Benchmark 1-Commitment to a Clear Vision and Mission
Statement

Goals and Strategies

The charge of the District Technology Committee is to seek to continually improve the technology resources available to the students, educators, and staff of the district.

With the pace of evolution in technology far exceeding most facets of the education sector, it is important to continuously evaluate technology trends. The focus on technology in the Hadley Public Schools is continuous improvement using proven technologies. Given the cost of most technologies implementation, fiscal and time, it is important to select technology initiatives with care.

The East Longmeadow Public Schools have ten district-wide strategic goals. Six of these system-wide strategic goals apply to technology for students and staff:

GOAL1: FOSTER A CLIMATE OF COMMUNICATION AND COLLABORATION THROUGHOUT THE DISTRICT AND COMMUNITY.

GOAL2: MAINTAIN A FAVORABLE STUDENT-STAFF RATIO AND PROVIDE A WELL-BALANCED, APPROPRIATE CURRICULUM FOR ALL STUDENTS.

GOAL 3: IMPROVE THE QUALITY AND QUANTITY OF PROFESSIONAL

DEVELOPMENT FOR ALL EMPLOYEES AND PROMOTE INDIVIDUAL

ACCOUNTABILITY FOR ALL STAFF.

GOAL 5: MANAGE ALL LEVELS OF THE EDUCATIONAL SYSTEM TO BE PRODUCTIVE, CREATIVE, EFFICIENT, PROGRESSIVE, AND ACCOUNTABLE.

GOAL 6: ENCOURAGE PARENTS TO BE PARTNERS IN THE EDUCATION OF OUR CHILDREN.

GOAL 7: ENCOURAGE AND DEVELOP PARTNERSHIPS WITH LOCAL BUSINESSES AND COMMUNITY ORGANIZATIONS.

The goals of the East Longmeadow Public Schools, through the work of our district Technology Committee for the period of 2006 through 2011 include:

a) Increasing the usage of the internal network by both staff and students to take advantage of the flexibility a network provides in accessing application tools, information sharing and exchange, and data storage.

b) Increase the use of the computer infrastructure to gain access to learning tools that can benefit all staff and students.

c) Increase the awareness by staff and students of the Internet as a source for information, for learning tools, for research, and for all forms of communication.

d) Implement tools to increase the level of communication between students, teachers, and parents. Enable the sharing of student related educational data such as assignments, progress reports, and grades. Provide open and easy to use communication links between all parties.

e) Increase the district communication with the community as a whole.

f) Increase the internal and external integration of the district processes, information, and communications.

g) Raise the level of teacher technology knowledge to meet MA DOE standards.

h) Raise the Level of technology usage by teachers to meet MA DOE recommendations within and outside the classroom.

i) Raise the level of grades 5-8 students computer knowledge to where students are able to show proficiency for their grade appropriate Massachusetts Instructional Technology Standards as determined by an average rating of 3 or higher on the annually administered student survey (See Appendix C).

j) Maintain or improve the current infrastructure having computers, servers, and networks performing at a 99% uptime rate. Maintain the infrastructure at a level of performance equal to the capabilities of the installed equipment.

A2. Strategies for the period of 2006 - 2011

Project 1. - Increase the purchase and use of new computers to the whole district, replacing 7-year old computers with low processors that cannot run today’s software.

Project 2. – Increase the purchase and use of new printers to the whole campus, replacing the ink jet printers that are problematic and their cost per printed page is high due to expensive replacement cartridges.

Project 3 - Implement e-mail accounts for all support staff. Prior to this, just instructional staff and administration received e-mail accounts on our network

Project 4 - Implement appropriate software applications in the classroom. The Technology Committee has created a task to review the software requests of teachers in grade levels and then recommend the implementation priority of the selections. The priorities will be based onthe perceived benefit, the quantity of students benefiting, the deficiency, if any, in subject area the application addresses, and the cost of the application.

Project 5 - Continue to provide training to East Longmeadow Public Schools staff in the use of computers. The training is based on the MA DOE Teacher Standards and Star chart.

Project 6 - Improve the district and individual schools’ web pages to provide more information on current issues and events to parents and citizens.

District Technology Team

The District Technology Team is comprised of members of the teaching staff, support staff, and administration of our five schools including Meadow Brook Elementary School, Mapleshade Elementary School, Mountain View Elementary School, Birchland Park Middle School, and East Longmeadow High School.

