The Colquitt County Comprehensive School Improvement Plan

THE COLQUITT COUNTY COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

June 2002 VISION

The Colquitt County School System is committed to student growth and excellence in achievement while serving the needs of all children in a positive, safe, and orderly environment.

This Vision will be accomplished in an environment where strong instructional leaders set high standards for student learning, expect students to achieve, monitor academic progress, and encourage educational partnerships within the community.

Technology will be used to help meet the needs of students by training teachers to help students learn through using technology as a resource, by providing effective and engaging software and on-line resources that will be an integral part of every school’s curriculum, by providing modern technology in the classroom, and by providing connectivity to the information superhighway.

Human, financial, and material resources will be used to enable all students to master challenging Quality Core Curriculum content and performance standards.

Teacher preparation will be ensured through a comprehensive, site-based staff development program that focuses on school improvement.

A positive, safe, and orderly environment that promotes emotional, physical, and mental health will be achieved as a result of effective administration, community involvement, a commitment to provide alternative educational settings, and programs that focus on positive relationships and self-esteem, character education, and proficient classroom management.

2 PLANNING MODEL AND PLANNING PROCESS

Beginning in the 1995-1996 school term, all elementary and each of the middle schools participated in the Southern Association of Colleges and Schools (SACS) National Study of

School Evaluation Plan for Improvement Model (NSSE) and planning for School-Wide Title 1.

A five-year Peer Review Team visit in September 2002 will confirm continuing School

Improvement Plans. In addition, in March 2000 Colquitt County High School completed the

Traditional Five-Year Study of SACS and is now planning for the NSSE School Improvement

Model.

In addition to school improvement planning, system and site-based planning for the utilization of technology and academic achievement is conducted on a continuous basis. An opportunity for regular input into technology utilization and program planning, implementation, and evaluation is provided for cooperative planning efforts. At the system level, administrators and school representatives review and coordinate the allocations of all available resources. Once the review is completed and the system budget has been established, individual schools are allocated funds based on the identified needs. At the school level, administrators and a school committee, composed of teachers and parents, conduct a school level needs assessment early in the spring. Coordinating all available resources, the school level committee determines how to address these identified needs. This coordination allows school administrators and school committees to make the most effective, efficient use of all funds.

During 2000-2001, four elementary schools were assisted in school improvement efforts by school improvement review teams from the Georgia Department of Education. In 2001-2002, the other six elementary schools also received assistance through “Georgia’s Choice”. In addition, all of the system’s thirteen schools will have school councils in place in July, 2002.

3 School and system committees and/or collaboratives, made up of teachers, administrators, community members, and business partners, are an integral part of the planning process.

4 DEMOGRAPHICS OF COLQUITT COUNTY

The Colquitt County School System is located in Colquitt County in southwest Georgia and provides a public education to some 8,400 students. Colquitt County’s population on the

1990 Census Report was listed at 36,645. The 1995-96 Georgia Public Education Report Card estimates the population will increase to 38,334 by the year 2000 and 40,162 by 2010. Some

59% of the schools’ population resides in a rural environment while 41% resides in a small-sized community. This agricultural based county is comprised of Moultrie, the county seat, Berlin,

Ellenton, Norman Park, Doerun, Funston, and several unincorporated areas.

Residents of Colquitt County have access to excellent medical facilities, an outstanding public library with world-renowned genealogy services, a comprehensive recreational program, and an arts center that provides a multitude of cultural opportunities for young and old alike.

Postsecondary educational opportunities are available locally through Moultrie Area Technical

School, Abraham Baldwin College, and Brewton-Parker College. In addition, Thomas College,

Valdosta State University, Albany State University, and Darton College are all within 50 miles of Moultrie.

Despite the opportunities available to the community, according to the 2000-2001 Public

School Report Card, the per capita income is $19504; 4592 families are food stamp recipients; and

547 families receive Temporary Assistance to Needy Families (TANF). In 2000-2001 some 4809

Colquitt County students were eligible for free/reduced lunches. The Colquitt County High School dropout rate was listed as 9.3% and the school completion rate was 61.5% for 1997-2001.

Additional data presented by University of Georgia Researcher Dr. Doug Bachtel indicate 43% of the county’s over age 25 population has not completed high school, and nearly 21% of the same population has less than a ninth grade education. In addition, Bachtel reports 45.7% of total births were to unwed mothers, while 44.7% of the total births were to unwed teenage mothers. The percent of children living below poverty level is 34.4%; the state average is 22.9%. Over half of

5 the children (53.4%) live in female-headed households while the state average if 34.3%. The number of students eligible to receive free/reduced lunch in Colquitt County is 52.4% while the state average is 43.2%.

These statistics emphasize the fact that young people in Colquitt County live in a world much different from that of their parents and grandparents. A greater proportion of these youngsters live in poverty today than 20 years ago. More and more children are born to unmarried mothers. For many children, their parents are still children. Fewer children are being reared in two-parent families.

Although the schools do not create these problems, they are certainly expected to address them, and to some degree, solve them. Obviously, these are mammoth problems that will require whole communities for resolution. The Colquitt County community and its schools are no exception. School improvement cannot be considered a single issue. All of the above mentioned data must be addressed in a comprehensive system improvement plan.

The Colquitt County School System is composed of one 9-12 high school, two middle schools, and ten elementary schools. In addition, a multi-purpose school provides pull-out instruction to exceptional students. Enrollment for 2000-2001, which includes some 400 pre-K students, is approximately 8400 students. System-wide, approximately 33% of the population is

Black, 56% is White, and 9% is Hispanic. Enrollment in Compensatory Programs in 2000-2001 was as follows: special education, 12.6%; English to Speakers of Other Languages (ESOL), 3.6%;

Remedial Education, 19.7%. Of the system’s 13 schools, eleven have school-wide Title 1 program, and one has a targeted assisted program.

Of the 142 students, or 32.9%, of the 2000 graduating class who entered a Georgia public college for the 2000-2001 school term, 35 students required Learning Support (LS). Some 57 students entered a Georgia Public Technical and Adult School. Of the 383 2001 graduates, 17 received both vocational and college prep diplomas, 126 received a college prep diploma, and 168

6 received the vocational diploma. A total of 54 students received the Certificate of Performance while 18 students received a Special Education Diploma.

Student Record Data for 2000-2001 report discipline incidents as follows: 4471 total incidents – 1,916 at Colquitt County High School, 513 at C. A. Gray Middle School, and 1722 at

W. J. Williams Middle School. There were 473 out-of-school suspensions – 208 at Colquitt

County High School, 93 at C. A. Gray Middle School, and 112 at W. J. Williams Middle School.

In-school suspensions totaled 1,263 – 616 at Colquitt County High School, 222 at C. A. Gray

Middle School, and 425 at W. J. Williams Middle School.

7 NEEDS ASSESSMENT DATA AND ANALYSIS

The following charts summarize the performance of Colquitt County School students on the Scholastic Aptitude Test, the Advanced Placement Tests, Georgia High School Graduation

Tests, and the Iowa Tests of Basic Skills.

SCHOLASTIC APTITUDE TEST (SAT)

Colquitt County High School

YEAR VERBAL MATH TOTAL

1997 459 453 912

College Prep 508 503 1011

1998 467 463 930

1999 481 481 962

College Prep N/A N/A N/A

2000 470 470 940

2001 511 498 1009

Source: The College Board and the 1998-1999 Georgia Report Card

8 ADVANCED PLACEMENT (AP) PROGRAM TESTING

1997 1998 1999 2000 2001

Number of students tested 50 48 37 31 32

Number of tests taken 83 65 44 38 25

Number of test scores three or higher 41 36 27 23 25

Percent of test scores three or higher 49% 55.4% 61.4% 60.5% 73%

Source: Advanced Placement Program

9 GEORGIA HIGH SCHOOL GRADUATION TESTS 1997-2001

ENGLISH System RESA State Comp

1997-98 88 92 94 93 1998-99 94 94 96 95 1999-00 92 94 95 93 2000-01 95 94 96 95 2001-02 90 96 97 95

MATHEMATICS

1997-98 81 84 88 86 1998-99 87 85 88 86 1999-00 86 87 92 89 2000-01 90 91 93 91 2002-02 87 90 93 91

SOCIAL STUDIES

1997-98 66 70 70 73 1998-99 74 73 80 76 1999-00 77 78 85 80 2000-01 80 77 82 78 2001-02 78 79 85 80

SCIENCE

1997-98 65 67 74 71 1998-99 70 65 72 68 1999-00 68 66 73 69 2000-01 69 65 71 66 2001-02 69 70 75 70

WRITING

1997-98 92 91 92 91 1998-99 92 90 93 92 1999-00 93 89 91 90 2000-01 95 91 94 93 2001-02 86 87 89 87

10 GEORGIA HIGH SCHOOL GRADUATION TESTS RESULTS BY RACE

Percent of Students Passing the Graduation Tests

Black White 1999 2000 2001 2002 1999 2000 2001 2002 English 86.9% 78% 86% 72% 96.8% 98% 98% 96% Writing 84% NA 81% 69% 95% NA 96% 92% Math 71.9% 66% 69% 67% 93.5% 93% 92% 93% Social Studies 52.2% 43% 46% 50% 84.1% 90% 85% 84% Science 45.3% 30% 32% 34% 82.4% 80% 78% 81%

Source: Georgia Department of Education- 1999-2002

11 NORM REFERENCED TESTING Percentile Results Reading Total and Math Total GRADE 3

YEAR SYSTEM RESA STATE

1998 ITBS Reading 46 45 53 Math 57 53 60 1999 ITBS Reading 43 46 52 Math 50 54 61 2000 ITBS Reading 50 46 52 Math 60 56 62 2001 SAT 9 Reading 42 38 45 Math 39 38 42 2002 SAT 9 Results are currently not available.

NORM REFERENCED TESTING Percentile Results Reading Total and Math Total

GRADE 5

YEAR SYTEM RESA STATE

1998 ITBS Reading 47 46 53 Math 51 50 58 1999 ITBS Reading 39 44 51 Math 44 52 59 2000 ITBS Reading 51 44 51 Math 53 50 59 2001 SAT9 Reading 46 42 50 Math 43 42 51 2002 SAT 9 Results are currently not available.

12 NORM REFERENCED TESTING Percentile Results Reading Total and Math Total

GRADE 8

YEAR SYSTEM RESA STATE

1998 ITBS Reading 46 41 48 Math 55 50 55

2001 SAT 9 Reading 39 39 48 Math 25 33 42

2002 SAT 9 Results are currently not available.

13 SAT school summaries for seniors at Colquitt County High School are provided by the

College Board in August following the previous year’s test administration. Because scores were re-centered in 1995, longitudinal studies are difficult. However, prior to 1994 Colquitt County seniors generally scored slightly above the state average. There was a decline in scores during the 1994 and 1995 school terms with Colquitt County seniors falling below the state average. In

1996, school-wide scores again were above the state average. Students who received a college preparatory seal in 1996 scored more than 100 points above the state average. In 1996, 157 students tested while 209 students tested in 1997. Verbal, math, and total scores in 1997 fell far below the state and national averages and some 50 points below the 1996 total school population average. In addition, the score for those students receiving a college preparatory diploma fell more than 100 points from 1996 to 1997. Even though school-wide SAT scores rose significantly in 1998, only the scores for the college prep endorsed students were above the state average. In 1999, even though scores again increased significantly, the system’s score for the last test administration was 21 points lower than the state average. However, based on students’ highest verbal and highest math scores, the system average increased by 32 points. The difference in local scores and state scores doubled in 2000 as the average fell from 962 to 940.

Again, in 2001 scores for both college preparatory and all students increased but were well below the state average.

The number of students participating in Advanced Placement courses has fluctuated from a low of 31 in 1996 to 48 in 1998 and back to 37 in 1999. A total of 65 tests was taken in 1997 compared to 86 in 2001-2002. However, the percentage of students scoring three or higher increased from 49.5% in 1997 to 61.4% in 1999. In 2000, only 31 students took 38 exams. The percent of tests scores three or higher was 60.5%, five percentage points above the state. In

2001, the number of students remained fairly constant, but the percentage earning a three or higher increased to 73%.

14 Even though Colquitt County High School students scored below the state average in all content areas and on the writing exam in 1999 on the Georgia High School Graduation Tests, the percentage of student passing increased significantly on the content areas. In each instance, students scored equal to or slightly above the region and the comparison group. Spring 1999 test results indicate 64% passed all four content area tests, 14% passed only three tests, 11% passed only two tests, 8% passed only one test, and 4% of the students passed none of the tests. These percentages indicate more students passed all four content areas while fewer students passed none of the tests. On the October 1998 administration of the Georgia High School Writing Test

92% passed while 93% passed in 1999-00. Scores in 2001 were at an all-time high in each content area, but again scores decreased on 2002 with students scoring below the state and RESA in all content areas.

In 1997-98, according to the Council for School Performance Report, the percentage of minority students failing portions of the GHSGT far exceeded the percentage of non-minority students. In 1998-1999, even though this same trend continued, the percentage of minority students passing the test increased. In 2000, when the Department of Education reported this data, minority-passing percentages were again significantly lower than the passing percentage for non-minority students. In 2000-2001, the minority passing percentages were still lower, however, there was an increase in each area tested. This trend continued in the 2002 administration of the GHSGT. As a system, Colquitt County must examine and analyze minority test scores at all levels to determine why these students are not experiencing success on the

GHSGT.

Students in Colquitt County participate in norm-referenced and criterion-referenced tests identified by the state testing mandate for elementary and middle grades. Those tests included the Iowa Test of Basic Skills (ITBS), which has been replaced by the SAT 9, the Georgia

15 Writing Assessment, and the CRCT. Results are being reviewed for the past five years as a part of the school improvement effort.

Reading performance of third grade students in 1998 was at the 46th percentile, dropping three percentile points in 1999. Spring 2000 reading scores revealed that, on average, third graders achieved at the 50th percentile. This placed the group on grade level in reading for the first time and the same group gained a year’s progress from Grade 2 to Grade 3. The following year’s reading scores dropped 3 %tile points but still indicated grade level performance. Third graders in Colquitt County have maintained on and above grade level performance in math for the last three years but only after persistently turning in performances between 30th and 40th percentiles.

Fifth graders scored slightly above grade level in both reading and math in 2000. Prior to 2000, fifth grade students have been inconsistent in their achievement in both reading and math, rarely achieving the 50th percentile in reading but always demonstrating more ability in math. Scores for 2001 were below the 50th percentile in math and reading using a new test (the

ITBS equivalent scores were at grade level).

