs of students become apparent.
G. The Technologist should be involved in the discussions related to hardware acquisition from the beginning of the process.
H. Plans and requests shall be reviewed by the appropriate supervising administrator and must be approved by the Technology Planning Committee.
SCHOOL NETWORK
The following paragraphs outline the current technology structure of South Christian High School.
NETWORK WIRING
SYSTEM
· Two T1 lines from Trivalent LAN Concepts, Inc. (Grandville, MI) connect our main network to the Internet.
· In the AV room, the T1 lines are connected to a Cysco router.
·
Trivalent LAN Concepts
The router is connected to a 50-port HP 2650 switch.
· The switch connects our two main serves (Navyblue and Sailor) to the network.
· A fiber-optic line connects two TrendNet 50 port switches.
· A fiber-optic line runs from one of the switches to a switch in located in Room 10.
· A fiber-optic line runs under 68th Street to Cutlerville Christian Middle School. This line connects CCMS to South’s network to allow for internet access.
NETWORK EQUIPMENT
Two T1 lines, capable of 1.544 Mbps (mega-bits, not mega-bytes), connect our router to one of Trivalent’s routers. This connection allows us to use resources that are outside of our network (i.e. Internet, Email, FTP). Our router controls all information flowing into and out of our building.
Our router is connected to a HP 2650 switch capable of 48 Ethernet 10/100 Mbps connections and two 1000 Mbps connections
Each switch connects up to 48 workstations to the network using Category 5 (CAT5) cables. Each CAT5 cable is a set of 8 Unshielded Twisted Pair (UTP) wires. When CAT5 cable is used in an Ethernet environment, the maximum length between equipment is 100 meters (325 feet). This limitation of distance is the reason for placing two hubs in Room 10 instead of keeping them all in the AV room.
Linksys Access Point Hubs are available to allow wireless connections to our Network. They allow wireless connectivity to laptops and other devices that are equipped with wireless network interface cards.
SERVERS
There are two servers on our main network. They are running Windows 2003 Server software. Our Primary Domain Controller (PDC), named SAILOR, is our Internet server, mail server, DNS server, and security management server. Our Backup Domain Controller (BDC), named NAVYBLUE, is our file server, secondary Internet server, backup security server, print server, application server, and our anti-virus server. In addition to these servers, we employ several networked Hewlett Packard printers that have built-in print servers.
NAVYBLUE is an Intel Pentium IV machine running at 3.4 GHz. It has 1.0 GB of RAM. It was installed in the summer of 2005.
SAILOR is a Pentium III dual processor 1 GHz Xeon server. It was installed in the summer of 2001. It has 1.50 GB of RAM.
Room28 Workgroup
Room 28 is used to teach Word Processing, Computer Accounting, Computer Applications, Web Design, Video Presentations, Computer Programming, and PowerPoint. Twenty-four workstations are available in this room as well as a laser printer.
Room29 Workgroup
Room 29 is primarily used to teach Word Processing. This room is also available to classes from other departments when the lab is available and to students during their study hall time. Twenty-six workstations are available in this room as well as a laser printer.
Media Center Workgroup
Room 33, the library, is available to students who wish to research topics online. Thirty-five workstations are available.
Class Room Workgroup
The Class Room workgroup contains those computers in various classrooms that are designated for student use, but are not in any of the previously mentioned workgroups. These computers are primarily used for word processing.
Staff Workgroup
The Staff workgroup includes those computers in the building that are designated for faculty or staff use only. Most staff members have a computer and a printer in their room for record keeping and research purposes. Each classroom is also wired into the network for access to the servers and for Internet usage. There are two computers located in the teachers lounge for general staff use.
Science Workgroup
The Science workgroup contains six computers in Room 36. These are Celeron 550 MHz based computers that are used for science simulations and reports.
Industrial Arts Workgroup
This group contains ten computers that are used for AutoCAD LT. They are located in Room 39.
Room 10 Workgroup (Inclusive Education)
This room contains equipment to assist special needs students in integration and in the learning process. It contains three computers, a printer, a scanner, Alphasmart Keypads, and audio and visual systems.
