Orchard Place Elementary

Technology Plan
2014



Community Consolidated District 62
2727 Maple Street
Des Plaines, IL 60018
(847) 825 – 1255
(847) 824 – 1752 Fax




Julio Lopez, Principal
Juan Bottia, 5
th
Grade Teacher in Charge of Technology

2
Table of Contents

I. Orchard Place Elementary School Mission Statement

II. Current Technology Status
a. Network set up
b. Operating system
c. Internet Filters
d. Internet Safety Agreement
e. Funding
f. Computers and Tablets
g. Interactive Whiteboards, Projectors, and Document
Cameras
h. Technology Expectations (K – 5)
i. District-Wide 21
st
Century Skills Standards
j. Professional Development

III. Findings
a. Strengths
b. Opportunities for Enhancement
c. Classroom Websites
d. Smart Boards
e. iPads
f. Professional Development

IV. Future Considerations
a. Upgrades
b. Funding

V. Results and Conclusion




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I. Orchard Place Elementary School Mission Statement

“In partnership with parents and the community, the mission
of the Des Plaines education system is: To equip our students
with the skills necessary for their success as responsible
citizens, productive workers, and lifelong learners by
providing the nest possible education climate, curriculum,
resources, and staff.”

Technology plays an increasingly important role in the
endeavor of students and staff to remain true to the mission.
Technology is vital to student academic achievement and the
ability of staff to deliver excellent educational opportunities.

Technology should be a transparent tool, which enhances the
teaching and learning environment and all of its support
systems. It has the ability to provide students, teachers, and
community, a wealth of resources. Technology can also assist
us in making data driven decisions. It has the ability to
streamline many tasks in the day-to-day routine of all levels of
the educational system.

Teaching and Learning at Orchard Place Elementary
 Learning can take place anywhere, at any time. We no longer
have to be constrained by school buildings or other school
schedule.
 Students increasingly take more responsibility for their own
education while instructional staff will guide their inquiries.
 Technology can lead to more opportunities for individualized
instruction, especially for those on the edge of traditional
schooling such as the physical handicapped, the gifted, and
those with disabilities.


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II. Current Technology Status
a. Network Setup: High Speed Internet
Location Type Number
Instructional Classroom 10+mb Ethernet 20
Wireless 20

Dedicated Computer Lab 10+mb Ethernet 1
Wireless 1

Media Center/Library 10+mb Ethernet 1
Wireless 1

Mobile Computer Lab Wireless 1
* Orchard Place Elementary houses 2 Cisco 3506 chassis, one acting as a core router, the
other as a switch. The core chassis is in the MDF room and the other switch is in the IDF
room. It currently uses 16 access points throughout the building

5
b. Operating System:

Macintosh
Instructional Classrooms MacSystem10.x
Dedicated Computer Lab MacSystem10.x
Media Center/Library MacSystem10.x
Mobile Computer Lab MacSystem10.x


iPads
Instructional Classrooms iOS 6.0
Dedicated Computer Lab iOS 6.0
Mobile Computer Lab iOS 6.0

c. Internet Filters:

The Superintendent or designee shall enforce the use of
filtering devices. The district’s filtering plan addresses the
following:
1. Limiting student access to inappropriate matters as well as
restricting access to harmful materials;
2. Student safety and security when using electronic
communications;
3. Limiting unauthorized access, including and other unlawful
activities; and
4. Limiting unauthorized disclosure, use, and dissemination of
personal identification information.

Authorization for Electronic Network Access
Internet protection Act, 47 U.S.C 680-1 et seq. 47 U.S.C 254(h) and (l). 720 ILCS
135/0.01

