MCKINNEY IN DEPEN DENT SCHO OL DISTRICT
STRATEGIC TECHNOLOGY PLAN
MCKINNEY INDEPENDENT SCHOOL DISTRICT
STRATEGIC TECHNOLOGY PLAN
2009 - 2014
Thomas Crowe
Superintendent of
Schools
MCKINNEY IN DEPEN DENT SCHO OL DISTRICT
STRATEGIC TECHNOLOGY PLAN
EXECUTIVE SUMMARY ..................................................... 4
OVERVIEW ....................................................................... 7
INTRODUCTION .............................................................. 9
INSTRUCTIONAL TECHNOLOGY ..................................... 15
STAFF PROFESSIONAL DEVELOPMENT ............................ 22
INFRASTRUCTURE ......................................................... 25
BUSINESS PROCESSES .................................................... 31
TECHNOLOGY SERVICES GROUP SUPPORT ..................... 34
SCHOOL HOME COMMUNICATIONS ............................... 37
GOALS, OBJECTIVES, AND STRATEGIES .......................... 40
PLAN INITIATIVE ALIGNMENT ........................................ 53
PLAN EVALUATION ........................................................ 57
APPENDIX A - FIVE YEAR COST ESTIMATE ...................... 58
APPENDIX B – GLOSSARY ............................................... 60
APPENDIX C – NEEDS ASSESSMENT REPORT ................... 63
MCKINNEY IN DEPEN DENT SCHO OL DISTRICT
STRATEGIC TECHNOLOGY PLAN
EXECUTIVE SUMMARY
Over the past 3 years McKinney Independent School District has
made tremendous progress integrating technology into teaching and
learning, and improving business operations using technology. The
2005 Technology Plan achieved a number of improvements
throughout the district, impacting all campus facilities, providing
students increased digital content and access, and modernizing
district administration activities.
Highlights of progress from the 2005 Technology Plan include the
following.

Implementation of on-line programs targeted at specific instructional
objectives, such as Brainpop / Brainpop Jr. for grades K-6.

Implementation of on-line courses.

Building-wide wireless coverage at all campuses. Each campus has
access to at least one set of laptops on a cart.

Laptop carts with appropriate equipment and software for Middle
School Science labs.

Piloting of the utilization of iPods for instructional delivery purposes
targeted at our Bilingual program.

Implementation of a new Student Information System, Business
Information System, Special Education System, Instructional
Management System, and Clock System,.

Upgrade of the district Storage Area Network, including capacity
expansion to 65 TeraBytes.

Piloting teacher websites and internal campus websites, including
some use of Web 2.0 tools.

Providing access to campus specific technology needs through the
“wishlist” program.
This 2009 Technology Strategic Plan prepares a strategic, deliberate
direction for the district’s continued use, implementation,
modernization, and application of the wealth of technologies that
are available to today’s modern school districts. The plan focuses
on cost effective initiatives that optimize the investment of all
stakeholders.
A carefully developed approach--balancing modernization and
upgrade needs with sustainment and operational considerations—
was used to create the recommendations contained in this plan.
Maintaining such a balance represents a challenge for any
ambitious school district. Through skilled implementation by MISD
staff, the district’s strategic goals should be met and exceeded within
allotted budgets and in the most cost effective manner possible.

Research has shown the potential for quality improvement in
educational processes through skillful provision and application
of educational technologies. The recommendations that follow
are consistent with and support the provision of needed
Systems, Spaces and Services.
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STRATEGIC TECHNOLOGY PLAN

Instructional technology will be transformed through the
continuing deployment of Smartboards for our elementary
campuses and data projectors at our secondary campuses,
providing large image displays supported by document cameras
in every classroom. Large image display enables all students to
see and comprehend images being displayed by teachers,
leading to enhanced learning outcomes. A wireless
infrastructure is now in place at every campus, and plans to
continue providing mobile laptops are included. Wireless laptop
carts enable creation of temporary 1:1 computing environments
in the classroom where every student can interact with
technology individually, again leading to enhanced learning
outcomes. Enhancing our mobile assets will also allow us to
prepare for the expansion of on-line testing.

Management of technology assets will feature proactive
automated monitoring and remote problem correction.
Instructional and system software will increasingly be centrally
maintained for consistent support and optimal reliability.
Selected instructional content will be delivered digitally using
video streaming and centralized campus media retrieval
systems.

Staff professional development will be supported by the ongoing implementation of our Teacher Technology Proficiency
program as well as the development of Administrator
Technology Proficiencies. Professional development efforts will
include a focus on technology usage for items such as the web
portal, the data warehouse, and teacher and class web pages.
A number of other professional development initiatives are
presented for consideration and possible implementation.

Infrastructure sustainment and upgrade will proceed on a
measured pace to recognize the fast-changing nature of
information technologies such as wireless and broadband. One
of the current initiatives that will meet this need is the expansion
of our Internet Service from a fractional T3 to a 100 Mbps
connection. Other needs such as bandwidth monitoring,
improved Internet filtering, and increased data storage will only
increase with student growth and reliance on technology based
resources.,

School home communications remains an on-going priority, and
they concentrate on engaging students’ parents or guardians.
Improving communications between schools and teachers, and
homes and parents/guardians, will involve a combination of
automating and sending out school level information with
posting details about ongoing school and class activities for
parents/guardians to access at their convenience. The web
portal presents significant opportunity toward improving these
communications, and ultimately will provide some productivity
enhancements as well. In addition, teacher web pages to
support increasing the information flow between schools and
homes will be researched.

A summarized set of goals, objectives, and strategies with
suggested accountability measures and implementation
timelines are included to organize the various strategies
contained herein for monitoring, state reporting, and corrective
action as required.

A separate section illustrating how plan strategies align with the
Texas Long Range Plan for Technology, the No Child Left
Behind act, and E-Rate program is included for quick reference.
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STRATEGIC TECHNOLOGY PLAN

The summary cost estimate included at the end of this plan
summarizes the estimated implementation costs of all the
planned improvements. These costs are primarily to be
supported by anticipated bond technology funding, although
there may exist some limited opportunities to secure
maintenance and operations or grant funding for some of the
requirements contained in this plan. The charts indicate the
expected funding source for each initiative.

Appendix C describes some of the key steps taken during the
planning process.

Finally, the technology needs assessment summarizes the
district’s needs for technology based on discussion with campus
and district leaders as well as meetings with the Technology
Committee.
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STRATEGIC TECHNOLOGY PLAN

OVERVIEW
This technology master plan is divided into six primary functional
areas, followed by a comprehensive cost estimate covering the sixyear planning period. For clarity and organizational purposes, the six
sections include the items as indicated below. Some items defy clear
categorization into any of the six sections, and they receive treatment
in the appropriate areas.
INSTRUCTIONAL TECHNOLOGY
This section includes all technology items used in the learning
spaces. Items range from desktop and notebook PCs to various
audiovisual devices such as document cameras and data projectors.
STAFF PROFESSIONAL DEVELOPMENT
Professional development refers to ongoing efforts by staff members
to stay current in their fields of employment. Rapidly emerging
technologies in education warrant a focused effort to keep staff
members effective and proficient.
INFRASTRUCTURE
Although often taken for granted, a robust technology infrastructure
is essential to underpin ongoing activities elsewhere in the district.
This area covers all the “back-office” operations and cabling,
servers, telecommunications equipment and services, and related
assets required to provide reliable, high-speed connectivity to all
users in the district.
BUSINESS PROCESSES
Core business processes that must occur centrally operate on
central systems such as the Student Information System, Food
Services, Library, or personnel system. Other activities include
operation of central data services such as a Storage Area Network
or Data Warehouse. These and other systems are included under
the business processes section of this report.
TECHNOLOGY SERVICES GROUP STAFFING AND
SUPPORT
To support all of the ongoing and new initiatives necessary to MISD,
the Technology Services Group staff must expand to sustain an
acceptable level of service at best value to the MISD taxpayer.
These issues are addressed in this section of the plan.
SCHOOL HOME COMMUNICATIONS
Increasingly, school home communications present an area of
opportunity for winning community and parent support for school
district activities, as well as for improving administrative efficiency in
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STRATEGIC TECHNOLOGY PLAN
areas involving students. These include attendance, grade
reporting, additional fees, and special activities of all types.
GOALS, OBJECTIVES, AND STRATEGIES
This section organizes the technology improvement strategies under
goals and supporting objectives formatted suitably for submission to
the Texas Education Agency. The overall implementation timeline is
shown to understand the relative timing and duration of the
strategies to be implemented.
PLAN INITIATIVE ALIGNMENT
This section illustrates the alignment of the technology improvement
strategies for use in submitting the district’s e-plan to the Texas
Education Agency, and includes correlates to the Texas Long Range
Plan for Technology (LRPT), No Child Left Behind (NCLB), and the
E-Rate (ER) program.
PLAN EVALUATION
This section proposes an evaluation process for use in monitoring
the technology improvement strategies.
COST ESTIMATE
This section quantifies the various plan initiatives for financial
planning and budgeting purposes. Regardless of the bond election
outcome, these estimates reflect the relative scope and financial
impact of identified technology improvement actions. Unless
otherwise indicated, sustainment of these initiatives is presumed
supported by ongoing maintenance and operations funding.
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STRATEGIC TECHNOLOGY PLAN
INTRODUCTION
This plan was prepared through the McKinney ISD Strategic
Technology Committee. The McKinney Independent
School District (MISD) Strategic Technology Plan
encompasses the broad areas of technologies used for
instruction and the administration of district operations. The
MISD Board of Trustees provides the vision, leadership,
and oversight of these and all other district activities, with
particular focus on accountability to the citizens. Key
supporting areas such as staff professional development
and school home communications are included because they can
significantly impact the success of the district and its technology plan
implementation efforts. This plan was made possible with the
support of the following MISD Board of Trustees:
Lewis Isaccks
President
Lynn Sperry
Vice President
Wade Johnson
Member
Poe
Member
Mark Rude
Member
Maria McKinzie
Secretary
Dick Stevens
Member
In addition, the MISD Superintendent, Mr. Tom Crowe, provided the
leadership and direction to help fully development the concepts and
strategic tenets of this plan.
A brief overview of the planning philosophy and the plan
development effort follows.
PLANNING PHILOSOPHY
The identification and arrangement of strategic priorities for
systematic implementation required a focus on the strategic goals of
MISD. Taken in the context of a rapidly advancing technology
landscape, coupled with increased ongoing accountability measures,
the planning philosophy must reflect these interacting forces. The
four strategic goals identified by MISD for this planning project are:
1. Student
and
Teacher
achievements that:
instructional

Use technology resources that are ubiquitous in curriculum and
instruction

Are aligned to the TEKS

Are aligned to the State of Texas Technology Plan

Are aligned to the U.S. Ed. National Technology Plan

Explore both new technologies and new uses of existing
technologies along with a plan for refurbishment/replacement
that maintains at a minimum the current level of technology
resources throughout the district
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STRATEGIC TECHNOLOGY PLAN
2. Long term objectives for all departments
and areas of MISD that utilize technology:

Vision and Assessment—what are the issues? Where are the
opportunities?

Each department evaluated their current business operations
and processes—how can efficiency and effectiveness be
improved? What technology (applications, hardware, etc.) is
needed to accomplish?

Business case for the use of technology including ways end
user productivity will improve, operating costs will be reduced,
prioritized timeline for implementation, and how the technology
will be funded. (refurbishment plan for existing technologies
and/or purchase of new hardware/software)
The above strategic project goals provide the general direction that
MISD intends to pursue through implementation of the strategies
identified in this plan document. Upon development of the plan
strategy initiatives, five new technology goals and numerous
supporting objectives emerged. These are explained in the section
titled “Goals, Objectives, and Strategies.”
The planning team must seek the proper balance between
“curriculum driving instruction and technology integration” and
“technology innovation influencing instruction and driving
curriculum.” Accordingly, the planning thought process recognizes
this dynamic interaction and strives to extract from each the
appropriate impact on selected programs of change for
implementation over the planning period.
Numerous research studies exist throughout the education
community covering a variety of technology integration in education
topics. While some of these efforts have delivered impressive
results, others show mediocre returns and finally other studies are of
questionable value. Nevertheless, the general consensus related to
the value of technology in education is positive, particularly when
supported with the proper teacher professional development and
support environment. This research was examined in the context of
the experience of the TSG within MISD and the consultant team, and
used to inform many of the recommendations contained within this
planning document.
Finally, this plan is intended to be a changing document--as
initiatives are completed and new ideas are created, the plan should
be updated to include adjustments to its strategies as newer
technologies emerge or results are achieved.
PLANNING METHODOLOGY
The committee met on eight times on the following dates:
11/6/08
11/20/08
12/04/09
12/18/09
1/08/09
1/22/09
2/12/09
2/26/09
The process utilized by the committee consisted of the following steps:
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
Review existing plan goals and objectives

Review status of existing goals and objectives

Identify any existing goals and objectives that were essentially complete
and could be removed.

