District Tech Plan 2017-2020 W TOC Revised 08262017 PDF

Bloom-Carroll Local
School District
Technology Plan
2017-2020
Table of Contents
Executive Summary............................................................................2
Board of Education Goal ....................................................................4
Committee Process ............................................................................4
Committee Members .........................................................................5
Process ..............................................................................................6
1. Survey ....................................................................................................................................6
2. Critical Components ................................................................................................................6
3. Critical Component Vision Statements .....................................................................................6
4. Current State of Technology ....................................................................................................7
5. Committee Recommendations ..............................................................................................10
6. Action Plans ..........................................................................................................................15
a. Infrastructure .............................................................................................................................. 15
b. Equipment ................................................................................................................................... 18
c. Student Learning Choices............................................................................................................ 23
d. Training/Professional Development ........................................................................................... 24
Considerations ................................................................................. 25
Recommendations for K-2 ................................................................ 25
Recommendations for 3-4 ................................................................ 26
Recommendations for 5-8 ................................................................ 26
Recommendations for 9-12 .............................................................. 27
District Wide Recommendations ...................................................... 27
Estimated Cost ................................................................................. 28
Operations .......................................................................................28
Appendix A: Survey Results Summary ............................................. 29
Executive Summary
The Bloom-Carroll Local Schools (BCLS) technology plan represents the District’s vision and
recommendations, based on the current technology status, critical components and desired
outcomes for instructional technology. This plan is a fluid document that can be revised as
needed based on changes within the district. It is flexible, yet specific enough to serve as a guide
in decision-making and budgeting. A committee of administration and staff, along with parent
and teacher feedback from surveys that were created have been used to help develop this plan.
This plan has been developed to assist the District in allocating funds with a focus on the
components that are identified within this plan. Those components are infrastructure, equipment,
student learning choices and training/professional development. The following plan specifies
how the district will support the integration of technology in teaching and learning.
Infrastructure
The implementation of this plan must begin with an appropriate wired and wireless infrastructure
that can support the increase of devices needed on the network. BCLS has already begun to
create a robust technology infrastructure consisting of domain controllers, file storage servers,
switches, high-density access points etc. that will help meet the demands of today. Cloud-based
storage will need to be considered in the future to ensure staff and students have access to their
necessary files. This infrastructure will ensure learners experience a robust, filtered Internet
environment using a variety of technology to ensure success in the classroom.
Equipment
BCLS will strive for one cart of mobile devices per every two-teacher’s district wide in grades 3-
12. This will be accomplished during the course of this plan by using devices currently owned
by the district while adding devices in deficient areas. Along with these carts, additional tablet
devices will be placed in individual classrooms at the K-2 grade level, eliminating the need to
upgrade current student desktops. This will increase the number of available devices, thereby
creating more opportunity for teachers to integrate technology into their daily curriculum.
Student Learning Choices
Staff and students need access to online content in a dynamic and engaging way that supports
college and career readiness. This plan calls for the District Technology Committee to meet bi-
annually and review current online offerings to ensure the needs of the district are being met.
Training/Professional Development
Ongoing sustained professional development must be a top priority for the success of our student
learners and teachers alike. It must be integrated within all grade levels and content areas,
differentiated to meet the needs of the various teachers, and be available during and outside the
scheduled workday. We must provide our staff with the appropriate tools so that they can be
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successful when integrating technology into their curriculum. We must provide staff with the
capability to effectively use the variety of technology in their classroom. BCLSD will create a
half-time technology integration specialist position and half-time technician. The person
employed in this position will work with the technology and curriculum department to design
and implement a variety of technology professional development across all content areas. This
person will also serve in the capacity of computer technician to assist the technology department
with ensuring all systems are operating effectively. We believe this position is critical as we
move BCLSD forward and will ultimately improve student learning.
Communication
To be effective, it is critical that both staff and stakeholders be notified in a timely manner of the
districts technology vision and upcoming changes in technology. This will ensure all those who
have a stake in the success of BCLSD will not informed and knowledgeable of upgrades and
enhancements. The IT department will communicate to staff of any modifications, upgrades, or
changes in technology through email and direct contact.
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Board of Education Goal
The Board of Education (BOE) charged the technology department with the following goal:
By February 2017, develop a technology plan that will be presented. This plan will help guide
the district in decision making over the next three years. The plan must be sustainable and fluid.
Committee Process
The recommendations contained in this plan provide direction for the BOE, Superintendent,
Treasurer, building administration, and staff in planning for technology initiatives. It is the goal
of this committee to have this plan help make a significant impact on the educational experience
of our students. The committee took the following steps in the development of the Technology
Plan.
1. Assembled building level technology teams and elected one member from each to serve
on a district committee
2. Developed and distributed a survey to parents and employees
3. Developed a district technology vision to advance instructional technology
4. Developed an understanding of the current state of technology within the district
5. Created recommendations to reach the desired state of technology
6. Developed a budget
7. Developed action steps
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Committee Members
The Bloom-Carroll Local School District would like to recognize the following members who
played a role in the creation of this technology plan. These members represent teachers and
administrators. The district would like to thank each of these members for their dedication in
helping to shape this plan for the future. This technology plan was created collaboratively with
all committee members.
Name Role
Travis Bigam Treasurer
Zach Bobo Technology
Robin Caudill Teacher, BC Middle School
Cindy Freeman Principal, BC Middle School
Sara Haughn Teacher, BC High School
Lynn Landis Superintendent
Taylor Mavis Teacher, BC Primary
Jodi Ranegar Curriculum
Cathy Reesman Special Education
Zach Taylor Technology
Mark Thomas Technology
Sarah Wooding Teacher, BC Intermediate
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Process
1. Survey
Technology surveys were created and made available to both parents and teachers from
November 4, 2016 – November 16. 2016. The survey was created in Survey Monkey and
was posted on the district website for parents. Parents were notified through School
Messenger of the availability of the survey on three separate occasions and were
encouraged to take this survey. The teacher survey link was emailed directly to the staff
member and they were encouraged to participate in taking the survey. The number of
respondents was: Parents, 281 and teachers, 100. Survey results from both parent and
teacher surveys can be found in Appendix A.
2. Critical Components
The following components have been identified for this plan.
a. Infrastructure-Wiring, connectivity, and foundational support.

b. Equipment-Physical devices used during instruction
c. Student Learning Choices-How technology is used in the educational process
d. Training/Professional Development-Continuing education opportunities
e. Communication Strategies-How we will use technology as a communication tool
for stakeholders and how we will communicate the various ways in which
technology is integrated into curriculum and instruction
3. Critical Component Vision Statements