Both third and fifth grade scores are usually higher for Colquitt County than for the

RESA group, with the exception of 1999. Third and fifth grade scores are lower in Colquitt

County that the state average, but the gap is closing.

Eighth grade reading and math scores, while close to grade level in 1998, have shown a persistent decline. The eighth grade scores have dropped steadily from the 46th percentile in reading and the 55th percentile in math in 1998 to the 37th percentile in reading and the 42nd in math in 2000.

The spring 2000 ITBS scores at both third and fifth grades reveal increases in all areas of the curriculum, placing student performance on or above grade level in all areas. In addition, each grade group had shown a gain of a year or more from pretest to posttest. It appears that at

16 third and fifth grade a trend toward gradual increase in student performance may be taking place.

Third and fifth grade students are performing better than our comparison group but still slightly below the state average. Eighth grade students perform below both our comparison group and the state. The state has established a new norm-referenced test, SAT 9. In addition, the state has begun CRCT testing in 4th, 6th, and 8th grades. The first administration indicates that more than

40% of Colquitt County students are performing below the state average in all subjects and with too high a percentage scoring below expectations.

Historically, students at Colquitt County High School score at or near the state average on all test results. However, 1997 and 1998 scores at the high school level were below the state average, which indicates Colquitt County’s performance has either decreased or remained the same while overall state performance has increased. Scores in 1998-1999 showed significant improvement, which has seemed to empower the faculty and staff. School personnel are quite aware that the scores of their students are still below the state average, but they also see how much improvement can occur in a single year. Just as two years cannot be considered a downward trend, neither can one year be considered an upward trend. Colquitt County High

School must take steps to ensure that all students are receiving a quality education. Local studies indicate that students who complete the college preparatory diploma program and/or who participate in an AP class score higher on the SAT and the GHSGT. However, based on local test result analysis, in many instances, these same students make only average scores on the

Georgia High School Graduation Tests, which indicates their concerns lie in passing the tests rather than in achieving exemplary scores.

The necessity of proactively addressing the scores of minority students is evident.

Several different areas must be addressed. In 1997-1998, only 10% of certified employees were minority even though the minority population was nearly 35%. At the high school level, 65% of the 45 students who received a Certificate of Performance were minority. Of the 65% minority

17 to receive a Certificate of Performance, nearly 50% were female. Test results indicate science to be the weakest area for minority students, particularly female minority students.

In recent years, both staff and administration has placed strong emphasis on the teaching of QCC and norm referenced test objectives, effective classroom strategies, and preparation for the testing format. Prior to this emphasis, scores had persistently fallen below the 50th percentile in reading, which indicates that, on the average, students in neither Grades 3, 5, nor 8 have been performing at grade level. However, each fifth grade group since 1998 has maintained on or above grade level performance in both reading and math. In 1999, third graders were one month below grade level in reading, on grade level in math and in 2000 they were at the 50th percentile in reading and the 60th percentile in math. While system averages for Grades 3 and 5 appear to be on the increase, some individual schools continue to struggle with low performance. Again, eighth graders continue to fall months below grade level in both reading and math, in spite of emphasis on curriculum alignment and test preparation. It is important that all schools continue in their efforts to accomplish the goals they have set for increased student achievement.

The STAR norm-referenced reading tests, administered twice annually in all 2-5 and 6-8 grades have assisted teachers in diagnosing weak areas, therefore allowing teachers to make wiser instructional decisions in the teaching of reading. STAR math tests were fully implemented in grades two through eight in the 2000-2001 school year and provided teachers with similar analytical data for math. The use of these tests provides information to help teachers inform their practice and assists in tracking student progress. Results from STAR tests correlate closely to ITBS and SAT 9 results, thereby giving teachers an indicator of student achievement prior to spring testing.

In the spring of 1997, all elementary and middle schools completed the NSSE self study for Southern Association of Colleges and Schools accreditation. As a result of data collected on student achievement, every school recognized the need to address reading as a priority for

18 improving student achievement. Students who are entering middle school without the ability to read and comprehend in the content areas are, without a doubt, set up for failure as they prepare for high school and are possibly at great risk for dropping out. The schools are preparing for a five-year review in September 2002 of their efforts toward improved student achievement.

In order to address problems in achievement, a number of strategies must be decided upon and put into action. Some steps have already been taken toward this end. Students who are achieving below grade level are being identified through a series of diagnostic methods. At-risk students will receive specific reading strategies structured to provide intensive daily instruction to increase their performance in state-funded EIP classrooms. Three elementary schools have implemented Reading First, while teachers in the seven remaining schools will continue to implement other effective reading instructional practices. Middle grades teachers will continue training in EDNA reading strategies designed specifically for at-risk readers in those grades.

Plans also include Title I teacher training for a better understanding of diagnostic and prescriptive services to students. Student reading progress is being monitored consistently by classroom teachers and through the use of STAR and BLT Reading Assessments.

A clear commitment has been made by professional educators in Colquitt County to provide the training, understanding, and plain hard work that are needed to increase student achievement. Principals are taking the leadership initiative in helping to realize the common purpose of meeting system achievement goals.

Improving academic achievement and increasing the passing rate on the Georgia High

School Graduation Tests are imperative. End of Course tests at the high school level will provide another challenge and a different focus for high schools. Curriculum alignment, which ensures that skills are taught in the manner in which they are tested could affect test scores.

Fenwick English (1994) explains that in most cases, teachers follow a textbook without regard to objectives tested creating devastating results for the public to criticize. Encouraging students to

19 take the most advanced level courses available to them and insisting students participate in test preparation programs before testing could also increase academic performance and therefore test scores. To date there has been no school-wide effort to improve test scores, only departmental efforts. By enlisting the help of elective area teachers, by integrating the curriculum, and by cross-departmental planning, improving academic achievement will become a school-wide effort with all teachers assuming responsibility for student performance.

One effort to improve attendance involves a collaboration of community, educational, and legal agencies. School social workers and counselors have made improved attendance a priority. The Juvenile Court system and the District Attorney’s office are cooperating by talking with students and parents about the compulsory attendance law, performing home visitations, requiring parent conferences and prosecuting parents of minor children. Other strategies to keep children in school are alternative schools, in-school suspension, the Student Transition and

Recovery (STAR) program, after school programs, One-at-a-Time Mentoring, and Saturday detentions.

20 SYSTEM STAFF DEVELOPMENT PROGRAM

The Colquitt County School System operates the Staff Development program as a site-based program. Each school’s School Improvement Plan guides priorities for the school program of Staff Development. Each school is responsible for identifying and assessing the needs of its staff, both certified and classified, and then planning an appropriate program of continuing education to meet those needs. The site-based approach to Staff Development enables each school to recognize its individual strengths, meet its weaknesses and to focus upon the overall goal of improved student achievement. Each school reports its plan for Staff

Development at a system-wide meeting to assure compliance with State Regulations and the appropriateness of the activities.

Training that is common to all schools continues to be coordinated at the system level.

Such training includes opportunities for new teachers, bus drivers, school food service workers, custodians, administrators, and particular groups of teachers. Training that centers around a common topic is also coordinated through the system office at the request of the schools.

Training in instructional technology is an example of such efforts. The teaching of reading and math continues to be a dominant focus in elementary schools. The coordination of training opportunities provides a consistent approach as well as meeting the unique needs of individual schools.

Staff Development activities are dependent upon state and federal funding. The

State Staff Development Funds are allocated to each school and are totally spent on appropriate training and activities according to state guidelines. Additional funds for Staff Development are requested through the federal Title II program. Title II funds are primarily used to improve instruction and student achievement in science and math, however, a portion of Title II funds are used to provide training in reading and instructional technology. TLC funds have been allocated

21 to provide professional development in instructional technology. Local Funds are also used to fully implement the comprehensive system program for continued Staff Development.

22 SYSTEM GOALS AND OBJECTIVES

The very heart of this comprehensive plan is increasing academic achievement in all grades and on all tests for all students in the Colquitt County School System. The Colquitt County School

System recognizes its deficiencies and is striving to implement programs and procedures that will increase student achievement. The 1998-1999 school year provided the baseline data, however some data from 1999-2000 are included.

The goals being addressed in this plan are:

1. To improve and increase academic achievement in Colquitt County Schools.

2. To foster a positive school climate and improve the learning environment in

Colquitt County Schools.

3. To focus the system staff development program on school improvement and

student achievement.

GOAL 1- To improve and increase academic achievement in Colquitt County Schools

Objective 1- The percentage of students passing the Georgia High School Graduation Tests will increase.

Baseline Data- English – 94%, Math – 87%, Science – 70%, Social Studies – 74%.

Performance Target- By 2003, 90% or more students will pass all portions of the test on the first administration. 2001 2002 Annual Benchmarks- English- 95% passing 96% passing Writing- 95% passing 96% passing Math- 90% passing 92% passing Soc. Studies- 85% passing 88% passing Science- 80% passing 85% passing

Strategies

1. Provide instructional materials, technology, software, and personnel necessary to meet the needs of the school. (Technology Descriptor, p. 71)

2. Provide teachers with training on innovative, effective teaching practices. (Technology Descriptor, p. 71)

Objective 2- The school-wide, highest score SAT average for seniors will increase.

Baseline Data: 962

Performance Target- By 2003, the SAT average will increase to no less than 1025.

Annual Benchmarks- 2001 2002 1000 1015 Strategies

1. Implement state approved SAT preparation course for Carnegie unit elective credit and encourage all students to participate before taking the SAT their senior year.

2. Utilize up-to-date study materials and software for student use. (Technology Descriptor, p. 71)

Objective 3- The system will meet or exceed state standards set in reading and math for Georgia Criterion Referenced Competency Test in elementary and middle grades. RDG Math Baseline Data: 4th Grade 60 52 6th Grade 64 50 8th Grade 61 38

Performance Target- By 2003, 75% of students will meet or exceed state standards in reading and math on the state criterion referenced test.

Annual Benchmarks- 2001 2002 2003 RDG Math RDG Math RDG Math 4th Grade 65 60 70 65 75 75 6th Grade 65 60 70 65 75 75 8th Grade 65 50 70 65 75 75

Strategies 1. Utilize effective and engaging software and on-line resources as an integral part of each school’s curriculum. (Technology Descriptor, p. 72)

2. Utilize modern technology for the classrooms. (Technology Descriptor, p. 72)

3. Utilize appropriate test practice materials, both in print and on-line, to assist students in preparation for state criterion-referenced testing. (Technology Descriptor, p. 72)

4. Provide teacher training in proven effective teaching strategies for reading and math. (Technology Descriptor, p. 73)

24 5. Train teachers to align the reading and math objectives being taught to those being tested.

6. Establish system pacing guides for instruction in core subjects at all grade levels.

7. Provide additional instructional personnel to reduce pupil-teacher ratio during instruction of reading and math.

Objective 4- The system will increase the percentage of students scoring at or above the 50th percentile on norm-referenced reading and math tests in grades 2-8 by 5% annually.

Baseline Data- Reading 43% Math 47%

Performance Target- By 2003, 63% of students in reading and 67% of students in math will score at or above the 50th percentile on norm-referenced reading and math tests in grades 2-8.

Annual Benchmarks- Reading 2001 2002 53% 58%

Math 2001 2002 57% 62% Strategies 1. Train teachers to align reading and math objectives being taught to those being tested.

2. Establish system pacing guides for instruction in core subjects at all grade levels.

3. Utilize modern technology and other multi-media resources for problem solving, communication, collaboration, and data exchange in the learning process. (Technology Descriptor, p. 73)

4. Utilize modern technology, personnel, effective and engaging software, and on-line resources for classrooms as an integral part of each school’s curriculum. (Technology Descriptor, p. 73)

5. Provide teachers with training on innovative, proven effective teaching practices. (Technology Descriptor, p. 73)

6. Provide test practice materials for both student use and instructional purposes. (Technology Descriptor, p. 73)

7. Fully implement the norm-referenced STAR reading and math programs. (Technology Descriptor, p. 73)

8. Implement programs to utilize community resources.

25 Objective 5- The percent of “At Risk” students in grades 3, 5, and 8 scoring at or below the 25th percentile on norm-referenced reading and math tests will decrease by 5% annually.

Baseline Data- Reading, Grade 3 23%

Performance Target- By 2003, no more than 8 percent of third grade reading students will score at or below the 25th percentile.

Annual Benchmarks- Reading, Grade 3 2001 2002 18% 13%

Baseline Data- Math, Grade 3 20%

Performance Target- By 2003, no more than 5 percent of third grade math students will score at or below the 25th percentile.

Annual Benchmarks- Math, Grade 3 2001 2002 15% 10% ------

Baseline Data- Reading, Grade 5 16%

Performance Target- By 2003, no more than one percent of fifth grade reading students will score at or below the 25th percentile.

Performance Target- By 2003, no more than 6 percent of fifth grade math students will score at or below the 25th percentile.

Annual Benchmarks- Math, Grade 5 2001 2002 16% 11% ------Baseline Data- Reading, Grade 8 24%

Performance Target- By 2003, no more than 9 percent of eighth grade reading students will score at or below the 25th percentile.

Performance Target- By 2003, no more than 13 percent of eighth grade math students will score at or above the 25th percentile.

26 Annual Benchmarks- Math, Grade 8 2001 2002 23% 18% ------Strategies 1. Utilize effective and engaging software and on-line resources for curriculum integration, improvement of test-taking skills, and for challenging creativity. (Technology Descriptor, p. 73)

2. Provide training to incorporate high-order thinking skills into instruction.

3. Implement programs that reach and support identified academically and behaviorally at-risk students and their families.

4. Establish mentoring and volunteer programs to support students at-risk of academic failure.

Objective 6- The system will meet or exceed state standards on the State Writing Assessments at Grades 3 and 5.

Baseline Data- Grade 3 64% Baseline Data- Grade 5 92%

Performance Target- By 2003, at least 50% of third grade students will perform at Stage 4 or higher on the Georgia CBA Writing Assessment.

Benchmarks- Stage 4 Stage 5 Stage 6 Experimenting Engaging Extending 2001 20% 12% 3% 2002 23% 15% 5% 2003 25% 17% 8%

Performance Target- By 2003, at least 80% of fifth grade students will perform at Stage 4 or higher on the Colquitt County Writing Assessment.

Benchmarks- Stage 4 Stage 5 Stage 6 Experimenting Engaging Extending 2001 35% 22% 7% 2002 40% 25% 8% 2003 43% 27% 10%

Strategies 1. Provide training in the effective teaching and assessment of writing skills.

