District Technology Plan 

ET-IL

Rangely School District RE-4

Technology Committee 2009-2012

 

 

Section 1: Demographics

District Name RE-4 Rangely School District

ET-IL Contact First Name  Jeff
ET-IL Contact Last Name Bell
Address 1  402 East Main St.

Address 2  

City Rangely               State   CO     ZIP 81648

Telephone 970-675-2207

Email jbell@rangelyk12.org
T
otal Number of Computers district wide   335

Internet connected student/computer ratio for district   452/200

Internet Connection Speed  T1 3 mb/s

District Entity Number   2720

Number of classrooms  52 (until consolidation)

Number of classrooms with Internet access  All classrooms have at least 1 drop

Date Plan Created  04/21/09

District/school is seeking to be qualified for: (check all that apply)

y Title IID Competitive/Formula Funds

y E-rate Funds

y Accreditation Assurance

 

 

Section 3: ET-IL Plan Elements

 

 

 

Vision-It is the vision of the Rangely School system to create a learning environment that provides access to current technologies for all students and teachers and in which technological tools creatively support both learning and teaching in all instruction areas.  Develop curriculum/technology integration so the technology becomes transparent to instruction.  (Emphasizing the integration of technology over the study of technology).

 

A.  Needs Assessment

 

As a district, RE-4 has made progress on previously identified goals by strategically planning technology staff development to be immediately applicable to student needs. The Rangely RE-4 school district via the direction of the district technology committee periodically assesses the district staff and administration for its technology, and technology literacy needs.  This is accomplished by a survey from the district’s technology committee, given to staff with input from building administration.  From this survey, the technology committee reports to the superintendent and through the superintendent to the school board.  The needs assessment includes items for professional staff needs as well as student achievement, student assessment and skill acquisition.   Key results of our needs assessment identify hardware, software, and specific curriculum suggestions.  This communication and coordination ensures consistent and efficient long range planning.   Such planning establishes equitable and cooperative implementation into the curriculum for the in-service training of students, staff, and administration and for procurement of capital for the linkage of district wide technology curriculum and technology literacy enrichment.

Rangely school district faces the challenge of declining student enrollment and all of the implications of this trend, such as budget constraints, staff reduction, and decreasing allocations for technology.  Service delivery will be maintained to all educational levels, however due to budget constraints hardware will be replaced on a need basis instead rather than a newer technology basis.  With this being said, RE-4 School District passed a Bond in the fall of ’08.  Included in this Bond measure were provisions for technology upgrades/updates.  The main components of the technology portion of the bond: upgrade student computer labs, Smart-Board installation in each classroom, and improved connectivity.

Our current infrastructure includes; 2 computer labs at the high school, 1 computer lab at the middle school, 1 computer lab and mini-labs located in various classrooms at the elementary school.  Each building is wired Cat-5 throughout with a central connectivity point to connect buildings via wireless bridge/antenna.  There is one central collection point located in a technology office where the district connects via T-1. At the point of connectivity the district has installed a Firewall and a filtering system (Sonic Wall) to meet CIPA requirements.  Through the use of interconnectivity of the district’s intra-network, all students and teachers have access to multiple servers, and international inter-networks.  Our current infrastructure will change in the 2009/2010 school year.  As mentioned previously, Re-4 is experiencing declining enrollment and budget shortfalls.  Due to these issues RE-4 is consolidating school buildings this summer (’09).  The end result of this consolidation will be; Parkview Elementary School will move to the current middle school building, and Rangely Middle School will move to Rangely High School.  The “new” Rangely High School will be a combination of grades 6-12.  Due to the closure of Parkview Elementary School, the school district will lose the ability to use the current wireless bridge/antenna capability due to the geographic location of the elementary school.  The consolidation will occur for the students in the new school year; however, the connectivity change will occur in stages throughout the school year.  The plan for district connectivity will involve placing a Fiber-Optic line between the new elementary school (old middle school), and the high school.  The high school will then become RE-4’s “Point-of-Presence” connectivity.  Another challenge facing the district with this consolidation is classroom placement in the high school.  To meet one of the challenges of space for the transfer of the middle school students, the tech plan includes a component of purchasing and implementing a mobile computer lab for the use of middle school students. All teachers and administrators have computers.  With the development and maintenance of a district approved software list, teachers have resources in which to draw upon for student and teacher applications. Through the use of technology classes all students will experience technology and information resources.  Teachers are instructed in the use of district software for instruction, assessment, and management. Working with SWAAAC and an assistive technology committee associated with BOCES, the district will ensure that assistive technology implemented through the Tech Act will be available for students with disabilities.  This technology will include low, medium, and high tech applications. Through the district goals of developing technology to ensure support for learning, instruction, curriculum, and management, the tech committee will provide for in-service instruction of teachers to identify and promote relevant curricula and teaching strategies that effectively incorporate technology.   The effectiveness of the curricula and strategies will be measured by teacher and administration surveys after implementation and practice to measure improvements in student academic achievement. 

 

B.  Goals, Objectives and Strategies for ET-IL

 

Using State and district standards:

·         The district will develop technology to ensure support for learning, instruction, curriculum and management

·         Identify technological skills that all students should master, and suggest methods for curricular integration into content areas

·         Coordinate curriculum with technological development and conversely. (Ensure that development is consistent with long range curriculum planning)

·         Ensure equitable access to the current tools of technology for all students and teachers

·         Establish links for cooperative-learning projects at all levels

·         Maximize the sharing of instructional methodologies

·         Provide students the opportunity to explore existing and emerging technologies and their real world applications

·         By using teacher evaluation tools, school administration will be able to ensure that technology is effectively integrated into curriculum

 

The district will support a structure to ensure that purchasing and planning for implementation will be a long range and ongoing process.

·         Maintain a district technology committee

·         Evaluate, revise and update the district plan on a regular on-going basis

·         Create and maintain a resource bank of district personnel who can provide hardware and software technical assistance and other support as necessary

·         Create and maintain an inventory of hardware and software

·         Develop and propose plans for long range funding to meet assessed needs

·         Conduct needs assessments on a regular basis and use gathered information to update district plans

·         Explore and develop partnerships with business and higher education.

·         Actively pursue grants and other funding sources

·         Develop community awareness programs as to uses of technology and potential support for ongoing projects

·         Ensure that the purchase of software is applicable to the task

·         Work cooperatively with other district technological groups

·         Create a district wide idea bank of ideas for integration of technology and assure its accessibility for teachers

·         Develop a policy to eliminate the illegal use of software

 

The district will continue to develop an ongoing staff-training program in the effective and appropriate uses of technology to promote learning.

