Is the Lead Contact for your Technology Plan the same as the Superintendent? No

Lead Contact First Name: Tim
Lead Contact Last Name: Hannon

Lead Contact Address: 12615 Parallel Pkwy
Lead Contact City: Kansas City State: KS Zip:66109
Lead Contact Phone: (913) 262-1148
Lead Contact Fax: (913) 384-6701
Lead Contact E-mail: thannon@archkckcs.org

Plan Effective from 07/01/2009 to 6/30/2012

Date Technology Plan Approved by District School Board: 4/12/2009

Board Approved District Policies Section

1. Does your district have Appropriate Use Policies that addresses copyright issues, software agreements and policy, and governs the use of all technologies including Internet access by students, teachers, staff, administrators, and community that is re-evaluated and updated yearly?

Yes

2. Does your district have policies that clearly articulate both gift acceptance of technology hardware and software, and the disposal process for unused, outdated, or inoperable technology hardware and software that is evaluated and updated yearly?

Yes

3. Does your district maintain a concise, complete technology inventory, including software and hardware, and where the items are located or can be accessed?

Yes

4. Has your district installed, and do you maintain and regularly update, either a technology filtering software application, a technology filtering service, or a technology hardware device, which bars access to obscene, pornographic, and other inappropriate materials as mandated by the Children's Internet Protection Act, in order to qualify for federal e-rate funds and other federal grant programs?

Yes

5. Does your district have a plan and an adequate budget for the regular upgrading of technology hardware and software, and plans for electrical upgrades that relate to technology, that is evaluated and updated yearly?

Yes

6. Does your district have a plan that addresses the equitable distribution of available technologies, including hardware and software, and technology integration into the learning environment for all students?

Yes

7. Question 7 has now been deleted from the questionaire.

Individual schools train staff on an as-needed basis. Training on the use of School Administrative Systems is provided by the vendor.

Committee

1a. Committee Membership / Stakeholder Representation

This section identifies the membership of your Technology Plan Committee. Membership should include representatives from all constituencies: Students, teachers, administrators, parents, educational institutions, and the community.

1a. Committee Membership / Stakeholder Representation
Identifies contributors to the plan. Consideration should be given to include representation from all constituencies: students, teachers, administrators, parents, educational institutions, the community.
Awareness	Emerging	Leadership
A list of contributors is provided but does not describe the constituencies they represent. Equitable representation is not apparent due to the lack of detail.	A list of contributors is provided with the constituencies they represent. Representation is not provided across all constituencies.	A comprehensive list of contributors is provided with the constituencies they represent. Representation is provided across all constituencies.

List the members of your committee, their titles, and identify the constituency each member represents:

Karla Leibham - Associate Superintendent; Archdiocese of Kansas City in Kansas
Tim Hannon - Archdiocesan Technology Consultant
Paul Clark - Network Administrator; Hayden High School, Topeka
Joan Jaksa - Technology Coordinator; Cure of Ars School, Leawood
Pat Roennigke -Technology Coordinator; St. Joseph’s School, Shawnee
Jo Micheletto – Technology Coordinator, St. Ann School, Prairie Village
Deb Bruckner – Technology Coordinator, St. Gregory, Marysville
Kathy Bovaird – Technology Coordinator, Holy Family, Topeka
Jean Stump – Technology Coordinator, Holy Rosary, Wea
Todd Hall – Technology Coordinator, Sacred Heart, Shawnee
Deb O'Shea – Technology Coordinator, St. Matthew, Topeka
Karen Dixon - Technology Coordinator, St. John, Lawrence
Shelley Cooper – Technology Coordinator, St. Agnes, Roeland Park
John Riley,- Network Administrator, Bishop Ward High School, KCK
Denise Mason – Technology Coordinator, Holy Cross, Overland Park
Lisa Blaes – Computer Teacher, Holy Trinity, Lenexa
Jamie Rogers – Technology Coordinator, Prince of Peace, Olathe
Sharon Kenagy – Technology Coordinator, Most Pure Heart of Mary, Topeka
Terri Kennedy – Technology Coordinator, Mater Dei, Topeka
Jim Lavin – Technology Coordinator, Holy Spirit, Overland Park
Dawn Todd – Technology Coordinator, St. James Academy, Lenexa
Patricia Berning – Technology Coordinator, Ascension, Olathe
Thane Woods – Technology Coordinator, St. Michael the Archangel, Leawood

Are all recommended constituencies represented?
No

If no, explain here:

The Technology Committee was has representation from schools of various sizes, locations and economic status.