Room 20 Workgroup (Resource Room)
This room contains four computers and a printer to assist students in studying and learning. This room has access to media center resources as well as the Internet.
ECO Workgroup
This group contained in the ECO office contains seven computers. These computers are Internet accessible, and they contain software for researching career opportunities.
A UPS system was installed during the spring of 2000. The main unit resides on a rack in the Network Control room and will protect the NAVYBLUE2 and SAILOR servers, the network equipment, and the telephone system. In addition to the main unit, smaller units will be placed in room 10 and in the library. At full load, the main UPS unit will provide two hours of backup.
The office contains a separate isolated network. This network contains one 12-port network hub, three laser printers, and one dot-matrix printer. Its purpose is to provide for student record keeping and administrative purposes. This network is controlled by an AMD 1800XP server with Windows 2000 Server software. It also uses WinSchool administrative software for record and grade keeping. This network services the administrative staff. Each support staff member has a networked computer. Data is protected by an Echo 30 GB tape backup system.
The Media Center also contains an isolated network. Its purpose is to provide for record keeping and searching of the library archives. This network is controlled by an AMD 1200 server with Windows NT 4.0 Server software. It also uses Winnebago Circ/Cat for the circulation and cataloging of the media in the archives. This network services just the circulation part of the library and is separate from the Internet research computers. Data is protected by an Echo 30GB tape backup system. This network contains a service desk computer and two search computers.
Cable TV is accessible in some classrooms. We are capable of accommodating eight connections.
A server is located in the Network Control room that services the school-wide voice and voice mail system. Each staff member has the option of setting up a voice mail account. Each department office is equipped with a phone that is capable of receiving voice mail.
This computer runs the on-hold music for the telephone system and controls the UPS system.
Available to staff are data projectors, TV/VCR’s, video duplication system, digital cameras, scanners, overhead projectors, audio cassette players, CD players, Videodisk players, DVD players, and laptop computers. Many of these items are available through the media center. Some departments have their own equipment which was requested and purchased through their own budgets.
We host our own website (schs.org) which is hosted on our Sailor server. Media center and guidance office resources are available. All school publications are also available. These include administrative, alumni, school board, and student publications, as well as student and parent handbooks. Our website is available to teachers and support staff to post classroom information and other relevant school information.
Windows 95
Windows 98
Windows ME
Windows XP
Windows NT 4.0 Server
Windows 2000 Server
Chancery WinSchool and Eclass Grades (Student record keeping and grades)
Winnebago Circ/Cat (Library circulation and cataloging database)
Microsoft Exchange (Email control system for local accounts)
WinLock (Security program for computer and data protection)
Veritas Backup Exec (System and Data backup software)
Windows Backup (System and Data backup software)
NetOp Administrative Software (Internet monitoring and security)
Microsoft Word
Microsoft Excel
Microsoft Access
Microsoft PowerPoint
Microsoft Publisher
Microsoft Outlook
Microsoft Visual Basic
Microsoft Works
Microsoft Front Page
Homesite (web development software)
Corel Word Perfect Suite 8
MicroError Checker (typing software)
Adobe Reader
Adobe Photoshop
Quicken Deluxe 99 Financial Software
Automated Accounting Software
Quattro Pro Spreadsheet Software
Internet Explorer
Netscape Navigator
Wynn Wizard
Crocodile Physics
Interactual DVD player
F-Prot Antivirus software
Bit-Defender Antivirus and Spam software
Software
American Government
Career Exploration
Crossword Puzzlemaker
Photoshop Elements II
Puzzlemaker
Standardized Test Preparation
Statistics
Timeliner
Online
Databases
Grolier Online
Infotrac
(Includes the following databases:
Ancestry Plus, Biography and
Genealogy Index, Computer Database,
Expanded Academic, General Business
File, General Reference Center, Grand
Rapids Press, Health and Wellness
Resources, Health Reference Center,
Infotrac Custom Newspapers, Infotrac
Online, Legal Trac, New York Times, Student Edition
for High School, What
Do I Read Next)
Opposing Viewpoints Online
Use of the Media Center
Teachers must schedule with the Media Specialist to
take a class to the Media Center.
