Technology Plan
For

Farwell Area Schools

Address:  371 Main Street

District Code/School Code:  18020

City:  Farwell, MI  48622

County:  Clare

Telephone:  989-588-9917

Fax:  989-588-6440

Superintendent:  David Peterson

ISD:  Clare-Gladwin RESD

Technology Plan Start Date:  July 1, 2008

Technology Plan End Date:  June 30, 2011

Technology Plan Contact:  Kevin Kickbusch

Official Title:  System Administrator

Address:  371 E. Main Street

City:  Farwell, MI  48622

Telephone:  989-588-9917

Fax:  989-588-6440

kkickbusch@farwellschools.net

Technology Director: Ken Chinavare

Official Title:  Technology Director

Address: 4041 E. Mannsiding Rd.

Telephone:  989-386-3851

Fax:  989-386-3238

kchinavare@cgresd.net

 

URL of District Educational Technology Plan:  http://www.farwellschools.net/reportspolicies/Tech Plan 2008.pdf

Cover Page-Section 1

Check

Cover Page Requirements

 

District/school name, address, phone number, and district/school code number

 

Start date of plan (month, year)

 

End date of plan (month, year)

 

Contact person for plan including phone number, fax number, and email address

 

Intermediate School District name

 

The URL for the location of the technology plan on the web is indicated

 

Introductory Material – Section 2

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Introductory Material Requirements

 

Mission:  The introductory section includes the district/school mission statement (from the school improvement plan).

 

Introduction:  The introductory section includes a short description of district/school background and demographics including size, number and level of buildings, number of teachers and students, socioeconomic status, et.

Farwell Area Schools Mission Statement:
THE MISSION OF FARWELL AREA SCHOOLS IS TO PROVIDE AN APPROPRIATE EDUCATIONAL PROGRAM AND LEARNING ENVIRONMENT WHICH WILL EFFECTIBELY MEET THE EDUCATIONAL NEEDS OF ITS STUDENTS AND HELP THEM ACCOMPLISH SIGNIGICANT EDUCATIONAL GOALS.

Introduction:
Farwell Area Schools, a rural district in Mid-Michigan, is in the final stages of completing the work for the bond that passed in 2005.  A new gymnasium and Cafetorium has been built to join the existing High and Middle Schools.  The bond also provided two new Kindergarten classrooms as well as updated Middle and High science labs along with other needed updates.  Technology was also part of that update with some updates done to the infrastructure that now provides data being passed in a well-organized fashion.  During the 2007-2008 school year, the Elementary will be completing the grant that refurnished the library.

Farwell has a graduation rate of 83.3% and a drop-rate of 7.1% in the 2002-2003 school year.  In 2003-2004 school year Farwell had spent an average of $7,593 per student.  That is the last school year that data was available for.  Farwell has four buildings.  The district education buildings include a Kdg-4th grade elementary school with 603 students, a 5th – 8th grade middle school with 509 students, and a 9th – 12th grade high school with 401 students.  Additionally, Timberline, an alternative high school serves 40 students.  In 2004, Farwell’s student body was primarily white (96.4%).  Farwell has 97 teachers and 1553 students.

Farwell is an economically disadvantaged area with a combined free and reduced lunch count of fifty-seven point seven percent.  Seventy-seven percent of its adult population has a high school diploma and seven point nine percent have a bachelor’s degree.

 

Vision and Goals – SECTION 3

Check

Vision and Goal Requirements

 

Vision:  A broad vision is articulated for the district/school technology program

 

Goals:  Broad, general district goals are established that reflect expectations of how technology will be utilized within the district.  These might include:

  • The district’s intent to highly integrate technology into teaching and learning;
  • The relationship of the goals to the long-term vision and the district mission;
  • Realistic strategies on how technology will be used to improve student learning and achievement;
  • A description of how the goals address the objectives of the school improvement plan/strategic plan.

Vision:
FARWELL AREA SCHOOLS TECHNOLOGY VISION IS TO PROVIDE ALL STUDENTS AND SCHOOL PERSONNEL WITH TRAINING, ACCESSS AND ASSISTANCE SO THAT EVERY STUDENT HAS COMPETENCY IN BASIC TECHNOLOGICAL SKILLS AND IS A TECHNOLOGICALLY LITERATE CITIZEN.

Goals:
Farwell Area Schools believe that technology is an integral part of the educational and work experience for their students and staff. Farwell Area Schools technology includes integration with district academic goals and school improvement programs as well as occupational skill standards. We are committed to making technology available to all students and staff and have developed goals for Farwell Area Schools using the following documents:  State of Michigan Five Year Technology Plan, National Educational Technology Standards Project, and Michigan Curriculum Framework.

