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Pekin
Public School District 108 is committed to a technologically
integrated working environment for all students
and staff. The environment must include:
- Appropriate
technological tools and skills.
- Easy
access and continuous support, training and
time.
- Efficient
infrastructure for connectivity.
- Continuous
updating of district and buildings’ technology
plans.
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ISBE Tech Plan
Building
Tech Plans
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Top | Vision
| Instructional
Management | Learning
Community | Technology
Curriculum |
|
Infrastructure | Classroom
Integration | Projects
& Activities| Training
| Support & Resources
|
- A
school district must have a clear vision of
how the tools of technology can be used to improve
teaching and learning.
- It
is through visioning that we translate possibilities
into goals, goals into plans, and plans into
actions.
- The
capacity of the school/district, through leadership
to operate from a shared vision of technology
that is
- characterized
by the belief that a comprehensive, integrated
approach to technology-enriched teaching and
learning
will improve student performance must be an
indicator for success.
Approach:
Optimal
-
A process exists for vision and leadership
that results in a technology-enriched teaching
and learning environment to improve student
performance.
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The district strategic plan and building plans
provide statements of philosophy, policy,
beliefs and goals, as well as specific action
plans with measurable objectives.
-
A process exists to re-evaluate and refine
the plans based upon both collected data and
discoveries and possibilities that were not
built into the original plan.
Implementation: Proficient
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The vision and leadership processes and plans
are communicated and understood by those affected.
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Resources have been allocated to accomplish
the plans.
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Sources of documentation for implementation
of the vision and leadership are clearly outlined.
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There is consistency and coordination of activities.
Results: Beginning
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The district was recognized at both the state
and national level for their vision and leadership
in technology integration.
-
Evidence of improvement in student performance
attributable (in part) to the technology is
found in anecdotal data.
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Top | Vision
| Instructional Management
| Learning Community
| Technology Curriculum
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Infrastructure | Classroom
Integration | Projects
& Activities| Training
| Support & Resources
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- Technology
can help teachers spend less time managing instruction
and more time actively engaged
- with
instruction. Easy access to student performance
data improves instructional decisions and expands
- instructional
opportunities. The capacity of the school/district
to use technology for information
- management
to support its educational planning processes
is an indicator for success. This includes
- tools
for gathering, sharing, analyzing, synthesizing,
and presenting relevant data in a timely way
in order
- to
determine the needs of students and/or the organization,
the changes that should be
- made,
and measuring results.
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Top | Vision
| Instructional Management
| Learning Community
| Technology Curriculum
|
|
Infrastructure | Classroom
Integration | Projects
& Activities| Training
| Support & Resources
|
-
 
- The
power of connecting the home to the school and
all to the community resources presents new
ways to
- communicate,
educate, service, market and entertain. The
school becomes a virtual community without walls.
- It
fosters collaboration and citizenship through
partnerships with community agencies and business.
The degree
- to
which technologically-based communication systems
(voice mail, web-sites and video networks) help
- teachers,
administrators, student and other staff within
the school district and with the broader community
- (parents,
outside experts, universities) exchange appropriate
information about topics that affect teaching
- and
learning, student performance, successful practices,
and available resources must be an indicator
for success.
Communication Within the School System
Communication
– With the Broader Community
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Top | Vision
| Instructional
Management | Learning
Community | Technology
Curriculum |
|
Infrastructure | Classroom
Integration | Projects
& Activities| Training
| Support & Resources
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- Everyone
needs to have word processing, keyboarding,
multimedia, e-mail and Internet skills.
- It
cannot be limited to those who have the resources
to afford it. It must be offered equitable
- until
everyone has sufficient access and tdraining.
Our public schools are the best vehicle to
- teach
every child these skills. The capacity of the
school/ district to make students and staff
- technologically
literate and to integrate their skills in the
context of meaning teaching
- and
learning is an indicator for success.
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Top | Vision
| Instructional Management
| Learning Community
| Technology Curriculum
|
|
Infrastructure | Classroom
Integration | Projects
& Activities| Training
| Support & Resources
|
-
 