E.L.P.S. Technology Committee Team Members:
Diane Gougen, Mountain View Elementary

Gary Blanchard, District Technician

Gilbert Gonsalves, E.L. High School

Judy Rosso, Meadow Brook Elementary

Kathleen Hill, Birchland Park Middle School

Larry Cadorette, Mapleshade Elementary

Larry Humason, Birchland Park Middle School

Leonard Palmer, Lesley University, and retired teacher

Judy Fletcher, Meadow Brook Elementary

Pauline Celetti, E.L. High School

Carrie Wallace, Mountain View Elementary

Richard Freccero, E.L. High School

Paul Plummer, Birchland Park Middle School

Carol Toth, Meadow Brook Elementary

Wayne Wilson, Mapleshade Elementary

Cynthia Walsh, E.L. High School

Ed Costa, Superintendent
Budget

The district budget for technology is $325,000.00 for technology. This is a combination of operational budgets, capital budgets from our town, and grants from the Department of Education.

Evaluation

The charge of the District Technology Committee calls for this Committee to evaluate and provide expert guidance for, among other things, the purchases of technology.

Before new programs of any type of technology are implemented, there are mandated expenditures required to maintain the current infrastructure. Significant dollars are required for annual licenses for server and desktop applications and operating systems. The replenishment of desktop systems on a six-year cycle will take a significant annual commitment. Expenditures for repair costs such as parts and labor are ever increasing with a growing infrastructure. With both current installed district wide applications and classroom learning applications requiring annual maintenance fees, there are many fixed costs to be absorbed into the annual technology budget.

With limited fiscal resources available to support public education, the Technology Committee will be called upon to assist with the determination of where funds should be expended. To make decisions, members will review the effectiveness of different technology options with other teachers, bring their own perspective to the decision, and weigh the cost of the program against competing programs. Furthermore, this Committee will ensure that technology expenditures are channeled to programs that will improve the educational experience of Hadley Public Schools students.

D2. Evaluation Process:

The District Technology Committee, in conjunction with the Superintendent of Schools and principals of the five schools, will be responsible for evaluating, on an annual basis, the progress the district has made in achieving its technology goals. A primary tool for measurement will be the Massachusetts Department of Education (DOE) Technology Plan Guidelines survey including the TSAT, ASAT and Professional Development Surveys in our district. These surveys provide feedback on the DOE Technology Standards and how the teachers are progressing in meeting those standards. Data from these surveys measure the level of progress towards achieving the goals will be illustrated numerically. The areas where the Committee has concentrated the technology implementations should be reflected in the corresponding scores for the teachers and technology benchmarks. If the goals of the implementations are not evidenced in survey results, it will be up to the Committee and the district administrators to revise the areas where the effort has been made and either change the effort or alter the course to another technology initiative.

Benchmark 4 - Accessibility of Technology

A. Students per Instructional Computer

Instructional computers are defined those that are accessible to students. Removed from the calculation are computers that are in administrative offices or any other areas where students would not normally gain access to login and use a computer.

In East Longmeadow Public Schools there currently is a ratio of 2.75 students for every instructional computer. Every classroom in all five buildings has at least one computer and most have several 100 Megabit (MB) network connections. All computers are loaded with a standard suite of applications when deployed. The applications include Microsoft Office, which includes Word for word processing, Access for database tools, PowerPoint for development of presentations, Excel for spreadsheets, and Internet Explorer as the Internet browser. Other applications included on all computers include Adobe Reader, Norton Anti-Virus software, and standard utilities that are provided with Microsoft operating systems. Depending upon the location of the computer there are applications that are loaded to facilitate instruction in that department.

Additionally, each of the five schools have dedicated computer labs of 25 or more computers in which teachers schedule their classes for use. The schools also schedule dedicated technology courses in these labs. Each school library has instructional computers for library search functions and research on the internet.

Below is a graph demonstrating the number of computers per school building:



Meadowbrook School

	<400Mhz:	13	10%
	400Mhz / 64Mb RAM:	66	49%
	550Mhz / 128Mb RAM:	27	20%
	800Mhz / 128Mb RAM:	27	20%



	Total Computers in School:	133



Mountainview School


	400Mhz / 64Mb RAM:	43	43%
	550Mhz / 128Mb RAM:	14	14%
	800Mhz / 128Mb RAM:	13	13%
	2400Mhx / 512Mb RAM:	28	30%

	Total Computers in School:	98



Mapleshade School

	<400Mhz:	7	8%
	400Mhz / 64Mb RAM:	48	53%
	550Mhz / 128Mb RAM:	14	15%
	800Mhz / 128Mb RAM:	14	15%
	1400Mhz / 256Mb RAM:	5	6%


	Total Computers in School:	88



Birchland Park School

	550Mhz / 128Mb RAM:	300	82%
	667Mhz / 128Mb RAM:	50	14%
	700Mhz / 128Mb RAM:	15	4%

	Total Computers in School:	365



High School

	<400Mhz:	45	14%
	400Mhz / 64Mb RAM:	151	46%
	550Mhz / 128Mb RAM:	48	15%
	800Mhz / 128Mb RAM:	51	15%
	2400Mhx / 512Mb RAM:	33	11%

	Total Computers in School:	328

Computer replacement cycle:

The East Longmeadow Public Schools has a replacement cycle for computers of six years. Funding for this annual expense is provided from the local budget and town capital budget, which is occasionally augmented from external grant resources.