Identify any new initiatives and create objectives to include the new
initiatives in the updated plan

Align new objectives with E-Rate, NCLB, and State of Texas technology
requirements.
The following table is a listing of the members of the committee, whether formal
members or ex-officio members:
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STRATEGIC TECHNOLOGY PLAN
Tom Crowe
Richard Beasley
Nancy James
Steve
Fortenberry
Superintendent
Melissa Berry
Teacher Elementary
Parent
Chris Brunner
Sr. Dir. of
Elementary
Education
Asst. Supt. Of Facilities
Jared Buckley
Community Member
Jimmie Lee
Director of
Technology Support
Services
CFO
Joe Miniscalco
Sr. Dir. Of Secondary
Education
Virginia Cotton
Assistant
Superintendent for
Curriculum and
Instruction
Keith Garinger
Cody
Cunningham
Assistant to the
Superintendent for
Communications
Amber Epperson
Jay Davis
Assistant
Superintendent for
Human Resources
Jennifer
Dickinson
Kunnel
Zachariah
Student
Sheila Frink
Julie Castine
LMS - Secondary
Lara Lindsay
Paul Foster
John Garcia
Director of
Instructional
Technology
Assistant to the
Superintendent for
Administrative
Services (ex-officio)
Principal
Teacher –
Elementary
Sr. Dir. For Special
Populations (exofficio)
Teacher Elementary
Teacher - Elementary
Rhonda Gilliam
Principal
Stewart
Herrington
Principal
Ronna Hornsby
Assistive
Technology
Debbie Kanar
Principal
Mark Loth
Chris Israelson
Mary Ann
Robinson
Meghan Shaw
Teacher – Elementary
LMS – Middle School
Student
Scott Martin
Mark Rude
Tommy Sills
Community Member
Teacher – High
School
School Board
Member
Teacher – High
School
Frank Spina
Teacher – Middle
School
Maylene Stuart
Community Member
Deanna Tabor
Paraprofessional
Carlo Terlizzi
Director of
Information Systems
Esther Terry
Teacher – Elementary
Tanya Thornburg
Teacher –
Elementary
Susie Towber
Principal
Grant West
Student
Susan Wilcox
Assistive Technology
Lisa Wingo
Technology
Integrator
Todd Young
Principal
Allen McDaniel
CIO
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STRATEGIC TECHNOLOGY PLAN
Final Report
This report documents the conclusion of the technology strategic
planning process, and includes the initiatives identified for
implementation, a proposed sequence for implementation, and an
opinion of probable cost for each initiative.
EFFECTIVENESS OF TECHNOLOGY IN SCHOOLS
There is a positive connection between educational technology and
learning outcomes. A summary of a published Research Report on
the Effectiveness of Technology in Schools is presented below as a
prelude to the detailed set of recommendations that follow, and the
results underscore the need for the education technology support
described in this plan.
Research Report on the Effectiveness of Technology in
Schools
Technology can improve teaching and learning, but merely having
technology doesn’t automatically translate to better instructional
outcomes. There are four key parameters that influence the success
of technology integration efforts: the software and hardware chosen,
what students actually do with the software and computer hardware,
how educators structure and support technology-based learning and
whether there is sufficient access to the technology. In general,
students of teachers with training significantly outperformed students
of teachers with less training hours.
Positive Effects of Technology on Student Achievement
Educational technology has demonstrated a significant positive
effect on achievement within all major subject areas, in preschool
through higher education.

Technology has been shown to provide a learning advantage in
vocabulary development, reading comprehension, spelling, sound
structure and other areas within language arts.

Positive results have been achieved when students develop
multimedia presentations on social studies topics.

Technology use has been shown to improve conceptual
understanding of math topics and has been used effectively to
support math lessons that focus on problem solving and hands-on,
constructivist, experiential activities. .
Positive Effects of Professional Development and the Teacher’s Role

The teacher’s role is of primary importance when creating an
effective environment for learning with technology.

Students of teachers with training significantly outperformed students
of teachers with less training hours.

The effectiveness of teacher professional development and the
method of integrating computers into the instruction may have more
impact than how often technology is used.

Assignments involving students creating multimedia lessons can
have a positive impact on student achievement and attitudes.

An effective curriculum strategy uses technology to support frequent
interaction among students and the teacher.
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
Introducing technology into the learning environment can make
learning more individualized and student-centered, encourages
cooperative learning and stimulates increased teacher-student
interaction.
Positive Effects of Technology on Student Motivation and Self-Concept

Technology has been found to have positive effects on student
attitudes towards learning, self-confidence, self-esteem and
motivation to learn.

Special need student populations have also shown positive response
to use of technology for education.
Technology in a Project-Based Learning Environment

Technology can successfully support constructivist, inquiry-based
and project-based instructional methods.

Teachers using technology to support project-based methods are
significantly more likely than other teachers to be filling a “facilitative”
role (e.g., assisting or helping, managing the organization of the
task, monitoring as students work on their own) rather than a
“directive” role (e.g., explaining concepts, providing information,
questioning students).

Students in technology-using classrooms are more likely to construct
products and work in small groups on collaborative activities as part
of their learning experiences.

In technology-based classrooms, students were as likely to be
engaged in “higher-level cognitive activities characteristic of
multimedia design” such as “deciding on the structure of a
presentation; creating multiple representations, models, and
analogies; arguing about or evaluating information; thinking about
one’s audience; and revising or editing work” as they were to be
taking part in teacher-led activities.
Teacher Professional Development and Professional Communication
Just as technology can transform the roles of teachers in the
classroom, the use of technology is also becoming an important part
of teachers’ professional development. Several different studies
suggest the potential impact of technology on both pre-service and
in-service development of teachers.
Conclusion
The research cited above strongly supports the effective application
of technology as a catalyst for changing the learning environment in
a positive way.
However, technology as a catalyst is not sufficient by
itself. Also essential are teachers who are well
prepared to function in a more open, flexible, studentcentered environment. At first, teachers can be
expected to struggle with the change brought about by
technology. However, they will adopt, adapt, and
eventually learn to use technology effortlessly and
creatively.
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STRATEGIC TECHNOLOGY PLAN
INSTRUCTIONAL TECHNOLOGY
This section includes all technology items used in the learning
spaces. Items range from desktop and notebook PCs to various
audiovisual devices such as document cameras and data projectors.
INSTRUCTIONAL TECHNOLOGY REFRESHMENT
MISD plans to implement its technology refreshment plan to
update equipment when it becomes old, outdated, or obsolete.
There is a critical and essential need to protect and maintain the
investment made by the previous technology bond. A
systematic refresh cycle for desktop PCs, laptops, printers,
projectors, document cameras, and other items will be
foundational to the technology plan. Via the online survey, more
than 96 percent of teachers and 88 percent of all others
responded that technology equipment maintenance would be
helpful or was important to helping students be more successful.
Total costs of ownership studies have illustrated that increased
labor costs occur with technology equipment that is kept in service
past the end of its useful life. All technology items need to be
refreshed to sustain the improvements in technology capabilities that
have been achieved through their use. This refreshment plan is
established on a one-to-one replacement basis to establish a
baseline financial requirement. Any adjustments will be made to the
baseline to address increased tailoring of requirements and to
accommodate other changes made due to actual MISD experience.
The costs shown in this plan reflect the cost to refresh classroom
technology items, as described below.
“More than 96
percent of teachers
responded that
technology
equipment
maintenance would
be helpful or was
important to helping
students be more
successful.”

Desktop computers are assumed to be refreshed at 80 percent
of the existing inventory. This acknowledges the impending
positive impact the wireless laptop carts will have on teaching
and learning, reducing the need for as many desktop computers
in the classrooms.

Laptop computer refresh is reduced to 50 percent of the existing
inventory that would be coming due during plan years one and
two, and to zero during years three through five. This
recognizes and will help offset the cost of providing the wireless
laptop carts.

Printers are assumed to require refresh in 5 years from date
placed into service, without change from the original service
dates.

Projectors and document cameras will not require refresh during
the planning period.

