Hillsboro 2016-17 Technology Plan

Introduction
Hillsboro School was built in 1958, designed for grades 1-8 within 10 classrooms. Over
the years, Hillsboro evolved into a PreK-5 school with 22 regular education classrooms, along
with 2 special education rooms, multiple intervention rooms and computer labs. There are
approximately 400 students enrolled at Hillsboro. Hillsboro is a Title 1 public school in a high
poverty farming community, and students frequently have no Internet access at home. 67% of
the students are on free or reduced lunch. In order to provide our students the best education, we
feel it is necessary to differentiate for every student at the level they are currently. We want to
ensure we use technology to the best of our ability and funding to provide a quality education to
our students at Hillsboro.
Stakeholders
The following participants were involved in the planning team: Angela (principal), Linda
(assistant principal, Kristin (teacher), Tabitha (teacher and tech specialist), Judy (secretary),
Megan (teacher), Ashley (parent volunteer), and Haley (student). The variety of stakeholders
provided various points of view throughout the planning process. Other faculty and members of
the community provided input and feedback, but they were not active members of the planning
committee.
Purpose
Hillsboro has over 60% of students scoring below proficient on state testing. The
planning committee wanted to find ways to best use technology in teaching to differentiate
learning for students. The purpose of the planning committee is to figure out how to best use
academic technology to reach each individual student at their level.

Development of Technology Vision

The planning committee met Wednesday, September 28th, 2016 to discuss the technology
vision. After receiving input from other faculty and members of the community, stakeholders
collaborated to come up with the most common thoughts and themes of what was envisioned for
Hillsboro. The planning facilitator took the most common thoughts and statements to create the
tech vision statement.
Technology Vision
The vision of Hillsboro School is to use academic technology to best reach all learners at
their current level and learning styles while also improving mastery of state standards.
Hillsboro also strives to use technology for better communication with the community and
school.
Technology Evaluation
Introduction to Technology Evaluation
The technology evaluation at Hillsboro Elementary School was conducted to determine
the current needs of academic technology in instruction. This involves equipment, software, and
possibly understanding of technology. The overall purpose of the strategic plan is to use
technology in teaching to differentiate learning for students. For the evaluation, the purpose was
to determine how academic technologies were being used by students and teachers.
Questioning
These were questions asked in the evaluation (ranked in order of importance)

What academic technologies are being used?

How often are technologies being used? For what purpose?
What type of training is provided for these technologies?
What data do these technologies provide?
These were requirements or potential barriers

Teachers may not be entirely honest.

Lesson plans are not always used as intended.
Data may be incorrect if another student logs in on childs account.
Teachers may act different during an observation.
When completed, there was the following information

Current technologies being used

How often they are used and for what purpose
Types of technology training faculty have received
Data these technologies provide
Data were obtained through the following sources

Technology inventory
Ask faculty what programs they use and how often and for what purpose
Count computers to compare with inventory
Observe classroom lessons
Check lesson plans
Ask teachers if there are technologies they have access to but dont use
Ask administration about trainings provided currently
Data Gathered
Current Technologies