B. Technical Support Classroom technical support
Each school in East Longmeadow Public Schools has a technology specialist that
provides timely in-classroom technical support. At the current time we are replacing one third of all computers in every school. Desktop computers with a moderate variety of software are the norm. As future technologies are implemented the variable nature of the classroom will expand. The implementation strategies of new initiatives will incorporate training of teachers and staff so they are comfortable in managing the new capabilities.

B2. Network Administration
The Town of East Longmeadow employs an IT director who provides network support to the East Longmeadow Public Schools.

B3. Technical Support of computers
East Longmeadow Public Schools employs two certified technicians to support the hardware and physical technology needs of the school district.

Massachusetts STaR Chart (School Technology and Readiness Chart) Levels of Progress:

http://www.doe.mass.edu/boe/sac/edtech/star.html

A. Early Technology

B. Developing Technology

C. Proficient

D. Advanced

ADMINISTRATOR

TECHNOLOGY SELF-ASSESSMENT TOOL

Introduction

This sample administrator technology self-assessment tool is the collaborative effort of the Massachusetts Department of Education and the state’s Educational Technology Advisory Council (ETAC). The purpose of developing this sample tool is to assist superintendents, principals, and other administrators in their leadership role of implementing appropriate technology in their schools. This tool was developed by adapting the Technology Standards for School Administrators developed as part of the National Educational Technology Standards (NETS). NETS is an initiative of the International Society for Technology Education (ISTE). The NETS Technology Standards for School Administrators are:

I. Leadership and Vision

II. Learning and Teaching

III. Productivity and Professional Practice

IV. Support, Management, and Operations

V. Assessment and Evaluation

VI. Social, Legal, and Ethical Issues

We collapsed the six NETS standards into the following three strands for the development of this self-assessment tool.

Massachusetts Technology Self- Assessment Tool for Administrators	Corresponding NETS Technology Standards for School Administrators
1: Basic Technology Skills	Standard III
2: Leadership Skills	Standard I, II, IV, V
3: Social Legal and Ethical Issues	Standard VI

We hope that this sample tool will help administrators make appropriate decisions regarding their own professional development needs and that it will assist them in their leadership role in their schools and districts.

1. Basic Technology Skills:

Educational leaders demonstrate technology proficiency and apply technology to enhance their professional practice and to increase their own productivity and that of others.

I know how to	Perform Basic Operations
	1.1	Start up and shut down a computer system and peripherals; open and close files; navigate with scroll bars, mouse, and special keys.
	1.2	Manage files: save, locate, and organize files on a local computer and remote network spaces.
	1.3	Resolve commonly occurring technology problems (e.g. printer jam, ink cartridge replacement, and frozen computer screen).
	1.4	Operate and connect peripheral devices, such as printers and projectors.
	Use Productivity Tools
	1.5	Use the editing and formatting features of a word processing program (e.g., centering, spacing, fonts, margins, copy and paste, spell check).
	1.6	Create an original spreadsheet, entering simple formulas (e.g. various number formats, sums, and percentages).
	1.7	Use functions of a spreadsheet such as sort, filter, find, and calculate.
	1.8	Perform simple operations in a database (e.g. browse, sort, search, delete, add data, and define field formats).
	1.9	Create a simple multimedia presentation using a design template.
	Use Email
	1.10	Create and send email messages: open, save, print, and delete messages.
	1.11	Send, receive, open, and save files attached to email messages. Understand the risks associated with opening attachments from unknown sources.
	1.12	Create an address book in an email program.
	Use the Internet
	1.13	Access the Internet and use search strategies to locate information such as curriculum standards, grant information, educator licensing (ELAR), Virtual Education Space (VES), MCAS data, etc.
	1.14	Bookmark web sites or add them to Favorites and organize them into folders for future reference.
	1.15	Conduct research on the web.
	Use Technology for Professional Practice
	1.16	Create a report or complete a form using a word processing application.
	1.17	Use email to communicate with students, staff, parents, and the community.
	1.18	Use databases and spreadsheets for analysis and decision-making.
	1.19	Use technology for sustained, job-related professional development.
	1.20	Use presentation tools to communicate with students, staff, parents and the community.
	1.21	Use computer applications for record keeping, data analysis, and research.

2. Leadership Skills:

Educational leaders inspire a shared vision and plan for comprehensive integration of technology in their schools. They understand that technology can support productive systems for teaching and learning, assessment, evaluation, and administration; and they ensure the implementation of their technology plan. The integration of technology includes curricular design, instructional strategies and learning environments that maximize teaching and learning.

