1. Introduction *

2. Background Information *

2.1 School/District and Community Demographics *

2.2 Overview of the Information Technology Planning Process *

2.3 Stakeholders and Community Resources *

2.4 District Information Technology Vision and Mission Statements *

3 Current Status *

3.1 Assessment of Student and Staff Technology Skills, Knowledge, and Attitudes *

3.2 Inventories *

3.3 Current Status of Curriculum and Information Technology Initiatives in Relationship to Education Reform *

3.4 Review of Existing Professional Development Activities and Structures *

3.5 Assessment of Current Information Technology Support Staffing *

4. Program Goals and Information Technology Initiatives in Support of Education Reform *

4.1 Administrative and Management Goals and Initiatives. *

4.2 Communication and Information Access Goals and Initiatives *

4.3 Instructional and Curricular Goals and Initiatives *

4.4 Staff Competency Goals in Support of Student Learning and Education Reform *

5. Technology Design *

5.1 Software Priorities *

5.2 Hardware, Facilities, and Network Priorities *

6.0 Information Technology Implementation Action Plan (Leadership, Activities, Timeline, Policy, Budget) *

6.1 Software Procurement *

6.2 Hardware, Facilities, and Network Acquisition/Implementation *

6.3 Operations, Maintenance, and Upgrades *

6.4 Professional Development *

6.6 Funding Sources *

6.7 Budget Summary *

7. Monitoring, Evaluation, and Revision of the Information Technology Plan *

7.1 Monitoring and Evaluation Process *

7.2 Incorporation of Evaluation Information for Ongoing Planning *

7.3 Process for Reporting to Stakeholders *

7.4 Process and Timeline for Ongoing, Long-term Planning *

 

1. Introduction

Bellows Free Academy and the Northwest Technical Center (BFA/NWTC) are located in St. Albans, Vermont, which is in Franklin County. We are an independent school. All students from St. Albans City and St. Albans Town schools are tuitioned to BFA/NWTC. Students from Sheldon, Alburg, Fairfield, Montgomery, Bakersfield, Berkshire, North Hero, and Georgia are given a tuition stipend and many choose BFA/NWTC.

During the 1995-1996 school year the Board of Trustees approved a technology plan developed by members of the BFA/NWTC Technology Committee. Adoption of the plan was linked to the successful passage of a bond to purchase and renovate the Northwestern Medical Center. As part of the bond, funds were included for installing a high-speed ethernet backbone connecting the two buildings and dropping a computer connection in each classroom and office area.

At present, a fiber optic backbone has been installed and all classrooms in the newly purchased building are wired with ethernet cabling. All classrooms in the old building will be wired by March of 1998 contingent upon E-rate funds. At this point we will be in a position to add technology that will result in a school wide information network (BFANET).

Information Technology and Reform In Vermont

Bellows Free Academy and the Northwest Technical Center are committed to using information technology as a tool to respond to local and state school reform efforts. We understand and support current research that identifies active learning, standards-based curriculum, cooperative learning, interdisciplinary learning, and individualized learning as practices that have a significant impact on school performance. Additionally, Bellows Free Academy and the Northwest Technical Center are partners in the School-To-Work program.

We know that enhanced information technology will serve as a powerful and critical tool in implementing these teaching practices in our school. We are also aware that we have a lot of work to do to fully integrate these practices throughout our school. Acquiring the necessary technology is the easy part. Our data collection (See Appendix A)

indicates that we will need extensive information technology training for staff and students as well as community agencies or businesses that are interested in accessing the system. A current needs assessment (See Appendix B) indicates that the majority of our faculty and staff has a need for professional development in relation to The Vermont Framework of Standards and Learning Opportunities. Although there are pockets of faculty members who are implementing standards-based units, many need more training. In order to meet the need for professional development, a program has been developed and is outlined in Section 6.4.

We are aware of the challenge of the task at hand and understand the benefits that will reward our efforts. When our system is fully functional and all necessary technology is in place, users will have access to information and resources that were not previously possible. Users will be able to take more responsibility in guiding their own learning.

This is a living two-year technology plan that will be monitored annually and rewritten every two years to respond to changing technology and the needs of students and staff.

We intend to broaden stakeholder involvement to insure continued success of the plan.

