REVISED 9/14/2006 TO ADD K-4 INTEGRATED ACTIVITIES TO GOAL 1, BULLET 2
CONNECTICUT STATE DEPARTMENT OF EDUCATION
EDUCATIONAL TECHNOLOGY PLAN TEMPLATE
July 1, 2006 – June 30, 2009
ED 616
Section 254(h)(1)(B), of the Telecommunications Act of 1996, and FCC Order 97-157, Paragraph 573
Elementary and Secondary Education Act (ESEA) P.L. 107-110
Published: August 2005
Submissions to RESCs for review due before April 15, 2006
Submission to SDE due June 30, 2006
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Dr. Betty J. Sternberg
Commissioner of Education
IT IS THE POLICY OF THE CONNECTICUT STATE BOARD OF EDUCATION THAT NO PERSON
SHALL BE EXCLUDED FROM PARTICIPATION IN, DENIED THE BENEFITS OF, OR OTHERWISE
DISCRIMINATED AGAINST UNDER ANY PROGRAM INCLUDING EMPLOYMENT, BECAUSE OF
RACE, COLOR, RELIGIOUS CREED, SEX, AGE, NATIONAL ORIGIN, ANCESTRY, MARITAL
STATUS, SEXUAL ORIENTATION, MENTAL RETARDATION AND PAST/PRESENT HISTORY OF
MENTAL DISORDER, LEARNING DISABILITY AND PHYSICAL DISABILITY.
TABLE OF CONTENTS
OVERVIEW OF EDUCATIONAL TECHNOLOGY PLANNING
1
EDUCATIONAL TECHNOLOGY PLAN APPROVAL PROCESS
3
COVER PAGE
4
TECHNOLOGY PLAN PREPARATION CHECK-OFF PAGE
5
LEA FEDERAL GRANT PROGRAM COMPLIANCE FORM
6
YOUR DISTRICT’S CURRENT STATUS
LEA Profile
Technology Planning Committee
Vision Statement
Needs Assessment
ADDRESSING STATE AND DISTRICT GOALS
Technology Funding Sources
7-13
7
8-9
10
11-13
14-50
51-55
CHILDREN’S INTERNET PROTECTION ACT (CIPA) CERTIFICATION
56
APPENDIX A: Educational Technology Planning Toolkit
57
APPENDIX B: Technology Plan Review Guide
58
OVERVIEW OF EDUCATIONAL TECHNOLOGY PLANNING
What skills, attitudes and attributes do our students need to succeed in our 21st century, information intense
society?
Literacy in the 21st century requires more than the ability to read, write and compute. The State
Board of Education believes that every student must develop strong technological skills and
continually use them in order to function adequately in our 21st century world. Connecticut
schools must ensure that technology resources are integrated across the curriculum in preK-12
and become part of the fabric of instruction. Students must use appropriate technologies to
access worldwide resources in order to become more productive learners as part of their regular
classroom routine. They must be able to use the many forms of technology to access, understand,
manage, interpret, evaluate and create information. They also must be able to analyze
information for content, relevancy and accuracy and be able to present that information in
a variety of formats, including those with technology platforms.
An education that is technologically rich produces high school graduates with the tools,
competencies and level of sophistication necessary to be successfully employed in an everchanging global economy. Such an education enables all students to understand and use current
and emerging technologies in their personal, academic and work environments. For many
students, especially those with disabilities, technology often provides access to the general
curriculum and allows them to perform tasks or demonstrate skills they would otherwise be
unable to do. 1
In order to help students be successful in a technologically rich economy:
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Educational leaders must establish a vision for this transformed view of teaching and
learning, and they must model this transformation in their own learning and work
experiences.
Learners and their families must have equal access to tools that support their learning.
The locus of control for learning must shift from teacher directed to student directed
learning.
Learners must master the information literacy skills to access, investigate, and apply
information.
Every classroom in Connecticut must be connected to the statewide network with access
to digital resources and curricula.
Learners must demonstrate their understandings and skills relative to measurable
performance standards.
Technology must be a vital link among the staff, students, parents, and expanded
community.2
This template is designed to help every school district use technology effectively by developing a
comprehensive educational technology plan that addresses: district strategic initiatives, curriculum development
and implementation, professional development, infrastructure, hardware, technical support, software,
community involvement, fiscal planning, data management, monitoring and evaluation as they relate to the
teaching and learning process.
1
High-quality comprehensive educational technology plans must be collaborative and include ideas and
suggestions from all members of the educational community. These stakeholders may include: faculty, staff,
parents, students, and others. The planning process must be a shared activity that not only involves schools and
school districts, but also the community-at-large. Resources and links have been provided in the appendices to
assist in the development of local educational technology plans. Please refer to them as you begin the planning
process.
1
2
CSDE Board of Education Position Statement on Educational Technology and Information Literacy, 12/4/04
CAPSS Technology Position Statement, 12/14/01
2
EDUCATIONAL TECHNOLOGY PLAN APPROVAL PROCESS
1. Complete your local technology plan using the template that follows on pages 5-21.
2. Once completed, your local technology plan must be reviewed by your RESC before submission to the
CSDE. Submit two hard copies of your plan by April 15, 2006, to the following RESC staff for an
initial review:
Staff
RESC
Region
Phone
Fax
ACES
Josh Smith
203-407-4454
203-407-4590
CES
Esther Bobowick
203-365-8883
203-365-8878
CREC
Scott Nierendorf
860-524-4042
860-246-3304
EASTCONN
Jane Cook
860-455-0707
860-455-0691
Education
Connection
Sean Kavanaugh
860-567-0863
860-567-3381
LEARN
Kirsten Hoyt
860-434-4800
860-434-4871
Email
jsmith@aces.k12.ct.us
bobowice@ces.k12.ct.us
snierendorf@crec.org
jcook@eastconn.org
kavanaugh@educationconnection.org
khoyt@learn.k12.ct.us
3. When your local plan has been reviewed, necessary revisions have been completed, and it has been
signed off as recommended for approval on the cover page by the appropriate RESC staff, submit a hard
copy and a CD-ROM version of your plan by June 30, 2006, for final review/state certification.
Send to:
Arthur Skerker
Connecticut State Department of Education
165 Capitol Avenue
Hartford, CT 06106
4. Upon review and approval by the CSDE, a letter of approval/state certification will be sent by the CSDE
to the Superintendent of Schools with a copy to the educational technology plan contact.
3
Cover Page
EDUCATIONAL TECHNOLOGY PLAN – July 1, 2006-June 30, 2009
District/Agency:
East Lyme Public Schools
District Code:
045
Technology Plan Contact:
Dr. Lloyd A. Johnson, Assistant Superintendent
Phone:
860-739-3966
Fax:
860-739-1215
Email:
lloyd.johnson@eastlymeschools.org
Address:
P.O. Box 176, 165 Boston Post Road, East Lyme, CT 06333
Name of Superintendent:
Paul Smotas, Ph.D.
Email:
paul.smotas@eastlymeschools.org
Signature of Superintendent:
Date:
Date Submitted to Board of Education:
Date Approved by Board of Education:
For RESC/SDE Use Only:
RESC Regional Reviewer:
RESC Recommendation for Approval:
Date:
Yes / No / Conditional
SDE Authorization:
Date:
Date:
4
Technology Plan Preparation Check-Off Page
The submitted plan has the following:

Cover Page

Technology Plan Preparation Check-Off Page

LEA Federal Grant Program Compliance Form

LEA Profile

Technology Planning Committee

Vision Statement

Needs Assessment

Goal 1

Goal 2

Goal 3

Goal 4

Goal 5

Goal 6

Goal 7

Technology Funding Sources and Costs

CIPA Certification
Signature of Authorized LEA Agent
Date
5
LEA Federal Grant Program Compliance Form
East Lyme Public Schools
Name of Local Education Agency (LEA), i.e. School District, Consortium or Charter School submitting this
plan. If Consortium, list all members in the space below.
Developing a comprehensive technology plan based on the educational goals of the school system will ensure
that the most appropriate technologies are effectively infused into your instructional and/or administrative
programs. Thorough planning also ensures that all parties have equitable access and achieve the greatest benefit
from routine use of educational technology. The comprehensive technology plan should demonstrate clear
targets for technology use, spell out desired goals for learners, create visions for future directions, build "buyin" from stakeholders, and demonstrate to those who might provide funding that a district or charter holder is
ready to act.
School Districts, Consortia or Charter Schools (LEAs) who apply for technology funding through any Federal
grant program are required to have developed a comprehensive, three-year plan, which outlines how the agency
intends to utilize and integrate educational technology.
The applying agency (check all that apply)
 is compliant with the provisions of the Children’s Internet Protection Act (CIPA). [Elementary and
Secondary Education Act (ESEA) P.L. 107-110, Section 2441]
will be CIPA compliant by this date.