They
must accompany the class and supervise the activity.
·
Students
may use the Media Center before and after school, during noon hour, an during
study hall when it is available for researching and word procesing.
·
Teachers
must check out equipment on the calendar board in the Media Center office and
must return it directly to the Media Center when finished.
·
Students
may check out equipment on the calendar board with teacher authorization and
must coordinate such use with Media Specialist.
·
Teachers
must return them directly to the Media Center when finished.
·
Teachers
may bring classes to the labs in room 28 or 29 when they are not occupied by
scheduled classes.
These classes must
be scheduled with the technology coordinator.
SUPPORT
RESOURCES – POLICIES
Software:
The following questions shall be included as a part of software
evaluation:
· How does the software meet curriculum outcomes?
· How “user friendly” is the software?
· What software is already available in the school?
· What are the copyright/copy protection guidelines related to this software?
· Is there comparable software available from another source?
· Is it compatible with current hardware and usage configurations?
· What in-service, if any, will be necessary to use it?
· Who can use the software?
Hardware: When choosing hardware these questions shall be addressed:
· What educational need will be met by this hardware?
· What functions and capacities must the technology possess?
· What is available in the school?
· Who else is using technology for this purpose, what do they use and why?
· Where will it be housed?
· What furniture is needed?
· Will facilities need to be modified to accommodate the technology? At what cost?
· What vendor/maintenance support is available?
· What in-service or training will be necessary for staff, students and support personnel?
· What security needs to be provided?
Printers: Future acquisitions of printers should be limited to Hewlett-Packard for purposes of service and maintenance.
Donations: Donations of hardware will only be accepted if they fill a need in the educational program.
Evaluate the technology plan. Tech. Planning Committee
Establish school-approved policies, Tech. Planning Committee
including policies concerning ethical, legal, Administration
and security issues.
Identify specific technologies that need to be Technologist
purchased. Teachers
Curriculum Committee
Develop standards for purchasing new equipment Tech. Planning Committee
and the upgrading of current equipment.
Provide and enforce acceptable use policy. Tech. Planning Committee
Media Specialist
Provide technology training for staff. Tech. Planning Committee
Maintain professional library of technical materials. Tech. Planning Committee
Coordinate use of Media Center technology and Media Specialist
facilities.
Assist teachers with integration of technology into Technology Coordinator classroom activities.
Assist staff in use of hardware and software. Media Specialist
Technology Coordinator
Technologist
Implement the integration of technology into the Curriculum Committee
curriculum. Technology Coordinator
Update and revise inventory of technology equipment Technologist
and software.
Maintain networks and hardware. Technologist
Diagnose problems with computers. Technologist
Assist students and staff in use of information Media Specialist
retrieval systems. Technology Coordinator
Provide parent technology workshops. Technologist
Construct and maintain school home page. Technology Coordinator
Media Specialist
Publicize technology developments and Tech. Planning Committee
utilization.
|
|
2005/2006 |
2006/2007 |
2007/2008 |
|
Hardware
Needs |
$39,600
|
$39,996
|
$40,396
|
|
Software
needs |
5,800
|
5,858
|
5,917
|
|
Presentation
Equipment |
3,220
|
3,252
|
3,285
|
|
Membership
Fees |
9,165
|
9,257
|
9,349
|
|
Maintenance |
35,800
|
36,158
|
36,520
|
|
Training |
500
|
505
|
510
|
|
Total |
$94,085
|
$95,026
|
$95,976
|
Hardware needs:
Server
Printers
Office Computers (2 per year)
Media Center Computers (3 per year)
Other Computers (25 per year)
Mobile Lab Computers (8 per year)
Furniture
Software needs:
New software
Updated licenses
Presentation Equipment:
TV Monitors
VCR/DVD
Projectors (overhead, digital, data, etc.)