How often are they

used on average

Training Received

Data provided

25 Laptops in Rm
141

Daily 3-4 hours by

intervention and
classroom teachers

No in person training, Varies based on

just monthly emails
software being used
from technology
department

22 Laptops in Rm
137

Daily 1-2 hours by

intervention teachers

No in person training, Varies based on

just monthly emails
software being used
from technology
department

25 Desktops in
Computer Lab

Daily 4-6 hours by

intervention teachers

No in person training, Varies based on

just monthly emails
software being used
from technology
department

25 ThinkPads

Daily 1-2 hours by

classroom teachers

No in person training, Varies based on

just monthly emails
software being used
from technology
department

20 ChromeBooks
with Google Apps
(5th)

Daily 4-5 hours by

fifth grade teachers

One annual training

with tech department

Varies based on
software being used

112 regular student

classroom computers

Daily use in almost

all classrooms

No in person training, Varies based on

just monthly emails
software being used
from technology
department

25 iPads

Daily 2-3 hours by

classroom teachers

No in person training, Varies based on

just monthly emails
software being used
from technology
department

IXL

Inconsistent; 10 hours None

last week by 20
students in third grade

Data shows very little

usage

Splash Math

2 hours daily by two

teachers

None

No usable data

Wowzers

5 hours daily in
intervention classes

1 hour webinar
annually

Useful data to track

student learning and
usage

BrainPop

Daily in 50% of
classrooms

none

No usable data

Reflex Math

Daily by students in
Tabitha and Valeries
class

90 minute webinar

Excellent data shows

student assessment,
practice and usage

As shown in the above table, there is one program not being used significantly that is a
huge cost for the school, IXL. It is also demonstrated in the table that there is a lack of overall
training in instructional use on the computers for teachers. Besides the Chromebook training for
fifth grade, there is no significant training for faculty on computer use. This includes Internet
safety or just demonstration of resources available. The data being produced by some programs
is useful for classroom teachers and/or intervention teachers.

In conclusion, this evaluation has demonstrated what the team suspected: there is an
overall lack of training and some software not being used significantly for student differentiation.
Needs Assessment
Introduction to Needs Assessment
In order to understand what is truly needed at Hillsboro, all existing technology in
classrooms had to be considered (see collected data within Technology Evaluation). After
looking at existing technology, the committee met to discuss what needs must be met in order to
accomplish the vision statement for Hillsboro (see Technology Vision statement).
Questioning to Identify Needs
After considering everyones thoughts and opinions, these three questions were
developed to help determine what needs were appropriate for the technology vision.
1. What do you need to effectively use the programs and available software when teaching?
2. What software or equipment do you need for teaching?
3. How often should you use technology with your students when teaching?
Techniques Used for Gathering Data
Key Question

Data Gathering Method

Participants

What do you need to

effectively use the programs
and available software when
teaching?

Written Questionnaire

Two teacher representatives

from each grade level

Focus Group Interview

One teacher representative

from each grade level

What software or equipment

do you need for teaching?

Written Questionnaire

Two teacher representatives

from each grade level

Focus Group Interview

One teacher representative

from each grade level

How often should you use

Written Questionnaire
technology with your students
when teaching?
Focus Group Interview

Two teacher representatives

from each grade level
One teacher representative
from each grade level

After gathering the previously mentioned data concerning needs, the data was then categorized.
Categorization of needs
The main categories of needs that emerged from the needs assessment were teachers
wanted training in utilizing devices and software available within the school, such as the
interactive boards, Chrome Books, iPads, more supportive programs to be available to all
students in various subject areas. There was a concern about the lack of devices for students to
use one on one.
When faced with the question of what is needed to effectively use programs and software
when teaching, teachers provided a variety of answers. Multiple teachers requested a
demonstration on using Google calendar, as this is the program the technology specialist has
implemented for signing up to use the iPads, laptops, and computer labs. Teachers in upper
grades requested a training on use of their interactive boards. Two teachers suggested they
would like to be more familiar with iPads and apps available for instruction. Fifth grade teachers
wanted to know more about how to use ChromeBooks. Across all grades, teachers indicated
they would like to know how to find more free or low cost programs available to support
classroom instruction. All of this was in the category of training on use of resources and
equipment. In the second question, asking what software or equipment is needed for teaching,
the overwhelming response was a need for each child to have a device to use while in class. The
teachers are frustrated with laptops and computer labs always being in use, and they want each
child to have a device. This created the category for student devices. In the third question,
asking how much technology needs to be used in teaching, teachers overwhelmingly said
technology should be used daily with students in some way, but they needed more training on
better ways to use it. This also was part of the training to find more resources category.

Categorizing the needs at Hillsboro ultimately led to better prioritization of the needs.
Prioritization of needs
Although it was difficult to prioritize the needs from the stakeholders point of view, as
they all have different viewpoints, they represent the views of Hillsboro well. As mentioned
earlier, each stakeholder will view the needs differently, as they are in different positions within
the school environment. Some teachers do not have interactive boards, so they would not need
training, and so on. In order to try to remain organized, the committee used the NGT (nominal
group technique). This technique was selected because it is appropriate for different sizes of
groups and allows individuals thoughts to be heard. All stakeholders were present for the
meeting.
At the beginning of the meeting, each stakeholder was provided a pencil and pad of
paper. The purpose of the meeting was introduced, and everyone was directed to write down
technological needs at Hillsboro. Members were asked to work independently and were allotted
five minutes to work. After five minutes, each person shared something they had written down.
All needs were recording on the flip chart by the facilitator. The conversation continued until all
thoughts had been recorded.
After agreeing to combine similar thoughts, members ranked the needs from most
significant to least significant using a scale of 1-10. Members then considered which need was
most important to the vision of Hillsboro. The most significantly rated need among stakeholders
was more training for faculty. The second most significant need was more equipment for
students to use, such as iPads, Chrome Books, or computers. The third most significant need
was accessories for students to be able to effectively use the devices.
Conclusion