Other technology items, such as cameras and scanners, are
estimated for refreshment of 20 percent of the available
inventory. This acknowledges their relatively longer life spans
than computers, but also considers that portable items do break
or wear out from normal wear and tear.
These “other technology items” include digital cameras, data
collectors, electronic whiteboards, digital microscopes, classroom
polling systems and graphing calculators that are in use in various
schools and classrooms. As device prices continue to decrease and
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quality continues to increase, the number and type of these digital
devices being provided to classrooms requires periodic reevaluation.
Curriculum & Instruction will create a Teacher Technology Team and
assign it responsibility for recommending types and quantities of
“other technology items” to be provided in the classrooms.
This should be in the form of a pre-approved item list to which
individual campus administrators can compare their actual asset
levels. The Technology Services Group will have review and
modification/approval authority over the lists. The lists should be
customized to grade levels and academic program areas as
appropriate. In addition, plans to adjust the quantities of these items
in use throughout the district are covered by the section titled
Tailored Technology Project (IT-4).
MEDIA RETRIEVAL SYSTEM/VIDEO CONTENT
DELIVERY
MISD plans to continue to use the media retrieval systems to deliver
existing video content.
A roadmap, however, needs to be built for how to integrate digital
media into the complete educational environment. As some type of
content delivery system is needed, plans to eventually replace the
existing analog systems should be initiated. Schools tend to
gravitate to one of two video-over-IP models. One is to subscribe to
a streaming video service (such as the
present provider, United Streaming) and
have teachers and students access the
content from a remote server via the public
internet. The other method is to host the
video content on a server located within the
school or district. Classrooms then would
access this content locally. Many schools
prefer this latter method, because it gives
schools greater control of their content and
networks, higher-quality video streams, and
greater functionality.
Whereas there were mixed comments concerning the existing media
retrieval system which relies on videotape and DVD resources,
virtually all teachers interviewed indicated they liked using the
current United Streaming service. Typically, they cited the flexibility
of introducing the streaming content exactly when they were ready
for it, as well as the short (5 to 8 minutes) length of the content
segments. Typical television program content segments are 7
minutes long between commercial breaks, and students are
conditioned to accept content in that time span. Teachers’ reported
experience with integrating this type of content was favorable when
using short clips of this length, especially when compared to the
typical content length of 25 to 30 minutes or more from the available
centrally stored VHS or DVD content. Via the online survey, 34
percent of teachers indicated this system would help their students
be more successful, while 27 percent stated it was important to
them.
The Curriculum & Instruction Department will lead the process of
assessing available content, integrating the content into instruction
and the evaluation of the content itself. C&I and TSG will work
together to evaluate and determine the system needed to furnish the
content. The access and use process will be changed once the
systems and equipment are updated. The systems will be updated
after resolving the issues of the content libraries.
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First, campus staff will analyze the available content and assess its
instructional value and cost to replace. This should take place
during academic year 2005-2006. Based on the results of this effort,
the analog content library should be reduced or eliminated
altogether. Any remaining analog content will be evaluated by library
media specialists for any copyright management implications related
to digitizing the content, with a goal of obtaining or converting all
necessary content into a digital format. TSG will assist in converting
content to be retained.
Second, TSG will maintain and repair the existing media systems
while planning for replacement and monitoring industry development
of options for all-digital delivery via local servers. The existing
systems should be sustained for as long as practical or cost
effective.
Third, eventually TSG will fully replace all existing media retrieval
systems with digital video systems, anticipating that all video will
eventually be digital. At present, two options are available: one, a
video content subscription service running on a hosted video server
over the Internet; and two, a video content library running on local
video servers in the school district. TSG will research and
recommend the standards and platform for digital video delivery.
Finally, a cross-functional team will determine new usage policies for
use of the new system.
Due to the uncertain nature of the lifespan expectation of the media
retrieval system, planning for this initiative is shown to occur during
academic year 2006-2007, with implementation planned to take
place during 2007-2008. However, this timeframe could be delayed
if the existing systems continue to perform well.
WIRELESS LAPTOP CARTS
The negative experience MISD has with wireless laptop
arrangements is not unusual for “early adopters” of new
technologies. When teachers were surveyed, only 24 percent
responded that one laptop per student was important to success,
and only 30 percent stated they were important for the student to be
more successful. These figures are surprisingly low and reflect the
poor initial experience.
However, advancing technology capabilities, such as wireless data
speeds and hardware, have resolved many of the issues identified
during that effort. Districts around the country are experiencing
positive learning outcomes, and a reduced need for both classroom
desktop computers and building-wide wireless systems through
wireless laptop usage. The wireless laptop carts enable teachers to
create a temporary learning environment comprised of a 1:1 student
to computer ratio. With this ratio, it becomes possible to enable the
students to interact with their information and become active
participant learners, rather than passive listeners to a lecture. A 1:1
ratio also enables significantly more effective pedagogical
approaches to be employed by the teacher, methods that are not
practical or possible even with a 2:1 ratio.
In fact, this is an area expected to experience continued
technological advancement. Because of this, MISD plans to pilot
test a wireless laptop cart solution during academic years 07 through
09. This will enable using the latest high-speed wireless standard for
purchased equipment, and will help minimize risk.
These lockable carts will be purchased with capacities for 18
computers per cart. They will include a laser printer and wireless
access point on each cart. MISD will purchase a “complete warranty
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care” package on these machines for the expected life span of five
years.
For elementary schools, two carts will be provided
for each grade level for levels three through five at all
elementary schools except Malvern, McNeil, Vega,
and Walker. These schools will continue to use the
extra wide hallways for computers. This equates to
78 carts for elementary schools. Each classroom
(except for the four schools mentioned) is assumed
to maintain one or two computers for independent
student use for programs such as Accelerated
Reader and Math. Not replacing additional
computers beyond that number can be used to help
offset the cost of the wireless laptop carts. These carts will be
provided beginning academic year 2010-2011.
For middle schools, it is estimated that each school will receive 6
carts as a pilot project. These will be used to reduce or eliminate
computers in some classrooms, according to need. For four middle
schools, 24 carts will be required beginning academic year 20082009. MISD may help offset the cost of the carts through the
elimination of one or more of its existing PC lab spaces.
For each high school, MISD will provide 6 carts for a total of 12 carts
beginning academic year 2009-2010. These carts are anticipated to
support primarily the language arts, social studies and science
academic programs, although other users will need them, too.
Again, the numbers of computers in the classroom will be reduced to
help offset the cost of the carts. This quantity will comprise the
remainder of the pilot project.
For purposes of this plan, it is assumed that the budgets for newly
constructed schools will provide for wireless laptop carts. The plan
will be phased over three years, beginning at the middle schools,
then the high schools, and finally the elementary schools. If the
middle and high school experience is successful, then MISD will
implement this solution further in the secondary levels.
CONVERT TVS TO LARGE DISPLAYS
When asked about the importance of data projectors in the
classroom, 69 percent of teachers responded they were important or
would help their students be more successful. Large image display
is needed for all classrooms to properly support content delivery.
Existing projection screens are undersized for data display. The size
of each projector screen will vary somewhat depending on the size
of the classroom. A guideline to help determine required screen size
is included as an Appendix in this plan document.
MISD will follow a phased approach to replace the television
monitors and screens throughout the district. First, the televisions in
the high school classrooms will be replaced with data projectors and
large screens. Second, MISD will replace the televisions throughout
the middle schools. Third, MISD will replace the televisions in the
elementary schools. During the transition, the television monitors
being replaced in the high schools or middle schools can be used as
spares for the monitors still in use in the remaining middle or
elementary schools.
Currently, MISD has 211 projectors on inventory. These are
assumed to be 100 percent operational. The projectors that are
integrated with document cameras (commonly know as “Elmo’s”)
number 262 and are not counted as available for the purposes of this
analysis.
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The current requirement is for one projector per classroom (1176),
computer lab (48), and portable classroom (59), for a total
requirement of 1283. The integrated projector/document cameras
will be migrated into the “sustainable designed” schools: Malvern,
McNeil, Vega, and Walker, along with other cart-mounted projectors.
This is because the classroom design in these buildings precludes
the installation of ceiling mounted projectors. Assuming the 155
classrooms in those four schools are provided cart-mounted
projectors or Elmo’s from the existing inventory, the remaining
requirement is 1128 (1283 less 155). The difference assumes some
numbers of projectors are in use in administrative offices and
libraries. These replacement projectors are spread evenly across
the plan years.
The projectors should be XGA (1024 x 768) resolution and a
minimum of 1500 ANSI lumens (2,000 ANSI lumens preferred). As
stated previously, the projection screen sizes should be based on
viewing distance for the furthest viewers and will vary room by room.
MISD will replace all projection screens in classrooms with larger
units appropriately sized for the rooms.
The cost estimates shown for this item include installation and wiring
expenses.
DOCUMENT CAMERAS
Teacher and administrator support for document cameras is
widespread, and these technology items have a proven track record
in effectively supporting current teaching methods. MISD will
provide a document camera in each classroom that is linked to the
cart or ceiling mounted data projector for large image display.
The “Elmo” units that are popular with the instructional staff are a
combination of a document camera and a video projector. These
combination units are no longer available from Elmo, but Toshiba
has introduced a model in the required resolution. Unfortunately,
with only one major manufacturer of these combination units at the
appropriate resolution, caution must be maintained in assuming
these units will be available in the future.
The more traditional, document cameras, separate from the
projector, can be used from anywhere in the room with the proper
cable connection. Either solution will provide the learning space
capabilities desired.
MISD will implement a three-phased approach in alignment with the
projector conversion, beginning with the high schools, then middle
schools, and finally elementary schools.
INSTRUCTIONAL TECHNOLOGY DESIGN
STANDARDS
MISD will generate a technology design standards document
defining technology and related items, to be used to guide any new
construction or major renovation.
The document will include projectors, projection screens, wall
connection points for video and computers, media retrieval,
technology storage, technology furniture, acoustics, audio and
paging systems, telephone support, wireless coverage, assistive
technology needs, “smart” card support, access control, and related
items. In additional to technology, the document should include
guidelines for geometry of classrooms, ceiling heights, lighting
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levels, sight lines, and noise control. In addition to classrooms, any
specialty spaces should be included; such as morning
announcement/video studios, PC Labs, library
media centers, and flexible use spaces.
Appendix G is offered as a starting point for this
document and covers a few of the basic topics
such as projection screen sizing and acoustics.
TSG, C&I, security, physical plant maintenance,
selected administration and other personnel as
needed will review the document before
finalizing and will be kept informed of future
revisions.
MISD will review and revise the document as required each time a
new school is planned, so that each time an architectural team is
contracted to design a new school, an updated standards document
is provided to them to guide their work. The document is not
intended to be a substitute for a qualified design team of
architectural professionals and associated engineering specialists.
DIGITAL VIDEO PRODUCTION/INSTRUCTION LABS
MISD will create a digital multimedia production/instruction space for
each high school. As digital multimedia skills will be needed by
students in the 21st century, MISD intends to create fully equipped
digital centralized video production and instructional labs.
Each lab will contain a capture suite equipped with cameras, lighting,
a green screen, and appropriate audio/video support equipment, and
will be similar to how a morning announcements studio would be
equipped. There will be four non-linear editing workstations for each
lab facility.
For middle and elementary schools, MISD will create a morning
announcements video studio with capabilities similar to the spaces
for the high schools. This is anticipated for plan years four and five.
TECHNOLOGY ADOPTION PROCESS
MISD will establish a Technology Adoption Process to provide a
methodology for introducing technology innovations in a systematic
way with reduced risk. All technology initiatives with the potential to
impact more than one campus will follow this approach. Though the
process will be customized to fit the unique culture of MISD, the
technology adoption model generally contains the following six
steps.
1.
Vision. The creation of a technology vision. The initial idea of how a
technology might be implemented to improve instruction or administration
in a cost-effective manner.
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2.
Research and analysis. Identification of hardware, software, or other
technology, soft costs, potential funding sources, desired implementation
approach, and expected impact.
3.
Architecture and standards. The development of technology architecture
and the identification and creation of technology standards that support
the technology vision.
4.
Proof of Concept. Establish the model technology environment in a labtype setting and test the model for appropriateness, effectiveness,
practicality, etc. If the concept does not pass this phase, improve or
change the concept or else discard it from further consideration.
5.
Pilot project. Implement the technology concept on a single or small
number of campuses to ensure the required training, support,
maintenance, management, and administration mechanisms and
processes are established for the project. Evaluate system-wide
implementation issues, migration strategies and funding sources.
6.
System-wide implementation. After any challenges are resolved during
the pilot project stage, proceed to roll out the change to the entire district.
Provide documentation, support, or training as needed to support the
implementation.
MISD will strive to institutionalize the process of seeking, testing, and
implementing technology improvements across the district. This
approach will provide for a systematic introduction of new and
emerging technologies, minimize the district’s technology
implementation risk, and ensure that no campus is left behind. The
model will be applied as appropriate to each technology initiative.
DISTANCE LEARNING EQUIPMENT
The existing distance learning equipment is generally satisfactory to
support the needs of MISD. However, the existing distance learning
equipment is largely unused.
MISD plans to implement improved coordination efforts between
teachers and the curriculum development staff to integrate distance
learning techniques into classroom activities in an organized,
supported way. Many free resource areas are available to teachers
for classroom activities and some research studies have shown
impressive results for “virtual field trips” and other activities related to
video conferencing. The district will consider the C&I staff as the
“champion” for distance learning to lead use of the existing
equipment.
If the practice of distance learning gains popularity within the district,
MISD may be able to offer classes to those outside the district,
particularity in specialized areas where qualified teachers may not be
available. This may turn into a revenue stream to help fund
technology purchases. In addition, colleges and universities may
offer courses that are otherwise not available to MISD students via
distance learning.
However, given the current and anticipated relative emphasis on and
concern for distance learning, it is expected there will be no need to
upgrade this equipment during the planning period.
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STAFF PROFESSIONAL DEVELOPMENT
Professional development refers to ongoing efforts by staff members
to stay current in their fields of employment. Rapidly emerging
technologies in education warrant a focused effort to make staff
members’ effective and proficient using technology in the classroom.
The promise of technology in education is significant. Technology
offers the potential of individualized instruction for every student as
students become actively engaged in and responsible for
“The most important
their own learning. However, no one can argue that the
most important influence in student learning and
influence in student
achievement is still the quality of the teacher. As cited
learning and
previously, studies have shown that students of teachers
achievement is still the
with more hours of professional development related to
technology outperform the students of teachers with less
quality of the teacher.”
hours of professional development.
So it stands to reason that the true challenge of effectively
integrating technology in education is human rather than
technological. While technology advances hold the promise of
improved learning instruction, technology-focused professional
development for teachers is critical if technology is truly to be used to
promote learning for all students.
The following sections discuss specific initiatives needed to foster a
technology culture at MISD.
STAFF TRAINING CLASSROOM
MISD will create a staff training facility for existing teachers to learn
how to best use new and existing classroom technology equipment
and integrate it into the curriculum. This facility also will be used to
train newly hired staff on how to integrate classroom technology.
This facility will have at least one unit of each type of technology that
is installed in the classrooms, so that actual hands on
training can be accomplished in a low threat
environment. This “model classroom” will be in a
central district facility and used primarily for
professional development, Curriculum & Instruction
testing and experimentation, and TSG “proof of
concept” testing.
MISD will allocate space within an existing building to create this
staff training classroom. If space cannot be identified to support a
dedicated staff training classroom, then MISD could use an existing
classroom for training purposes, preferably at a school campus that
is not overcrowded.
STAFF TRAINING PROGRAM
The Curriculum and Instruction staff should take the lead developing
and managing a staff training program, with assistance from TSG.
This program would be for both new and existing teachers to learn
how to best use new and existing classroom technology equipment
and integrate it into the curriculum. A key program focus would be
on how to best integrate classroom technology. The program could
include guest lecturers from neighboring school districts or be fully
hosted within MISD, and it could be supported by providing teachers
observation time through the increased use of substitutes during
class time.
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The program should take advantage of other training opportunities
given by vendors/manufacturers. For example, representatives from
electronic whiteboard manufacturers or classroom voting/polling
systems often come before or after
school to do hands-on training with
teachers at no charge. Other
manufacturers will also provide this
service and MISD is certainly buying
enough volume to interest many vendors.
Other manufacturers have on-line
training about specific products.
In addition, there is web-based training
available. The International
Communications Industry Association
(ICIA) offers a Certified Technology Specialist (CTS) certification that
could improve the capabilities of the TSG staff, Library / Media
Specialists or even interested instructors.
It is also possible to include training in the purchase price of devices
that need it. Various types of software, cameras, and Classroom
Polling Systems (CPS) keypad units are examples of technologies
this could be done with.
Overall, this program should focus on building the technical
capabilities of staff members, while sharing proven, successful
techniques and ideas that effectively integrate technology into the
curriculum. Critical to the success of this effort will be active
involvement from both TSG and C&I.
CONTENT CREATION LAB (STUDIO)
MISD will construct a fully equipped content creation lab. This
capability is needed for better supporting teaching and learning, and
can be used by the entire district. Modern content creation facilities
enable customized creation and delivery of educational or public
relations materials. These are needed to better prepare MISD
students and help keep the district connected with the rapidly
growing community.
If necessary, this space could also serve double-duty as a video
production and editing facility where student instruction takes place
during certain periods of the day. However, this is not
recommended. Instead, a fully equipped video production and
editing instructional facility should be created and maintained in each
high school. The quality and cost of the equipment to be installed in
this lab varies widely, and MISD plans for an excellent level of quality
for its studio lab.
MISD will allocate space within an existing building to create this
studio. If space is not immediately available, a studio space should
be programmed for support as part of the district’s construction
program.
WEB PORTAL TRAINING
MISD will develop a public relations campaign and a brief tutorial on
the new web portal to help parents and community members
understand the benefits and capabilities of the new portal. Also,
MISD will provide campus staff training on how to best take
advantage of the capabilities of new portal. When asked how
important having a web portal was as a way to enhance schoolhome communications, 46 percent of parents and 30 percent of
teachers responded “the success of my student depends on this“
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while 36 percent of both groups felt “this would help my student(s) be
more successful.”
DATA WAREHOUSE
TRAINING
MISD will provide initial and ongoing training
on data-driven decision-making and the best
use of the data warehouse. MISD will train all
campus staff on techniques for using data to
improve teaching and learning outcomes,
including how to extract data from the
warehouse. The initial Vista™ reports training
will build an initial capability. Reoccurring training will be necessary
for newly hired staff, and advanced training will be provided for more
experienced users.
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INFRASTRUCTURE
INTRODUCTION
Infrastructure includes the ‘back room’ aspects of the technology
systems. In general it includes the spaces, pathways, cabling,
electronic equipment and services such as telephone or data. More
specifically this category contains items such as the wide area
network (WAN), the metropolitan area network (MAN), building
backbone cabling, data switches, routers,
telephone switch, the teledata service
entrance facilities, incoming Internet access,
teledata closets, wireless access points and
the cabling to the classrooms and offices.
The infrastructure allows you to communicate
between computers on campus and across
the school district and access to the Internet.
To more completely understand infrastructure
it is important to understand the concept of
projected life cycles related to the various aspects of the technology
infrastructure of a building. Because of the dependence on
technology, the impact that technology has on teaching effectiveness
and the cost of implementation, it makes good sense to configure
Systems, Spaces and Services with equipment life expectancies in
mind. Life expectancy refers to the point at which the systems likely
will fall victim to one of the following:

Changes in use - Computer systems may be required to perform in
ways never intended

Increased maintenance costs – Older equipment requires more
frequent repairs and maintenance

Reduced reliability – System failures increase as the systems near
the end of their life cycles

Obsolescence – Systems reach a point at which they cannot be
effectively upgraded to new technology standards
In educational environments life cycle examples include building
structures that are designed to last approximately 40 to 60 years.
This usually includes the building’s main technology equipment
room. This room, most often, also supports the main service
entrance and main distribution frame. Building teledata closets and
the backbone cable pathways should be
expected to perform for approximately 20 to 30
years. Backbone cables should be expected to
perform for roughly 15 to 25 years. The cabling
from the teledata closet to the classroom or
office should last from 10 to 18 years under
normal conditions. Electronic equipment usually
has life expectancies much less than the
previous items and with more variability.
Telephone equipment is expected to last from 5
to 12 years, while data and desktop electronics
are only 4 to 7 years. Portable equipment tends
to require replacement before more permanent items.
These examples of projected life cycles enable the technology
designer to understand critical elements to configure items with
greater flexibility, to develop refresh cycles for items such as
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computers, and to assist in the long range planning of various
infrastructure components. However, with certain (relatively short
life cycle) items like wireless devices, there is no point in trying to
plan too far into the future, because wireless equipment can become
obsolete so quickly. Nevertheless, the cabling and associated
infrastructure needs to be sized and located to accommodate
numerous generations of future wireless access points.
The rapid development of faster, more reliable, more versatile
networks is dramatically influencing the architecture of nearly every
electronic system. Significant trends that will affect systems planned
as part of the McKinney ISD projects include:

The move toward a single IP based network architecture.

The convergence of communication applications including data,
voice, video, and specialized uses, on a single network.

The ever-increasing growth in bandwidth capacity available to the
end-user and throughout the network.

The need for more reliable networks as applications become more
numerous and operationally critical.

The need for more secure data networks.
INFRASTRUCTURE REFRESHMENT
Refreshment is a significant portion of any strategic technology plan.
In addition to the initiatives covered in Section IT-1, MISD plans to
replace selected servers, data switches, and associated equipment
each year. In addition, it is anticipated that funding will be needed
each year for infrastructure expansion to support the expected new
schools planned for construction each year of the planning period.
The plan is for McKinney to replace servers, data switches, etc. on,
generally, a five-year period. It is anticipated that these devices in
the future will be less costly for similarly equipped models; however,
it is anticipated that processing speeds, user expectations and
storage needs will increase as time goes on.
Please refer to the life cycle analysis in the introduction wherein we
state that data and desktop electronics life cycles are in the range of
4 to 7 years.
INFRASTRUCTURE TECHNOLOGY STANDARDS
MISD plans to develop and publish a concise set of data and
information technology systems and facilities standards that can be
provided to design and construction teams. This will help simplify
the design process and ensure uniformity of standards across new
school construction and renovation projects. Of course, these
standards will be coordinated with the Instructional Technology
Standards address elsewhere in this plan.
This document will include detailed standards covering such facility
features as teledata closet characteristics and locations, main
distribution room characteristics, cabling standards, scalability
requirements, wireless system support, building system automation,
security system support, documentation requirements, and
numerous other infrastructure design features. It is anticipated that
this will include plans to migrate the district to an IP based video
distribution system over time.
It is estimated that preparation of this document will be accomplished
during plan year one.
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WAN/MAN/LAN OPERATIONS BANDWIDTH
MONITORING
MISD will begin monitoring the network for bandwidth and protocols
to assess utilization per time frame and per application. This
monitoring should be tracked over time to develop trends. If
problems are detected, implement corrective actions to ensure
continued smooth overall operation and adequate instructional and
administrative bandwidth is available.
OPEN SOURCE OPERATING SYSTEMS
MISD plans to conduct a pilot project to test its capability to operate
Linux as a network operating system. There are potential cost
savings available from using open source operating system
software, and MISD intends to document issues and costs and
perform a cost-benefit analysis after the test period is over. Based
on the test results, MISD will decide whether and how to proceed
with a rollout effort.
The pilot project is planned for year one and support funding will be
needed each year for two years to ensure it is properly supported.
INTERNET FILTERING
MISD intends to install improved filtering software that blocks access
to inappropriate sites, provides flexibility for user groups for web site
access and reports on Internet activity. In addition management of
this software is important. One campus staff member
observed, “Internet access is a big problem. We need
to find a way to filter inappropriate information but still
allow access to needed information.”
There are a growing number of empowerment options
available. These options range from services that are
part of commercial online services, to stand-alone
software, to web-based labeling services and filtering
software. Today it is safe to say that every organization using the
Internet has ready access to filtering sufficient to shield themselves
and their students from unwanted content. In the coming months,
we can expect even more progress in several areas: deployment in
more major web browsers, creation of additional third-party labeling
services, and increased availability of positive guidance services to
help organizations find appropriate Internet content.
The vast majority of school districts connected to the Internet today
have easy access to filtering capability through a variety of avenues,
either through offerings from their Internet Service Provider or
because this software comes already installed on the computers that
they purchased for their school.
CONTINUITY PLAN AND TECHNOLOGY SYSTEM
DOCUMENTATION
MISD currently has an agreement with Prologic Technology Systems
to provide Disaster Recovery Services. The services consist of a
fully operational computer system to backup the IBM AS/400. The
agreement does not include any computer space, nor does it include
any facilities plus disaster recovery services such as support team
space.
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Also, MISD electronically vaults data to the North
campus and stores data remotely. To accommodate
that process the district is installing equipment that
will provide 6 Terabyte of storage space at the
Central Office and at the McKinney North High
School.
When asked about the importance of recovering
systems after problems, fully 100 percent of campus
administrators responded this would either help their
students be more successful or was very important to their success.
MISD plans to develop and implement a comprehensive business
continuity plan, which will include the Disaster Recovery aspects.
The scope of the planning process should include the following
phases:

Project Initiation and Management

Risk Evaluation and Control

Business Impact Analysis

Develop Business Continuity Management Strategies

Emergency Response and Operations

Develop and Implement Business (District) Continuity Plan

Prepare Awareness and Training Programs

Maintain and Exercise Plans

Crisis Communications

Coordinate with External Agencies
From the plan, comprehensive emergency procedures and response
procedures should be developed.
In a related project, MISD also plans to improve its documentation of
installed technology systems and infrastructure. Existing CAD floor
plans that show every data port on each wall, and the type and
quantity of cables connected to each port, will be verified to ensure
that cable tag numbers are indicated, as well as the cabling
pathways throughout each facility. These scale drawings will be
made web-accessible and will be centrally managed. This level of
accurate digital documentation is needed for and will greatly assist
long-term systems maintenance and upgrade planning.
This effort is estimated to require funding each year to systematically
review, verify, update and digitize all existing and new technology
system drawings.
INVENTORY MANAGEMENT
MISD needs to ensure that all equipment assets are secure. Asset
tracking of certain physical assets such as hand-held devices (if
utilized), and laptop computers should be investigated in plan year
four and possibly implemented in plan year five. When surveyed,
over 94 percent of campus administrative staff responded that
security tracking of technology assets was important or would help
their students be more successful.
In the meantime, a more rigorous system of checks and balances
should be implemented to ensure proper accounting for physical
assets.
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INTERNET 2
Internet access has been successfully incorporated into the teaching
and learning process in many varied ways across the district. Highspeed access is now being widely adopted around the
world, and it is anticipated that Internet2 capability and
usage will become widespread in the future. An objective
of the "Sponsored Education Group Participant" (SEGP)
group within the Internet2 community is to bring together
innovators in K-12, colleges, universities, libraries, and
museums into appropriate regional, national, and
international advanced networking environments. Another
objective is to enhance teaching and learning by
facilitating projects that explore the ways in which
advanced network applications, services, tools, and digital
content can extend access to education and educational
resources.
The quality improvements available using Internet2 technology and
the opportunity to collaborate or share content with higher education
institutions will open the way to technologically supported
enhancements yet to be imagined. Technology integration into the
curriculum will become easier and better than ever before. The cost
for an Internet2 connection needs to be explored through a local
connector.
MISD intends to investigate establishing an SEGP partnership to
gain access to Internet2 through the University of Texas at Dallas.
This access may be established during year three or later.
DATA STORAGE
MISD needs to quickly increase its capacity to store electronic
information in a secure centralized environment to support data
warehouse activities and curriculum enhancements. It is estimated
that current and forecasted storage requirements will
“Sixty-seven percent of
need funding each year for two years, and additional
teachers said this would
funding each year of the plan to accommodate newly
constructed schools. As mentioned in IF-10, the
either help their students
district is installing additional SAN equipment that will
be more successful or was
provide 6 Terabyte (RAID 10) of storage space at the
very important to their
Central Office and (as a backup) an additional 6
success.”
Terabyte is also being installed at the McKinney
North High School.
When asked about the importance of accessing data on demand, 67
percent of teachers and 88 percent of administrators responded this
would either help their students be more successful or was very
important to their success.
REMOTE ACCESS
“Network access is a must in today’s society.” “I need
home access to the MISD network for grades.” These
are just two examples of the sentiment expressed by
MISD personnel concerning access to information
resources while away from the campus.
MISD will increase remote access capabilities for
administrators, faculty, and students through its web
portal initiative to allow access to stored data and
necessary applications. To provide the necessary portal
development, security, software, and administration, it is
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estimated that funding will be required each year for the first two plan
years to properly establish remote access for the district. Included in
this category are the hardware, software and any associated Internet
access components or devices. Firewalls necessary to ensure
security and protection and any caching devices are also included in
this category.
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BUSINESS PROCESSES
Core business processes that must occur centrally operate on
central systems such as the Student Information System, Food
Services, Library, or personnel system. Other activities include
operation of central data services such as a Storage Area Network
or Data Warehouse. These and other systems are included under
the business processes section of this report.
MAINTAIN DATA MANAGEMENT PLAN
MISD will maintain a data management plan that describes the policy and
management principles and processes for all data systems. Again, team efforts
across all departments and IT are necessary to define and document these
plans.
The plan should incorporate these components.

Disaster recovery plan

Current STAR charts for campuses

MISD policies related to information management (Data Access and
Management Guidelines)

Advisory group charters, descriptions

Technology/IT Policy/Steering Committee

Advisory/Steering committees for individual projects

User groups

Internal departmental or district technical groups

Data exchange agreements with universities, state or local agencies,
researchers, etc.