2. Background Information

We live in a new world, one in which the tools and techniques traditionally used in education are becoming obsolete. The information age provides a challenge not only in the rapid acquisition of information, but also in the critical thinking necessary to select appropriate information necessary for an ever-changing world. By committing to preparing students for living in this new age, we plan to provide resources to implement all new technologies which will support and enhance the educational process. Bellows Free Academy and the Northwest Technical Center believe it is important to acknowledge that information technology is a tool to help all students reach the expectations that are clearly stated and outlined in the Vermont Common Core Framework: Standards and Learning Opportunities. Through this outline and the Vermont Goals 2000 Technology Plan, BFA/NWTC is ready to create information technology-rich learning environments which will prepare students for the 21^st century.

The BFA/NWTC Technology Planning Committee has conducted a study of information technology necessary to support a world-class education system for its students. An assessment has been conducted to measure current skills, knowledge, and attitudes (See Appendix A). Inventories have been taken of hardware, software(See Appendix C), facilities, and networking and telecommunications capabilities, and from this a plan has been devised for a future course of action to build information technology systems to serve students and educators.

2.1 School/District and Community Demographics

Bellows Free Academy was established in 1930 by a trust under Vermont law for the purpose of owning, constructing, maintaining, and operating a public high school for the residents of the City of St. Albans and the Town of St. Albans. The Northwest Technical Center was dedicated in October, 1977, as a regional vocational-technical education center for high school students and adults. The Academy School Districts have a population of approximately 11,945 persons and covers an area of approximately 54 square miles in Franklin County, located in Northwestern Vermont. The management and administrative staff are responsible for providing supervision and administrative services to BFA/NWTC.

BFA/NWTC operates grades nine through twelve for its students. Students from St. Albans School Districts are eligible to attend BFA/NWTC. In addition, the towns of Alburg, Bakersfield, Fairfield, Georgia, Montgomery, Berkshire, North Hero, and Sheldon, Vermont, may also send students to BFA/NWTC, and we are prepared to accept such students.

The Academy projects that its total pupil enrollment will increase above actual 1995-96 levels throughout the ten years 1995-96 through 2004-2005, inclusive.

1995-96, actual 907

2004-05, projected 1148

Bellows Free Academy and the Northwest Technical Center are governed by an appointed five-member Board of Trustees. The officers of the school include a Headmaster, a Business Manager, a Director of Special Education, an Assistant Headmaster, an Assistant Principal, and a Vocational Director. In addition to the Board and administrative officers, BFA/NWTC has as a valuable resource the staff of 104 teachers and 44 full-time administrative employees. Fifty percent of the teachers have post graduate degrees.

The population of Franklin County continues to grow at a pace that surpasses the State as a whole. Over the past decade, the population annual growth rate has been 1.2 percent. This rate of growth is expected to continue, and, by the year 2,000, the Franklin County population is expected to increase by 16 percent to over 45,000 residents.

Franklin County faces many of the same challenges that other communities experience, but often to a higher degree. Many of these challenges are reflected in data found in the 1996 Community Profile created by the Vermont Human Services Planning Division.

The report indicated that in 1995 the violent crime rate in Franklin County reflected sixty more violent crimes per 100,000 population than the statewide figures. The community (St. Albans City, St. Albans Town and Fairfield) rate in 1995 indicates that there were 85 more crimes per 100,000 population than the statewide figure. The average daily number of children in SRS custody has been significantly above the state average and has increased from 1991 – 1995. In 1995 the Vermont rate was 58.8 youths in SRS custody per 10,000 children aged 10-17 compared to 192.1 for the community rate.

The teen pregnancy rate in Franklin County has been above the state average from 1991-1994. In 1994 the state average was 30.1 pregnancies for females aged 15-17 per 1,000.

The county rate was 33.6 and the community rate was 41.6. The rate of child abuse and neglect in Franklin County is 115.7 victims per 10,000 children 0-17. The percentage of children living in poverty in Franklin County has consistently been above the state average from 1989 to 1994.

These challenges are significant and our schools bare witness daily to the effects these circumstances have on children and families. These figures also represent the strong need for education and support for Franklin County citizens of all ages.

Franklin County is, and has historically been, influenced by its natural resources as well as its proximity to Burlington, Vermont, and metropolitan Montreal, Quebec.