As a leader, I . . .	Provide Leadership and Vision
	2.1	Oversee and direct the development of a technology plan that is aligned with the school improvement plan.
	2.2	Communicate the goals, objectives, and needs of the technology plan to all staff members, the school committee, and the public.
	2.3	Ensure that systems are in place for gathering data to formatively evaluate the technology plan and to use this data for decision-making.
	2.4	Search for emerging technologies and evaluate their potential uses in the district.
	2.5	Maintain currency and competency in the use of technology in order to model these practices for the staff.
	Lead in the Use of Technology in Teaching and Learning
	2.6	Recognize, identify, and promote exemplary uses of technology in instruction.
	2.7	Provide for equitable access (across the district and within school buildings) to technologies that enhance learning and facilitate productivity for staff and students.
	2.8	Provide high quality professional development opportunities and ongoing support to promote the use of technology in instruction and to increase student technology literacy.
	2.9	Provide for assistive technologies and related professional development to meet the diverse needs of individual students. Ensure that staff understand how universal design strategies can promote access to the general curriculum for all students.
	Provide Support, Management and Operations
	2.10	Make informed budget decisions on the financial needs of the technology plan, including adequate staffing and other resources needed to support the technology infrastructure.
	2.11	Leverage federal, state, local, and private resources to meet the objectives of the technology plan.
	2.12	Develop and implement policies to ensure compatibility of the district’s technology resources.
	2.13	Ensure that the schools have adequate technology support to maintain the equipment in a timely manner.

	Lead in the Use of Technology for Assessment and Evaluation
	2.14	Assess and evaluate technology resources and uses for teaching and learning, communication, and productivity.
	2.15	Assess student and staff technology literacy and provide instruction and professional development based on the results of the analysis.
	2.16	Support the use of technology to collect and analyze data to improve instructional practice and student learning.
	2.17	Support the use of technology to assess and manage administrative and operational systems.

3. Social, Legal, and Ethical Issues:

Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues.

As a leader, I . . .
	3.1	Establish and maintain technology acceptable use policies, addressing issues such as online safety, access to inappropriate sites on the Internet, copyright law, etc. Communicate these policies to staff and students and ensure that they adhere to these policies.
	3.2	Ensure that staff and students adhere to the Children’s Internet Protection Act (CIPA) regulations.
	3.3	Establish and implement a policy to ensure proper licensing and documentation for all software used.
	3.4	Establish policies and procedures to protect the rights and confidentiality of students and staff.
	3.5	Promote healthy and environmentally safe practices in the use of technologies.
	3.6	Provide equitable access to technology resources so that every student engages in technology-rich learning experiences.

Massachusetts Department of Education

Recommended Criteria for Evaluating Instructional Technology Materials

Evaluating instructional technology materials can be a challenging task. A wide variety of products is available. These products are constantly evolving, and it can sometimes be difficult to find materials that match the state’s curriculum frameworks and the district’s local curricula. This checklist provides some guidelines to aid in the evaluation and selection of instructional technology materials.

To make successful decisions about what to purchase, districts are encouraged to involve in the selection process those who will be using the products. This includes teachers, students, parents, heads of the curriculum development, technology, and business departments, and others. By doing so, districts can ensure that the materials meet educational needs while also fitting within the local budget and infrastructure.

In addition to the attached checklist, there are many resources available that can be accessed free of charge through the Internet to help in making decisions. It is recommended that this guide be used in conjunction with the other Massachusetts Department of Education documents and standards listed below.

· "Criteria for Evaluating Instructional Materials and Programs in Reading" http://www.doe.mass.edu/read/mrfp/criteria.pdf

· Criteria for Evaluating Instructional Materials and Programs http://www.doe.mass.edu/frameworks/math/2000/append2.html

· Criteria for Evaluating Instructional Materials and Programs in Science and Technology/Engineering http://www.doe.mass.edu/frameworks/scitech/2001/Appendices/ap7.html

· Massachusetts Recommended PreK-12 Instructional Technology Standards

http://www.doe.mass.edu/edtech/standards/itstand.pdf

· Massachusetts Curriculum Frameworks

http://www.doe.mass.edu/frameworks/current.html

	Strongly Agree	Agree	Disagree	Strongly Disagree	Not Applicable
I. Academic Content
Aligns with the English Language Arts Strands and Standards
Aligns with the Mathematics Strands and Standards
Aligns with the Science and Technology/Engineering Strands and Standards
Aligns with the History and Social Science Strands and Standards
Aligns with the Arts Framework Strands and Standards
Aligns with the Foreign Language Strands and Standards
Aligns with the Comprehensive Health Strands and Standards

	Strongly Agree	Agree	Disagree	Strongly Disagree	Not Applicable
II. Materials Development or Usage
Is based on scientific research
Rates highly in current peer usage or local studies
Rates highly in published, professional reviews
Demonstrates increased student achievement according to scientific research
Facilitates learning that could not otherwise be achieved
Facilitates learning that is difficult without technology
Provides learning opportunities otherwise unavailable in current educational settings