Data collection or report calendar (schools to central office)

Reporting calendar (MISD to TEA, USED)

Data management plan (general and annual)

Information systems architecture documentation

URLs for on-line resources related to technology and information access by
staff, parents, public

MISD metadata dictionary

Change management process

Data warehouse documentation

Data warehouse data models

IT staff professional develop plans, training materials
When asked via the online survey about the importance of state and federal
reporting requirements, over 97 percent of campus administrators responded that
this would help their students succeed or was very important to their students’
success.
RESEARCH THE SCHOOLS INTEROPERABILITY FRAMEWORK
(SIF) STANDARDS
MISD will adopt the Schools Interoperability Framework (SIF) standards for
exchanging data among software applications as the preferred
“Over 84 percent of all
method for interoperability. When asked about the importance of
exchanging data among software to avoid re-keying data, more than
non-instructional staff
84 percent of all non-instructional staff responded this would help
said exchanging data
among software to
avoid re-keying data
would help students
be more successful.”
their students be more successful or was very important to their students’
success.
Current software applications will be reviewed to determine how data are entered
and accessed, what processes can be implemented to improve efficiency and
data quality, and the availability of a SIF agent for interoperability.
New software applications will be required to have a SIF-certified agent for
interoperability.
BUILD OUT DATA WAREHOUSE
MISD will develop a build-out schedule for populating the data warehouse. The
data warehouse has been populated initially with the following data.