·         Develop and implement a staff development plan that makes effective use of knowledgeable district personnel (Teacher Training Teachers Model)

·         Provide ongoing staff development opportunities as related to technology

·         Provide ongoing technical assistance for staff members

·         Identify technological skills that all teachers should know to effectively enhance instruction

·         Use relevant research results when implementing technology into the classroom

·         Provide ongoing instructional assistance for all staff members.  In using technologies to create:

·         Data-driven decision making (Alpine Systems)

·         Progress Monitoring tools (AIMS Web)

·         Smart Board technology instruction

·         More individualized instruction

·         More small group instruction

·         More environments that promote higher level thinking skills

·         More capturing presentations

 

The district will develop a system for the electronic transfer of data to support learning and instruction within an inter-school, inter-district, and inter-national framework.

·         Support existent network systems that exist within each of the schools

·         Assist with further development of existent school networks

·         Develop, implement, and support a plan for the connectivity of all schools to international networks

·         Develop and implement appropriate training programs to address:

·         Data security

·         Privacy

·         Viruses and data contamination

·         Pornography and other inappropriate material

·         Acquiring online curriculum and lesson plans

 

The district ensures that every student is technologically literate by the time the student finishes eighth grade.

·         All eighth grade students are assessed with a pen and paper technology assessment

·         The technology assessment will incorporate a “hands-on” portion that will assess learned skills

·         RE-4 schools have joined the consortium of: Colorado Tech Literacy Assessment Project, this will assist the district in future eighth grade assessments

 

Parent and community communication

·         All buildings have a web page

·         Parents have the option of receiving an E-newsletter from the high school, middle school and elementary school

·         RE-4 School District will be implementing Power School in the 2009/2010 school year, this will give parents the ability to electronically access student grades, assignments, and school communications

 

Rio Blanco BOCES in conjunction with RE-4 School District will continue to meet the above named standards and structures with the populations of special-needs students examples:

 

Special Education

·         Student IEP reports are computer generated

·         Educational reports

·         Data-driven decision making

·         Progress Monitoring tools

 

      Gifted and Talented

·         Student reports

·         Educational reports

·         Data-driven decision making

 

 

Technology Foundation Standards for All Students

RE-4 Rangely Schools

2009

 

Technology literacy is competency in using the appropriate tool to acquire, enhance, and communicate knowledge.   The appropriate tool may utilize high-tech resources and/or low-tech resources to achieve this goal.  RE-4 Rangely schools have adopted the following technology foundation standards for students.  The technology foundation standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators within the Profiles for Technology Literate Students to the standards. Teachers can use these standards and profiles as guidelines for planning technology-based activities and end of grade level expectations.   These standards are reviewed and changed as needed.

 

Technology Foundation Standards for Students

 

 

   1. Basic operations and concepts

·         Students demonstrate a sound understanding of the nature and operation of technology systems.

·         Students are proficient in the use of technology.

 

   2. Social, ethical, and human issues

·         Students understand the ethical, cultural, and societal issues related to technology.

·         Students practice responsible use of technology systems, information, and software

·         Students are aware of the various assistive technologies.

·         Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

 

   3. Technology productivity tools

·         Students use technology tools to enhance learning, increase productivity, and promote creativity.

·         Students understand the applications of technology for adaptive uses.

·         Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

 

   4. Technology communications tools

·         Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

·         Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

 

 5. Technology research tools

·         Students use technology to locate, evaluate, and collect information from a variety of sources.

·         Students use technology tools to process data and report results.

·         Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

 

6. Technology problem-solving and decision-making tools

·         Students use technology resources for solving problems and making informed decisions.

·         Students employ technology in the development of strategies for solving problems in the real world.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GRADES PRE K - 2

Performance Indicators:

 

All students should have opportunities to demonstrate the following performances.

 

* Numbers in parenthesis refer to technology standards for students

 

Prior to completion of Grade 2 students will:

 

1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)

2. Use a variety of media and technology resources for directed and independent learning activities. (1, 3)

3. Communicate about technology using developmentally appropriate and accurate terminology. (1)

4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)

5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)

             6. Demonstrate positive social and ethical behaviors when using technology. (2)

            7. Practice responsible use of technology systems and software. (2)

 8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)

9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)

10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)

 

 

 

GRADES 3 - 5

Performance Indicators:

 

All students should have opportunities to demonstrate the following performances.

 

* Numbers in parenthesis refer to technology standards for students

 

Prior to completion of Grade 5 students will:

 

1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)

2. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)

3. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2)

4. Use general-purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)

5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)

6. Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4)

7. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)

8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)

9. Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)

10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)

 

 

GRADES 6 - 8

Performance Indicators:

 

All students should have opportunities to demonstrate the following performances.

 

* Numbers in parenthesis refer to technology standards for students

 

By the completion of Grade 8 students will:

 

1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. (1)

2.  Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. (2)

3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2)

4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)

5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)

6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)

7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)

8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. (1, 6)

10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)

 

 

 

 

GRADES 9 - 12

Performance Indicators:

 

All students should have opportunities to demonstrate the following performances.

 

* Numbers in parenthesis refer to technology standards for students

 

Prior to completion of Grade 12 students will:

 

1. Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2)

2. Make informed choices among technology systems, resources, and services. (1, 2)

3. Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (2)

4. Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (2)

5. Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)

6. Evaluate technology-based options, including distance and distributed education, for lifelong learning. (5)

7. Routinely and efficiently research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information used for collaboration, research, publication, communication, and productivity. (2,4, 5, 6)

8. Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning. (4, 5)

9. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. (3, 5, 6)

10. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)

 

 

Technology Standards for Rangely Teachers

(From ISTE Teacher Indicators)

 

Educational Technology Standards and Performance Indicators for All Teachers

 

 

TECHNOLOGY OPERATIONS AND CONCEPTS.

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

1        Demonstrate introductory knowledge, skills, and understanding of concepts related to technology.

2        Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

 

PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

1        Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

2        Apply current research on teaching and learning with technology when planning learning environments and experiences.

3        Identify and locate technology resources and evaluate them for accuracy and suitability.

4        Plan for the management of technology resources within the context of learning activities.

5       Plan strategies to manage student learning in a technology-enhanced environment.

 

TEACHING, LEARNING, AND THE CURRICULUM.

Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:

1        Facilitate technology-enhanced experiences that address content standards and student technology standards.

2        Use technology to support learner-centered strategies that address the diverse needs of students.

3        Apply technology to develop students' higher order skills and creativity.

4         Manage student-learning activities in a technology-enhanced environment.

 

ASSESSMENT AND EVALUATION.

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

1        Apply technology in assessing student learning of subject matter using a variety of assessment techniques.

2        Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

3       Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

 

PRODUCTIVITY AND PROFESSIONAL PRACTICE.

Teachers use technology to enhance their productivity and professional practice. Teachers:

1        Use technology resources to engage in ongoing professional development and lifelong learning.

2        Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

 

Educational Improvement plan for Rangely Schools is in part; the Strategic Plan, the Board-Administrator agreement plan, and PAC goals.

Contextual learning is implemented with articulation from the technology teacher leader to assist with the integration of technology in student learning.  Occurring in academic teaching areas, using student and teacher standards.

 

C.  Collaboration and Integration

 

Staff members

 

ET-IL

    • Technology Director
    • Technology Committee
    • Superintendent

 

E-Rate

o   Superintendent

o   School district business manager

 

Title II-D Consolidated Application

o   BOCES Director

o    Technology Director/Technology Committee (working with Director in writing consolidated grant application to deliver professional development for all staff.)

 

Accreditation

o   Superintendent

o   Board of Education

o   Accreditation Team

o   Administrative Team

 

Curriculum and Assessment

o   Superintendent

o   Building Principals

o   BOCES Director

 

Professional Development

o   Superintendent

o   BOCES Director

o   Building Principals

o   Technology Team

 

Collaboration among educators- Rangely School District actively encourages collaboration among all district educators.  Input is sought on technology needs and training is provided in using new hardware and software.  The library staff is included and provides instruction to students on using software and on using the Internet as another resource.  The library staff works with students on evaluating the information found on the web and also teaches media literacy.  The libraries have purchased online subscription services, which have vastly improved their ability to provide research materials.  The libraries have completed cataloguing the video collection online for easier access from any available web portal by the staff.

 

Collaboration with community partners-The district will collaborate with local entities to assist the technology committee/school district achieve its goals by:

 

  • Tech prep committee-collaboration with community college for concurrent standards and computer courses
  • Recreation Center-internet access and integration of network with school district
  • Town Library-internet access and integration of network with school district, which allow access for students.
  • Local town government-shared use of fiber connectivity
  • Interconnection of all district buildings and staff to data, curriculum, and international networks
  • School to Work-internet access and integration of network with school district
  • Working with county government by way of projects for students i.e. BLM-Weed identification and location, using GPS and GIS    
  • BOCES- Title 1, assistive technology and collaboration of IEP software
  • When appropriate, collaboration with community college for staff development

 

Staff members-This district plan is implemented through the technology committee, the technology committee chair, the Superintendent of RE-4, and the School Board of RE-4.

 

Planning and implementation-The Rangely RE-4 school district technology team consist of members who represent each level of the district.  There is representation from elementary, middle school, and high school.  In addition to each educational level being represented, the team represents a cross-section of expertise.  The plan was developed by having each member consider elements of the plan according to their area of knowledge. 

 

Curricula and teaching that incorporate technology-Through the district goals of developing technology to ensure support for learning, instruction, curriculum, and management.  The tech committee will provide for in-service instruction of teachers to identify and promote relevant curricula and teaching strategies that effectively incorporate technology.   The effectiveness of the curricula and strategies will be measured by teacher and administration surveys after implementation and practice to measure improvements in student academic achievement.

 

Fostering increased student achievement through effective use of technology-By using Alpine Achievement, NWEA, and AIMS Web teachers in the school district can use data to drive instruction and implement and monitor interventions.  By using data to drive instruction, teachers will use researched-based strategies and interventions to improve student achievement.

 

Increasing accessibility-Through the use of interconnectivity of the district’s intra-network, all students and teachers have access to multiple servers, and international inter-networks.  All teachers and administrators have computers, and each building has at least one computer lab for student use.  With the development and maintenance of a district approved software list, teachers will have resources on which to draw for student and teacher applications.  By increasing the accessibility of technology for all staff members, all programs within the school district benefit.

 

Equity-Through the use of technology classes all students will experience technology and information resources.  Teachers are instructed in the use of district software for instruction, assessment, and attendance. Working with SWAAAC and an assistive technology committee associated with BOCES, the district will ensure that assistive technology implemented through the Tech Act will be available for students with disabilities.  This technology will include low, medium, and high tech applications.

 

 

 

D.  Professional Development

 

Professional Development- The district provides on-going training for all staff regarding the use of technology and information literacy.  The libraries continue to provide online subscription services for the use of students and staff.  Members of the Technology Team are available to teachers and administrators.  The Tech Team also plans a Technology In-service Day each February and some of the areas covered have been the Internet, new hardware, software, and data-decision making tools.  Technology training is provided during workshops held during the day.  When appropriate, the district combines professional development with CNCC. (Community College)

 

Leadership- Through the identification of a technology committee, and meetings, its maintenance and the committee’s encouragement the district is afforded technology leadership.  This entity guides the district in its curriculum, purchasing and planning for and implementation of technological applications within the district.  The committee provides the superintendent with needs based information and develops action plans facilitating the guidance of the district’s students and personnel.

 

Rangely School District has adopted student and teacher technology skills standards using the model provided by the International Society for Technology in Education (ISTE).  Staff and administrators are evaluated on the professional development provided by observation of integrating new skills and knowledge into every day activities, survey forms, and data-driven decision making.  With the changes in the federal reporting requirements, the school district will develop an assessment that measures the technological proficiency of teachers.  Challenges include declining student enrollment, and budget constraints.  Technology support staff is provided with training as needed, appropriate and when available.   Rio Blanco BOCES director in conjunction with the Superintendent and Technology Director work in writing the Consolidated Grant to provide ongoing, sustained professional development for teachers, administrators, and school library personnel to build staff and student capacity, leading to technology integration in the curriculum.  The Consolidated Grant will indicate at least 25% of Title II-D funding will be applied to professional development.