d. Internet Safety Agreement:
http://www.d62.org/resources/parents.html#

Technology
Technology Acceptable Use
Guidelines
District 62’s intent is for all use of the
technology resources to be consistent
with our mission, “To equip our students
with the skills necessary for their success
as responsible citizens, productive
workers, and lifelong learners by
providing the best possible
Educational climate, curriculum,
resources, and staff.” District 62 is
committed to technology and curriculum
integration and believes it is an
important component in current and
future education, real word applications,
and personal learning. Parent(s)/
Guardian(s) and their children should
read these Technology Acceptable Use
Guidelines and discuss them together.
District 62 takes precautions to prevent
access to materials that may be
defamatory, inaccurate, offensive, or
otherwise inappropriate in the school
setting. It is, however, impossible to
control all technology sources and a
user may discover inappropriate
material. Ultimately, parent(s)/
guardian(s) are responsible for setting
and conveying the standards for their
child. District 62 supports and respects
each family’s right to decide whether or
not to authorize Internet access.
The failure of any user to follow the
terms of these Technology Acceptable
Use Guidelines will result in the loss of
privileges, disciplinary action, and/ or
appropriate legal action. The signatures
on this document, (contained in the
grade level student contract packet),
indicate the persons who signed have
read the terms and conditions carefully
and understand their significance.
The most current, signed copy of the
Authorization for Student Internet
Access form will be kept on file in the
school office.
Privileges and
Responsibilities
The use of District 62’s network is a
privilege, not a right, and inappropriate
use will result in a cancellation of those
privileges. District 62’s electronic
network is part of the curriculum and is
not a public forum for general use.
Users may access technology only for
educational purposes. The actions of
users accessing networks through the
district reflect on the district;
therefore, users must conduct
themselves accordingly by exercising
good judgment and complying with
this policy and any accompanying
administrative regulations and
guidelines. Users are responsible for
their behavior and communications
using the district’s computers and
networks. A district administrator will
make the decision regarding whether or
not a user has violated these
Technology Acceptable Use
Guidelines, and may deny, revoke, or
suspend access at any time.
Acceptable Use
Access to District 62’s Internet must
be consistent with the mission and
educational objectives of District 62.
Users of technology will:
• Use or access district technology
only for educational or administrative
purposes.
-Comply with copyright laws and
software licensing agreements.
• Understand that email and network
files are not private. Network
administrators and other designated
school officials have access to all email
messages and may review files and
communications to maintain system
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integrity and monitor responsible use.
• Respect the privacy rights of others
and maintain confidentiality of all
personnel and student records stored
or accessible by means of district
technology.
• Be responsible at all times for the
proper use of technology, including
proper use of access privileges,
complying with all required system
security identification codes, and not
sharing any codes, passwords or other
confidential or protected information.
• Maintain the integrity of
technological resources from
potentially damaging messages, physical
abuse, or viruses.
• Abide by the policies and procedures
of the district and any outside networks
and systems linked by technology.
• Respect the rights of others to use
equipment.
Unacceptable Use
Users are responsible for their actions
and activities involving the network.
Some examples of unacceptable uses
are:
• Using the network for any illegal
activity.
• Unauthorized downloading and
installing of software.
• Violating copyright.
• Using the network for unauthorized
private financial or commercial gain.
• Gaining unauthorized access to
technology resources, services, or
systems.
• Invading the privacy of individuals
(for example, posting information, true
or inaccurate, having no relation to
curriculum).
• Using another user’s account or
password.
• Posting material authored or created
by another without his/her consent.
• Using the network for unauthorized
commercial or private advertising.
• Submitting, posting, publishing, or
displaying any defamatory, inaccurate,
abusive, obscene, sexually-oriented,
threatening, racially-offensive,
harassing, or illegal material.
• Knowingly accessing obscene,
pornographic, or material instructing on
the use of violence or weaponry.
“Knowingly access” includes continued
use of material apparently restricted
even though inadvertently accessed.
• Using the network while access
privileges are suspended or revoked.
• Representing personal views as
those of District 62 or those that could
be interpreted as such engaging in acts of
cyberbullying. For purposes of this
policy, “cyberbullying” is defined as
the use of e-mail, instant messaging,
chat rooms, pagers, cell phones, or other
forms of information technology to
deliberately harass, threaten, or
intimidate someone. Cyberbullying can
include, but is not limited to, such acts as
making threats, sending provocative
insults or racial/ethnic slurs or
attempting to infect the victim’s
computer with a virus.
Network Etiquette
You are expected to abide by the
generally accepted rules of network
etiquette. These include, but are not
limited to, the following:
• Be polite. Do not be abusive in your
messages to others.
• Use appropriate language. Do not
swear, use vulgarities, or use
inappropriate language.
• Do not reveal the personal addresses
or telephone numbers of you/your
family, other students, or staff.
• Recognize that email is not private.
People who operate email systems have
access to all email. Messages relating to
or in support of illegal activities may be
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reported to the authorities.
• Do not use the network in any way
that would disrupt its use by other
users.
• Consider all communications and
information accessible via the network
to be private property.
No Warranties
The District makes no warranties of any
kind, whether expressed or implied, for
the technology service it is providing.
This includes loss of data resulting from
delays, non-deliveries, missed deliveries,
or service interruptions caused by its
negligence or your errors or
omissions. Use of any information
obtained via the Internet is at your
own risk. The District specifically
denies any responsibility for the
accuracy or quality of information
obtained through its services.
Responsibility
The user agrees that they will not hold
the District responsible for any losses,
costs, or damages (including attorney
fees), incurred by the District
relating to, or arising out of, any breach
of these Technology Acceptable Use
Guidelines.
Security
Network security is a high priority. If
you can identify a security problem on
the network, you must notify a district
administrator. Do not demonstrate the
problem to other users. In addition:
• Keep your account and password
confidential.
• Do not use another individual’s
account.
• Unauthorized attempts to log in to
the network as a system administrator
will result in disciplinary action and/or
loss of privileges.
• Any user identified as a security risk
may be denied access to network. The
director of information and instructional
technology will work with other
necessary members of the administration
to identify such users.
Content Filtering
In accordance with the Children’s
Internet Protection Act (CIPA) of
2000, the District installs and operates
filtering software to limit users’
Internet access to materials that are
obscene, pornographic, harmful to
children, or otherwise inappropriate.
Not withstanding that such software may
in certain cases block access to other
materials as well. At the same time,
the district cannot guarantee that
filtering software will in all instances
successfully block access to materials
deemed harmful, indecent, offensive,
pornographic, or otherwise
inappropriate. The use of filtering
software does not negate or otherwise
affect the obligations of users to abide
by the terms of this policy and to refrain
from accessing such materials.
Vandalism
Vandalism to any technology system
will result in disciplinary action and/or
loss of privileges. Vandalism is defined
as any malicious attempt to harm or
destroy data of another user, the
Internet, or any other network, or the
misuse of district-owned hardware or
software.
Charges
The District assumes no responsibility
for any unauthorized charges, fees or
subscriptions incurred by an individual
user.



