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All Saints Catholic School

Technology Plan

2004-2005

2005-2006

2006-2007

Diocese of Springfield in Illinois

1236 North 10^th Street

Quincy, IL 62301

217-228-1477

217-222-5554(FAX)

www.allsaintsquincy.org

principal@allsaintsquincy.org

Submittal Date________

Table of Contents:

1. Cover Page of Technology Plan ……………………………………. 1

2. Acknowledgments and Stakeholder Involvement…………………….. 3

3. Community and School Profile……………………………………….. 6

4. Executive Summary…………………………………………………… 8

5. Vision ………………………………………………………………… 9

6. Connecting to the School's Learning Standards and School Initiatives…12

7a. Community Involvement …………………………………………… 15

7b. Engaged Learning …………………………………………… 18

7c. Professional Development…………………………………………… 21

7d. Technology Deployment and Sustainability………………………… 23

8. School Policies and Procedures………………………………………. 25

9. Communications and Marketing Plan ………………………….. 26

10. Timeline, Budget and Financial Plan .………………………………. 27

11. Appendices:

A. Surveys (Parents, Parishioners, Staff, Students)

B. Free/ Reduced Certification

C. E-Rate Technology Plan Updates

D. Computer Standards

E. Hardware Inventory

F. Software Inventory

G. Electrician Letter

H. Internal Connections Map

I. Six Essentials of Learning

J. Acceptable Use Policy for Internet and Electronic Mail

K. Filtering Certification

L. Glossary of Terms

2. Acknowledgments and Stakeholder Involvement

Some proof of stakeholder/ community involvement is needed.

Parents

Perry Terwelp, Kreiger’s Manager, Parent

Renee McPherson, Parent

Lori Mitchell, Parent

Karen Skinner, Parent

Bea Cliatt, Parent

Nancy Scott, Parent

Bill Schuering, Parent

Curt & Barb Nisbet, Parents

Marilyn Smith, Parent

Parents were surveyed and the copy of the survey is in Appendix A-1.

Parishioners

Gary Winking, Knapheide Manufacturing Co., Parishioner

Carl Bernhardt, retiree, Brown Electric Co., Parish Trustee

Ann Gage, former All Saints Principal

Barb Holthaus, John Wood Community College Development Director

Janet Waterkotte, semi-retired High School Math Teacher

Steven Peters, former student

Norman Rodriguez, John Wood Community College Instructor, Parent

Parishioners were surveyed and a copy of the survey is in Appendix A-2.

Public Libraries, and Adult Literacy

Kathy Bridges, Quincy Public Library, Librarian

Sally Blichkan, Adult Literacy, St. Peter School

Linda Dawson, Adult Literacy, St. Dominic School

Mrs. Sharon Hillyer, Brown County Public Library, Library Director

Business Leaders

Pamela Leffringhouse, Adams Networks, Inc., Education Coordinator

Mr. Michael Hupp, Director of Merchandise, Kirlin’s Hallmark

Mrs. Jean Buckley, President, Tracy Family Foundation

Mrs. Angie Bugger, Quincy Area Chamber of Commerce

Mr. Jim Tracey, Senior VP/General Counsel, DOT Foods, Inc.

Ms. Nancy Weeks, ADM Alliance Nutrition

Community Leaders

Mr. Pat Tracy, DOT Foods, CEO

Mr. Jim Murphy, IT Director, City of Quincy

Mr. Corey Dean, IT Department, City of Quincy

Mrs. Bonnie Garkie, Altrusa Club

Quincy Service League

Local Government

Mayor Charles Scholz, Mayor, City of Quincy

Ben Bumbry, 1^st Ward Alderman

Paul Havermale, Alderman, City of Quincy

Administrators/Other stakeholders with a vested interest in the success of this technology plan include:

Rev. Robert J. Jallas, Pastor

Chris Reichert, Principal

Technology Committee

Ann Knuffman, Technology Teacher

Chris Reichert, Principal

Joseph J. Liesen, ASCS Network Administrator, Director of I.S., Culver-Stockton College, Canton, MO

Cindy Venvertloh, Principal of St. Anthony School

Janet Bick, Principal of St. Peter

Cathy Gooding, St. Dominic Teacher

Cheryl Koch, Principal of St. Mary, Mt. Sterling

Sue Kelley, Principal of St. Mary, Quincy

Ann Oliver, Technical Coordinator at St. Mary, Mt. Sterling

Sally Hupp, Quincy Christian School Librarian

Carla Helmke, Technology Teacher, Quincy Notre Dame

School Faculty and Staff

Sheila Smith, Preschool Director Marsha Collins, Preschool Teacher

Jane Haas, Kindergarten Doris Ann Dolan,1^st Grade

Beth Toumbs, 2^nd Grade Judy Summers, 3^rd Grade

Arlene Winkler, 4^th Grade Patricia Babyak, 5^th Grade

Sr. JoAnn Volk, S.S.N.D., 6^th Grade Patricia Tortorige, 7^th Grade

Meg Benner, 8^th Grade Ann Knuffman, Technology Coordinator

Andrew Kim, Music Melody Jochem, Art

Lori Quevillon, Secretary Jeanne Lubbe, Kindergarten Aide

Jean Holt, Reading Recovery Judy Caspermeyer, Primary Aide

Mary Beth Bush, Physical Education

Faculty and Staff were surveyed and a copy of the survey is in Appendix A-3.