2. Provide innovative lessons that teach students to think critically.

27 3. Provide training on the use of available technologies to assist in writing. (Technology Descriptor, p. 74)

Objective 7- All technology standards will be integrated into the curriculum and taught at specific grade levels.

Baseline data: Many teachers incorporate available technologies in varying degrees. Many students in Colquitt County are engaged in activities to build the technology literacy skills expected for their grade as defined by Georgia’s QCC's. This evident from the number of InTech lesson plans that have been completed, the responses from the online teacher technology survey and informal observations by technology specialists as they move about the system. There has been no formal attempt to determine the level of competencies attained by students. Until this time, the emphasis has been on acquiring technology resources and training professional staff. During the next school term, a method to determine the technology literacy level of students in a consistent objective manner on a system wide basis will be developed.

Performance Target: During the next school term, a method to determine the technology literacy level of students in a consistent, objective manner on a system wide basis will be developed.

Benchmarks: Appropriate benchmarks will be developed in correlation with the Performance target.

Strategies:

1. Continued integration of technology into the curriculum at all grade levels.

As the Technology Integration QCC's are incorporated into the curriculum for each academic area at the state level, teachers and students will incorporate them into each respective academic area.

2. Increase proficiency in the basic use of all standard technology tools as referenced in the state’s Technology Literacy Standards.

3. Appropriate staff development will be provided to support teachers in integrating technology into the curriculum.

In addition to training teachers to select and use technology to access, organize, create, and communicate information, staff development focused specifically on utilizing technology in the classroom to enhance student performance will be provided.

28 GOAL 2- To foster a positive school climate and improve the learning environment in Colquitt County Schools.

Objective 1- The total number of discipline incidents related to bullying, harassment, fighting and drug/alcohol as reported on the GDOE Student Record in grades 6-12 will decrease by 5% annually for the next three years.

Baseline Data- 862 incidents

Performance Target- In 2003, no more than a total of 747 incidents related to bullying, harassment, fighting, and drug/alcohol will occur.

Benchmarks- 2001 2002 835 791

Strategies 1. Provide adequate support service personnel to each school.

2. Provide training for the implementation of programs that promote appropriate behavior as established by the system Code Of Conduct. (Character Education, Peer Mediation, Conflict Resolution, Smoking Cessation)

3. Provide training to personnel on all new state rules and regulations pertaining to student conduct.

Objective 2- The number of out of school suspensions in grades 6-12 as reported on the GDOE Student Record will decrease by 5% annually for the next three years.

Baseline Data- 544

Performance Target- By 2003, no more than 462 out of school suspensions in grades 6- 12 will occur.

Benchmarks- 2001 2002 517 490 Strategies 1. Implement a Grades 6-8 alternative school program.

2. Expand the Student Transition and Recovery (STAR) program.

3. Enhance Grades 9-12 alternative school evening program.

29 4. Utilize outside agencies to provide counseling to Grade 6-8 alternative school students.

5. Expand in-school suspension programs in Grades 6-12.

6. Provide training for teachers in effective classroom management and recognition of potential behavior problems.

7. Use technology and other resources to improve communication with parents and community. (Technology Descriptor, p. 75)

Objective 3- The percentage of 9-12 students listed as drop-outs on the GDOE Student Record will decrease by 2% annually for the next three years.

Baseline Data 10.4%

Performance Target- By 2003, the percent of 9-12 students listed as drop-outs will be no more than 4.4%.

Benchmarks- 2001 2002 8.4% 6.4%

Strategies 1. Enhance the high school alternative evening program to order to provide students additional opportunities to earn Carnegie unit credit.

2. Restructure the high school instructional day schedule to allow students to earn an additional Carnegie unit credit.

3. Restructure the high school academic year by implementing the block schedule.

Objective 4- The percentage of parents, students, teachers surveyed throughout the system who indicate satisfaction with the learning environment will increase by five percent annually for three years.

Baseline Data- 52%

Performance Target- By 2003, 90% of parents, 90% of students, and 90% of teachers will indicate satisfaction with the overall school climate.

Annual Benchmarks- 2001 2002 70% 80%

30 Strategies 1. Utilize technology and other resources to communicate with parents. (Technology Descriptor, p. 75)

2. Elect, train, and initiate school councils.

3. Utilize ParentConnectxp to enhance parent involvement. (Technology Descriptor, p. 75)

Objective 5: An integrated, SIF (Schools Interoperability Framework) compliant student information and instructional management systems will be used by educators for accessing student records of achievement, monitoring student progress, planning for differentiated instruction, and assigning and supporting the delivery of instructional activities and materials.

Baseline Data : A plan for system wide conversion to a new student information is in place but schools are still using OSIRIS for tracking and reporting grades, enrollment, attendance, discipline and transcript information. As of May 2002, only the two middle schools have begun the implementation process.

Teachers in grades 6-12 presently use InteGradePro as an electronic gradebook, exporting grades that are then imported into OSIRIS for generation of report cards. A few elementary schools presently use IntegradePro or another electronic gradebook for recording grades but do not export into the student information system.

The special education teachers use SEMS for record keeping. SEMS is a third party software with no connectivity to OSIRIS. In the future special education teachers will use Tranquility, a fully integrated component of the SASIxp suite. Other components of the SASIxp suite of applications are not in use at this time.

Performance Target: By August 2004, all components of the SASIxp suite will be fully implemented at all schools with in the system

Benchmarks: Implementation to begin: July 22, 2002 SASIxp August 2002 InteGradePro grades 3 –12 August 2002 WinSNAP September 2002 District Integration January 2003 ParentConnectxp August 2003 Tranquility October 2003 ABACUSxp

Strategies:

1. SASIxp (Schools Administrative Student Information Software) will be used to manage student information at both the school and district level. The basic component of SASIxp will be used for tracking and reporting current and historical grades, enrollment, attendance, scheduling, discipline and test data.

Timeline: Implementation July 22, 2002

31 2. Teachers in grades 3 through 12 will utilize InteGrade Pro, an electronic gradebook program that will interface with both SASIxp and ParentCONNECTxp, to generate, maintain, and report grade and transcript information.

Timeline: Implementation begins August 2002

3. NCS ABACUSxp™ instructional management system, the Model Curriculum and Assessment Database (MCADxp®), and SASIxp student administrative system will be used to provide a consistent user interface and help increase productivity in correlating the Georgia QCC objectives to learning outcomes and student achievement.

Timeline: Implementation begins October 2003

4. Tranquility® for Special Education Software will be used to track and report information on students enrolled in a Special Education program, including state and federal compliance with the Individual Education Plan (IEP).

Objective 6- To support the learning environment, access to curricular materials and resources that support the use of technology in teaching, learning, and instructional management will be provided.

Baseline Data: Instructional file servers were purchased in 1998. Since that time only one has been replaced. Larger hard drives and more memory have been added but they all need to be replaced during the next year. The Novell network operating system has been upgraded as needed and funds were available. Internet access is available in every classroom. The 2001 Technology Inventory indicates that our student to computer ratio is 4.53:1 (4.53 to 1). Equitable access to educational technology is available to all students. Assistive technology solutions are provided as identified by students' IEP.

Performance Target: All classrooms will have high speed access to on-line resources, video teleconferencing classrooms and productivity and publishing applications.

Strategies: 1. Schools within the Moultrie city limits will have 100 MB fiber connectivity and schools outside the city limits will have two T-1 lines for connectivity to the wide area network.

 Classrooms will be connected for voice, data and video to the local area network.  The LAN/WAN infrastructure will be updated as technology advances and maintained with a plan for redundancy and replacement.  A plan for network security will be designed and enforced for the protection of children and data integrity.

32  E-rate applications will be filed each year to apply for discounted rates for leased lines and Internet connectivity.  The consortium with Grady, Mitchell, and Thomas counties and the City of Moultrie will be continued and expanded for faster speed networks.

2. Colquitt County Schools will purchase a new web server as well as a new e- mail server for use by web pages for administration, staff and students.

 Colquitt County Schools and the South Georgia Consortium will provide a security system for the wide and local area networks.  Colquitt County Schools will continue to comply with the Children’s Internet Protection Act by updating and maintaining Internet filtering.  Training will be provided for system personnel on appropriate use of both the Internet and e-mail..  Training will be provided on web building and on effective use of e- mail.

Timeline: Installation September 2002, Training Ongoing

3. System schools will have video teleconferencing capability within the South Georgia Consortium partner schools and with Valdosta State University.

 Video teleconferencing equipment will be installed  Staff will be trained on the use of the equipment  A committee will develop and publish guidelines for appropriate use.  Documentation to support the effective and educational uses of videoconferencing technology will be developed  Technology staff will provide ongoing support in integrating video teleconferencing into the educational environment.

GOAL 3- To focus the system staff development program on school improvement.

Objective 1- Each school will continue a site-based program of staff development based upon identified needs for the school’s improvement.

Baseline Data 64%

Performance Target- By 2003, there will be a planned three year program of activities at each school with at least 80% of staff development hours directly related to the school improvement plan.

33 Benchmarks- 2001 2002 70% 75%

Strategies

1. Training in the effective integration of technology into instruction will be provided to all certificated personnel.

2. Provide training for improved student performance on reading, math, science, and social studies.

3. Provide training for improved evaluation and assessment of student performance.

4. Provide training for improved student behavior and school climate, including school safety issues.

5. Provide training to improve understanding of diverse cultures and to enhance instructional strategies to teach students speaking other languages.

Objective 2- All certificated staff will participate in a planned program of staff development annually for the next three years.

Baseline Data 89.3%

Performance Target- By 2003, 100% of all certificated personnel will participate in a planned program of staff development that focuses on school improvement.

Benchmarks- 2001 2002 93% 96% Strategies 1. Continue a site-based staff development program at each school and maintain records of participation.

Objective 3: All certified professional staff will meet Georgia's Computer Skill Competency requirement by June 30, 2006.

" Effective July 1, 2001, any person certified in any field shall demonstrate satisfactory proficiency on a PSC-approved test of computer skill competency or complete a PSC- approved training/course equivalent. Holding National Board for Professional Teaching Standards (NBPTS) valid certification will satisfy the computer skill competency requirement." Authority O.C.G.A. 20-2-200

34 Strategy:

InTech At the present time, approximately 65% of our certified staff have completed InTech training. There are 44 people presently attending Saturday InTech classes with approximately 84 others registered for summer training. By January 2003 approximately 85% of our certified staff will have completed InTech.

Baseline: June 2002 , approximate 65% of our certified staff will have completed InTech or met Georgia's Computer Skill Competency requirement.

Benchmarks: June 2003 approximate 85% of certified staff will have completed InTech or met Georgia's Computer Skill Competency requirement

June 2004 approximate 90% of certified staff will have completed InTech or met Georgia's Computer Skill Competency requirement.

June 2006 All certified personnel will have met Georgia's Computer Skill Competency requirement.

35 EVALUATION OF PROGRESS

In assessing and evaluating the progress of the system comprehensive school improvement plan the following questions will be asked :

1. Was there an assessment of the academic status of students to determine the baselines for

academic performance?

2. Were baseline assessments used to establish student achievement needs?

3. Were specific student achievement goals and performance targets described?

4. Were increments of progress (benchmarks) towards student achievement goals and

performance targets clearly described?

5. Were student achievement goals and performance targets related to the academic areas of

the Quality Core Curriculum?

6. Were programs and strategies that were implemented to meet student achievement goals

and performance targets clearly described?

7. Was there a rationale for the selection of programs and strategies?

8. Was there a timeline for the implementation of programs and strategies to attain student

achievement goals and performance targets?

9. Is there an evaluation design to measure student academic improvements and progress in

implementing programs and strategies?

10. To what extent have the goals and objectives of the system comprehensive school

improvement plan been accomplished?

Evaluation Design

The evaluation design will be developed and utilized to assess progress toward achieving goals and objectives to improve and strengthen activities selected to address identified needs.

This is particularly important in those activities that are directed to a targeted group and will be evaluated using pre and post-test instruments in addition to surveys.

36 The evaluation design will include outcome evaluations and process evaluations.

Outcome evaluations may include test results, school and system needs assessments, collected data, and pre/post test instruments. These instruments will measure progress in meeting objectives. Outcome evaluations will measure both immediate and intermediate results.

Process evaluations will be ongoing throughout the implementation of activities and strategies. They will ensure the validity of program effectiveness. Process evaluations will be a critical element in the evaluation of promising programs and in moving the designation of promising programs to effective programs.

Evaluation results will be used to assess the performance of the activity/strategy and to serve as guidance in initiating any improvements in the activity/strategy.

37 DATA COLLECTION ORGANIZATION

Data Instrument Person Responsible Timeline/Schedule Percentage of high Georgia High School Secondary Curriculum Annually school students passing Graduation Test Director graduation tests Highest SAT Average SAT Secondary Curriculum Annually Score Director Percentage of students Georgia Criterion Elementary Curriculum Annually in grades 3, 5 and 8 Reference Competency Director meeting or exceeding Test Federal Programs state standards Coordinator Percentage of students Harcourt SAT 9 Elementary Curriculum Annually in grades 3, 5 and 8 Director scoring at or above the Federal Programs 50th %tile on norm Coordinator referenced tests Test scores of “At Risk” Harcourt SAT 9 Elementary Curriculum Harcourt – Annually students STAR Reading/Math Director Federal Programs STAR- semiannually Coordinator Discipline incidents GDOE Student Record Administrative Assistant Annually for Information Services Out-of-school GDOE Student Record Administrative Assistant Annually Suspensions for Information Services Student “Drop-Outs” GDOE Student Record Administrative Assistant Annually and Attendance for Information Services Student Failure Rate High School Student Administrative Assistant Annually Records for Information Services Indicators of student, NSSE Survey Secondary and Annually teacher, parent Elementary Curriculum satisfaction directors Hours of training Staff Development Staff Development Annually associated with School Records Coordinator/Human Improvement Resource Coordinator Percentage of Staff Development Staff Development Annually certificated staff Records Coordinator participating in training Demographics of GDOE Student Record Administrative Assistant Annually students and system – Drug-Free School Survey for Information Services ethnicity, poverty, health Census 2000 RESA issues, families Free/Reduced Lunch Federal Programs AFDC Coordinator

Inventory of equipment System data base Administrative Assistant Semiannually for Information Services Technology related Local Department of Annually surveys Information Services Student Technology Local Department of Annually Literacy Levels Information Services

38 DATA ANALYSIS AND REPORTING

The system comprehensive school improvement planning committee will be responsible for the analysis of data as assimilated. Reports of student achievement will be made at both the system and the school levels as the data become available but at a minimum of quarterly. Reports will be made to the local Board of Education at its public monthly meeting, presented to the newspaper for publication and shared with the teachers, parents and community of each school.