Technology Needs Assessments

1b. Technology Needs Assessments

This section identifies and explains the technology assessment process that is used to drive acquisitions and deployment of technology resources. What assessments is your district using to make decisions regarding the needs for purchase of computers, software, and other technology resources and services? What target groups are surveyed and how often? How does the data collected influence planning for future use of resources, and acquisition of new technologies?

1b. Technology Needs Assessments
This response identifies and explains the technology assessment process that is used to drive decisions made by the technology planning committee. Quality district-wide technology needs assessments are completed yearly and are aligned with district-wide school improvement criteria, plans, and progress reports.
Awareness	Emerging	Leadership
School district staff is surveyed to determine hardware needs in their classrooms. Staff evaluation of software in use and requests for software and hardware to be added are included in the survey.	All contributing groups are surveyed yearly, including staff, administration, parents, educational institutions, students, and the community. The results of the district-wide technology needs assessments are used to drive decisions regarding implementation of the technology plan.	All contributing groups are surveyed yearly, including staff, administration, parents, students, educational institutions, and the community. The results of district-wide technology needs assessments are aligned with district-wide school improvement criteria, plans, and progress reports. Qualitative and quantitative data from the assessments is used to drive decisions regarding implementation of the technology plan.

Enter your technology needs assessments and results here:

A technology survey of the Archdiocesan schools was completed in March 2009. During the past 3 years, a concerted effort has been made to upgrade Internet access and the local area networks within each school. All of the schools now have a LAN and broadband Internet connectivity. Implementation of software use for School Administration is now used in all but one school and electronic gradebooks are now used in every school. Email use by teachers, wireless connectivity and the use of mobile laptops are also significantly higher than 3 years ago.

A survey of families from each school was completed in March 2009. 87% of parents said students are encouraged to use technology for school projects. 97% of families had access to a computer outside of school. 70% of parents said their student frequently uses technology for homework.

A teacher survey was also completed in March 2009. The results of this survey indicate about 2/3 of teachers use computers for either whole class, individual or small group instruction. 88% of teachers indicate they regularly use a computer to prepare instructional materials, 89% use the Internet to find resources and 91% communicate with parents using email. Newer technologies, such as the use of a streaming media and interactive whiteboards or interactive tablets in instruction have begun to be introduced but will need to be implemented on a larger scale over the next three years.

The results indicate a need to continue to provide training for teachers in integrating the use of technology into core curriculum subjects and in using technology to assess student learning.

Vision

Please state your School District Mission Statement:

The mission of the Archdiocese of Kansas City in Kansas Catholic School System is to develop and to graduate lifelong learners who possess the necessary knowledge and skills to be responsible, contributing members of the community and of a dynamic society in accordance with the teachings of the Roman Catholic Church.

2. Instructional Technology Vision

The Instructional Technology Vision Statement conceptualized outcome of implementing the technology plan. What is your district vision for the use of Instructional Technology?

2. Instructional Technology Vision Statement
The Vision for the use of Instructional Technology conceptualizes the outcome of implementing the instructional technology plan. How is your school district using and planning to use instructional technology to reach the goal of improving student learning as defined in your schools' individual school improvement plans?
Awareness	Emerging	Leadership
Vision is skill-based only and does not address the larger outcomes of the school district improvement plans.	Vision is an integral part of implementing the school district mission statement. Vision is tied to student learning outcomes and includes curriculum integration.	Vision is an integral part of implementing the school district mission statement. Vision is tied to student learning outcomes and includes curriculum integration. The vision statement goes beyond just a plan. The district makes decisions regarding instruction and learning outcomes based on the vision. "Walks the Talk."

The Archdiocese of Kansas City in Kansas Catholic School System believes technology, a basic tool in many life and career experiences, is a key to life-long learning. It is essential that it is seamlessly integrated into learning and teaching and that it is the catalyst for change in the way student and teachers interact in the classroom. Technology is not a curriculum, but a tool used to support teaching and learning; it is a tool used to support students in their acquisition of knowledge and skills necessary to achieve learning outcomes. In the same manner, the use of technology for non-instructional purposes is a tool providing for timely, cost effective, and efficient methods to meet the administrative needs of the Archdiocese. Access to technology for all learners, including students, staff, and community is essential if students are to succeed in the 21st century. The classroom is a learning environment where every participant, student or teacher, is treated as an equal learner and has the potential to be an equal teacher. Teachers will guide instruction in such a manner that these opportunities to be learners and teachers can and do coexist.