1. Infrastructure: Provide adequate wired and wireless connectivity and bandwidth
throughout the district which will support instructional efforts and allow for the needs
of the future.
2. Equipment: Ensure equipment is capable of performing all necessary tasks and

operations for grade levels and/or specific courses for all students and staff in order to
promote success technology integration.
3. Student Learning Choices: Implement a plan for advancing student learning,

creativity, and innovation in both face-to-face and virtual environments.
4. Training/Professional Development: Provide ongoing professional development

culture that supports and encourages effective use of technologies and digital
resources that enhance student learning.
5. Communication: Provide resources and opportunities to effectively communicate the

proposed technology vision and bring awareness to the process of technology
implementation.
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4. Current State of Technology
a. Infrastructure
BCLS currently serves more than 1,900 students in grades K-12. All schools
currently have high speed Internet wired and wireless access. The entire district was
recently upgraded with Meraki Cloud Based high density access points. Also, all
switches were upgraded with Cisco branded edge switches, with the exception of the
Middle School, which is a newer constructed building. All buildings with the
exception of the Middle School lack sufficient electrical outlets to charge individual
devices. Many of the current classrooms have up to four desktop computers for
student use that are powered by surge protectors. There is a need to upgrade the
electrical supply in each classroom to accommodate additional technology equipment.
During the summer of 2016, file storage and domain controllers were all virtualized
into a cluster environment which allows for stability, and provides redundancy to help
guard against data loss or loss of access.
b. Equipment
All classrooms have a SMART Board and projector, including art and music
classrooms. Additionally, all classrooms in grades K-4 have at least four computer
workstations. The primary school currently has one laptop cart with at least 30
devices, and one laptop cart with at least 9 devices. These devices are commonly used
for i-Ready, KRA and DRA diagnostics, leaving little time for use in the classroom.
Additionally, this building has one iPad cart with 30 iPad Air 2 devices that are
centrally managed and one desktop lab with at least 30 desktop computers. The only
available lab in this building is used for technology instruction and i-Ready, KRA and
DRA diagnostic testing, severely limiting the available time this lab can be used for
classroom instructional use.
The intermediate school has two laptop carts with at least 30 devices, and two iPad
carts with 30 iPad Air 2 devices that are centrally managed and 2 desktop labs with at
least 30 desktop computers, however, one of the two available desktop labs is used
for technology instruction on a daily basis, leaving only one lab available for
classroom use. The remaining available desktop lab and the two mobile laptop carts
are often used for i-Ready diagnostic testing and for state mandated AIR assessments
limiting the availability for instructional use. All classrooms in grades 3-4 are
equipped with Apple TV’s that teachers can use to display content from the available
iPads.
The middle school is equipped with seven desktop computer labs each with at least 30
computers. Four of these labs are used daily for classroom instruction, leaving only
three labs available. With the recent adoption of Math, Science, and Social Studies
curriculum, mobile devices were placed in each of those classrooms. The Math
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department has iPad carts with at least 30 iPad Air’s each, Science has laptop carts
with at least 30 laptops each, and Social Studies has ChromeBook carts with at least
30 devices in each cart. The English Language Arts and Fine Arts curriculum have
not participated in a curriculum adoption as of yet. This building has access to
document cameras; however, there is no consistent usage across classrooms.
The high school currently has eight desktop labs that range anywhere from 10
computers to 30 computers. Of these eight labs, three are used for daily instruction,
leaving five for classroom use. This building also has two 32-unit laptop mobile labs
that are shared among the classroom teachers, and one 32 unit ChromeBook cart that
is shared with the four Social Studies teachers. The Vocational Agriculture
department has a 30-unit iPad cart, a wireless printer, and a SMART Interactive
Panel, all of which are used on a daily basis. The science department has ten iPads
that are shared among those teachers. Teachers in the Science department and ELA
department were given individual iPads in the fall of 2016 to use for school related
work. Additionally, document cameras are present in some classrooms, but are not
fully utilized to their potential.
District technology equipment standards have been implemented since 2014 to help
determine purchasing decisions. Currently all desktop and laptop devices are using
Windows 7 Professional as the operating system. All of these devices also have
Microsoft Office 16 Professional, which includes Word, Excel, PowerPoint, etc.
These purchases are maintained through an annual agreement with Microsoft. This
allows the district to use the most current version of operating system and
productivity software. All teacher laptops in the middle school and high school also
have Adobe Professional installed and select labs have Adobe Photoshop installed.
The district has utilized iPads in Special Education for several years, and those were
recently upgraded to iPad Air 2. There are currently 10 of those devices that are
distributed by the Special Education department as needed.
c. Student Learning Choices
Both the primary and intermediate school have access to a variety of online
applications. Among those, Learning.com is used as part of a technology special so
students gain confidence with keyboarding skills and Internet safety. Other
applications are building specific and include Raz Kids and i-Ready at the primary
school and Accelerated Reading, i-Ready, and Reading A-Z at the intermediate.
Envision Math is also used in both buildings along with National Geographic for
Social Studies in grade 4.
The middle school and high school also have access to a wide variety of online
applications. Schoology was implemented at the start of the 2016-2017 school year
as a replacement for Moodle. While not mandated, the majority of teachers in these
two buildings are using Schoology in some fashion. Currently all middle school
teachers are required to post homework on Schoology. While no requirements exist at
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the high school level, approximately half of those teachers are using Schoology for at
least some of their classes. Other applications that are common between the two
buildings include Accelerated Reader and Study Island.
Applications used in the middle school include i-Ready, Learning.com and Spelling
City. The high school utilizes Odysseyware as their curriculum for credit recovery,
and teachers have access to Florida Virtual Academy as an instructional aid. While
not every teacher uses all of these resources, many are using at least some of them in
a consistent manner.
Ensuring students are able to use technology effectively and appropriately is

important to the district. To aid in this, students are required to take technology
classes in grades K-8 where Learning.com is used to foster technology skills and
learn about Internet Safety. Students learn about Internet safety and cyberbullying
through learning.com as part of a requirement for e-rate purposes.
The curriculum and IT departments work hand in hand to ensure requested

technology, both hardware and software, meets or exceeds specifications and can be
supported effectively. Currently, there is no clear consistent plan for technology
integration in the classroom.
d. Training/Professional Development
The district has hosted a county-wide day of professional development for the past
two school years. This day consists of a variety of 50-minute sessions during the
morning hours and content level collaboration in the afternoon. The district also
provides content specific professional development on a contractual basis depending
on district needs. The district has previously offered content specific technology
classes for graduate credit, however, those classes were not widely attended so the
decision was made not to continue offering these.
All staff have access to technical support through Go FMX, an online request system.
This system is also used for transportation and facility requests. The current IT staff
consists of two technicians and one director. These technicians are not assigned to
any specific building and each work tickets as they are entered. Staff may also use
email or phone to receive technical support, however, they are asked to enter a ticket
in GO FMX for tracking purposes. On average help desk tickets are closed within 3-
4 business days during peak times, and 2-3 business days during non-peak times, with
many closed within hours of receipt. Peak times can be described as those times of
heavy usage, such as opening or closing of the school year, and during state mandated
online assessments.
e. Communication Strategies
Throughout the implementation of this plan, the district will make a committed effort
to keep parents and staff members notified of updates, changes, and important
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information pertaining to each implementation stage. The district will use the most
effective means of communicating to the various stakeholders. Emails, newsletters,
website updates, and printed material will be used to notify and education the
stakeholders throughout the stages of our progress.
As a committee, we value two-way communication between the district and our

stakeholders. We value the input of our various stakeholders and will continue to
provide opportunities to obtain feedback and encourage the flow of communication
between all interested groups.
5. Committee Recommendations
The committee has developed recommendations that would move the district from its
current state to the desired state. These recommendations, while general enough to
allow flexibility as technology changes and advances, is also specific enough to move
the district forward in regards to technology and technology integration. Each
recommendation is based on the four critical components identified above. Each of
these components will help transform Bloom-Carroll Local Schools into a robust,
technology rich school district. Many of the critical components will overlap one
another as they may be dependent upon each other to fully implement.
a. Infrastructure:
i. Create an environment district-wide that will support online learning,
virtual classrooms, and a variety of hardware and software resources to
increase student engagement and learning.
This environment is necessary to accommodate the many changes in education. Staff,