School administrators will be encouraged to work closely with their new School Council to disseminate information concerning student achievement at their school. The system committee will maintain documentation of any reports. Progress reports may supply recommendations for adjustments to the system comprehensive school improvement plan and will be considered by the system committee on a quarterly basis.

39 Appendix A

Comprehensive Technology Plan

2002 - 2005

40 Planning Committees

Site Contacts

Cox Elementary Debbie Pittman, Para-professional, Doerun Elementary Louise Bowe, Media Specialist Funston Elementary Sheryl Womack, Teacher, EIP 1-3 Hamilton Elementary Katina Harrell, Para-Professional Norman Park Elementary Kelli Morgan, Teacher, Pre-K Odom Elementary Melinda Wright, Media Specialist Okapilco Elementary Scott Boyd, Media Specialist Stringfellow Elementary Tonya Horne, Teacher Sunset Elementary Patti Suggs, Media Specialist Vereen Center Teresa Venet, Teacher, Gifted R. B. Wright Elementary Barbara Godwin, Teacher, EIP 4-5 C. A. Gray Middle Terri Smith, Teacher, Exploratory W. J. Williams Middle Andrea Jackson, Teacher, Gifted Colquitt County High Shelly Scott

Parent Contacts

Cox Elementary Ken Christopher Doerun Elementary Michelle Tonge, Kevin Pierce Funston Elementary Shane Womack Norman Park Elementary Scott Ziegler Odom Elementary Cindy Croft Okapilco Elementary Jeff Patterson Stringfellow Elementary Robin Spivey Sunset Elementary Kathy Tucker Vereen Center Wayne Odom R. B. Wright Elementary Maureen Price C. A. Gray Middle Gail Qurnell W. J. Williams Middle Steve Walsh

41 Department of Information Services Contacts

Director Faye Barnes Technology Office Manager Louann Lardy Instructional Technology Beau Sherman Instructional Technology Aileen McNair Instructional Technology Leanne Nesmith Instructional Technology Johnny Branton Network Engineer Greg Ponder Network Administrator Clay Smith Network Engineer Michael Lardy Technician Lori Pagels Apprentice EJ Owens

Administrative Contacts

Assistant Superintendent for Instruction Dr. Maureen Yearta Administrative Assistant for Human Resources Dr. Faye Barnes Curriculum Specialist Mary Ann Stone, Secondary Federal Programs Constance Johnson Pre-K Program Joy Webb Special Education George Banketas Etta Faggioni

Plan Integration Committee

Assistant Superintendent for Instruction Dr. Maureen Yearta Curriculum Specialist Mary Ann Stone, Secondary Instructional Technology Aileen McNair

42 Technology Mission Statement

In 1994, a long-range strategic plan for the implementation and utilization of technology was developed for the Colquitt County Schools. Although the concept of educational technology and it's purpose has undergone major shifts, the mission statement developed at that date is still a viable description for the technology proposal being developed today.

The technology mission of Colquitt County Schools is to incorporate technology into the educational program in order to:

 Assist students, educators, parents, and community members in accessing, analyzing and

preparing information to become thinkers, problem solvers and productive citizens;

 Enhance the achievement of curricular objectives through the restructuring of the learning

environment;

 Provide continuing training for all school personnel in the implementation and management

of technologies;

 Familiarize students with the application and utilization of current and emerging

technologies;

 Provide state-of-the-art instructional materials and equipment to every learner;

 Expand access to a variety of communication and information resources among individuals,

school, the community and the global society.

43 Technology Use Vision

Information technology is transforming the global economy and drastically changing the way business and society operate. It is important that our educational system make a corresponding adaptation to ensure students have the necessary skills to thrive in the digital age.

The No Child Left Behind legislation focuses on how teachers and students can use technology.

It issues the challenge to educators to improve student academic achievement through the use of technology. This challenge will be met in Colquitt County as we integrate technology into the curriculum to improve student achievement and teach children how to use the technological tools available to them.

Educators in Colquitt County believe that the skillful use of technology supports the development of life-long learning skills such as flexibility, critical thinking, problem solving, and collaboration. Students must be able to access information, manipulate data, synthesize concepts, and express ideas to others using text and audio/visual media resources. The use of multi-media learning gives students an opportunity to actively participate and work collaboratively with others. All students need to be able to use a wide variety of technological tools in order to be successful citizens in the 21st century. Through the use of technology, educators have added ability to enhance the learning environment and to spark an interest in all learners.

Traditionally schools have not focused on technology as a means to support engaged learning. Today, educational researchers call for very different uses of technology

(http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at400.htm). In the new vision of challenging learning activities, the curriculum for all students would emphasize the integration of higher order thinking skills, authentic tasks, and mixed-ability groupings. Teachers move to promote classroom learning activities in which students work in small groups rather than in isolation or as a whole class. The technologies used in the classroom will not be those designed

44 explicitly to teach basic skills, but rather are real-world applications that support research, design, analysis, composition, and communication.

Two previous projects, developed through Technology Literacy Challenge Grants, are examples of how technology integration in Colquitt County classrooms illustrates these suggested practices. S.T.R.I.V.E., Science, Technology, Reading: Integrating Valuable

Experiences, used technology to improve the reading skills of the third and fourth grade students in three elementary schools through the science curriculum. In this project teachers shared the responsibility of teaching reading and science by having students work collaboratively and independently on authentic and multidisciplinary tasks utilizing technological resources.

Students in W.R.I.T.E., Writing and Reading Incorporated through Technology

Enhancement, translated oral history gained in interviews into written documents, video productions, and a traveling museum. As students translated or transcribed oral interviews into written language or abstracted from them what was most valuable for sharing with others in the class, they identified main ideas, supporting details, and critical examples as they developed their presentations.

During the past two years, teachers at both the elementary and middle school levels participated in Department of Education Technology Integration Phases I and II. Teachers in the project participated in staff development on the integration of technology into the curriculum, with a focus during Phase II on web-based resources such as Georgia Learning Connections and

MarcoPolo. Under the guidance of a local team leader trained in lesson plan evaluation, participants created, taught, and evaluated lesson plans for their specific curriculum area which incorporated the Draft Technology Integration QCC's. These successful lesson plans were then published to the Georgia Learning Connections collection.

Simulated environments allow students to get involved with the problem, often through visual media, which provide integrated context and help students comprehend new ideas more

45 easily (Hasselbring, Goin, Zhou, Alcantara & Musil 1992). Software, such as Tom Synder’s

Decisions, Decisions series, used at the both the High School one Middle School, allows students to role-play a decision-maker faced with a critical situation drawn right from our history or contemporary issues curriculum. As presidents, feudal lords, mayors, or independence leaders, students use a proven 5-step model for critical thinking and decision-making to gather and review information, discuss options, and take action. Students not only acquire information, they learn how to use it.

Administratively, technology can help to improve the efficiency and productivity of the people who manage and administer schools and classrooms. Time-consuming processes, such as procurement and record-keeping, will be performed electronically to save time and prevent error.

Technology will also improve the handling of data about instructional planning and student achievement. Colquitt County Schools increasingly uses student information and instructional management to assess student performance and provide feedback throughout the school year.

The key to increased use is that information systems be interoperable in order to share information. With the implementation of the SASIxp suite we will have this inter-operability.

The security and confidentiality of student information, human resources, and financial information that travels over networks will be guaranteed.

46 Review of Previous Plan

(Includes Current Reality/Access to Technology)

The 1999-2002 Technology Plan was written in six strands to address the technology needs of our system. At that time an emphasis was placed on acquiring adequate connectivity, hardware, software, online resources, and training to allow technology to be integrated seamlessly into the school environment. Plans for administrative technology were based on the

Georgia Department of Education’s REGIS XXI plan that was abandoned.

As we re-evaluated the plan for the use of technology during the 2002 –2003 school year, we elected not to make major changes but to leave the present plan in place. Major changes in administrative technology, building improvements provided through SPLOST, and continued training of teachers in Georgia's InTech have allowed us to view the use of technology in a very different light.

During January and February 2002, three Instructional Technology Specialists met with individual schools. Administrators, faculty, and support personnel at each site were divided into small discussion groups to evaluate previous strategies and to determine the present status of each objective. Teachers in special programs were treated as any other staff member and were included in all discussions and evaluations. A total of 110 groups including 534 individuals participated. Survey results have been shared with various committees as well as the Department of Information Services. Participation was documented by signature on sign in sheets. These records are on file in the Department of Technology Services.

The general school staffs did not evaluate Strand I Connectivity or Strand IV

Administrative Technology. Since these topics deal with specific technical issues, the

Department of Information Services was asked to do the evaluation.

47 Strand 1: Connectivity:

The plan for local area networks in each facility has migrated from 10BaseT to 100BaseT using a backbone of fiber for connecting buildings. Hubs are gradually being replaced by switches. The wide area network was based on a star topology with ISDN leased lines connecting the rural schools and T-1 leased lines connecting the schools within the city limits to the central office. A T-1 line provided by the Georgia Department of Education was used for

Internet Access. Improved technology, competitiveness in the communications industry, funding through E-rate, SPLOST and lottery, and the increased use of Internet resources led to planning for a faster speed network. Once completed, the new wide area network will accommodate voice, video, and data transmission and be composed of two T-1 lines for each rural school and fiber connectivity for schools within the city limits.

Strand II: Hardware:

The strategies within this strand Colquitt County School System Student to Computer Ratio were based on President Clinton's 1996 (GA DOE recommendation 1:5)

15 Technology Literacy Challenge Goal 1: r 13.7 e P

s r t 10 n e t

Modern computers and learning devices e 9 u d p u

m 6.09 5.98 S o

r 4.53 C will be accessible to every student. e b m

u 0 N According to the 1996 Technology 96-97 97-98 98-99 99-00 00-01 01-02 Year Inventory our student to computer ration was 20:1. The 2001 Technology Inventory indicates that our system's student to computer ratio was 4.53:1 (4.53 to 1). Colquitt County is presently meeting the state recommendation

(Statewide Education Technology Plan: Blueprint, Updated Fall, 1997. p. 71) of one contemporary workstation for every five students. This data reflects computers available in the system not in each classroom.

48 While this reflects a much-improved ratio, it should be noted that a large number of our computers at the high school and two middle schools are presently located in vocational labs and media centers or special services labs. Most elementary school classrooms have 2 to 4 multimedia computers and a printer. All, except one elementary school, have a computer lab large enough to accommodate a regular classroom of students.

The Program for Exceptional Children has provided 100 computers to be used in Special

Education classes in the past three years. There are 1,005 students in these classes. This indicates a ratio of 1:10, one computer per ten students in classrooms. These students also have access to other computers at each site including media centers and labs. In some instances, this ratio of computers to students in special education classroom is better than that available to students in regular classrooms. Special education students are also included in the ratio described in the previous paragraphs. Assistive technology solutions as identified by students'

IEP teams are provided.

Most of the strategies listed in the previous plan continue to be valid concerns today. For example, a primary issue is the addition of computers and peripherals to the classrooms. It is interesting to note how much more sophisticated the discussion has become particularly in relation to multimedia. The request for digital video editing and conferencing equipment was mentioned in 1999 as a future event; today it seems a normal part of the discussion.

Instructional file servers were purchased in 1998. Since that time, one has been replaced.

Larger hard drives and more memory have been added. The Novell network operating system has been upgraded as needed.

Strand III: Software and Online Resources

President Clinton's 1996 Technology Literacy Challenge recognized the need for effective and engaging software and on-line learning resources as an integral part of the school curriculum. The previous plan addressed this need in Strand III. Our system-wide re-evaluation

49 of the plan indicated the strategies incorporated should continue with few exceptions. The second level evaluators agreed that we should continue to develop or improve present strategies for evaluating software and online resources for inclusion in the curriculum, current software should be re-evaluated, and the acquisition of software to support the curriculum should continue.

Strand IV: Administrative Technology

The previous plan for administrative technology was to develop a fully integrated system, with Windows capability, a relational database, and GUI interface. The REGIS XXI project was to provide SAP for fund accounting and School Net for student information. However, the project was abandoned and the school system was left with a very old DOS based application

(OSIRIS) for student information and an even older legacy system for fund accounting. Six other applications were used for cafeteria management, special education, employee benefits, employee time and attendance, and certified personnel information. None of the applications were connected. Colquitt County Schools purchased MUNIS for fund accounting in January of

2000. MUNIS is used for personnel administration, budgeting, accounts payable, accounts receivable, accounting procedures, time and attendance and payroll. Plans for the future include

SASIxp for student information.

Strand V: Staff Development

Staff development is the key to effective technology integration and to increased student learning. While there is consensus training is a major factor in influencing users of technology, it is also recognized we need adequate time and ongoing support to acquire new skills to integrate technology into existing curriculums. The groups re-evaluating our previous plan emphasized the continued importance of staff development.

Strategies related to InTech training are being accomplished. At the present time, approximately 65% of our certified staff have completed InTech training. There are 44 people

50 presently attending Saturday InTech classes with approximately 82 others registered for summer training. By January 2003, approximately 85% of our certified staff will have completed InTech.

With the introduction of a new student information system that will include some type of access by all administrators and certified staff, continued training in administrative software is imperative.

Strand VI: Technology Services Support

The previous system technology plan recognized the need for technical and instructional support of all network, hardware, and software applications. All evaluators agreed that efforts in this direction must continue. Over 80 % of the respondents surveyed agreed that 4 of the 5 strategies had been achieved. A need for a larger number of technical staff to complete maintenance and repair in a timely manner continues to be an ongoing concern.

51 Plan Development

In 1999, the need to develop a viable 3-year system wide technology plan became evident. Previously, site plans had been developed as a part of each school's site based management and most frequently as a part of SACS studies. A system wide task force was recruited. In an attempt to build the plan from the bottom up, individual sites were asked to appoint a school contact person. A meeting of these representatives was held to establish a common understanding of the task. Each site was asked to develop a plan that was representative of their unique needs. A rough draft from each site was sent to the technology office. At that point, a system-wide plan was initiated. Readers from various schools were recruited as each strand of the plan was developed. Finally, a rough draft of each of the six strands was presented to the group, with additional input coming from representatives/readers recruited from other agencies. Group discussions were initiated. Individuals were asked to provide written feedback and the rough draft was further refined. The resulting document was an attempt to provide for effective integration of educational technologies into the schools and classrooms of the Colquitt County School System. It was hoped that the plan would allow for the seamless incorporation of those technologies through careful and strategic planning.