     Therefore we have:

Strategies that are based in research and that integrate technology into curricula and instruction for purpose of improving student academic achievement and a timeline for this integration as it relates to the district mission and school improvement/strategic plan.


I. CURRICULUM


A.  Curriculum Integration – Section 4

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Curriculum Integration Components

 

1.  Specific goals are aligned with state or national standards for using advanced technology to improve student academic achievement. (These goals should be “concrete and measurable.”

 

2.  Strategies describe how the technology will be used to improve the academic achievement, including technology literacy, of all students.

 

3.  A description is provided on how the district will identify and promote curricula and teaching strategies that integrate technology effectively into curricula and instruction.  (Could include specific promotions and targeted audiences.)

Farwell Area Schools worked to incorporate concepts and ideas from state and national standards to improve student academic achievement. Those resources include: Michigan Curriculum Framework, Michigan Curriculum and Standards, MI CLIMB, Michigan Technology Staffing Guidelines, National Educational Technology Standards for Students, National Standards for Technology in Teacher Preparation, Technology Standards for School Administrators, Instructional Technology Across the Curriculum (ITAC), the Michigan Department of Education Sample Technology Plan Template and the Michigan Career Pathways program.

A-1.  Specific Goals

Upon reviewing and working with the above documents Farwell has developed the following goals that are aligned with national standards and are concrete and measurable:

Goal 1

 

 

The use of technology will meet the diverse learning needs of our school community...

 

This will be evidenced by:

 

 
  • increased individualization of learning
  • increased accommodation of different learning styles
  • Coordination of standardized texts, curriculum and technology
  • expanded opportunities for making choices about learning

Goal 2

 

 

The use of technology will provide educational and operational efficiencies...

 

This will be evidenced by:

 
  • a reduction in the time spent recording and processing data
  • an increase in time devoted to instruction
  • improved information gathering
  • improved assessment capabilities
  • improved communication capabilities among and between teachers, students, administrators, and parents

Goal 3

 

 

The use of technology will produce technologically literate citizens...

 

This will be evidenced by:

 
  • assessments of student proficiency
  • observations of teachers' and administrators' proficiency (see ISTE standards and benchmarks).
  • regular, observable application of skills to achieve or complete specific tasks
  • successful completion of benchmark demonstrations

Goal 4

 

 

The use of technology will be an integrated part of the learning environment...

 

This will be evidenced by:

 
  • the existence of operational automated resource retrieval systems in each building
  • increased use of operational electronic resources in classroom instruction
  • operational distance learning capabilities in each building
  • operational network connections in each classroom
  • benchmark opportunities for every child to demonstrate proficiencies and produce technology-based projects

Goal 5

 

The application of technology will be evaluated and updated on a continual basis...

 

This will be evidenced by:

 
  • the creation of a standing technology oversight committee including technology instructors and media specialists from local school districts.
  • periodic reports to the superintendent on the implementation of the technology plan
  • development of a method of identifying emerging needs
  • development of a procedure for maintenance, acquisition, and replacement of technology
  • development of a plan for ongoing training and support
  • implementation of a system for gathering feedback from all members of the school community

 

A-2.  Strategies

FARWELL AREA SCHOOL students are offered a full K-12 technology curriculum.  The curriculum supports technology through basic technology classes and integration into all subject areas of instruction.  Integration includes, but is not limited to, the subject areas of math, science, social studies and language arts.  Farwell Area School K-12 students are also offered the opportunity to enroll for online/distance learning classes from an accredited university or the Michigan virtual high school program of their choice. This gives students from our extremely rural school district the opportunity to be challenged with convenience and without the expense or schedule conflicts. Our goal within this technology plan timeframe is to have each student have the opportunity to take an online course in their high school career.

A-3.  Integration of technology into curricula and instruction

Farwell has developed district and building technology teams that discuss, survey and develop appropriate goals for students and staff.  This team reviews the processes that identifies appropriate curricula, teaching strategies and professional development that emphasizes technology integration into the core and enrichment subject areas.

B. Student Achievement Section 5

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Student Achievement Components

 

A description on how technology (including software and electronically delivered learning materials) will be integrated into curricula and instruction.  The information described here could include:

  • Specific examples from within content areas and/or grade levels;
  • Or if desired, the full curriculum describing the technology integration within the curriculum (OPTIONAL).

 
  • A timeline for the technology integration into curricula and instruction is included.