e. Funding:

 Title I of the Elementary and Secondary Education Act.
 Title III English Language Acquisition, Language
Enhancement and Academic Achievement Act.
 National Erate Program
 Other Federal Grants
 Tech’s District Budget for 2014 is 1.8 Million Dollars

f. Computers and Tablets:

Device Quantity
Mac Books 201
iPads 111
iPads Mini 37

g. Interactive White Boards, Projectors, and Document Cameras:

Smart Boards
Type Quantity
SB680 – M2 10
SBX880-R2 9
Total 19
Projectors
Epson PL S5 10
Epson PL S7 9
Epson ELPSC80 2
Hitachi CP-X2010 1
Sharp PGC30XU 1
Total 23
Document Cameras
Aver Media 61POB7N00AA 5
Aver Media 300AF 4
Aver Media 300AP0B7-C9P 5
10
Hover Cam T3 (Office) 5
IPEVO CDVU-031P 6
Total 25



h. Technology Expectations (K-5):

Kindergarten
 Basic Vocabulary (icon, mouse, keyboard, keys, dock,
windows).
 Power on and off, log on and off.
 Click/double click to open a program.
 Navigate website given by the teacher.
 Adjust sound using keyboard.
 Use a mouse to navigate the desktop, website, or a program,
drag and drop.

1
st
Grade
 Open Word processing program (Pages, Word).
 Completely quit programs (Pull Down > Close vs Red x)
 Navigate keyboard (numbers, letters, space bar, delete and
return).
 Format sentences properly (spacing, hard returns,
punctuation, et cetera.
 Use the SHIFT key for capitalization and punctuation.
 Select options from drop down menus.
 Save a document and find later to open.
 Highlight and change font.
 Insert photo or Clipart.
 Print a document to an appropriate printer.



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2
nd
Grade
Internet:
 Type a given URL in the address bar or a web browser and
open a web page.
 Perform a simple keyword search.
Operations:
 Save As: Save a document to a specific place and open later.
 Use spell check and know the difference between spelling
and grammar errors (Know the difference between red and
green underlines).
 Identify the home row on a keyboard.
 Type with two hands.
 Use a calculator on the computer.

3
rd
Grade
Internet:
 Navigate website using forward and back keys, using
multiple tabs, and open new windows.
 Use online catalog/OPAC navigation/Destiny Quest/Find
books in lexile range on OPAC.
 Use online dictionary and thesaurus.
Operations:
 Troubleshoot basic problems (software updates, keychain,
force quit).
 Choose printer.
 Highlight, copy, and paste.
 Format a picture using text wrap, bring to front, sizing, etc.
 Spreadsheet Software: type data into a template.
 Create a presentation (Power Point, Keynote, Prezi,
Notebook, etc.) using one or more slides and choose
background, font color and size, and add a picture).