has applied for E-Rate Funding for FY 2006.
The LEA’s comprehensive technology plan must be approved by the local board of education.
Date the plan was approved:
OR
Date the plan is to be submitted for board approval:
June 12, 2006
Certified by:
_____________________________________
Signature of Superintendent
______________
Date of Signature
Printed Name of Superintendent
6
LEA Profile
This information should provide a “snapshot” of your district and help planners and reviewers to understand
areas of need. This information will also assist the State to establish priorities in the provision of resources to
districts. The SDE is particularly interested in the capability that each LEA has to access resources that will be
placed onto the Connecticut Education Network (CEN) and additionally, the capability of each district to access
online versions of the CMT and CAPT.
LEA NAME: East Lyme Public Schools
If CMT and CAPT are administered online at some point in the future, certain testing conditions would be
desirable at every school. Ideally these include the following:
 All of the students in each grade level have access to the state assessment at the same time;
 Students are grouped in clusters of no more than thirty and all have access to the assessment at the same time
(classrooms with only one or two computers would not be appropriate for testing);
 Students remain in their own school; and
 The computers have high-speed internet access.
Your completion of the chart below will help the CSDE to better understand the state’s technical readiness for
online testing.
Maximum number of grade 4 students who could be accommodated under the above conditions
88
Percentage of grade 4 students who could be accommodated under the above conditions (number
accommodated/total number of grade 4 students)
42%
Maximum number of grade 6 students who could be accommodated under the above conditions
200
Percentage of grade 6 students who could be accommodated under the above conditions (number
accommodated/total number of grade 6 students)
85%
Maximum number of grade 8 students who could be accommodated under these conditions
200
Percentage of grade 8 students who could be accommodated under the above conditions (number
accommodated/total number of grade 8 students)
82%
Maximum number of grade 10 students who could be accommodated under the above conditions
175
Percentage of grade 10 students who could be accommodated under the above conditions (number
accommodated/total number of grade 10 students)
53%
7
TECHNOLOGY PLANNING COMMITTEE
The Technology Planning Committee should represent all stakeholders. Development of the technology plan and
implementation of the plan should enable parents, educators, students and community members to benefit from the
investment in technology and all should have representation on the committee.
Member
Title
Constituency Represented
Lloyd A. Johnson
Assist. Superintendent
Central Office
Karen Costello
District Curriculum
Marie Shaw
Program Improvement
Administrator
Library Media Specialist
Rosetta Fremont
Computer Consultant
East Lyme High School
Edward Beckwith
Network Administrator
District Network
Kathy Cietanno
Library Media Specialist
East Lyme Middle School
Jill Curioso
Computer Consultant
East Lyme Middle School
Grace DeGrooth
Computer Consultant
Haynes & Niantic Center Schools
Beth Schultz
Computer Consultant
Flanders & Niantic Center Schools
8
East Lyme High School
Technology Planning Committee
East Lyme’s commitment to providing resources for technology education and integration is long standing and
substantial. There are five library media/learning resource specialists and four computer consultants for five
schools who work with classroom teachers on instructional programming; a network manager; and two
computer technicians who repair and install equipment. There are district-wide funds for the network
infrastructure and each school budgets funds for equipment, software and training. District-wide, grant and
building funds are made available for professional development for both the technology and instructional staff.
The district has implemented both a student data base program (Admin Plus) and a special education electronic
IEP (SEMSnet) program that tracks students data and created the opportunity for student assessment analysis.
The Technology Committee has been charged with managing and guiding these efforts. In addition to the
members listed, the Assistant Superintendent and the Administrator for Program Improvement attend and
participate in the committee’s meetings.
The following plan was developed by the committee and reviewed by the district’s administrative staff. The
committee meets monthly to monitor network performance, respond to requests, develop network expansion
priorities, determine district and building software and hardware needs, plan professional development activities
for themselves and review building professional development needs to determine if other buildings could
benefit from the same training activities.
9
Technology Vision and Mission Statements
Vision
East Lyme is committed to ensuring technology literacy for all students to become productive members of our
rapidly changing global society. One of the greatest challenges of this century is to embed information
technology in a culture that supports democracy, freedom of expression, tolerance, diversity, and complexity of
opinion.* The East Lyme Public Schools are dedicated to this vision and are committed to ensuring technology
literacy for all students.
Mission Statement
Students today need to be users of multiple educational technologies. East Lyme Public Schools strive to
provide a curriculum enriched with technological experiences. Furthermore, the East Lyme Public Schools in
partnership with the community, enable each student to learn the following information and skills necessary to
be productive members in a global society:
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Establishing high standards and developing a preK-12 technology plan that is integrated across all
content areas and incorporates 21st century skills and competencies
Providing equal access to technological tools provided by the district for all students
Selecting curriculum resources and providing course offerings that prepare students with 21st century
skills
Providing ongoing professional development that promotes the integration of technology across the
curriculum
Ensuring that teachers and educational leaders are highly qualified in the application of appropriate
technology in all curricular areas
Providing up-to-date equipment and programs and prompt, expert technical assistance
Implement policies for safe and acceptable use of technology resources
Informing families of ways in which technology can be used effectively and safely by their children
Teaching students how to use technology in order to communicate information and ideas, conduct
research, organize data, solve problems and create original work
Staying current with the capabilities of emerging technologies
Requiring that students responsibly use technology by demonstrating appropriate network etiquette,
taking necessary security measures, assessing the validity of online resources and following rules for
copyright and citation
Ensuring that teachers incorporate technology into instruction across all curriculum areas in order to
respond to complex problems and broaden content mastery
Requiring students to use technology in order to communicate information and ideas, conduct research,
organize data, solve problems and create original work
East Lyme Schools is committed to ensuring technology literacy for all students.
*Sherry Turkle, Professor of Social Studies and Technology at the Massachusetts Institute of Technology
10
NEEDS ASSESSMENT
Curriculum Integration
Presently, computer generated student products are used to assess student learning in a variety of places
throughout the grades and disciplines. This assessment process allows teachers to determine how to revise
curriculum, materials and instructional strategies to improve student outcomes. In addition, CMT and CAPT
test results are analyzed using both the printed reports and the computer disc version. Testing objectives not
mastered by 20 or more percent of the students taking the assessment are identified for increased attention
through curriculum, materials acquisition and instructional strategy development. Finally, the East Lyme K-12
Curriculum Mapping Project allows the analysis of student outcomes electronically. The curriculum guides
template and completed guides are available online for staff reference.
The East Lyme curriculum development protocol includes a requirement to address the integration of
technology in the instructional and assessment phases of courses of study in a comprehensive and sequential
manner. In the past, the implementation of these requirements varied according to the training and interest level
of the teacher. As each major discipline area is reviewed and new curriculum documents developed, this
discrepancy/need is being addressed. Presently, revised Connecticut State Department of Education Curriculum
Frameworks include goals which incorporate technology. Therefore, East Lyme curricula guides, which
recently have been revised, incorporate technology applications as recommended and all guides to be developed
in the future will also. The current technology plan indicates technology activities currently occurring and plans
for future implementations.
The following Plan also illustrates with much specificity how teachers are
integrating technology into their lessons including ways technology is presently used for the entire classroom
and for small group instruction.
Currently, the East Lyme student body is consistently using technology as an integral component in developing
subject area reports, creating demonstrations and conducting research on-line. See Goal 1, Bullet 1 for specific
examples.
Professional Development
To date, many technology professional development activities have occurred in East Lyme Schools. Such
activities are ongoing and in response to both teacher and administrator perceived needs. A partial list includes:
use of the district network for document storage, email and internet access, use of Microsoft Office components
such as Power Point (for both staff and students), using various applications with students: Inspiration,
Kidspiration KidPicks and Board Maker, and using the PPT and IEP forms software SEMSNET. Regarding
the use of equipment and on-line capability, teachers at various level and buildings have been trained on on-line
11
conferencing, virtual meetings, use of email, efficient internet searches, use of assistive technology (see goal 4,
Bullet 2) and classroom management strategies (i.e. grade Quick).
On a district-wide basis, a National Study for School Evaluation (NSSE) Teacher Technology On-line Survey
was conducted in February, 2006 to identify areas in need of further training by level: elementary, middle
school, high school. Initial analysis of this survey’s results identified the following items the staff at each level
identified as the items they felt least competent in:
Elementary:

“I can design an assignment in which students evaluate the accuracy, relevance, appropriateness, and
bias of electronic information sources.”
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“I can use students’ test results from computer-based assessments to evaluate student learning from
software.”
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“I can create my own World Wide Web pages to be accessed by my students as part of a lesson.”
Middle School:
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“I can design a lesson in which students create web pages to share their reports or writings outside the
classroom.”
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“I can create my own World Wide Web pages to be accessed by my students as part of a lesson.”
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“I can teach students to create digital portfolios of their learning using media such as HyperStudio or the
Web.”
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“I can teach a lesson addressing district and state standards as well as the ISTE National Educational
Technology Standards for Students.”
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“I can protect privacy and security when publishing students’ writing or images on the Web.”
High School:

“I can design a lesson in which students create web pages to share their reports or writings outside the
classroom.”
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“I can create my own World Wide Web pages to be accessed by my students as part of a lesson.”

“I can use students’ test results from computer-based assessments to evaluate student learning from
software.”

“I can protect privacy and security when publishing students’ writing or images on the Web.”

“I can teach students to create digital portfolios of their learning using media such as HyperStudio or the
Web.”
The District Technology Committee will discuss these needs and identify additional technology skills and
various applications that require training. At the building level, computer consultants poll teachers regarding
PD activities.
Included in our curriculum development process is an expectation that the integration of
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appropriate technology is a component of all discipline areas.
An outgrowth of these processes is the
identification of technology implementation expectations that have PD implications.
The District Technology Committee is a body that facilitates the identification and scheduling of PD and
interacts with the District’s Professional Development Steering Committee. The Steering Committee is
responsible for advising the District’s Leadership Team and assists in coordinating and implementing PD
activities on designated days.
The effectiveness of technology PD activities is determined by teacher feedback to the building computer
consultants who convey those impressions to the District Technology Committee.
Equitable Use of Technology
The district is dedicated to equitable access to technology by staff and students. The lack of a district-wide or
capital improvement budget to address the replacement and acquisition of new technology hardware has
resulted in individual building efforts. Due to the previous lack of a hardware replacement and acquisition plan,
inconsistencies in the prioritization in meeting these needs have resulted in inequities. This plan addresses
those inequities. So also, are there discrepancies among the three elementary schools regarding time allocated
for technology training and completion of integrated projects. This plan addresses this inconsistency. Students
with disabilities are provided the technology tools requested by Pupil Placement Teams (PPT) through Assistive
Technology Assessments and staff recommendations. Those tools include but are not limited to personal
computers (usually laptop), specialized software (such as text-to-voice, Board Maker), equipment that converts
print text to Braille text, FM units, and communication devices (such as Speech Boards). In general, East Lyme
PPTs are supported in efforts to seek Assistive Technology Assessment and the Director of Special Services
Office is completely responsive in acquiring the recommended devices or software.
The following matrix may be used to determine the extent technology is available to staff.
Please include information about the type and availability of staff access both on and off
campus.
All have a desktop or laptop computer connected to the district network and internet for
Administrators
their use.
All have a desktop or laptop computer connected to the district network and internet for
Teachers (pre-school)
their use.
All have a desktop computer connected to the district network and internet for their use.
Teachers
All secretaries have a desktop computer connected to the district network and internet for
their use. All paraprofessionals have access to a desktop computer connected to the district
Non-certified staff
network and internet for their use.
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The following matrix may be used to determine the extent technology is available to students.
Please include information about availability in classrooms, the library-media center and
all other areas where students have access. Mention the extent of supervised access before
and after school.
All classrooms have a desktop computer connected to the district network and internet.
Students (pre-school)
All classrooms have at least two desktop computers connected to the district network and
internet. In addition, there is a computer lab for large group instruction and project work.
In general, each elementary class has one lesson a week by the school’s computer
Students (elementary)
consultant.
All four classroom clusters (12 in the school) have a common area called the Kiva which
contains 20 desktop computers connected to the district network and internet. In addition
Students (middle school)
there is a computer lab for large group instruction and project work.
All classrooms have at least two desktop computers connected to the district network and
internet. In addition, there are numerous computer labs dedicated to specific and general
Students (high school)
use.
All classrooms for students with disabilities have at least two desktop computers connected
to the district network and internet. Additional Assistive Technology devices/software
Students (with disabilities) may be in the room if provided for in the individual student’s IEP.
Infrastructure and Telecommunications
Each classroom has voice and data drops with access to the internet. Our goal is a minimum of two data drops
per classroom. Video conferencing equipment and necessary bandwidth is available to grades 5 to 12. This
plan extends this service to the three elementary schools. Recent contracts with SBC and CEN resulted in
improved access, bandwidth and speed to all schools. The plan also increases the number of data drops to meet
present and future needs of various programs and schools. The E-rate has supported the development,
installation and growth of our district’s network.
Administrative Needs
All administrators have up-to-date equipment and access to our network, the internet and network-based
programs like Admin Plus. Administrators completed the NSSE Online Survey and also convey their training
needs to their building computer consultant. They use their technology for communicating with staff via email,
researching topics on the internet, receiving email based professional updates (ie ASCD’s Smart Briefs),
reviewing/analyzing student test data, using AdminPlus to analyze student demographic data, and using
SEMSNET to record and publish State required PPT meeting minutes and IEPs.
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PLAN IMPLEMENTATION
LEA Technology Goals and Strategies
The goals listed below are the State Goals as identified in the State Technology Plan (draft of new plan is expected to be
available by September 2005). The LEA technology plan should be aligned to the State Plan and include the State Goals.
The LEA may include any additional goals that apply to their technology plan.
Goal 1: Improve student academic achievement through the use of technology in elementary
and secondary schools with a target of fully integrating technology into the academic
curriculum by December 2006.
Goal 2: Ensure that all educators are proficient in the use and integration of technology and
ongoing professional development activities are provided.
Goal 3: Ensure that all K-12 educational institutions have the capacity, infrastructure, staffing,
and equipment to meet academic and business needs for effective and efficient operations.
Goal 4: Ensure that K-12 resources are available for all students, regardless of race, ethnicity,
income, geographical location, or disability, so they can become technologically literate by the
end of eighth grade and achieve their academic potential.
Goal 5: Develop a continuous process of evaluation and accountability for the use of
educational technology as: a teaching and learning tool, a measurement and analysis tool for
student achievement, and a fiscal management tool.
Goal 6: Develop a schema of current and future financing requirements to support the LEA’s
Technology Plan.
.
Goal 7: Develop a telecommunications services plan that will support both instructional needs
and administrative requirements.
15
Goal 1: Improve student academic achievement through the use of the technology in elementary and
secondary schools with a target of fully integrating technology into the academic curriculum by
December 2006.
The following must be addressed:
Bullet 1:
 Describe how the LEA will ensure all students have educational opportunities to achieve academic
success through proven strategies of researched-based successful practices;
Objective
Strategy

