Technology Plan
2007 – 2010

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ILLINOIS e-Plans

TECHNOLOGY INTEGRATION PLAN TEMPLATE

DISTRICT INFORMAT= ION: =

<= /span>

District Name

Centralia= High School District #200

District address<= /span>

2100 Calu= met Street

City/State/Zip

Centralia= IL<= /st1:State> 62801

RCDT Number

<= o:p>

130582000170000

Superintendent Name

Chuck Lan= e

Superintendent

e-mail address

clane@marion.k12.il.us<= /o:p>

District Phone Number

618-532-7391

District Fax Number

618-532-8952

TIP Contact Name<= /span>

Peggy Strothmann<= /span>

TIP Contact

e-mail address

pstrothm@marion.k12.il.us

TIP Contact Phone Number

618-532-7391

TIP Contact

Fax Number=

618-532-8952

2. Check appropriate line: &= nbsp; &nbs= p; = &nb= sp; = &nbs= p; =

__X__ Original Submission &#= 8212;Check this line if this is the first submission of a 3-year technology plan by yo= ur district. &nb= sp;

___= _Amended Submission—Check this line for any resubm= ission of the plan (returning for peer review, etc)

3. Annual Review – Write the date of the Annual Rev= iew of your district’s approved 3-year technology plan if there are no major changes to the plan.

The plan was reviewed and evaluated on ___________<= /o:p>

= &nb= sp; = &nb= sp; (month/day/year)<= /p>

4. Mid Course Correction - Check this line if duri= ng your Annual Review you had major changes to the plan. Midcourse Corrections will require= a Peer Review of the plan.

Mid course correction was needed _____yes = &nb= sp; = _____no &= nbsp;

VISION:<= /p>

Vision Statement:=

Alliance building between Centralia High = School and our local communities describes our vision. These partnerships stress indi= vidual strengths that come together in team work to integrate technology to provide skills for the 21^st century.

Telecommunications:

The alliance bet= ween CHS and our local communities may be strengthened by the use of telecommunications through e-mail, phone services, digital television, = and Internet. These tools and services will provide students, teachers and community members with easy and timely access to each other and the wor= ld around us.

Instructional Technology:=

The use of techn= ology to support instruction and learning at Centralia High = School continually improves. Thr= ough grants and community support, students now have access to computers, wh= ite interactive boards, and the Internet.&= nbsp; Staff members incorporate technology into their everyday lessons= .

Informational Technology:=

The district will continue to support tools, services and systems that allow all stakehol= ders access to processed data and information as needed.

Forward Thinking:

CHS student popu= lation, recently holding steady, may see a decline. This decline may be attributed= to job losses in the community.

This change will= require the district to address a possible decrease in funding as well as stude= nt population. The commitmen= t to provide access to innovative technologies and services for instruction = and learning will remain strong.

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SECTION 1: DATA AND ANALYSIS: &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp;

Part A - Data Collection and Information

A.1 Distri= ct Report Card-Please submit a copy of your district report ca= rd as an attachment to the technology plan.

Please list a hyperlink to your Report Card d= ata: You can see a copy of our report= card data from 2002-2005 at http://iirc.niu.edu/scripts/district.asp?districtI= D=3D130582000&test=3Dall

Summarize the Data – This box should include a summary and analysis of the significant data

&nb= sp;

SECTION 1: DATA AND ANALYSIS: &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp;

Part A - Data Collection and Information

A.1 Distri= ct Report Card

Please submit a copy of your district report ca= rd as an attachment to the technology plan.

Hyperlink to CHS Report Card data: You can see a copy of our report= card data from 2002-2005 at

http://iirc.niu.edu/scripts/district.asp?districtID=3D130582= 000&test=3Dall

2006 Report Card data (released April 2006)

http://webprod.isbe.net/ereportcard/publicsite/getProfileSearc= hCriteria.aspx<= o:p>

Summarize the Data --

Assessment data indicators have determined that adequate yearly progress has been made = for Centralia High School.

=

3D"Text =

Graph 4

Centralia High School:

·        Basic District Information

o   = ;    CHS has 1090 students enrolled as of January 2007. This number has decreased over the last four years.

o   = ;    The chart shows that CHS has:

·        88.8% white

·        9.1% black

·        1.1% Hispanic

·        .8% Asian, and

·        .1% Native American

o   = ;    At CHS Free & Reduced Lunch is 44.5 %.

o   = ;    Attendance Rate =3D 93.7% Mobility rate=3D7.6%

o   = ;    Dropout Rate =3D 9.1% Graduation = Rate=3D94%

Centralia High School:

·        Educator Data—staff demographics, years of experience, etc.

o   = ;    The most recent report card indicates that CHS has 66 teachers on staff wit= h an average of 16 years teaching experience.

o   = ;    Fifty-nine teachers hold bachelor degrees and 38 have a masters degree.=

o   = ;    CHS has 4 administrators on staff.