Needs were difficult to finalize. Everyone in the school had a different opinion on what
is needed. All of the data gathered through focus groups and questionnaires provided helpful
data, as well as the stakeholders input and prioritization methods. Computers for each student to
use were the most frequent need in everyones opinion, but the secondary and further needs vary
based on the individual being asked. Using the needs assessment and prioritizing needs from
stakeholders, it allowed the members of the committee to see what needs had to be addressed in
the action plan.
Action Plan
Introduction to Action Plan
The following action plan details the plan necessary for Hillsboro school to use
technology and find funding to better educate students. This action plan was based on data
received during a needs assessment conducted by the 2016 planning committee at Hillsboro
School. The following provides information about the needs assessment and methods that
Hillsboro School will use to respond to the highest priority need. The implementation of the plan
is expected to occur within a three-year timeframe. The cost of implementation is estimated at
$500, with annual maintenance fees of $500. The funds for implementation and maintenance will
come from the Coffee County Schools salary funds.
Needs Assessment
The needs assessment identified two gaps between current technology use and the
technology vision of Hillsboro School lack of training in the use of academic technology and
the addition of educational technology for student use. As part of the technology evaluation,
inventory data indicated the school has technology. However, it was discovered through the
needs assessment there needs to be more training for faculty and staff in order to use the

available technology to its full potential. Through focus group interviews and written
questionnaires, the stakeholders decided that the highest priority technology-related need is the
lack of training in the use of technology.
In the past, Hillsboro faculty sent an e-mail or spoke with the technology specialist to ask
a question. However, the technology specialist is often unavailable due to being in class with
students and time limitations.
In response to this need, the technology specialist will provide monthly afternoon training
to the faculty of Hillsboro and send out biweekly emails with tips for use of technology. The
trainings will be held the last Monday of each month from 3:30-4:30 in the main school
computer lab. There will be a posted topic each week. If faculty have other topics to discuss,
they will be able to submit those at any time via a shared Google Doc. This training will be used
to fill the gap by training faculty and staff to use the available technology at Hillsboro to its
potential. This will continue to move closer to the schools vision statement.
Equipment
During the afternoon trainings, 25 Dell computers will be available for faculty use, as
well as a desktop and projector for the technology specialist to use. Faculty will be able to sit at
any computer in the lab while following the trainers directions and examples on the projected
screen. All computers are running various browsers, including Chrome, Internet Explorer, and
Firefox. 25 iPads are also available for training as necessary as well. The technology specialist
has access to Mirroring 360, which will allow the mirroring of an iPad onto the main screen as
well. No new equipment purchases will be necessary.
Staff Development

At the first training, the topic will be Google Docs. Staff will be shown how to create a
Google Doc, update a Google Doc, and continue to access it. This will foster the use of a Google
Doc for suggesting future topics in trainings. Understanding will be assessed during the training,
as faculty modify a shared Google Doc.
Staff development will continue through the duration of the plan for three years. This
staff development will have topics that pertain to the use of educational technology, such as IXL
in the Classroom, Using Gmail, and other topics suggested by teachers and the technology
specialist. The technology specialist will also send out weekly technology tips via e-mail.
The technology specialist must have these minimum credentials:

Bachelors degree in elementary education

Varying degrees of technical knowledge
Problem solving and analytical skills
Experience managing technological issues in a school environment
Experience using technology in a classroom

Currently the technology specialist is Tabitha for the school year of 2016-2017. In the
event of a change during the next year, the principal is responsible for the hiring of a technology
specialist fitting these qualifications. This technology specialist must be willing to continue
providing afternoon training sessions every month.
Facilities
No new facilities will need to be added for the use of the afternoon trainings. There is a
desktop computer lab with 25 Dell computers available any afternoon after school. This lab has
tables with computers, as well as chairs for faculty choosing to attend.
Financial Planning
The technology specialist is paid $500 annually as a supplement to the annual teaching
salary. This supplement is for the extra duties the technology specialist performs to assist other

teachers in their use of technology in the classroom. No other purchases should need to be made
for the monthly trainings or emails.
Afterschool Training Financial Plan for 2017-2019
Year One 2017