	Strongly Agree	Agree	Disagree	Strongly Disagree	Not Applicable
III. Instructional Features
Contain easily understandable directions for teacher and student
Are easily accessible for auditory learners
Are easily accessible for visual learners
Are easily accessible for hands-on learners
Are easily accessible for English language learners and fit within state and federal laws and regulations
Are easily accessible for students with disabilities and fit within state and federal laws and regulations
Use assessments to tailor the presentation to each student’s skill level
Allow/encourage students to exhibit previously learned material by recalling facts, terms, basic concepts, and answers
Contain a variety of exercises to improve comprehension and knowledge of content
Include effective feedback for students
Include appropriate adjustment to grade level of the student
Include view and print in-depth analysis of student progress
Align with the Massachusetts Professional Standards for Teachers (603 CMR 7.08)
Meet recommended Instructional Technology Standards

	Strongly Agree	Agree	Disagree	Strongly Disagree	Not Applicable
IV. Product specifications, qualities, and/or costs
Allow for review of a fully functional demo version for testing of product capability, usability, and compatibility within current infrastructure
Demonstrate proven industry record for product reliability and value
Take into consideration cost of the product over its useful lifetime, including but not limited to software licenses, updates, training materials, maintenance, and other options that may be needed
Allow for easy installation on Windows, Macintosh, or whatever operating system the district, school, or classroom uses
Show no known conflicts with current software in use
Are compatible with hardware and peripherals that the district, school, or classroom uses
Allow for easy maintenance or updates through patches or upgrades
Do not pose any security issues or compromise any sensitive or confidential data (keep in mind cookie settings in browsers, server setting changes, and port or security requirements)
Comply with CIPA requirements (if product requires online usage)
Are free of inappropriate or derogatory material
Are fully compatible with the major browsers available and current installed versions, if application is browser dependent
Demonstrate reliable accessibility through a Local Area Network (LAN)
Demonstrate reliable accessibility through dial-up connection
Demonstrate reliable accessibility through broadband connection
Demonstrate reliable and full accessibility to content and services in students’ or teachers’ homes via networking or affordable home edition of software
Demonstrate accessibility through CD-ROM, DVD-ROM, hard drive, or other media in case of Internet or network failure

	Strongly Agree	Agree	Disagree	Strongly Disagree	Not Applicable
V. Vendor supplemental services
Show high level of reliability in customer support
Facilitate easy integration into the districts’ local curriculum
Include high-quality orientation or professional development free of charge or at an affordable price
Include effective, periodic train-the-trainer opportunities so that district or school staff can provide ongoing, high quality professional development
Include ongoing, high quality professional development or other help through the vendors’ or other websites
Include other supplementary professional development materials (e.g., training manuals, videos, etc.)
Include effective training in usage of the materials for students and parents
Include effective user help within a tutorial or other troubleshooting features in the product
Include other help or troubleshooting free of charge or at an affordable price by person, website, e-mail, or phone during class hours and while teachers work offsite
Include effective tracking of the level of usage of the materials by teachers
Include effective tracking of the level of usage of the materials by students
Allow for feedback on quality and effectiveness of the product that can be easily gathered and analyzed

	Technology Operations & Concepts	Ethics and Safety	Teaching & Learning with Technology
Early Technology	100%	100%	100%
Developing Technology	80%	100%	80%
Proficient	80%	100%	80%
Advanced	80%	100%	80%

	A1.10	Demonstrate basic skills for using hardware and applications (e.g., start up and shut down computer system and peripherals, open/close a file, start an application and create a document.)
	A1.11	Navigate using scroll bars, arrow keys, special keys, and mouse functionality.
	A1.12	Identify components of a computer system (e.g., Operating system, platform, drives, memory, window). Explain their functions, and use appropriate terminology in speaking about them.
	A1.14	Save/backup and retrieve a file to/from the Desktop, hard drive, and/or floppy disk.
	A1.15	Select a printer and print a document with appropriate orientation within page setup.
	A1.20	Connect the cables and cords correctly such that a computer is functional.
	A1.30	Use basic editing and formatting features of a word processing program (e.g., centering, spacing, fonts and styles, enter and edit text, copy and paste, manipulate fonts, use writing tools and insert clip art.).
	A1.80	Use correct terminology in speaking about Internet communications (e.g., browser, search engine, online).
	A1.81	Access the Internet and identify and use navigation features of browser (e.g., “go,” “back,” “forward”).
	A1.82	Add a Web site to Favorites or Bookmark it for future reference.
	A1.83	Identify basic elements of a Web site (e.g., URL, hyperlinks, etc.) and use a URL.
	A1.90	Create and send a message using email. Retrieve and read email. Reply to sender and forward an email. Save, print and delete an email.