Franklin County continues to attract all types of business and industrial concerns. Employment in the trade, service, and manufacturing areas have expanded. Currently, manufacturing related jobs represent over twenty-five percent of the employment opportunities in the County.

Between the years 1990 and 1993, the County experienced a growth of over 1,300 jobs in all sectors of the economy. From 1988 to 1995 the annual percentage change in total number of private-sector jobs in Franklin County has been above the state average. However, the unemployment rate in Franklin County from 1990-1995 has consistently been below the state average. The average annual wage in Franklin County was below the state average from 1986 to 1995. In 1995 it was $2,100.00 below the state average.

While manufacturing, service, and trade represent a large portion of the economy, agriculture and agriculture related businesses are a vital part of the local economic base. Franklin County remains the leading dairy producing County in Vermont and New England. The county is also the leading producer of maple products in the United States.

Franklin County provides a wealth of opportunities and institutions that reflect a vibrant place to work and live. Examples include

• nine commercial lending institutions with assets in excess of $4.0 billion
• the Northwestern Medical Center, a 77 bed, primary care hospital
• a wide variety of religious institutions
• daily and weekly newspapers
• a local AM-FM radio station
• Home Health Agency, Community Mental Health Agency, The Family Center, numerous nursing homes
• Vermont Interactive Television site, which is located at BFA
• Community College of Vermont and other institutions of higher education within a half-hour drive
• virtually unlimited outdoor recreation opportunities
• state-of-the-art telecommunications infrastructure
• historical museums and sites
• over twenty fairs, festivals, and special events

The Franklin County Industrial Development Corporation works with local communities and businesses to promote industrial expansion and encourage the development of new employment opportunities. An extensive library of resources addressing the opportunities in Franklin County is available from FCIDC.

There are presently ten industrial sites/parks located in the County. Industries presently located in these parks include, but are not limited to: Wyeth Nutritionals, Vermont Whey Co., MED Associates, Barry-Callebaut USA, Inc., Bertek, Inc., Ben & Jerry’s Homemade, Inc., Superior Technical Ceramics, Eveready Battery Company, Sun Hill Foods, Vermont Precision Tools, Sterling Scale Inc., Century Arms International, and Gleason Brothers Industries.

2.2 Overview of the Information Technology Planning Process

Bellows Free Academy and the Northwest Technical Center established a technology planning committee three (3) years ago to develop a school wide technology plan and to set priorities for the acquisition of equipment. This committee includes (or has included) the following people:

David Ginter, Instructional Technology Coordinator

Joyce Kemp, Audio-Visual Communication Specialist

Sally Tarr, Hotel-Restaurant Management Teacher

Laura Gonyeau, Mathematics Department Chair

Ed Webbley, English Department Chair

Reg Godin, Headmaster

Joe Chase, Science Teacher

Leigh Roberts, Business Manager

David Rider, Social Studies Teacher

Chuck Soule, VISMT Liason

Richard Cummings, Board of Trustees

Tom Koldys, Board of Trustees

Claire Muren, NWTC Secretary

Melinda Arceneaux-Swearingen, Library/Media Specialist

Lydia Foisy, Business Education Teacher

Luke Cioffi, Mathematics Teacher

Neal Smith, Alternative Education Program

Dan Gleason, Gleason Brothers Computers

Walter Buck, Wyeth Nutritional, Inc.

Marny Frantz, Mathematics Teacher

Sylvia Lazarnick, Mathematics Teacher

Tom McDonald, Mathematics Teacher

Gene Sink, English Teacher

Paul Edmondson, Grant Writer

Rich Warren, Tech-Connections Teacher

Ken Stockwell, Science Teacher

Mike Montanye, Student

Tony Blow, Student

Prior to the establishment of this committee, technology was planned and developed by individual departments in consultation with the administration. Over the years, Bellows Free Academy and the Northwest Technical Center have developed some excellent technology resources. In 1989 Bellows Free Academy and the Northwest Technical Center took a giant step forward with the acquisition of a 50 unit networked computer system for the Business Department. In addition, the media center, guidance department, and administration were networked for administrative purposes. Winnebago catalog and circulation software system was acquired for the media center in 1991.

The Northwest Technical Center, in 1991, was awarded a Tech Prep-Perkins Grant to develop a Tech-Connections course designed for students interested in pursuing the latest technologies in a hands-on environment. Topics covered in the course include compact disc players, computers, robotics, telecommunications, lasers, computer assisted design and automated manufacturing. This program has been the recipient of numerous awards at state and national competitions.

