Action Plan

Assistant Superintendant of Instructional Services and Assistant of Administrative Services - Approves software/programs within budget and or necessity

Administrative Officer of Technology Information – Researches and selects district approved software/programs and presents to Asst. Superintendant of instructional services for approval Coordinator of Informational Technology – Installs/controls/monitors software/programs; contact C-Techs on any new updates with software/programs


Elementary Facilitator – provide training and experimentation on software and programs believed to be beneficial to classroom teachers on an elementary level.
Middle school facilitator – provide training and experimentation on software and programs believed to be beneficial to classroom teachers on a middle school level.
High school facilitator – provide training and experimentation on software and programs believed to be beneficial to classroom teachers on a high school level.


Individual school principals – Model the use of technology and stress the importance of its integration into everyday classroom instruction.


Classroom teachers on each level of the educational community – receive training on the various advancements in technology which can be used to enhance the learning of students. Teachers will use their subject-specific expertise and creativity to provide meaningful, in-depth instruction using the benefits of electronic and digital technology to strengthen our day-today instruction.


Professional Development is necessary to implement the greater volume and effectiveness of technological instruction.
1) Teachers will receive 3 at least hours of training each semester with regard to new methods of providing information to our 21st century learners through the use of technology.
2) Current classroom walk-through (CWT) data will be collected and shared with faculty in order to illustrate the current methods being used in the classroom and areas for increased use of technology.
3) Teachers will be trained on tools and skills available to enrich curriculum instruction. The goal would be to bring the staff development to the teachers (via technology) to make better use of time and the resources that are currently available to them.
4) Once teachers are accustomed to using the advanced technology, programs can be offered to allow student to not only have instruction through technology during regular school hours, but they can also learn through online means away from school and outside of the normal school hours. This can be a main focus of having students “catch up” if they have gotten behind on credits for a variety of reasons.
5) Teachers will be taught how to assess data from AEIS reports and the STaR chart reports to steer instructional efforts towards current deficiencies.
6) Inner-campus communication will be done more by a digital means so that continual practice with using technology can be obtained. Teacher surveys and data collection can be performed through digital means (google docs, blogs, power point presentations, etc.) to encourage a culture of electronic proficiency or even excellence.
7) Implementing pilot programs which focus on technology replacing older forms of texts to test the effectiveness and level of application of new 21st century resources.

Evaluation of technology strategies and implementation will occur on a continual basis. There are many areas that can be used to measure the impact and efficiency of our time and resources regarding digital aspects of instruction.
1) The AEIS report will allow analysis of current scores and trends among the whole school population as well as individual smaller populations within the school and district. This data will provide a means to determine which groups are benefitting most from increased emphasis on instruction through technology. Perhaps core curriculum classes could be structured to encompass individuals from these groups (ethnic, socioeconomic, at-risk, or any other group) to obtain a larger benefit from integrating technology.
2) The STaR chart can be an invaluable tool to continually access how relevant, effective and accessible the technology on the campus and within the district is to the achievement of students. This along with information in the AEIS report can further guide the use of resources both fiscally and among personnel.
3) Currently within the CIP, there is an emphasis on both of these aspects (AEIS and STaR). There is a major focus on making data-driven decisions which use both of these reports. I think a major key will be the use of not only data from standardized evaluations but also from anecdotal indicators and the classroom experiences of teachers.
4) Another aspect of evaluating the benefits of technology is to determine the actual number and percentage of students that are being positively impacted. This should be the most important factor when determining the direction of instruction within the school and district. Since we are given taxpayer dollars, we must find ways to be the most effective at communicating information and learning processes while being fiscally responsible.