 

B-1 & 2.  See Appendix A – Technology Curriculum

B-3.  Timeline for Technology Integration

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

 

C. Technology Delivery – SECTION 6

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Technology Delivery Components

 

Internet, interactive video, on-line courses, and /or other appropriate technologies for distance learning are presented in terms of how these technologies are currently being used to access “distant resources” or might be used in the future to enhance instruction and increase student achievement.

C.  Farwell Area School high school students are offered the opportunity to enroll in online/distance learning classes from an accredited university or the Michigan virtual high school program of their choice. This gives students from our extremely rural school district the opportunity to be challenged with convenience and without the expense or schedule conflicts.  Farwell Area Schools has entered into contracts that provide high speed Internet, interactive video, video streaming, on-line courses, and/or other appropriate technologies for distance learning.  Teachers and students utilize such web locations as “Atomic Learning,” and “United Streaming.”  They use video segments, tutorials, and interactive video for enhancing curriculums and student learning activities.  Professional development will continue to increase the utilization of these technologies.

 

D.  Parental Communications &Community Relations – SECTION 7

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Parental Communications & Community Relations Components

 

1.  A description is included on how the educational technology plan will be disseminated to the community.

 

2.  Additional means of how technology will be used effectively in communicating with parents and promoting parent involvement are identified.  These might include web sites, printed materials, and teacher meetings.

 

3.  Some parents and other community members are represented with involvement, contribution to the planning stages, the implementation, and the ongoing assessment of the technology plan.

D-1.  Farwell Area Schools operates a web site at http://farwellschools.net.  This site is in its infancy during the 2004-2005 school year.  In addition to providing links to this technology plan the web site also provides links and web sites for the elementary school, the middle school, high school, band and library web pages.  These pages all have links that include links for parents to use.  This year business cards were passed out to parents that had the school’s web site and parent access information.  Business cards were printed for staff members and email address of all teaching personal were provided via the web sites.  In addition paper copies of the Technology Plan will be available in administrative offices

D-2.  The beginning of the 2005-2006 school year will find newly rebuilt school web pages that include areas for daily updates, events and special interest items.  Additionally, effort will be placed on extending the communities knowledge about the school district’s websites and changes made.  Parental, staff and community meetings will also me used to distribute school district/community information.

D-3.  Through the parent access program the school district has become aware various parents that are technology literate as well as others that are interested in improving technology for Farwell’s student body.  They will be contacted to review this document and to assist in the evaluation process of technology in Farwell Area Schools.

E.  Collaboration – SECTION 8

Check

Collaboration Components

 

A description of how the technology program will be developed in collaboration with adult literacy service providers (i.e., Adult Ed, GED certification programs, ESL) is included.  This description should reference “existing” and /or “proposed collaborations.

 
  • Proposed (future) collaborations should be accompanied by a timeline.

 
  • If Not Applicable, include a brief statement explaining the rationale of why it is not applicable for the district, then enter N/A in the page number area.

 

E-1&2.  Farwell students and adults will have the opportunity for exploration, evaluation, and use of technology to work independently and cooperatively to solve problems and to take responsibility for their own learning at Farwell Area Schools. The community student and adult population will acquire, analyze, and organize information to improve student performance and raise test scores. Students and adults will learn to communicate effectively and learn to assume leadership roles. Resources, such as software, Internet connections and card catalog, will be shared.

Farwell Area schools has worked with Renosol Corporation to provide training to their staff in the use of computers systems and Microsoft Office. We also work with individual community members who request tutoring and resume help. Farwell Area High School hosts an annual Career Fair that provides opportunities using technology.

Farwell Area Schools has participated in many programs that involved collaboration with other agencies for technology and technology training resources. Some of those agencies include: Senior Citizen Training through a grant received from our local career preparation program at Clare-Gladwin Regional Education Service Center, Clare-Gladwin Regional Education Service District and Gratiot-Isabella Regional Education Service District.

FARWELL AREA SCHOOLS will be offering basic computer literacy courses. Theses courses will be publicized through community agencies including adult literacy groups. In addition community members would be able to access outreach programs, grading and attendance information of their students through any Internet connected computer by visiting the school district’s website http://farwellschools.net.  Retired technology equipment is offered to community members via public fundraisers.