School Board Members

Janet Waterkotte True Flachs Gary Winking

Kathleen Hibbard Debbie Shierling Barb Holthaus

Beth Hilbing Rob Arnold Marti Rossmiller

Tracy Feller-Blakemore Kathy McClain Chris Reichert

Rev. Robert J. Jallas

Parents & Friends Officers

Kathy McClain Chris Bastean Terri Blickhan Jill Arnold

Students & Alumni

Students Working to Advance Technology (SWAT) Team Officers:

Matt O’Hara Elizabeth Guidry Katie McClain Jonathon Schmidt

Andrew Wiemelt Angela Costigan Trent Lyons

Students were surveyed and a copy of the survey is in Appendix A-4

Stakeholders have been involved by creating, advising, editing, writing, and/or implementing the current technology plan. They meet annually to evaluate and refine the plan. The plan is provided to those unable to attend. (via hard copy or online at: http://users.adams.net/~techplan/ )

3. Community and School Profile

Plan should have a demographic/ academic profile of the school. Schools must certify their poverty levels based on eligible Free/ Reduced Lunch, or Title I count.

COMMUNITY PROFILE

The Diocese of Springfield in Illinois is comprised of 28 counties that cover 15,139 square miles in central Illinois that stretch across central Illinois from the Indiana border to Quincy on the Mississippi Border. There are 53 elementary schools and 7 high schools. Twenty-six percent of the schools are in urban settings. Quincy, Illinois is located along the Mississippi River. The population is 40,366, which would be much larger if the out-lying areas were included.

Fifty to seventy-five percent of the population is blue-collar where the median income is $32,000. Quincy has a rich German heritage with architectural structures and designs that have been carefully preserved. Quincy was once a part of the Underground Railroad System and Washington Park is known for the Lincoln/Douglas debate. Some attributes of Quincy are that we have a below-average cost of living; the unemployment rate is below the national norm of 4.3% (2003); and we have a low crime rate. One challenge that seems to be facing Quincy is that some factories have been downsizing causing lay-offs, this will have an effect on the economic growth. Another challenge that is facing the parochial/private schools in Quincy is maintaining nine elementary schools and one high school with a stable enrollment for each school.

SCHOOL PROFILE

All Saints Catholic School began as St. John the Baptist School, opening in the combined church-school building on October 7, 1880, to serve the needs of the German immigrants on the north side of Quincy. From then until 1981, the school was staffed primarily by the Poor Handmaids of Jesus Christ, an order of religious sisters centered in Donaldson, Indiana. Since 1981, primarily lay people have staffed the school. Since the mid-1990’s, All Saints has been the only Catholic school in Quincy with a member of a religious community, the School Sisters of Notre Dame, on its teaching staff.

A new two-story brick school building was erected in 1956. Noah’s Ark Preschool was added in 1993 to meet the needs of families with pre-Kindergarten age children and to stimulate enrollment for the grade school by incorporating families earlier into the school community. On January 1, 1999, St. John the Baptist and St. Rose of Lima parishes unified as All Saints Parish, and the parish school adopted its current name.

The school is located in what is considered an economically depressed area in northwest Quincy. The population in the area is an aging one. With the Mississippi River on the western boundary, families have tended to move north, east, or southeast to newer construction areas, although some new construction continues to take place within the parish boundaries in the last several years. Only a handful of families now reside in the school neighborhood, with the majority of students being transported by school bus or car. The school community is very “democratic” in the sense that family circumstances run the gamut from financially strapped to quite wealthy.

All Saints Catholic School provides for the physical, mental, emotional, and spiritual well being and formation of its students. We employ a highly motivated and dedicated staff that shares its growth in Christ with the students within a parish family setting that is mission-oriented. We offer a family-based faith approach that encourages strong staff/parent/student involvement so that students might develop to their fullest potential as individuals, parishioners, and citizens.

The school’s current total enrollment from preschool through 8^th grade for the 2003-2004 school year is 196, with 133 of those in Kindergarten through 8^th grade. Twenty-four students among the K-8 population (19% poverty level) are eligible for free or reduced breakfast and lunch (see Appendix B for certification).