I Know How To		Standard 2 – Ethics and Safety
	A2.10	Apply classroom/lab rules for responsible use of technology.
	A2. 11	Explain and comply with acceptable use policy in your district and describe the consequences.
	A2.20	Explain the importance of sharing technology resources equitably among all students.
	A 2.30	Discuss the basic concept of assistive technologies and Universal Design for Learning (UDL), including portable word processors.
	A2.40	Explain copyrights as applied to technology use in education, the workplace and society.
	A2.41	Follow appropriate licensing and documentation for all software used.
	A2.50	Explain how media and technology can be misused to distort or exaggerate information.

	A2.60	Explain potential problems viruses create and practical methods of prevention (including exercise caution in opening e-mail attachments from unknown sources).
	A2.70	Follow the proper district/school procedures in the event of technical difficulties.
	A2.72	Explain the dangers of chat rooms and other electronic communications such as instant messaging.
	A2.80	Evaluate the proper physical setting for technology use (ergonomics).

I Know How To		Standard 3 – Teaching & Learning with Technology
	A3.10	Discuss current research on teaching and learning with technology in order to plan learning environments and experiences.
	A3.11	Use technology to gather curriculum-specific information from CD-ROMs, Web sites and/or automated card catalogue.
	A3.20	Integrate technology into the curriculum of one's subject and/or grade level with assistance of a coach, mentor or other staff member.
	A3.40	Use email to communicate with teachers and other professionals about curriculum content and procedures.
	A3.41	Use word processing to support teaching and learning (e.g., letters home to parents, course syllabi, flyers, worksheets, students’ stories, etc.)
	A3.44	Identify personal technology professional development needs.

	B 1.12	Identify and use basic features of a computer operating system (e.g., format/initialize disks, access information on size and format of a file, create and organize folders on local hard drive and desktop).
	B 1.14	Manage files, to save, locate and organize files on local and remote network spaces.
	B 1.15	Operate peripheral equipment (e.g., scanner, printer, projector).
	B 1.16	Resolve basic technical difficulties (e.g., soft reboot, paper jam, ink cartridge replacement).
	B 1.20	Connect a computer to peripheral devices (e.g., printers), a network outlet, and take proper care of the system.
	B 1.30	Use editing and formatting features (margins, cut and paste, spelling, and page numbers). Insert images (e.g., graphics, clip art) from other files into word-processed documents.
	B 1.31	Create a report or newsletter using word-processing or desktop publishing software.
	B 1.40	Describe the structure and function of spreadsheet (e.g., cells, rows, columns, and formulas) and apply formatting features, reposition columns and rows.
	B 1.41	Create an original spreadsheet, entering simple formulas (various number formats, equations, percentages, exponents).
	B 1.42	Interpret spreadsheet information, and produce simple charts from data.
	B 1.50	Define terms (field, table, record etc.) and functions of a database and use it for simple analysis.
	B 1.60	Create and manipulate graphics using a drawing or painting program (e.g., adjust scale, size, shape).
	B 1.70	Create a simple multimedia presentation (using PowerPoint, KidPix, etc.) and explain the terminology (slide, transition, etc.)
	B 1.80	Differentiate among browser, email program and Internet service provider.
	B 1.82	Organize Bookmarks or Favorites into folders for future reference.
	B 1.83	Identify and use basic search strategies on the Internet.
	B 1.90	Send an email attachment, open and save on to the desktop.
	B 1.91	Create an address book in an e-mail program.

I Know How To		Standard 2 – Ethics and Safety
	B2.20	Ensure equitable access to technology resources for all students in the class.
	B2.30	Use basic assistive technology resources. For example, change text size or make templates in a word processor, use text-to-speech features, change mouse controls, use on-screen calculators.
	B2.40	Cite electronic sources correctly in accordance with copyright law, explain and model this in the classroom.
	B2.41	Explain and demonstrate ethical and legal behavior in copying/downloading files, applications, and media (Internet).
	B2.42	Ensure responsible uses of technology by students: a. including intellectual property b. copyright laws, c. effective use of resources and d. environmental concerns.
	B2.50	Validate a Web site for authenticity (e.g., find site sponsor, author, date the site was last updated, etc.)