School directory information

TAKS performance data

CIMS student enrollment data
In developing a build-out schedule for the data warehouse,
MISD should consider which information areas are suited to
a data warehouse solution and which are best maintained in
separate, potentially more confidential, and detailed data
resources. The information areas evaluated for their
processes are shown in the following table along with a
recommendation for sequence or exclusion.
The areas, dates, priorities, and other issues should be
reviewed by the various MISD advisory groups associated
with individual information areas and the overall data warehouse.
COMPLETE USER PORTAL
MISD will enhance the single user portal being implemented with appropriate
user authentication and permissions to manage the gateway into MISD data
systems.
The future availability of data in the data warehouse and the interoperability of
software applications will provide MISD stakeholders with increased potential for
data driven decision-making. However, managing
confidentiality and appropriate use issues will become
increasingly complex. The single web portal application will
provide the mechanism for proper management. All users will
be assigned permissions for specific actions appropriate to their
individual rights and needs for the data.
TECHNOLOGY SERVICES GROUP SUPPORT
To support all of the ongoing and new initiatives necessary to MISD, the
Technology Services Group staff must expand to sustain an acceptable level of
service at best value to the MISD taxpayer. These issues are addressed in this
section of the plan.
STAFFING
As each two new elementary schools are added to the district, MISD will add a
Campus Technology Specialist (CTS). For each new secondary school, one new
CTS position will be added. These CTS positions will continue to have individual
campus assignments, but will be managed centrally.
As the quantity of technology equipment increases, in particular the audiovisual
(AV) items, it may become necessary to add a central staff position to oversee
aspects of the media program. Library/media center specialists will be able to
manage the digital content needed for school operations, but administering the
data projectors, interactive boards, and other networked items may require
additional manpower. MISD plans to a staff position to help manage these
valuable assets.
The planned replacement of CIMS will require surge manpower, as there is
significant data migration needed and the changeover will involve a period of
parallel operations until confidence is established in the new system. MISD will
satisfy this requirement with a fixed term employee or through contract support.
Further, the group of CTS personnel needs additional differentiation amongst
themselves, perhaps either through work leaders or working supervisors. A span
of control larger than 20 is too large to remain effective. Plus, establishing work
leaders or working supervisors would provide a career path for CTS employees,
helping to improve retention.
Finally, the TSG staff should strive for more systematic interfacing with the
Curriculum & Instruction staff. Through close coordination between TSG and
C&I, particularly with the reestablishment of the ITS position (see Initiative PD-9),
many of the current support challenges will be met and overcome.
PRODUCTIVITY TOOLS
Several productivity tools will help TSG minimize the number of on-site
visits by CTS staff. MISD will initiate the networking of all projector
resources for improved management. As projectors are connected to
the data network, they will be managed centrally over the network.
Maintenance will be proactive instead of reactive; the responsible CTS
will know when a bulb is nearing end-of-life and be able to replace it
before it burns out and interrupts classroom activities. Any problems that
can be corrected remotely will be done from a central location in the
main administration building. Any projector problems that require a
physical response will be entered into the service request system and
dispatched to CTS. Additional funding each year will be required to
provide this network capability to installed projectors over the planning
period; this is covered in the section titled “Monitor AV Equipment Over
Network,” IF-12 above.
In addition, MISD will implement the use of software to establish centralized
management and control of applications and operating systems software
maintenance on client PCs. Currently Novell’s Zenworks™ is used to push out
applications/updates to PCs. MISD intends to increase use of other
Zenworks™ functions this year to remotely repair PC problems. This
will enable TSG to centrally provide software updates, patches, and
configurations, as well as manage software licenses and provide real
time asset management inventory data. This ability to patch,
configure, and roll-out new software to PCs anywhere on the network
from a central point will reduce the trips to the desktop, and some of
the new software has the ability to permit help desk personnel to view
and control user's desktops allowing tech support to see what the
problem is and even show the user the mouse clicks needed to
correct the problem - all without leaving their desk. This will
dramatically speed up support response times as walking to the desktop is
significantly reduced.
Further, MISD plans to realign how its refresh program is managed, so that
individual schools can be standardized to a single vendor and configuration. This
will dramatically increase the efficiency of technology refreshment efforts, and will
enable the CTS staff to increase its productivity, as remote central management
is more labor efficient than supporting each PC individually on site.
Over the longer term, MISD will increase use of web-based software to enhance
productivity whenever possible. Web based software will minimize support labor
costs, and will reduce installation and maintenance costs.
SERVICE CALL PROCESSES
MISD will establish standardized help desk response processes using a simple
process diagram to illustrate logical workflow. Once established, this workflow
will be entered into the new ITDirect™ software to more efficiently manage inprocess technology service requests.
“MISD will establish a
district policy
identifying “user
responsibilities” for
operating and
maintaining
technology assets.”
In support of improved service call response MISD will establish
a district policy identifying “user responsibilities” for operating
and maintaining technology assets. This policy will establish
user responsibility for simple checks and restoration processes
such as checking for loose cord connections and performing
power reboots. Assigning these responsibilities to all the users
will bring MISD into alignment with common business practices,
save the district some labor resources, and improve system
availability rates.
As a complement and follow on effort to the definition of user responsibilities,
MISD will better define the CTS responsibilities to exclude those newly assigned
user responsibilities.
SOFTWARE STREAMING PROJECT
MISD will initiate a software streaming pilot project to test this innovative support
approach. This relatively new variant to the thin client approach involves PCs
with full processors but without hard drives. All software applications are
installed and served centrally on network storage and streamed to the desktop as
needed, eliminating the need for a hard drive in every computer. This approach
leverages the speed and capability of the network, one of the real strengths of
MISD. A single central image can be accessed by each PC in the PC lab, daily if
needed. Using this concept, there will be only one image to maintain for each set
of computers. .
This approach dramatically reduces the desk-side visits for support, reduces the
time spent on software maintenance, reduces possibilities of corrupt, virusinfected systems, and extends the life of PCs. MISD plans to reallocate the
increased availability of the CTS staff that will result from this effort to other high
priority tasks as appropriate.
The pilot project will be accomplished for one PC lab. If the pilot test is
successful, MISD will rollout the strategy to other PC labs
SOFTWARE MANAGEMENT PRODUCTS FOR PC LABS
MISD needs to continue to enhance, increase and update its existing software
management applications for its PC labs. MISD plans to acquire and support
these programs such as “annotation over any screen” and providing views of
student screens at the teacher’s PC. These teacher productivity tools can help
teachers deliver content and oversee student learning.
TOTAL COST OF OWNERSHIP STUDY
MISD will complete a “total cost of ownership” (TCO) study to gain insight into
how continuing cost and productivity improvements can be made in district
technology areas. As emerging technologies gain mainstream acceptance and
use, hardware unit first costs typically decrease. However, licensing and
services costs often increase, especially if a technology is no longer supported
by the industry. These cost dynamics create the need to better
understand the evolving relationship between technology first costs and
ongoing support costs, and through the TCO study MISD will identify the
best strategies for ongoing technology support.
Several on-line resources exist. For example, www.classroomtco.org
has an on-line survey feature that allows benchmarking with other
districts and calculates hardware costs, direct labor, indirect labor,
external service cost, printer supply costs, and other costs.
SCHOOL HOME COMMUNIC ATIONS
Increasingly, school home communications present an area of
opportunity for winning community and parent support for
school district activities, as well as for improving administrative
efficiency in areas involving students. These include
attendance, grade reporting, additional fees, and special
activities of all types.
WEB PORTAL
MISD is developing a new web portal. Among other initiatives, MISD plans to
post information about school events, schedules, and policy information via the
district web portal. The current manual methods of communicating
“One parent
with parents or guardians, including sending written notes or flyers
commented, ‘If it is home with students, could be significantly reduced once the portal is
fully operational. This should improve the quality of school-home
electronic and it is
communications, while reducing the rate of consumption of paper
about my children,
supplies.
I want to be able to
log in securely and
view it.’ ”
Teachers will update information about their classes, administrators
will update school and district event information, and parents will
access the information whenever needed. Over 45 percent of parents
surveyed responded “the success of my student depends on this,“
while 36 percent felt “this would help my student be more successful.”
Via the Online Survey, one parent commented, “If it is electronic and it is about
my children, I want to be able to log in securely and view it.”
The portal will be launched with the administrator dashboard, followed by the
teacher dashboard, and finally the parent dashboard, over a three-year
implementation period. As business systems are modernized, updated, or
replaced, and achieve conformance with Schools Interoperability Framework
standards, the portal will continue to provide access to available data regardless
of the underlying system containing the data.
WEB PAGE TEMPLATES
MISD will seek to develop and implement a policy requiring teachers throughout
the district to use web pages. Recognizing the time and energy burden this
places on the teaching staff, MISD will make it easy and timesaving for teachers
to use them. Over 55 percent of parents surveyed responded “the success of my
student depends on this,“ while another 30 percent felt “this would
help my student be more successful.”
Parents and students will gain increased access to class information
to help enable further academic achievement improvements through
parental support and “anytime” access. Teacher and class web sites
could contain homework assignment information, curriculum
information, and schedules. One parent commented, “I wish all
teachers had web pages with homework assignments and other
information that a student or parent could access if the student is ‘forgetful.’”
Another stated, “I wish more teachers would use websites/email as a general
information tool.”
AUTOMATED COMMUNICATIONS
MISD will provide parents/guardians with increased quantity and quality of
information about school activities using Parlant Technology’s ParentLink. This
will be a project coordinated by the Office of Communications with assistance on
the technical requirements from the Technology Services Group.
The Office of Communications will be developing the parameters
for the use of this communication tool. Automated email notices
and telephone messages will continue to be implemented to
notify parents of updated district news or event information.
When asked about further automation of attendance accounting,
36 percent of parents surveyed responded “the success of my
student depends on this,“ while 32 percent felt “this would help
my student be more successful.” When asked about further automation of grade
reporting, 47 percent of parents surveyed responded “the success of my student
depends on this,“ while 30 percent felt “this would help my student be more
successful.” Parents will be able to look up student schedules and other school
activities and events using the parent dashboard, noted above. The dashboard
will be available for 24/7 access upon parental demand, and will be customizable
by parents/guardians. They will choose what types of school activities and
events to be notified about and how to be notified. Generally, parents want and
will receive improved communications capability with the district, with options on
how parents choose to interact with the district.
COMPUTERS FOR LOW SOCIOECONOMIC STATUS
FAMILIES
“Technology is great and it helps all of our students. Unfortunately the only ones
that benefit are the kids that can afford it,” according to a Central Office Staff
member. Another lamented, “How do we encourage use of computer-based
communication tools for those families who do not have home computers?”
MISD will implement a plan for initially subsidizing or providing computers to
families that do not presently own a computer. After this plan is implemented,
MISD will seek solutions for assisting these families with obtaining connectivity
with the district. New developments in the provision of wireless broadband
services may contribute to a solution in this area, but at present there exist no
viable options to provide this assistance.
Increasingly, school processes are migrating to an online environment and
students and their families will need online access to perform basic interactions
with the school district. As this process continues, these families increasingly will
need both a computer and an Internet connection to regain equal opportunity for
educational success.
ACCESS TO DIGITAL CONTENT
When asked whether home access to MISD subscription databases was
important, 28 percent of parents surveyed responded “the success of my student
depends on this“ while 33 percent felt “this would help my student be more
successful.” Similarly, 39 percent of students surveyed responded, “this is
important to me,“ while 27 percent felt “this would help me be more successful.”
MISD will seek to establish access to district digital educational content for
McKinney families to access from home. Students who may need to review
course work or catch up on missed work due to absence for any reason will be
able to access course content at home. It may be necessary to alter network
access procedures to enable at home access to district-funded digital content.
ON LINE COURSES
MISD will investigate the feasibility of offering on line courses, such as Advanced
Placement courses, to MISD students as well as students in other districts.
Course development would be needed as an online curriculum differs from a
traditional curriculum. The Curriculum and Instruction staff will identify candidate
subjects and explore the feasibility of developing this initiative.
GOALS, OBJECTIVES, AND STRATEGIES
This section organizes the technology improvement strategies under objectives and goals formatted
suitably for submission to the Texas Education Agency, and includes the correlates to No Child Left
Behind (NCLB), E-Rate (ER), and the Texas Long Range Plan for Technology (LRPT).
ACTION PLAN
This section takes the items mentioned above and addresses the steps to be taken each year for
implementation. Wording of the items may be condensed from the above narratives.
Key to terms used in this section:
Research
Investigate or research and
report to Technology Services
Group
Develop
Planning, design, or
development effort needed to
make plans for possible
implementation in a future year
Pilot
Implement the concept in a
single space or on one campus
to evaluate concept viability on
a limited basis
Implement
Rollout the concept districtwide; put plans into action
Sustain
Support and maintain a plan
concept implemented in a prior
year; continue the current
action as part of normal
business
GOAL 1: Improve student academic achievement with technology resources ubiquitously integrated in
curriculum and instruction.
OBJECTIVE 1.1: Meet or exceed the technology equipment target of a student to workstation ratio of 4:1.
Strategies
Accountability
Measure
1.1.1
Instructional
Technology
Refreshment
Percent of desktop and
laptop computers less
than 5 years old
1.1.2
Wireless
Laptop Carts
Number or percentage of
campuses with laptop
carts available
Persons
Responsible
TSG
TSG
C&I
AY 0910
AY 1011
AY 11-12
AY 1213
AY 13-14
AY 14-15
Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
OBJECTIVE 1.2: Provide 100% of classroom spaces with core display technologies including a teacher workstation, data
projector, and document camera.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
1.2.1
Convert TVs to
Large Displays
Percent of classrooms
converted
TSG
Implement
Implement
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
1.2.2
Document
Cameras
Percent of classrooms with
document cameras in use
TSG, Campus
administrators
Implement
Implement
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
OBJECTIVE 1.3: Provide 100% of classrooms with digital technology support equipment and content services.
Strategies
1.3.1
Media
Retrieval
System
Accountability Measure
Number of campuses with
operational video server
system
Persons
Responsible
TSG, Library Media
Specialists, C&I
AY 09-10
Implement
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
Implement
Sustain
Sustain
Sustain
Sustain
OBJECTIVE 1.4: Provide 100% of classrooms with ubiquitous digital information technology access.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