Current staff includes eleven classroom teachers, three part-time teachers for Music, Art, and Physical Education, a Technology Coordinator, a part-time Reading Recovery teacher, four part-time Teacher Aides, and a full time administrator. Ancillary staff includes a school secretary, a cook, a janitor, and an After School Care Program director.

Attributes of the school include a dedicated staff and a strong commitment from the parish church to keep the school in operation. In addition, class size is small (average class size of 15; largest class, 23; smallest, 10). Strong volunteer resources have especially benefited the school in the last decade. An Over the Hill group of retired parishioners with expertise in carpentry, plumbing, painting, and electrical work have allowed the school to make numerous improvements. In the area of technology, the volunteers wired the classrooms, offices, computer lab, and other rooms of the school and parish office so that we have a fully networked environment. The volunteer effort made it possible for the school to connect to the Illinois Century Network in the Fall of 2001, opening the door to the worldwide web from any classroom, lab, or office computer.

Challenges facing the school are enrollment and finances, which go hand in hand. The existence of seven Catholic grade schools in Quincy, the aging population and poverty level in this northwest part of town, and the lack of significant new construction in this area combine as contributing factors to the enrollment challenge. Since the school’s funding relies on parent tuition providing approximately 40% of the budget, fewer students result in rising tuition. Since instituting a financial aid program in 1995, approximately 20-25% of the school families qualify for tuition modification based on applying to Private School Aid Service. The financial aid translates into increased parish subsidy of the school.

4. Executive Summary

Abstract of the Plan. Used to entice audiences to read further and/or for audiences who need an overview of the Plan.

All Saints Catholic School is striving to fulfill the religious needs, educational and societal objectives, as well as the technological needs of its students. This technology plan is a work in progress as the school moves into the 21^st century. Careful concern for student needs, while working within a budget, along with community input is documented within this plan.

Technology has allowed our students to be more engaged in learning than ever before. All Saints Catholic School wishes to enhance and strengthen the curriculum with the use of appropriate technology. We plan to use current assets by continuing to maintain and upgrade existing equipment while improving technology throughout the school. A series of steps over the three-year period, described in this plan, will allow All Saints Catholic School to deliver a curriculum that is developmentally appropriate and technologically advanced.

5. Vision

Plan should contain a vision statement of three to five sentences that is a clear, unique, owned statement of principles and beliefs of the school.

All Saints Catholic School and its stakeholders have embraced technology as a foundation that will serve God and country well through the lives of our most precious resources – our young people. We are dedicated to providing learners with equal access to educational excellence through technology integration within the school’s setting. The staff, parents, and stakeholders are committed in seeking technological opportunities that will allow each student to reach his / her potential as a Christian member in a society that is constantly changing and advancing.

When students graduate from All Saints Catholic School, they will emerge as lifelong learners, and will have experienced the use of existing and emerging technologies integrated throughout the curriculum. We commit ourselves as an administration, faculty, staff and stakeholders to take a leadership role in ongoing planning and implementing the use of technology in our education system

The vision was articulated at a meeting of stakeholders and finalized at following meetings. Additionally, surveys were sent to all stakeholders and this information helped to develop this plan.

Fictional story:

A Day in the Life of a Student 7 Years into the Future

The year is 2011 and my personal robot, Chris, awakens me for a super day at All Saints Catholic School (ASCS). My bed slips to a 75º angle and I slide into the clothes that my electronic closet has prepared for me. I used my electronically programmed bathroom to take care of everything like showering, choosing clothes, and brushing my teeth last night. Showers are so innovative now: ours has 10 different waterspouts to cleanse you, from head to toe. Just type in the kind of water flow you want – I always choose “Waterfall.” This morning my transveyor helps keep me moving, and reads my organizer file for today while styling my hair. Within minutes I am ready to go to breakfast in our electronic kitchen.

Mom has used the digital microwave to collect the ingredients for my favorite breakfast and is smiling because all that technology has made mornings so much easier. Breakfast is ready in 30 seconds – just enough time to say a prayer. My family likes to eat together at 7:15 and we can all eat our favorite foods.

I pick up my lightweight laptop, which holds all I need to do, homework, and research for a school project. I get to school on my solar-powered scooter. It runs in a separate lane from the automatic sidewalk, so I get to see other kids on the way to school. I can email my cousins on my laptop as I ride along. (How cool is that!J) My scooter folds into a case the size of a handheld computer, and I keep it in my desk.