Each of the programs at the Northwest Technical Center is technology-based and requires the most current hardware and software available. A very active community advisory committee has reviewed business and industry skills needs and led our curriculum in a direction which will prepare students with those skills.

Over the past five (5) years, BFA and NWTC have continued to acquire technology for academic areas and the media center. This year, in conjunction with our expansion and renovation project, the Board of Trustees approved spending up to $300,000 on technology for all areas of the school. These monies will be used to upgrade the computer network system, add a computer lab for the language arts department, wire all buildings for voice and data distribution, add an in-house closed circuit TV capacity, provide improved access to the internet system, upgrade the in-house voice communication system, and other technology needs for the classroom.

The Board of Trustees, sensing the complexity of technology, hired a full time Instructional Technology Coordinator in 1995. This person has the responsibility for management of the day-to-day computer technology needs at Bellows Free Academy and the Northwest Technical Center. In addition, the school has a full time Audio-Visual Communications Specialist who directs and manages school-wide communication resources and provides instructional assistance to support academic needs.

This technology plan provides the framework for moving Bellows Free Academy and the Northwest Technical Center into the 21^st century. It will establish the priorities, the sequence, and the technologies essential to supplement the classroom resources for staff and students.

2.3 Stakeholders and Community Resources

There are many stakeholders in our communities who can and do take advantage of the information technology available at BFA/NWTC. It is our hope to make information technology more accessible to these stakeholders.

Our students are our most important stakeholders. We would like to involve students and their families on an on-going basis with the available information technology at BFA/NWTC, with a goal of making these facilities available after hours (See Appendix I for timeline).

There has been interaction between BFA/NWTC and the community. Many business and community members, as well as parents, have served in an advisory capacity for both Bellows Free Academy and the Northwest Technical Center. The Northwest Technical Center has been able to provide customized computer training for area businesses during the last two years. Some of the business are

Northwestern Medical Center

Wyeth Nutritionals

Peoples Trust Company

New England Central Railroad

Rock-Tenn Corporation

Franklin Central Supervisory Union

Vermont Air National Guard (also welding)

Workforce skill development has become a major emphasis of the NWTC Adult Technical program, serving as many adults as secondary students. Services for adults fall in a variety of ways, including academic remedial assistance, preparation for entry into the workforce, as well as upgrading skills through employer sponsored customized training programs.

Information technology skills and access are important to all of our area businesses. BFA/NWTC will work to provide the access and the skills necessary for all of our community members to keep up with the information age.

As the community becomes more involved with the available information technology at BFA/NWTC, they will become more comfortable with utilizing hardware and software and other available resources. This will help in the support of passing budgets, particularly technology budgets.

We would like to share this plan with all BFA/NWTC staff, interested parents, students, and community members.

2.4 District Information Technology Vision and Mission Statements

Our learning community understands the importance of information technology and its role in administering a school and educating its students. Further, we support the belief that all students and staff must be able to use and apply it skillfully if we are to adapt standards-based curriculum through the Vermont Framework of Standards.

To provide equitable, expedient, efficient, accountable and cost-effective access to information technology for all students, staff and administration.

Bellows Free Academy is a secondary school providing educational opportunities for all students in St. Albans and its surrounding communities. The central purpose of the school is to foster intellectual and personal development by teaching students to think critically and to communicate effectively; to help students understand themselves, their human heritage, and the interdependent world in which we live; to prepare students for further education, work, and the social and civic responsibilities of an adult living in a pluralistic society.

Our school is an integral part of the community and strives to encourage and increase cooperative efforts aimed at meeting the challenges of providing a quality education to a student population with diverse needs, abilities, talents, and interests.

Bellows Free Academy is founded on the principle that human beings are of great value and have the fundamental right to be provided with opportunities designed to promote the realization of their full potential.

3 Current Status 

3.1 Assessment of Student and Staff Technology Skills, Knowledge, and Attitudes

We have surveyed our students and staff (See Appendix A) and have discovered that there is wide range of exposure to technology in regard to knowledge, access, skill, and integration into the classroom. Many staff and students expressed a strong desire for more access, training and technology, but are unsure of how this might happen. Some are apprehensive about using technology, but realize that they need to use it more in their classrooms. Fifty percent of teachers and students surveyed felt that there was not adequate access and support for technology at BFA/NWTC. Less than half of those surveyed integrate any technology into their classrooms.