 

E. Technology Infrastructure and Support

 

Our current infrastructure includes; 2 computer labs at the high school, 1 computer lab at the middle school, 1 computer lab, and mini-labs located in various classrooms at the elementary school.  Each building is wired Cat-5 throughout with a central connectivity point to connect buildings via wireless bridge/antenna.  There is one central collection point located in a technology office where the district connects via 2 T-1 lines.  Our current infrastructure will change in the 2009/2010 school year.  Re-4 is experiencing declining enrollment and budget shortfalls.  Due to these issues RE-4 is consolidating school buildings this summer (’09).  The end result of this consolidation will be; Parkview Elementary School staff and students will move to the current middle school building, and Rangely Middle School staff and students will move to Rangely High School.  The “new” Rangely High School will be a combination of grades 6-12.  Due to the closure of Parkview Elementary School, the school district will lose the ability to use the current wireless bridge/antenna capability due to the geographic location of the elementary school.  The consolidation will occur for the students in the new school year (09/10); however, the connectivity change will occur in stages throughout the school year.  The plan for district connectivity will involve placing a Fiber-Optic line between the new elementary school (old middle school), and the high school.  The high school will then become RE-4’s “Point-of-Presence” connectivity.   Through the use of interconnectivity of the district’s intra-network, all students and teachers have access to multiple servers, and international inter-networks.  In addition to supplying the needs of Internet access to all students, schools, teachers, and staff, the network supplies connectivity to the public library, and the community recreation center.  All teachers and administrators have computers.  With the development and maintenance of a district approved software list, teachers will have resources in which to draw upon for student and teacher applications. Through the use of technology classes all students will experience technology and information resources.  Teachers are instructed in the use of district software for instruction, assessment, data collection, and attendance. Working with SWAAAC and an assistive technology committee associated with Rio Blanco BOCES, the district will ensure that assistive technology implemented through the Tech Act will be available for students with disabilities.  This technology will include low, medium, and high tech applications. Through the district goals of developing technology to ensure support for learning, instruction, curriculum, data-decision making, progress monitoring, and management, the tech committee will provide for in-service instruction of teachers to identify and promote relevant curricula and teaching strategies that effectively incorporate technology.   Effectiveness of the curricula and strategies will be measured, by teacher and administrative surveys after implementation.  Followed by administrator observation and practice to measure improvements in student academic achievement.  District level technology support staff includes a technology leader available to all schools.  In addition, there is a technology teacher leader available for support to Rangely RE-4 teachers and Rio Blanco BOCES teachers and staff. 

Rangely school district will continue to maintain adequate telecommunication ability to all locations and users.  A portion of the Bond Election funds will be used to modify and update existing telecommunication equipment and services.  Telecommunication services include telephone services for all buildings.  The district utilizes separate T-1 connections for connectivity to the Internet, and wireless connections between buildings with wired Cat-5 connections within each building to a central connection point.  District curriculum support is assured through telephone and Internet connections to the appropriate entities. District support for staff in the use of assessment and data tools is supplied via professional development for initial implementation and ongoing training through teacher leaders and administration   Library information services are provided by librarian computers and a student mini-lab located within the high school library.  Additionally, Rio Blanco BOCES video library is located on-line for teacher access.  Network and data security is an ongoing process maintained by the technology department.  Network capabilities and access are upgraded as needed.  Hardware needs and filtering services are purchased on an as needed basis determined by the Superintendent and technology committee.   The district maintains 1 staff employee for all network and data security needs with assistance from a technology teacher leader.    Communication and information is supported through collaboration with community partners and parents by meetings, webpage, and e-letters.

 

 

F.  Policies and Procedures

 

Review of policies and procedures-Included here are current policies and procedures in place for Rangely School District RE-4.

 

 

 

 

INTERNET SAFETY

Student Access to Networked Information Resources

 

 

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 have also altered instruction and student learning. The Board 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 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 local 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.

 

Students are responsible for appropriate 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 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.

 

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 that end, the Rangely Public Schools support and respect each family's right to decide whether or not to approve independent access.

 

ADOPTED:  January 15, 2002 

 

Rangely School District RE-4 Rangely, CO  81648

 

 

 

 

 

 

 

 

 

 

RESPONSIBLE USE AGREEMENT

COMPUTERS, THE COMPUTER NETWORK AND THE INTERNET

                                                      PARENT PERMISSION FORM

                                                            2002-03

 

 

Rangely Schools are proud of our technological access to educational resources on the Internet and do utilize it as part of our curriculum in the classroom under the supervision of the classroom teacher.  We are also pleased to offer students access to a computer network for Internet use in pursuing their educational program. To gain access to the Internet, all students must sign this Responsible Use Agreement and students under 18 years of age must obtain parental permission as verified by the signatures on this form. Should a parent prefer that a student not have independent Internet access, use of the school’s computers is still possible for more traditional purposes such as word processing. 

What is possible?

Access to the Internet will enable students to explore thousands of libraries, databases, museums, and other repositories of information.

The school Internet access is filtered.

The school district's Internet service is aggressively filtered to avoid objectionable and offensive material. Parents should be aware however, that there is still some risk that some material accessible via the Internet might contain items that are illegal, defamatory, inaccurate, or potentially offensive. While the purposes of the schools are to use Internet resources for constructive educational goals, students may find ways to access other materials. We believe that the benefits to students from access to the Internet 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. Therefore, we support and respect each family's right to decide whether or not to apply for independent Internet access.

What is expected?

Students are responsible for appropriate behavior on the school's computer network just as they are in a classroom or on a school playground. Communications on the network are often public in nature. General school rules for behavior and communications apply. It is expected that users will comply with district standards and the specific rules set forth below. The use of the network is a privilege, not a right, and may be revoked if abused. The user is personally responsible for his/her actions in accessing and utilizing the school's computer resources. The students are advised never to access, keep, or send anything that they would not want their parents or teachers to see.

What are the rules?

Privacy -- Network storage areas may be treated like school lockers. Network administrators may review communications to maintain system integrity.

Storage capacity -- Users are expected to delete material, which take up excessive storage space. Individual students will equally share 30% of the total server storage space.

Illegal copying -- Students should never download or install any commercial software, shareware, or freeware onto network drives or disks. This eliminates concerns regarding copyright violations, storage capacity and provides greater protection against computer viruses. Nor should students copy other people's work or intrude into other people's files.

Inappropriate materials or language -- No profane, abusive or impolite language should be used to communicate nor should materials be accessed which are not in line with the rules of school behavior. A good rule to follow is never view, send, or access materials, which you would not want your teachers and parents to see. Should students encounter such material by accident, they should report it their teacher immediately.

