Technology Integration Plan

Purpose of the Plan: to support the integration of classroom technology to assist teachers
in the effective and efficient delivery of instruction.

Focus of the Plan: Improving academic outcomes of students with the assistance of
classroom technology linked to instructional goals.

Section A: Identification of Needs

1. To improve teaching and student learning

2. Midvale is a K-12 Title I school. In response to review of district/school needs, staff
plans focus on providing all students with a strong skill-based education which will
support them regardless of the post-secondary choices. Language usage is the area
students find most difficult and is the area of greatest need. Carry-over of language and
writing skills, as well as those of applied math, is the challenge.
3. Another recognized need is to improve parent involvement, especially at the secondary
level.
4. Because of the relative isolation of this area, students have very little understanding of
the breadth of careers available in the workforce. Preparation of students for post-
secondary work is an identified need.
5. Finally, very tight budgets to support staff make classroom and district efficiency a major
factor in the selection of any technology to be used in the school.
6. Identify areas of need and instructional goals the district will focus on to improve
student achievement.
7. In K-6, teaching focus is on the mastery of skills. Technology will be selected for the
strength of teacher support in providing practice for each child, whether on grade level,
remedial, G/T challenge, or LEP. The technology will need to have the greatest
monitoring programs as well as built-in motivation, and able to be adjusted to individual
needs.
8. Beginning with the middle school, programs will include the CIS junior and senior
portfolios, building on the careers class, to assist students will a realistic plan for their
future.
9. Activation of the PASS component of SchoolMaster gives parents direct and immediate
access to student progress, grades, missing assignments, etc. This factor combined with
email access to an increasing number of homes allows staff to work closely with parents.
10. Utilization of technology-based instruction (such as IEN, IDLA, and dual enrollment
classes) will be increasingly important to give students the skills to compete successfully
in college or workplace.

Section B: Selection of Technology

Method of Distribution:
 1. Staff at the various levels present their recommendation for adoption of programs they
judge to be the most beneficial. Currently grades K-6 are utilizing Study Island,
AIMSweb, Read Naturally, STAR testing in math and reading, Accelerated Reader, and
early literacy monitoring.
2. At the secondary level, all students have their own account on the server to which they
can save work in progress and completed. They are also developing portfolios which will
gather individual data through grade 12.
3. Technology may be used in the individual classrooms, in the computer lab individually or
by class, or at home. Some classes are based in technology: Keyboarding is initially
taught through an internet program; accounting utilizes simulated Quickbooks; vocational
classes, especially business, demand it by their very nature.
4. The District receives very little budget for technology: $ xxx. What we use usually
comes from the District support money.

Section C: Measuring Impact

1. Demographic information:
1. All our instructional staff of 23 are provided with technology.
2. By the same token, all students (105) are impacted by the technology.

2. Anticipated Outcomes:
1. Teachers will have a strong system to monitor skill development, with maximum
time allowed them for preparation and differentiation of instruction.
2. Students will progress through the secondary grades according to a realistic plan
toward post-secondary years.
3. Parents will be kept current on student progress and will have an avenue of input
to the school personnel.
4. Students will be able to compete at state meetings for BPA, FCCLA, FFA, etc.
using appropriate technology skills.
3. Measurement of Outcomes
1. Questions regarding technology use will be included on teacher and parent
evaluation forms at the end of the school year.
2. Pre- and post-test evaluations will provide quantitative data on all areas monitored
by the selected programs.