The purchasing of technology and related training has been a grassroots effort by those interested in using it. For the most part, these purchases have traditionally come from a balance of funding from sources both within and outside of the school. However, the BFA/NWTC Board of Trustees recently made a substantial commitment to technology by allocating $100,000 for the acquisition of 32 Pentium computers, full time Internet access, and related software.

We have not offered continuous staff professional development in the area of technology. For the most part, it has been driven by individual teacher need and interest related to technology they have acquired. With the acquisition of new computers and the development of computer labs, a more organized effort to provide broad-based professional development to all staff and faculty is in the works. BFA/NWTC recently moved to block scheduling in a trimester format. Each teacher will be given a reduced teaching load during one of the trimesters for professional development. The importance of this time as an opportunity to reflect, collaborate and acquire new skills cannot be understated. This provides a wonderful opportunity for teachers to acquire new skills and knowledge related to technology.

The majority of students surveyed have access to a computer at home or at school. They feel that they possess a broad range of skills in the use of technology. The areas that they need more knowledge in are new technologies and/or technologies that are not readily available to them.

Students have a strong desire for more access to and use of technology. The vast majority would like to become more proficient in the use of technology and feel that it is important to their future. There is a strong desire to use video cameras and video editing equipment.

Half of those surveyed indicated that there is not adequate access to technology at BFA/NWTC. The survey results leave us questioning how knowledgeable students are in the possible applications of technology in their classrooms.

As we train our teachers in the use of technology, our students will become more comfortable as well.

3.2 Inventories 

Computer/Networking Inventory

A qualitative discussion of BFA/NWTC’s computer equipment follows. A full inventory list of BFA/NWTC’s computer equipment is included as an appendix.

• Computers

• Printers

• Networking Equipment

• Other Peripherals

Audio/Visual Inventory

• Tapes/Media

• Equipment

• Computer/Networking Facilities

• Audio/Visual Facilities

With the expansion of BFA/NWTC, the size of the Audio-Visual facilities has increased dramatically. The new A/V Center contains space for the following:

• Computer Telecommunication Capacities

• Audio/Visual Telecommunications Capacities

3.3 Current Status of Curriculum and Information Technology Initiatives in Relationship to Education Reform 

Since 1995, Bellows Free Academy has initiated multiple reforms in curriculum designed to make learning more student-based, more applicable to real-world employment opportunities, more attuned to the future in general, and, as a result of these local initiatives, more attuned to the Vermont Framework of Standards and Learning Opportunities. Few of the specific curricular reforms and initiatives can work independently of an information technology system that would allow our students to compete with those in wealthier, more urban environs. Therefore, the recent decision by the Board of Trustees to fund a school-wide information technology infrastructure clearly demonstrates that we are a school that intends to "put our money where our mouth is" and compete in the 21st century.

An annotated list of recent curricular initiatives illustrates the need for enhanced technology:

• Goals 2000 – BFA/NWTC procured Goals 2000 money and hired an outside consultant (Dr. Heather McCollum) to conduct the required in-depth survey of students, communities, and teachers as to our current and future directions, and to interpret that report and make suggestions to help us reach our goals of excellence for all. Early feedback from Dr. McCollum indicated an acute awareness of our needs in the area of information technology. Relevant areas from this study will be published in this plan at a later date.

• Trimester Block Scheduling - The Board of Trustees, teachers and administration have spearheaded an effort to transform the school's ultra-traditional approaches to instruction by first researching then implementing a block scheduling plan that reduces our periods from 8 to 5 per day, increasing the instructional time per period from 42 to 70 minutes per day, and changing the grading units from 2 semesters to three trimesters, two of which count as a full class. After extensive research gleaned from a trimester- practicing school in Colorado, the faculty moved into our first year of block scheduling in August of 1997. The need for a radical increase in technology access grows obvious as we adopt the Learning Opportunities from The Vermont Framework of Standards. These will enhance active learning, cooperative learning, interdisciplinary learning, and individualized learning, all initiatives made possible by - indeed, demanded by - the block schedule.