The Archdiocese of Kansas City in Kansas Catholic School System believes that proficient use and knowledge of technology is essential for students to make the transition from the educational environment to a competitive world, while increasing their ability to function in and contribute to a technology-rich society.


Adequate technical support for technology and on-going staff development is critical to realize the potential of the seamless integration of technology into learning and teaching and all Archdiocesan functions. Teachers need to know about curriculum resources and technologies to connect their students with sources of information and knowledge that allow them to explore ideas, acquire and synthesize information, and frame and solve problems. Also, teachers need to know about collaboration: how to structure interactions among students, how to collaborate with other teachers, and how to work with parents to shape supportive experiences at school and home.

A K-12 sequenced program of technology skills will be maintained and taught to students to meet technology curriculum skills mastery levels; building from the basic to the complex. The Archdiocese envisions three levels of practical, innovative technology instruction. Level One: Elementary students will be introduced and master rudimentary technological skills. Level Two: Middle school students will advance to the use of intermediate technology skills. Level Three: High school students will refine their application of advanced technology skills with the goal of seamless integration of these skills in everyday problem-solving.

Alignment to the Vision Section

3a. Alignment to the Vision – District Technology Use Goals and Objectives

Goals are broad statements of the purpose of the plan. Objectives are the means/methods to reach the goals.

3a. District Technology Use Goals and Objectives
Goals are broad statements of the purpose of the plan. Clearly stated goals for broadbased learning outcomes are stated. Goals are linked to site improvement plans, district plans, and state plans. Objectives are the means/methods to reach the goals.
Awareness	Emerging	Leadership
Goals are equipment based instead of based upon student learning outcomes. Goals may be focused on teaching instead of student learning. Objectives are not linked to goals or are absent. Objectives and/or goals do not appear to be measurable or attainable.	Goals are comprehensive, addressing teaching and student learning needs. The goals are clear, attainable, and measurable. Objectives tied to goals have been established. The technology goals are used to implement the school improvement plans.	Goals are comprehensive, addressing teaching and student learning needs. The goals are clear, attainable, and measurable. Objectives tied to goals have been established. The technology goals are used to implement the school improvement plans and transform the learning process from teacher centered to student learning centered.

Goal 1: Technology will provide, support and enhance learning opportunities.

1. Subject Area Committees will develop recommendations for technology use and software applications in their curricular areas.
2. Students will use technology for problem solving.
3. Students will use technology to analyze information.
4. Students will communicate with technology using various methods including writing, speaking and multimedia.
5. Students will use technology in an ethical and socially responsible manner.
6. Students and teachers will make informed choices about the use of technology systems, resources, and services.

Goal 2: Technology will be used to increase productivity and connect people and resources.

1. The Archdiocesan web presence will provide access to additional resources, curriculum guides, lessons plans and electronic communication for all administrators, faculty and staff.
2. Various tools will be used to assess the use of technology and its impact on student learning.
3. School information, student grades and report cards will be managed electronically.
4. Student attendance and progress reports, class information, homework assignments and general school information will be available online for parent access.


Goal 3: Critical elements of hardware, software, training, maintenance and support will be provided.

1. Staff training in the use of technology to enhance learning in core curriculum subjects will be provided.
2. Adequate support will be provided for the maintenance of technology through outside service contracts or by school staff.
3. A realistic annual budget for maintenance and purchases of hardware, software and supplies will be established in each school.
4. Configurations and security of network systems, hardware and software will be implemented, including firewalls, content filtering for Internet access, anti-spam, anti-spyware and anti-virus protection.

3a-1. Technology Use Assessments.

Baseline data is gathered to assist the technology committee in determining what goals and objectives are established.

3a-1. Techology Use Assessments
Awareness	Emerging	Leadership
Assessments are mentioned but it is not clear what is being assessed to use in establishment of the goals and objectives.	Baseline data has been established, and attainment of the technology goals and objectives are assessed and monitored on a yearly basis.	Baseline data has been established, and attainment of the technology goals and objectives is assessed and monitored on a yearly basis. Qualitative and quantitative data from the assessment is used to drive decision making regarding technology integration into the curriculum.

A teacher survey was completed in March 2009 to determine how technology is used for learning. Following are results to some of the questions on the survey.