students, and parents alike benefit from a digital learning environment. These tools will
be used by staff to augment what they are already doing in the classrooms. This
environment must be available to students and staff both inside the school walls and
offsite. We want parents to play an active role in their child’s education, and to
accommodate this, parents need to have access. This will enhance student learning as
students, staff and parents become more comfortable utilizing a variety of online
resources.
ii. Ensure technology systems (servers, switches, access points, etc.) are up-
to-date and kept current to ensure new technologies function optimally.
For this technology plan to be effective, it is essential that the physical architecture be
robust enough to handle not only technologies of today, but also scalable to ensure future
needs can be met. As systems age, it is important to establish a refresh cycle that will
examine infrastructure needs and ensure they are operating effectively and efficiently.
This includes electrical systems, HVAC systems in areas where edge equipment is used
(servers, switches, etc.), Wireless connectivity, servers, switches, as well as end user
devices. It is also essential to monitor bandwidth usage and increase bandwidth as
necessary. These updates will ensure a system that is operating smoothly.
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File storage will become a concern as staff and student use increases. Currently files are
kept inside the walls of the school district through a cluster environment that ensures data
redundancy and backup, thereby reducing the chance for data loss. Though teachers can
access their data through a virtual private network (VPN) connection, students are
prohibited from using this resource. Because of this limitation it will become necessary
in the near future to examine cloud based storage which will allow students and staff
access to their files when they are not on school grounds. This will also greatly reduce
the amount of server capacity that is needed in the district.
iii. Ensure all district classrooms, offices, labs and media centers are provided
access to wired and/or wireless high speed Internet.
If the expectation is that technology will be used to improve and enhance instruction and
learning, robust Internet access is critical. Currently all classrooms have wireless access
points installed that are powered by Cisco Meraki. As well, access points are
strategically located in office areas, gymnasiums, and cafeterias to allow wireless access.
However, as technology increases, so will the demand for connectivity. The current
system, although new, will need to be evaluated periodically to ensure all devices have
sustained connectivity.
As prevalent as wireless connectivity is, it is still imperative to have wired connectivity

throughout the district. This will ensure a redundant network so that downtime will be
kept to a minimum. Bandwidth utilization will need to be monitored ongoing to ensure a
reliable connection, both wired and wirelessly.
b. Equipment
i. Bloom-Carroll Local Schools will provide access to age-appropriate

technology tools that will support student engagement and learning.
For the effective integration of technology into the instructional practices of educators,
the district muse ensure students and staff have access to current, age-appropriate,
effective technology tools. True technology integration can only occur when all learners
have access to the necessary tools in the classroom.
ii. Implement a multi-phase vertically aligned technology initiative
A vertically aligned initiative means that students will learn grade and age level
appropriate technology skills. This scaffold approach will ensure students gain the
knowledge and skills necessary to be academically successful and well prepared for
college and careers.
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iii. Create criteria to determine the value of equipment
Technology has a set life expectancy and as such the district needs to create a set of
criteria to help determine when to update or refresh technology. The district’s IT
department has already begun a refresh cycle that will be evaluated and modified to fit
the current and future needs of the district. This will ensure district technology does not
become obsolete.
iv. Ensure equipment is refreshed at the appropriate interval
The district believes that if staff are expected to effectively integrate technology into their
daily instruction they must have access to a dedicated device. This plan will ensure all
instructional staff have access to an appropriate device.
c. Student Learning Choices:
i. Create a district-wide “Technology Resource Review Committee” to

assess and recommend instructional resources.
The district committee will consist of teachers and administrators who have practical
knowledge related to the integration of technology. This committee will review
subscriptions to online programs offered in the district to determine if they meet the
minimum requirements so they will function properly and meet the needs of the
classroom. This will also ensure the resource is aligned to district curriculum. These
guidelines will help ensure all students and staff have access to a consistent set of
functional resources. This will also help ensure similar opportunities for students and
staff across the district. The committee will effectively communicate their review to all
stakeholders.
ii. Hardware and software will be used to diversify instruction, intervention

and enrichment to extend student learning opportunities
For teachers to meet the needs of all learners through enrichment and intervention there is
a need to extend the learning opportunities. For this to occur, teachers will need tools
that allow for differentiating instruction during the school day. This extension will allow
learning to extend beyond the classroom. Access to the technology implied in this
recommendation, and the training necessary to make it a reality are addressed in other
critical components.
iii. Provide instruction to ensure students are technology literate
For the district to effectively implement this technology plan, we need to ensure our
students are technologically literate. Our students are digital natives, having grown up
with many different technologies throughout their lives. As such, they are proficient with
certain skills related to the use of technology. Many of these involve social interaction.
While these can overlap into the educational arena, there is a need to assist students with
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gaps in their understanding of technology. This is especially true in regard to the use of
many digital tools (presentation, word processing, typing, etc.) and how to utilize
technology to help learn and solve problems. Instruction will be provided to students in
grades K-12 to help them appropriately use technology to become more efficient learners.
This will look differently based on grade band.
iv. Universal and simplified online student access to assignments, course

materials and resources
Students need online access to instructional resources, assignments and course materials
within and outside the district. This access needs to be organized in such a way to assist
students in their learning. The process must be easy to navigate for students and easy for
staff to upload documents. This will an adequate system for all their instructional files,
including assignments, resources and course materials. Parents will also have some level
of access to these materials to continue to be partners with the district in their child’s
learning.
d. Training/Professional Development:
i. Create a district technology integration specialist position
This person will serve as a member of the district IT department and his or
her primary responsibility will be to provide support and curriculum
integration to teachers and staff members district wide. Teachers need
instructional support in how to integrate technology effectively. This
integration specialist will provide meaningful technology professional
development opportunities to individuals and grade level teams.
ii. Establish environment necessary for collaboration for teachers to share

successful methods for enriching areas of learning with technology.
Teachers will be able to share effective methods and resources for

successfully integrating technology in the classroom. This collaboration
could take place face-to-face, but also have the potential to share across
buildings in an online capacity. These methods will be housed in some
electronic format for other teachers to access. These methods would be
provided by teachers, administrators, and the district integration specialist.
iii. Offer courses to support integrating technology as a routine instructional

tool.
Teachers are in constant need of opportunities to increase their capacity to

integrate technology effectively in the classroom. By employing a
technology integration specialist, courses will be developed to provide
opportunities to staff to improve instruction. Teachers are also in need of
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Continuing Educational Units (CEU’s) and graduate credit for re-
licensure, so this will serve a dual role.
e. Communication Strategies
i. The district’s IT department will communicate hardware and software

refresh cycles and updates to teachers and staff.
The district’s IT department will use a variety of means to notify teachers

and staff of upcoming hardware and software changes that will have an
impact on their daily instruction. Email, direct contact, and printed
resources will be used to keep teachers apprised of any upcoming changes
that they should be aware of in advance.
ii. A flow of district information will be provided to stakeholders.
The district will inform stakeholders of how technology is being used to

improve student learning and enhance instruction in the classroom.
iii. A variety of technology tools will be used to communicate.
The district will use a wide variety of digital tools that range from digital
monthly newsletters, weekly updates, periodic news stories posted to the
website, automated phone calls and text messages.
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6. Action Plans
a. Infrastructure
Recommendation
Create an environment district-wide that will support online learning, virtual classrooms, and a
variety of hardware and software resources to increase student engagement and learning.
Direction: Expand availability to utilize current digital assets at the Primary School
Action Step Process Timeline Responsibility Notes:
Identify • Identify • Fall 2016 IT Department (completed)
resources current
necessary to capacity
increase limits
capacity • Choose
vendor for
increasing
wireless
access
Replace current • Choose • Fall 2016 IT Department (completed)