The plan was re-evaluated in 2003 and was allowed to remain in effect until the development of the present document. The previous system-wide technology plan was evaluated by certified and support personnel throughout the system. During January and February 2002, three Instructional Technology Specialist met with individual schools. Administrators, faculty, and support personnel at each site were divided into small discussion groups to evaluate previous strategies and to determine the present status of each objective. Teachers in special programs were treated as any other staff member and were included in all discussions and evaluations. A total of 110 groups including 534 individuals participated. Survey results have been shared with various committees as well as the Department of Information Services. Participation was

52 documented by signature on sign in sheets. These records are on file in the Department of

Technology Services.

A system-wide technology planning committee composed of representatives from each school was initiated. The group's mission was to gather information from the organization’s many stakeholders and to form the basic technology plan to later be integrated into the system comprehensive plan. The group is composed of regular classroom teachers, special education teachers, media specialists, and paraprofessionals who serve as technology contacts within a school site. Schools were not asked to provide a representative from each area of exceptionality

(Special Ed or ESOL) because of the hardship involved in having a number of teachers out of their classroom. Instead, the building administrator determined who would most ably represent the school staff with reference to curriculum and technology. This group discussed the status of strategies in previous technology plans to determine those that had continued relevance to our system goals and initiatives. The group, in whole or part, met periodically to develop goals, benchmarks, and strategies for the present plan. Participation was documented by signature on sign in sheets. These records are on file in the Department of Technology Services

Each school was asked to nominate at least one parent, not employed by the system, to serve on a parent-community committee. The committee’s purpose was to allow parents to have a voice in the development of the system technology plan and to raise awareness of existing technologies that are currently used for curriculum and administrative purposes. Discussion included community use of technology as well as availability and the schools responsibilities to the community. It is interesting to note that the parents felt that the community has more responsibility for helping the schools than the schools do for helping the community. While only a few of the parents actually attended the first meeting, the group indicated an interest in continuing to meet and possibly to develop a group role as liaison between the system, the schools, and the parents at each site. This may be particularly helpful in providing a vehicle to

53 report to stakeholders as well as to provide for continued parent/community involvement in technology planning. Participation was documented by signature of parents. These records are on file in the Department of Technology Services. Additional parent comments were obtained via e-mail.

A technology survey was developed to determine teacher use of technology. The survey was posted on line for ease of administration. Each school was asked to document the participation of its staff. This was done by signature verification of participation. These signatures are on file in the Department of Technology Services. A copy of the survey is included in the appendix of this document. The survey is discussed later in this document.

Administrators at each building site and the Central Office were surveyed. The survey was developed utilizing several sources for information including documents from Bellingham

Public Schools who based it upon the Mankato Scale (Minnesota) Public Schools, Los Alamos

Public Schools, and other local sources. The results of the survey are discussed later in this document. Additional administrative input into this plan has been through e-mail. All administrators and technology committee members were e-mailed a copy of an "almost final" draft of the plan to allow for additional comments and editing.

The results of the system wide evaluation of previous plans, the system wide technology planning committee meetings and the parent/community meeting were shared with the members of the Department of Information Services. This group's unique mission of technical, curricular, and administrative support gives them responsibility for system outcomes involving computers, connectivity, courseware professional development as well as support for innovative teaching practices. For this reason, the group became a sub-committee with direct input into the development of the system wide technology plan. Regularly scheduled department meetings included plan development as part of the agenda. Meetings that were primarily for plan

54 development were documented with a signature sign in. These records are on file in the

Department of Technology Services.

There are two private schools on record as being located within our county. Both Liberty

Faith Christian Academy and New Beginning Christian Academy were invited to participate in the development of our system-wide plan. Invitations were delivered by certified mail. Neither institution elected to participate. Documentation of the invitation is on file in the Department of

Information Services.

The Plan Integration Committee, composed of Assistant Superintendent for Instruction,

Dr. Maureen Yearta, Curriculum Specialist, Mary Ann Stone, Instructional Technology

Specialist, Aileen McNair, worked integrate various system components into one plan.

Technology strategies were added to the System Comprehensive Plan. The integrated plan was presented to the Colquitt County Board of Education at its June meeting.

55 Teachers, and Technology in Colquitt County Schools

In April 2002, an online survey related to the use of technology in the classrooms of

Colquitt County Schools was conducted. In the survey an attempt was made to identify how teachers are utilizing their Internet connections and computers and their comfort level with integrating these tools into lessons and classroom activity.

Of the 580 teachers in the system, 490 (84%) responded to the survey. Of the teachers responding, 32 percent were lower elementary teachers, 27 percent were upper elementary, 21 percent were middle school, and 20 percent were high school teachers. Two respondents did not select a grade.

Of the respondents, 71 percent Technology Background indicated they had completed Non InTech Certified 137 Georgia's Computer Skill InTech Certified 349 Competency requirement by Total Surveyed 490 completing InTech (INtegrating 0 100 200 300 400 500 600 TECHnology in the Student-

Centered Classroom). One hundred seventy one respondents indicated they had not completed

InTech. Unfortunately, the survey failed to determine the number of employees who satisfied the state requirement by a means other than InTech. Students graduating from colleges after June

2003 are expected to have met the competency requirement through their course work.

56 Fifty percent of teachers surveyed indicated they felt inadequately prepared to teach technology in the content areas. Frequency of Use of Computers for Professional Activities Ninety-one percent indicated they Never 21 could find the latest version of 46 Weekly 83 184 Georgia's QCC's online. Thirty- Daily 147 six percent use computers daily 0 50 100 150 200 for grades or classroom management activities while 20 percent never use computers for these tasks. Sixty-eight percent of those surveyed use e-mail daily while only 3 percent never access e-mail. Interestingly, all employees in our system are provided with a free e-mail account.

Eighty-five percent of the teachers surveyed indicated they have access to a computer at home. Seventy-three percent use computers daily for professional activities while only 1 percent indicated they did not use computers for professional activities. Only 30 percent of the teachers surveyed use computers daily for preparing lessons/classroom materials.

Ninety-eight percent of the teachers surveyed believe that technology in education is here to stay. Ninety-six percent believe computers should be available in classrooms while only 7 percent believe computers should only be available in a lab setting.

Ninety-six percent of the respondents agreed computer skills should be taught as part of a college prep curriculum. Ninety-eight percent of the teachers indicated technology helps students learn.

Fifty-four percent of all Technology in the Curriculum teachers surveyed use software for Internet 70% classroom instruction, while 70 Reference Products 37% percent use the Internet for Software 54% instruction. The most frequent reason 0% 20% 40% 60% 80% for using software or the Internet was as a supplemental resource related to classroom

57 instruction. The primary reason sited for not using these technologies was the lack of enough computers in the classrooms. The second reason for not using the software or Internet as a classroom resource was a lack of time in the school day for preparation or student use.

Teachers recognize the value of using technology within education. Four hundred fourteen of the survey participants reported having a computer in the home. While ninety-eight percent of the teachers surveyed indicated technology helps students learn only 54 percent reported using software for instruction while 30 percent of those surveyed use reference products such as encyclopedias on CD-Rom in the classroom. The use of the Internet as a curriculum resource was reported by 70 percent of the respondents.

The data compiled as a result of this survey indicates that while some teachers are inexperienced, and possibly inefficient in the use of technology, others are beginning to incorporate technology into existing teaching practice. It appears a number of teachers are experimenting with new roles and new instructional strategies. A large number of staff members use information management tools for daily classroom task. Teachers recognize the value of using technology within education. Technology in many cases is viewed as supplemental rather than an integral part of the curriculum. That 71 percent of those surveyed had completed InTech but only 50 percent of the same group feel adequately prepared to teach technology in the content areas indicates there is a continued need for support in this area. (Appendix A2)

58 Administrators and Technology

For school administrators to provide effective leadership in our schools in the twenty-first century, they must possess knowledge and understanding of the issues and the capabilities of technology. They must also be able to use technology appropriately in the fulfillment of their roles of coordinator and communicator of school programs and activities. Technology Standards for School Administrators (TSSA) Collaborative http://cnets.iste.org:16080/tssa/) have been developed and accepted by ISSTE.

Colquitt County administrators participated in a voluntary anonymous survey to help administrators determine their present level of skills with computer technology. Thirty-seven of

39 administrators or 95 percent responded. The first 9 categories surveyed ESSENTIAL SKILLS for all educators. The remaining categories surveyed ENHANCEMENT SKILLS areas for professional development. Fourteen categories of skills were evaluated on a skill level of 0

(zero) representing limited understanding or use to a level 4 (highest level) response indicating understanding and integration on a regular basis. The selection of a skill level assumes competency in all skills below that level. An administrator who selects Level 4 is indicating the ability to execute all skills listed in levels zero through four. The form used was developed utilizing several sources for information including but not limited to documents from Bellingham

Public Schools which based it upon the Mankato Scale (Minnesota) Public Schools. A copy of this survey is attached. (Appendix A1)

1. Basic Computer Operation

All responding administrators use a computer. Two administrators use a computer to run a few specific, pre-loaded programs. Fourteen respondents reported the ability to run two programs simultaneously, set up peripheral devices, and load software (Level 2.) Seven administrators report trouble-shooting basic problems successfully with their own computer and

59 printer and the ability to teach basic operations to others (Level 3.) Thirteen respondents routinely utilize computers to improve instruction and management in classrooms (Level 4.)

2. Ethical Use Understanding

Fourteen administrators indicate an understanding of district rules and policy concerning student and adult use of e-mail and Internet and board policy on the use of copyrighted materials (Level 2.) Ten administrators indicated understanding and following the district AUP, Acceptable Use Policy, and practicing Internet netiquette (Level 3.) Nine administrators report modeling ethical usage of software and technology, teaching and modeling ethical behaviors to staff and having established written ethical site policies and communicated these polices to their staff (Level 4.)

3. Telecommunications Use (E-Mail)

Fifteen administrators incorporate e-mail use into school communication activities, using e-mail to attach and share documents (Level 3.) Twenty administrators involve staff in using e- mail to communicate with others and have increased communication and information access and reduced the need for face to face meetings to solve problems (Level 4.)

4. Word Processing

Two administrators occasionally use a word processing program for simple documents, finding it easier to hand write most written work (Level 1.) Seven use a word processing program for nearly all written professional work: memos, and home communication (Level 2.)

Ten administrators use a word processing program to set up templates or stationary, insert graphics, mail merge and encourage staff members to do the same (Level 3.) Seventeen administrators expect staff members to use word processing programs for their written communication and presentations. They report the school office runs more efficiently with technology. Forms are stored electronically reducing the need to use paper (Level 4.)

60 5. Technology Support

Six administrators report being aware of recent successes in education and support individual classrooms with the technology necessary to prepare students for the 21st century

(Level 2.) Eighteen report a budget that reflects a strong commitment to instructional technology including a resource person to provide technical assistance and training to staff members (Level

3.) Eleven believe technology integration is a key part of teacher training and is important when hiring new teachers (Level 4.)

6. File Management

One administrator does not save any documents created on the computer (Level 0.)

Seven administrators report the ability to select, open and save documents on different drives or servers (Level 1.) Six others create their own folders to keep files organized and understand the importance of a back-up system (Level 2.) Three move files between folders, servers and drives, and maintain their network storage size within acceptable limits (Level 3.) Seventeen administrators expect staff members to know how to save and organize their files, maintain, access and share data on servers (Level 4.)

7. Internet Use

Twenty-three administrators indicate the ability to access school and district websites to find information and can follow links from these sites to various Internet resources and download files (Level 2.) Five administrators can create a simple web page with hyperlinks and can maintain their web page and use custom animations (Level 3.) Additionally, nine administrators teach and evaluate staff on how to effectively use the resources available on the Internet and communicate school information (Level 4.)

8. Information Searching

Two administrators are unlikely to seek information when it is in an electronic format

(Level 0.) Five administrators conduct simple searches with the electronic encyclopedia and

61 library software for major topics (Level 1.) Five have learned how to use a variety of search strategies on several information programs, including the use of Boolean (and, or, not) searches to help target the search (Level 2.) Twenty administrators can use Web search engines to locate subject specific information and evaluate information critically and can correctly site information found in a bibliography (Level 3.) Additionally, five administrators have incorporated logical search strategies into their work with staff, showing them the power of such searches with various electronic sources to locate information that relates to their questions (Level 4.)

9. Spreadsheet Use

Two administrators do not use spreadsheets (Level 0.) Ten administrators understand the use of a spreadsheet and can navigate within one, creating simple spreadsheets and charts (Level

1.) Twelve use spreadsheets for a variety of record-keeping tasks. They can add/insert/delete rows and columns and can select and print a cell range (Level 2.) Eight use labels, formulas, cell references, sort, and formatting tools in spreadsheets, choose charts which best represent data and can use spreadsheets to set up tables (Level 3.) Three administrators teach and evaluate staff on the use of spreadsheets to improve their own data keeping and analyze skills (Level 4).

10. Presentation Skills

Three administrators do not use computer presentation programs (Level 0.) Four administrators present information to classes or groups in a single application program such as a word processor, a spreadsheet, or a publishing program (Level 1.) Ten report using presentation programs such as PowerPoint to present information (Level 2.) Seven can communicate concepts effectively, animate graphics, import audio and video with presentation software. They also understand effective layout design (Level 3.) Three teach and evaluate staff on the use of presentation software. They facilitate staff's use of a variety of applications to persuasively present their research concerning a problem or area of focus in their learning (Level 4.)

62 11. Database Use

Three administrators do not use a database (Level 0.) Fifteen administrators understand the use of a database and locate information from a pre-made database (Level 1.) Nine create databases to manage information. They can define the fields and choose a layout to organize information gathered. Additionally they can insert fields in a layout, add records and print

(Level 2.) Five use databases to answer questions about information. They are able to modify layouts, design pop-up and calculation fields, and insert graphics (Level 3.) Four administrators report the ability to teach, evaluate and facilitate staff members’ use of databases to organize and analyze data. They utilize databases at to more accurately collect, sort and present data on a regular bases. They make better decisions due to the use of data stored in databases (Level 4.)

12. Graphics Use

Two administrators do not use graphics in word processing or presentations (Level 0.)

Eight administrators open, create, and place simple pictures into documents using drawing programs or clip art (Level 1.) Eleven insert digitized objects, use a scanner and digital camera.

They can change graphic file formats (Level 2.) Eight edit and create graphics, placing them into documents in order to help clarify or amplify messages. They can create special effects (Level

3.) Eight administrators promote and support staff members' interpretation and display of visual data using a variety of tools and programs in the classroom (Level 4.)

13. Video Production

The responses for this item have not been recorded due to a misinterpretation of the variants.