Preliminary Identification of Needs (Gaps):=

Improve student scores with a focus on reading

Provide more effective strategies for meeting the needs of the AYP subgroups in reading

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&= nbsp; &nbs= p; &= nbsp;

Key Factors

Contributing Key Factors:=

Low test scores are seen within the following three areas of students: low income, African Americans students, and IEP students have had consistently low scores over t= he last 3 years in all 4 areas tested.

Loss of more jobs attributing to low i= ncome for more students and the mobility of families also affect the tes= ting scores. <= /span>

Currently all students in their 3^=
rd year are tested irregardless of the number of credits they have.

State needs/gaps related to the identified = Key Factors that can be influenced by this plan:

Effective strategies for raising readi= ng scores for all students need to be implemented. Improve use of on-= line resources to improve reading.

Need to include active reading in all disciplines.

Continue with the two full-time tutors= who work with students who are identified by teachers that have trouble with reading to work individually with the students to improve the= ir overall reading process.

Implement reclassification of student = body. Through board approved policy freshmen, sophomores, juniors, and seniors classes will be based on the number of credit hours successfully completed. This should have a positive effect on the scores. Students will not be taki= ng the test until they successfully passed material that is being tested.=

=

Conclusions –The data collected in this box will focus on Student Achievement. <= /o:p>

Improve reading achievement for all students, including AYP subgroups, through the implementation of effective strategies, use of on-line reading resources, appropria= te professional development, and equipment to ensure continued improvement.

Maintain the use of the tutoring prog= ram that can focus on our low income, minority and IEP students for o= ne on one help.

A.2 Other Data

Attributes and challenges of the district and community that have affected student learning from:

List of Data Collection Tools/Instruments	Date Administered=
--Budget Analysis = Data	<= /span>
Budget Analysis: T= ool 16	February 27, 2007<= o:p>
--Curriculum Integ= ration	<= /span>
Parent/Community S= urvey Open House	November 2006=
Profiler Pro-Stude= nt Survey	December 2006=
Teacher Survey	February 2007=
Previous Technolog= y Plans	2004-2007
--Community Demogr= aphics	<= /span>
http://www.factfinder.census.g= ov	<= /span>

Summarize the Data<= /b>

The total amount b= udgeted:

Total for   03-06

Avg
Spent

Per
Student=

w/ grant

$947,911=

$236,978=

$224

w/o grant

$675,563=

$168,891=

$159

<= /span>

Our funds are from: district, federal, grants and RDS.

<= /span>

The t-1 lines and = our telephone lines use our e-rate funds, we use the reimbursement format. We are funded at the 70% discount level. We receive approximately $20,000 from e-rate funding.

<= /span>

Overall the distri= ct meets our technology needs when e-rate does not fully fund our needs.

<= /span>

During the 06 scho= ol year we received more than $270,000 through the competitive E2T2 grant.

<= /span>

At this time we fe= el that we have little to no emphasis on staff development. We only spent 1% over the last t= hree years.

<= /span>

Over 50% of the de= signated technology monies cover the staff within the technology department. (1 fu= ll time person, and 2 half-time positions)

<= /span>

Data also shows th= at over 40% of our funds are spent on hardware and the maintenance of the equipme= nt, as well as the telecommunication charges.

<= /span>

Summary of Curricu= lum Integration Data-Student Survey Results

Analysis Curriculum Integration Data

<= /span>

<= /span>

       &nbs= p;          Chart 1       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;     Chart 2       &nbs= p;            &= nbsp;           &nbs= p;             Chart 3

<= /span>

Students have = daily classroom access to computers, projectors, scanners, and interactive boards in 4 business education classrooms, 2 industrial education classro= oms, one reading classroom, a math lab, and 15 classrooms part of the E2T2 grant program, and the school library. In addition, two computer la= bs are available hourly for use by all classes in the school.

<= /span>

       &nbs= p;           &nbs= p; Chart 4       &nbs= p;            &= nbsp;           &nbs= p;             Chart 5

T= he charts to the side are a few specific questions on the student survey. Overall the survey shows that CHS students are more than proficient when concerning technology.<= /span>

<= o:p>

C= hart 1 indicates that over 72% of the students can utilize the CHS network syste= m.

<= o:p>

C= hart 2 indicates that over 89% of the students are proficient typist.=

<= o:p>

C= hart 3 indicates that over 84% of students can create a presentation using the computer.

<= o:p>

Chart 4 indicates that more than 72% of the students u= se online documentation for projects.

<= o:p>

C= hart 5 indicates that over 63% of CHS students have NOT utilized an online portfolio.

<= o:p>

T= his is where we would like to see progress for our student creating an online portfolio.

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D= istrict needs to support and provide to all staff based on the National Education Technology Standards (NETS).

S= ummary Community Demographics

A= nalysis of Community Demographics

Cen= sus 2000 Demographic Profile Highlights:

General Characteristics - show more >>

Number

Percent

U.S.