wireless vendor
infrastructure • Configure and
install new
product
Identify current • Consult with • Fall 2016- Curriculum and
online products administration Spring 2020 IT departments,
in use building
administration
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Recommendation
Direction: Expand availability to utilize current digital assets at the Intermediate School
Identify • Identify • Fall 2016 Fall 2016 (completed)
resources current
increase limits
capacity
Replace current • Choose • Fall 2016 • IT (completed)
wireless vendor Department
install new
product
Identify current • Consult with • Fall 2016- Curriculum and (ongoing)
in use building
administration
16
Recommendation
Direction: Expand availability to utilize current digital assets at the High School and Middle
School
Identify • Identify • Fall 2016 IT Department (completed)
resources current
increase limits
capacity • Choose
vendor for
increasing
wireless
access
Replace current • Choose • Summer- IT Department (completed)

wireless vendor Fall 2016
install new
product
Identify current • Consult with • Fall 2016- Curriculum and (ongoing)
in use building
administration
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b. Equipment
Recommendation
Bloom-Carroll Local Schools will provide access to age-appropriate technology tools that will
support student engagement and learning.
Direction: Provide age appropriate technology tools for Primary School
Provide each • Research • Winter District
classroom with a available 2017- Technology
high-resolution cameras Summer Team
document • Select vendor 2017
camera • Secure
pricing
• Installation
Provide each • Research • Spring 2017- IT Department
classroom with various laptop Summer
five laptops for models 2017
student use to • Create
replace current standardized
student desktops model
preference
• Secure
pricing
• Installation
Provide each • Research • Summer IT Department
classroom with various iPad 2018
six iPads for models
student use • Create
standardized
model
preference
• Secure
pricing
• Installation
Update current • Secure • Ongoing IT Department
Interactive tools pricing
as needed • Purchase and
install
Provide Special • Secure • Summer IT Department, Dependent upon
Education pricing 2017 Special IDEA Funds
teachers with up • Installation Education
to six iPads for Director
classroom use
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Recommendation
Direction: Provide age appropriate technology tools for Intermediate School
classroom with a available Summer
high-resolution cameras 2018
document • Select vendor
camera • Secure
pricing
• Installation
Provide one cart • Research • Spring 2017- IT Department
with up to 35 various Summer
mobile devices models 2020
per every two • Create
teachers and one standardized
dedicated cart model
for Gifted. preference
• Secure
pricing
Installation
Update current • Secure • Ongoing
Interactive pricing
devices as Purchase and
needed install
Replace current • Research • Ongoing
SMART Boards current
with up-to-date models
Interactive • Identify
Technology vendors
• Meet with
grade level
teachers
Provide Special • Create • Summer IT Department, Dependent upon
Education standardized 2018 Special IDEA Funds
teachers with up model Education
to six iPads for preference Director
classroom use • Secure
pricing
• Installation
Provide six • Research • Summer IT Department
iPads and various iPad 2017
charging cabinet models
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for Gifted and • Create
Title I Education standardized
model
preference
• Secure
pricing
• Installation
Provide one • Research • Summer IT Department
additional iPad various iPad 2018
per classroom models
teacher • Create
standardized
model
preference
• Secure
pricing
• Installation
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Recommendation
Direction: Provide age appropriate technology tools for Middle School and High School
classroom with a available Summer
high-resolution cameras 2019
document • Select vendor
camera • Secure
pricing
• Installation
Provide one cart • Research • Spring 2017- IT Department
with up to 35 various Summer
mobile devices models 2020
per every two • Create
teachers standardized
model
preference
• Secure
pricing
Installation
Update current • Secure • Ongoing
Interactive pricing
devices as Purchase and
needed install
Replace current • Research • Ongoing
SMART Boards current
with up-to-date models
Interactive • Identify
Technology vendors
• Meet with
grade level
teachers
Provide Special • Research • Summer IT Department, Dependent upon
Education various iPad 2019- Special IDEA Funds
teachers with up models Summer Education
to 24 iPads for • Create 2020 Director
classroom use standardized
model
preference
• Secure
pricing
• Installation
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Recommendation
Create criteria to determine the value of equipment
Direction: Ensure equipment is refreshed at the appropriate interval.
Building Location Timeline Responsibility Item
Primary School Various FY18 IT Department Laptops and
docks
Primary School Various FY18 IT Department Document
Cameras
Primary School Various FY18 IT Department Student Laptops
Intermediate Various FY18 IT Department Laptops and
School docks
Intermediate Various FY18 IT Department iPad Cabinets
School
Intermediate Various FY18 IT Department Document
School Cameras
Intermediate Various FY18 IT Department 1 laptop cart
School
IT Office Middle School FY18 IT Department Server
Middle School Rm. 1215 FY18 IT Department Lab devices
Middle School Various FY18 IT Department 2 mobile carts
Middle School Study Hall FY18 IT Department Mini mobile cart
Middle School Various FY18 IT Department Document
Cameras
High School Rm. 112/Mezz. FY18 IT Department Lab devices
High School Various FY18 IT Department 2 mobile carts
High School Study Hall FY18 IT Department Mini laptop cart
High School Science FY18 IT Department 20 iPads
Primary School Various FY19 IT Department 6 iPads per room
Intermediate Various FY19 IT Department 1 iPad per room
School
Intermediate Various FY19 IT Department 4 mobile carts
School
Intermediate Various FY19 IT Department Document
School Cameras
IT Office Middle School FY19 IT Department Server
IT Office Middle School FY19 IT Department Firewall
Middle School Various FY19 IT Department 3 mobile carts
Middle School Special FY19 IT Department 2 mini carts
Education
Middle School Various FY20 IT Department Laptops and
docks
Middle School Various FY20 IT Department Office Desktops
22
Middle School Art FY20 IT Department 3D Printer
High School Various FY20 IT Department Laptops and
docks
High School Various FY20 IT Department Office Desktops
High School Art FY20 IT Department 3D Printer
High School Rm. 210 FY20 IT Department Lab
Replacement
c. Student Learning Choices

Recommendation
Create a district-wide “Technology Resource Review Committee” to assess and recommend
instructional resources.
Direction: Include District Technology Committee and building administrators

Invite members • Send email to Spring 2017 IT Department
administrators
and
committee
members
Set meeting • Meet in Ongoing Committee Pending upon
schedule October and members test schedules
February and other events
Meet bi- • Review Ongoing Committee
annually hardware and members
software
requirements
• Develop
review
process for
software
purchases
• Continue to
review
universal
logins
23
d. Training/Professional Development
Recommendation
Provide adequate and ongoing technology training and professional development district wide
Direction: Employ staff member who is trained to provide support and curriculum integration
to teachers and staff members district wide
Create and hire • Determine Winter 2018- District Position will be
technology requirements for June 2018 Technology half time
integrationist this position Committee integration and
• Determine half time
scope and level technician
of experience
needed
• Present
description and
need
• Post on various
job boards
• Submit
recommendation
to BOE
Provide • Utilize PD Ongoing IT Department

ongoing PD to day(s)
teachers • Create and
provide
electronic
resources to be
shared among
teachers
24
Considerations
Student testing can take up to nine weeks of computer lab time. Currently grades K-2 administers
i-Ready diagnostic testing three times per year. Grades 3-4 also administers i-Ready diagnostic
testing three times per year for a total of six weeks. Along with this, grades 3-4 also administer
STAR assessments four times per year for a total of eight weeks. With the introduction of AIR
testing in grades 3-12, computer labs can be occupied for up to nine weeks during the spring.
Because of this, the total available lab time for instruction is greatly reduced.
Pearson digital content was introduced in the 2014-2015 school year for Math. Science was
introduced during the 2015-2016 school year, while Social Studies was introduced in the 2016-
2017 school year. Each of these content areas have a digital component. The district also
implemented Learning.com in grades K-8 during the 2015-2016 school year. This component
greatly reduces available lab time in those school buildings. During each adoption cycle,
additional technology has been purchased to help alleviate an already stressed computing
environment throughout the district.
The current age of desktop computers in the majority of the classrooms exceeds eight years
resulting in nearly non-functional classroom equipment or equipment that is in a constant state of
repair. Software upgrades are kept as current as possible throughout the district, eliminating the
need for additional monies to be allocated unless new programs are desired.
Building enrollment must be a consideration. As enrollments increase, so does the need for
additional technology.
Recommendations for K-2