• Increased Graduation Requirements - As an outgrowth of a perceived need for greater rigor and opportunity, the board has recently approved an increase in the BFA/NWTC graduation requirements from 20 to 25 credits. Made possible by the move to trimester block scheduling, the increased graduation requirements automatically call for a wider use of information technology across a broader sample of BFA/NWTC students. Indeed, part of the plan calls for Technical Competency as a graduation requirement, ensuring that each student has the ability to move easily between different applications of technology.

• Career Clustering - The advent of an increase in graduation requirements allows BFA/NWTC to begin the design of Career Clusters in student schedules, allowing each student to follow his or her area of interest and the concomitant courses of preparation and background to that interest. A measure to improve vocational readiness, Career Clustering behooves BFA/NWTC to provide the resources and instruction necessary for BFA/NWTC students to move easily from their academic setting to their vocational setting with a minimum of technology training.

• The Vermont Standards – BFA/NWTC recently embraced the Vermont Framework of Standards and Learning Opportunities, seeing in it a way to unify curriculum and enhance learning opportunities. Recently mandated by the Board, our participation in the 1997-1998 school year demands increased technology in three ways: (1) To meet standards articulated in the Vital Results and Fields of Knowledge sections of the Vermont Framework; (2) To enhance teacher record keeping and reporting of standards; (3) To enhance teacher collaboration in developing curriculum.

• Authentic Assessment - A smaller, teacher and administrator sponsored initiative has recognized the need for developing better, more educative means of assessing student learning. Having sent faculty and administrators to assessment workshops over the past two years, the local School-to-Work program sponsored a June workshop in authentic assessment. The need for technology enhancement may be seen in the increased demand for desktop publishing, for home pages, on-line research, and other student-produced performances intended for authentic audiences and purposes.

• Writing Process/Writing Across the Curriculum - A natural outgrowth of Block Scheduling and Authentic Assessment is the increased role of writing as a tool for learning and assessment. The writing process has already assumed a central role in English instruction, and claims greater importance as an assessment tool in other disciplines. If we are to expect all teachers to teach writing in their discourse, we have to demand that all students learn how to use state-of-the-art word processing techniques to enhance their ability to relate to real, expert audiences.

• School-to-Work – The Franklin County School-to Work Task Force has reinforced BFA/NWTC reform initiatives in Block Scheduling, Career Clustering, and Authentic Assessment with funding, technical support, and planning. Summer workshops in Teaching for the ‘Block’ and Authentic Assessment have served to steer BFA/NWTC in the direction of real-world readiness on the part of our graduates. The thrust of the School-to-Work initiatives has been to improve delivery of student-centered learning modes, paving the way for educationally responsible use of technology.

• Alternative Education - BFA/NWTC has created several on-site or off-site alternatives. Recognized programs such as Climb High, New Beginnings, and Summit provide customized educational settings for qualifying students. Programs such as these, coupled with the new building expansion, speak to an expanded commitment to educational excellence.

Summary - Our goal of excellence for all students demands unrelenting efforts in realizing the reforms outlined above. As indicated by the individual initiatives, information technology will play a crucial role as BFA/NWTC continues to upgrade the quality and equity of learning opportunities for its students.

During the 1995/1996 school year, a 5-year technology plan for BFA/NWTC was presented to the Administration. The timetable for this plan has accelerated because of the school expansion project. With the voter approval of a 6.0 million-dollar bond for school expansion in March of 1996, BFA/NWTC has purchased and renovated a neighboring facility which was the former home to part of the Northwestern Medical Center. BFA/NWTC has grown from a traditional high school to a multi-building campus facility.

The renovations included 100 Mbs ethernet cabling to all classrooms (new and old buildings) off a fiber optic backbone that connects the two buildings. The result will be a School Wide Information Network (BFANET). All classrooms will also be wired for closed circuit television feed from the Audio-Visual Center.

To enhance the campus network, the Board of Trustees approved expenditures which will provide the following additional resources:

• 24 Seat Computer Classroom. Each station will have Pentium 166MHz PCs with a full multimedia, desktop publishing, spreadsheet and database package.

• Administration Network Upgrade. 11 PCs will be supported by a Windows NT server which will provide the latest innovations in scheduling, attendance monitoring, guidance and accounting software

• Full-time Internet Access. BFA/NWTC will lease a 56k ISDN Internet connection from GOVNET which will provide Internet Access for all terminals on BFANET, as well as 254 local Internet addresses.