 

 

Succinct Advice

These are guidelines to follow to prevent the loss of network privileges at School.

 

1. Do not use a computer to harm other people or their work.

2. Do not damage the computer or the network in any way.

3. Do not interfere with the operation of the network by installing illegal software, shareware, or freeware.

4. Do not violate copyright laws.

5. Do not view, send, or display offensive messages or pictures.

6. Do not share your password with another person.

7. Do not waste limited resources such as disk space, bandwidth or printing capacity.

8. Do not trespass in others folders, work, or files.

9. Notify an adult immediately if you encounter materials that violate the rules of appropriate use.

10. You will be held accountable for your actions and for the loss of privileges if the Rules of Appropriate Use are violated.

 

Student Signature _____________________________________________Date________

 

PARENT PERMISSION FORM (Must be completed for all students under 18)

As a parent or guardian of a student at a Rangely School, I have read the above information about the appropriate use of computers at the school and I understand this

agreement will be kept on file at the school. (Questions should be directed to the principal for clarification.)

 

My child may use the Internet while at school according to the rules outlined. ____

 

I request that my child not use the Internet independently while at school. _____

 

Parent Name (print) _____________________________________________________

                      

Parent Signature _____________________________________________Date___________

 

 

 

           

INTERNET SAFETY

Student Access to Networked Information Resources

 

 

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 have also altered instruction and student learning. The Board 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 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 local 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.

 

Students are responsible for appropriate 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 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.

 

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 that end, the Rangely Public Schools support and respect each family's right to decide whether or not to approve independent access.

 

ADOPTED:  January 15, 2002 

 

Rangely School District RE-4 Rangely, CO  81648

 

 

 

Rangely Schools RE-4 and Rio Blanco BOCES

Laptop Policy

 

Employees must read and sign a copy of this policy statement, which will be kept on file in the IT Department. A copy of this policy statement will be provided to each borrower for his or her reference.

 

Loan Procedure

Teachers are assigned a laptop computer by the school district/school administrator/BOCES.

The working condition of the laptop is noted when assigned.

 

All units provided by the IT Department for employee use are pre-configured with the following software suite:  (Mac/Apple)

OS-X and the software connected to it

Microsoft Office

Chancery software

Various programs dependant upon the users needs as determined by the IT department, or administrator.

 

The IT Department strongly discourages any users from installing any additional software or hardware to the laptop units. Any additional software installed must not disable or alter the functionality of the pre-included software or hardware and must be virus-free. Any software or hardware components added to the system are the responsibility of the individual and the supplying vendor. A fee will be charged for any work required to restore the laptop’s original software and/or hardware.

Unauthorized copying of software is a violation of RE-4’s acceptable computer use policy. It is also illegal, as software is protected by copyright law. Unauthorized duplication is a Federal crime. It makes no difference whether the duplication is done for profit or for free distribution.

 

Maintenance

All laptops are covered under the laptop manufacturer’s limited warranty. Damage not covered by the manufacturers warranty or the IT Department includes:

  • Accident.
  • Unreasonable use, abuse, neglect, and alternations.
  • Improper service, improper installation, and improper connections with peripherals.
  • Other causes not arising out of defects in materials or workmanship.
  • Any service or repair provided outside the scope of the limited warranty.
  • Damage to or loss of any programs, data, or removable storage media, whether it occurs during warranty repair or other repair service.

Any attempts to dismantle or repair the laptop unit oneself will invalidate the manufacturers warranty and may result in the employee compensating the district for costs incurred.

Employees using the laptop loan service may contact their administrator for standard system support or in order to notify the IT Department of any problems encountered during their loan period.

Employees are responsible for periodic cleaning of the laptop computer; this includes keyboard, screen and exterior.

 

Security

Users are responsible for damage to and/or loss or theft of loaned laptop units. In order to avoid loss or theft, please follow these guidelines:

 Airports: Never leave the laptop unattended. Do not check the laptop as baggage. Exercise diligence in watching the laptop as it is passed through any x-ray devices.

 Cars: Keep the car locked and the laptop out of view. Ensure that the laptop is securely stored so that it does not slide while driving. Avoid storage of the laptop in a car during very hot or very cold weather.

If the laptop is lost or stolen, a written claim must be filed within 24 hours to the IT Department and notice given to the appropriate police authorities. If a laptop is lost, damaged, or stolen, the employee responsible for that laptop must attend an investigative meeting where the circumstances surrounding the loss, damage, or theft will be discussed in depth.

Users are responsible for performing their own data backups. The IT Department is not responsible for any files left on any laptop or for loss of, or damage to, a user’s files during the loan period. The IT Department is also not responsible for any computer viruses transferred to, or from, a user’s disk while using the laptop.

 

I have read and understand this Laptop Computer Loan Policy.

 

Borrower’s Signature: _________________________________________

Borrower’s Printed Name: _____________________________________

Today’s Date: _______________________________________________

Computer Serial Number_______________________________________

Computer Type (I-Book, Power Book, etc)_________________________

External Keyboard Y/N  Serial Number___________________________

External Mouse  Y/N  Serial Number_____________________________

Case Included  Y/N  Brand/Description_________________________________________________________

Unless otherwise documented the employee will retain possession of the same computer during their employment with RE-4/Rio Blanco BOCES

IT/Administrator:  Laptop condition/notes ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

File: GBEE*

 

Date of Last Action: September 10, 2002

Staff Use of the Internet and Electronic Communications

No expectation of privacy

District computers and computer systems are owned by the district and are intended for educational purposes and district business at all times. Staff members shall have no expectation of privacy when using district access to the Internet or electronic communications. The district reserves the right to monitor, inspect, copy, review and store (at any time and without prior notice) all usage of district computers and computer systems, including all Internet and electronic communications access and transmission/receipt of materials and information. All material and information accessed/received through district computers and computer systems shall remain the property of the school district.

Blocking or filtering obscene, pornographic and harmful information

To protect students from material and information that is obscene, child pornography or otherwise harmful to minors, as defined by the Board, hardware that blocks or filters such material and information has been installed on all district computers having Internet or electronic communications access. Blocking or filtering hardware may be disabled by a supervising teacher or school administrator, as necessary, for purposes of bona fide research or other educational projects being conducted by staff members over the age of 18.