Time line for Collaboration with Adult Literacy Agencies

Fall 2005

Develop List of Adult Literacy Groups

 

Create Survey for Needs

Spring 2006

Contact Groups and Survey Needs

 

Compile Survey Results

 

Report Needs to Groups

 

Report Possible Solutions

Fall 2006

Implement Solutions

 

Spring of 2006, 2007, 2008, 2009, & 2010

Be Included in Groups Information Dissemination System
Rotate through above sequence each year

II. PROFESSIONAL DEVELOPMENT

 (Links to various state and national standards web sites can be found at http://techplan.org
** Required by NCLB Legislation and the FCC E-rate program.

 

 

 

F. Professional Development – SECTION 9

Check

Professional Development Components

 

Professional development strategies are in place to ensure that ALL staff and administrators are made aware of how to use available technologies to improve student learning.

 

An indication is provided that the professional development offerings should set the groundwork for integration rather than a narrow focus on skill development.

 

A timeline for the implementations of various types of professional development training is included

 

Awareness is indicated of state and national standards addressing technology competencies for teachers, administrators, and other relevant educators.

Staff will be provided with a “check-off” survey that will give an indication of needed skills and degree of awareness, technology components available, and the location of those components.  The technology team will periodically review the check out calendars to access the use of available technologies.  Building study teams will be used to integrate additional professional development as needed.

Timeline for Implementation of Professional Development

Early Fall 2005

 

Fall 2005 and Winter 2006

 

Spring 2006

 

2007, 2008, 2009 & 2010

Survey Staff
Groupwise Training
Skyward Gradebook Training
Provide follow-up workshops to Groupwise & Skyward
Provide Workshop that Survey Results indicated were necessary for basic skills.
Provide Intermediate and Advanced skill workshops
Survey staff for skill level and degree of technology integration
Provide additional workshops and professional development activities based on results of survey, help requests, and observations
Repeat sequence each year (survey, workshops, follow-up workshops, evaluation)

The district technology team has reviewed and used the documents listed at http://techplan.org for the creation of a curriculum and professional development plan.  They will be involved in team meetings throughout the year focusing each team on the appropriate state and national standards required by teachers, administrators and other relevant educators.

II. Professional Development


G.  Supporting Resources – SECTION 10

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Supporting Resources Components

 

The plan describes a variety of resources that are utilized to support the entire technology program.  Examples:

 
  • District policies;
  • Manuals and printed materials;
  • Video lending library or access to REMC materials;
  • Informational school web site;
  • Instructional/.training software;
  • Online subscription services;
  • ISD, RESA, REMC support;
  • Higher education involvement/support;
  • Other resources

 

This document has utilized the School Board Policies and Acceptable Use Policy.  It has used: ISTE documents, regional model school district techplans and curriculums, the state techplan and previous district techplans.  The technology team and teachers also utilize the REMC 5 video lending library WebMax and the United Streaming website.  Farwell maintains a district website with links to many local, state and national resources.  Our technology staff and teachers for training of students and as a professional development tool frequently use atomic Learning.  The district takes advantages of the resources that the ISD, RESA, REMC offer including the Michigan Electronic Library, OCLC and all of its online subscriptions.  Some teachers are on advisory committees for the local community college and take advantage of its resources.  Many other staff members are enrolled in various colleges and university courses that provide a well of resources to Farwell Area Schools.  Other resources include community members, family, and corporate contacts.

III.  INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND SOFTWARE


H.  Infrastructure, Hardware, Technical Support And Software – SECTION 11

Check

Infrastructure, Hardware, Technical Support And Software Components

 

A description of the current status of hardware, software, network infrastructure, telecommunications, and other technology services in the district is provided.

The plan includes a description of the hardware software, network infrastructure, telecommunications and other services that need to be acquired to improve instruction and student learning.

Basic strategies for ensuring the interoperability of equipment are provided. (Plans for continuous upgrading and a timeline for technology acquisitions should be included.)

The plan includes a description of the technical support that is available within the district

Farwell Area School’s description and current status insures all present computers are IBM compatible and use Microsoft Operating Systems.  They are networked together on an Ethernet network.  Each building is connected by fiber optic cable utilizing gigabit speed switches and has at least one file server each (10 servers total) dedicated to students, administrative services, web services, library services, academic software, and parent access.  School district policy dictates the purchase of only IBM compatible computer systems and Microsoft operating systems.  Farwell Area Schools is in the process of updating all of its network hubs and switches.  Clare-Gladwin RESD, is one of the districts in Michigan that will have access to Internet II. The RESD provides 2 – T1 (2 MB) lines through one carrier and a DC3 (45 MB) through another carrier.  Farwell Area Schools has addressed gig-speed connectivity among the district’s three student buildings, (elementary, middle, highs schools) providing 100 base T network backbone to all classrooms.  Each classroom has a computer and Internet as well as access to the school’s student and grade database.  See the following Appendix B (Building Layout.pdf) and Appendix C (FarwellNetwork.pdf) for graphic layout.