At school we have prayer and announcements that show up on a touch-pad screen on our desktops. The first class is math so I download the day’s lesson from the wireless network and my laptop is ready to coach me if I need help. The teacher is better, though, and can use the instant message feature to talk back and forth. We hardly use pencils anymore, but keyboarding skills are still important. Next is history, but instead of using the Internet today our technology teacher has arranged to teleport us back in time to actually see it and learn more. The people do not see or hear us, but we’re right there. The next class is reading, and the teacher passes out our helmets. The helmets we put on can read our minds, and since I did my homework, I got 100% on the test. We took a trip to visit the Kindergarten class and helped them email another Kindergarten class at St. Francis School using their colorful handheld computers. They are just way ahead of me when I was in Kindergarten with their keyboarding skills. Right before lunch is P.E. Our Physical Education teachers are electronic and there is one for each person. We can pick whatever sport we want to play, then the level at which we want to play, and our teacher plays against us on a virtual area that is our state-of-the-art gym.

The day is half over and it is time for lunch. We have a semi-computerized cafeteria that serves us anything we want. Annetta is there to add the love. After lunch I go to the office and get a ticket for the ASCS basketball game tonight. To pay for the ticket I pull out my E.B. or electronic billfold. An E.B. holds your money on the inside like an old billfold, but the only way to open it is to say your name. The E.B. recognizes your voice and then allows you to take out money. Where do you think the basketball game will be played? While you guess, I’ll ride my solar-powered scooter outside and use a mini-camcorder to film some fun to share at the daily news broadcast the last five minutes of the day. My class gets to do the news this week, and we will have fun editing recess. Video editing is one of my favorite parts of school!

After recess we have religion class which is always fun. Today we will make up a word search on our laptops and email it to a partner in another class to see if they can solve it before tomorrow. That is my favorite kind of homework. Next is English and we insert a disk into our laptops with today’s lesson. We are then connected over the Internet with partners in Canada and prepare for a test before next week’s virtual field trip there. We are featuring some world news in our school broadcast tomorrow and so we research that on-line, too.

After our video broadcast is ready, the Technology Team and the Principal evaluate it. We earn great marks for it. We like to make our school the best it can be – Quality Students Perform! When the daily broadcast is on the air, all students can view it at the same time on their desktops and email their responses over our intranet. After that the principal comes on, gives birthday blessings, and the closing prayer. We check our laptop files for any homework and Internet events, and then leave school.

I head for home on my scooter, taking my friend along. We have a quick snack which Chris, my robot, has prepared. Then we get ready to go to the big game. My mom takes us to our friend’s house so we can use her Zap. A Zap is a new device that can take us to any place in the world in a second! Did you guess where the game is? The Zap is taking us to England for the ASCS basketball game. After being zapped to Liverpool, we show our digital tickets and watch a great game. Our team wins!

After the game, I get back home just in time to have supper with my family. I do my homework and then join the rest of the family in our pool that plays music under the water. Our pool has three diving boards, four slides and a wave maker. I set up my electronic closet for tomorrow, brush my teeth with a once a day pill, say my prayers, and then, hop into my Hydro Bed. A Hydro Bed is actually an aquarium that is most comfortable. It is so relaxing because of the fish that swim around underneath which gives a new kind of massage. I love my life seven years in the future.

Story compiled from essays of 6^th – 8^th graders.

6. Connecting to the School’s Learning Standards and School Initiatives

The institution must show how the technologies will be integrated into their curriculum, learning standards and goals, both over the near-term and the future. If this plan is a renewal of an existing Tech Plan, please note the progress and continuing efforts on earlier efforts at integrating learning technologies into the curriculum.

State and Federal Programs

Because of our poverty level certification, our staff and students continue to benefit from a number of federal and state programs that directly relate to and advance our use of technology. Through Title I funds our students continue to receive Computer Assisted Instruction using Computer Curriculum Corporation software that provides individualized programming, tracks progress, and generates individual evaluation reports that show gains in learning and provide diagnostic information. Title I funds continue to provide the part time services of a Computer Technician who maintains Title 1 student records and works with teachers in connecting student computer content to classroom instruction and materials. During the 2001-2002 school year, Title I funds allowed the necessary upgrade to keep pace with the requirements of improved software purchased from Computer Curriculum Corporation. Titles I, II, IV, and V funds have enabled the Technology Coordinator and classroom teachers to attend numerous conferences, workshops, and seminars with either a technology focus or technology components that have enhanced their professional development. In addition, Title II funds have provided several teachers with the opportunity to participate in Graduate Credit Workshops at Quincy University on Internet use and incorporating technology into such curricular areas as Math, Science, Reading, and Language Arts. We have participated in the federal E-Rate program since its inception, with discounts allowing us to access the World Wide Web and partially fund e-mail. Since the development of the Illinois Century Network, which has provided the school with virtually free Internet access since the fall of 2001, E-Rate discounts partially fund our telephone service and e-mail.