Percentage represents Yes answers.
I use computers for individual or small group instruction 68%
I use computers for whole class instruction 67%
I integrate the use of computers with other curricular areas/subjects 74%
I use media devices such as TV, VCR, etc. 81%
I apply technology in assessing student learning using a variety of assessment techniques and tools (i.e. online quizzes, forms, state assessments) 58%
I use computers to prepare instructional materials and lessons plans 88%
I use the Internet to research professional and teaching resources 89%
My school offers me sufficient training in software applications. 57%
My school offers me sufficient training in integrating technology into my core curriculum. 47%
I use streaming multimedia in my instruction. 36%
I use an interactive whiteboard or tablet in my instruction 29%

The results indicate a need to provide continued training for teachers in the use of software applications, in using technology to assess student learning and in integrating the use of technology into the core curriculum. Schools must also work to implement the use of newer technologies, such as streaming media and interactive whiteboards in the classroom.

3b. Alignment to the Vision – Curriculum Integration and Enhancement

This statement presents a description of technology as it is currently used for instruction, and the ways for technology to be integrated more completely into the learning environment. It defines how you will integrate technology to support the learning needs of students as defined in your schools’ improvement plans.

3b. Curriculum Integration and Enhancement
This statement presents a description of technology as it is currently used for instruction, and then proposes ways for technology to integrate more completely into the learning environment.
Awareness	Emerging	Leadership
The plan mentions curriculum integration and enhancement, but lacks detail.	The plan specifically identifies how technology enhances the curriculum and gives specific grade level benchmarks. The plan addresses the implementation of research based student learning models that are enhanced technology integration.	Teachers and students are integrating research based technology strategies of teaching and learning, and there is evidence that student learning has been enhanced and transformed through the integration of technology into student learning models. The impact is documented through measurable grade level benchmarks.

At the elementary level, technology is currently integrated into reading, math, science and social science at most schools through the use of word processing, database, spreadsheet and multimedia presentation applications. Various other programs such as Kidspiration, Inspiration, Jump Start, Money Town, Accelerated Reader and Accelerated Math are also used. Students receive instruction in keyboarding skills, information retrieval skills and the proper use of technology. This integration is continued when the student moves to the high school level. Most students take the entry-level computer applications class and all students are expected to utilize technology as a tool to assist their learning. Upon graduation most students have given a presentation using PowerPoint or created a multimedia presentation. Many students have used a desktop publishing program, a web design program, a photo-composition program or a CAD program. In addition, students enrolled in Algebra II, Pre-Calculus, Calculus and Physics utilize graphing calculators on a regular basis.

As part of this plan, technology will be used to provide curriculum for all learners that is challenging and that addresses integrated skills developmentally, across the curriculum and all grade levels. Technology will be used to provide learning experiences which are active and stress teamwork, involve complex thinking processes, focus on solving real world problems, increase interaction with people outside the school, and approach learning in an interdisciplinary manner.

The integration of technology in specific curricular areas will be implemented using recommendations developed by the individual Archdiocesan Subject Area Committees. Learning of specific skills in the use of technology, such as keyboarding, word processing, database and spreadsheet use, etc. is outlined in the Archdiocesan Technology Curriculum. Student goals and objectives are identified by grade level and skill development in this curriculum.
The Archdiocesan Technology Curriculum is at http://www.archkckcs.org/curriculum/Technology/pages/index.htm

Teachers must possess a basic knowledge of technology and understand its integration into the learning environment. Technology should be made available in the classroom for classroom management, presentations and investigative procedures. Computer and mobile labs provide group experience in technology and curriculum applications. The use of interactive whiteboards gives students the opportunities to participate in active, experiential learning. Internet access should be in place for communication, research and learning experiences outside the school environment.

3b-1. Assessment of Curriculum Integration and Enhancement

How are you going to assess progress toward curriculum integration? What measures will you use to monitor what is happening in the classrooms, and what learner outcomes are being met?

3b-1. Curriculum Integration Assessments
Awareness	Emerging	Leadership
Assessments are mentioned but it is not clear how the data collected is used in decision making.	Baseline data has been established but it is not clear how the data will be used in decision making.	Baseline data has been established and regular, ongoing assessment provides quantitative and qualitative data to drive curricular decision making.

Individual schools have established baseline data for student achievement in reading, math, social studies and science using ITBS and MAP scores and the Kansas State Assessments. We believe the integration of technology into all curriculum areas will improve student performance. Schools will evaluate the integration of technology in all curriculum areas in the following ways:

• Input from administrators, teachers, staff and students on current technological knowledge and skills being utilized;
• Student use at each grade level and in each curricular area of technological tools, enabling students to become active and experiential learners;
• The time and resources allocated for collaboration of teachers in the use of technology;
• The implementation of grade level technology curriculum goals in all curricular areas;
• The use of technology to improve learning for special student populations.