ELPS will provide
equity and accessibility
to technological tools
for all students

ELPS will allocate
resources (staff,
equipment and
learning materials)
equitably across the
district so that each
student has access to
the tools necessary to
succeed.


ELPS will continue to
develop a student’s
potential to use
technology both in
innovative and creative
ways to meet the state
and national standards

ELPS will revise
their K-12 student
Technology
Competency
Standards to align
with the local, state
and national
curriculum
frameworks.

ELPS will teach
students how to use
technology in order to
communicate
information and ideas,
conduct research,
organize data, solve
problems, create
original work and use
technology as an
effective assessment
tool.

ELPS will pilot and
adopt curriculum
resources that
support technology
integration skills so
students that will be
prepared to be viable
members in our
global society.


16
Accountability
Measure
Provide up-to-date
equipment (one
computer per every
three students),
programs and
prompt, expert
technical assistance.
Timeline

Objective will
be achieved by
2009.
Multiple teacher
assessment of
student work
through a variety of
tools such as school
wide rubrics,
performance
objectives, and
grades.

Teacher assessment
through a variety of
tools such as school
wide rubrics.

Develop the
technology
competency
rubrics in year
one.
Assess and
revise student
competency
document by
end of year two.
Objective will
be ongoing and
student progress
will be
monitored
annually for
both ELPS
graduation
competency
requirement and
NEASC
accreditation
measure.

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
Students will observe
ELPS policies for safe
and acceptable use of
technology resources.

ELPS will require all
students to
responsibly use
technology by
demonstrating
appropriate network
etiquette, taking
necessary security
measures, assessing
the validity of online
resources and
following rules for
copyright and
citation.
ELPS will share

knowledge and
resources via
technology for student
and family use at home.


ELPS will develop

and maintain
websites for
communication,
research, and new
learning
opportunities.
 ELPS will purchase
on-line resources for
student and family
use.
Information and Media
5/6 Language Arts

Literacy:
Sample Lesson Plan:
 In grades 5/6, students
 Students integrate
will know how to locate
their Social Studies
and access different
and Language Arts
types of information
project studying the
using library resources
Middle East and will
online data bases.
make a newspaper.
Students are shown
Included is an

different research tools
expository piece on
and are shown how to
an independent state.
create information
A persuasive article
using a variety of forms
on any environmental
of media.
issue. An
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ELPS provides
filtering software,
on-line plagiarism
software, student
and parent sign
AUP (acceptable
use policy) contract,
and teacher
monitoring of
student computer
technology use.
Appropriate
reinforcement of
school policies
when students
transition between
and among schools
within ELPS.

Provide a highstandard of
information and
service via the web
(i.e. teacher
webpages, active
links,
communications)

Completed interdisciplinary projects
that show
application of
technology
objectives in grade
and curricula areas.

Objective will
be achieved by
end of 8th grade.

Objective
timeline are
subject to
looping and
multiage levels
in 3 tiers of
house
configuration.
Many presentation
projects are to be
delivered in a public
speaking format.
Objective will
be ongoing
including the
district updating
the filtering
software,
publishing the
Board of
Education
approved AUP
in faculty and
student
handbooks,
providing
professional
development
focusing on
strategies to
ensure
technology
compliance by
all users in the
community.
Objective will
be ongoing and
continually
assessed for
relevancy.
Communication Skills:
 In grades 5/6 students
will experience
teleconferencing to
interact with experts
and peers. They will
start to get comfortable
with public speaking
and using effective oral
and written and
multimedia
communications

 Critical Thinking:
 In grades 5/6 students
will be able to organize
thoughts and topics
using Inspiration
software to make a
thoughtful progression
on topics and put into a
word processed
document. Organize
observations and data
into table and charts for
interpretation. They
also will unitize
Terrapin Logo software
to learn basic programs
skills

 Problem Identification
and Solutions:
 In grades 5/6, students
should be able to make
observations about real
problems and discuss a
solution using print,
presentation and
graphing tools.

 Creativity and
Intellectual Curiosity:
 In grades 5/6, students
using digital cameras,
projectors, presentation
software and video
conferencing will share
and communicate new
entertainment piece
that must be relevant
to the location and
customs. An actual
current event and
last, a Dear Abby
section where you
would write a real
life problem and then
write the reader an
answer based on how
you would help or
advise them.
5/6 Social Studies
Sample Lesson
Plan:
 Students studying
colonial times
researched and wrote
pieces on a particular
historical figure and
had to explain why
this particular person
played and important
role in history
5/6 Science Sample
Lesson Plan:
 Students had to
research different
careers in
Oceanology and take
on those roles as they
study the oceans and
the responsibilities
that come with the
understanding and
protecting the
world’s oceans and
marine life
5/6 Math Sample
Lesson Plan:
 Students will gather
data from surveying
fellow students or
family members and
make graphs using
Excel. They are
18

Graded with rubric
and teacher
assessments.

Objectives are
ongoing and
student progress
will be
monitored
annually.

Yearly survey
and meeting
with teams of
teachers are
conducted to
ensure that each
team covers
each technology
competency.

These surveys
are conducted
by the media
specialist and
computer
coordinator.

Objectives are
constantly
evolving with
new and
emergent
technology.
ideas and thoughts
using any or all of the
above tools to express
their results of a project
based assignment.
Social Responsibility:
 In grades 5/6, students
should be able to make
a practical decision
selecting which piece
of technology would be
best suited for a
particular situation.
They are taught to have
respect for others when
using network
resources and email.
The safety and dangers
of the internet and the
appropriateness of
personal online
information are taught
Information and Media
Literacy:
 In grades 7/8, students
will know how to
analyze, access and
manage information
they have found using
all types of research
tools including internet,
online data bases,
historical fiction,
electronic
correspondence and
multimedia resources.
They should be able to
take the information
and evaluate and
integrate this into
finished product.
Communication Skills:
 In grades 7/8, students
will have several
teleconferencing
experiences and will
have public speaking
experiences within
shown different types
of graphs and asked
to determine what
graph explains their
information best and
why.
7/8 Sample Language

Arts Lesson Plan:
 Students will be
researching a
philanthropic
organization using
the internet in order
to analyze the
validity and

credibility of internet
websites. They need
to give 8 examples of
how to check the
information on a

website, e.g. who is
the author and what
is his purpose. In the
end they will create a
presentation on their
organization and give
details on who
founded it, when,
why, what the
organization does to
benefit people in
society, how it
operates and how it is
19
Completed interdisciplinary projects
that show
application of
technology
objectives in grade
and curricula areas.
Many presentation
projects are to be
delivered in a public
speaking format.

Objective will
be achieved by
end of 8th grade.

Objective
timelines vary
in the 3 house
configurations.

Objectives are
ongoing and
student progress
will be
monitored
annually.

Yearly survey
and meeting
with teams of
teachers are
conducted to
ensure that each
team covers
each technology
competency.
Graded with rubric
and teacher
assessments
larger group setting to
effectively deliver a
persuasive presentation
to a specific audience.
Create a multimedia
presentation
representing clear
ideas, plans, results and
conclusion. Select and
organize materials digital and print
funded.
7/8 Sample Social
Studies Lesson
Plan:
 Students will
research civil rights
and create a web
page based on a
particular person that
stood for civil
Critical Thinking:
liberties. They must
include graphics and
 In grades 7/8, students
will use graphing
cite all sources used.
calculators, scientific
In the end they must
probes, to form analysis
also create a rubric
and hypothesis
for their assignment
formulation. They will
based on format,
continue to utilize
facts, accuracy and
organizational graphs
grammatical errors.
and charts.
7/8 Sample Science
Problem Identification
Lesson Plan:
and Solutions:
 Students collect real
time data from the
 In grades 7/8, students
will be using various
weather station and
tools including
using observational,
databases, email
probes and
presentation and
measurement tools to
calculators to identify
gather and organize
and solve real life
and record data on
problems that include
the local weather and
inquiry and
rainfall. This is
observational steps and
charted and graphed
compiling data.
to summarize and
analyze and then
used to see how it
plays a role in
different parts of the
Creativity and
earth.
Intellectual Curiosity:
 In grades 7/8, students
will use brainstorming
and web-based software
to present to a specific
audience a problem and
how it is solved in
today’s society.
20

These surveys
are conducted
by the media
specialist and
computer
coordinator.