Replace current aged student classroom computers with up to six laptops per classroom. This
will increase the usable space each teacher has in their classrooms, and will provide for up-to-
date robust equipment for student use. This will create greater opportunities for the teachers to
implement technology into their curriculum.
Replace current teacher devices with laptops and docking stations. This will allow teachers to be
more mobile and to have devices in their possession when attending meetings, professional
development and while working from home.
Add a document camera to each classroom. This will allow teachers to display and annotate
printed works through the currently installed projectors. This will allow students to see, in real
time, educational concepts the teacher is modeling.
Upgrade the current interactive technology in each classroom. Many of the current SMART
Boards and projectors are more than six years old. As these devices fail, new devices will need
to be installed. As current interactive technology advances, so will the need to remain current to
meet the needs of the classroom infrastructure.
25
Add up to six additional iPads per classroom. This will allow teachers to form small groups for
the various online educational activities. This will also create more available technology school
wide for those times when whole group activities are desired.
Recommendations for 3-4

Replace current teacher devices with laptops and docking stations. This will allow teachers to be
more mobile and to have devices in their possession when attending meetings, professional
development and while working from home.
Add five additional laptop carts. This will complete the desired ratio of one laptop cart per every
two teachers. This will allow for the removal of current aged student desktop computers, giving
the classroom teacher more usable square footage per classroom.
Replace the current iPad in each classroom. This will allow the teacher to have up-to-date iOS
technology that can be used during time when students are working in centers.

Add six additional laptop carts. This will complete the desired ratio of one laptop cart per every
two teachers. This will allow for the removal of current aged student desktop computers, giving
the classroom teacher more usable square footage per classroom.
Replace three labs with up-to-date desktop devices. These labs are used on a daily basis for
instruction in fine arts and as an open lab for teachers and students.
26
Replace current teacher devices with laptops and docking stations. Near the end of this plan
teacher devices will be in line for replacement. It is necessary to keep technology as current as
possible to allow teachers the ability to utilize technology resources in their daily curriculum.

Add twelve additional laptop carts. This will complete the desired ratio of one laptop cart per
every two teachers. This will allow for the removal of current aged student desktop computers,
giving the classroom teacher more usable square footage per classroom.
Replace two labs with up-to-date desktop devices. These labs are used on a daily basis as open
labs for teachers and students. Once the desired number of mobile carts are installed, these labs
can be dismantled creating more usable classroom space. The technology that is removed will be
allocated to various locations throughout the district where the need is greatest.
Replace current teacher devices with laptops and docking stations. Near the end of this plan
teacher devices will be in line for replacement. It is necessary to keep technology as current as
possible to allow teachers the ability to utilize technology resources in their daily curriculum.
Add up to twenty iPads and a charging cart for Science. This will allow teachers to fully utilize
digital apps that will enhance student achievement.
District Wide Recommendations

Replace three servers. This will ensure our infrastructure is operating at peak performance,
reducing the risk of catastrophic failure.
Replace office computers district wide. It is essential to keep technology as up-to-date as

possible. A three to five-year rotation schedule is included in this plan to accomplish this.
During the life of this technology plan, office desktops will become more than five-year-old,
requiring replacement to minimize the risk of failure.
Add firewall. Currently, BCLSD utilizes firewall services provided by META. This solution
does not allow granularity for monitoring, permitting and blocking unwanted traffic. This
addition is necessary due to the constant threat of virus transmissions that is increasing
worldwide.
27
Estimated Cost
FY 2018 $307,000 **
FY 2019 $366,000 **
FY 2020 $269,000 **
**Funding of this plan is contingent on available allocations as determined by the District

Superintendent, District Treasurer, and Bloom-Carroll Board of Education. This plan
does not imply guaranteed funding.
Operations
With the increase of devices there will be a need for additional resources to maintain all aspects
of technology. The total inventory, including instructional and non-instructional personnel is
approximately 1400 devices. This is up by more than 450 devices in just two years. To help
keep staffing at a minimum the district has partnered with Think CSC to provide ongoing
network support as needed and to monitor the network for any potential issues that may occur.
This allows the current staff to focus on the day to day technology needs of the district. At the
end of this proposed plan the total device count will be approximately 2200 devices.
Additionally, there is a SMART Board and projector in every classroom. Every occupied area
also has a dedicated VOIP telephone. Wireless access points have grown to one AP per
classroom along with office, cafeteria and gymnasium saturation. The IT department has
streamlined the current number of available servers and moved the district to a virtual
environment as well as replaced server edge switches district wide.
As technology increases, so does the need for additional technology support personnel. The
addition of a half time integration specialist and half time technician will help ensure the
professional development needs, along with the increase of break/fix needs are met. As future
technology grows, this role will most likely grow into two full time positions, one as a full-time
technology integrationist, and one as a full-time computer technician. However, with careful
planning and supervision we believe these costs can be kept to a minimum.
This plan will set in motion the necessary steps to move Bloom-Carroll Local School District
into a technology rich educational institution where students are well prepared for college and
careers and where staff has the necessary tools to fully integrate technology into their daily
curriculum.
28
Appendix A: Survey Results Summary
Technology surveys were created and made available to both parents and teachers from
November 4, 2016 – November 16. 2016. The survey was created in Survey Monkey and was
posted on the district website for parents. Parents were notified through School Messenger of the
availability of the survey on three separate occasions and were encouraged to take this survey.
The teacher survey link was emailed directly to the staff member and they were encouraged to
participate in taking the survey. The number of respondents was: Parents, 281 and teachers, 100.
The results of both the parent and teacher survey are shown below.
PARENT SURVEY RESULTS NOVEMBER 21, 2016
Parents were asked to participate in a short 15 question survey centered around technology
use at home and at school. We had 281 respondents to the survey which was open for two
weeks. The results of each survey question are below:
Q1. Do you have a computer at home?

A. Of the 281 people who answered this question, 277, or 98.58% stated Yes, they do
have a computer at home. Only 1.42% answered no.
Q2. What types) of computers do you own?

A. 279 people responded to this question. Of those, 241, or 86.38% have a laptop,
54.84% have a desktop, 74.55% have a tablet, and 88.89% have a Smart Phone. This
question was a multiple-choice question so respondents could choose more than
one device.
29
Q3. Do you have high speed Internet access?
A. Of the 280 responses, 92.50%, or 259 have high school Internet access. Only
7.50% do not have high speed Internet access.
30
Q4. What building does your child attend?
A. High School: 31.07%
B. Middle School 44.64%
C. Intermediate School 33.21%
D. Primary School 38.21%
Q5. Do you have good overall knowledge of technology?

A. 279 people responded to this question. Of those, 254 or 91.04% answered yes, while
8.96 or 25 said no.
Q6. Would you be interested in technology training classes for parents?

