TECHNOLOGY PLAN   

and 

BUDGET


HIGH SCHOOL FOR TEACHING AND THE PROFESSIONS

EXECUTIVE SUMMARY

 

       The High School for Teaching and The Professions, an Empowerment Zone school in Region One of the New York City District, has made a commitment to effectively use the technology that is available to our school community. Today’s society and the “No Child Left Behind” legislation has made it imperative to have a vision for the use of technology to enhance and support the educational process, so as to prepare our students for a highly technical and global society. That vision directs us to constantly evaluate our current situation, prepare financially for continuous updates, provide technology based staff development, and integrate technology skills into all aspects of the school’s curriculum.

      

       Technology has become an integral part of daily instruction in some of our classrooms, but with increased funding, our aim is to ensure that all classrooms instruct with the use of technology in all curricular areas. The ultimate goal of this technology plan is to increase student achievement by providing students, teachers and support staff with the training, resources, and research-based strategies for integrating multi-media technology use into the curriculum.  The school’s demography is as shown below:  

 

SCHOOL DEMOGRAPHIC INFORMATION

 

STUDENT INFORMATION

PERCENT OR NUMBER

Grades served

9-12, SE

Enrollment (total number of students served)

531

Student Stability (% of enrollment)

93.0%

Attendance Rate (% of days students attended)

76.8%

Suspensions (number per 1000 students)

12

Percent of economically disadvantaged/ low-income students (eligible for free lunch)

74.5%

Number of general education students

482

Total number of students with disabilities (receiving IEP-mandated services)

49

Number of self-contained special education classes (For high schools: total number, in all subject areas, of special education self-contained classes)

33

Number of students in general education classes receiving IEP-mandated services

16

Number of special education students decertified this year

17

Percent of recent immigrants

6.0%

Number of English language learners (ELL)/ limited English proficient (LEP)

72

Number of bilingual classes

0

Total number of students receiving ESL services

50

Number of ELL/LEP students identified for special education

11

Number of ELL/LEP students attaining English proficiency

55

Number of general education preschool students

499

Number of special education preschool students

32

Number of students in temporary housing

2

Ethnic and gender data (% of enrollment):

White:

8(1.51%)

Black:

175(32.96%)

Hispanic:

328(61.77%)

Asian and others (includes Pacific Islanders, Alaskan Natives, and Native Americans):

8(1.5%)

Male:

174(32.77%)

Female:

357(67.23%)

 

STAFF INFORMATION

PERCENT OR NUMBER

Total number of teachers

30

Percent of teachers fully licensed and permanently assigned to the school

97.9%

Percent of teachers with more than 2 years teaching in this school

60.1%

Percent of teachers with more than 5 years teaching anywhere

56.8%

Percent of teachers with Masters Degree or higher

80.5%

Average number of days absent

9.7%

Number of administrative/instructional supervisors

3

Number of guidance counselors

2

Number of school psychologists

1

Number of social workers

1

Number of educational evaluators

1

Number of speech therapists

1

Number of occupational therapists

1

Number of physical therapists

1

Number of school nurses

1

Number of paraprofessionals providing instructional services

2

Number of paraprofessionals providing non-instructional services, i.e., health, translation, parent involvement

2

Number of family assistants (Parent Coordinator)

1

Number of school aides

5

Number of school safety agents

2

 

 

TECHNOLOGY PLAN STRATEGY

      

       Planning is an important tool in any initiative or endeavors.  In technology, it is the foundation upon which a successful technological system is created and maintained.  This system depends on different planning structures; one of which is called the Strategic Technology Plan.  This type of planning for schools involves the vision and goals of the school, the involvement of stakeholders (technology committee), the compilation of data in support of decision-making, research surveys, the integration of technology in the curriculum, and the commitment to a sound professional development of staff. 

      

       As the Technology Coordinator (and chairman of the technology committee) of my school, our vision is to increase the use of technology within the teaching and learning process and as a tool in the dissemination of information within the school community.  Our goals are as follows:

·        Students will use computer-based technology for long and short-term projects.

·        Students’ aptitude in word processing, Desktop Publishing, Excel Spreadsheets, WebQuests, and Multimedia will be evident in formative and summative assessments, publication of written work, and oral presentation.

·        Teachers and Parents’ Association will use the E-Chalk Software to communicate within the school community.

·        Increased use of email to communicate with all constituencies.

·        Students will access the Internet to investigate teaching and career opportunities, as well as conduct virtual college tours.

·        Teachers and support staff will navigate Department of Education databases.

 

       The technology committee or stakeholders is comprised of 3 teachers (1 general education, 1 special education, and the technology coordinator – who is the chairman of the committee), 1 parent representative, 2 community members (1 from the support staff and the other from Lehman College – the initial school advising institution), and finally, a business leader representative with a working knowledge of technology.     

      

       Meeting on a regular basis, as the needs arise, the team focuses on the technological needs of the school, and the resources that are required to meet those needs. 

      

       These stakeholders are the driving forces behind data compilation, as this is required to make decisions for the continued development of technology within the school.  This body is the ultimate decision-makers.  In addition, the committee also conducts research surveys and interviews among the school population in determining the future of technology in the school.  The integration of technology within the curriculum and the commitment to a sound professional development staff, also relies on the workings of the technology committee. 

      

       The use of technology within the subject disciplines are encouraged by means of staging a number of Professional Development (PD) Days and Afternoons during the school year for the faculty.  The support staff is also encouraged with the staging of their PDs also.  Prior to becoming an Empowerment school, the staff would also attend Regional Training, but it is now costly to the school, so a number of in-house training is done.

      

       These are the strategies used to meet the needs of our target population – the students.                                   

  

IMPLEMENTATION OF THE TECHNOLOGY PLAN

 

       Planning for technology strategically is important, but this plan will be useless if it is not implemented.  To implement a technology plan, the following components become necessary: Evaluation, Improvements, and Revisions.   

      

       The implementation process is ongoing, as the users – students, teachers, and support staff – are constantly monitored and assessed for their progress.  As the technology coordinator, I would assist in the development and administration of surveys, interviews, observations, focus groups, checklists, as well as determining learning objectives, and implementing evaluation rubrics throughout the school.  Also, being a high school, analysis of the Regents Examination Assessment would serve as vital information.  All of these information and evaluation obtained would be shared with the technology committee.  The success areas would be examined for driving strategies, while those areas that are unsuccessful would be strengthened and supported or eliminated. 

      

       To maintain the trend in new developments in technology that may improve learning objectives, I, as the technology coordinator, would read about new products and developments, while attending and participating in technology conferences, as well as discussing products with vendors with a view of purchasing software and hardware that will meet the need of the latest high tech. 

 

       Internet connectivity within the school will be high speed broadband, upgrading from slow speed dial-up, as this would greatly improve the performance of the users communication worldwide.  Therefore, download would improve tremendously, allowing for improvement in time management.         

 

       The evaluation process would need to be continuously revised, modified, and adapted to successfully gauge performance and growth, as technology changes regularly. The way an assessment is conducted today may not necessarily be an effective method in future assessments. 

 

       Finally, with the rapid rate of change in technology and simultaneously, the constant development in the curriculum planning, evaluation plays a major role in the success of the Implementation Plan.  Without this plan, technology within the school would not have existed, as the Strategic Plan cannot stand alone.    

THE BUDGET

         Every Technology Plan is incomplete without a budget, as purchasing plays an important role in the plan for technology. The budget link is as follows:

EDIT620TECHNOLOGYPLANBUDGET.xls