Unauthorized and unacceptable uses

Staff members shall use district computers and computer systems in a responsible, efficient, ethical and legal manner.

Because technology and ways of using technology are constantly evolving, every unacceptable use of district computers and computers systems can not be specifically described in policy. Therefore, examples of unacceptable uses include, but are not limited to, the following. [Note: The Board has discretion to determine which uses are unacceptable. The following list provides examples the Board may wish to consider.]

No staff member shall access, create, transmit, retransmit or forward material or information:

  • that promotes violence or advocates destruction of property including, but not limited to, access to information concerning the manufacturing or purchasing of destructive devices or weapons
  • that is not related to district education objectives
  • that contains pornographic, obscene or other sexually oriented materials
  • that harasses, threatens, demeans, or promotes violence or hatred against another person or group of persons with regard to race, color, sex, religion, national origin, age, marital status, disability or handicap
  • for personal profit, financial gain, advertising, or commercial transaction
  • that plagiarizes the work of another
  • that uses inappropriate or profane language likely to be offensive to others in the school community
  • that is knowingly false or could be construed as intending to purposely damage another person's reputation
  • in violation of any federal or state law, including but not limited to copyrighted material and material protected by trade secret
  • that contains personal information about themselves or others, including information protected by confidentiality laws
  • using another individual's Internet or electronic communications account without written permission from that individual
  • that impersonates another or transmits through an anonymous remailer

Security

Security on district computer systems is a high priority. Staff members who identify a security problem while using the Internet or electronic communications must immediately notify a system administrator logging on to the Internet or electronic communications as a system administrator is prohibited.

Staff members shall not:

  • use another person's password or any other identifier
  • gain or attempt to gain unauthorized access to district computers or computers systems
  • read, alter, delete or copy, or attempt to do so, electronic communications of other system users

Any staff member identified as a security risk may be denied access to the Internet and electronic communications.

Confidentiality

Staff members shall not access, receive, transmit or retransmit material regarding students, parents/guardians or district employees that is protected by confidentiality laws. If material is not legally protected but is of a confidential or sensitive nature, great care shall be taken to ensure that only those with a "need to know" are allowed access to the material. Staff members shall handle all employee, student and district records in accordance with policies GBJ (Personnel Records and Files), JRA/JRC (Student Records/Release of Information on Students) and EGAEA (Public Electronic Mail Records).

Vandalism

Vandalism directed at the computer communications system will result in cancellation of privileges and may result in school disciplinary action and/or legal action. Vandalism is defined as any malicious or intentional attempt to harm, destroy, modify, abuse or disrupt operation of any network within the school district or any network connected to the Internet, operation of any form of electronic communications, the data contained on any network or electronic communications, the data of another user, usage by another user, or district-owned software or hardware. This includes, but is not limited to, the uploading or creation of computer viruses.

Unauthorized software

Staff members are prohibited from using or possessing any software that has been downloaded or is otherwise in the user's possession without appropriate registration and payment of any fees owed to the software owner.

Staff member use is a privilege

Use of the Internet and electronic communications demands personal responsibility and an understanding of the acceptable and unacceptable uses of such tools. Staff member use of the Internet and electronic communications is a privilege, not a right. Failure to follow the use procedures contained in this policy will result in the loss of the privilege to use these tools and may result in school disciplinary action and/or legal action. The school district may deny, revoke or suspend access to district technology or close accounts at any time.

Staff members shall be required to sign the district's Acceptable Use Agreement before Internet or electronic communications accounts shall be issued or access shall be allowed.

School district makes no warranties

The school district makes no warranties of any kind, whether expressed or implied, related to the use of district computers and computer systems, including access to the Internet and electronic communications services. Providing access to these services does not imply endorsement by the district of the content, nor does the district make any guarantee as to the accuracy or quality of information received. The School District shall not be responsible for any damages, losses or costs a staff member suffers in using the Internet and electronic communications. This includes loss of data and service interruptions. Use of any information obtained via the Internet and electronic communications is at the staff member's own risk.

 

ADOPTED: September 10, 2002

 

LEGAL REFS.: 47 U.S.C. 254(h) (Children's Internet Protection Act of 2000)

47 U.S.C. 231 (Child Online Protection Act of 1998)

20 U.S.C. 6801 et seq. (Elementary and Secondary Education Act)

Rangely School District RE-4, Rangely, Colorado

 

 

File: GBEE*-E

Staff Use of the Internet and Electronic Communications
(Annual Acceptable Use Agreement)

Date of Last Action: May, 2004

Staff Member

I have read, understand and will abide by the district’s policy on Staff Use of the Internet and Electronic Communications. Should I commit any violation or in any way misuse my access to the school district’s computers or computer system, including use of the Internet and electronic communications, I understand and agree that my access privileges may be revoked and disciplinary and/or legal action may be taken.

I hereby release the school district from all costs, claims, damages or losses resulting from my use of district computers and computer systems, including use of the Internet and electronic communications, including but not limited to any user fees or charges incurred through the purchase of goods or services.

Your signature on this Acceptable Use Agreement is binding and indicates you have read the school district’s policy on Staff Use of the Internet and Electronic Communications and understand its significance.

__________________________________
Staff Members Name (Printed)

__________________________________ 
Staff Member’s Signature

__________________________ 
Date

Rangely School District Re-4, Rangely, Colorado

 

ADD

SAFE SCHOOLS

RANGELY SCHOOL DISTRICT RE-4

Last Action: October 10, 2000

The Board of Education recognizes that effective learning and teaching takes place in a safe, secure and welcoming environment and that safe schools contribute to improved attendance, increased student achievement and community support. To that end, the Board directs the superintendent, following consultation with the school district accountability committee and Parent Advisory Committee, parents, teachers, administrators, students and when appropriate, members of the community, to develop a "Safe Schools" plan that includes:

 

1. Procedures that address the supervision and security of school buildings and grounds.

2. Procedures that address the supervision of students during school hours and school-sponsored activities.

3. Procedures that address persons visiting school buildings and attending school-sponsored activities.

4. Training programs for staff and students in crisis prevention and management.

5. Training programs for staff and students in emergency response procedures that include practice drills.

6. Training programs for staff and students in how to recognize and respond to behavior or other information that may indicate impending violence or other safety problems.

7. Training and support for students that aims to relieve the fear, embarrassment and peer pressure associated with reporting behavior that may indicate impending violence or other safety problems.