A. Of the 280 responses to this question, 66.43% stated No, while 33.57% would like
technology training classes for parents
31
Q7. Do you limit the amount of time your child spends using technology?
A. This question received 278 responses. Of these responses 206 or 74.10% limit the
amount of time their child spends using technology. 72 respondents or 25.90% do
not limit the amount of time spent
32
Q8. Approximately how many hours per day does your child use technology at home?
(Includes video games, computers, tablets, phone, etc.)
A. Of the 280 responses, 190 or 67.86% of those responding stated they limit the
amount of time spent from 0-2 hours per day. 26.07% stated their children spend
anywhere from 3-5 hours per day, while 4.64% and 1.43% spend anywhere from 6 to
more than 10 hours per day using technology.
33
Q9. Does your child have access to a computer outside of school for school work?
A. This question was answered by 279 respondents. Of those, 85.66%, or 239
stated their child does have access to a computer, while only 2.51% stated
they do not have access to a computer outside of school.
Q10. Do you assist your child in using the computer for school projects?
A. This question received 279 responses. Of those, 135 or 48.39% stated they
do assist their child with the computer for school projects. This was followed
by 9.86% that stated no, and 41.94% stated they sometimes assist their
children.
34
Q11. What form of communication do you use for school information?
A. All 281 respondents answered this question. Of these 83.63%, or 235 stated
email was their form of communication. This was followed by 68.68% or 193
who use the district’s website for information. Newsletters or handouts was
the third choice receiving 64.77% or 182 responses. This was followed
closely by Parent ProgressBook at 59.79%, School Messenger was used by
54.45% of respondents, while Phone calls, Facebook and Twitter.
35
Q12. Do you feel that technology is critical to the learning experience of students
today?
A. 278 people answered this question. Of those responding, 49.28% strongly
agree that technology is critical today, while 33.45% agree, and 11.15% were
neutral. A total of 6.12% either disagree or strongly disagree that technology
is critical to the learning experience of students today.
36
Q13. If teachers expanded the need for individual device use, would you be willing to
provide a specified device for your child(ren) to use in the classroom?
A. 279 people responded to this question. Of those responding, 50.53% either
agree or strongly agree that they would provide a specified device for their
child to use in the classroom. 27.96% were neutral, while 21.50% either
disagree or strongly disagree.
37
Q14. What programs do you find to be the most beneficial to your child(ren) to have
online access?
A. 254 people responded to this question. Of those, 62.99% stated
ProgressBook was the most beneficial program, followed by i-Ready with
46.06%, Raz Kids at 38.19%, AR/Star with 35.83% and Study Island with
35.04% of those responding.
38
Q15. What is your biggest concern about students using mobile devices in the
classroom?
A. This question was designed as an open-ended question, therefore the most
appropriate was to display these responses is through a word wall. Shown
below in larger text are key words that parents are concerned about.
Bullying, distraction, inappropriate, and security are among the top concerns.
The full range of responses are below.
39
Teacher Technology Survey
Bloom-Carroll Local School District
Technology Plan 2017-2020
Q1 What building do you work?

Answered: 100 Skipped: 0
High School
Middle School
Intermediate
School
Primary School
District Office
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
High School 36.00% 36
Middle School 31.00% 31
Intermediate School 20.00% 20
Primary School 20.00% 20
District Office 2.00% 2
Total Respondents: 100
40 1 / 17
Q2 What types of programs are you

currently using in your classroom?
i-Ready
AR/Star
Pearson sites
Learning.com
RAZ Kids/A-Z
Study Island
Brain
Pop/Brain Po...
Schoology
Houghton
Mifflin Soci...
Gibbs Social
Studies
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
i-Ready 49.40% 41
AR/Star 42.17% 35
Pearson sites 40.96% 34
Learning.com 9.64% 8
RAZ Kids/A-Z 19.28% 16
Study Island 31.33% 26
Brain Pop/Brain Pop Jr. 37.35% 31
Schoology 50.60% 42
Houghton Mifflin Social Studies 8.43% 7
Gibbs Social Studies 2.41% 2
41 2 / 17
42 3 / 17
Q3 Do you feel that technology is critical to

the learning experience of students today?
Strongly
Disagree
Disagree
Neutral
Agree
Strongly Agree
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Strongly Disagree 6.00% 6
Disagree 2.00% 2
Neutral 7.00% 7
Agree 32.00% 32
Strongly Agree 53.00% 53
Total 100
43 4 / 17
Q4 How comfortable are you with

implementing technology to help support
or enhance your instructional strategies?
1-Low
5-High
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1-Low 0.00% 0
2 5.00% 5
3 37.00% 37
4 33.00% 33
5-High 25.00% 25
Total 100
44 5 / 17
Q5 I Need...
More time to
learn to use...
More time to
integrate...
More training
to use...
More support
from...
More technical
support to k...
More access to
technology...
Faster and
more consist...
More
opportunitie...
More options
for...
Help aligning
the integrat...
A technology
integration...
0 1 2 3 4 5 6 7 8 9 10
Less . . . Most Total Weighted

Urgent Urgent Average
More time to learn to use applications 6.25% 6.25% 37.50% 31.25% 18.75%
6 6 36 30 18 96 3.50
More time to integrate technology into my curriculum 4.17% 6.25% 33.33% 41.67% 14.58%
4 6 32 40 14 96 3.56
More training to use technology 9.47% 12.63% 31.58% 35.79% 10.53%

9 12 30 34 10 95 3.25
More support from administration when it comes to my technology needs 20.83% 22.92% 31.25% 13.54% 11.46%
20 22 30 13 11 96 2.72
More technical support to keep computers and applications running 5.26% 10.53% 20.00% 34.74% 29.47%
5 10 19 33 28 95 3.73
More access to technology tools to integrate in my classroom instruction 10.53% 14.74% 20.00% 35.79% 18.95%
10 14 19 34 18 95 3.38
45 6 / 17
Faster and more consistent access to the Internet 9.18% 15.31% 16.33% 28.57% 30.61%
9 15 16 28 30 98 3.56
More opportunities to collaborate with colleagues on how to use technology 7.29% 12.50% 34.38% 36.46% 9.38%
7 12 33 35 9 96 3.28
More options for professional development in the areas of technology 7.29% 12.50% 33.33% 36.46% 10.42%
7 12 32 35 10 96 3.30
Help aligning the integration of technology with the implementation 12.63% 16.84% 37.89% 26.32% 6.32%
of Learning Standards 12 16 36 25 6 95 2.97
A technology integration mentor to help enhance technology integration in 17.71% 26.04% 31.25% 15.63% 9.38%
my classroom 17 25 30 15 9 96 2.73
46 7 / 17
Q6 If the district implemented a bring your

own device program for students, how
likely would you be to support this
initiative?
1-Low
5-High
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1-Low 16.16% 16
2 20.20% 20
3 26.26% 26
4 19.19% 19
5-High 18.18% 18
Total 99
47 8 / 17
Q7 What is your biggest concern about