As teachers continue to integrate technology into the curriculum, the schools will analyze the data from the assessments mentioned above to see the effect on student learning.

3c. Alignment to the Vision – Professional Development

This section defines the district professional development in technology plan. The exemplary action plan includes multiple strategies, incentives, and resources, and supports building level research based staff development plans.

3c. Professional Development - Teachers and Administrators
Technology professional development includes multiple strategies, incentives, and resources. The technology staff development supports building level research based staff development plans, student learning objectives, and thus the goals and objectives of the schools' improvement plans.
Awareness	Emerging	Leadership
Technology professional development is mentioned, but it is not clearly articulated as to how it will be accomplished or evaluated.	Technology professional development is articulated in an action plan including multiple strategies, incentives, and resources. Technology professional development supports building level research based staff development plans and student learning objectives and outcomes.	Technology professional development, articulated in an action plan including multiple strategies, incentives, and resources, supports building level research based staff development plans and student learning objectives and outcomes. Technology professional development is ongoing and leads to student learning activities in the classrooms.

Professional development is an essential element in the successful implementation of this plan. The professional development strategies for improving learning and teaching with technology should be a part of school-based strategic plans and curriculum initiatives. Staff development must be authentic and hands-on if the expectation is for the same to occur in the classroom.

Staff development should include the following aspects:
• train staff to decide where to infuse technology in the curriculum;
• lead staff to various Internet resources to aid in the development of the technology infused hands-on activities;
• offer in-services or classes on specific technology skills;
• teach the social, ethical, and legal aspects of Internet use;
• implement these activities into the classroom;
• create authentic assessments for the student activities;
• pilot new teaching strategies, technologies, and instructional resources.
Research has shown that professional development strategies that succeed in improving teaching share several features. (Darling-Hammond and McLaughlin, 1995) These include

• Experiential, engaging teachers in concrete tasks of teaching, assessment and observation that illuminate the processes of learning and development;
• Grounded in participants’ questions, inquiry and experimentation as well as profession wide research;
• Collaborative, involving a sharing of knowledge among educators;
• Sustained and intensive, supported by modeling, coaching and problem solving around specific problems of practice;
• Connected to other aspects of school change.

Evidence also suggests that this kind of professional development not only makes teachers more effective, but it also results in learning gains for students, especially in more challenging learning that new standards demand. (Darling-Hammond, 1997; NFIE, 1996.)

Issues involved in planning this training include providing adequate time, on-going support and resource banks. Another issue involved in planning technology training is the varied levels of experience and knowledge of the participants. To make the training meaningful, we must try to meet individual needs. Therefore, staff development in Archdiocesan Schools will include opportunities for individual as well as group training.

Training will be provided by on-site by Technology Coordinators and guest presenters. Mentoring, peer resource sharing, online course opportunities and Archdiocesan in-services will be offered to enhance local efforts.

3c-1. Technology Professional Development Assessment

Technology professional development is carefully and thoughtfully assessed, with the goal of supporting teachers and administrators in using technology to improve student learning.

3c-1. Technology Professional Development Assessment
Awareness	Emerging	Leadership
Technology professional development sessions are assessed in some way, such as post-training surveys that are filled out by participants	Technology professional development is assessed in more than one way. Not only are those going through the training surveyed, but assessment of classroom learning activities that are conducted as a result of the training are also made.	Technology professional development clearly brings staff forward in a measurable way. A variety of appropriate assessments are implemented and used to monitor this progress on a regular basis. Qualitative and quantitative data from the assessments are used to drive decision making regarding professional development.

Teachers in each school have Individual Professional Development plans with goals for each year. These plans should include a Technology component. This will assist the annual planning of Professional Development for the use of technology in each school. Professional Development may also change due to new purchases, changes in technologies, or request and/or demand. Staff development planning processes will also be determined by the areas students need to know and be able to do and working backward to the knowledge, skills, and attitudes required of educators if those student outcomes are to be realized.

Professional development plans will also be determined by the areas students need to know and be able to do and working backward to the knowledge, skills, and attitudes required of educators if those student outcomes are to be realized. This process is reflected by the Principles of Backward Design as stated by Wiggins and McTighe. “One starts with the end - the desired results (goals or standards) - and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform.” (Wiggins and McTighe, 2000, page 8)

Through analyses of Kansas Assessment and other standardized assessment results, teachers will be able to target areas of needed improvement for students and plan appropriate professional development opportunities.