While available to other educational institutions, the following are not available to our school:

Ø Title, Part A: Capital Expenses

Ø Title I, Part C: Migrant Education

Ø Title II, Reading Excellence Act

Ø Title VI, Class Size Reduction Act

Ø Title VII, Bilingual Education

Ø Title VIII, Emergency Immigrant Education Program

Ø Title X, Part 1: 21^st Century Community Learning Centers

Ø Title X, Javits Gifted and Talented Program

State funding has supported our technology plan through a number of programs as follows:

· The Illinois Textbook Loan Program, which has allowed us to acquire dozens of software programs for the Computer Lab and the classrooms

· The Education Technology Competitive Grant, which provided four teachers with in-depth training on engaged learning and an opportunity to work cooperatively on incorporating technology within a thematic unit

· Participation in a professional development Consortium sponsored by the Regional Office of Education, with numerous opportunities for technology training

· Access to the Instructional Technology Training Center, also sponsored by the ROE, providing teachers with after-school and evening professional development on hardware and software

· Access to Quincy Public School District technology training opportunities at summer workshops and during the school year

· Participation in Project Next Generation, sponsored by the IL Secretary of State through the state Library System, which has given an assortment of income eligible and technology-inclined 6^th&7^th graders valuable exposure to new technologies in a community-based project

Community Programs

Quincy has a rich tradition of making available grants that enable technology to become an integrated part of the educational curriculum. Area grants that we have applied for and received are:

Altrusa Club

Tracy Foundation

Mercantile Youth Grant

Quincy Society of Fine Arts

Quincy Service League

Please refer to the E-rate Technology Plan Updates included in the Appendix C.

Connecting Standards

At first, technology was used mostly for remedial purposes in Math and Reading and for student research and information gathering in the upper grades for projects and performance assessments. The integration of technology into the whole curriculum has been an emerging process and figures largely in this updated technology plan. The addition of a Technology Coordinator to our staff has allowed us to focus more specifically on technology integration. This past year saw a clearer articulation of learner outcomes in technology as well as a broader exposure of our student population to video editing, Alpha Smart use, and hand-held technologies.

The following broad Technology Program Outcomes come from our ongoing Quality Student Performance work:

· Be comfortable using a computer.

· Be literate in computer terms.

· Be aware of the ethical responsibility of using technology.

· Possess basic input skills.

· Be able to use general computer applications (word processing, desktop publishing, spread sheet, Internet browser, etc.)

· Be able to use technical tools (scanner, CD-ROM, laptops, digital camera, handheld computer, etc.).

· Be able to access, process, produce, and present information using a computer.

· Be adaptable to technological change.

· Understand the importance of the computer in the workplace.

Grade-specific Computer Standards are provided in Appendix D.

Additionally, we at All Saints Catholic School have the following technological goals to guide us over the next 3 years.

Ø To increase availability of computers for in-class use and improve access to local and global resources by greater bandwidth.

Ø To integrate technology into our existing curriculum even further.

Ø To use technology to communicate within the global community in order to gain understanding and appreciation of various cultures.

Ø To provide all students with comparable technological experiences.

Ø To help students develop ethical values with regard to the use of technology.

7a. Community Involvement

Develop a chart or narrative that summarizes the school’s current reality in each area and compare it to where the school wants to be. This differences become the gap, to be filled, using the goals and strategies that focus on identified gaps and community awareness, involvement, benefits and home-school connection for both the educational and wider community for the duration of the technology plan. A process for on-going evaluation of how the technologies requested will meet and State and Federal learning and achievement goals is also outlined.

Goal 1: To provide classes for the school and parish community.

Current Reality

Gap

Time and Strategies

Person(s) Responsible

Cost

Funding Source

Expected Results

Data Collection and Method of Evaluation

Success Indicators

Classes in the fall and spring have been offered to adults each year. Classes have focused on beginning word processing and basic Internet. These classes have been offered to school parents & parishioners.

Classes for adults need to be offered on a frequent basis, including those for intermediate and advanced learners, and targeted to different age populations.

2004-2005 Survey parishioners and school parents to determine needs of technology life skills. 2004-2005 2005-2006 2006-2007 Provide adult technology classes at a minimal cost to the participants. Class subjects to be determined by the parish survey and suggestions for future classes from participants. Make use of student technology helpers in these classes.

Technology Teacher Technology Committee Technology Student Club

-$0- The expectation is that the classes and open lab times will generate a small amount of revenue to be used to cover any cost of copying and/or energy. Any surplus would be used for the technology program.

None Required

Exposure to the school’s resources will generate increased awareness, interest in, and support for the technology program and allow for networking with the broader community.

Pretest and posttest will be given to measure growth and provide feedback to participants. Evaluations at the conclusion of each course will be given to access value of offerings and elicit input on future offerings.

Number of participants Evaluation results Increased involvement by parents and parishioners

7a. Community Involvement (cont.)