students using personal devices (such as
iPads, ChromeBooks, Laptops, etc.) in your
classroom?
# Responses Date
1 Distractions 11/15/2016 12:19 PM
2 The fact that they may stray from the site they are supposed to be on without my knowledge. 11/15/2016 9:37 AM
3 safety 11/15/2016 9:09 AM
4 Supervision. We have no control over what is on these devices. Inappropriate games, pictures, videos, etc. could be 11/15/2016 8:10 AM
brought into the classroom and other areas. We could have more control over what is brought into the school if we
used district owned devices. As a parent and a teacher, I know this is a problem. When teaching with technology the
fewer distractions, the better.
5 Keeping them safe and not having them use them incorrectly. 11/15/2016 8:08 AM
6 Students being off task in class and unauthorized use. 11/15/2016 7:46 AM
7 distraction from the task at hand; students not having equivalent technology 11/15/2016 7:32 AM
8 Time to issue and login on ChromeBooks. 11/15/2016 7:19 AM
9 That all students aren't getting an equitable experience 11/15/2016 7:02 AM
10 Something happening to them (breaking) and them sharing information on them with other students that may not be 11/14/2016 11:17 PM
appropriate.
11 the reliability of the device working everyday and consistency of having the same device 11/14/2016 8:43 PM
12 none 11/14/2016 8:40 PM
13 No restrictions on sites that can be visited; students texting more than doing their work because they will be "multi- 11/14/2016 8:22 PM
tasking"
14 They would probably be playing games on it rather than using the device for educational reasons. 11/14/2016 8:22 PM
15 I would be nervous about them getting on social media and other related sites during the school day rather than the 11/11/2016 12:52 PM
sites that they should be on for school work.
16 I feel that I do not know enough to support the students in this area. I am willing to learn, but time is the issue with this 11/11/2016 7:24 AM
as I already arrive to school early and am usually the last to leave most days.
17 None, they already use their phones. 11/9/2016 2:41 PM
18 Dealing with differences in applications & use. Monitoring student use. 11/9/2016 7:56 AM
19 Dealing with differences in applications & use. Monitoring student use. 11/9/2016 7:55 AM
20 My biggest concern with students using personal devices is that anytime anything breaks or is lost the parent views 11/9/2016 6:42 AM
that as my responsibility and I do not have the ability to monitor the personal content being brought to school on the
device.
21 They would distract the kids from their learning. It might be all they want to do. 11/8/2016 3:59 PM
22 not being on task. access to certain programs and network and wi-fi issues 11/8/2016 1:28 PM
23 That they are not using it for school work and instead are doing social media or playing games. 11/8/2016 12:37 PM
24 Having to know how to use and login 25 primary students into their own devices... TIME CONSUMING!!!! 11/8/2016 12:33 PM
25 inappropriate use, distraction, forget to bring with them 11/8/2016 12:32 PM
26 Classroom Focus 11/8/2016 11:25 AM
27 getting on undesired sites or apps 11/8/2016 10:57 AM
48 1/3
Q8 What is your biggest concern about

students using district owned devices (such
as iPads, ChromeBooks, Laptops, etc.) in
your classroom?
# Responses Date
1 None 11/15/2016 12:19 PM
2 None 11/15/2016 9:37 AM
3 I think having district owned devices is a good idea. The devices should be left at school. This would give the school 11/15/2016 8:10 AM
district more control and supervision over how and what these devices are used for. If students need to complete
assignments at home, they can log into a school account from a device at home. If there are some families who do
not have access to devices, then maybe the district could work with them to get those students' the materials they
need. I know with my students we still have a few without internet access at their homes.
4 I don't have any of them. 11/15/2016 8:08 AM
5 Students being off task in class and unauthorized use. Breakage and damage of devices 11/15/2016 7:46 AM
6 not having similar tech to use at home 11/15/2016 7:32 AM
7 Being on task to assignment and not doing other things. 11/15/2016 7:19 AM
8 Them being able to sign into the server every day. This has been an issue on multiple occasions 11/15/2016 7:02 AM
9 not enough of them to supply and entire class. 11/14/2016 11:17 PM
10 the reliability of all of them working at the same time for a whole class usage 11/14/2016 8:43 PM
11 Students breaking Ipads. 11/14/2016 8:40 PM
12 None 11/14/2016 8:22 PM
13 My biggest concern is that the children are on devices in the morning, evenings, and weekends...I'm not sure we need 11/14/2016 8:22 PM
them on devices all day long at school. My other concern is of the devices being broken.
14 I don't have many concerns about them using these devices. The only issues we run into at times is that the devices 11/11/2016 12:52 PM
aren't working correctly or don't have the proper programs needed and then it takes away from learning time dealing
with these issues.
15 breakage, cost, limited numbers, tech support as far as the system 11/11/2016 7:24 AM
16 None, they already use their phones. 11/9/2016 2:41 PM
17 I think there would be less technical issues to deal with. 11/9/2016 7:56 AM
18 I think there would be less technical issues to deal with. 11/9/2016 7:55 AM
19 My problem with the iPads is that they do not necessarily run all the programs that we use, like i-Ready, and present a 11/9/2016 6:42 AM
poor platform for students to type papers on. These restraints put a strain on the laptop usage and limit the amount of
things that are achievable on the iPads.
20 They would distract the kids from their learning. It might be all they want to do. 11/8/2016 3:59 PM
21 not being on task. access to certain programs and network and wi-fi issues cost of fixing and replacing equipment 11/8/2016 1:28 PM
22 That they are not using it for school work and instead are doing social media or playing games. 11/8/2016 12:37 PM
23 See above, but not as bad if they are all using the same type of device. Next concern would be the devices 11/8/2016 12:33 PM
functioning properly.
24 inappropriate use 11/8/2016 12:32 PM
25 Cost 11/8/2016 11:25 AM
26 breaking them 11/8/2016 10:57 AM
49 1/3
Q9 What type of device would be most

beneficial for your students in the
classroom? (Choose all that apply)
I-Pads
Desktop
Computers
Laptops
Chromebooks
Apple TV
Chromecast
None
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
I-Pads 58.51% 55
Desktop Computers 18.09% 17
Laptops 67.02% 63
Chromebooks 40.43% 38
Apple TV 6.38% 6
Chromecast 1.06% 1
None 3.19% 3
50 11 / 17
Q10 With structure and support are you

open to changing your instruction to make
increased use of technology?
Yes
No
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Yes 93.81% 91
No 6.19% 6
Total 97
51 12 / 17
Q11 Which would you prefer:

Classroom sets
of...
Classroom sets
of...
1:1 iPads
(that studen...
1:1
laptop/Chrom...
Structured
Bring Your O...
None of the
Above
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Classroom sets of iPads/tablets 35.05% 34
Classroom sets of laptops/ChromeBooks 52.58% 51
1:1 iPads (that students take home) 16.49% 16
1:1 laptop/ChromeBooks (that students take home) 25.77% 25
Structured Bring Your Own Device (BYOD) 7.22% 7
None of the Above 4.12% 4
52 13 / 17
Q12 If access to laptops and tablets

increased, what do you think would be the
primary benefits of incorporating such
devices into your classroom?
# Responses Date
1 I would use technology much more because access would be increased. Part of the problem is lack of resources/lab 11/15/2016 9:37 AM
time.
2 We need a set of laptops for every classroom. enVisonmath 2.0 has a complete online curriculum. If I had access to a 11/15/2016 8:10 AM
set of laptops on a regular basis, I would use them every day to teach math. I would also like to start incorporating
more research into my classroom via www.infohio.com . An have time to teach the students how to properly use the
research they find. In reading class we also use www.dictionary.com on a regular basis.
3 Preparation for the state assessment. 11/15/2016 8:08 AM
4 Students! 11/15/2016 7:46 AM
5 Ability for students to conduct research at anytime during class without needing to plan or schedule technology in 11/15/2016 7:19 AM
advance.
6 If they aren't chromebooks and students can use more applications, then there are limitless possibilities to ways that 11/15/2016 7:02 AM
they can create and express knowledge.
7 Students could use them for the following things: book reports, science reports, math apps, typing their 11/14/2016 11:17 PM
paragraphs/stories to prepare them for AIR testing, and other projects
8 More individual learning paths to meet more differentiated needs of all learners 11/14/2016 8:43 PM
9 Currently I have IPads in my classroom and use them everyday. 11/14/2016 8:40 PM
10 Test prep 11/14/2016 8:22 PM
11 We would be able to integrate more technology related lessons. 11/11/2016 12:52 PM
12 Interactive learning, fluency for math, differentiation possibilities more, motivation more with games and varied 11/11/2016 7:24 AM
activities.
13 More time editing and writing in class. Students could also find books/ materials online for free and be more 11/9/2016 2:41 PM
independent and responsible for their learning.
14 A device capable of using Music ACe Maestro would allow us to use the program at the middle school in my 11/9/2016 7:56 AM
classroom.
15 A device capable of using Music ACe Maestro would allow us to use the program at the middle school in my 11/9/2016 7:55 AM
classroom.
16 Not only would i-Ready be more accessible with laptops, but I could share more content directly with students and 11/9/2016 6:42 AM
they could look things up more. Now I feel very constrained to set blocks of times when using the laptops because
many other people use them throughout the day. I would also have more time to learn to use things like Google Docs.
17 They could do more interactive learning. I wouldn't have to have students share computers during centers. 11/8/2016 3:59 PM
18 not having to structure instruction on availability of lab or cart 11/8/2016 1:28 PM
19 Writing papers, looking up information. 11/8/2016 12:37 PM
20 Familiarity when having to take high stakes tests on such devices. 11/8/2016 12:33 PM
21 access to more learning tools 11/8/2016 12:32 PM
22 Research and online assignments 11/8/2016 11:25 AM
23 We would be able to assign lessons in Pearson and I-Ready and we would be able to better serve the needs of 11/8/2016 10:57 AM
students who are at risk. We have access to so many online resources but can not make proper use of them with only
4 classroom computers.
53 1/3
Q13 What types of technology are students

