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The Ellis Edge

USD 388 Technology Plan 2014-17

1a.       Committee Membership / Stakeholder Representation


Robert Young: Superintendent
Corey Burton: HS Principal
John Befort: GS Principal
John Walz: USD388 BOE Member
Steve Herrman: Technology Director
Leonard LaBarge: USD388 Staff
Olivia Reiter: Student
Dalton Hensley: Student
Gina Smith: Parent
Kim Keithley: Parent
Jim Moeder: Community member
Stacey Williams: Teacher
Brian White: Teacher
Steve Arthur: Community member
Greg Augustine: USD388 Staff
Melanie Armbruster: Parent
Brenda Rose: Teacher
Robin Henman: Teacher
Janeen Cox: Parent
Terri Rohr: Parent
Amy Kuppetz: Teacher
Tim Kohlrus: Parent
Donna Soneson: Parent
Shannon Schmidt: Parent




2.         Technology Needs Assessment

Technology needs assessment is an ongoing process that occurs regularly in USD 388.  The Technology Director continually looks at the technology needs of USD388 and discusses these needs with administrators, staff, students, parents, and community members. USD388 staff members are surveyed at least once during the technology plan duration. The survey asks staff members for suggestions of new equipment and resources, equipment that needs replaced, and equipment that is no longer used. The Curriculum Coordinating Council, Building Site Councils, and the Board of Education also provide input to the Technology Director.

In addition to these discussions, a current technology inventory is kept for all hardware and software.  These inventories are required for insurance purposes, but also act as a reference for hardware and software that is becoming obsolete and needs to be replaced. Hardware is replaced on a rotational basis or as needed when equipment fails. The Technology Director also keeps a record of purchase dates, service requests, and repairs to help determine needs.

The Technology Director uses all this information to plan for the short and long term technology needs of USD388. Each spring, the Director makes changes to the district’s long term technology plans based on this information.


3.         Instructional Technology Vision

Technology Mission Statement


The technology mission of USD 388 is to enable the district’s learning community to become information literate and technologically proficient in preparation for life in the 21st Century.

Technology Vision Statement


The vision of the USD 388 School District is based in part on belief statements about the role technology can play in the educational process.  These beliefs include:


  • Technology should be used to improve effectiveness and efficiency of learning.
  • Technology is to be used for parent, community, and collegial communications to help create the supportive educational community.


  • Technology becomes a natural part of the learning process.
  • Technology initiates a move toward a paperless society by streamlining clerical and administrative tasks for the learning community.


  • Technology will provide meaningful and stimulating instruction for diverse learning styles and needs.
  • Technology will provide timely information in a variety of media.


4.         Technology Use Assessments

USD 388 currently uses assessment tools to determine the extent of technology use.  Students are surveyed using an assessment tool created and delivered online.  District staff has been surveyed using the Levels of Technology Integration survey as well as a locally created survey to determine the effectiveness of curriculum and technology integration and any needs for professional development.  This data is used to guide training of staff and students in the use of technology in the district.  These assessment tools will then be administered at least once during the technology plan timeframe to determine if progress toward district goals are being achieved.

5a.       Curriculum Integration-Goals

            Increase student achievement through the effective use of technology

  • Integrate technology into student learning at the earliest grade levels
  • Provide access to technology at all grade levels

Ensure that students are technology literate by the end of the 8th grade

  • Develop student literacy in technology by providing access from grade K through 8
  • Assess 8th grade students in the spring and use those results to make changes to K-7 use of  technology

Progress is being made toward fully integrating technology into the curriculum

  • Students use technology in a seamless manner
  • Students are able to use technology with little or no support from the instructor