Objectives are
constantly
evolving with
new and
emergent
technology.
Social Responsibility:
 In grades 7/8, students
are reminded of the
dangers of personal
information along with
the rules governing
intellectual properties
and copyright laws, fair
use and plagiarism
7/8 Math Sample
Lesson Plan:
 Students develop a
budget using a
spreadsheet. They
examine the student’s
fixed, variable, and
periodic expenses
and revise to adjust
for cash flow
problems that appear
on the first
spreadsheet. This
lesson is to increase
student awareness
and appreciation of
the formulas that a
spreadsheet can
perform and
calculate.
21
Goal 1:
Improve student academic achievement through the use of the technology in elementary
and secondary schools with a target of fully integrating technology into the academic curriculum by
December 2006.
The following must be addressed:
Bullet 2:
 Describe how the LEA will meet the Student Computer Technology Competency Standards;
The East Lyme Curriculum Council designed a Curriculum Template and acts as a clearing house
to review every new curriculum developed.
The revised Connecticut State Department of
Education Curriculum Frameworks, which include goals that incorporate technology, is used in
the development of curriculum guides in all academic areas as required by the Curriculum
Template. The East Lyme curriculum development format also includes a requirement to address
the integration of technology in the instructional and assessment phases of courses of study in a
comprehensive and sequential manner. Science and Language Arts curriculum documents are
completed and include those computer technology competency student outcomes.
Other
curriculum areas, such as Mathematics, Visual Arts, music, Physical Education and library Media
Learning resources are in progress.
Planned to begin in the summer of 2006 are World
Languages, Social Studies and Health Education.
Currently, many teachers are integrating technology into their lessons and unit plans. East Lyme
students are consistently using technology as an integral component in developing subject area
reports, creating demonstrations and conducting research on-line. This plan will ensure that these
expectations are universal, systematic and sequential in nature.
Each elementary teacher has been given a list of Technology Competencies and is expected to
incorporate them into assigned projects.
At ELMS, there is a team Technology Assessment for each grade level.
In addition, there is a graduation requirement for Technology Competency for an ELHS diploma
that meets local, state and national standards.
Objective
Students will know how to:
Elementary:
Kindergarten:
Many technology objectives for
kindergarten students are across the
curriculum areas. These are:
1. Mouse control:
Strategy:
Impart a process to
allow students to
think and work
independently
22
Accountability Measure
Completed interdisciplinary projects
that show application of
technology objectives in
grade and curricula
Timeline
Double clicking
Dumping paint into area
Placing suitable stamps
Dragging
Undo
2. Keyboard introduction:
Letter identification
Shift Key
Delete Key
3. Beginning paint skills:
Palette and brush size
selection
Illustrating curriculum
concepts
4. Opening documents
5. Exiting Program
Curriculum Specific Objectives:
 Language Arts:
 Identifying Letters;
writing name, words,
and eventually
sentences; first and
last sounds of words
 Math:
 Identifying, sorting
and creating shapes
sequencing counting
and number
identification and
numeric representation
 Social Studies
 farm, city extension
activities (writing,
drawing), seasonal and
calendar activities
 Science:
 beach, ocean, space
extension activities
 Physical Education:
 Field Day extension
activities
areas:
Using the keyboard
letters and keys –
shift, space,
backspace and period;
internet activities
Internet activities,
paint and drawing
software
Grade 1: Many technology
objectives for first grade students are
across the curriculum areas. These
23
E.G.
Using paint or drawing
program, produce a
seasonal or shape
picture with a
describing sentence.
are:
1. Continue skills from K
2. Keyboard familiarization:
Space Bar
Return Key
3. Desktop and window
contents:
Folders
Windows – Opening, Closing,
Scroll Bar
4. Writing and illustration of
curriculum (math, science,
language arts) contents
Paint tool familiarization
5. Word Processing
Flashing insertion point
Navigating in document
Punctuation
6. Opening and closing
Applications
Appropriate use of CD Rom
Quitting and ejecting CD’s
7. Saving and retrieving
documents
Curriculum Specific Goals:
 Language Arts:
o Extension of writing
skills from
Kindergarten;
phonetic spelling;
beginning, middle,
end story sequencing;
short and long vowel
 Math:
o Money, representing
math problems; bar
graph; sequencing and
grouping math; sorting
by attribute;
measuring, clock
reading
 Social Studies:
o Family chart;
community helpers;
calendar and seasonal
activities self portrait
with writing;
 Science:
o field trip extension
activities –– apple
Extension of keyboard E.G.
skills; Space bar,
Using paint or drawing
period.
program, make a
classroom book that
consists of a short
vowel word and
illustration.
Internet activities,
word processing,
Teacher monitored and
paint and drawing
observed on-line
software
activities via the intranet
(ex. www.Starfall.com
and www.little-g.com)
that involve sorting
letters into alphabetical
order, telling time, and
measuring.
24
orchard, pond, ocean;
illustrate and label
science concepts –
solid/liquid, ocean,
field, forest, and pond
animals and plants,
butterfly life cycle
Internet virtual field
trips
Grade 2: Many technology
objectives for second grade students
are across the curriculum areas.
These are:
1. Continue skills from Grade 1
2. Saving by navigating to
personal folder
3. Word Processing and Painting
curriculum concepts
4. Object manipulation:
Creating shapes
Resizing, moving
Pictographs, Bar Graphs
Labeling with text objects
5. Presentation of class writing,
Wordprocessed and audio
recordings
6. Opening applications, folders,
and documents
7. Creating slide shows with
text, drawing, animation, and
audio recording
Curriculum Specific Goals:
 Language Arts: Writing and
illustrations of great grabbers
and snapshots, poetry
 Math: Illustrating math
problems;
 Social Studies: Web
exploration on Iditarod
website; photo insertion and
writing about self
 Science: Writing and
illustrations about whales,
rabbits; graphs on animal
measurements
Extension of keyboard
skills;
Grade 3: Many technology
objectives for third grade students
are across the curriculum areas.
These are:
Internet activities,
word processing,
paint, drawing
software and
Internet activities,
word processing,
paint and drawing
software
Slide show retelling
stages of readings
with illustrations,
sound and transitions
greeting cards with
graphics;
Web-graphic
organizing software
bar graphs,
pictographs; fraction
activities
25
E.G.
Using multimedia
software, create a slide
show of a student’s
story that includes
illustrations and voice
recordings.
Drawing geometrical
shape designs and
writing about them;
1. Continue skills from Grade 2
2. Word Processing Page
Alignment
Spacing
Font adjustment
Spell Check
Copy/Cut/Paste
3. Illustrations
Advanced paint tools
Text Wrap
4. Keyboarding introduction and
reinforcement
5. Opening multiple applications
and navigating between
applications
6. Accessing pre-saved websites
Reading for content
Taking notes
Organizing information
7. Presentation of information
Writing, illustrating, and
importing images into
presentation application
Creating multiple slides and
cards in presentation
applications
Choosing transitions and
creating animations
8. Math and science concepts
illustrated and labeled
9. Webquests related to
curriculum objectives
Curriculum Specific Goals:
 Language Arts: Writing and
illustrations of stories; slide
show creation of stories with
illustrations, animations,
transitions, and sound; poetry;
 Math: Bar graphs;
Pictographs; Drill and
practice on addition,
subtraction, multiplication,
and division; making and
labeling geometric shapes;
tangrams
 Social Studies: Inuits, Arctic
Animals, Canada, Japan,
Mexico;
 Science: Inquiry web
activities and scavenger hunts
presentation software.
Keyboard instruction
and practice
throughout school
year
Via the intranet
connect to online
tangram activities
(www.classbrain.com)
Inquiry web activities
and scavenger hunts
26
on specific websites: Rocks
and Minerals, Habitats;
creating a book about science
areas
Grade 4: Many technology
objectives for fourth grade students
are across the curriculum areas.
These are:
1. Word Processing/ keyboarding/
Saving + Retrieving files (all
ongoing)
2. Graphs on Spreadsheets: bar, pie,
and line graph (over time)
Explaining significance of graph
with text.
3. Search Terms and formulating
appropriate questions for research.
4. Citing sources
5. Cut and paste graphics/ create
electronic poster or book with text,
graphics, illustrations, data, etc.
6. HyperStudio, AppleWorks, and
PowerPoint slideshow presentation
skills
7. Webquests related to curriculum
objectives
8. Websites – reading for content,
taking notes, organizing information
9. Painting and drawing as a tool used to express knowledge of subject
10. Database
10. Electronic Portfolio in
PowerPoint of years activities
Curriculum Specific Goals:
 Language Arts: Poetry;
Writing and illustration of
on specific websites;
virtual field trips
Internet activities,
word processing,
paint, drawing
software and
presentation software.
Word Processing
programs,
presentation software,
desktop publishing
software
Keyboard instruction
and practice
throughout the year
Portfolio Slideshow
elaborating on Fourth
Grade Year including
Text, Word Art,
Hypertext links, Clip
Art, photos, and
sound; database (list
and review) of books
read; book reviews
with scanned book
cover;
27
E.G.
Using Kidspiration,
create a graphic
organizer about habitats.