Digital cameras
Membership Fees:
KISD
Office Licenses
Internet Fees
Maintenance:
Contracted services
Printing supplies
Computer repair
Network repair
Audio/visual repair
Storage supplies
Maintenance supplies
Training:
Staff
FINANCIAL RESOURCES
Technology needs are based on goals and expectations for student learning. Requests for technology originate with staff and must be justified by an educational need. All requests should be funneled through the Technology Planning Committee and must be approved by the Administration.
Sources of technology funds:
In planning the budget, the following will be taken into account:
Technology is used in the following manners to manage and monitor resources:
The Technology Planning Committee will be responsible for monitoring and evaluating the progress of the Technology Plan. In order to do so, the committee will meet at least three times a school year (at the beginning of school, in mid-year, and at the end of the year) to assess the implementation of the Technology Plan.
|
Required Components |
Indicators of Success |
Progress Toward Goals |
Areas for
Improvement |
Notes |
|
Infrastructure |
|
|
|
|
|
Curriculum Integration |
|
|
|
|
|
Collaboration |
|
|
|
|
|
Professional Development |
|
|
|
|
|
Technical Support |
|
|
|
|
|
Supporting Resources |
|
|
|
|
|
Timetable |
|
|
|
|
|
Cost/Funding |
|
|
|
|
|
Funding Resources |
|
|
|
|
|
Acceptable Use Policy |
|
|
|
|
|
Communications |
|
|
|
|
|
Impact on Student Achievement |
|
|
|
|
Technology Plan Evaluation
|
Component |
|
2004 Evaluation |
2005 Evaluation |
|
Infastructure |
Indicators of success: |
Less network down time. Added T1 line |
No network down time. |
|
|
Progress towards goals: |
Replaced one switch. Added mobile lab. |
Replaced all remaining hubs with switches. Added computers. Added new server and updated and rebuilt older server. Added computers to mobile lab. Most computers are now running Windows XP. |
|
|
Areas for improvement: |
Increase network speed. Add switches. |
More time needed for support and improvement. |
|
Curriculum Integration |
Indicators of
success: |
Mobile lab usage. Media center usage up. Requests for tutoring on PowerPoint and other technology usage. |
More staff are utilizing technology in their classrooms. |
|
|
Progress towards
goals: |
We have made the curriculum integration plan available in the technology plan. Teachers are encourage to integrate and assistance is available. |
We will investigate possible integration of Thin clients. |
|
|
Areas for
improvement |
Tech plan needs to be more read and available. Proposed recommendations and suggestions need to go through the tech committee. |
Promote effective use of PowerPoint. Have staff understand and abide by tech plan. More communication between administration and tech committee. We need better monitoring of study hall labs. |
|
Collaboration |
Indicators of
success: |
There are monthly meeting with the feeder schools. Curriculum committee has been encouraging technology usage. |
Incoming students have increased technology skills. |
|
Component |
|
2004 Evaluation |
2005 Evaluation |
|
|
Progress towards
goals: |
Expectations are being laid out for incoming students. (Word Processing) |
We will continue to evaluate what the feeder schools are offering. |
|
|
Areas for
improvement: |
Require word processing before English requires papers to be done? |
We need more communication with feeder schools. |
|
Professional Development |
Indicators of
success: |
7 to 12 staff were involved in PowerPoint training. Tech committee has attended conferences. |
Several staff attended PowerPoint and Excel training. |
|
|
Progress towards
goals: |
New technology training opportunities are being considered. Evaluation must be given to evaluate staff progress. |
New technology opportunities are being considered. A survey was performed to determine staff desires and needs. |
|
|
Areas for
improvement: |
More variety. Possibly offering video streaming workshop. |
We need better hardware for teachers and we need to promote independent problem solving. |
|
Technical Support |
Indicators of
success: |
Things are running pretty well. Positive feedback has been received. Things are running pretty well. Today’s meeting. |
Most issues are repaired in a short amount of time. Staff seems to be satisfied. |
|
|
Progress towards
goals: |
Improving tech plan. Open to suggestions from staff. |
Updating tech plan. We are surveying staff to determine their level of satisfaction. |
|
|
Areas for
improvement: |
Tech committee should meet more often.(Once a semester). Get wages up to an acceptable level. Possibly more time for tech support. |
Tech committee needs more meetings. More time is needed to repair systems and proactively investigate technology. |
|
Supporting Resources |