14. Technology Integration

Four administrators do not blend computer-based technologies into their school’s learning activities (Level 0.) Three understand the district technology plan supports integration of technology into classroom activities, but are still learning about what strategies will work and

63 how to do it. These administrators accept staff work produced electronically, but do not require it

(Level 1.) From time to time, eight administrators encourage staff to employ computer-based technologies to support communication, data analysis, and problem solving outlined in the district technology plan (Level 2.) Seven administrators have teachers who utilize technology in their instruction to improve student learning and employ computer-based technologies for communication, data analysis, and problem solving (Level 3.) Fifteen administrators believe computer tools streamline administrative tasks to improve school accountability (Level 4.)

The responses of this survey indicate a high degree of technology literacy among the administrators of Colquitt County Schools. All response sheets are on file in the Office of

Information Services.

Additionally, an e-mail request was made to building level administrators asking (1) give an example of one way you use technology in your job as an administrator (other than OSIRIS and MUNIS) and (2) how do you encourage teachers to utilize a technology in their instruction.

Seventeen of the 31 (55%) administrators polled responded.

All administrators who replied mentioned the use of e-mail as a method to communicate with teachers, other administrators, and with parents. “…daily e-mail bulletin…no more paper…” is reported by one principal. E-mail is also used in communication with the State

DOE. Technology is used in test analysis, creating charts and graphs, and organizing other data.

Excel is used for budgeting, travel forms, and scheduling. PowerPoint is used to share information. One principal reported using PowerPoint to share test information with parents during PTO. Another administrator uses PowerPoint to share information with civic groups.

Databases are used to organize information; one principal is currently developing records on a leveled bookroom. Charts in Excel and Inspiration are used to organize data. Word and Excel are used in preparing SACS reports. Newsletters are developed using Word or Publisher. The

Internet is used for research and “to keep up with legislation and new polices out of Atlanta.”

64 Teachers are encouraged to use e-mail as a method of communication with parents and administrators. E-mail is used to report attendance and lunch information. File sharing over the network is encouraged among teachers and administrators. Teachers are encouraged to use

Timeliner, Inspirations, Online CRCT, Sequoia, and PowerPoint with classes. The “Principal’s

Book of the Month” webpage is used to encourage writing and research. Digital cameras are made available and some elementary schools are beginning to experiment with digital video and student editing. Computer labs are used for remediation and enrichment. STAR reading and math testing is accomplished electronically. Electronic gradebooks are used. The use of appropriate

Internet resources is encouraged. Teachers are encouraged to do a weekly newsletter that includes academic information. Word is used to publish student writing.

Email responses are on file in the Department of Information Services.

65 Technology and the Community

An attempt was made to survey schools regarding the availability and use of computers in the home. Two elementary schools responded. In one, 172 Okapilco Elem entary

A l l o w c h i l d 61 parents responded with 107 indicating the presence of a I n t e r n e t u s e

I n t e r n e t 90 computer in the home. A second elementary school reported A c c e s s A l l o w c h i l d c o m p u t e r u s e 105

203 responding to their survey. Of these 115 parents reported C o m p u t e r a t h o m e 115 having a computer in the home with 105 allowing children to 0 50 100 150 use the computer. Of these, 90 homes reported having Internet access with 61 allowing children the use of the Internet. This committee recognizes the limited return of survey data does not allow for many generalizations relating to computer availability and use in the home. However, this does represent an increase in the availability of home computers indicated in previous surveys.

There is a need for an improved method of gathering data from parents and the community. The development of an online survey with public advertisement may increase parent/community participation in a survey of this type.

Each school was asked to nominate at least one parent, not employed by the system, to serve on a parent-community committee. The committee’s purpose was to allow parents to have a voice in the development of the system Parents indicated a belief the community has more technology plan and to raise awareness of existing responsibility for helping the schools than the schools do technologies that are currently used for for helping the community. curriculum and administrative purposes. While only a few of the parents actually attended the first meeting, the group indicated an interest in continuing to meet and possibly to develop a group role as liaison between the system, the schools and the parents at each site. This may be particularly helpful in providing a vehicle to report to stakeholders as well as to provide for continued parent/community involvement in technology planning.

66 Discussion included community use of technology as well as availability and the schools responsibilities to the community. It is interesting to note that the parents felt that the community has more responsibility for helping the schools than the schools do for helping the community. There was agreement that school computer labs could be open for parent use and training particularly when the ParentConnectxp component of the student information system becomes available. The availability of ParentConnectxp was expected to have a positive influence. However, there was concern that many parents might not have the access or the ability to make adequate use to the application.

In general, the group indicated dissatisfaction with the degree to which computers are currently integrated into their children’s education. The majority of the committee indicated there is a need for more integration of computers into education. The majority of the group indicated a concern with the Accelerated Reader program. One parent indicated the use of the program as anything more than supplemental application might be counterproductive.

Kindergarten and first grade were the levels suggested for beginning keyboarding skills.

There was concern within the parent group relating to the network infrastructure, exposed cabling and lack of adequate furniture for supporting the present equipment. Positive responses were expressed when discussing the use of electronic media as a communication tool between schools and parents. The committee suggested increased use of electronic communication, including e-mail and electronic newsletters. Voice mail and voice over IP were two additional areas suggested by parents for consideration.

As the system and school websites were Keeping parents informed, better school-home communication, more explored, several parents indicated a familiarity family involvement in their children's education...that's good for schools and with what was on their building's site. Suggestion it's great PR. for items that would improve the school websites were: each school’s report card including an explanation of that school’s strengths and

67 weaknesses, listing of Georgia’s Choice books, teacher e-mail addresses, the Board agenda, and an evolving technology plan. It was suggested that the group continue to meet. The group discussion indicated that the diversity of the committee would allow it to be a productive group.

Thirty years of research shows that greater family involvement in children’s learning is a critical link to achieving high quality education. (Strong Families, Strong Schools: Building

Community Partnerships for Learning, 1994). Children are more likely to succeed academically and are less likely to engage in violent behavior if their families are involved in their education.

Additional studies have found that parental involvement is more important to student success, at every grade level, than family income or education. (Appendix A3)

68 Technology and Students

All students in Colquitt County Schools have access to technology. Teachers incorporate available technologies in varying degrees. Research indicates students usually learn more, and learn more rapidly, in courses that use computer assisted instruction (CAI). (Kulik, 1994). This has been shown to be the case across all subject areas, from preschool to higher education, and in both regular and special education classes. It is hard to gauge their educational effects however; an increasing body of evidence as presented by Bialo and Sivin-Kachala (1996) for example, suggests positive results. Numerous studies over the years, summarized by Bialo and Sivin-

Kachala (1996), report other benefits enjoyed by students who use technology. These benefits involve attitudes toward self and toward learning. The studies reveal that students feel more successful in school are more motivated to learn and have increased self-confidence and self esteem when using CAI. This is particularly true when the technology allows the students to control their own learning. It's also true across a variety of subject areas, and is especially noteworthy when students are in at-risk groups (special education, students from inner-city or rural schools).

Although a large body of research on the effects of the Internet in the classroom does not yet exist, recent studies illustrate some observed positive effects. A study by the Center for

Applied Special Technology (1996) shows significantly higher scores on measures of information management, communication, and presentation of ideas for experimental groups with on-line access than for control groups with no access. Also, students in the experimental group reported significantly increased use of computers in four different areas-gathering information, organizing and presenting information, doing multimedia projects, and obtaining help with basic skills.

Many students in Colquitt County are engaged in activities to build the technology literacy skills expected for their grade as defined by Georgia’s QCC's. This evident from the

69 number of InTech lesson plans that have been completed, the responses from the online teacher technology survey and informal observations by technology specialists as they move about the system. There has been no formal attempt to determine the level of competencies attained by students. Until this time, the emphasis has been on acquiring technology resources and training professional staff. During the next school term, a method to determine the technology literacy level of students in a consistent objective manner on a system wide basis will be developed.

70 Technology Related Goals in System Comprehensive Plan

Note: Goals, objectives and strategies listed below are a part of the System wide plan but appear below for ease of consideration by evaluators. Technology related strategies have been expanded to include more detailed explanations or substrategies. Evaluations of goals remain as defined by the system Objectives that have been added to address technology specific needs are described in the same format as previously developed in the system plan. Performance targets, baseline data, annual benchmarks are a part of the source document unless an objective has been added specifically for technology purposes. Funding source is not included at this time because of a lack of information. Numbering reflects placement in the source document.

*** G = Goal, O = Objective, S= Strategy

GOAL 1: To improve and increase academic achievement in Colquitt County Schools.

Objective 1- The percentage of students passing the Georgia High School Graduation Tests will increase.

Strategies

1. Provide instructional materials, technology, software, and personnel necessary to meet the needs of the school. (p. 23, G1,O1,S1)

Technology will be acquired according to Statewide Education Technology Plan: Blueprint, Updated Fall, 1997 recommendations as funding permits:

 one contemporary workstation for every five students  one contemporary workstation for every teacher, administrator, and other educational professional  adequate shared peripherals and special purpose equipment for each school  a wide-area network interconnecting every classroom (accomplished: maintenance and upgrade continue)  a schoolwide networks connecting every classroom and workarea (accomplished: maintenance and upgrade continue)

3. Provide teachers with training on innovative, effective teaching practices. (p. 23,G1, O1, S2) (See Goal 3: Staff Development)

Objective 2- The school-wide, highest score SAT average for seniors will increase.

Strategies

2. Utilize up-to-date study materials and software for student use. (p. 24,G1, O2, S2)

71 Objective 3- The system will meet or exceed state standards set for Georgia Criterion Referenced Competency Test in elementary and middle grades.

Strategies

1. Utilize effective and engaging software and on-line resources as an integral part of each school’s curriculum. (p. 24, G1, O3, S2)

 Develop and implement strategies for evaluation software and online resources for inclusion in the curriculum

A rubric that denotes high quality instructional software will be c developed

Opportunities to preview software, that will allow sites to maintain a list of "desirable" software for purchase as funds become available, will be provided.

A rubric that denotes criteria that define high quality online resources will be developed.

Encourage the utilize of online resources, such as EvaluTech (http://www.evalutech.sreb.org) to make research based choices for computer software, audio/visual materials, CD-ROM- based reference databases, websites

 Develop a plan for evaluating current software in terms of obsolescence, need, availability, timeliness, usefulness, appropriateness, etc.

2. Purchase modern technology for the classrooms. (p. 24,G1, O3, S2)

Modern technology and the Internet are readily accessible to students and teachers. Hardware purchases are coordinated through the system’s technology office. Staff technicians evaluate requests to ensure all system components meet local and state minimum requirements. Consideration is also given to the interoperability of requested components with existing technologies. Technicians provide technical assistance as needed. The Colquitt County School system has a Wide Area Network (WAN), which provides Internet access. Each school has a Local Area Network (LAN) that has been developed according to their individual school technology plans because of the different needs of each school.

3. Utilize appropriate test practice materials, both in print and on-line, to assist students in preparation for state criterion-referenced testing. (p. 24, G1, O3, S3)

4. Provide teacher training in effective teaching and assessment strategies. (p. 24, G1, O3, S4) (See Goal 3: Staff Development)

Objective 4- The system will increase the percentage of students scoring at or above the 50th percentile on norm-referenced reading and math tests in grades 2-8 by 5% annually

Strategies

3. Utilize modern technology and other multi-media resources for problem solving, communication, collaboration, and data exchange in the learning process (p. 25, G1, O4, S3) addressed previously

4. Utilize modern technology, personnel, effective and engaging software, and on-line resources for classrooms as an integral part of each school’s curriculum. (p. 25, G1, O4, S4) addressed previously

5. Provide teachers with training on innovative, effective teaching practice. (p. 25, G1, O4, S5) (See Goal 3: Staff Development)

6. Provide test practice materials for both student use and instructional purposes. (p. 26, G1, O4, S6)

The CRCT Online, designed to measure student acquisition of the skills and knowledge described in the QCC, has been introduced at each school. The CRCT Item Banking System contains a large number of test items spanning grades one through eight in reading, English/language arts, and mathematics, and grades three through eight in science and social studies.

6. Fully implement the norm-referenced STAR reading and math programs. (p. 25 G1 O4, S6)

STAR reading and math programs are computer-adaptive testing applications used to determine placement levels for all students, and to monitor growth.

Objective 5- The percent of “At Risk” students in grades 3, 5, and 8 scoring at or below the 25th percentile on norm-referenced reading and math tests will decrease by 5% annually.

Strategies

1. Utilize effective and engaging software and on-line resources for curriculum integration, improvement of test-taking skills, and for challenging creativity. (p. 27, G1 ,O5, S1 addressed previously)

73 Objective 6- The system will meet or exceed state standards on the State Writing Assessments at Grades 3 and 5.

Strategies

3. Provide training on innovative, effective teaching strategies involving the use of available technologies to assist in writing. (See Goal 3: Staff Development) Objective 7- All technology standards will be integrated into the curriculum and taught at specific grade levels.

Baseline data: Many teachers incorporate available technologies in varying degrees. Many students in Colquitt County are engaged in activities to build the technology literacy skills expected for their grade as defined by Georgia’s QCC's. This evident from the number of InTech lesson plans that have been completed, the responses from the online teacher technology survey and informal observations by technology specialists as they move about the system. There has been no formal attempt to determine the level of competencies attained by students. Until this time, the emphasis has been on acquiring technology resources and training professional staff. During the next school term, a method to determine the technology literacy level of students in a consistent objective manner on a system wide basis will be developed.

Performance Target: During the next school term, a method to determine the technology literacy level of students in a consistent, objective manner on a system wide basis will be developed.

Benchmarks: Appropriate benchmarks will be developed in correlation with the Performance target.

Strategies:

1. Continued integration of technology into the curriculum at all grade levels.

As the Technology Integration QCC's are incorporated into the curriculum for each academic area at the state level, teachers and students will incorporate them into each respective academic area.

2. Increase proficiency in the basic use of all standard technology tools as referenced in the state’s Technology Literacy Standards.

3. Appropriate staff development will be provided to support teachers in integrating technology into the curriculum.

In addition to training teachers to select and use technology to access, organize, create, and communicate information, staff development focused specifically on

74 utilizing technology in the classroom to enhance student performance will be provided.

Goal 2: To foster a positive school climate and improve the learning environment in Colquitt County Schools.

Objective 2- The number of out of school suspensions in grades 6-12 as reported on the GDOE Student Record will decrease by 5% annually for the next three years

Strategies

7. Use technology and other resources to improve communication with parents and community. (p 30, G2, O3,S7)(See Objective 4 below for details)

Objective 4- The percentage of parents, students, teachers surveyed throughout the system who indicate satisfaction with the learning environment will increase by five percent annually for three years.