Native American Stories;
Math: Construct charts and
graphs to display survey data
.tessellation creation and
written explanation, geometry
vocabulary illustrated and
labeled; online CMT prep
Social Studies: Native
American writing and
illustration, time lines; state
population graphs; state
research and slide shows with
clip art, photos, and
information; brochure
Web based inquiry on the
human body, simple
machines; graphing of science
data; Nature’s Classroom
brochures with images, text,
and word art, integrated
technology projects on
electricity, magnetism,
biomes, endangered species,
and earth changes
Spreadsheet graphing
– bar graphs, line
graphs (over time);
Complete an inquirybased Webquest
asking students to
complete activities
that emphasize
content
Conduct a research
project using online
resources
28
E.G.
Using Excel, input the
data from the survey
collected in class of
M&M colors and then
produce a chart/graph.
Goal 1:
Improve student academic achievement through the use of the technology in elementary
and secondary schools with a target of fully integrating technology into the academic curriculum by
December 2006.
The following must be addressed:
Bullet 3:
 Describe how the LEA will provide resources that reflect scientifically-based research and best
practices focused on improving student achievement;
East Lyme’s commitment to providing resources for technology education and integration is long
standing and substantial. There are five library media/learning resource specialists and four
computer consultants for five schools who work with classroom teachers on instructional
programming; a network manager; and two computer technicians who repair and install
equipment. There are district-wide funds for the network infrastructure and each school budgets
funds for equipment, software and training. District-wide, grant and building funds are made
available for professional development for both the technology staff and instructional staff. The
district has implemented both a student data base program (Admin Plus) and a special education
electronic IEP (SEMSnet) program that tracks student data and created the opportunity for student
assessment analysis.
The benefits of having Admin Plus and SEMSnet in our district include:

Elimination of 95 percent of IEP procedural compliance issues;

A drop in average IEP prep time for more than one hour to 15 minutes;

A major shift in compliance activities; staff’s primary focus is evaluating quality of service
instead of checking compliance errors.
29
Goal 1:
Improve student academic achievement through the use of the technology in elementary
and secondary schools with a target of fully integrating technology into the academic curriculum by
December 2006.
The following must be addressed:
Bullet 4:
 Describe how the LEA will encourage the development and utilization of innovative strategies for
the delivery of specialized or rigorous academic courses and curricula through the use of
technology.
Objective

Strategy
ELPS K-12 curricula will 
continually be evaluated
by subject specialists for
technology integration and
area content.


Develop innovative
strategies for maximizing
the CEN (Connecticut
Education Network)
resources.

Accountability Measure
Curricula will be
revised through a
variety of methods
including teacher and
department
recommendations
based on research and
best practice.
Assessing curriculum
based on the global
changes that
technology innovations
offer.

Promote the use of the
CEN by staff and
students and encourage
the participation the
various opportunities
that the CEN offers.

30

The ELPS

Curriculum Council
approves new courses
and curricula
changes.
Key technology
innovators in
buildings will
promote educational
and creative use of
technology as well as
introducing new
technology to the
staff and students.
The use of CEN

resources and their
integration into
curriculum and
professional
development will be
assessed by key
personnel such as
administrators,
department chairs,
library media
specialists and
computer consultants.
Timeline
The objective
will be ongoing
following the
district’s
curricula
approval process.
The objective
will be ongoing
as new resources
are added to the
CEN.
Goal 1:
Improve student academic achievement through the use of the technology in elementary
and secondary schools with a target of fully integrating technology into the academic curriculum by
December 2006.
The following must be addressed:
Bullet 4 (continued):

Include any plans to promote technology-based distance learning opportunities to meet the
educational needs of those who have limited access to such courses and curricula due to
geographical isolation or insufficient resources;
Objective


ELPS will offer a variety
of courses and learning
opportunities to students
outside of the school
building via online
technology.
ELPS intra-district
distance learning
opportunities will be
established for appropriate
students’ learning/
placement.
Strategy


Accountability Measure
Establish and maintain
partnerships with other
schools, consortia, and
higher education.
Example of current
online learning: VHS
(virtual high school),
Bridgeport partnership,
satellite offerings and
various distance
learning opportunities.

Maximize the
infrastructure
connection with fiberoptics that deliver high
speed accessibility to
five schools in the
district.

31


Instructors of online

courses (VHS) are
responsible for course
content and student
achievement and
grades are reported
on transcripts. ELPS
also monitor student
participation and
academic success.
ELPS will continue
to solicit other
distance learning
opportunities, K-12.
Student’s progress

will be monitored by
teachers and
administrators.
Infrastructure will be
maintained by the
network
administrator and the
Board of Education
will allocate the
appropriate budget to
maintain the
connectivity.
Timeline
The objective is
ongoing as new
courses are
introduced and
new distance
learning contacts
are established.
The objective
will be ongoing
as well as the
support of the
connectivity.
Goal 2: Ensure that all educators are proficient in the use and integration of technology and ongoing
professional development activities are provided.
The following must be addressed:
Bullet 1:
 Describe how the LEA will provide all teachers, (including library-media specialists, bilingual
and ESL teachers, special and alternative education teachers) non-instructional staff,
principals, and administrators, incentives to become technologically competent;
The East Lyme Technology Committee has made arrangements to use a National School Study
Evaluation program’s on-line staff survey focusing on the technology status of the school system.
The results of this survey, which includes questions about the staff members’ knowledge and use
of technology, will be used to identify areas/skills in need of further training. The committee also
plans to take the 2001 Connecticut Teacher Technology Competency rubric matrix for Educational
Technology Concepts and Operations and use it on an ongoing basis in a checklist form with
teachers by discipline to further identify specific skills in need of training. Teachers will be
encouraged to focus Teacher Supervision Growth Plans on their technology competency needs.
Teachers who have passed BEST requirements will be encouraged to include technology topics or
integration activities in their yearly Teacher Supervision Professional Growth Plans.
Teachers who have demonstrated they have developed their technological literacy and have
integrated those skills into their instruction will be the first ones in their school or department to
receive updated equipment.
Over time, the district budget will support and advance teacher’s technology competencies by
sponsoring two teachers on an annual basis to attend a regional or national conference at no
expense to them.
32
Goal 2: Ensure that all educators are proficient in the use and integration of technology and ongoing
professional development activities are provided.
The following must be addressed:
Bullet 2:
 Describe how the LEA will monitor staff technological literacy. Indicate how the LEAs
monitoring of technological literacy impacts professional development;
During January 2006, all certified staff participated in a National Study for School Evaluation
(NSSE) Teacher Technology Survey. Analysis of the results of this survey will be used to assess
the technological literacy of the staff by level (high school, middle school and elementary) and to
inform the District Technology Committee and building professional committees in order to plan
needed and appropriate training.
Technology workshops related to student learning are aligned with the CT Technology Standards
for teachers are CEU-able; therefore, attendance is monitored as well as attainment of the
outcomes of the PD offering by central office administration.
Once training is completed and projects or software applications are delineated in the curriculum
guides, principals will monitor the inclusion of those technology related student learning outcomes
in teachers’ classes by examination of representative student portfolios as a component of the
district’s Curriculum Monitoring Process. Also, technology competency plans will be part of each
certified staff’s growth plan, and monitored by the certified staff’s evaluator.
33
Goal 2: Ensure that all educators are proficient in the use and integration of technology and ongoing
professional development activities are provided.
The following must be addressed:
Bullet 3:
 Describe how the LEA will provide specific research-based professional development
opportunities to all staff;
Time during Professional Development days will be devoted to Technology Literacy upon the
recommendation the District Technology Committee. Analysis of the results of the National
Study for School Evaluation (NSSE) Teacher Technology Survey will be used to identify specific
topics to be offered in PD programs by level. Computer consultants in individual buildings will
offer technology training on topics identified through building surveys before or after school.
Individual or small groups of teachers will receive training on an as needed basis during planning
or release time. Teacher lessons involving the integration of technology will be video taped and
made available to staff for training at their own convenience.
34
Goal 2: Ensure that all educators are proficient in the use and integration of technology and ongoing
professional development activities are provided.
The following must be addressed:
Bullet 4:
 Describe how the LEA will provide specific research-based professional development
opportunities to all staff;
Objective

All students, teachers,
staff and administrators
will have equal access to
technology appropriate for
their grade level, subject
area or responsibilities.
Strategy


Accountability Measure
See Goal 3; the district
is committed to
improving access and
technology availability
in an equitable manner
for staff and students.
All curriculum and
program guides are
district-wide with
learner expectations
developed for all
students regardless of
their race, ethnicity,
income or disability.
35

Implementation of
technology
education and
Library Media
Learning Resources
Program activities
and assessments will
be monitored by
building principals
or their designees.
Timeline


Equipment
equalization by
June of 2009
Curriculum
Guide
implementation
by Sept. 2007
Goal 3: Ensure that K-12 educational institutions have the capacity, infrastructure, staffing and
equipment to meet academic and business needs for effective and efficient operations.
The following must be addressed:
Bullet 1:
 Describe how the LEA will ensure that all facilities meet minimum standards of technology
infrastructure and provide connectivity to the Connecticut Education Network (CEN);
Currently some of the schools in the district do not meet the minimum requirement of student to
computer ratio (1 computer to 3 students). The district will continue to work on meeting this
minimum computer ratio requirement. The LEA will also compile a list of specifications for
future computer purchases in order to standardize the equipment purchased. Continue to address
the need for more drops in one of the elementary schools (one additional per instructional area)
as well as additional drops in instructional area of the high school.
Propose to the Board of Education the purchase of the equipment necessary to facilitate videoconferencing at the elementary level by purchasing one unit per year over three years.
The LEA currently has connection to CEN and will continue to utilize the CEN connectivity.
36
Goal 3: Ensure that K-12 educational institutions have the capacity, infrastructure, staffing and
equipment to meet academic and business needs for effective and efficient operations.
The following must be addressed:
Bullet 2:
 Describe how the LEA will ensure continued maintenance and support of existing infrastructure
and end user technology; and
The LEA will secure a yearly contract with an outside computer vendor to evaluate and
recommend updates to the existing infrastructure. The LEA will construct an RFP (Request for
Proposal) as a guideline for the vendor to evaluate the current infrastructure and to make
recommendations.
Based on the outside vendor’s report, budget will be proposed and submitted to the Superintendent
to submit to the Board of Education to accommodate the most necessary recommendations to
maintain a reliable infrastructure. The LEA technology staff (i.e. Network Administrator,
Computer Consultants (one per building) and Technicians) will continue to support the
infrastructure to ensure its operation and will continue to support the end users.
Each April/May, the outside computer vendor will be contracted to evaluate the infrastructure.
37
Goal 3: Ensure that K-12 educational institutions have the capacity, infrastructure, staffing and
equipment to meet academic and business needs for effective and efficient operations.
The following must be addressed:
Bullet 3:
 Describe the specific provisions the agency intends to make for the interoperability of the
technologies. (Interoperability is the capability of the technology to be acquired to function
compatibly with technologies that exist or will be acquired in the near future at the local and state
level.)
In the RFP submitted to the outside computer vendor, the LEA will ensure that all
recommendations completed are compatible with the ELPS infrastructure and the CEN to ensure
the interoperability and functionality of new technology acquired. Any technology purchases
must be compatible and functional with the existing infrastructure. The outside computer
vendor’s audit would be completed annually and the purchases would be based on the budget
allocated each year.
The LEA will continue to provide training for the appropriate staff to ensure the knowledge level
necessary to support the infrastructure of the district. The LEA will continue to maintain the
number of staff members currently supporting the district. The Technology Committee has
recommended acquiring an additional consultant and technician.
38
Goal 4: Ensure that K-12 resources are available for all students, regardless of race, ethnicity, income,
geographical location or disability, so they can become technologically literate by the end of eighth grade
and achieve their academic potential.
The following must be addressed:
Bullet 1:
 Describe how the LEA will ensure that students with special needs will have those needs addressed
through technology;
Objective

Strategy
Students with identified

special needs will have
access to those
technologies determined
necessary for that student
to benefit from instruction. 