Indicators of
success: |
Mobile lab and media center high usage. Constant demand for lab usage. |
Study hall computer lab usage way up. Mobile labs are used often. Media center has high usage. Staff is more aware of policies. |
|
|
Progress towards
goals: |
Clear policies for procedures. |
Continue to provide information to staff on procedures and expectations. |
|
Component |
|
2004 Evaluation |
2005 Evaluation |
|
|
Areas for
improvement: |
Policies need to be followed for acquisition of new software or hardware. We can’t have illegal software. |
All computers need to be inventoried. We need to provide a mechanism for better feedback. |
|
Timetable |
Indicators of
success: |
Original plan is on schedule. Replacements and additions of hardware have been completed. |
We continue to be on track with our technology plan. We are flexible enough to be able to add needed technology. |
|
|
Progress towards
goals: |
|
Updating tech plan as needed. We are monitoring technology usage to determine if adjustments need to be made. |
|
|
Areas for
improvement: |
Hardware acquisition is being evaluated and revised based on usage. |
We need a better understanding of technology usage. |
|
Cost/Funding |
Indicators of
success: |
Stayed within budget. In many cases, under budget. Revised budge to include all technology. |
We continue to stay on or under budget on technology additions. |
|
|
Progress towards
goals: |
No major surprises. |
We are continuing to work to add additional technology funding. |
|
|
Areas for
improvement: |
|
We need clearer budget guidelines for staff. There still seems to be confusion over how and when to request technology. |
|
Funding Resources |
Indicators of
success: |
Seem to be covered. |
We continue to have needed and most desired technology additions funded. |
|
|
Progress towards
goals: |
Need to evaluate all income variables. Consider ETCEPT whether it can contribute significantly. |
We will evaluate technology funding and look for additional sources. |
|
|
Areas for
improvement: |
Other sources of income need to be explored. We may apply for E-rate funding. |
We need better communication and accounting. |
|
Acceptable Use Policy |
Indicators of
success: |
Still seems to be working well. Students seem to be aware. |
Only a few problems have occurred within the last year. |
|
Component |
|
2004 Evaluation |
2005 Evaluation |
|
|
Progress towards
goals: |
|
We have modified the policy. We have added Turnitin.com® as a method for checking for truthfulness. We are monitoring NETOP® to be certain it is performing as desired. |
|
|
Areas for
improvement: |
Make students more aware of copyright laws dealing with content and music. May not require parent signature. Reevaluate methods of application. |
Staff and students need to be made more aware of laws and school expectations on legalities and cheating. |
|
Communications |
Indicators of
success: |
Newsletters, orientation. Most of page 33 of the tech plan is in operation. |
The technology plan is available on the school’s web site. The media center provides news letters to the staff. |
|
|
Progress towards
goals: |
Need to do E and F of page 33. |
More teachers and staff are aware of the plan and are reading it. |
|
|
Areas for
improvement: |
Post technology plan and make it readily available and readable on our website and hard copies. |
We need to continue to make the plan and its policies visible. We need to be more aware of personal security issues. We need to make sure we have a quality product free from errors. We need to provide timely information. |
|
Impact on Student Achievement |
Indicators of
success: |
MEAP scores up. Students seem to be more tech savvy. |
More students are capable of demonstrating their knowledge using technology. |
|
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Progress towards
goals: |
Career choice and college exploration software is being used and is being developed. |
We are offering more technology courses. Specifically, a new video course is being offered. |
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Areas for
improvement: |
Discernment: students need help. Technology need a purpose, many times it is used for technology’s sake. Get more kids into technology. |
Students still need help with discernment. We need better measures to determine the exact effect on student achievement. Using technology to cheat is a problem. |
STAFF USE OF TECHNOLOGY
SELF-EVALUATION RUBRIC
Please judge your level of achievement in each of the following competencies. Please write the number in the blank by each category which best reflects your current level of skill attainment. This tool is designed to help understand the staff’s current level of skills with computer technologies and to plan for professional development.