- A
well designed infrastructure enables the tools
to be accessible, functional, and user-friendly.
- Our
infrastructure design utilizes a fiber option,
ATM backbone to allow for the transfer of voice,
- video
and data across one network. It connects the
homes to the schools, the schools to one
- another,
each to the resources of the community and all
to the Internet. The capacity of the
- school/district
to build and maintain a reliable, flexible,
and high quality technological
- infrastructure
in which there is appropriate information security
and which is easily available
- to
all students and staff whenever and wherever
needed is an indicator for success.
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Top | Vision
| Instructional
Management | Learning
Community | Technology
Curriculum |
|
Infrastructure | Classroom
Integration | Projects
& Activities| Training
| Support & Resources
 
- The
best use of technology is when it can be integrated
into instructional tasks. It helps
- to
spark incredible discussions; it is a powerful
chalkboard", it creates dazzling presentations;
- it
provides individualized learning experiences;
it provides opportunities to research,
- analyze,
construct and present information.
- The
capacity of the school/district to provide paths
for learning that integrate
technology in the curriculum and give curricular
opportunities for students, to gather,
analyze, and present information in order
to acquire and produce knowledge is an indicator
for success.
- The
capacity of school/district to use technology
to help teachers facilitate learning
by developing and sharing a repertoire of
instructional techniques that can be customized
based on learner needs and an opportunity
for teachers and students to share instructional
roles is an indicator for success.
- The
capacity of the school/district to use technology
to employ a variety of methods that
assist in evaluating student learning as
defined by local, state, and national standards,
in order to continuously improve instruction
is an indicator for success.
Teaching
and Learning: Integration with Curriculum
Approach:
Exemplary
Teaching
and Learning: Instructional Strategies and Techniques
Approach:
Exemplary
- There
are comprehensive plans and processes in place
to support the systematic use
and integration
of technology which promote effective instructional
practices.
- The
processes are periodically reviewed and refined.
Implementation:
Proficient
- Up
to 50%)of teachers use several applications
of technology regularly in their
repertoire of instructional
practices and informally engage in sharing these
practices.
- Some
students begin to take on instructional roles.
Results:
Beginning
- There
is a growing feeling among students that their
ways of learning are being better met.
- Teachers
indicate some success with new instructional
practices.
- Evidence
of improvement in student performance (in
part) attributable to the
instructional use
of technology is found in anecdotal data.
Teaching and Learning: Assessment
of Student Learning
| Top | Vision
| Instructional
Management | Learning
Community | Technology
Curriculum |
|
Infrastructure | Classroom
Integration | Projects
& Activities| Training
| Support & Resources
|
-
 
- It
is important to offer staff and students opportunities
to experiment and be pioneers in
- inventing
new applications. Many activities are offered
as an extension to the school day
- and
school year. Beta projects, mentoring opportunities,
tech clubs, and summer camps
- are
part of the offerings. The capacity of the school/district
to provide opportunities for
- staff
and students to experiment with technologies
to enhance teaching and learning to
- extend
the vision is an indicator for success. Opportunities
and resources must be available
- beyond
the school day and year to provide for the research
and development necessary
- to
make the investment sound.
Approach: Proficient
- There
are sound plans and processes in place to
assure that staff members
and students interested in going beyond
the regular opportunities offered to all are
available.
- Applications
procedures and processes are in place to provide
qualifications,
specifications, expectations, incentives,
and responsibilities to allow for selection
of students and staff in these projects
and activities
- These
processes are reviewed periodically with the
association and participants to update.
- Opportunities
are expanded each year.
- Fellowship
opportunities were recently developed to extend
staff involvement.
These connect strategic planning initiatives
with research and development
to provide for experimentation and innovation.
Implementation: Beginning
- Up
to 25% of the staff are involved in projects
and activities beyond the normal day and year.
- Resources
have been allocated to provide for the incentives
and materials
necessary to support projects and activities.
- Grants
have been obtained to provide for the research
and development component.
Results:
Beginning
- Students
are increasing in numbers in participating
in the projects and activities beyond the
normal day and year.
- Staff
are increasing in numbers in participating
in the projects and activities beyond the
normal day and year.
- Fellowship
activities now include a an assessment component
to gather results.
- Evidence
of improvement in student performance (in
part) attributable to
the use of technology is found in anecdotal
data.
| Top | Vision
| Instructional
Management | Learning
Community | Technology
Curriculum |
|
Infrastructure | Classroom
Integration | Projects
& Activities| Training
| Support & Resources
|
-
 