Accountability Measure
Students with identified 
special needs will have
access to the same
technology as regular
education students.
Assistive technology
assessments will be

used to determined
individual needs and
appropriate
augmentative devices.
Funding through local
and grant sources will
ensure the procurement
of identified devices.
39
Students with
identified special
needs’ IEPs will
include the assistive
technology supports
deemed appropriate.
Progress on goals and
objectives are
communicated to
parents on the same
schedule as regular
education progress
reports.
Timeline


Progress
reports/report
cards 6 to 8
times a year
Annual reviews
for students with
identified special
needs include
review of
accommodations
necessary to
ensure access
including
technology and
the effectiveness
of those
technologies.
Goal 4: Ensure that K-12 resources are available for all students, regardless of race, ethnicity, income,
geographical location or disability, so they can become technologically literate by the end of eighth grade
and achieve their academic potential.
The following must be addressed:
Bullet 2:
 Describe how the LEA will encourage innovative practices to support equity and reduce
performance gaps based on race, national origin, sex and physical or mental disability.
Objective

All teachers will have all
students apply innovative
technology practices in
learning specific subject
area matter.
Strategy



Accountability Measure
Teachers will have
access to periodic staff
development
experiences
incorporating
innovative technology
practices.
Teachers will have the
opportunity to meet
with their school’s
technology consultant
who will assist them in
the application of
innovative technology
practices.
The LEA will provide
the necessary resources
for technology
workshops,
conferences, and
consultations.
40



Teachers will
complete a
technology
competencies
checklist as part of
their summative
evaluation (Teachers
will complete an online survey to
measure their
technology
competencies)
Students will
complete written
reports and/or
demonstration
products utilizing
appropriate
technology practices
in various subject
areas.
On an annual basis,
the LEA will
incorporate into the
proposed school
budget monies
earmarked for
technology in the
subject area program
budgets.
Timeline



Annually
Dependent on
project(s) due
dates as
established by
the classroom/
subject area
teacher.
Annually in
November
Network Update Costs
Building
Purchase
Network
Status
Report
Switches
Drops
ELHS
ELHS
ELHS
2006-2007
2007-2008
2008-2009
Budgeted
$1500
$1500
$1500
Yes
$15,000
$3,000
$15,000
$5,000
$12,000
Yes
Planned to
be
ELHS
Back-up
System
$8,000
ELHS
Server
$15,000
Replacement
$15,000
Planned to
be
$15,000
Yes
(3 each year @
$5,000)
Haynes
Drops
$7,500
Yes
Computer Needs to Meet State Standards (3 per students)
School
#
Cost
Source
NCS
0
0
Per Pupil, PTA and Revenue
Haynes
18
$9,000
Per Pupil, PTA and Revenue
Flanders
40
$20,000
Per Pupil, PTA and Revenue
ELMS
61
$30,500
Per Pupil
ELHS
89
$44,500
Per Pupil
School
NCS
Haynes
Flanders
ELMS
ELHS
School
NCS
Haynes
Flanders
Computer Needs to Meet State Standards (3 per students)
#
Cost
Source
5
$2,500
Per Pupil, PTA and Revenue
5
$2,500
Per Pupil, PTA and Revenue
5
$2,500
Per Pupil, PTA and Revenue
15
$7,500
Per Pupil
15
$7,500
Per Pupil
#
1
1
1
Video Conferencing Unit
Cost
Source
$20,000
District Budget
$20,000
District Budget
$20,000
District Budget
41
Goal 4: Ensure that K-12 resources are available for all students, regardless of race, ethnicity, income,
geographical location or disability, so they can become technologically literate by the end of eighth grade
and achieve their academic potential.
The following must be addressed:
Bullet 3:
 Describe how the LEA will ensure that all students will become technologically literate by the end
of eighth grade;
Objective

All students will learn the
technology competencies
as indicated on the most
recent CSDE and ISTE
Technology Frameworks,
being incorporated into
East Lyme’s revised
subject area curriculum
guides
Strategy




Accountability Measure
Students in grades K to
12 are exposed to a
Library Media/
Learning Resources
Program with
accompanying goals,
learner outcomes, and
assessment activities.
East Lyme Middle
School will continue to
require students in
grades 5 through 8 to
take Technology
Education courses
Students in grades 9
through 12 will
continue to have
available electives and
Technology Education
courses such as
Graphic Design, Video
Production, Animation
Graphics, Web Design
and CAD (presently
there are 26 courses
offered)
The District’s
Technology Committee
will continue to
evaluate the high
school’s program of
study to reflect the
technology skills that
students should
possesses for a
particular course
42



Students are expected 
to attain the learner
outcomes as
stipulated for their
specific grade level in
the Technology
Education
Curriculum Guide,
the Library Media/
Learning Resources
Program Guide, and
the Technology
Competencies List as
measured by the
completion of the

specified activities
and assessments
The Library Media/
Learning Resources
Program goals are
aligned with the
CSDE’s most recent
Library Media

Resources
Framework
All grade 5 through
12 technology
courses will have
aligned goals and
student outcomes
with accompanying
student assessments,
activities and product
requirements for
success.
Timeline
Library Media/
Learning
Resources
Program Guide
is completed for
grades K through
4 and 9 through
12;
5 through 8 is
currently being
revised with
completion
expected by June
of 2007.
Approximately
80% of the
Library Media/
Learning
Resource Guide
and course
guides are
completed.
Completion of
the majority of
the program and
course guides by
Sept. 2006.

The Technology
Consultants ensure that
all East Lyme High
School graduates
achieve advanced
technology literacy
measured by both
department and schoolwide rubrics.
43
Goal 4: Ensure that K-12 resources are available for all students, regardless of race, ethnicity, income,
geographical location or disability, so they can become technologically literate by the end of eighth grade
and achieve their academic potential.
The following must be addressed:
Bullet 4:
 Describe how the LEA will ensure equal access to all students, teachers, staff and administrators.
Objective

All students, teachers,
staff and administrators
will have equal access to
technology appropriate for
their grade level, subject
area or responsibilities.
Strategy


Accountability Measure
See Goal 3; the district
is committed to
improving access and
technology availability
in an equitable manner
for staff and students.
All curriculum and
program guides are
district-wide with
learner expectations
developed for all
students regardless of
their race, ethnicity,
income or disability.
44

Implementation of
Technology
Education and
Library Media/
Learning Resources
Program activities
and assessments will
be monitored by
building principals or
their designees.
Timeline


Equipment
equalization by
June of 2009
Curriculum
Guide
implementation
by Sept. 2007
Goal 5: Develop a continuous process of evaluation and accountability for the use of educational
technology as: a teaching and learning tool, a measurement and analysis tool for student achievement,
and a fiscal management tool.
The following must be addressed:
Bullet 1:
 Describe how the LEA will evaluate and make changes to this plan on a yearly basis;
Objective

The plan will be adjusted
based on student
achievement.
Strategy:

Accountability Measure
Teacher’s will
demonstrate that
students have achieved
technology
competencies by
completion of end of
unit projects with
accompanying
documentation.
45

At each grade level,
the technology
consultant will meet
with teachers. The
success of the project
completion will be
determined by
competencies cited in
Goal 1.
Timeline

Throughout the
school year
Goal 5: Develop a continuous process of evaluation and accountability for the use of educational
technology as: a teaching and learning tool, a measurement and analysis tool for student achievement,
and a fiscal management tool.
The following must be addressed:
Bullet 2:
 Describe how the LEA will provide access for students to take on-line tests, when available, that
facilitate their involvement and the compilation of results;
Objective

The LEA will ensure that
there is one computer per
every three students and a
high speed reliable
network.
Strategy:
Accountability Measure

Encourage the use of
endorsed College
Board on-line test
registration and test
preparation for SAT,
SAT subject tests, and
AP tests.

The LEA will develop
a committee to plan
and ensure that the East
Lyme School District
pilots appropriate
online testing. The
pilot program will
make certain that both
teachers and students
are prepared to take the
State or National
assessment instruments
when they become
available.
46


Teachers will be
provided with
professional
development and
curriculum support
for developing and
implementing valid
online testing
instruments/
assessments.
The Curriculum
Council and other
LEA curriculum
specialists will
continue to research
and evaluate the
online assessment
instruments as they
relate to student
achievement. In
addition, curriculum
specialists and the
Curriculum Council
will evaluate the test
results to see if the
tests are accurately
measuring the
students’ knowledge.
Timeline

On-going.
Goal 5: Develop a continuous process of evaluation and accountability for the use of educational
technology as: a teaching and learning tool, a measurement and analysis tool for student achievement,
and a fiscal management tool.
The following must be addressed:
Bullet 3:
 Describe how the LEA will provide professional development to enable teachers and
administrators to use data from the CMT’s, CAPT and district- or classroom-based formative and
summative assessments to improve instruction;
Objective

Professional development
is determined, in part,
based on the student
performance results on
CMT and CAPT.
Strategy:

Accountability Measure
Teachers use the
assessment data to
adjust instruction to
accommodate
individual student
needs. School
Improvement Plans
(SIP) with
accompanying action
plans are developed by
SIP teams in each
building in conjunction
with the building
principals.
47

Principals

periodically report
and summarize
information regarding
SIP programs and
adjustments.
Timeline
Throughout the
school year.
Goal 5: Develop a continuous process of evaluation and accountability for the use of educational
technology as: a teaching and learning tool, a measurement and analysis tool for student achievement,
and a fiscal management tool.
The following must be addressed:
Bullet 4:
 Describe how the LEA will create, maintain or improve electronic resources to ensure
administrative needs are addressed and solutions developed; and
Objective

The LEA has
implemented electronic
resources to compare and
profile student
information.
Strategy:

Accountability Measure
This is maintained on
an ongoing basis with
student test data
monitored
electronically in grades
K-12.
48

Principals monitor
Timeline

On-going
Goal 5: Develop a continuous process of evaluation and accountability for the use of educational
technology as: a teaching and learning tool, a measurement and analysis tool for student achievement,
and a fiscal management tool.
The following must be addressed:
Bullet 5:
 Describe how the LEA will implement technology initiatives to improve student achievement.
Objective

The District will provide
professional development
for teachers and
paraprofessionals
regarding the latest
initiatives in technology.
Strategy:

Accountability Measure
Access resources in our
region such as LEARN
technology offerings
and professional
development offerings
as advised by the
district-wide steering
committee.
49

The district
professional
development days
will include specific
technology
programming
depending on teacher
and student needs.
Timeline

Annual
Goal 6: Develop a schema of current and future financing requirements to support the LEA’s
Technology Plan.
The following must be addressed:
Bullet 1:
 Describe how the LEA will meet current and future funding requirements to support plan
implementation
A phase-in plan is in place to improve our district network. The plan increases the number of
switches and drops, improves our back up capabilities, replaces servers and out-of-date or nonrepairable CPUs using current levels of funding that are increased yearly. Also included in our
spending plan is a periodic network check up by a contracted vendor. Where the current level of
funding is insufficient, the plan calls for specific budget allocation increases to meet these needs.
Since the total impact of these requests is relatively small, the expectation is that they will be
granted by the Board of Education. Principals will be expected to allocate from their per pupil
allocations a minimum level of support for hardware and software acquisition and replacement as
stated in the district’s Technology Long Range Plan.
50
Goal 6: Develop a schema of current and future financing requirements to support the LEA’s
Technology Plan.
The following must be addressed:
Bullet 2:
 Describe how the LEA will develop policies and procedures related to maintenance of hardware,
software, infrastructure and security.
Policies and procedures currently exist. This plan includes the expectation that current technology
staff will continue to be available to make repairs, maintain the network, review and recommend
software acquisition, train staff on software use, and deliver professional development. The
network administrator will analyze and implement the recommendations of the contracted vendor
and the results of their periodic network check up.
51
Goal 6: Develop a schema of current and future financing requirements to support the LEA’s
Technology Plan.
The following must be addressed:
Bullet 3:
 Describe how the LEA will meet current and future funding requirements to keep the technology
updated.
As indicated in Bullet 1, the plan includes updating and replacement provisions to meet this need.
In addition, the Technology Committee meets regularly (once a month) and includes in its
discussions, plans and proposals how to keep our network and technology services current and
effective. Funding proposals are forwarded to central office and building administrative personnel
for consideration, support and implementation.
52
Goal 7: Develop a telecommunications services plan that will support both instructional needs and
administrative requirements.
The following must be addressed:
Bullet 1:
 Clear goals and a realistic strategy for using telecommunications and information technology to
improve education or library services;

Objective
:
The goal of the East Lyme School
District is to integrate global
communications, distance
learning, and resource sharing
using telecommunications for
advanced student achievement and
learning of new knowledge and
the world they live in.
Strategy

To have students use technology
to communicate with and learn
from others in numerous learning
activities and course objectives
throughout the K-12 curriculum.

To join consortiums and or form
partnerships with others in
academia, K-12, business, and
libraries for the purposes of
resource sharing of materials, staff
and information.

To fully participate in the CEN
and all the resources available.

To promote the use of Connecticut
Digital Library and its databases.

To seek partnerships for distance
learning opportunities to enhance
the curriculum and to accomplish
curriculum objectives.

To offer on-line courses to high
school students in curricula areas
that are not offered locally.
53
Goal 7: Develop a telecommunications services plan that will support both instructional needs and
administrative requirements.
The following must be addressed:
Bullet 2:
 A professional development strategy to ensure that staff know how to use these new technologies
to improve education or library services.



Objectives/ Activities/ Strategies
2006-07
During the 2006-2007 school year, the East
Lyme Public Schools K-12 Library
Media/Learning Resources Guide will be
completed and plans for implementation will
ensue.
Objectives/ Activities/ Strategies
2006-2007, 2007-2008, 2008-2009
An annual Professional Development
Brochure will provide the staff opportunities
to be involved in workshops that incorporate
computer and other technologies as applied to
student learning and classroom instruction,
communications and data management as
indicated in CT ED Laws (Sec. 10-220a).
Monitoring/Evaluation Procedure

During the Fall of 2006, the revised guide
will be distributed to all Library Media
Specialists and Technology Consultants.
Discussion will ensue regarding building
level implementation.
Monitoring/Evaluation Procedure


The technology workshops are all CEU-able;
therefore, attendance is monitored as well as
completion of program offering outcomes by
central office administration.
Technology competency plans will be part of
each certified staff’s growth plan, and
monitored by the certified staff’s evaluator.
A Technology Competencies Checklist will
be provided for each staff member. Based on
a self-evaluation and in consultation with the
building Technology Consultant, individual
PD plans will be developed on an annual
basis (aligning technology plans and subject
area expectations).
54
Goal 7: Develop a telecommunications services plan that will support both instructional needs and
administrative requirements.
The following must be addressed:
Bullet 3:
 An assessment of the telecommunications services, hardware, software and other services that will
be needed to improve education or library services;
Continue to meet Department of Information Technology network and telecommunication
standards for full participation in the CEN.
Conduct an annual review either locally or with an outside contractor to determine the
readiness of our telecommunication services, hardware, and software as required by the
Universal Service Fund for E-Rate participation.
55
Goal 7: Develop a telecommunications services plan that will support both instructional needs and
administrative requirements.
The following must be addressed:
Bullet 4:
 A sufficient budget to acquire and support the non-discounted elements of the plan: the hardware,
software, professional development and other services that will be needed to implement the
strategy.
As Goal 6 indicates, budgeted funds are earmarked for specific purchases to acquire the hardware,
software, professional development and other services, such as the periodic network evaluation by
a contracted vendor. Title II grant funds will also be used to support professional development
activities for staff members and technology committee members. Where necessary, our finance
plan includes the preparation of requests for additional funds for specific purposes. Current levels
of funding which include per pupil allocations to buildings by level are planned to remain constant
with cost of living increases as appropriate from year to year.
56
Goal 7: Develop a telecommunications services plan that will support both instructional needs and
administrative requirements.
The following must be addressed:
Bullet 5:
 An evaluation process that enables the school or library to monitor progress toward the specific
goals (of the eligible entity) and make mid-course corrections in response to new developments
and opportunities as they arise.
The District Technology Committee meets monthly to address immediate issues and plan for the
future. Media specialists, computer consultants, and an administrator from central office serve on
the committee. This standing committee reports to the District Curriculum Council quarterly and
delivers an annual report stating goals and needs for the coming year, and then later, how the
committee is progressing toward those goals. The computer consultants (one from each building)
and the network administrator also meet each month to deal with technical problems and
implementation of curriculum.
At the elementary and middle school levels, each computer consultant monitors classroom
technology activity through grade-level meetings, computer lab use, and individual teacher
meetings. Grade-level specific goals are reviewed and integrated lessons are planned so that the
outcomes are addressed. The media specialist is responsible for collaborating with teachers to
ensure that the student technology competencies listed in the K-12 Library Media/ Learning
Resources Guide and the District Technology Plan are integrated into instruction.
At the high school level, each course has specific technology outcomes embedded into it. By the
end of four years, each student has to have met the technology requirements for graduation.
Guidance counselors ensure that students are taking the appropriate courses. Teachers monitor
student’s technology skills and knowledge when assessing their work in the content/curriculum
areas such as learning activities that resulting in student projects, reports, communications,
literacy, research, and problem solving. The school monitors each student’s progress towards
achieving advanced technology competencies through department and school-wide rubrics. Midcourse corrections or the need for additional learning are monitored by the teacher and supported
with professional development provided by the computer consultant. Students receive additional
group and individual support by the library media specialist.
57
Objectives/ Activities/
Strategies
2006-2007, 2007-2008,
2008-2009
 To integrate global
communications, distance
learning, and resource
sharing using
telecommunications for
advanced student
achievement and learning of
new knowledge and the
world they live in.
2006-2007
2007-2008
2008-2009
Monitoring/Evaluation
Procedure
 Provide staff development
for teachers in World
Languages and Social
Studies.
 Expand staff development
opportunities for teachers in
additional subject areas:
Language Arts, Math and
Science.
 To provide follow-up PD
based on a needs assessment
to enhance the integration of
global communication,
distance learning and
resource sharing.
 Develop, monitor and
evaluate student products to
assure that students used
technology to communicate
with and learn from others in
numerous learning activities
and course objectives
throughout the K-12
curriculum.
 Provide staff opportunities
to be involved in workshops
that incorporate computer
and other technologies.
 Teachers who participate
in 2005-2006 staff
development apply new skills
to advance student learning
and classroom instruction,
communications and data
management as indicated in
CT ED Laws (Sec. 10-220a).
 Expand staff development
opportunities for teachers by
having technology
consultants providing
inservices based on a needs
assessment.
 Teachers apply learned
skills in 2007-2008 to
advance student learning.
 Technology workshops
that advance student learning
are all CEU-able; therefore,
attendance is monitored as
well as completion of
program offering outcomes
by central office
administration.
 A Technology
Competencies Checklist will
be provided for each staff
member. Based on a selfevaluation and in
consultation with the building
Technology Consultant,
individual PD plans will be
developed on an annual basis.
 Technology plans and
subject area expectations will
be aligned annually.
 Technology competency
plans will be part of each
certified staff’s growth plan,
and monitored by the
certified staff’s evaluator.
(continued on next page)
58
Objectives/ Activities/
Strategies
2006-2007, 2007-2008,
2008-2009
 To join consortiums and
or form partnerships with
others in academia, K-12,
business, and libraries for the
purposes of resource sharing
of materials, staff and
information.
2006-2007
 To fully participate in the
CEN and all the resources
available and train staff on
resources.
 To seek partnerships for
distance learning
opportunities to enhance the
curriculum and to accomplish
curriculum objectives.
 Offer on-line courses to
high school students in
World Languages.
 Continue to offer on-line
courses to high school
students in curricula areas
that are not offered locally.
2007-2008
2008-2009
Monitoring/Evaluation
Procedure
 The District
technology Committee
will monitor the
development and
implementation of
efforts to meet these
expectations. The
Committee’s Annual
report will be reviewed
by the district
administrative team to
determine what activities
should be continued and
improved and what
activities need to be
terminated.
59
Technology Funding Sources and Costs
Professional Development Planned
The National Study for School Evaluation (NSSE) Teacher Technology On-line Survey conducted in February,
2006 identified areas in need of further training by level: elementary, middle school, high school. Initial
analysis of this survey’s results identified the following items the staff at each level identified as the items they
felt least competent in:
Elementary:

“I can design an assignment in which students evaluate the accuracy, relevance, appropriateness, and
bias of electronic information sources.”

“I can use students’ test results from computer-based assessments to evaluate student learning from
software.”

“I can create my own World Wide Web pages to be accessed by my students as part of a lesson.”
Middle School:

“I can design a lesson in which students create web pages to share their reports or writings outside the
classroom.”