1 I do not use a computer
2 I use the computer to run a few specific, pre-loaded programs.
3 I run two programs simultaneously and have several windows open at the same time.
4 I trouble-shoot successfully when basic problems with my computer or printer occur. I learn new programs on my own. I am able to teach basic operations to my students and/or colleagues.
1 I do not save any documents I create using the computer.
2 I select, open and save documents on different drives.
3 I create my own folders to keep files organized and understand the importance of a back-up system.
4 I move files between folders and drives, and I maintain my network storage size within acceptable limits. I am able to teach students and/or colleagues how to save and organize their files.
_____Word Processing
1 I do not use a word processing program.
2 I occasionally use a word processing program for simple documents. I generally find it easier to hand write most written work I do.
3 I use a word processing program for nearly all my written professional work: memos, tests, worksheets, and home communication. I edit, spell-check, and change the format of a document.
4 I am able to teach students and/or colleagues how to use word processing programs for their written communication.
_____Spreadsheet
1 I do not use a spreadsheet.
2 I understand the use of a spreadsheet and can navigate within one. I create simple spreadsheets and charts.
3 I use spreadsheets for a variety of record-keeping tasks. I use labels, formulas, cell references and formatting tools in my spreadsheets. I choose charts which best represent my data.
4 I am able to teach students and/or colleagues how to improve their own data keeping and analysis skills.
_____Database
1 I do not use a database.
2 I understand the use of a database and can locate information from a pre-made database such as a library search.
3 I create my own databases. I define the fields and choose a layout to organize information I have gathered. I use my database to answer questions about my information.
4 I am able to teach students and/or colleagues to create and use databases to organize and analyze data.
_____Graphics
1 I do not use graphics with my word processing or presentations.
2 I open, create and place simple pictures into documents using drawing programs or clipart.
3 I edit and create graphics, placing them in documents in order to help clarify or amplify my message.
4 I am able to teach students and/or colleagues to interpret and display visual data using a variety of tools and programs.
_____E-mail
1 I don’t have an e-mail account or rarely use it.
2 I send messages using e-mail—mostly to friends and family. I check my e-mail account on a regular basis and maintain my mail folders in an organized manner.
3 I incorporate e-mail use into classroom activities. I use e-mail to access information from outside sources.
4 I use e-mail to request and send information for research.
_____Research/Information-Searching
1 I am unlikely to seek information when it is in electronic formats.
2 I conduct simple searches with the electronic encyclopedia and library software for major topics.
3 I have learned how to use a variety of search strategies on several information programs, including the use of Boolean (and, or, not) searches to help target the search.
4 I have incorporated logical search strategies into my work with students, showing them the power of such searches with various electronic sources to locate information which relates to their questions.
_____Desktop Publishing
1
I do not use a
publishing program.
2
I use templates
or wizards to create a published document.
3
I create
original publications from a blank page combining design elements such as
columns, clip art, tables, word art, and captions.
4
I design
original publications that communicate to others what I’ve learned.
_____Video Production
1
I do not use a
video camera.
2
I create
original videos for home or school projects.
3
I create
original
videos using editing
equipment.
4
I use computer
programs to edit video presentations and I teach my students to create and edit
videos.
_____Digital Cameras and
Scanners
1
I do not use
digital cameras or scanners.
2 I able to use digital images from cameras or scanner for home or school projects
3 I use computer programs to edit digital images.
4 I am able to teach students and/or colleagues to use cameras, scanners and editing software.
_____Technology
Presentation
1
I do not use
computer presentation programs.
2
I present my
information to classes or groups in a single application program such as a word
processor, spreadsheet, or a publishing program.