<= /span>

<= /span>

Total population

24,141

map

brief

Male

12,276

50.9

49.1%

map<= /p>

brief

Female<= o:p>

11,865

49.1

50.9%

map<= /p>

brief

Median age (years)

38.1

(X)

35.3

map

brief

Under 5= years

1,429

5.9

6.8%

map

18 year= s and over

18,533

76.8

74.3%

65 year= s and over

3,894

16.1

12.4%

map

brief

One race

23,819

98.7

97.6%

White

20,809

86.2

75.1%

map

brief

Black or African American

2,615

10.8

12.3%

map

brief

America= n Indian and Alaska Native

50

0.2

0.9%

map

brief

Asian

125

0.5

3.6%

map

brief

Native = Hawaiian and Other Pacific Islander

14

0.1

0.1%

map

brief

Some ot= her race

206

0.9

5.5%

map

Two or = more races

322

1.3

2.4%

map<= o:p>

brief

Hispani= c or Latino (of any race)

393

1.6

12.5%

map

br= ief

Househo= ld population

21,749

90.1

97.2%

map

brief

Group q= uarters population

2,392

9.9

2.8%

map

Average= household size

2.39

(X)

2.59

map=

br= ief

Average= family size

2.95

(X)

3.14

map

Total h= ousing units

9,958

map

Occupie= d housing units

9,118

91.6

91.0%

br= ief

Owner-o= ccupied housing units

6,692

73.4

66.2%

map

Renter-= occupied housing units

2,426

26.6

33.8%

map

brief

Vacant = housing units

840

8.4

9.0%

map<= /span>

Social Characteristics - show more >>

Number

Percent

U.S.

Populat= ion 25 years and over

16,251

High sc= hool graduate or higher

12,202

75.1

80.4%

map

brief

Bachelo= r's degree or higher

1,915

11.8

24.4%

map=

Civilian veterans (civilian population 18 years and over)

2,636

14.3

12.7%

map

brief

Disabil= ity status (population 5 years and over)

4,708

23.3

19.3%

map

map<= o:p>

brief

Male, N= ow married, except separated (population 15 years and over)

6,179

63.2

56.7%

b= rief

Female,= Now married, except separated (population 15 years and over)

4,900

51.0

52.1%

b= rief

Speak a language other than English at home (population 5 years and over)<= /o:p>

830

3.7

17.9%

map

brief

Economic Characteristics - show more >>

Number

Percent

U.S.

In labo= r force (population 16 years and over)

10,586

55.8

63.9%

= brief

Mean tr= avel time to work in minutes (workers 16 years and older)<= /p>

17.6

(X)

25.5

map

brie= f

Median household income in 1999 (dollars)

33,967

(X)

41,994

map

Median = family income in 1999 (dollars)

40,389

(X)

50,046

map=

Per cap= ita income in 1999 (dollars)

17,388

(X)

21,587

map

Familie= s below poverty level

644

10.7

9.2%

m= ap

brief

Individ= uals below poverty level

2,911

13.5

12.4%

ma= p

Housing Characteristics - show more >>

Number

Percent

U.S.

Single-= family owner-occupied homes

5,114

brief

Median = value (dollars)

53,000

(X)

119,600

map

brief

Median = of selected monthly owner costs

(X)

(X)

brief

With a = mortgage (dollars)

681

(X)

1,088

map

Not mor= tgaged (dollars)

268

(X)

295

<= /span>

<= /span>

=

http://www.factfinder.census.gov

The town of Centralia enjoys a rich tradition of events in her past. Nestled among the oil, cor= n, and soybean fields of south central Illinois where State Routes 51 and 161 intersect, Centralia has witnessed her share of = good and bad times. Centralia is the largest = town in Marion County (24,141).

The close of the 20th century brought a downturn in the economy that permeated Southern Illinois. Centralia did n= ot escape. The oil companies made drastic employee cuts, the mines closed, a= nd even the Illinois Central Railroad, once the lifeblood of the town, cut employees because of decreased runs.

All of these cuts, coupled with factory closings, bring Centralia and CHS into the 21st centu= ry. It is important to remain objective – this is a city of strong roots a= nd hope for the future. In that we have not changed. We still possess the attributes which brought the original pioneers to the area – hope, = hard work, determination and pride.

As shown in the 2000 census, the backgroun= d of the community mirrors the high school in terms of race—86.2% white = and 10.8% black. Education in the community shows that only 75.1% of the community has a high school education and that is over 5% lower than the national average of 80.4%. It also shows that our community has a low per= cent of people who have a bachelors degree (11.8%) which is almost doubled for= the US as a whole (24.4%).

Another significant statistic shown is our disability rate, Centralia is 4.5% higher than the national average. Centralia also had a slightly higher = number of families that are below the poverty level. The census also shows that = our labor force is 8.1% lower than the national average. All these statistics show that <= st1:City w:st=3D"on">Centralia on the whole has demographics that are l= ower than the national average and can attribute to the decline of population = and over all test scores in the students who attend Centralia High Sc= hool.