Strategies

1. Utilize technology and other resources to communicate with parents. (p32, G2, O4, S1)

Thirty years of research shows that greater family involvement in children’s learning is a critical link to achieving high quality education. Strong Families, Strong Schools (Building Community Partnerships for Learning, 1994). Technology can support communication between home and school in a manner that is consistent, two-way and meaningful.

Methods of communication involving technology will include:  websites  e-mail  electronic bulletin boards/distribution lists.

School committees, school council, and PTA/PTO can publish agendas, meetings, and minutes.

3. Utilize ParentCONNECTxp to enhance parent involvement. (p26,G2,O4,S1)

Parents may visit an easy-to-use, password-protected Web site customized for parents to view their children's schedules, grades, discipline reports, assignments, daily and period attendance, skill mastery, course history, and health/immunization data. Parents can also easily communicate with teachers via e-mail or receive automatic e-mail notification of unexcused absences, missing assignments, or failing grades.

Timeline: Implementation begins: January. 2003. 75 Objective 5: An integrated, SIF (Schools Interoperability Framework) compliant student information and instructional management systems will be used by educators for accessing student records of achievement, monitoring student progress, planning for differentiated instruction, and assigning and supporting the delivery of instructional activities and materials.

Baseline Data : A plan for system wide conversion to a new student information is in place but schools are still using OSIRIS for tracking and reporting grades, enrollment, attendance, discipline and transcript information. As of May 2002, only the two middle schools have begun the implementation process.

Teachers in grades 6-12 presently use InteGradePro as an electronic gradebook, exporting grades that are then imported into OSIRIS for generation of report cards. A few elementary schools presently use IntegradePro or another electronic gradebook for recording grades but do not export into the student information system.

The special education teachers use SEMS for record keeping. SEMS is a third party software with no connectivity to OSIRIS. In the future special education teachers will use Tranquility, a fully integrated component of the SASIxp suite. Other components of the SASIxp suite of applications are not in use at this time.

Performance Target: By August 2004, all components of the SASIxp suite will be fully implemented at all schools with in the system

Benchmarks: Implementation to begin: July 22, 2002 SASIxp August 2002 InteGradePro grades 3 –12 August 2002 WinSNAP September 2002 District Integration January 2003 ParentConnectxp August 2003 Tranquility October 2003 ABACUSxp

Strategies:

1. SASIxp (Schools Administrative Student Information Software) will be used to manage student information at both the school and district level. The basic component of SASIxp will be used for tracking and reporting current and historical grades, enrollment, attendance, scheduling, discipline and test data. (p31, G2, O5, S1)

Timeline: Implementation July 22, 2002

2. Teachers in grades 3 through 12 will utilize InteGrade Pro, an electronic gradebook program that will interface with both SASIxp and ParentCONNECTxp, to generate, maintain, and report grade and transcript information. (p31, G2, O5, S2)

76 3. NCS ABACUSxp™ instructional management system, the Model Curriculum and Assessment Database (MCADxp®), and SASIxp student administrative system will be used to provide a consistent user interface and help increase productivity in correlating the Georgia QCC objectives to learning outcomes and student achievement. (p31,G2,O5,S3)

4. Tranquility® for Special Education Software will be used to track and report information on students enrolled in a Special Education program, including state and federal compliance with the Individual Education Plan (IEP). (p31,G2,O5,S4)

Objective 6- To support the learning environment, access to curricular materials and resources that support the use of technology in teaching, learning, and instructional management will be provided.

Baseline Data: Instructional file servers were purchased in 1998. Since that time only one has been replaced. Larger hard drives and more memory have been added but they all need to be replaced during the next year. The Novell network operating system has been upgraded as needed and funds were available. Internet access is available in every classroom. The 2001 Technology Inventory indicates that our student to computer ratio is 4.53:1 (4.53 to 1). Equitable access to educational technology is available to all students. Assistive technology solutions are provided as identified by students' IEP.

Performance Target: All classrooms will have high speed access to on-line resources, video teleconferencing classrooms and productivity and publishing applications.

Strategies: 1. Schools within the Moultrie city limits will have 100 MB fiber connectivity and schools outside the city limits will have two T-1 lines for connectivity to the wide area network.

 Classrooms will be connected for voice, data and video to the local area network.  The LAN/WAN infrastructure will be updated as technology advances and maintained with a plan for redundancy and replacement.  A plan for network security will be designed and enforced for the protection of children and data integrity.  E-rate applications will be filed each year to apply for discounted rates for leased lines and Internet connectivity.  The consortium with Grady, Mitchell, and Thomas counties and the City of Moultrie will be continued and expanded for faster speed networks.

77 2. Colquitt County Schools will purchase a new web server as well as a new e- mail server for use by web pages for administration, staff and students.

 Colquitt County Schools and the South Georgia Consortium will provide a security system for the wide and local area networks.  Colquitt County Schools will continue to comply with the Children’s Internet Protection Act by updating and maintaining Internet filtering.  Training will be provided for system personnel on appropriate use of both the Internet and e-mail..  Training will be provided on web building and on effective use of e- mail.

3. System schools will have video teleconferencing capability within the South Georgia Consortium partner schools and with Valdosta State University.

 Video teleconferencing equipment will be installed  Staff will be trained on the use of the equipment  A committee will develop and publish guidelines for appropriate use.  Documentation to support the effective and educational uses of videoconferencing technology will be developed  Technology staff will provide ongoing support in integrating video teleconferencing into the educational environment.

Goal 3: To focus the system staff development program on school improvement. Objective 1- Each school will continue a site-based program of staff development based upon identified needs for the school’s improvement.

Strategies

2. Training in the effective integration of technology into instruction will be provided to all certificated personnel.

Training opportunities are available to all employees Requests for technology training may be made to the Colquitt County Department of Information Services. Information related to offsite training may be acquired from the institutions through which these opportunities are provided. Training classes at GA ETTC and RESA are publicized on their respective Web sites. Flyers are posted at school sites in visible locations. Release time for training is determined by each site administrator. There are also four instructional technology specialists available in the system to provide ongoing training and support.

78 Strategies must be developed to support teachers in combining technology resources and instructional strategies using technology in all areas of learning. As the Technology Integration Standards contained in the QCC’s are integrated into curriculum areas, the training will become more relevant to teachers.

Objective 2- All certificated staff will participate in a planned program of staff development annually for the next three years.

Strategies

2. Continue a site-based staff development program at each school and maintain records of participation.

There are four instructional technology specialists available in the system to provide ongoing training and support. At the present time, one specialist is assigned to the high school, one to the two middle schools and the Middle School Learning Center, and two specialists share the 10 remaining elementary sites plus Program for Exceptional Children’s Administrative Center and Vereen Multipurpose Center which serves children with special needs. Each specialist works with the site principals and building technology contact staff to determine needs for site based training. Peer trainers join system specialists to provide ongoing training and support throughout the school year. This allows teachers to receive “just in the nick of time” training as needs are revealed.

Objective 3: All certified professional staff will meet Georgia's Computer Skill Competency requirement by June 30, 2006.

" Effective July 1, 2001, any person certified in any field shall demonstrate satisfactory proficiency on a PSC-approved test of computer skill competency or complete a PSC- approved training/course equivalent. Holding National Board for Professional Teaching Standards (NBPTS) valid certification will satisfy the computer skill competency requirement." Authority O.C.G.A. 20-2-200

Strategy:

InTech At the present time, approximately 65% of our certified staff have completed InTech training. There are 44 people presently attending Saturday InTech classes with approximately 84 others registered for summer training. By January 2003 approximately 85% of our certified staff will have completed InTech.

Baseline: June 2002 , approximate 65% of our certified staff will have completed InTech or met Georgia's Computer Skill Competency requirement.

Benchmarks: June 2003 approximate 85% of certified staff will have completed InTech or met Georgia's Computer Skill Competency requirement

79 June 2005 approximate 95% of certified staff will have completed InTech or met Georgia's Computer Skill Competency requirement.

June 2006 All certified personnel will have met Georgia's Computer Skill Competency requirement.

80 GAP Analysis

Computers, effective software, online resources, and the Internet hold promise to improve learning: increase the amount of time students spend learning; and engage students in problem solving, research, and data analysis. Teachers’ integration of the use of technology into the curricula is a major determinant of technology’s contribution to student learning, once access to computers is provided. This is to be a major area of emphasis during the next three years.

In Colquitt County, the ratio of students to modern, multimedia computers meets the states suggested level. Some teachers feel that more computers in the classrooms rather than in labs would facilitate technology integration into the curriculum. At the same time, some feel that more labs are needed to allow for whole class instruction. All except two of our elementary schools have labs that will accommodate regular size classrooms. Funding and physical resources prevent immediate solutions to these problems. Funding for furniture is not provided at the same rate as funding for computers. Several schools report difficulty finding space and furniture to accommodate more hardware.

All classrooms are connected to the LAN/WAN and the Internet making computers more powerful and versatile learning tools.

Teachers do not demonstrate the expected level of technology use. The number of teachers indicating a lack of confidence in their ability to integrate technology in the classroom is too high. Goals to address this problem are included in this comprehensive school improvement plan. Research indicate that at the highest level of integration technology is perceived as a process, product (e.g., invention, patent, new software design), and/or tool for students to find solutions related to an identified "real-world" problem or issue of significance to them. There appears to be a large gap between where teachers in Colquitt County are and this stage of refinement.

81 There has been no formal attempt to determine the level of technology literacy of students, the emphasis has been on acquiring technology resources and training professional staff. There is need to develop a method to determine the technology literacy level of students in a consistent objective manner on a system wide basis.

All classrooms are connected to the LAN/WAN and the Internet making computers more powerful and versatile learning tools. A new wide area network which will accommodate voice, video, and data transmission and be composed of two T-1 lines for each rural school and fiber connectivity for schools within the city limits is being rolled out. A new web server will make web publishing easier. A new mail server should improve electronic communications by allowing web-based e-mail.

82 Addendum A1: Administrative Survey

83 Colquitt County Schools Administrative Use of Technology Survey

Please judge your level of achievement in each of the following competencies. Check the number which best reflects your current level of skill attainment. (Be honest, but be kind.) A Level 0 response indicates very limited understanding and/or use. A Level 4 response indicates sound understanding and integration into the site on a regular basis. The first 9 categories are ESSENTIAL SKILLS for all educators. The remaining categories are ENHANCEMENT SKILLS areas for professional development. This tool is designed to help you and us understand your current level of skills with computer technologies and to plan for professional development.

ESSENTIAL SKILLS

1. Basic Computer Operation ___ Level 0 I do not use a computer. ___ Level 1 I use the computer to run a few specific, pre-loaded programs. I can print, use the trash, pull down menus and click and drag. ___ Level 2 I run two programs simultaneously, and have several windows open at the same time, set up peripheral devices, and load software. ___ Level 3 I trouble-shoot successfully when basic problems with my computer or printer occur. I learn new programs on my own. I teach basic operations to others. ___Level 4 I routinely utilize computers to improve instruction and management in classrooms.

2. Ethical Use Understanding ___ Level 0 I am not aware of any ethical issues surrounding computer use. ___ Level 1 I know that some copyright restrictions apply to computer software. I teach and practice responsible behaviors using technology. ___ Level 2 I understand district rules concerning student and adult use of e-mail and Internet. I know the programs for which the district or my building holds a site license. I understand the school board policy on the use of copyrighted materials. ___ Level 3 I understand and follow the district AUP and practice Internet netiquette. I can teach staff the proper manner in which to cite references in presentations. ___ Level 4 I model ethical usage of software and technology, teach & model ethical behaviors to staff. I have established written ethical site policies and communicated practices to my staff.

3. Telecommunications Use (E-Mail) ___ Level 0 I do not have an e-mail account. ___ Level 1 I have an e-mail account but I rarely use it. I can send and read my e-mail. ___ Level 2 I use email often. I check my e-mail account on a regular basis, maintain my mail folders in an organized manner and respond to e-mail within 24 hours. ___ Level 3 I incorporate e-mail use into school communication activities. I use e-mail to attach and share documents. ___ Level 4 I involve my staff in using e-mail to communicate with others. I have increased communication and information access and reduced the need for face to face meetings to solve problems.

84 4. Word Processing ___ Level 0 I do not use a word processing program. ___ Level 1 I occasionally use a word processing program for simple documents. I generally find it easier to hand write most written work I do. ___ Level 2 I use a word processing program for nearly all my written professional work: memos, and home communication. I edit, spell-check, and change the format of a document. ___ Level 3 I use a word processing program to set up templates or stationary, insert graphics, mail merge and encourage staff members to do the same. ___ Level 4 Staff members are expected to use word processing programs for their written communication and presentations. My office runs more efficiently with technology. Forms are stored electronically reducing the need to use paper.

5. Technology Support ___ Level 0 I work effectively without technology. ___ Level 1 I support the work of others to develop and implement a long-term strategic plan for technology. ___ Level 2 I am aware of recent successes in education and I support individual classrooms with the technology necessary to prepare students for the 21st century. ___ Level 3 My budget reflects a strong commitment to instructional technology including a resource person to provide technical assistance and training to staff members. ___ Level 4 Technology integration is a key part of teacher training and important when hiring new teachers. Integration of instructional technology has changed the roll of teacher and student.

6. File Management ___ Level 0 I do not save any documents I create using the computer. ___ Level 1 I select, open and save documents on different drives or servers. ___ Level 2 I create my own folders to keep my files organized and understand the importance of a back-up system. I can locate lost student files. ___ Level 3 I move files between folders, servers and drives, and I maintain my network storage size within acceptable limits. ___ Level 4 My staff members are expected to know how to save and organize their files, maintain access and share data on servers.

7. Internet Use ___ Level 0 I do not use the Internet. ___ Level 1 I search the Internet for useful information, set bookmarks, open URL's and understand basic Internet terminology ___ Level 2 I access school and district websites to find information. I follow links from these sites to various Internet resources and download files. ___ Level 3 I can create a simple web page with hyperlinks. I can maintain my web page and use custom animations. ___ Level 4 I teach and evaluate staff on how to effectively use the resources available on the Internet and communicate school information.

8. Information Searching ___ Level 0 I am unlikely to seek information when it is in an electronic format. ___ Level 1 I conduct simple searches with the electronic encyclopedia and library software for major topics.