Basic strategies for ensuring the interoperability of Farwell Area School’s technology and phone systems are included with the school improvement plan.  The plan and millage will provide technology to additional science labs, gymnasiums, and a cafetorium.  Additionally the millage will place a phone in every classroom.  The district is planning to improve its security and backup systems.  Security cameras and power systems that would maintain the phone and computer network in time of crisis will be added with the millage funds.  See Appendix D for (District Goals.doc).

Farwell Area Schools technical support team has included a full-time network specialist.  Farwell has also contracted with Clare-Gladwin RESD to provide a quarter-time computer technician and a network consultant on an as needed basis.  Farwell has taken steps to improve technical support in the 2005-2006 school year by adding a media information technology coordinator and three technical support personnel.  These four individuals will help with minor technical problems, setup of hardware required for technology integration, and assist in the everyday aspects of using technology as a learning tool for both students and teachers.

III.  INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND SOFTWARE


I.  Increase Access – SECTION 12

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Increase Access Components

 

The plan addresses the steps that will be taken to ensure all students and teachers have increased access to technology (examples of issues to be addressed might include assistance o students in high-poverty and high-need schools or to students needing assistive technologies)

Steps that Farwell Area Schools will be taking to ensure all students and teachers have increased access to technology include increasing the wired and wireless connectivity access points for the student lounge areas and classrooms in both the elementary and high school buildings.  Additionally the middle school and high school has been working hard to increase the number of class offerings available to all students.  The elementary school is opening their computer lab for teacher sign up with the assistance of a skilled technical support person who will help the classroom teacher with implementation of their technology lessons.  These additions will provide increased opportunities for 40-60 percent of our student population who participate in the free or reduced lunch program.

IV.  FUNDING AND BUDGET


J.  Budget and Timetable – SECTION 13

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Budget and Timetable Components

 

Budgets are detailed annually (2003-04, 2004-05, 2005-06) for each year covered by the plan,  Items budgeted for might include:

  • Salaries and benefits;
  • Hardware and networking costs;
  • Maintenance and service Costs;
  • License agreements;
  • Software and curriculum support;
  • Professional development;
  • Technical support;
  • Other areas as required by the technology plan

Farwell’s budget (Appendix E) and timetable (Appendix D) are included. These two appendices provide a five-year budget and a time line that indicates when the events are scheduled to occur.  Our yearly budget is approximately $99,000 a year and doesn’t include salaries, benefits or Internet connectivity.

IV.  FUNDING AND BUDGET


K.  Coordination of Resources – SECTION 14

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Coordination of Resources Components

 

A financial plan for long-term investment and sustainability, including coordination and leveraging through local, state, and federal programs and/or grants has been developed.  (Sources of alternative funding resources are identified here.)

Farwell Area Schools has leveraged their money by finding many outside sources.  Farwell partners with other area school districts for technical support and services.  In addition Farwell utilized the Governor’s Teacher Technology Initiative (1999) and won a grant for a technology literacy (2001).  More recently, 2004, the high school library received a Alden Dow Foundation grant for remodeling the library, and adding computer workstations.  In the spring of 2005 the middle school received the same grant for another library renovation and additional automation.  Most recently the high school received a matching funds grant that will help pay for the file server required for the library automation system.

V.  MONITORING AND EVALUATION


L.  Evaluation – SECTION 15

Check

Evaluation Components

 

A general description of the process by which the evaluation will be conducted is included.

The evaluation section indicates what measures will be used and how success will be determined.
The plan indicates the following:

  • Frequency of evaluations;
  • Persons responsible for evaluations;
  • Strategies describing how unmet goals will be addressed.

Farwell Area Schools evaluation process includes surveying of staff, community and students.  Farwell has area technology coordinators and curriculum experts review network systems and documents.  The survey results and reports are tallied and reviewed by the technology committee and responses are sent to administrators, the superintendent, and school board.  Future plans include having an independent review of Farwell’s technology systems and program.

These yearly evaluations will be the responsibility of the Media Information Technology Coordinator (MIT Coordinator).  The MIT Coordinator will be responsible for creating a time line and generating a yearly report of results for the school board in June of each year.  The technology committee will review the report and make recommendations for unmet goals and solutions.  These improvement recommendations will be sent to the superintendent and the school board will address the unmet goals.


 

 

            Elementary School Goals

Middle School Goals

High School