<= /span>

Attributes and Challenges

Key Factors

Contributing Key Factors

Need additional = funding for professional development

Needs to support= and provide to all staff based on the National Education Technology Standar= ds (NETS)

Due to factory c= losing, the community demographics high mobility rate

State needs/gaps related to the identified = Key Factors that can be influenced by this plan:

District needs to provide more professional development on the NETS and use it effectivel= y to increase student achievement and to raise reading scores.

Because of the f= actory closings and mobility rate causing a decrease in the tax base, the dist= rict needs additional funding for professional development.

=

= ;

Conclusions

In order to improve all reading score= s for students, the teachers need to have professional development opportunities.

The district needs to provide resourc= es to improve reading scores for all students utilizing increased acces= s in the use of technology by students.

Ensure that every student has data-ba= sed personalized instruction. Students should be aware of their progress and challenges, and receive instructional interventions that meet the= ir unique needs.

Local Assessment Data

List of Data Collection Tools/Instruments	Date Administered
Iowa Basic Test	April 2006

S= ummary of Local Data	A= nalysis of Local Data
Test Iowa Basic Test	Class of 2008 Percentile (when Sophomores)	Class of 2009 Percentile (when Fres= hman)	In addition to testing the juniors during April of each year the freshmen and sophomore students are given the IOWA Basics test. As indicated by the table to the= left our percentile scores of the freshmen and sophomore classes are similar to our PSAE scores as shown in the District Report Card Data more than 50% of student are not meeting in reading and math. <= o:p> S= cience, Reading, Math and Social Studies were analyzed and similar patterns and trends were found. We are focusing on <= st1:place w:st=3D"on">Reading because = of the impact that it has on the other areas. <= /span>
Vocabulary	58	56.0
Reading (Adv. Skills)	63	59.6
Reading Total	60.5	57.5
Written Expression Adv. Skills	59.5	55.1
Spelling	49.3	49
Written Expression T= otal	54.4	50.8
Math Concepts Probs Adv. Skills	51.3	47.3
Math Computation	50.75	53
Math Problems/= Probs Total	51.0	50.15
Core Total	55.3	52.8
Social Studies=	53	51
Science	54	51
Information Processing	56.5	51
Composite	54.7	51.4
	&nbs= p;	&nbs= p;

Key Factors – The information in this box are direct= ly aligned to the data analysis and identify probable causes or contributing factors to the identified needs/gaps and can be influenced by the objectives and strategies in this plan

Contributing Key Factors

Low reading scores (<= st1:place w:st=3D"on">IOWA between 57% and 61% aver= age score)

State needs/gaps related to the identified = Key Factors that can be influenced by this plan:

Effective strategies for raising readi= ng scores for all students need to be implemented. =

Need to include active reading in all disciplines.

=

Conclusions –

3D"Text <= span style=3D'font-family:Arial'>

Educator qualifications and professional growth and development data=

Description – Provide a description of other data col= lected during the development of the action plan.= It may include existing data considered in the writing of this plan. This is a list of tools= and, when appropriate, dates administered. All data used to develop the action plan must be made available to I= SBE, the United States Department of Education, the Universal Services Administr= ative Company, and the local community upon request

List of Data Collection Tools/Instruments

Date Administered

1) ECS Educator Certification System

2)     E2T2 Staff Survey (ProfilerPro.com)

3)     Staff Survey

4)     2006-2007 School Calendar
5)     E2T2 Grant Documents

6)     2005 School Report Card       &nbs= p;     click here

2005

October 2006<= /o:p>

February 2007=

<= /span>

2005-2007

<= /span>

Summary of Educator Data

Analysis of Educator Data

Chart 1

Chart 2

Chart 3

Chart 1 indicates that CHS is not providing technology training to teachers. About 90% of the staff indicates= that they are not being trained to use technology in the classroom.=

Chart 2 indicates that only about 30% of the staff use online resources for classroom curriculum. Over 68% do not use online tools for classroom purposes.

Chart 3 shows that our staff is about split.&n= bsp; With 70 staff members on staff about 35 of the teachers are not utilizing technology resources in the classroom to enhance curriculum.

Results indicate t= hat over 75% of teachers participating in the survey integrate technology into the= ir curriculum only on a limited basis, but that they desire to increase the level of integration. Teachers need to improve their technology integrati= on from research/basic skills to a higher level of integration skills.

Summary of Educator Data	<= /span>
CHS staff is in 10= 0% compliance with the Highly Qualif= ied status under the ECS Educator Certification System<= /p>	<= /span>
15 teachers are cu= rrently involved in the State/Federal E2T2 Technology Grant. These teachers have received substantial technology tools for use in the classroom and have been invol= ved in extensive training since summer, 2006, continuing to the present.=	15 out of 68 recei= ved professional development in technology integration
A monthly professi= onal development ½ day is built into the 2006/2007 school calendar as it was last year and will be next year.&nbs= p; In addition, the school hosts an annual Tri-County Professional Development event in cooperation with the Kaskaskia Special Education District. There are no plan= s for professional development activities during the scheduled professional development days. There are= no plans for release time for professional development. <= /span>	Professional devel= opment days are scheduled. Technol= ogy integration professional development activities need to be included.=

Key Factors –

Contributing Key Factors:

· Lack of professional development plan for teachers; 15 teachers participated in professional (EETT grant).

