Vision/Leadership

Where we are:

• Know there is a vision but less than half feel they did not have an active part in its development.  (Implementation of vision is inconsistent across the curriculum.)

• Everyone has a part in the vision of where we are going with technology.  Incorporate productivity tools such as word process across the curriculum as it relates to the vision/mission.

• Staff meeting that revisits the vision/mission
• Develop a process that facilitates the staff in revisiting and implementing the vision
• Weekly discussion on each Wednesday 3-4:00

• Time
• Facilitators
• Research Data
• Finances

• Word '97
• PDF

Learning Community

 Where we are:

• Internal - Website, email, internet
• External – websites and email communication possible

• Internal – establish email for entire staff
• External – all classrooms with website and voice mail for homework, encourage parent usage of email

• Receive and communicate with
• District –district implementation
• Volunteer to pilot
• Provide a place on registration form for parent email address

• Time
• Training –internal and external

• Word '97

PDF

Where we are:

• Have the training on examining, evaluating, and drawing conclusions about IGAP and CRT date
• Library is almost automated
• Some use technology for grade management
• Some use technology to communicate needs of organizational structures

• All staff able to easily and electronically develop classroom profiles for assessment results; IGAP and CRTs
• All staff has email access so information can be shared internally
• Take advantage of library automation capabilities i.e.: access resources at the University, community, and Central Illinois level
• Make organizational changes based upon academic profiles of student’s i.e.:  (everyone has a small reading group in the building concentrating on skills designated by classroom profiles.)

 

• Finish automating the library
• District supported interactive software for data management

 

• Time
• Training
• Software
• Finances

• Word '97

PDF

Where we are:

• Forced 100% integration with project
• Majority has some knowledge an application

• 100% integration of the Technology curriculum in all classrooms
• Work together collaboratively

• Grade level opportunities where teachers brainstorm and develop concepts

within the curriculum which lead to the integration of the Tech.
• Curriculum areas.
• Establish benchmarks for projects

 

• Finances
• Time
• Develop Collaboration

• Word '97

PDF

Infrastructure

Where we are:

• Banks of computers in some classrooms.  Three aging computer labs (2 of which hardware is not supported.)  Cluster Macintosh Power Macs
• Mini “cluster” in Learning Center.  Two labs with Internet access and some classrooms.  Insufficient wiring/drops.

• Every teacher/staff member with their own drop-1/3 of certified staff to get drop.
• Current banks of computers in all classrooms.
• Replace aging lab in Learning Center.
• Adequate peripherals to support curriculum.
• Technical support in timely manner.
• Updated wiring closet.
• Video conferencing
• Voice Telephones in each classroom
• Automated lunch program that interfaces with the library automation system

• Communicate our needs to the District
• Align budgets
• Involve staff in decision making and responsibility for spending
• Secure grant funding

 

• Time
• Money
• Technical Support
• Training for voice and video incorporated into pilot program
• Clear communication from the District Level of expectations at the building level

• Word '97

PDF

 Where we are:

• Every classroom has completed a Technology Project
• All kids have been Internet licensed
• All students have experienced the Internet
• A few use technology to assess curriculum
• Some use the Internet and CD-ROMs as a source of information
• No use of technology in problem solving

• All classrooms use all three components of R.A.P.
• Combine R.A.P. with authentic problem solving
• Educate ourselves about the District website
• Powerful Learning and teaching strategies other than whole class
• Work together collaboratively

• Work on benchmark three- “Develop a ‘discipline with dignity cadre whose mission is to research develop and present process that will inform the Wilson community about the ‘key’ components which will facilitate discipline with dignity.”
• R.A.P./Institute projects
• All classrooms have Internet access
• Improve Internal Communication
• Set norms and meeting times for collaboration

 

• Finances
• Connected to the WEB
• Time

• Word '97

PDF

Where we are:

• Extended Day program
• Informal Tech Kids
• Some community classes
• Open lab
• Junior Webmasters

• Provide for a variety of Community Classes
• Formal Techie Program
• Comprehensive Extended Day Program to meet identified individual student needs

• Formal Techie Program
• Identify and locate software for Extended Day
• Clarify and expand the purpose of Extended Day
• Provide Extended Day training for tutors

 

• Time to communicate and train
• Finances

• Word '97

PDF

Where we are:

• All staff feels they have some training in utilizing technology
• Most staff have had a mixture of technical and implementation into the curriculum training
• Most feel they would like training in small groups
• Most feel that there is some improvement in instruction

• Everyone actively integrating technology in a problem solving environment
• All staff involved in continuous training

• We need a building training program that focuses on integration of technology

• Time

• Word '97

PDF

Support/Resources

Where we are:

• Two trouble shooters in the building
• Fund raiser money for technology
• Waste money on supplies

• Process that allows for long range planning
• Communication between District level decisions and building
• Intranet building email capabilities
• More resources for trouble shooting

• Needs
• Skills and grant writing
• Everyone on line
• Re-establish students as “Techies”

• Finances

• Word '97

PDF