I Know How To		Standard 3 – Teaching & Learning with Technology
	B3.10	Design and develop lessons and activities that integrate technology in a variety of instructional settings for all students.
	B3.1 1	Identify and locate technology resources including online curriculum resources (Massachusetts Curriculum Frameworks and/or district curriculum guides) for planning.
	B3.20	Facilitate technology-enhanced lessons that address content standards and student technology standards.
	B3.21	Manage student technology activities to optimize learning with available resources (e.g., in a one-computer classroom, a computer lab, or with portable/wireless technology).
	B3 .23	Use appropriate technology to differentiate instruction (multimedia presentations, concept maps, etc.) for all learners.
	B3.30	Apply technology in assessing student learning of subject matter using a variety of district, school or individual assessment tools and strategies (e.g., TestWiz, grading programs or progress spreadsheets).
	B3. 41	Use application programs to organize curriculum-specific information/data into charts, tables and diagrams (spreadsheets, databases, etc.).
	B3.42	Create multimedia presentations to communicate curriculum content.
	B3 .43	Integrate results of electronic research into classroom instruction, (with proper citations) as appropriate to the grade level.
	B3.44	Locate and enroll in appropriate technology professional development activities offered by the district, online or local college/university.

		*C. Proficient*

I Know How To		Standard 1 – Technology Operations and Concepts
	C1.14	Save (also retrieve, load, and import) documents in different file formats (e.g., RTF, HTML) to facilitate file sharing.
	C1.15	Use a variety of external peripherals (e.g., digital camera, camcorder, CD-RW, scanner) and connect them to a computer.
	C1. 16	Resolve commonly occurring technology problems, and use proper terminology for communicating them (e.g., frozen screen, disk error, printing problems).
	C1. 17	Identify, download and use multimedia, graphic, sound and video files.
	C1.18	Install new software from a variety of sources (e.g., CD, downloads, plug-ins and applications) per district policies.
	C1.41	Use built-in calculating functions in a spreadsheet application.
	C1.42	Customize formatting of charts or graphs created in spreadsheet. Define and use built‑ in data functions of a spreadsheet such as sort, filter, find.
	C1.50	Perform simple operations in a database (e.g., browse, sort, search, delete, add data, define field formats, etc.).
	C 1.70	Create a multimedia presentation that includes imported sound and graphic files, tables and a design template.
	C 1.83	Demonstrate effective search strategies to locate and retrieve electronic information (e.g., use syntax and “Boolean logic operators- and/or terms” correctly).
	C 1.84	Share links among users via email or posting.
	C1.85	Create a basic Web page.

I Know How To		Standard 2 – Ethics and Safety
	C2.30	Use specific assistive technology software (e.g., programs that use pictures/symbols with words, talking word processing, or word prediction).
	C2.72	Address situations where inappropriate sites are accessed, and contact proper district personnel to block such sites.
	C2.80	Demonstrate and teach students the issue of ergonomics (e.g., repetitive stress injuries) and how to use equipment safely.

I Know How To		Standard 3 – Teaching & Learning with Technology
	C3.1 1	Evaluate technology resources, including online resources for accuracy and suitability.
	C3.12	Plan for the management of technology resources within the context of learning activities (schedule use of computer lab, wireless laptops, SmartBoard, etc.).
	C3.20	Use technology to support learner-centered strategies that address all students.
	C3.21	Manage student learning experiences that integrate effective uses of technology to meet a variety of learning styles.
	C3.22	Use the Internet for curriculum development and instruction (e.g. Web Quests, classroom web pages)
	C3.23	Use appropriate technology tools to enhance one's own curriculum, if applicable: projectors, wireless laptops, handhelds, environmental probes, sensors, robotics, dynamic geometric software, and measuring devices.
	C3 .30	Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
	C3 .31	Identify and evaluate developing technologies as they relate to one's subject area, grade level and student population.
	C3.41	Manipulate data using charting tools and graphic organizers (e.g., concept mapping, and outlining software) to connect ideas and organize information.
	C3.43	Use electronic conferencing tools such as Internet bulletin boards as in VES and MyBPS.
	C3.44	Apply technology professional development activities such as multimedia presentations, Web Quests, lessons in the classroom.

		*D. Advanced*

I Know How To		Standard 1 – Technology Operations and Concepts
	D1.16	Troubleshoot and add new hardware.
	D1. 17	Identify and use methods for transferring, downloading, and converting graphic, sound, and video files. Use different graphic file formats where appropriate (e.g., PICT, TIFF, JPEG).
	D1. 18	Import/export and link data between spreadsheet, databases and other applications, including presentation applications.
	D1.50	Design, create and manipulate an original database.
	D1.85	Create and post a Web page per district policy.

I Know How To		Standard 2 – Ethics and Safety
	D2.30	Manage assistive technology equipment and install peripherals for diverse learners (alternative keyboards, voice recognition, and scanners with OCR software).