“I can create my own World Wide Web pages to be accessed by my students as part of a lesson.”

“I can teach students to create digital portfolios of their learning using media such as HyperStudio or the
Web.”

“I can teach a lesson addressing district and state standards as well as the ISTE National Educational
Technology Standards for Students.”

“I can protect privacy and security when publishing students’ writing or images on the web.”
High School:

“I can design a lesson in which students create web pages to share their reports or writings outside the
classroom.”

“I can create my own World Wide Web pages to be accessed by my students as part of a lesson.”

“I can use students’ test results from computer-based assessments to evaluate student learning from
software.”

“I can protect privacy and security when publishing students’ writing or images on the Web.”

“I can teach students to create digital portfolios of their learning using media such as HyperStudio or the
web.”
The District Technology Committee will discuss these needs and identify additional technology skills and
various applications that require training. At the building level, computer consultants poll teachers regarding
60
PD activities.
Included in our curriculum development process is an expectation that the integration of
appropriate technology is a component of all discipline areas.
An outgrowth of these processes is the
identification of technology implementation expectations that have PD implications.
The District-wide Technology Committee is a body that facilitates the identification and scheduling of PD and
interacts with the District’s Professional Development Steering Committee. The Steering Committee is
responsible for advising the District’s Leadership Team and assists in coordinating and implementing PD
activities on designated days.
During 2006-2008 years, the Professional Development focus will be on:

Training new teachers on how to use our network and the software applications dictated by the
curriculum/grade level they teach

Digital Portfolios at ELHS and ELMS

Web page development by students and staff at ELHS and ELMS

Use students’ test results from computer-based assessments to evaluate student learning from software at
ELHS and ELMS
61
ANNUAL BUDGET SUMMARY
YEAR
2006-2007
NOTE: DUPLICATE THIS PAGE FOR EACH YEAR AS NEEDED
o
List the professional development and technologies to be acquired during each year of the agency’s plan.
o
Note: At least 25% of the funds allocated to an LEA through the Title II-D ED Tech Program, must be allocated for professional development
activities. (Current estimates indicate that Title II D funding will be reduced by ~40% in 2006-07 year from the 2005-06 level.)
o
Estimate the cost of the professional development and technologies in the appropriate column(s) from which the agency intends to take the funds.
o
Describe how your district/charter coordinates or aligns the other federal, state, local funds with district/charter consolidated plans and/or individual
schools' School Improvement Plans.
Acquired Technologies
and Professional
Development
Ed Tech
Competitive/
Title II-D
Ed Tech
Formula/
Title II-D
State Bond
Funds
Capital
E-Rate
NCLB/other than
Title II-D
Other (Specify)
Network Report
$1,500 Operational Budget
Switches
$15,000 Operational Budget
Server Replacement
$15,000 Operational Budget
Drops
$7,500 Operational Budget
New Computers
$35,000 Operational Budget
Replacement Computers
$22,500 Operational Budget
P.D. provided after
hours by on-site tech
staff
P.D. provided during
school hours by on-site
tech staff
TOTAL
$2,065
Costs included in Operational
Budget
$2,065
$96,500
62
ANNUAL BUDGET SUMMARY
YEAR
2007-2008
NOTE: DUPLICATE THIS PAGE FOR EACH YEAR AS NEEDED
o
List the professional development and technologies to be acquired during each year of the agency’s plan.
o
Note: At least 25% of the funds allocated to an LEA through the Title II-D ED Tech Program, must be allocated for professional development
activities. (Current estimates indicate that Title II D funding will be reduced by ~40% in 2006-07 year from the 2005-06 level.)
o
Estimate the cost of the professional development and technologies in the appropriate column(s) from which the agency intends to take the funds.
o
Describe how your district/charter coordinates or aligns the other federal, state, local funds with district/charter consolidated plans and/or individual
schools' School Improvement Plans.
Acquired Technologies
and Professional
Development
Ed Tech
Competitive/
Title II-D
Ed Tech
Formula/
Title II-D
State Bond
Funds
Capital
E-Rate
NCLB/other than
Title II-D
Other (Specify)
Network Report
$1,500 Operational Budget
Switches
$15,000 Operational Budget
Back Up System
$8,000 Operational Budget
Server Replacement
$15,000 Operational Budget
New Computers
$35,000 Operational Budget
Replacement Computers
$22,500 Operational Budget
P.D. provided after
hours by on-site tech
staff
P.D. provided during
school hours by on-site
tech staff
Video Conferencing
Equipment
TOTAL
$2,065
Costs included in Operational
Budget
$20,000 Operational Budget
$2,065
$117,000
63
ANNUAL BUDGET SUMMARY
YEAR 2008-2009
NOTE: DUPLICATE THIS PAGE FOR EACH YEAR AS NEEDED
o
List the professional development and technologies to be acquired during each year of the agency’s plan.
o
Note: At least 25% of the funds allocated to an LEA through the Title II-D ED Tech Program, must be allocated for professional development
activities. (Current estimates indicate that Title II D funding will be reduced by ~40% in 2006-07 year from the 2005-06 level.)
o
Estimate the cost of the professional development and technologies in the appropriate column(s) from which the agency intends to take the funds.
o
Describe how your district/charter coordinates or aligns the other federal, state, local funds with district/charter consolidated plans and/or individual
schools' School Improvement Plans.
Acquired Technologies
and Professional
Development
Ed Tech
Competitive/
Title II-D
Ed Tech
Formula/
Title II-D
State Bond
Funds
Capital
E-Rate
NCLB/other than
Title II-D
Other (Specify)
Network Report
$1,500 Operational Budget
Switches
$12,000 Operational Budget
Video Conferencing
Equipment
Server Replacement
$20,000 Operational Budget
New Computers
$35,000 Operational Budget
Replacement Computers
$22,500 Operational Budget
P.D. provided after
hours by on-site tech
staff
P.D. provided during
school hours by on-site
tech staff
TOTAL
$15,000 Operational Budget
$2,065
Costs included in Operational
Budget
$2,065
$106,000
64
CHILDREN’S INTERNET PROTECTION ACT (CIPA) CERTIFICATION
Schools and libraries that plan on receiving E-Rate discounts on Internet access and/or internal connection
services after July 1, 2002, need to be in compliance with the CIPA. CIPA compliance means that schools and
libraries are filtering their internet services and have implemented formal internet safety policies (also
frequently known as Acceptable Use Policies). Information on the CIPA requirements is located at
http://E-Ratecentral.com/CIPA/cipa_policy_primer.pdf.
I,
Paul Smotas
, certify that one of the following conditions (as indicated below) exists in
Name of Superintendent/Director
East Lyme Public Schools
LEA
X
My district/agency is E-Rate compliant; or
My district/agency is not E-Rate compliant. (Check one additional box below):
Every “applicable school*” has complied with the CIPA requirements in
subpart 4 of Part D of Title II of the ESEA**.
Not all “applicable schools*” have yet complied with the requirements in
subpart 4 of Part D of Title II of the ESEA**. However, the LEA has
received a one-year waiver from the U.S. Secretary of Education under
section 2441(b)(2)(C) of the ESEA for those applicable schools not yet in
compliance.
The CIPA requirements in the ESEA do not apply because no funds made
available under the program are being used to purchase computers to access
the Internet, or to pay for direct costs associated with accessing the Internet,
for elementary and secondary schools that do not receive E-Rate services
under the Communications Act of 1934, as amended.
*An applicable school is an elementary or secondary school that does not receive E-Rate discounts and for
which Ed Tech funds are used to purchase computers used to access the Internet, or to pay the direct costs
associated with accessing the Internet.
**http://www.ed.gov/legislation/ESEA02/pg37.html
Signature of Superintendent/Director
Date
65
APPENDIX A: Educational Technology Planning Toolkit
It is recommended that the following companion documents be utilized when developing local
educational technology plans:
Educational Technology
Planning
CSDE Position Statement on
Educational Technology
National Educational Technology Plan
CT Educational Technology BLOG
CT Administrator Technology
Standards
CT Teacher Technology
Competencies
CT PreK-12 Computer Technology
Competency Standards for Students
CT Education Network (CEN)
CT Commission for Educational
Technology (CET)
SETDA Toolkit contains resources for
eLearning, 8th Grade Technology
Literacy Assessment and technology embedded curriculum development.
CAPSS E-Learning Position Statement
CAPSS Educational Technology
Position Statement
E-Rate Central
A Guide For Assessing Technology
A Critical Issue: Developing a School
or District Technology Plan
Educational Technology Planning
NCrtec; Leadership and Learning with
Technology
Southwest Educational Development
Laboratory
Profiler; free online technology
assessment tool and tutorial
enGauge; a framework for effective
technology use and planning
ICT Literacy Skill maps
Interactive School Technology and
Readiness Assessment
Site
http://www.state.ct.us/sde/board/ed_technology.pdf
http://www.nationaledtechplan.org/default.asp
http://cteducationaltechnology.blogspot.com/
http://www.state.ct.us/sde/dtl/technology/CATSv2.pdf
http://www.state.ct.us/sde/dtl/technology/CTTCt.pdf
http://www.state.ct.us/sde/dtl/technology/StudentCompv2.pdf
http://www.ct.gov/cen/site/default.asp
http://www.ct.gov/ctedtech/site/default.asp?cenPNavCtr=|#30930
http://www.setda.org/Toolkit2004/evaluation_07_resources_readings.ht
m#assessment
http://www.capss.org/E-learningpositionpaper.doc
http://www.capss.org/CAPSStechnologypositionstatement2.pdf
http://E-Ratecentral.com
http://nces.ed.gov/pubs2003/2003313.pdf
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm
http://www.tcet.unt.edu/tek-plan.htm
http://www.ncrtec.org/pd/llwt/
http://www.sedl.org/pubs/tec26/flash.html
http://profiler.hprtec.org/
http://www.ncrel.org/engauge/
http://www.21stcenturyskills.org/index.php?option=com_content&task=
view&id=31&Itemid=33
http://www.iste.org/inhouse/starchart/index.cfm?Section=STaRChart&C
FID=1752780&CFTOKEN=91033516
57
APPENDIX B : Technology Plan Review Guide
Technology Plan Review Guide
Reviewer ___________________ LEA ____________________
Complete?
(Y/N)
additional information required/comments
LEA Profile
Technology
Committee
Needs
Assessment
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
Goal 6
Goal 7
Goal 8
Technology
Funding
Sources
I _________________________verify that _______________________ has successfully completed all of the requirements as stated in the
Signature of Reviewer
Name of LEA
technology plan template.
58