Goal 2: To provide availability to the Computer Lab and its resources.

Current Reality	Gap	Time and Strategies	Person(s) Responsible	Cost	Funding Source	Expected Results	Data Collection and Method of Evaluation	Success Indicators
Some school parents and parishioners do not have computers or access to the Internet.	Access to the lab for those without computers and/or the Internet.	2004-2005 2005-2006 2006-2007 Provide school parents and parishioners open lab times for computer use and/or access to the Internet. Provide assistance, technical support, and one-on-one instruction as needed during open lab.	Technology Coordinator Technology Committee Student Technology Helpers	None	None required	Increased awareness of and interest in the use of technology. Increased support for the school’s technology program. Develop pool of adults for classes.	Evaluations of open lab experience with opportunity for suggestions.	Number of participants Evaluation results Increased involvement of parents and parishioners

7a. Community Involvement (cont.)

Goal 3: To communicate globally to increase awareness of cultural diversity and to broaden communication horizons.

Current Reality	Gap	Time and Strategies	Person(s) Responsible	Cost	Funding Source	Expected Results	Data Collection and Method of Evaluation	Success Indicators
Limited use of parish and school web pages and e-mail.	Expand the parish and school’s web pages to stimulate increased use beyond posting lunch menus and updating monthly calendar of activities. Increase use of e-mail to communicate with parents and parishioners. Expand use of e-mail beyond present limited adult use.	2004-2005 2005-2006 2006-2007 Keep the parish and school web page updated with current information. Expand school web page to include links for each classroom. Begin developing class web pages to provide information for parents, parishioners, etc. Develop e-mail communication between students and classes/groups beyond our school.	Technology Coordinator Teachers	None	None required	Parish/school web pages will be maintained with updated information. Expanded web pages with links will encourage increased use and communi-cation. Principal/Teachers/ /parents will communicate via e-mail. Parishioners will use web pages to stay informed.	Survey parishioners and school parents each year to assess usage of web pages and e-mail for possible changes in focus or application. Put a “hit” counter on the web page.	Increased use of e-mail and visits to websites Evaluation of results Increased involvement of parents and parishioners

7b. Engaged Learning

Goal 1: To foster student acquisition of needed skills and abilities for appropriate, effective, and competent use of technology.

Current Reality	Gap	Time and Strategies	Person(s) Responsible	Cost	Funding Source	Expected Results	Data Collection & Method of Evaluation	Success Indicators
Although our Technology Curriculum has been developed, its actual use is sporadic and concentrated in the lab and with upper grades. Sporadic integration with classroom curriculum.	Adherence to the Technology Curriculum already developed, including more integration into content areas, planned assessment of essential skills, use of portfolios for documenta-tion.	2004-2005 2005-2006 2006-2007 Development of portfolios beginning in Kindergarten, to document acquisition of essential skills in Technology Curriculum. In-services on Engaged Learning and developing lessons/projects that integrate technology into content areas. Development of additional Performance Assessments as evaluation tools.	Principal Technology Coordinator Teachers Technology Committee	None	None required Use of ROE, Quincy Public School District, and Quincy University resources	Tightening of stated curriculum and practice Teachers using technology more in the classroom Students developing more competency with technology	Survey teachers and students each year Incorporate technology use into teacher evaluation process	Classrooms will exhibit indicators of Engaged Learning Students will exhibit charac- teristics of the Six Essential Learnings, becoming information seekers responsibly using technology to communicate within and outside the classroom

7b. Engaged Learning (cont.)

Goal 2: To provide all students with comparable technological experiences.

Current Reality	Gap	Time and Strategies	Person(s) Responsible	Cost	Funding Source	Expected Results	Data Collection & Method of Evaluation	Success Indicators
All students Pre-8^th currently have computer lab access. Pre, K, 1^st in small groups, 2^nd-8^th for two 45 min. classes/wk. Open times available. 1^st- 8^th each has at least one classroom computer that is on-line.	Classroom use of computers needs to expand. Open lab times need to be better utilized to maximize student access to technology. Computers need to be added in Pre and K, upgrades added as new techno-logies surface.	2004-2005 2005-2006 2006-2007 In-services on Engaged Learning and develop- ing lessons/projects that integrate technology into content areas. 2004-2005 Acquire computers for Pre and K 2005-2006 2006-2007 Explore/acquire upgrades as needed.	Principal Technology Coordinator Teachers Technology Committee Principal Technology Coordinator Technology Committee	None $2,000to $4,000	None Use of ROE, Quincy Public School District, and Quincy Univ. resources Title II, Title V funds Parents & Friends Org. (PFO)	Students have expanded access to technology. Students have expanded access to technology.	Survey teachers and students each year. Incorporate technology use into teacher evaluation process. Survey teachers and students each year; assess needs for in-service.	Classrooms will exhibit indicators of Engaged Learning. Students will exhibit charac- teristics of the Six Essential Learnings, becoming information seekers responsibly using technology to communicate within and outside the classroom.