8. Procedures for safe, confidential reporting of security and safety concerns at each school building.

9. Procedures for regular assessments by school security professionals and/or law enforcement officers to evaluate the security needs of each school building and to provide recommendations for improvements if necessary.

10. Procedures for regular assessments by school climate professionals to determine whether students feel safe and to provide recommendations for improvements in school climate at each district building.

11. Procedures to provide for regular communications between district officials, law enforcement officers, fire department officials, city and county officials and local medical personnel to discuss crisis prevention and management strategies, including involvement by these parties in the development and revision of crisis prevention and management plans.

12. Training programs for staff and students in safety precautions and procedures related to fire prevention, natural disaster response, accident prevention, public health, traffic, bicycle and pedestrian safety, environmental hazards, civil defense, classroom and occupational safety, and special hazards associated with athletics and other extracurricular activities.

13. Procedures for the reporting of criminal activity to law enforcement.

Each building principal shall be responsible for the supervision and implementation of the safe school program at his or her school. The principal shall submit annually, in the manner and by the date specified by the State Board of Education, a written report to the Board of Education concerning the learning environment in the school during that school year. The report shall contain, at a minimum, the information required by law.

It shall be the responsibility of the superintendent or designee to compile the annual safety reports from each principal and submit the compilation to the Board of Education. The Board shall issue a final safety report. The report shall be made available to the public and shall be submitted to the State Board of Education in accordance with state law and regulation.

ADOPTED: October 10, 2000 

LEGAL REFS.:C.R.S. 9-1-101 through 9-1-106 (construction requirements, fire escapes, etc.)

C.R.S. 22-3-101 through 22-3-104 (eye protective devices)

C.R.S. 22-32-109.1 (safe schools plan)

C.R.S. 22-32-110 (1)(k)

C.R.S. 22-32-124 (2),(3) (building inspections)

C.R.S. 24-10-106.5 (duty of care)

 

CROSS REF.: ECA/ECAB, Security/Access to Buildings

GBGAA*, Staff Training in Crisis Prevention and Management

KDE, Crisis Management

KI, Visitors to School

ADOPTED: October 1986

REVISED:  October 11, 1988

Rangely School District RE-4, Rangely, Colorado

 EGAEA

Electronic Mail

Last Action:September 10, 2002

Electronic Mail

Electronic mail is an electronic message that is transmitted between two or more computers or electronic terminals, whether or not the message is converted to hard copy format after receipt and whether or not the message is viewed upon transmission or stored for later retrieval. Electronic mail includes all electronic messages that are transmitted through a local, regional, or global computer network.

All district electronic mail systems are owned by the district and are intended for the purpose of conducting official district business only. District electronic mail systems are not intended for personal use by employees of the district and employees should have no expectation of privacy when using the electronic mail systems.

The district retains all legal rights to review, store and disclose all information sent over the district electronic mail systems, including but not limited to determining whether the information is a public record, whether it contains information discoverable in litigation and to access district information in the employee's absence.

Electronic mail, sent or received by the Board or the district's employees, considered to be public record shall be subject to public disclosure or inspection under the Colorado Open Records Act. All Board and district electronic mail communications will be monitored in accordance with the attached regulations to ensure that all public electronic mail records are retained, archived and destroyed in compliance with state law.

The custodian of records for the district will assist the public in locating any specific public electronic mail record requested and will ensure public access to public electronic mail records without unreasonable delay or cost.

District employees will be subject to disciplinary action for violation of this policy.

Adopted: June 3, 1997

Revised: September 10, 2002

LEGAL REFS.:

CRS 24-6-401 et seq. (Colorado Sunshine Act)

CRS 24-72-201 et seq. (Colorado Open Records Act)

CRS 24-80-101 et seq. (State Archives and Public Records)

CROSS REF.:

GBEE*, Staff Use of Internet and Electronic Communications

GBJ, Personnel Records/Files

JRA/JRC, Student Records/Release of Information on Students

JS*, Student Use of Internet and Electronic Communications 

Rangely School District RE-4, Rangely, Colorado

 


 

 

 

 

 

Section G.  Budget Continued

Rangely School District passed a Bond Election in the fall of 2008 that specifies use of funds for technology purposes.   The technology budget reflects the use of Bond funds for specific purchases over the next 3 years.  Portions of the budget are remaining within the scope of the General Fund budget. 

 

The Technology Committee, Superintendent, and school board will evaluate the district’s technology budget annually.  The budget is comprised of three (3) main components: Capital Reserve, general operating budget, and Bond Fund.  Capital reserve is for large expense items in connectivity, hardware, software, print and electronic resources.  The general operating budget for technology will concentrate on consumables and lower cost items, as well as items that are specific to a building which also include print materials and electronically delivered learning materials.  In addition to the main components, E-Rate and grant money from the Consolidated Federal Grant funds assist with budgetary concerns.

Technology Capital Reserve Plan 2009-2012

Revised 4/27/09

 

 

 

Rationale

 

2009-2010

School consolidation and school remodel will begin in the summer of 2009.  Within the scope of this work, there will be purchases of computer labs, wiring for Smart Boards, change to Power School, relocation of wireless antenna, and micro-segmentation of the individual schools. 

Telephone (PBX) change for schools, both in service and equipment

This will be the first of a three-year plan to replace all teacher computers, with the goal of 20 computers per year.           

Annual updates for Sonic Wall (Filtering Software)

Alpine Achievement subscription renewal

Alpine Achievement Professional Development

MAPS testing  (Cost is an approximate to date for professional development and subscription costs)

Reading software subscription

Replacement of district switches                                           

 

 

2010-2011

Purchase and installation of Smart Boards in each classroom will occur.  With this installation, teacher Professional Development will be provided.

This will be the second year of teacher computer replacement

Fiber connection between buildings to be considered for this year

Annual updates for Sonic Wall (Filtering Software)

Alpine Achievement subscription renewal

Alpine Achievement Professional Development

MAPS testing subscriptions

T-1 connection service

Power School updates and subscription costs (possible additional professional development)

 

 

2011-2012

The district’s license for virus protection expires this year.

A planned upgrade of district servers will begin this year.

Teacher laptop computers will be replaced (continuation of 3 year plan)

The district’s student grading and management software (Power School) is updated annually.