· Adequa= te technology training is needs to addressed in professional development

State needs/gaps related to the identified = Key Factors that can be influenced by this plan:

There is a clear need for the establis= hment of a District Professional Development Plan including technology integration with an emphasis on improving reading scores.

State needs/gaps related to the identified Key Fac= tors that can be influenced by this plan.:

=

Conclusions –

CHS needs to cr= eate and implement a Professional Development Plan which will emphasize training teachers to become more proficient in the integration of technology in= the classroom curriculum as well as other strategies which will ultimately increase the reading scores of CHS students.

Parent / Community Involvement Data

Description –

List of Data Collection Tools/Instruments	Date Administered
^{1Parent/Community Survey}	November 14, 2006<= o:p>
^{2School Report Cards (see Section 1 Data Analysis)}	2002-2005

Summarize the Data<= /b> –

Summary of Parent/Community Data

Analysis of Parent/Community Data

The survey, a= dministered to parents/guardians and general community members, concentrated on the respondents’ knowledge, attitudes, and expectations of the school, = its mission, its programs and its staff. =

The results of the survey indicate a strong parental/community att= itude toward Centralia High School. The respondents indicate a confi= dence in the staff and administration and feel the school is adequately prepari= ng students for life after high school, particularly in regard to technology education, technology use, and technology resources.

The survey results indicate a slight concern about the school̵= 7;s communication to parents in regard to student progress and teacher expectations of students.

The data provided by the parents in this section does not reflect = the needs and concerns of technology integration of the CHS staff as reflecte= d in the school report card data and IOWA test score data.

CHS at this time has limited on-line resources which could benefit school communication and collaboration with the parents and the community= .

=

<= /span>

<= /span>

Key Factors –

Contributing Key Factors:=

Parent/Guardian and Community Survey <= /o:p>

Limited on-line methods of communicati= on with accessing a student’s progress; acccessing teachersR= 17; syllabi and assignments; accessing student handbook (rules, regulations, consequences, etc.); accessing school board policy, public minutes, etc. by parents and community

State needs/gaps related to the identified = Key Factors that can be influenced by this plan.:

Increase use of technology to improve = communicate and collaboration with parents and community enhancing parent/community involvement.

=

Conclusions -.

Parent/Guardian and Community Survey

Centralia High = School will develop a procedure for parents to access student grades/progress, curriculum syllabi, homework assignments, and the student handbook, and for the entire community to access school board information on-line to enhance parent/community involvement communication and collaboration.<= o:p>

A.3 Technology Deployment Data

See= ISBE Technology Inventory Spreadsheet called Centralia High School #200 Inventory.xls

List of Data Collection Tools/Instruments

Date Administered

Hardware and Softw= are Inventory

December 2006=

Teacher End of the= Year Inventory Sheets

May 2006

Tool 16 Technology= Budget Analysis

February 2007=

Summarize the Data<= /b> –

Summary of Tech De= ployment Data

Analysis of Tech Deployment Data

o&= nbsp;      <= span style=3D'font-family:Arial;color:black'>Infrastructure design<= span style=3D'font-family:Arial'>

§         1 Gigabit Ethernet.

§         Fiber ru= ns throughout the building with a minimum of 7 drops in each classroom.

§         Novell n= etwork system

§         Tech per= sonnel support is limited

o       <= span style=3D'font-family:Arial;color:black'>Software Inventory

§     &nbs= p;   All stud= ent computers have Office 2003 Professional, FrontPage 2000, Inspiration, ACTive Prep software, MicroType 3, and anti-virus software, Adobe A= crobat Reader.

§     &nbs= p;   Teacher computer have in addition to the above, ESchool (student management syste= m), ClassMaster (gradebook).

§     &nbs= p;   Other software is available as ne= cessary by each department.

o       <= span style=3D'font-family:Arial;color:black'>Hardware Inventory

§     &nbs= p;   Age of Hardware—50% of computers are less than 2 years old with only 1% over 5 years old

§     &nbs= p;   Main servers are 3-4 years old

§     &nbs= p;   Student to computer ratio—12:1

§     &nbs= p;   SmartBoards & scanners—15 Numonics white boards and scanners less than 1 ye= ar old. In addition 14 scanner= s 2-5 years old in computer labs

o       <= span style=3D'font-family:Arial;color:black'>Telecommunications Equipment and Services (e-Rate)

§     &nbs= p;   Phones

o       <= span style=3D'font-family:Arial;color:black'>Internet Access=

§     &nbs= p;   2 T-1lines

§     &nbs= p;   100% of district have high speed acce= ss

The infrastructure= is new. The district moved int= o the building in

August 2006. It should meet our infrastructur= e and bandwidth needs for the next several years.