1.4.1
Campus
Wireless
Networks
Number or percentage of
campus networked upgraded
TSG
Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
1.4.2
Upgrade Data
Storage
Percentages of staff and
students with adequate
network storage capacity
TSG, Campus
Administrators
Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
1.4.3
Enhance
Remote
Access
Number of staff and students
who have adequate remote
access
TSG
Implement
Implement
/Sustain
Sustain
Sustain
Sustain
Sustain
1.4.4
Internet2
Number of campuses able to
access content via Internet2
TSG, C&I Staff
Research
Implement
Sustain
Sustain
Sustain
1.4.5
Distance
Learning
Equipment
Number of instructional staff
with full access to distance
learning capabilities
TSG
Implement
Sustain
Sustain
Sustain
Sustain
Implement
OBJECTIVE 1.5: Develop and enhance on-line learning resources.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
1.5.1
Credit
Acceleration
via on-line
courses.
Number of courses offered.
Number of students enrolled in
courses.
TSG, C&I Staff
Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
1.5.2
Credit
Recovery.
Number of courses offered.
Number of students enrolled in
courses.
TSG, Campus
Administrators
Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
1.5.3
Curriculum
specific
resources.
Number of resources
available.
TSG
Implement
Implement
/Sustain
Sustain
Sustain
Sustain
Sustain
GOAL 2: Improve efficiency and effectiveness of all business operations and processes.
OBJECTIVE 2.1: Improve the efficiency of managing student information by 50%.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
2.1.1
Continue
development
and
implementation
of the Region
10 Data
Warehouse.
Percent data warehouse is built
out
TSG, Central
Administrative Staff
Implement
Sustain
Sustain
Sustain
Sustain
Sustain
2.1.2
Expand and
enhance the
capabilties of
the Schoolnet
data
management
system.
Percent of curriculum converted
to Schoolnet Align. Number of
lesson plans available to
teaching staff.
TSG, C&I Staff
Implement
Implement
Implement
/Sustain
Sustain
Sustain
Sustain
2.1.3
Data
Management
Plan
Progress in development of
comprehensive data
management plan that describes
policy, management principles,
and processes for all data
systems.
TSG, Central
Administration
Staff, Campus
Administrators
Implement
Sustain
Sustain
Sustain
Sustain
Sustain
2.1.4
Adopt &
Implement SIF
Interoperability
Project progress developing and
adopting a SIF interoperability
design; progress implementing
the SIF infrastructure; SIF
agents are operational for major
data applications.
TSG
Research
Research
Research
Research
Research
Research
2.1.5
Complete User
Portal
Percent of users accessing
portal with appropriate user
authentications and permissions
TSG, Central
Administrative Staff
Implement
Implement
Implement
/Sustain
Sustain
Sustain
Sustain
Objective 2.2: Reduce the cost of sustaining desktop computer laboratories by 25%.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
2.2.1
Software
Streaming
Solution
Number of PC labs converted
out of total number of PC labs
TSG, Library Media
Specialists,
Campus
Administrators
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
2.2.2
Software
Management
Products
Percent reduction in time to
respond and/or time to
complete TSG Help Desk
Requests
TSG
Research
Pilot
Implement
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
2.2.3
Open Source
Operating
System
Number of PC labs converted
out of total number of PC labs
TSG
Research
Pilot
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
Objective 2.3: Improve the efficiency of internal staff communications by 20%.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
2.3.1
User Portal
Number of accesses per day
per district user
TSG
Develop
Implement
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
2.3.2
Document
archival
system.
Number of functional areas
converted.
TSG, Central
Administrators
Research
Research
Pilot
Implement
Implement
/Sustain
Implement
/Sustain
Objective 2.4: Improve the effectiveness of the new systems design process and existing systems maintenance efforts.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
2.4.1
Develop
Instructional
Technology
Standards
Standards developed and
maintained current
TSG, Library Media
Specialists,
Campus
Administrators, C&I
Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
2.4.2
Develop
Infrastructure
Technology
Standards
Standards developed and
maintained current
TSG, C&I
Develop
Sustain
Sustain
Sustain
Sustain
Sustain
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
Sustain
Sustain
Sustain
Sustain
Sustain
Objective 2.5: Improve the effectiveness of physical security programs.
Strategies
2.5.1
Automate
Inventory
Management
System
Accountability
Measure
Percentage of technology
inventory automated
Persons
Responsible
TSG, Library Media
Specialists
AY 09-10
Implement
GOAL 3: Improve the capacity of all teachers to integrate technology effectively into curriculum and instruction.
Objective 3.1: Improve the district’s professional development program support facilities.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
3.1.1
Digital Video
Production/Inst
ruction Lab
Project progress in creating
the lab facility
C&I, TSG, Facilities
Research
Develop
Implement
Sustain
Sustain
Sustain
3.1.2
Content
Creation
Laboratory
(Studio)
Project progress in creating
the lab facility
C&I, TSG, Facilities
Research
Develop
Implement
Sustain
Sustain
Sustain
3.1.3
Staff Training
Classroom
Project progress in creating
the training classroom facility
C&I, TSG, Facilities
Research/
Develop
Implement
Sustain
Sustain
Sustain
Sustain
Objective 3.2: Provide training to 100% of instructional staff on the new technology used for instruction, data-driven
decision-making, and communicating with parents/guardians.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
3.2.1
Teacher
technology
competencies.
Percentage of staff receiving
training and current
TSG, Campus
Administrators, C&I
Implement
/Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
3.2.2
Administrator
technology
competencies.
Percentage of staff receiving
training and current
TSG, Campus
Administrators, C&I
Implement
/Sustain
Implement
/Sustain
Sustain
Sustain
Sustain
Sustain
3.2.3
On-line training
guides.
Number of guides developed
and accessible.
TSG
Implement
/Sustain
Implement
/Sustain
Sustain
Sustain
Sustain
Sustain
Objective 3.3: Improve the professional development program for all library/media specialists and implement instructional
technology specialists.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
3.3.1
Library/Media
Specialist
Professional
Development
Number of library media
specialists receiving advanced
training in advanced
technologies
C&I, TSG, Library
Media Specialists
Research/
Develop
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
3.3.2
Instructional
Technology
Specialists
Establishment of instructional
technology specialists for
technology integration using
advanced technologies
C&I, TSG
Research/
Develop
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Objective 3.4: Improve the capacity of teachers to integrate technology into the curriculum.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
3.4.1
Teaching staff
to attend
technology
conferences
and explore
new
technologies.
Number of Teachers attending
technology conferences.
C&I, TSG, Campus
Administrators
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
3.4.2
Provide
opportunities
for staff to
explore Web
2.0
capabilities.
Number of teachers attending
related training and/or utilizing
Web 2.0 tools within teacher
websites.
TSG
Implement
Implement
/Sustain
Sustain
Sustain
Sustain
Sustain
GOAL 4: Provide an efficient and effective information infrastructure to enable successful application of
technology throughout the district.
Objective 4.1: Sustain and improve technology and telecommunications support equipment and facilities.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
4.1.1
Infrastructure
Refreshment
Number of unscheduled
infrastructure outages
TSG
Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
4.1.2
Internet
Access
Internet connection is
expanded to 100 Mbps.
TSG
Implement
Sustain
Sustain
Sustain
Sustain
Sustain
4.1.3
Implement IPBased Video
Distribution
Number of campuses
operating using IP-based video
distribution
TSG
Research/
Develop
Implement
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
4.1.4
Continuity and
Backup Plans
Plan is complete and has been
tested within the past year
TSG,
Administrative
Departments
Sustain
Sustain
Implement
Sustain
Sustain
Sustain
Objective 4.2: Improve or begin centralized, remote monitoring of technology systems.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
4.2.1
Monitor AV
Equipment over
Network
Percentage of data projectors
monitored over the network
TSG
Research/
Develop
Implement
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
4.2.2
Staffing
Recommendations
Percentage of staffing level
TSG, Human
Resources
Implement
/Sustain
Sustain
Sustain
Sustain
Sustain
Sustain
4.2.3
Monitor
WAN/MAN/
LAN Bandwidth
Percentage of bandwidth being
used
TSG
Implement
Implement
Sustain
Sustain
Sustain
Sustain
4.2.4
Internet
Filtering/Blocking/Reporting
Number of user complaints;
routine reports on the number
of filtering and blocking actions
TSG
Implement
Implement
Sustain
Sustain
Sustain
Sustain
Objective 4.3: Reduce the cost to sustain desktop and laptop computers throughout the district by 25%.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
4.3.1
Productivity
Tools
Average cost per PC to
maintain in operational status
TSG
Research/
Develop
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
4.3.2
Service Call
Processes
Average time to respond to
help desk request; average
time to resolve help desk
request
TSG
Research/
Develop
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Objective 4.4: Identify additional opportunities to reduce costs or increase productivity.
Strategies
4.4.1
Total Cost of
Ownership
Study
Accountability Measure
Project progress until complete
Persons
Responsible
TSG
AY 09-10
Research
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
Research/
Develop
Implement
Implement
Implement
Implement
Goal 5: Improve communications between schools, teachers, parents, and the community.
Objective 5.1: Implement new technologies to expand community access to school information.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
5.1.1
Web Portal
Percentage of desired features
available in portal
TSG
Develop
Develop
Implement
/Sustain
Sustain
Sustain
Sustain
5.1.2
Web Page
Templates
Number of teachers with
templates available
C&I, TSG, Campus
Administrators
Develop
Implement
/Sustain
Sustain
Sustain
Sustain
Sustain
5.1.3
Access to
district
resources after
hours.
Number of evenings that
campuses / technology labs
are open and available to the
public.
TSG, C&I, Campus
Administrators
Implement
Sustain
Sustain
Sustain
Sustain
Sustain
5.1.4
Access to
Digital Content
Percentage of digital content
accessible
TSG
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
5.1.5
On Line
Courses
Number of students passing
on line courses
C&I, TSG, Campus
Administrators
Research
Pilot
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Implement
/Sustain
Objective 5.2: Improve accessibility to technology for high-needs schools and students.
Strategies
5.2.1
Computers for
Low SES
Families
Accountability Measure
Percentage of Low SES
families receiving computer
Persons
Responsible
C&I, TSG, Campus
Administrators
AY 09-10
Implement
/Sustain
Goal 5: Improve communications between schools, teachers, parents, and the community.
Objective 5.3: Build alliances with the community to improve communications and support.
Strategies
Accountability Measure
Persons
Responsible
AY 09-10
AY 10-11
AY 11-12
AY 12-13
AY 13-14
AY 14-15
5.3.1
Community
Survey.
Number of surveys returned.
TSG
Implement
Sustain
Sustain
Sustain
Sustain
Sustain
5.3.2
Community
Awareness of
District STP.
Marketing materials developed
and disseminated.
TSG,
Communications
Implement
Sustain
Sustain
Sustain
Sustain
Sustain
5.3.3
Build alliances
to take
advantage of
existing
community
resouces /
programs such
as REACH,
PIE, etc.
Increased involvement and
participation from community.
TSG,
Administrative
Departments
Implement
Sustain
Sustain
Sustain
Sustain
Sustain
PLAN INITIATIVE ALIGNMENT
This section illustrates the alignment of the technology improvement strategies
for use in submitting the district’s e-plan to the Texas Education Agency, and
includes correlates to the Texas Long Range Plan for Technology (LRPT), No
Child Left Behind (NCLB), and the E-Rate (ER) program.
Strategy
Instructional Technology
LRPT
NCLB
E-Rate
Credit Acceleration via on-line courses
TL-08,TL-09,TL13,AS-15,I-01,EP-09
NCLB-1, NClB-2,
NCLB-7, NCLB-8
ER-01
Instructional Technology Refreshment
I-04, I-05, I-06, I-07
NCLB-1, NCLB-2
ER-01, ER04
1.3.1
Media Retrieval System
TL-16, TL-17, TL-18
NCLB-12
ER-03
1.1.2
Wireless Laptop Carts
I-04, I-05
NCLB-2, NCLB-5
ER-04
1.2.1
Convert TVs to Large Displays
TL-05, TL-07, TL-08
NCLB-2, NCLB-5
ER-04
1.2.2
Document Cameras
TL-05, TL-07, TL-08
NCLB-2, NCLB-5
ER-04
Develop Instructional Technology Stds
TL-09, AS-01, EP-13,
I-01, I-08
NCLB-6
ER-01, ER03
Digital Video Production/Instruction Lab
TL-03, TL-04, TL-06,
TL-07, TL-18, EP-04,
EP-05
NCLB-2, NCLB-8
ER-02
Credit Recovery
TL-09,TL-12,TL13,AS-05,AS-15,I01,I-09,EP-09
NCLB-1, NCLB-2
NCLB-4, NCLB-7
NCLB-8
ER-01
Curriculum Specific Resources
TL-01,TL-04,TL10,TL-13,EP-01,EP09
NCLB-1, NCLB-2
NCLB-3,NCLB-4
NCLB-7, NCLB-8
NCLB-11,NCLB12
ER-01
Technology Adoption Process
TL-05, TL-07, TL-09,
TL-19
NCLB-2, NCLB4, NCLB-7
ER-01
Distance Learning Equipment
TL-16, TL-17
NCLB-8, NCLB12
ER-04
1.5.1
1.1.1
2.4.1
3.1.1
1.5.2
1.5.3
NA
1.4.5
Strategy
Staff Professional Development
LRPT
NCLB
E-Rate
Teacher technology competencies.
TL-08,AS-03,AS06,AS-10,EP-01,EP03,EP-05,EP-09,I07,I-09
NCLB-1,NCLB-4
NCLB-6,NCLB11
ER-01,ER-02
Staff Training Classroom
EP-03, EP-05, EP-08,
EP-12
NCLB-4, NCLB-7
ER-02
Administrator technology competencies.
TL-07,TL-08,I-08,EP04,AS-03,AS-10
NCLB-4,NCLB-6
ER-01,ER-02
Content Creation Laboratory (Studio)
EP-04, EP-11, EP-12
NCLB-7, NCLB10
ER-02
3.4.1
Teaching staff to attend conferences and
explore new technologies.
TL-10,TL-12,TL13,TL-15,EP-06,AS06
NCLB-3,NCLB-4
NCLB-6,NCLB-8
ER-01,ER-02
3.4.2
Provide opportunities for staff to explore
Web 2.0 capabilities.
EP-03,EP-08,TL12,TL-13,AS-07,AS15
NCLB-3,NCLB-4
NCLB-6,NCLB-8
ER-01,ER-02
3.3.1
Library Media Specialist Professional
Development
EP-10
NCLB-4
ER-02, ER04
3.2.3
On-line training guides.
EP-08
NCLB-4,NCLB-5
NCLB-12
ER-01,ER-02
3.2.1
3.1.3
3.2.2
3.1.2
Strategy
Infrastructure
LRPT
NCLB
E-Rate
Infrastructure Refreshment
I-02, I-10, I-14
NCLB-12
ER-01, ER04
Update Campus Wireless Networks
I-02, I-10, I-14
NCLB-2, NCLB-7
ER-01, ER03
Develop Infrastructure Technology Stds
I-02
NCLB-12
ER-01, ER03
4.2.3
Monitor WAN/MAN/LAN Bandwidth
I-02
NCLB-12
ER-03
4.1.2
Internet Access.
I-01,I-05,I-06,I-08,TL09,TL-10,TL-13,AS15
NCLB-3,NCLB-5
NCLB-12
ER-01,ER-03
4.1.3
Implement IP-Based Video Distribution
I-02, I-14
NCLB-5
ER-04
2.2.3
Open Source Operating System
I-03
NCLB-12
ER-04
Internet Filtering/Blocking/Reporting
TL-16, I-02, I-09
NCLB-12
ER-04, ER05
Continuity and Backup Plans
I-01, I-02
NCLB-12
ER-03, ER04
4.2.1
Monitor AV Equipment over Network
AS-08
NCLB-12
ER-04
2.5.1
Automate Inventory Management
System
AS-03, AS-07
NCLB-12
ER-04
Internet2
TL-16, I-02
NCLB-5
ER-03, ER04
1.4.2
Upgrade Data Storage
TL-18, I-14
NCLB-12
ER-04
1.4.3
Remote Access
TL-18, I-10
NCLB-12
ER-04
4.1.1
1.4.1
2.4.2
4.2.4
4.1.4
1.4.4
Strategy
Business Processes
LRPT
NCLB
ERate
2.1.2
Expand and enhance the capabilities of
the Schoolnet data management
system.
TL-01,TL-07,EP03,EP-09,AS-01,AS08
NCLB-5, NCLB-6
NCLB-12
ER-01,ER-02
2.3.2
Document archival system.
AS-14
NCLB-5,NCLB-6
NCLB-12
ER-01,ER-02
Data Management Plan
AS-03, AS-04, AS-05
NCLB-9, NCLB12
ER-01, ER04
Adopt & Implement SIF Interoperability
AS-04
NCLB-5
ER-01, ER04
Build Out Data Warehouse
TL-11, AS-02
NCLB-1, NCLB-2
ER-01, ER04
User Portal
I-15
NCLB-3, NCLB-9
ER-03, ER04
2.1.3
2.1.4
2.1.1
2.3.1
Strategy
TSG Staffing and Support
LRPT
NCLB
ERate
Staffing Recommendations
AS-08
NCLB-12
ER-02, ER03, ER-04
Productivity Tools
AS-08
NCLB-5, NCLB12
ER-04
4.3.2
Service Call Processes
AS-08
NCLB-12
ER-04
2.2.1
Software Streaming Solution
TL-19, I-14
NCLB-12
ER-04
2.2.2
Software Management Products
AS-08
NCLB-12
ER-04
Total Cost of Ownership Study
AS-03
NCLB-11
ER-01, ER05
4.2.2
4.3.1
4.4.1
Strategy
5.1.1
School Home Communications
LRPT
NCLB
ERate
Web Portal
AS-05, I-15
NCLB-9
ER-04
Web Page Templates
TL-17, I-15
NCLB-7, NCLB-9
ER-03, ER04
Access to district resources after hours.
I-01,I-02,I-03,I-07,I09,AS-09,TL-09,EP-08
NCLB-3,NCLB-5
NCLB-9,NCLB10,NCLB-12
ER-01,ER-03
Computers for Low SES Families
TL-10
NCLB-2, NCLB-3
ER-03, ER04
Access to Digital Content
TL-18, TL-21
NCLB-1, NCLB3, NCLB-9,
NCLB-10
ER-03, ER04
On Line Courses
TL-7, TL-10, TL-18
NCLB-2, NCLB3, NCLB-8
ER-01, ER04
5.3.1
Community survey.
TL-15,AS-07,AS-09,I08
NCLB-3,NCLB-5
NCLB-9,NCLB12
ER-01,ER03,ER-05
5.3.2
Community awareness of district STP.
I-08,I-15,I-16,AS-07
NCLB-3,NCLB-5
NCLB-9,NCLB10, NCLB-5
5.3.3
Build alliances to take advantage of
existing community resources /
programs such as REACH, PIE, etc.
I-02,I-08,TL-15,TL16,AS-07,AS-09
NCLB-3,NCLB-6
NCLB-9
5.1.2
5.1.3
5.2.1
5.1.4
5.1.5
PLAN EVALUATION
This section proposes an evaluation process for use in monitoring the technology
improvement strategies.
This plan contains a number of discrete initiatives, each of which is comprised of
several action steps necessary for accomplishment to achieve successful
implementation or completion. The fundamental challenge for a
progress evaluation system is to provide the appropriate level of
detail, neither too much nor too little. Leaders and program
managers often address this challenge by using a “drill down”
presentation technique. This approach encompasses a relatively
high level presentation suitable for district leaders such as the
Superintendent, Assistant Superintendents, Board of Trustees,
and perhaps Senior Level Directors. The technology program
manager will support such a presentation with more detailed
information charts, called “drill downs.” These more detailed
presentation charts are available but only presented if requested, and typically
only those programs requiring leadership attention are requested.
It is recommended that TSG adopt this approach for monitoring overall plan
implementation progress and for keeping the senior MISD leadership apprised of
that progress. Using the goals-objectives-strategies format required by the
Texas Education Agency, it is possible to create a set of status charts to illustrate
at a glance the overall “health” of the plan implementation effort. The following
color code will be used in the status charts.