T-1 connection service

Fiber connection to schools to be completed by this year

Annual updates for Sonic Wall (Filtering Software)

Alpine Achievement subscription renewal

MAPS testing subscriptions

 

 

 

 

 

Declining student enrollment impacts Rangely RE-4 school district’s funding because of the impact on the school district’s complete budget, however with appropriate planning and prudence the needs of the district will be met.  Funding sources for technology needs come from primarily 3 sources, general fund expenditures, capital reserve expenditures, and Bond fund expenditures.  E-Rate funding is another source of revenue to be used for technology expenses.  E-Rate applicable items include but are not limited to; telecommunication expenses, T-1 expenses, specific hardware needs (servers, switches), specific software applications, and some professional development needs.  Another funding source used for technology comes from the Consolidated Federal Grant process. 

 

H.  Action Plan

           

Timeline-

 

2009-2010

 

-Maintenance of phone line/T1 line to Wireless

-Maintenance of district wide virus protection

-Micro segmentation Project –removes “daisy chained” hubs from High School and configure network with switches

-Purchase and setup of new computer labs for school, including mobile student computer lab

-School consolidation and remodel-includes wiring for Smart Boards

-Teacher computer replacement-1/3 per year (of total machines)

-Change for district grading and student management software

-Update filter subscription

-Update subscription for Fire Wall protection

-Network and computer maintenance

-Implementation and maintenance of student online course work

-Revaluation of 8th Grade Literacy and full integration of technology into curriculum

-Technology in-service: topic to be determined annually

-Evaluate, revise and update district plan

 

 

 

2010-2011

 

-Maintenance of phone line/T1 line to Wireless

-Installation of Fiber connection between buildings

-Lab updates

-Software updates

-Updates for district grading and student management software

-Server updates

-Update filter subscription

-Update subscription for Fire Wall protection

-Evaluate and update subscription for virus protection

-Micro segmentation Project-remove outdated Cat-3 and replace with Cat-5

-Teacher computer replacement-1/3 per year (of total machines)

-Network and computer maintenance

-Evaluation and continuation of student online course work

-Revaluation of 8th Grade Literacy and full integration of technology into curriculum

-Technology in-service: Dependent upon staff needs and wants

-Evaluate, revise and update district plan

 

2011-2012

 

-Maintenance of phone line/T1 line to Wireless

-Maintenance of fiber line to T1 and wireless

-Lab updates

-Software updates

-Updates for district grading and student management software

-Server updates

-Update filter subscription

-Update Firewall and virus protection

-Teacher computer replacement-1/3 per year (of total machines)

-Network and computer maintenance

-Evaluation and continuation of student online course work

-Revaluation of 8th Grade Literacy and full integration of technology into curriculum

-Technology in-service: Dependent upon staff needs and wants

-Evaluate, revise and update district plan

 

Capital Reserve budget and timeline indicate action steps and budget commitments for the upcoming 3 year plan.  What have not been fully itemized are the general fund expenditures.  The needs have been indicated on the timeline with estimated budgetary amounts.  Some general fund expenditures are at the discretion of the building principal, and some are at the discretion of the technology department.  By utilizing the Technology Foundation Standards for All Students, Rangely RE-4 school district will ensure that every student is technologically literate by the time the student finishes eighth grade, with additional benchmarks indicated by the time the student graduates high school.

 

I.  Evaluation

 

Rangely RE-4 District Technology plan for 2006-2009 was reviewed in detail prior to the writing of the new plan.  The previous plan indicated some similar topics and goals for the district.  New policies and procedures were written and implemented as a result of the plan.  The action plan and timeline from the prior plan were acted upon and reviewed annually.  Items from the timeline were adjusted as needed because unforeseen concerns and problems were addressed as needed.  Declining student enrollment and reduced budget impacted the action plan by shifting the timeline as needed.  Some of the main timeline action items that were completed are; final conversion of phone line to  (2)T-1 connections, BeanPole project implementation and completion, installation of district wide virus protection, lab updates, lab replacements, offering of student online course work, successful professional development, software updates, server updates, Firewall updates, network filtering, 8th Grade literacy assessment and ongoing teacher computer replacements. 

A mini-lab of student computers in the high school library has given access to students for research and information literacy.    The libraries have implemented on-line subscription services, which have vastly improved their ability to provide research materials.  The high school library has completed the cataloguing of Rio Blanco BOCES’ video library.

 The school district has trained teachers in the use of data decision-making and purchased the appropriate software and licenses.  Other professional development included training on the new operating systems for all computers, on-line literacy, lesson planning with technology incorporated, network education, Reading programs, student grading, records and information.  Video on demand via the Internet was a professional development training that will need to be revisited due to teacher response of being overwhelmed with new technologies.  Individualized sessions of teacher surveys for completed professional development have proved to be invaluable when assessing the success and implementation of new learning.  Teacher needs assessments conducted prior to professional development dates have streamlined the professional development process.  Through Rio Blanco BOCES, professional development occurred in training Special Education teachers to utilize a new computer based IEP writing program and the associated assessment data.  

The collaboration of community partners is occurring with the realization of some of the goals outlined in the prior technology plan.  The recreation center and public library network integration project was implemented with ongoing maintenance. 

 A checklist is being developed in which the Technology Team will evaluate whether the needs of the district are being met and surveys will continue to be conducted during various times of the year to see what areas we need to focus on and the best ways to meet those needs.

An evaluation plan is an ongoing process that directly evaluates the proposed strategies, goals, objectives, and timelines. Technology is one area in the 21st Century that must be able to make mid-course corrections as new developments arise or opportunities are presented.  With this in mind the technology plan will be evaluated annually at a minimum, and adjustments made to the district budget as needed. The technology infrastructure and telecommunication will be evaluated at a minimum annually and changed as needs arise.  Timelines for acquisition of specific hardware and software need to be somewhat fluid due to budget concerns and equipment failure, however renewal of subscription and service contracts are not. The Technology Plan will be reviewed by the Technology Committee, Technology Committee chair, and the Superintendent of Schools.  The documentation of the evaluation and changes to the plan will be done by the same entities.  By utilizing the Technology Foundation Standards for all Students, Rangely RE-4 school district will ensure that every student is technologically literate by the time the student finishes eighth grade, with additional benchmarks indicated by the time the student graduates high school.  Similarly, by utilizing the teacher technology standards, Rangely school district will be assured of having teachers that can implement the technology standards for students.  By using administrator observations and evaluations of professional staff, there will be indicators and recommendations as to the implementation of technology into curricula and enabling students to achieve the challenging state academic standards requirements.