<= /span>

1 full-time and 2 part-time staff support 500 computers, 1065 students, 73 teachers, plus support staff.

<= /span>

<= /span>

<= /span>

Currently the only= reading-specific software in the district is the Star reading program used only with low-achieving freshmen students. There is a need to find other software programs or expand the Star program for other students or establish on-line resources that could prov= ide on-line, off-campus access to students and parents.

All anti-virus and= other software are fully licensed.

<= /span>

<= /span>

<= /span>

Approximately 1/3 = of computers were replaced each year. We need to continue with this cycle of redeployment over the next three years.. The main serv= ers will need to be replaced in the next year or so.

<= /span>

The Interactive whiteboards were received because of the E2T2 grant. Without this grant we would not = have any boards in the district.

We receive 75% of = our telecommunications bills paid through e-Rate and with the complete of our= new building in 2006 every teacher has a phone in their classroom.=

<= /span>

Because of the new district building our needs should be adequate during the next several ye= ars.

Key Factors –

Contributing Key Factors:

50% of hardware inventory is currently 2-5 years old

Because of the brand new school buildi= ng technology infrastructure is up-to-date.

Teachers have varying degrees of techn= ology equipment because of E2T2 grant and CTE/Perkins program=

Due to mobility and factory closing as= shown in Community Demographics tax base may probably decline=

State needs/gaps= related to the identified Key Factors that can be influenced by this plan:=

Online Resources are limited.

Formal policy for regular redeployment= of aging inventory needs to be put into place

Our bandwidth in the future may not su= pport increasing needs for media growth

Currently equipment is 2 to 5 years ol= d but by the end of this plan this aging equipment and software will nee= d to be replaced. Additio= nal funding will need to be sought.

=

= ;

Conclusions –

Overall Centralia High School infrastructure is currently in good condi= tion but future funds dictate when items will be replaced. On-line resources are current= ly limited. An informal pol= icy is in place for inventory replacement and maintenance of the network and telecommunications system. CHS has one full-time and two part-time personnel to support the network a= nd telecommunications system. This is not ideal but funds at this time to do not allow additi= onal personnel. Presently har= dware, software and infrastructure are meeting instructional and telecommunications needs but may not support needs and media growth in= the future.

Part B. Data Analysis—(Meta-Analysis Section)

=

B. = 1 = Conclusions from:

A.1 Dist= rict Report Card

Improve reading achievement for all students, including AYP subgroups, through the implementation of effective strategies, use of on-line reading resources, appropriate professional development, and equipment to ensure continued improvement.

Maintain the use of = the tutoring program that can focus on our low income, minority and I= EP students for one on one help.

&nb= sp;

A.2 Other Data

·        Attributes and Challenges

o        In order to improve all reading scores for students, the teache= rs need to have professional development opportunities.=

o        The district needs to provide resources to improve reading scor= es for all students utilizing increased access in the use of technology by students.

o        Ensure that every student has data-based personalized instructi= on. Students should be aware of their progress and challenges, and receive instructional interventions that meet their unique needs.

·        Local Assessment

o        Student low reading scores need to be improved IOWA indicates scores between 57% and 61% average score which is comparable to the PA= SE scores as shown in the district report card data.

o        Improve reading achievement for all students through the implementation of effective strategies, use of on-line reading resourc= es, appropriate professional development, and equipment to ensure continued improvement.

·        Educator qualifications and professional growth and development<= /p>
oCHS needs to create and implement a Professional Development Pl= an which will emphasize training teachers to become more proficient in the integration of technology in the classroom curriculum as well as other strategies which will ultimately increase the reading scores of CHS students. <= /p>
·        Parental / Community Involvement

o        Centralia High School will develop a procedure for parents to access student grades/progress, curriculum syllabi, homework assignmen= ts, and the student handbook, and for the entire community to access school board information on-line to enhance parent/community involvement communication and collaboration.

&nb= sp;

A.3 Technology Deployment

Overall Centralia High School infrastructure is currently in good condition but future funds dictate when items w= ill be replaced. On-line resources are currently limited.= An informal policy is in place for inventory replacement a= nd maintenance of the network and telecommunications system. CHS has one full-time an= d two part-time personnel to support the network and telecommunications system. This is not= ideal but funds at this time to do not allow additional personnel. Presently hardware, soft= ware and infrastructure are meeting instructional and telecommunicatio= ns needs but may not support needs and media growth in the future.

B. = 2   <= /span>

Step 1.&n= bsp; Identify patterns and trends in student achievement:=

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-fo= nt-family: Symbol'>·        PSAE Reading scores have decline during the last 3 years—in 2004 55.9% met or exceeded, in 2005 51.1% met or exceeded, and in 2006 only 47.3%= of students met or exceeded in Reading. IOWA testing results have similar results as the PSAE.