7b. Engaged Learning (cont.)

Goal 3: To help students develop ethical values in the use of technology.

Current Reality	Gap	Time and Strategies	Person(s) Responsible	Cost	Funding Source	Expected Results	Data Collection & Method of Evaluation	Success Indicators
The school has an Acceptable Use Policy for computers and Internet access that parents and students sign each year.	Students and teachers need ongoing guidance and accountability in regard to using technology appropriately and responsibly.	2004-2005 2005-2006 2006-2007 Provide ongoing instruction in appropriate use of technology and the Internet. Instruct in strategies when inappropriate sites or material appears.	Principal Teachers Technology Coordinator Technology Committee	None	None	Students and teachers will apply ethical values when using technology or the Internet and use appropriate strategies when encountering unwelcome material and/or sites.	Pre- and Post-tests for teachers and students on appropriate use of technology.	Observation of students responding appropriately to the encountering of unwelcome material/sites

7c. Professional Development

Goal 1: Provide training and updates on technology use.

Current Reality	Gap	Time and Strategies	Person(s) Responsible	Cost	Funding Source	Expected Results	Data Collection & Method of Evaluation	Success Indicators
Teachers’ personal and instruction-al use of technology is varied. Needs assessment has been done with no clear plan of action in place.	Need for some standard basic competencies and process for acquiring and developing skills for personal and instructional use of technology.	2004-2005 Assess teacher skills and needs in technology. 2004-2005 2005-2006 2006-2007 Provide in-services/ opportunities to attend workshops, seminars, etc., based on needs assessment results. Encourage use of ITTC and on-line classes with Adams Networks (school e-mail provider). Include technology skill development in teacher evaluation process.	Principal Technology Coordinator Technology Committee Teachers	None for in-services, ITTC (Instruc-tional Technology Training Center), or on-line classes. $1,000-$2,000 per year for outside workshops, seminars, etc.	None Title II, Title V, ROE, Adams Networks School budget	Teachers’ skills in technology will improve. Teachers will gain confidence in using technology for personal and instructional use.	Needs assessments, pre- and post- testing, classroom observation, and teacher evaluation process.	Teachers’ responses to surveys, post-test results, use of ITTC, on-line classes, attendance at workshops, etc. Teachers using technology for personal and instructional purposes.

7c. Professional Development (cont.)

Goal 2: To provide training on integrating technology into the curriculum.

Current Reality	Gap	Time and Strategies	Person(s) Responsible	Cost	Funding Source	Expected Results	Data Collection Method of Evaluation	Success Indicators
Some integration has begun, primarily in upper grades.	Teachers need training and planning time to integrate technology into curriculum.	2004-2005 2005-2006 2006-2007 Assess teacher needs and design a training plan, making use of ROE, QU, ITTC, AdamsNetworks, and other resources for workshops, seminars, etc. Provide opportunities for teachers to meet and plan with Technology Coordinator on integration into content areas, development of web quests, etc. Provide release time for teachers to visit other classes/schools for observation of technology integration efforts to aid in incorporating new learnings into their teaching assignments. Include technology integration into teacher goal setting and evaluation process.	Principal Teachers Technology Committee Technology Coordinator	$1,000-$2,000 per year $500/yr None None	Title I, II, V funds, School budget None – Principal will “sub” School budget	Technology integration will be used at all grade levels. Teachers will use technology in content areas, incorporating Engaged Learning principles into their instructional planning.	Annual needs assessment, classroom observation, and teacher evaluation results.	Increase in teachers incorporat-ing technology into their planning, exhibiting more innovative instructional practices, new curricular designs, and assessment techniques. Students will exhibit characteris-tics of Six Essential Learnings.

7d. Technology Deployment and Sustainability

Goal 1: To continue updating hardware and software and to maintain existing technology.