using to demonstrate their understanding of
content knowledge? (Choose all that apply)
Office
Products (Wo...
Google Docs
(Slides,...
Google Earth
Movie Maker
iMovie
Podcasts
WebQuests
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Office Products (Word, Excel, PowerPoint) 93.33% 70
Google Docs (Slides, Sheets) 60.00% 45
Google Earth 17.33% 13
Movie Maker 13.33% 10
iMovie 9.33% 7
Podcasts 6.67% 5
WebQuests 21.33% 16
54 15 / 17
Q14 When using the Internet...

Student create
products tha...
There are more

discipline...
Students are
more motivated
Students go to
inappropriat...
There is more
student...
Plagiarism
becomes a...
The abundance
of unreliabl...
0 1 2 3 4 5 6 7 8 9 10
Strongly Agree Disagree Strongly N/A Total Weighted

Agree Disagree Average
Student create products that show higher levels of 20.83% 56.25% 8.33% 2.08% 12.50%
learning 20 54 8 2 12 96 2.29
There are more discipline problems 6.25% 25.00% 46.88% 13.54% 8.33%
6 24 45 13 8 96 2.93
Students are more motivated 27.08% 56.25% 9.38% 2.08% 5.21%

26 54 9 2 5 96 2.02
Students go to inappropriate sites 3.09% 35.05% 51.55% 4.12% 6.19%

3 34 50 4 6 97 2.75
There is more student collaboration 11.34% 51.55% 25.77% 2.06% 9.28%

11 50 25 2 9 97 2.46
Plagiarism becomes a bigger problem 17.53% 34.02% 25.77% 6.19% 16.49%

17 33 25 6 16 97 2.70
The abundance of unreliable sources is disturbing 11.34% 42.27% 25.77% 6.19% 14.43%
11 41 25 6 14 97 2.70
55 16 / 17
Q15 I feel...
Electronic
media will...
Most
technology...
Technology has
changed the ...
Students are
more...
School systems
expect us to...
There is too
much...
Technology is
a good tool ...
Technology is
unreliable
0 1 2 3 4 5 6 7 8 9 10
Strongly Agree Disagree Strongly N/A Total Weighted

Agree Disagree Average
Electronic media will replace printed text within five years 17.35% 41.84% 36.73% 3.06% 1.02%
17 41 36 3 1 98 2.29
Most technology would improve my ability to teach 10.31% 51.55% 28.87% 7.22% 2.06%
10 50 28 7 2 97 2.39
Technology has changed the way that I teach 18.37% 66.33% 9.18% 3.06% 3.06%
18 65 9 3 3 98 2.06
Students are more knowledgeable than I am when it comes to 14.29% 35.71% 41.84% 6.12% 2.04%
technology 14 35 41 6 2 98 2.46
School systems expect us to learn new technologies without formal 14.43% 47.42% 30.93% 4.12% 3.09%
training 14 46 30 4 3 97 2.34
There is too much technological change coming too fast without 16.33% 41.84% 34.69% 3.06% 4.08%
enough support for teachers 16 41 34 3 4 98 2.37
Technology is a good tool for collaboration with other teachers when 19.39% 60.20% 12.24% 2.04% 6.12%
building unit plans 19 59 12 2 6 98 2.15
Technology is unreliable 14.43% 31.96% 41.24% 9.28% 3.09%

14 31 40 9 3 97 2.55
56 17 / 17

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Bloom-Carroll Local

Student Learning Choices

a. Infrastructure-Wiring, connectivity, and foundational support.

3. Critical Component Vision Statements

2. Equipment: Ensure equipment is capable of performing all necessary tasks and

3. Student Learning Choices: Implement a plan for advancing student learning,

4. Training/Professional Development: Provide ongoing professional development

5. Communication: Provide resources and opportunities to effectively communicate the

c. Student Learning Choices

Ensuring students are able to use technology effectively and appropriately is

The curriculum and IT departments work hand in hand to ensure requested

As a committee, we value two-way communication between the district and our

This environment is necessary to accommodate the many changes in education. Staff,

As prevalent as wireless connectivity is, it is still imperative to have wired connectivity

i. Bloom-Carroll Local Schools will provide access to age-appropriate

ii. Implement a multi-phase vertically aligned technology initiative

iv. Ensure equipment is refreshed at the appropriate interval

c. Student Learning Choices:

i. Create a district-wide “Technology Resource Review Committee” to

ii. Hardware and software will be used to diversify instruction, intervention

iii. Provide instruction to ensure students are technology literate

iv. Universal and simplified online student access to assignments, course

i. Create a district technology integration specialist position

ii. Establish environment necessary for collaboration for teachers to share

Teachers will be able to share effective methods and resources for

iii. Offer courses to support integrating technology as a routine instructional

Teachers are in constant need of opportunities to increase their capacity to

i. The district’s IT department will communicate hardware and software

The district’s IT department will use a variety of means to notify teachers

ii. A flow of district information will be provided to stakeholders.

The district will inform stakeholders of how technology is being used to

iii. A variety of technology tools will be used to communicate.

Replace current • Choose • Fall 2016 IT Department (completed)

Replace current • Choose • Summer- IT Department (completed)

c. Student Learning Choices

Direction: Include District Technology Committee and building administrators

Provide • Utilize PD Ongoing IT Department

Recommendations for K-2

Recommendations for 3-4

Recommendations for 5-8

Recommendations for 9-12

District Wide Recommendations

Replace office computers district wide. It is essential to keep technology as up-to-date as

**Funding of this plan is contingent on available allocations as determined by the District

PARENT SURVEY RESULTS NOVEMBER 21, 2016

Q1. Do you have a computer at home?

Q2. What types) of computers do you own?

Q5. Do you have good overall knowledge of technology?

Q6. Would you be interested in technology training classes for parents?

Q1 What building do you work?

Answer Choices Responses

High School 36.00% 36

Middle School 31.00% 31

Intermediate School 20.00% 20

Primary School 20.00% 20

District Office 2.00% 2

Total Respondents: 100

Q2 What types of programs are you

Answer Choices Responses

Pearson sites 40.96% 34

RAZ Kids/A-Z 19.28% 16

Study Island 31.33% 26

Brain Pop/Brain Pop Jr. 37.35% 31