Needs

Athens Previous Plan Progress

 

Goal 1:  All students will experience a quality, standards-based education that maximizes learning and encourages connectivity, productivity, and efficiency.

Objective One: Cultivate 21st century skills with emphasis on higher order thinking and problem-solving skills.

 

Achieved, In Process, Set Aside

Action Step 1: Ensure students receive training on social media and cyberbullying. Safe use of resources.

students will attend workshop-type lessons and classroom sessions to learn about cyberbullying

 In Process

Action Step 2: Continue to provide library based websites, databases, access to resources in and out of school. 24-7 access.

website design/review by administrative team

 Achieved and In Process

Action Step 3: Establish a web presence within school and community.

website design/review by administrative team

 Achieved

Action Step 4: Library will continue to provide resources to support student information literacy in both print and nonprint forms.

Administrative team evaluation

 Achieved and In Process

Goal 2:  The district wants to continuously provide outstanding curriculum, instruction and assessment. This will be provided by well-prepared instructional staff.

Objective One: Staff will continue to improve their information and technology skills/knowledge to support advancing and building curriculum and instruction.

Action Step 1:  Survey staff for professional development needs.

completion of staff survey web-based site.

 In Process

Action Step 2:  Plan staff development options based on surveys and district initiatives

observations/evaluate mapping to district goals

 Achieved and In Process

Action Step 3: Update district online technology resources to meet staff on-line information and technology needs.

website design/evaluate use of Gapps by staff

 In Process

Action Step 4: Library/Media technology webpage within district site to include quick links to internet for immediate use of resources

website design/administrative evaluation

 Achieved and In Process

Goal 3:  Increase Library Impact on Literacy in All Curricula.  Information access, research, reading and writing must be a part of all curricula. The ITLC will be a key provider to students and staff.

Objective One: By the end of each year of the plan, grades Jr-Kindergarten through 12th instructional staff will be accountable for incorporating technology that supports real world applications and incorporates content and common core standards.

Action Step 1: Instructors review common core standards focusing on information technology changes/additions.

classroom observation

 In Process

Action Step 2: English-Language Arts area will be up-graded by Build Your Own Curriculum (BYOC) to meet Common Core State Standards.

data driven through assessments of Dibels, MAP and WKCE

 In Process then Set Aside

Action Step 3: Other Professional development opportunities related to technology needs

all staff completed four module assignments

 In Process

Action Step 4: Communication between media specialist and classroom teachers to meet needs of ELA common core standards and education units of other curricula.

verbal communication/document mapping to lesson plans

 In Process

Goal 4:   Increase Organizational Effectiveness and Efficiency

Technology infrastructure and administrative services provide a supportive function for a teaching and learning organization. The hardware and services must be appropriately designed, implemented and maintained to be effective and efficient.

Objective One: Maintain a reliable, cost-effective, and secure technology infrastructure that supports, learning, teaching, and the goals of the district.

Action Step 1: District is working toward online resources presence as support for teaching, learning and communication

network quality analysis

 Achieved and In Process

Action Step 2: Research the potential of BYOD (Bring Your Own Device).

reporting on successful authentication and app access

 In Process

Action Step 3: Providing WiFi connection.

secure and public access appropriateness

 Achieved

Action Step 4: Providing district-wide robust wireless access to connect staff and students

Report on subscription levels of wireless access points and bandwidth usage

 In Process

Objective Two: Provide students and staff with ready access to the necessary information and technology to support curriculum, teaching, business, and learning.

Action Step 1: Ensure students have convenient access to technology and information resources during and outside of the school day.

report through dhcp counts of endpoints accessing network or having virtual sessions

 Achieved and In Process

Action Step 2: Information literacy and technological programs will provide physical access to information and resources as well as creating an environment conducive to learning.media specialist and classroom teachers

usability/reporting on trouble tickets and ease of access

 Achieved and In Process

 

Current Needs Assessment Survey Analysis

Educator Proficiency

            Teachers indicated that they consider their current technology skills to be average (71.4%) or advanced (28.6%) with no one considering themselves to be at the beginning level.  Some responses to what technology topics would be beneficial for professional development included:

·         Teacher blog/social/online classroom training

·         Types of resources for use in the classroom, including apps

o   Possible websites

o   Apps for student learning – making videos for example

o   Effective grade level resources

o   Special Education resources

o   Subject matter sites

o   Online resources

·         Live chat (possibly with other districts, etc.)