RED: Project or initiative is BEHIND SCHEDULE or OVER BUDGET. Possible
reasons include lack of funding, lack of personnel, timeliness of necessary
support, market forces, or other unanticipated difficulties in implementation. RED
status typically requires senior leadership attention; may even require Board of
Trustees support.

YELLOW: Project or initiative is AT RISK of falling behind schedule or
experiencing a cost overrun unless corrective actions are taken. YELLOW status
requires increased senior leadership attention to regain scheduled progress in
implementation.

GREEN: Project or initiative is on time and on budget. No additional resources
or management attention needed.

BLUE: Project or initiative is COMPLETE or IMPLEMENTED. No further
implementation action is needed, and sustainment for the item is ongoing.
This type of color-coded approach could be used at any frequency, such as
monthly, quarterly, semiannually, or annually. In addition, drill-down charts could
be developed to explain any status that is “RED” or “YELLOW”
APPENDIX A - FIVE YEAR COST ESTIMATE
The following cost estimates illustrate the five-year program capital costs that will
be supported with bond funding. These cost estimates do not include the existing
Maintenance and Operations costs, unless otherwise indicated, and are provided
for long-range budgetary planning purposes. Actual costs should be captured
and recorded as they occur during implementation of the plan initiatives.
Strategy
Description
Cost (2009-2014)
1.1.1
Instructional Technology Refreshment
$ 10,925,000
1.1.2
Wireless Laptop Carts
$ 4,920,000
1.2.1
Convert TVs to Large Displays
$ 4,250,000
1.2.2
Document Cameras
$ 1,500,000
1.3.1
Media Retrieval System
$ 1,750,000
1.4.1
Campus Wireless Networks
$ 150,000
1.4.2
Upgrade Data Storage
$ 250,000
1.4.3
Enhance Remote Access
$ 200,000
1.4.4
Internet2
$ 200,000
1.4.5
Distance Learning Equipment
$ 750,000
1.5.1
Credit Acceleration via on-line courses.
$ 300,000
1.5.2
Credit Recovery
$ 300,000
1.5.3
Curriculum specific resources.
$ 2,000,000
2.1.1
Continue development and implementation of the Region 10
Data Warehouse.
$ 350,000
2.1.2
Expand and enhance the capabilities of the Schoolnet data
management system.
$ 1,500,000
2.1.3
Data Management Plan
$-
2.1.4
Adopt & Implement SIF Interoperability
$-
2.1.5
Complete User Portal
$ 600,000
2.2.1
Software Streaming Solution
$ 450,000
2.2.2
Software Management Products
$ 100,000
2.2.3
Open Source Operating System
$ 50,000
2.3.1
User Portal
$-
2.3.2
Document archival system.
$ 750,000
2.4.1
Develop Instructional Technology Standards
$-
2.4.2
Develop Infrastructure Technology Standards
$-
2.5.1
Automate Inventory Management System
$ 450,000
3.1.1
Digital Video Production/Instruction Lab
$ 750,000
3.1.2
Content Creation Laboratory (Studio)
3.1.3
Staff Training Classroom
$ 100,000
3.2.1
Teacher technology competencies.
$ 150,000
3.2.2
Administrator technology competencies.
$ 12,000
3.2.3
On-line training guides
$-
3.3.1
Library/Media Specialist Professional Development
3.3.2
Instructional Technology Specialists
3.4.1
Teaching staff to attend technology conferences and explore
new technologies.
$ 125,000
3.4.2
Provide opportunities for staff to explore Web 2.0 capabilities.
$ 250,000
4.1.1
Infrastructure Refreshment
$ 500,000
4.1.2
Internet Access
$ 400,000
4.1.3
Implement IP-Based Video Distribution
$ 250,000
4.1.4
Continuity and Backup Plans
$ 500,000
4.2.1
Monitor AV Equipment over Network
$ 100,000
4.2.2
Staffing Recommendations
4.2.3
Monitor WAN/MAN/
LAN Bandwidth
$ 25,000
4.2.4
Internet Filtering/Blocking/Reporting
$ 250,000
4.3.1
Productivity Tools
$ 700,000
4.3.2
Service Call Processes
$ 25,000
4.4.1
Total Cost of Ownership Study
$-
5.1.1
Web Portal
$ 750,000
5.1.2
Web Page Templates
$ 250,000
5.1.3
Access to district resources after hours
$ 250,000
5.1.4
Access to Digital Content
$ 250,000
5.1.5
On Line Courses
$ 500,000
5.2.1
Computers for Low SES Families
$-
5.3.1
Community Survey.
$ 25,000
5.3.2
Community Awareness of District STP.
$ 25,000
5.3.3
Build alliances to take advantage of existing community
resources / programs such as REACH, PIE, etc.
$-
Total
$ 37,932,000
APPENDIX B – GLOSSARY
This section identifies many of the terms used in the discussion of technology
and its role in education.
Acceptable-use policy: A policy that contains provisions for student use of the
Internet and network in a school district and is written as a contract between the
parent and student and the school.
Application program: A computer program that accomplishes a specific task,
such as word processing or processing of payroll data.
Assistive technology: Any piece of equipment or product, whether acquired
commercially off the shelf, modified, or customized, that is used to increase,
maintain, or improve the functional capabilities of a child with a disability.
AYP: Adequate Yearly Progress (AYP). Under the accountability
provisions in the No Child Left Behind (NCLB) Act, all public school
campuses, school districts, and the state are evaluated for
Adequate Yearly Progress (AYP). Districts, campuses, and states
are required to meet AYP criteria on three measures: 1)
Reading/Language Arts, 2) Mathematics, and 3) either Graduation
Rate (for high schools and districts) or Attendance Rate (for
elementary and middle/junior high schools).
Backbone: A high-speed line or series of connections that forms a major
pathway within a network.
Backup: A system, device, file, or facility that can be used as an alternative in
case of a computer malfunction or loss of data.
Bandwidth: The amount of data that can be sent through a given connection
per second.
Blogs: A shortened form of Web log or web log, a blog is a personal journal that
is frequently updated and intended for general public viewing.
Centralized information technology systems: Software applications that
perform specialized functions, such as grade book management, food service,
library usage, or bus transportation.
Computer-Assisted Instruction (CAI): Software that makes the computer an
instructional tool for drill and practice, tutorials, simulations, or educational
games.
Courseware: Software used in the teaching and learning process to instruct
students in a particular curriculum area.
Curriculum integration: The relationship between existing curriculum and
technology-based instructional materials; ideally the technology-based resources
may be incorporated into the curriculum without requiring drastic changes in the
content, teaching methods, or curriculum objectives.
Digital portfolio: A concise electronic record of a student’s class work, such as
reports, videos, test results, and other stored information.
Digital video: Motion pictures and sound displayed on a computer’s monitor
from data stored on the computer’s hard drive, a CD-ROM, or on a network file
server. The data consist of a sequence of numbers that are stored on a file; data
can be manipulated and displayed by a computer.
Distance learning: A method of learning in which students at one site use
telecommunications to receive instruction delivered from another site.
Enhanced telephone capabilities: Internet protocol-based telephones can
provide a telephone directory; video images of visitors or district personnel in the
school, unified voice mail and email messaging; and allow staff to retrieve voice
and email messages from anywhere.
Higher level thinking skills: Thinking skills that go beyond knowledge (e.g.,
memorizing) and comprehension (interpreting) skills, including application,
analysis, synthesis and evaluation of information skills.
Information literacy: The ability to access, evaluate, and use information form
a variety of sources.
Interactive: Pertaining to an application or system in which an entry elicits a
response from the user.
Interactive virtual field trips: Classroom session employing two-way audio and
video to communicate in real time with an explorer/traveler. Explorer/traveler is
outfitted with a camera and microphone, and responds in real time to queries
from students.
Internet 2: The next generation of Internet that will be much faster than today’s
Internet.
LAN: A local area network is a system for linking terminals, programs, storage,
and graphic devices at multiple workstations over relatively small geographic
areas.
Library union catalog: A shared database of the materials in all the school
district libraries.
Multimedia: The use of more than one medium in a program or system;
combines multiple forms of media, such as audio, video, graphics, animation,
and full-motion video.
Network: A system typically composed of one or more servers and multiple
workstations that link computers together.
Network printer: A printer compatible with a personal computer that is attached
to a network and rendered available for use from any workstation on the network.
On-line reference: Materials that are accessed by electronic means (modem,
CD-ROM).
PEIMS: Public Education Information Management System (PEIMS) – Texas
education data collection; consists of data requested and received by the Texas
Education Agency about public education; including student demographic and
academic performance, personnel, financial, and organizational information.
PEIMS includes data necessary for the state legislature and the Texas Education
Agency (TEA) to perform their legally authorized functions of overseeing public
education.
Server: A computer that provided some service for other computers connected
to it via a network. The most common example is a file server that has a local
disc and services requests from remote clients to read and write files on that
disc.
SIF: The Schools Interoperability Framework (SIF) is the national K-12
specification for educational software interoperability. This specification
addresses infrastructure issues (how do systems communicate?), data issues
(how do you describe the data?), and choreography (how does the data move
around?). Public school districts in the United States utilize SIF to solve
problems of redundant data entry, disconnected applications increasing support
costs/data isolation, costly and inefficient data reporting, and data that is
inaccessible to decision-makers.
Site license (groupware): License from a software company (site license)
allowing a group to use a single copy of a program/application on more than one
machine.
“Smart” student ID cards: A small card, similar in size to a credit card, capable
of securely storing basic student attribute data, school cafeteria balances, library
material records, and other important administrative data. Can be used to
authenticate computer access.
STaR Chart: The Texas School Technology and Readiness (STaR) Chart is a
Tool for Planning and Self-Assessing school Technology and Readiness. The
Texas STaR Chart has been developed around four key areas: 1) Teaching and
Learning, 2) Educator Preparation and Development, 3) Administration and
Support Services, and 4) Infrastructure for Technology. The Texas STaR Chart is
designed to help campuses and districts determine their progress toward
meeting the goals of the Long-Range Plan for Technology, as well as meeting
district goals. The STaR Chart also assists in the measurement of the impact of
state and local efforts to improve student learning through the use of technology.
Streaming: A method of transmitting live or stored audio or video over the
Internet.
Student-centered learning environment: Environment where student
questions and questioning become a major focus of classroom activity as
teachers demonstrate and then require effective searching, prospecting,
gathering and interpretation techniques while students use the technology tools
and information to explore solutions to contemporary issues.
Student response devices: Also known as a personal response device or a
classroom polling system (CPS). A digital device used to encourage classroom
participation and to assess students’ understanding of concepts, similar in shape
to an electronic equipment remote control.
Subscription databases: A powerful on-line reference system of
comprehensive databases accessible via the Internet that offers a variety of
proprietary full text databases and popular databases from leading information
providers.
TAKS: Texas Assessment of Knowledge and Skills (standardized test)
Technology: The tools and machines used to perform tasks efficiently. In
education, it is the most appropriate equipment and application to support or
accomplish teaching and learning. Such equipment includes but is not limited to
computers, networked thin-client unites, television sets, videos, microscopic
cameras, computer-based laboratories, interactive white boards, digital cameras,
personal digital assistants (PDAs), and calculators. Technology is one means by
which people improve their surroundings.
TEKS: Texas Essential Knowledge and Skills (curriculum)
Total Cost of Ownership (TCO): The true cost of hardware purchases,
including the cost of infrastructure, software, staff development, and technical
support necessary to use the hardware, in addition to the purchase price or lease
cost of the hardware.
WAN: A wide area network links computers over a physical distance that is
larger than that of a local area network (LAN)
Wireless Network Access: Technology that enables computers to access
wired network resources, by communicating using standard network protocols
without network cabling.
APPENDIX C – NEEDS ASSESSMENT REPORT
INSTRUCTIONAL TECHNOLOGY
McKinney ISD has made great strides in providing instructional technology
capabilities to the classrooms, students, and teachers. Tremendous progress is
evident throughout the district, and significant efforts are continuing to advance
and improve the existing capabilities.
During the 2007 – 2009 timeframe, three subcommittees were formed to
develop campus classroom technology standards. These subcommittees
covered the Elementary, Middle School, and High School areas.
From these meetings, separate documents emerged detailing the
standards for each area. Each of these standards is included in this plan as
well as an implementation plan to ensure that all classrooms meet this
standard by the end of 2014.
STAFF PROFESSIONAL DEVELOPMENT
A teacher technology proficiency program was instituted during the 2008-09
school year. This program provided a basic set of expectations for teaching staff
and their understanding and utilization of district technology. On-going needs will
include the following:
- Continued implementation and expansion of the teacher technology
proficiencies;
- Development and implementation of administrator technology proficiencies;
- Access to professional development opportunities through multiple paths such
as on-site, on-line, video on-demand as well as live video;
INFRASTRUCTURE TECHNOLOGY
Since 2005, significant improvements have been made to the MISD
infrastructure, including:
-
Upgrade of the network core from 1 Gbps to 10 Gbps;
-
Implementation of building-wide wireless networks at all MISD campuses;
-
Upgrade of the two Storage Area Networks including a sizeable increase in
the amount of raw and usable space;
-
Implementation of additional security measures such as the Cisco MARS
solution;
-
Implementation of blade server technology
-
Pilot of virtualization technology
For the 2009 – 2014 timeframe, the following areas within infrastructure will
need to be assesses and updated as necessary:
-
On-going replacement of infrastructure components, including network
switches for data as well as PBX systems for voice, as these components
cease to function correctly;
-
Additional space for our Storage Area Networks (SANs) as user needs grow;
-
Remote access for students and staff to MISD applications;
-
Upgrade the Internet connection from a fractional T3 to a 100 Mbps link; this
upgrade may include the implantation of solutions that provide packet and
application shaping technologies;
-
Continue to review and update the Disaster Recovery Plan;
-
Explore videoconferencing and distance learning opportunities with local
higher education institutions; including the possibility of interconnecting our
fiber network with Collin County;
TECHNOLOGY SERVICES GROUP (TSG) STAFFING AND
SUPPORT
The 2005-2010 Strategic Technology Plan included recommendations to improve
services for infrastructure support, application support, and campus support. To
address these concerns, new positions were identified, funded, and filled. While
services and the staff to support those services have increased, there remains a
need to improve in all of our customer service areas.
In order to improve service delivery, the following potential solutions will be
review and implemented as necessary:
Identify and provide training opportunities to TSG staff to build skills relevant to
MISD systems and applications as well as enhance existing skills’
Implement remote desktop solutions to allow the help desk to resolve campus
desktop issues as well as push images down as necessary;
Continue to investigate and implement, as appropriate, open-source solutions;
SCHOOL-HOME COMMUNICATIONS
While some strides in improvement were made in this area, much remains to be
done. Successes over the 2005-2009 period include the implementation of
ParentLink for central and campus use; Home Access Center (HAC) for access
to grades, schedule, and discipline; and the teacher website pilot providing a
common look and feel for teacher websites; and a program to provide computers
to the homes of low socioeconomic students was implemented at Malvern
Elementary and Vega Elementary.
Needs Assessment
Teacher web pages are not used consistently throughout the district.
Teacher/class web pages need to be consistently used throughout the district.
Parents and students need increased access to class information to help enable
further achievement improvements through parental support and “anytime”
access.
Teacher or class web sites do not provide homework assignment information,
curriculum information, or schedules.
Standardized, easy-to-update teacher and class web site templates are needed
for use throughout the district.
“Pushing” class information out via the web instead of relying on notes and flyers
traveling home with students in their backpacks is needed to improve the quality
of school-home communications.
Students cannot access the MISD network outside of school.
A virtual private network or some other technology is needed to enable students
to access the MISD network outside of school.
Students need continuity of access to their schoolwork without having to rely on a
“sneaker net” to move their homework assignments and other schoolwork back
and forth between home and school.
Some low socioeconomic status families do not have computers and cannot
communicate via the Internet.
A plan for establishing connectivity with families that do not presently own a
computer is needed
Increasingly, school processes are migrating to an online environment and
students and their families will need access to perform basic interactions with the
school district