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4
th
Grade
Internet:
 Perform Internet search effectively and evaluate websites.
 Read the URL and identify parts.
 Examine the content.
 Ask about the owner and author of the website.
 Look at the links.
 Cite pictures and sources.
 Use bookmarking within browser.
Operations and Presentations:
 Create a presentation with multiple slides and explore all
options.
 Create and insert tables and charts.
 Spreadsheet Software: use simple functions and charts.
 Use digital camera and upload to a computer.
 Record audio.

5
th
Grade
Internet:
 Locate, download, and save item form the web (docs,
pictures, audio).
 Use social networking for classroom use (ex. Edmodo,
Destiny Quest)
 Appropriate use of cut/paste and know plagiarism, copyright
definitions.
Operations:
 Embed audio and video links and graphs.
 Independent use of Spreadsheet Software using basic
formulas, charts, and graphs.
 Presentations: create slide show with appropriate design
elements for class presentation.
 Record or create multi-track audio, publish a podcast or
video.
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i. District-Wide 21
st
Century Skills Standards:

ISAIL Standards

Standard 1: Access information efficiently and effectively to
inquire, think critically, and gain knowledge.

Standard 2: Evaluate information critically and competently.
Standard 3: Use information accurately, creatively, and
ethically to share knowledge and to participate collaboratively
and productively as a member of a democratic society.

Standard 4: Appreciate literature and other creative
expressions of thoughts and ideas and pursue knowledge
related to personal interests and aesthetic growth.

Standard 5: Understand and practice Internet safety when
using any electronic media for educational, social, or
recreational proposes.

j. Professional Development:
 Professional development should strive to enhance teaching
skills by developing teacher abilities to match technology to
curriculum rather than merely training teachers to operate
hardware and software.
 Today, the best professional development programs focus on
curriculum goals and teaching skills rather than hardware and
software.
 Professional development needs to move from teacher-
centered to student-centered.



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III. Findings

a. Strengths:

Orchard Place Elementary was completely remodeled in 2013.
Half of the building was demolished and rebuilt to improve the
following areas: Main office, music room, gym, conference
room, cafeteria, teacher’s lounge, music room, computer labs,
five ESL and ELL classrooms, and 18 grade level classrooms.
The building is equipped with high speed Internet, which is
able to support all web-based programs used in the school.

After seven months of using the new building, teachers at
Orchard Place elementary were asked to rate the school’s
readiness to use instructional technology. They rated the
school’s technology status in 4 levels: Low, Mid, High, and
Target.

Low technology schools offer students computers, which lack
sufficient memory and processor speed to use common web
browsers or access multimedia content. Computers are usually
in a lab environment, rather than in classrooms. Low Tech
teachers have little or no technology training. Low Tech
schools may look on the cost of technology for education as a
one-time capital expenditure and lack long-term technology
plans.

Mid technology schools often use computers to encourage
students to complete traditional class work. Most students do
not use computers regularly, and software is not regularly
upgraded. In these schools, computers are "extras," used by
students for isolated, fragmented activities. Students report
that computer use is routine, sometimes boring, and only
remotely related to the curriculum. Computers are rarely used
15
for research or creative functions. The main barrier to
technology integration in Mid-Tech schools is the lack of
professional development and technical support. A majority of
teachers in these schools have had no technology-related
professional development.

High technology schools offer students networked
multimedia computers that are connected to the Internet and
World Wide Web in the classroom. Many teachers have
integrated technology into the curriculum and students use
technology to research, create and communicate. High Tech
school may lack on-site technical support, which causes
teachers to loose time with students over technical problems.

Target technology schools integrate technology throughout
the curriculum. Students and teachers use current digital
resources both in the classroom and online. Students and
teachers use digital means to communicate with each other
internally, as well as with parents, students, teachers and
experts around the country. These schools provide on-site
technical support and exhibit an ongoing commitment to
educator professional development.
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77% of the 27 teachers that completed this survey think that
Orchard Place elementary has well integrated technology into
the curriculum.


b. Opportunities for Enhancement:

 87% of teachers at Orchard Place Elementary do not have a
classroom website.
 13% of teachers at Orchard Place Elementary use their
classroom websites exclusively for teacher-parent
communication.
 30% of teachers communicate with parents via email.
 50% of classrooms have a Smart Boards.
 50% of classrooms have an LCD projector
 0% of SPED and ELL teachers use Smart Boards, document
cameras, word processors, iPads, and LCD projectors.