·         Use of Google classroom

·         Flipped classes

The following italicized information is from the district’s previous plan but it appears from our current needs assessment that much of it still holds true.

Areas for focus to assist teachers in attaining the goals they are interested in would be training in:

  • how to promote student reflection using collaborative tools
  • modeling collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
  • designing or adapting relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
  • demonstrating fluency in technology systems and the transfer current knowledge to new technologies and situations
  • promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information
  • exhibiting leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
  • evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.       

Student Proficiency

Students self-assessment on their technology use:

 

Still Learning to Use Technology

I feel I know about the same as others in my class

I feel I know more than the others in my class

Elementary

17.3%

46.2%

36.5%

Middle School

1.7%

79.7%

18.6%

High School

1.4%

80.4%

18.2%

 

Students indicated a high use of social media for personal use.  Connections between school and home are a consideration, 10.2 said slow connections at home and 16.9 indicated no Internet connection at home.

While students do appear quite conversant with technology, it appears that technology for learning is an area that requires attention.

Effective Teaching and Learning Practices

Teacher respondents continue to indicate interest in effectively integrating technology and digital tools into their instruction for students which is a definite positive.  Even with the expressed interest, 60.7% indicated that they are using traditional teaching methods with 28.6% stating blended learning.

Use of digital tools, content, or resources for facilitating student learning included:

 

Creating cues, questions, or advanced organizers

35.7%

Create physical models or use images to represent knowledge

57.1%

Create tools or structure for comparing, classifying, & ordering information

46.4%

Encourage student self-monitoring of learning

82.8%

Examine student performance trends to enhance instructional plans and differentiate instruction

53.6%

Facilitate interaction and collaboration between students, and between students and experts on authentic reasoning

39.3%

Implement practice and remediation learning experiences such as with homework

50%

Note taking and synthesis of information

39.3%

Provide feedback to students

67%

Set student objectives

46.4%

Support student creation of media and content

53.6%

Track relationship between effort and achievement

25%


Even though most students indicate that they believe it is very important or important to use technology during the school day to support schoolwork, most indicate that their teachers use a traditional method for teaching and learning.  The areas of highest technology use for schoolwork were use of educational tools, Google apps, taking notes, reading eBooks, and online texts.

Students view of classroom type:

 

Traditional

Blended

Flipped

Virtual

Middle School

86.4%

11.9%

1.7%

0%

High School

60.1%

31.5%

5.6%

2.8%

 

Access to Information Resources and Learning Tools

16.9% of Middle School students and 7% at High School indicated that they do not have Internet access at home.

Where do students usually do homework when they need to use a computer?

 

Elem.

MS

HS

At home

63.5%

64.4%

68.5%

Where other family members live

 

7.7%

6.8%

4.9%

Friends

3.4%

9.8%

Public Library

5.8%

5.1%

2.8%

School before the start of class

52.5%

61.5%

School after school day has ended

 

22%

21%

Out of school, I do not have Internet access at home

15.4%*

8.5%

2.1%

*Don’t have to use the Internet for school work outside of school.

Support Systems and Leadership

Like many things in life, we continue to move forward while also recognizing the value of the support systems we have and the potential that more would be even better.  Anecdotal feedback indicates concerns about sufficient time for professional development to be effective.  The needs assessment reflects the need for professional development and it is important that the training be comprehensive and ongoing, not one-shot deals.  Leadership recognizes the importance and is striving to address the needs indicated

A note must be made for the confluence of training and increased expectation of expertise. The district is focusing on the effective integration of technology into teaching and learning. The district will no longer provide training merely to "know how to use" a device or applications. Staff will be trained and expected to understand the role of technology in delivering the district's curriculum effectively to students through informed instruction and valid, reliable, and relevant assessment. The information and technology systems of the district continue to be enhanced to support this vision.