I Know How To		Standard 3 – Teaching and Learning with Technology
	D3.20	Use technology to challenge students to use higher order thinking skills and creativity (e.g., applets and programs that require the application of logic to solve problems).
	D3.22	Develop web pages for instruction and communication.
	D3.23	Use specialized technology tools for problem solving, decision-making, and creativity (e.g., simulation software, environmental probes, computer-aided design, geographic information systems, dynamic geometric software, graphing calculators, art and music composition software).
	D3.31	Routinely and rigorously identify, evaluate, and apply emerging technologies as they relate to teaching and learning.
	D3.41	Combine information from different applications (e.g., a chart imported from a spreadsheet into a word-processed report can be linked to update automatically when the data is changed in the spreadsheet) to enhance/clarify communication of information.
	D3.42	Present information, ideas, and results of work using the most appropriate communications technologies (e.g., multimedia presentations, Web pages, digital videotapes, desktop-published documents).
	D3.43	Use electronic communications to enhance teaching and learning, (e.g. listserv, electronic classrooms, and interactive video).
	D3.44	Design and deliver effective staff development in technology and its integration in curriculum.

*A. Early Technology*	*B. Developing Technology*	*C. Proficient*	D. Advanced
1.1 BASICS
A1.10 Demonstrate basic skills for using hardware and applications (e.g., start up and shut down computer system and peripherals, open/close a file, start an application and create a document.)
A1.1 1 Navigate using scroll bars, arrow keys, special keys, and mouse functionality.
A1.12 Identify components of a computer system (e.g., Operating system, platform, drives, memory, window). Explain their functions, and use appropriate terminology in speaking about them.	B 1.12 Identify and use basic features of a computer operating system (e.g., format/initialize disks, access information on size and format of a file, create and organize folders on local hard drive and desktop).
A1.14 Save/backup and retrieve a file to/from the Desktop, hard drive, and/or floppy disk.	B 1.14 Manage files, to save, locate and organize files on local and remote network spaces.	C1. 14 Save (also retrieve, load, and import) documents in different file formats (e.g., RTF, HTML) to facilitate file sharing.
A1.15 Select a printer and print a document with appropriate orientation within page setup.	B 1.15 Operate peripheral equipment (e.g., scanner, printer, projector).	C1. 15 Use a variety of external peripherals (e.g., digital camera, camcorder, CD-RW, scanner) and connect them to a computer.
	B 1.16 Resolve basic technical difficulties (e.g., soft reboot, paper jam, ink cartridge replacement).	C1. 16 Resolve commonly occurring technology problems, and use proper terminology for communicating them (e.g., frozen screen, disk error, printing problems).	D1. 16 Troubleshoot and add new hardware.
		C1. 17 Identify, download and use multimedia, graphic, sound and video files.	D1. 17 Identify and use methods for transferring, downloading, and converting graphic, sound, and video files. Use different graphic file formats where appropriate (e.g., PICT, TIFF, JPEG).

A3.40 Use email to communicate with teachers and other professionals about curriculum content and procedures.
A3.41 Use word processing to support teaching and learning (e.g., letters home to parents, course syllabi, flyers, worksheets, students’ stories, etc.)	B3. 41 Use application programs to organize curriculum-specific information/data into charts, tables and diagrams (spreadsheets, databases, etc.).	C3.41Manipulate data using charting tools and graphic organizers (e.g., concept mapping, and outlining software) to connect ideas and organize information.	D3.41 Combine information from different applications (e.g., a chart imported from a spreadsheet into a word-processed report can be linked to update automatically when the data is changed in the spreadsheet) to enhance/clarify communication of information.

	B3.42 Create multimedia presentations to communicate curriculum content.		D3.42 Present information, ideas, and results of work using the most appropriate communications technologies (e.g., multimedia presentations, Web pages, digital videotapes, desktop-published documents).

	B3.43 Integrate results of electronic research into classroom instruction (with proper citations), as appropriate to the grade level.	C3.43 Use electronic conferencing tools such as Internet bulletin boards as in VES and MyBPS.	D3.43 Use electronic communications to enhance teaching and learning, (e.g. listserv, electronic classrooms, and interactive video).

A3.44 Identify personal technology professional development needs.	B3.44 Locate and enroll in appropriate technology professional development activities offered by the district, online or local college/university.______________	C3.44 Apply technology professional development activities such as multimedia presentations, Web Quests, and lessons in the classroom.	D3.44 Design and deliver effective staff development in technology and its integration in curriculum.

Introduction

1. Basic Technology Skills:

Educational leaders demonstrate technology proficiency and apply technology to enhance their professional practice and to increase their own productivity and that of others.

I know how to

Perform Basic Operations

Use Productivity Tools

Use Email

Use the Internet

Use Technology for Professional Practice

2. Leadership Skills:

As a leader, I . . .

Provide Leadership and Vision

Lead in the Use of Technology in Teaching and Learning

Provide Support, Management and Operations

Lead in the Use of Technology for Assessment and Evaluation

3. Social, Legal, and Ethical Issues:

Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues.

As a leader, I . . .

Massachusetts Department of Education

I. Academic Content

II. Materials Development or Usage

III. Instructional Features

IV. Product specifications, qualities, and/or costs

V. Vendor supplemental services