Year Two 2018

Year Three 2019

$0

$0

$0

$500

$500

$500

Maintenance

$0

$0

$0

Totals

$500

$500

$500

Equipment
Staff
Salaries

Budget Justification
No equipment will need to be purchased for the sole use of these afternoon trainings. The
equipment would be replaced if needed for student use, which would also allow faculty to use if
needed in the afternoons.
The salary is already covered through the salary of the teacher and technology specialist
at Hillsboro.
No maintenance will be necessary for the sole purpose of these afternoon trainings, as
any maintenance would be completed for student use prior to afternoon faculty trainings.
Three Year Timeline
Year 1: 2017-2018

Year 2: 2018-2019

Year 3: 2019-2020

August

Monthly training
Biweekly email

Monthly training
Biweekly email

Monthly training
Biweekly email

September

Monthly training
Biweekly email

Monthly training
Biweekly email

Monthly training
Biweekly email

October

Monthly training
Biweekly email

Monthly training
Biweekly email

Monthly training
Biweekly email

November

Monthly training
Biweekly email

Monthly training
Biweekly email

Monthly training
Biweekly email

December

Monthly training
Biweekly email

Monthly training
Biweekly email

Monthly training
Biweekly email

January

Monthly training
Biweekly email

Monthly training
Biweekly email

Monthly training
Biweekly email

February

Monthly training
Biweekly email

Monthly training
Biweekly email

Monthly training
Biweekly email

March

Monthly training
Biweekly email

Monthly training
Biweekly email

Monthly training
Biweekly email

April

Monthly training
Biweekly email

Monthly training
Biweekly email

Monthly training
Biweekly email

May

Monthly training
Biweekly email

Monthly training
Biweekly email

Monthly training
Biweekly email

Evaluation Plan
Introduction to Evaluation Plan
In the evaluation of Hillsboros strategic plan, the committee will evaluate the progress
and outcome of the action plan, as well as the planning process. Surveys and records will be
used to evaluate the plan, as well as the planning process.
Evaluation Methods
Survey
Linda will be responsible for emailing out links to faculty that attended the monthly
training (see action plan for details) with a Google Form. These brief responses will be
anonymous, but this will be useful in knowing what trainings are occurring and the effectiveness.
This information will guide the committee and technology specialist to know how to improve the
monthly trainings.

Records
Lesson plans will be evaluated monthly by Linda to assess the use of technology in the
classrooms. Every month, three grade levels will be checked. The opposite will be assessed the
next month. The questions that will be answered are as follows:
Is technology being used in at least once daily?
What technology is being used in this plan?
This data will provide the committee with information on what further topics may be
used in the monthly trainings based on currently what is being used in the classroom, as well as
technology that is available and not being used.
Survey
This is be a survey for the planning committee provided by the technology specialist,
Tabitha. This will assess the planning process, so improvements may be made for the next

planning process. This will be a brief process on paper for stakeholders to complete at a
meeting. Names will not be required.

Did you feel able to contribute your ideas to committee?

Do you feel the plan reflects your thoughts and ideas for Hillsboro?
Do you feel the facilitator was organized and prepared for meetings?
Do you feel the meetings helped to create a quality plan for Hillsboros technological needs?
Do you have any other feedback on the process?
Evaluation Timeline
Prior: 2016-2017 Year 1: 20172018

Year 2: 20182019

Year 3: 20192020

August

Records
Survey

Records
Survey

Records
Survey

September

Records
Survey

Records
Survey

Records
Survey

October

Records
Survey

Records
Survey

Records
Survey

November

Records
Survey

Records
Survey

Records
Survey

Records
Survey

Records
Survey

Records
Survey

January

Records
Survey

Records
Survey

Records
Survey

February

Records
Survey

Records
Survey

Records
Survey

March

Records
Survey

Records
Survey

Records
Survey

April

Records
Survey

Records
Survey

Records
Survey

May

Records
Survey

Records
Survey

Records
Survey

December

Survey for
Planning
Committee

*Records consists of Linda evaluating 3 lesson plans

*Survey consists of Linda sending out survey following the monthly training