Current Reality	Gap	Time and Strategies	Person(s) Responsible	Cost	Funding Source	Expected Results	Data Collection & Method of Evaluation	Success Indicators
Computers in the lab vary in age from 1-5+ years old. Older lab computers have had memory upgrades to run current software. 1^st –8^th classrooms have 1 or 2 computers each, ranging from 3-5+ years old. Still using 3 Apple IIGS, computers as extras in primary classrooms. Computer Lab, Classrooms, school office, parish office all networked and on the IL Century Network.	A systematic plan for updating existing hardware and software and acquiring new items needs to be developed and implemented.	2004-2005 Purchase an LCD projector for instructional and professional use. Explore acquisition of a Smart Board and the feasibility/necessity for a wireless network and shared laptops. 2004-2005 2005-2006 2006-2007 Review technology annually to determine usefulness. Solicit bids and explore funding possibilities through federal/state grants, Parents & Friends Org., and private grants. Share technology needs in Family News, School Newsletter, and parish bulletin for possible donation or assistance.	Technology Committee Technology Coordinator Principal	$2,500 None Unknown None	Title V, Parents & Friends Org., school budget Title V, Parents & Friends Org. private grants, school budget	Better use of technology for instructional use. Students will have access to the latest technologies. Increased awareness of technology needs among stakeholders. Cultivation of possible new sources of support and/or networking.	Annual assessment of use of existing equipment and software	Increase in teachers using technology for instructional purposes. Students will exhibit more characteris-tics of the Six Essential Learnings.

7d. Technology Deployment and Sustainability (cont.)

Goal 2: To develop a plan for recycling/reusing technology.

Current Reality	Gap	Time and Strategies	Person(s) Responsible	Cost	Funding Source	Expected Results	Data Collection & Method of Evaluation	Success Indicators
We have no written plan for recycling /re-using technology. Current practice involves placing newly acquired computers in the lab and moving older ones into classrooms.	A plan is needed to guide decisions on recycling /reusing to provide most effective use of technology resources.	2004-2005 Develop and implement a recycling/reusing plan for technology resources. 2004-2005 2005-2006 2006-2007 Review annually the school’s recycling/ reusing plan of technology resources	Principal Technology Coordinator Technology Committee None	None None	None	More effective use of technology resources.	Needs assessment for development of plan. Annual review/ modification of plan as needed.	Use of plan.

Staff Development survey can be found in Appendix A-2.

Computer Standards can be found in Appendix D.

Hardware Inventory can be found in Appendix E.

Software Inventory can be found in Appendix F.

Electrician letter can be found in Appendix G.

Internal Connections Map can be found in Appendix H.

Illinois State Board of Education’s Six Essential Learning’s can be found in Appendix I.

9. Assessment and Evaluation

8. School Policies and Procedures

A process for review/adoption of school policies, procedures and guidelines for learning technologies.

Our present school policies can be found in our Personnel Handbook and our Parent/Student Handbook. These policies are congruent with the policies of the Office for Catholic Education, also printed in our Handbook. Internet Filtering is provided through We-Blocker. The Internet Safety Policy and Internet Filtering documentation for All Saints Catholic School can be found in Appendices J and K, respectively.

When the need for a new policy surfaces, this need is referred to the Policy/Planning sub-committee of the School Board. The committee recommends newly written or revised policies to the School Board, which approves or modifies policies for the Pastor’s consideration; the Pastor approves or disapproves these policies; our Principal implements Pastor-approved policies.

Our Staff Handbook contains our school’s philosophy, purpose and objectives. The Pastor must approve our philosophy, purpose, and objectives. He is the school’s governance at the parish level; at the diocesan level, the Bishop represents the school’s governance.

Our school has complied with the applicable federal and state laws regarding nondiscrimination by including this information in the Personnel and Parent/Student Handbooks. Statements are also printed in our August and September Church bulletins. All required State and Federal signs are posted in the school office area.

11. Communications and Marketing Plan

9. Communications and Marketing Plan

Describe how you plan to actively communicate your technology plan and to celebrate the successes with the community.

We will distribute out Technology Plan directly to all members of the School Board, Parents & Friends Board (officers), Finance Council, and Parish Pastoral Council. We will offer copies of the plan to any interested individuals through the Parish Bulletin, to school parents through the Weekly News, which goes to approximately 125 families, and to school visitors. We will provide information and updates about the plan in our development newsletter, Insight, which is sent three times a year to school families, parish families, grandparents, alumni, other schools, businesses and others in our database (approximately 1,000 recipients). We will post our plan on the school’s website at http://www.allsaintsquincy.org and our ISP’s page for area plans at http://users.adams.net/~techplan/ . Anyone who visits these sites may review it. We will at least annually provide progress reports on goals achieved and / or updates. In addition, we will use our daily local newspaper, the Quincy Herald-Whig, and our weekly Diocesan newspaper, the Catholic Times, to share newsworthy events or information related to our Technology Plan.

11. Appendices which define terms, gap analyses, inventories, artifacts, or any other documentation referenced in the Technology Plan.

A. Surveys of Parents, Parishioners, Staff, and Students

B. Free/Reduced Certification

C. E-Rate Technology Plan Updates

D. Computer Standards

E. Hardware Inventory

F. Software Inventory

G. Electrician Letter

H. Internal Connections Map

I. Six Essentials of Learning

J. Internet and Electronic Mail Policy

K. Filtering Certification

L. Glossary of Terms