- Staff
must be provided with a comprehensive training
program that is pragmatic. It must focus
- on
how the technology will be used, not just the
mechanics of its operations. It must be
- accompanied
with sufficient time and access. It also must
extend beyond the staff to include
- the
board, parents, partners and community members.
The capacity of the school/district to
- provide
a variety of timely opportunities for staff
to develop their technical skills and
- conceptual
understanding of how people might learn better
with technology, and advance
- the
organization by promoting and encouraging systems
thinking, teamwork and
- collaboration
supported by technology must be an indicator
for success.
Approach:
Exemplary
-
There are comprehensive processes in place
to build the capacity of both individuals
and the organization to create and sustain
a technology- enriched teaching and learning
environment.
-
The processes are periodically reviewed and
refined.
Implementation: Exemplary
-
Up to 75%) of the staff members are involved
in teaching and learning-based technology
education that supports other areas of professional
and organizational development.
-
This is further supported by skills-based
technology training.
Results: Proficient
-
There is a moderate degree of knowledge and
skill among staff regarding their individual
and collective ability to use technology for
teaching and learning.
-
Evidence of improvement in student performance
attributable (in part) to staff's use of technology
for teaching and learning is suggested by
assessment data.
| Top | Vision
| Instructional
Management | Learning
Community | Technology
Curriculum |
|
Infrastructure | Classroom
Integration | Projects
& Activities| Training
| Support & Resources
|
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It is important that the network is well
maintained and in good operating condition. Technical
support must free instructors to use the
tool for teaching and learning purposes. Fiscal
support must assure money in the budget
for training, hardware and technology personnel.
The capacity of the school/district fto
provide high quality technological support available
for all students and staff whenever and
wherever needed in an indicator for success.
Approach:
Proficient
- There
are sound plans and processes in place to
provide technical support
through a system administrator, technicians,
building tech mentors and student tech mentors.
- There
are plans in place to increase the technical
support.
- There
are plans in place to allow for technical
troubleshooting.
- There
are plans in place to allow for focusing on
what will and will not be technically supported.
- Plans
and procedures are continuously reviewed and
refined.
Implementation: Proficient
- 25%
of the district budget for technology goes
to provide technical support and assistance.
- Installation
and configuration procedures conserve time
and resources.
- Up
to 50% of the staff report comfort with technical
support on site or available in a timely fashion.
- Student
interns are hired in the summer to assist
with implementation.
- Student
interns are hired throughout the school year
to assist with implementation.
Results: Proficient
- The
WAN and LAN are reliable and are constantly
maintained.
- Documentation
shows continued improvement in down time of
the use of
technology related to technical problems.
- Documentation
shows continued improvement in response time
to technical problems.
Areas
of Strength
- Vision:
District 108 has a clear, powerful vision
expressed through the strategic plan and technology
plan.
- Professional
development: The district’s model for professional
development
provides both classroom instruction and
continuing support to teachers across a four-year
process of implementing classroom technology.
- Culture:
The district culture encourages and rewards
innovation. Procedures
are in place to support and protect teachers’
efforts to improve. Teacher developed
innovations are incorporated into the district
instructional program.
- School-business
partnerships: The district maintains strong
partnerships with
the business community, both locally and
nationally. Through Learning
Community 2000, Global Connection 2000,
and civicNet, the district
collaborates with such partners as the City
of Pekin. Pekin Library, the
Dirksen Congressional Center, Pekin Hospital,
Pekin Times, MediaOne,
IBM, and Sprint, to create a technologically
sophisticated learning community.
- State
of the art infrastructure: The district
has installed an
Asynchronous Transmission Mode (ATM) network
is capable of--and
is on the verge of carrying--voice and video
in addition to data. The bandwidth
of 150 megabit/second backbone and 25 megabit/
second to the desktop
will accommodate all predictable transmission
demands.
Recommendations
for Growth
- Results:
The district needs to design and implement procedures
for collecting and
interpreting data to validly evaluate the
effects of technology.
- Professional
Development: While the district’s development
model has worked
well, it is based upon teachers self-selecting
for participation. After the most willing
teachers have passed through the system,
the less willing teachers will enter it.
Those teachers may need different kinds
of instruction and support to implement the technology.
- Sustainability:
The district needs to plan for the maintenance
and replacement of
its considerable investment in hardware
and software.
Innovative/Best
Practices
- Strategic
planning and implementation: The district has
developed rigorous procedures
for creating, implementing, monitoring,
and adapting long term plans throughout the
district’s mission, including technology.
- School-business
partnership: The district has actively sought
and nurtured partnerships
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