85 ___ Level 2 I have learned how to use a variety of search strategies on several information programs, including the use of Boolean (and, or, not) searches to help target the search. ___ Level 3 I can use Web search engines to locate subject specific information and evaluate information critically. I can correctly site information found in a bibliography. ___ Level 4 I have incorporated logical search strategies into my work with staff, showing them the power of such searches with various electronic sources to locate information which relates to their questions.

ENHANCEMENT SKILLS

9. Spreadsheet Use ___ Level 0 I do not use a spreadsheet. ___ Level 1 I understand the use of a spreadsheet and can navigate within one. I create simple spreadsheets and charts. ___ Level 2 I use spreadsheets for a variety of record-keeping tasks. I can add/insert/delete rows and columns. I can select and print a cell range ___ Level 3 I use labels, formulas, cell references, sort, and formatting tools in my spreadsheets. I choose charts which best represent my data and can use spreadsheets to set up tables. ___ Level 4 I teach and evaluate staff on the use of spreadsheets to improve their own data keeping and analyze skills.

10. Presentation Skills ___ Level 0 I do not use computer presentation programs. ___ Level 1 I present my information to classes or groups in a single application program such as a word processor, a spreadsheet, or a publishing program. ___ Level 2 I present my information using presentation programs such as PowerPoint ___ Level 3 I can communicate concepts effectively, animate graphics, import audio and video with presentation software. I understand effective layout design. ___ Level 4 I teach and evaluate my staff on the use of presentation software. I facilitate staff's use of a variety of applications to persuasively present their research concerning a problem or area of focus in their learning.

11. Database Use ___ Level 0 I do not use a database. ___ Level 1 I understand the use of a database and locate information from a pre-made database. ___ Level 2 I create my own databases to manage information. I define the fields and choose a layout to organize information I have gathered. I can insert fields in a layout, add records and print. ___ Level 3 I use my database to answer questions about my information. I can modify layouts, design pop-up and calculation fields, and insert graphics. ___ Level 4 I teach, evaluate and facilitate staff members use of databases to organize and analyze data. I utilize databases at my site to more accurately collect, sort and present data on a regular bases. I make better decisions due to the use of data stored in databases.

12. Graphics Use ___ Level 0 I do not use graphics in my word processing or presentations. ___ Level 1 I open, create, and place simple pictures into documents using drawing programs or clip art. ___ Level 2 I can insert digitized objects, use a scanner and digital camera. I can change graphic file formats. 86 ___ Level 3 I edit and create graphics, placing them into documents in order to help clarify or amplify my message. I can create special effects. ___ Level 4 I promote and support staff members' interpretation and display of visual data using a variety of tools and programs in the classroom.

13. Video Production ___ Level 0 I do not use a video camera. ___ Level 1 I create original video for home or school projects. ___ Level 2 I create original video using editing equipment. ___ Level 3 I use computer programs to edit video presentations & I teach others to create and edit video. ___ Level 4 I expect staff to support student projects, portfolios and presentations incorporating video.

14. Technology Integration ___ Level 0 I do not blend computer-based technologies into my schools learning activities. ___ Level 1 I understand the district technology plan supports integration of technology into classroom activities, but I am still learning about what strategies will work and how to do it. I accept staff work produced electronically, but do not require it. ___ Level 2 From time to time, I encourage my staff to employ computer-based technologies to support communication, data analysis and problem solving outlined in the district technology plan. ___ Level 3 Teachers utilize technology in their instruction to improve student learning and employ computer-based technologies for communication, data analysis, and problem- solving. ___ Level 4 Computer tools streamline administrative tasks to improve school accountability.

This form was developed utilizing several sources for information including but not limited to documents from Bellingham Public Schools who based it upon the Mankato Scale (Minnesota) Public Schools, Los Alamos Public Schools, and other local sources.

87 Addendum A2: Teacher Survey

88 Technology Survey Colquitt County Schools (Copy of online document)

Please complete the following survey:

1. Mark the item that describes the level of the majority of your teaching assignment.

Primary (Pre-K - 2)

Upper Elementary (3 - 5)

Middle School

High School

2. Have you completed InTech?

Yes No

3. Do you have access to a computer at home?

Yes No

4. I believe technology is a passing fad.

Yes No

5. I believe technology in education is here to stay.

Yes No

6. I believe computers should be available in classrooms.

Yes No

7. I believe computers should remain in lab settings, not in the classroom.

Yes No

8. I believe technology helps students learn.

Yes No

9. I believe students enjoy using technology.

Yes No

89 10. I believe schools should teach computer skills as part of college prep.

Yes No

11. How frequently do you use computers for professional activities?

Two-Three times a week

Once a week

Once a month

Not at all

12. How frequently do you use computers to prepare lessons/classroom materials?

Once a week

Once a month

Not at all

13. How frequently do you use computers for grades/classroom management?

Once a week

Once a month

Once a grading period

Not at all

14. How frequently do you use computers for sending/receiving e-mail?

Once a week

90 Once a month

Not at all

15. How frequently do you use computers for trying out/teaching yourself software?

Once a week

Once a month

Not at all

16. How frequently do you use computers for searching the Internet for information/resources to use in the classroom?

Once a week

Once a month

Not at all

17. On average, how many hours per week do your students spend using computers in your classroom?

One hour

Two hours

Three to five hours

Six to ten hours

More than 10 hours

91 18. On average, how many hours per week do your students spend using computers in a computer lab?

One hour

Two hours

Three to five hours

Six to ten hours

More than 10 hours

19. Do you use software/CD-ROM to enhance instruction in your classroom?

Yes (continue to #20, #21) No (skip to #22)

20. If yes, mark your primary reason for using software/CD-ROM for instruction?

It helps students master the skills and knowledge they need

It is interesting and motivation for students

It provides some variety or a break from normal classroom activities

21. If yes, which one best describes your use of software/CD-ROM for instruction?

As a primary resource related to my classroom instruction

As a supplemental resource related to my classroom instruction

As a 'bonus time' or 'quiet time' activity for students

22. Do you use general productivity tools (i.e., word processing or presentation software) for instruction?

23. If yes, what is your primary reason for using general productivity tools for instruction?

92 It provides some variety or a break from normal classroom activities

24. If yes, which one best describes your use of general productivity tools for instruction?

25. Do you use reference products (i.e., encyclopedias on CD-ROM) for instruction?

26. If yes, what is your primary reason for using reference products for instruction?

27. If yes, which one best describes the primary reason for using reference products for instruction?

28. What is the primary reason for not using software/CD-ROM, general productivity tools, or reference products?

Don't have enough computers in the classroom

Haven't had enough training on computers

Haven't had enough training on instructional software

Don't have enough time in the school day

Not enough time to prepare or try out software

93 Not the best way to help students master skills

Not enough quality/relevant product available

29. Do you use the Internet/Web sites to enhance instruction?

30. If yes, what is your primary reason for using Web sites for instruction?

31. If yes, which of the following best describes your use of Web sites for instruction?

32. What is the primary reason for not using Web sites for instruction?

Don't have enough computers connected to the internet in the classroom

Internet is slow/undependable

Haven't had enough training on computers

Haven't had enough training on Internet basics

Don't have enough time in the school day

Not enough time to prepare or try out Web sites

Not the best way to help students master skills

Not enough quality/relevant Web sites available

94 33. Taken all together, to what extent do you rely on software and the Internet for instruction?

To a great extent

To a moderate extent

To a minimal extent

Not at all

34. Are you aware that in 2006, items related to technology will be included in the state testing program and the QCC's for content areas?

Yes No

35. Do you feel adequately prepared to teach technology in the content area?

Yes No

36. Do you know how to find the latest version of the QCC's online?

Yes No

95 Addendum A3: Parent Committee Survey

96 Technology Committee Member Comment Sheet

School Represented:

Are you pleased with the degree to which computers are currently integrated into your child's education? Please explain.

How can the Colquitt County Schools best support the community in the use of technology?

What is your opinion on the effectiveness of using electronic media as a communication tool between schools and parents? (E-mail, WebPages, electronic newsletters)

What information would you like to have included on the System website?… On a school web site?

97 Addendum 4: Interoperability

98 Colquitt County Schools Procedures for Ensuring Interoperability and for Deploying of Older Equipment

The Colquitt County School system has practiced standardization of system software and hardware for eight years. Hardware specifications are written and re-evaluated every six months. An attempt is made to purchase high end equipment because technology changes and advances so quickly. Once specifications are written they are submitted to a list of approved vendors for bids. Bids are evaluated in regard to price but more importantly warranty, return procedures and shipping charges. The technology staff recommends a vendor to the Board of Education. It is not necessarily the lowest bid. The approved vendor is used for six months only and the process starts again. All purchases in Colquitt County Schools are made from the approved vendor.

Software purchases are also standardized. Major purchases are selected through a committee of interested parties. The software applications are viewed, evaluated, tested and compared to other applications. The Microsoft line of office applications has been used for seven years. All schools use Winnebago’s Spectrum for media automation, SASIxp for student information, STAR for math and reading analysis, AR for motivation of reading, plus others. Smaller applications are selected by individual schools.

Network applications are selected with SIF (Schools Interoperability Framework) compliance in mind. A long time and long range goal has been to have an integrated system for student information and fund accounting.

The technical staff keeps equipment in working order through routine maintenance and repair. Parts are salvaged for rebuilding older equipment when possible. The oldest computer equipment is declared surplus when it can no longer be used. Surplus equipment is included in the bi-annual auction held by all governmental agencies in Colquitt County. The City of Moultrie disposes of some pieces for us. We are seeking bids for disposal of monitors that do not sell in the auction.

99 Addendum A5: Acceptable Use Policy

100 Board Policy Descriptor Code: IFBG Internet Acceptable Use

The Board recognizes that as telecommunications and other new technologies shift the ways that information may be accessed, communicated and transferred by members of the society, those changes may also alter instruction and student learning. The Board generally supports access by students to rich information resources along with the development by staff of appropriate skills to analyze and evaluate such resources. In a free and democratic society, access to information is a fundamental right of citizenship.

Telecommunications, electronic information sources and networked services significantly alter the information landscape for schools by opening classrooms to a broader array of resources. In the past, instructional and library media materials could usually be screened-- prior to use--by committees of educators and community members intent on subjecting all such materials to reasonable selection criteria. Board Policy IFAA requires that all such materials be consistent with district-adopted guides, supporting and enriching the curriculum while taking into account the varied instructional needs, learning styles, abilities and developmental levels of the students. Telecommunications, because they may lead to any publicly available fileserver in the world, will open classrooms to electronic information resources which have not been screened by educators for use by students of various ages.

Electronic information research skills are now fundamental to preparation of citizens and future employees during an Age of Information. The Board expects that staff will blend thoughtful use of such information throughout the curriculum and that the staff will provide guidance and instruction to students in the appropriate use of such resources. Staff will consult the guidelines for instructional materials contained in Board Policy IFBC and will honor the goals for selection of instructional materials contained therein. Staff will establish classroom and media center guidelines for student use of network services in accordance with Title XVII of federal code known as “Children’s Internet Protection Act”.

Students are responsible for good behavior on school computer networks just as they are in a classroom or a school hallway. Communications on the network are often public in nature. General school rules for behavior and communications apply. The network is provided for students to conduct research and communicate with others. Access to network services will be provided to students who agree to act in a considerate and responsible manner.

Independent student use of telecommunications and electronic information resources will be permitted upon submission of permission forms and agreement forms by parents of minor students (under 18 years of age), and by students themselves. Regional networks require agreement by users to acceptable use policies outlining standards for behavior and communication.

Access to telecommunications will enable students to explore thousands of libraries, databases, and bulletin boards while exchanging messages with people throughout the world. The Board believes that the benefits to students from access in the form of information resources and opportunities for collaboration exceed the disadvantages. But ultimately, parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources. To

101 that end, the Colquitt County School System supports and respects each family's right to decide whether or not to apply for independent access.

The Board authorizes the Superintendent to prepare appropriate procedures for implementing this policy and for reviewing and evaluating its effect on instruction and student achievement.

ADOPTED: November 22, 1999 LAST REVISED: December 10, 2001

Colquitt County Board of Education

102 Addendum A6: Communication/Marketing

103 The progress made and successes experienced through technology will be reported to stakeholders at the local, state, and national levels. At the school level, each school will site specific projects or methods of sharing information with stakeholders. Students may display projects to show the integration of technology into the reading and writing curriculum. The individual schools publish and distribute newsletters on a regular basis. Required performance reports are submitted to the state at the specified times. Each school will include highlights of accomplishments on their web pages so the stakeholders at the local, state, and national levels can observe their progress. As students and teachers become confident and successful with the integration of technology into the curriculum, sharing their successes will be as natural as exploring the boundaries of their new world. Presentations of collaborative projects have been made at the Georgia Educational Technology Conference (GaETC) in the past. This method of sharing will continue as appropriate. Individual schools have plans to share information with parents and community members via electronic methods including distribution lists, e-mail alerts, student web pages for parents. ParentConnectxp will be another method of disseminating information to parents relating to progress and evaluation.

Local news media, which includes newspapers, television, and the local public information channel remain time honored methods of proving information to the community related to progress, evaluation, opportunities for involvement, and technology's role in helping students achieve the QCC's in innovative ways.

104 Addendum A7: Technology Support

105 At present, the Department of Instructional Services is composed of a Director, who also serves as Administrative Assistant for Human Resources, an office manager, four Instructional

Specialists, a Network Engineer, two Network Administrators, one technician and one apprentice. This group serves 15 sites.

The four Instructional Specialists divide the responsibility of the school sites. One specialist serves the high school and is also responsible for the system web site, a second specialist serves the two middle schools and is responsible for Student Information and Staff

Development. The two additional specialists divide responsibility for 12 sites that include 10 elementary and two specialty sites. One elementary specialist is responsible for grants and technology planning and the other elementary specialist has responsibility for Lottery. All four help with trouble shooting technical problems and act as liaison between their schools and the department.

The technical staff, a Network Engineer, two Network Administrators, one technician and one apprentice, has responsibility for the LAN, WAN, Internet and E-mail servers. They install, configure, and maintain the necessary hardware and software to provide a successful learning environment. Funding for four additional technicians has been requested. Our technical staff has responsibility for maintaining 2027 modern computers, over 800 peripherals including printers, scanners, and modems, and 19 servers according to the 2002 state inventory. This indicates we have one technical person for every 500 computers. That number has probably increased with the purchase of additional computers during the current school year.

The office manager maintains communication among staff members, operates a basic help desk for off site personnel, collects and submits FTE data, and maintains office financial records.

Each building administrators appoints a building technology contact to help with technical issues. The network engineer provides training classes bi-annually for this staff.