3
I present my
information and teach my classes using presentation programs such as PowerPoint
incorporating various multimedia elements such as sound, video clips, and
graphics.
4
I am able to
teach students and/or colleagues how to use presentation software. I facilitate my students’ use of a variety
of applications to persuasively present their research concerning a problem or
area of focus in their learning.
_____Internet
1
I do not use
the Internet.
2
I access the
school website to find information.
I
follow links from these sites to various Internet resources.
3
I use lists of
Internet resources and make profitable use of Web search engines to explore
educational resources.
4
I contribute to
my school website.
I am able to
maintain my own page.
I am able to
teach students and/or colleagues how to effectively use resources available on
the Internet.
______Electronic Grading
1
I do not use
the school’s electronic grading program.
2
I am able to
enter my grades, print reports, and submit a disk of grades to the office at
the end of marking periods.
3
I am able to
set up my classes for each marking period, change preferences, create report
styles, etc.
4
I am able to
teach and assist colleagues with the use of the grading program.
_____Responsible Use/Ethics
1
I am not aware
of any ethical issues surrounding computer use.
2
I know that
some copyright restrictions apply to computer software.
3
I understand
school rules concerning student and adult use of e-mail and internet. I know the programs for which the school
holds a site license.
I understand the law on the fair use of copyrighted
materials.
4
I model ethical
use of all software and let my students know my personal stand on this issue.
_____Technology Integration
1
I do not blend
the use of computer-based technologies into my classroom learning activities.
2
I understand
the school technology plan supports integration of technology into classroom
activities, but I am still learning about what strategies will work and how to
do it.
I accept student work produced
electronically, but do not require it.
3
From time to
time, I encourage my students to employ computer-based technologies to support the
communicating, data analysis and problem solving involved with my classes.
4
I frequently
model and teach my students to employ computer-based technologies for
communication, data analysis and problem solving.
For Internet Access
Many of the school’s computers provide students with access to the Internet. The Internet offers students opportunities to find very useful sources of information. However, with opportunity comes responsibility. To use the Internet at South Christian High School, students must observe the following guidelines.
Any use of the Internet
· Must be for school-related purpose only.
· Must not be to access sexually explicit or pornographic materials.
· Must be to receive information only.
· Must be for legal purposes only.
· Must be for non-profit purposes only.
Any student violating any of the above will not be allowed to use the Internet computers for the remainder of the school year.
During school hours (1-7), computers may be used for doing school-related assignments only. They may not be used for sending/viewing email or Instant Messaging, for playing games, or for searching for personal purposes.
Before and after classes and during lunch time, students are allowed to send or view email only. Computers may not be used for games or Instant Messaging.
Any student violating any of the above will not be allowed to use the Media Center’s computers for four weeks.
Any student determined to have changed or deleted anything from the hard drive, reconfigured a system, or changed settings, etc., may lose computer privileges, be suspended and/or pay any fees necessary to repair damage. Copying software from the school computers is considered theft of school property and will be dealt with as such.
POLICY
STATEMENT ON INTERNET FILTERS
The Technology Planning Committee is opposed to the use of Internet filters for the following reasons.
1. High school students need to develop and use Christian discernment when using the Internet, which can be relied upon in settings where filters are not in place (e.g. work, college, home, etc.). Students are held accountable for their own decisions and behaviors. To help students learn accountability, the following steps will be taken.
· A copy of the Acceptable Use Policy, which offers guidelines for expected Internet usage will be made available near computers and in the student agenda.
· Classroom teachers will supervise their classes when the Internet is used for research. Other school staff members will also be assigned to supervise in areas in which computers are located.
2. We do not wish to limit students doing research just because much unacceptable material is on the Internet. Filters will deny access to sites that may be valid for research but have not been rated by RASCI or other rating services. For example, most church web sites would be filtered out because they are un-rated.
3. We do not think Internet filters are a good allocation of technology funds.
COMMUNICATIONS/PUBLIC RELATIONS