=

Step 2.&n= bsp; Summarize key factors related to student achievement:

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-fo= nt-family: Symbol'>·        Low t= est scores are seen within the following three areas of students: low inco= me, African Americans students, and IEP students have had consistently low scores over the last 3 years in all 4 areas tested.

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-fo= nt-family: Symbol'>·        Lack = of professional development regarding reading strategies and technology integration that can improve student achievement.

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-fo= nt-family: Symbol'>·        Incre= ased poverty in district. Los= s of more jobs attributing to low income for more students and the mobility= of families also affect the testing scores.

Step 3. Conclusions:

CHS needs to increase number of stude= nts who meet or exceeds on the PSAE in all areas with a focus on Reading= .

Step 4.&n= bsp; Smart Objective:

Centralia High School District 200 will increase the percen= tage of students Meeting and Exceeding Reading from the current 50% by 3.5% each year of the plan as measured by PSAE ending June 2010.<= o:p>

Step 5. Strategies

Curriculum—Students will participate in technolo= gy research-based reading assessments, services and interventions, targeting students who do not meet reading on PSAE.

Professional Development— T= eachers create/revise/implement appropriate reading assessments and interventions which incorporate research-based reading instructio= nal strategies and appropriate uses of technology.<= /li>
Parental/Community Involvement— C= entralia High School District 200 will use innovative informational techno= logy and telecommunications services to communicate, collaborate and s= upport parents and community members in order to address learning needs.=

Technology Deployment— Ce= ntralia High School District 200 will purchase and maintain necessary innovative technologies, software, and telecommunications services needed to support instruction, safety and communication needs for= all stakeholders.

<= /o:p>

SECTION II: ACTION PLAN            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;         &= nbsp;           &nbs= p;

See <= st1:PlaceName w:st=3D"on">Centralia High Scho= ol #200 Action Plan.xls

Part F. Monitoring Proces= s

F.1 Description of Monitoring Process

= Centralia High School #200 Technology Committee will continue to review, analyze, and plan for the effective use of technology in the classrooms. Trends in PSAE testing, funding, student population, innovative technologies, and the change in staff will be tracked. These results will be taken into consideration during the annual review process of this technology plan in order to make necessary modif= ications that would affect curriculum, technology, telecommunications services for instruction and learning.

=

F.2 Responsibilities

On-going Monitoring Process = & Activities

Objective 1 & Strategies=

=

=

Person(s) Responsible

Progress Indicators

Tool

Frequency

Persons Name

Role in District<= /span>

Increase student participation in technology rich reading instruction

I= ncrease number of projects.

T= rack scores on standardized tests for improvement

T= eacher log of

<= span style=3D'mso-spacerun:yes'>     reading activi= ties

P= SAE and IOWA

<= span style=3D'mso-spacerun:yes'>     testing

A= nnually

S= teve Ptacek

J= ulie Boltz

<= o:p>

P= rincipal

A= ssistant Principal

<= o:p>

Increase instructional skills that integrate reading with technology

I= ncrease number of teachers who effectively integrate technology into the reading curriculum.

T= eacher log of

<= span style=3D'mso-spacerun:yes'>     reading activi= ties

M= onthly Department Reports

A= nnually

S= teve Ptacek

P= eggy Strothmann

D= epartment Chairs

P= rincipal

T= ech Coordinator

D= epartment Chairs

Increase communication with parents to address learning needs

I= ncrease parent attendance at Technology classes.

I= ncrease teacher/parent communications.

I= ncrease usage of teacher/classroom websites.

P= arent/Community

<= span style=3D'mso-spacerun:yes'>     Surveys

L= og from open labs

H= it Counter on website

A= nnually

S= teve Ptacek

<= o:p>

P= eggy Strothmann

A= licia Heggemeier

<= o:p>

P= rincipal

<= o:p>

T= ech Coordinator

W= ebmaster

Maintain the use of innovative technologies and services to support instruction and communication

C= ontracts renewed annually.

S= ystem upgrades documented.

O= bservation of tech utilization to insure proper maintenance

O= bservation of appropriate software usage.

C= HS inventories

<= o:p>

M= onitoring Reports

<= o:p>

A= nnually

P= eggy Strothmann

J= ohn Tomlianovich

T= ech Coordinator

T= ech Specialist

Continue to evaluate the plan to ensure reading improvement<= /p>

<= o:p>

I= ncrease student scores on local and state assessments

C= HS Report Card, Survey staff and community

A= nnually

Chuck Lane

S= uperintendent

SECTION III: PLAN DEVELOP= MENT, REVIEW, AND IMPLEMENTATION

Par= t A - Description of Stakeholder Involvement:

In t= he development of this plan great care was taken in securing the input all stakeholders in the community: 1) parents 2) CHS staff members, 3) CHS students, 4) the Centralia Regional Public Library 5) the Centralia Regional Techno= logy Center, and 6) the general community.<= o:p>

Surv= eys were given to parents and the general community during the first semester, a= nd separate surveys were given to the students

The faculty was given 2 survey= s related to their use and expectations of technology

A fa= culty technology committee was involved in the preparation of the plan, and a parent/community committee provided input to the faculty committee duri= ng the preparation process.