5b.       Assessment of Curriculum Integration

All 8th grade students take a locally developed assessment to measure their literacy in technology. This assessment is given each spring to all 8th grade students.
USD 388 used the DETAILS for 21st Century Skills questionnaire of the LoTI survey tool to assess the level of technology integration within the schools, as well as determining goals for professional development over the upcoming years.  The focus of several professional development opportunities in the past was on basic hardware and software use.  The LoTI survey validated that we have gained significantly in these areas and professional development need is at a low-level.  The LoTI survey placed USD 388 at Level 3, indicating that we are achieving good curriculum integration including addressing higher-order thinking skills. 
USD 388 also used a locally developed survey on classroom technology usage. The survey asked questions of staff to determine their level of technology integration. Staff were asked to rate themselves on the level of technology integration in their classroom using a novice, intermediate, advanced, or expert rating. Rankings were as follows: novice 0%, intermediate 56%, advanced 38%, expert 6%.
As a goal for the district, teachers need to continue working toward making integration a more natural process.  Curriculum integration is still being used as an add-on in several areas and these will need to be addressed.

6a.       Technology Professional Development Goals and Objectives

Improve the capacity of teachers to integrate technology effectively into the curriculum and instruction

  • Provide training on the use of technology hardware and software
  • Provide support to teachers while they learn the operation of new hardware
  • Provide up to date hardware and software to remove the barrier of frustration with poor performing equipment

Encourage effective integration of technology through teacher training and curriculum development to establish replicable best practices

  • Include technology use in the writing/rewriting of classroom curriculum
  • Provide training to teachers specifically designed for enhancing technology integration
  • Use existing staff members who are integrating technology in their classroom to train and assist other staff members
  • Provide individualized support and training to staff

Improve the capacity of classified staff to effectively use technology to fulfill their duties

  • Provide training on the use of technology hardware and software
  • Provide up to date hardware and software to remove the barrier of frustration with poor performing equipment

6b.       Technology Professional Development Assessment

As stated previously, USD 388 is using the DETAILS for 21st Century Skills questionnaire from the LoTI survey and a locally developed survey to evaluate future needs for professional development.  With the exception of basic hardware and software use, all skillsets are at a Mid-Level on the survey results.  Professional development planning for the upcoming years must include discussion of the need to address all areas except skillset #1, which was at a Low-Level.  The goal must be to assist teachers to become more proficient at locating and using technology integration resources within their classrooms.  USD 388 currently is addressing some of these needs with staff inservices within the district.  Staff members are also encouraged to attend workshops, or other training opportunities, to improve their knowledge of technology integration.

7a.       District Technology Infrastructure-Description

All buildings have high speed internet access with full wireless network coverage. All classroom teachers have their own laptop and ceiling mounted projector.  The grade school building has carts of laptops for use in 2-8th grade classrooms. K-2 class rooms have their own centers consisting of netbooks/laptops.  All K-6th classrooms have interactive whiteboards and ceiling mounted projectors. The high school building has labs of desktop computers in the library, web design, and journalism classrooms. Every high school student receives his/her own laptop for use throughout the school year.


7b.       District Technology Infrastructure-Goal


District technology infrastructure, telecommunications, hardware, software, internet access, services and resources support the educational and administrative needs of the district.

  • Continue laptop leasing program with a three year replacement rotation schedule
  • Continue replacement rotation of desktops in labs and administrative offices
  • Replace or upgrade existing servers(email, domain controller, database, etc.)
  • Replace network firewall appliance
  • Replace network switches with managed gigabit switches and gigabit Ethernet
  • Replacement of peripherial devices(projectors, interactive whiteboards, document cameras, etc.)
  • Continue use of content filtering, spam filtering, and antivirus solution
  • Continue increasing the amount of available bandwidth as required by demand and allowed by budget


7c. District Technology Infrastructure Assessment


USD388 technology infrastructure will be assessed by the Technology Director each spring.  The Director will analyze bandwidth usage, hardware usage, repair data, and budget concerns. The Director will discuss his findings and recommendations with the Technology Committee, Curriculum Coordinating Council, WGS Site Council, EHS Site Council, and BOE.  The Director will then proceed with changes and improvements based on these discussions.