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c. Classroom Websites:

 A classroom website is a hub meant to guide students during
their online learning experiences.
 A classroom website will help differentiate and personalize
learning.
 A classroom website provides support and guidance during
research and web quest projects.
 A classroom website give parents an opportunity to play a
role in their children’s education.
 A classroom website will facilitate vertical collaboration
between grade levels.

d. Smart Boards:

There is a need to buy more Smart Boards to fully equip all grade
level classrooms. A Smart Board should also be bought for each
TILE room and the library. This will allow the ELL and SPED
resource staff to use them at their convenience. More professional
development should be used to train teachers that haven’t gotten a
chance to teach using a Smart Board.
Classrooms that have Smart Boards do not need LCD projectors.
Therefore, the leftover LCD projectors should be placed in
resource classrooms. These classrooms already have a pull down
screen, which will make the usage of the projector possible. In
addition, each resource classroom should be equipped with a
document camera that can be used in unison with the LCD
projector.

e. iPads:

Classrooms at Orchard Place Elementary already have 10 iPads
each. As a result, in the present moment iPads should only be
bought for the SPED and ELL resource classrooms. If resource
18
teachers want their students to use word, excel, or a presentation
program they can use the TILE room, which is already equipped
with more than 70 laptops.

f. Professional Development:

1. Create and conduct a classroom website workshop:
 A website will de created for this workshop in
order to differentiate, instruct, and guide teachers.
 The workshop will show testimonials of students
that already use a classroom website.
 Working classroom websites will be used to
model coaching.
 K, 1st, and 2
nd
grade will work together to design
the blue print of their websites.
 3
rd
, 4
th
, and 5
th
grade will work together to design
the blue print of their websites.
 The workshop will provide brainstorming sessions
between all grade levels.
 Teachers would have the opportunity to continue
seeking assistance after the workshop (Internet
café or face to face).
 Total Time for workshop: 3 hours.









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2. iPads and Smart Boards:

There are certified staff members at Orchard Place Elementary that
are proficient users of iPads and Smart Boards. Therefore, it will
be proposed to those teachers to create a workshop to teach others
how to use the Smart Board and iPads. Smart Technology also
offers free professional development with the purchase of their
products
Total Cost: $4,040.

IV. Future Considerations

a. Upgrades

The highlighted devices will have to be updated in ten years
from now.

Device Quantity
Mac Books 201
iPads 111
iPads Mini 37

Orchard Place Elementary just got Google accounts for teachers
and students in grades 1st through 5th. As a result, making
Item Hours Cost per Hour Total
iPad Training* 20 $34 $680
Classroom Website 10 $34 $340
Smart Board
Training*
20 $34 $680

Google Drive
Training*
10 $34 $340
Out-of-Building
Professional
Development TBD
10 $100 per hour $1,000
20
modifications to the future budget will be necessary in order to use
this new tool at its full capacity. Having Google accounts will
allow us to buy Chrome books rather than updating all laptops.
However, it will be important to at least update 70 laptops in order
to use them in the computer lab and also for standardized testing

b. Funding

Budget Breakdown

Total budget to keep in mind 10 years from now: $149, 495

V. Results and Conclusions

82% of students that attend Orchard Place Elementary come from
low-income households. 58% are English Language Learners and
18% are part of the Special Education program. My purchase
recommendation targets resource classrooms because SPED and
ELL personnel rarely get the opportunity to teach using iPads and
Smart Boards. In my opinion this population, which is at risk at
Orchard Place, should be exposed to state of the art technology.
Resource staff will have the opportunity to use the Smart Boards in
the TILE room and the library. They will also have LCD projectors
and at least 5 ipads to use in their classrooms.

Adding Chrome books instead of Mac Books will decrease our
tech’s budget expenses and will also help us maximize the use of
Item Cost of One Item # of Items Total Amount
Apple iPad $399.00 100 $39, 900
Samsung Chrome
books
$248 130 $32, 240
Smart Board SBM
680
$2,199 5 $10,995
Mac Books $948 70 $66, 360
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new Google accounts. Students will also be able to take Chrome
books to the ELL and SPED classrooms in order to utilize them
there as well.

It is suggested that all the iPads are placed in K – 3
rd
classrooms
and all the Chrome Books go to 4
th
– 5
th
classrooms. Since the
middle school uses 1:1 Chrome Books, it will be important to
allow students to use this device 2 years before they go to 6
th

grade.






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