Data gathered from the local public library concerning the availability and = use of technology in our community indicates the following:

<= span style=3D'mso-list:Ignore'>1)There are 12 computers made available for public use by adults in the communi= ty;

<= span style=3D'mso-list:Ignore'>2)The library maintains a web page for public access of people of all ages - = http://www.centralialibrary.o= rg/;

<= span style=3D'mso-list:Ignore'>3)The library participates in Reading Link, an adult literacy program teaching the adult population to read.

The = local Technology Center has some 50 computers a= vailable for public use by adults in the community and maintains a web page for public access of people of all ages ( http://www.regionaltech.org/

<= /o:p>

Part B – District’s internet safety policy:<= span style=3D'mso-spacerun:yes'> See red<= /span> highlights below.

CERTIFICATION AND ASSURANCES         &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;

Plans submitted elec= tronically shall be deemed to be executed b= y the superintendent on behalf of the district.&= nbsp;

            =             <= o:p>

ASSURANCES

Strategies and activities have been founde= d in scientifically based research as required by NCLB, Section 1116 (c)(7)(A)(i) and as defined in NCLB, Section 9101(37).

Technical assistance provided by the distr= ict serving the schools is founded on scientifically based research (NCLB, Section 1116(b)(4)(C) as defined in NCLB, Section 9101(37).=

The plan includes strategies and activitie= s that support the implementation of the Illinois Learning Standards and Performance Descriptors and reflect the alignment of curricula, instruction, and assessment with the Illinois Learning Standards and, = if applicable, with the Illinois English Language Proficiency Standards.<= o:p>

The district will spend at least 25 percen= t of the funds made available under Title II-D of NCLB, for the purpose of providing high-quality professional development in the integration of advanced technologies including emerging technologies, into curricula = and instruction.

The district has complied with the require= ments of the Children’s Internet Protection Act, as codified at 47 U.S= .C. 254(h) and (l).

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List of Data Collection Tools/Instruments	Date Administered
Hardware and Softw= are Inventory	December 2006=
Teacher End of the= Year Inventory Sheets	May 2006
Tool 16 Technology= Budget Analysis	February 2007=

On-going Monitoring Process = & Activities Objective 1 & Strategies=	=	=	Person(s) Responsible
Progress Indicators	Tool	Frequency	Persons Name	Role in District<= /span>
Increase student participation in technology rich reading instruction	I= ncrease number of projects. T= rack scores on standardized tests for improvement	T= eacher log of <= span style=3D'mso-spacerun:yes'> reading activi= ties P= SAE and IOWA <= span style=3D'mso-spacerun:yes'> testing	A= nnually	S= teve Ptacek J= ulie Boltz <= o:p>	P= rincipal A= ssistant Principal <= o:p>
Increase instructional skills that integrate reading with technology	I= ncrease number of teachers who effectively integrate technology into the reading curriculum.	T= eacher log of <= span style=3D'mso-spacerun:yes'> reading activi= ties M= onthly Department Reports	A= nnually	S= teve Ptacek P= eggy Strothmann D= epartment Chairs	P= rincipal T= ech Coordinator D= epartment Chairs
Increase communication with parents to address learning needs	I= ncrease parent attendance at Technology classes. I= ncrease teacher/parent communications. I= ncrease usage of teacher/classroom websites.	P= arent/Community <= span style=3D'mso-spacerun:yes'> Surveys L= og from open labs H= it Counter on website	A= nnually	S= teve Ptacek <= o:p> P= eggy Strothmann A= licia Heggemeier <= o:p>	P= rincipal <= o:p> T= ech Coordinator W= ebmaster
Maintain the use of innovative technologies and services to support instruction and communication	C= ontracts renewed annually. S= ystem upgrades documented. O= bservation of tech utilization to insure proper maintenance O= bservation of appropriate software usage.	C= HS inventories <= o:p> M= onitoring Reports <= o:p>	A= nnually	P= eggy Strothmann J= ohn Tomlianovich	T= ech Coordinator T= ech Specialist
Continue to evaluate the plan to ensure reading improvement<= /p>	<= o:p> I= ncrease student scores on local and state assessments	C= HS Report Card, Survey staff and community	A= nnually	Chuck Lane	S= uperintendent

Technology Plan 2007 – 2010

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ILLINOIS e-Plans

TECHNOLOGY INTEGRATION PLAN TEMPLATE

SECTION 1: DATA AND ANALYSIS: &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp;

SECTION 1: DATA AND ANALYSIS: &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp;

SECTION II: ACTION PLAN &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p;

See <= st1:PlaceName w:st=3D"on">Centralia High Scho= ol #200 Action Plan.xls

Part F. Monitoring Proces= s

SECTION III: PLAN DEVELOP= MENT, REVIEW, AND IMPLEMENTATION

CERTIFICATION AND ASSURANCES &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p;

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Technology Plan
2007 – 2010