• Enhanced Library Services. Computers replaced by the Administrative Upgrade will be added to the Library’s bank of terminals. Seven SCSI CD-ROM players will be added to the Library facility and information on those CD-ROMS will be available for all terminals on BFANET.

BFA/NWTC is also seeking participation in the FCC’s E-rate program. If savings through the E-rate program materialize, a second computer classroom will be added by upgrading the current Math Lab.

Most information technology applications which are currently taking place at BFA/NWTC have been initiated by individual teachers who have either taken courses as part of their professional development or are self-taught. The following examples demonstrate that BFA/NWTC has a core of experienced information technology users who will serve as a nucleus for professional development activities during the 1997/1998 school year.

• Library and Media Services

BFA/NWTC's philosophy has been to maintain the Media Center of the school as the central location for research sources and reference databases, providing access to these materials through and on our computer network. The Media Center network has consisted of an automated card catalogue, listing print and non-print materials, and a networked CD-ROM system, including 5 CD-ROM databases and 2 disk programs. The network provided resources on 7 workstations for research by patrons, 2 workstations for collection maintenance and development by staff members, and 1 workstation for circulation of materials. The research resources were available to unlimited patron users at the same time, and were selected with the advice of the faculty and administration. This Media Center network will be an integral part of the new BFANET that will be created.

Media Center collection holdings include approximately 20,000 books, audio tapes, video tapes, CD-ROMs, and print files.

Samples of the programs on the CD-ROM network are:

Magazine Article Summaries - an index and full-text database covering approximately 700 magazines from 1984 to the present

Atlases of the World and United States – fully printable graphs, maps, and charts of information on countries of the world and states within the United States

These networked programs are constantly being updated according to availability and affordability.

The Media Center also maintains a collection of CD programs not networked, but available for checking out for home or classroom use. Included in this stand-alone collection are

SIRS Government Reporter – database of full-text government documents, U.S. Supreme Court decisions, historical documents, a Congressional directory, and a Federal agency directory

SIRS Renaissance – full-text database of articles in architecture and design, cultures, literature, music, film, radio, television, video, performing arts, philosophy and religion, and visual arts

Your Personal Trainer for the S.A.T. – a full preparation workout to prepare for taking the S.A.T.

Would You Survive? – an information database, in game format, of three ancient cultures: Aztec, Viking, and Egyptian

• Social Studies

Several Internet Relay Chats have occurred between Current Issues classes and Vermont Congressional Members. This allows students to ask questions of the Congressional Delegation immediately after sessions of Congress or Sub-Committee Hearings. The Internet has also been used to compare news reporting of several news agencies like UPI, TASS and the National Press Agency of France as a way to explore media bias. Geography classes have used the National Geography Information Service (GIS) to compile demographic information during mapping projects. Other classes use CD ROM and video laser disc technology.

• Arts and Humanities

Information technology has added exciting new dimensions to Arts and Humanities Studies, but more resources will allow greater student access, teacher training and the infusion of information technology into the greater academic program.

• Mathematics

The Mathematics Department currently has a 16-seat computer classroom that is available for class sign out. The PCs have no local hard drives and boot off a Novell server. This means that all applications are DOS-based and have no Internet access. Math classes use DOS-based software for graphing analysis, parametric functions, word processing, and data analysis. Windows 3.11 is acquired through a Novell menu option and is being utilized to run geometrical software. All math teachers use the lab at some point during the school year.

The Math Department encourages the purchase of graphing calculators. Approximately one-third of BFA’s students own their own graphing calculators. The Math Department has 48 graphing calculators that are distributed among eight teachers for classroom use. The Library also has four graphing calculators available on a sign-out basis. Six Calculator Based Laboratory (CBL) units and two overhead view-screens aid teachers in integrating the use of graphing calculators into their classrooms. Graphing calculators have allowed students to explore deeper into mathematics and they allow students to make connections to the mathematics being taught.

One Geometry teacher has created a Web page about Translations and Tesselations. A Geometry teacher used his own Internet account as an avenue for students to develop an understanding of Translations and Tessellations through the use of the Internet and other geometrical software (Geometer’s Sketchpad and Tesselmania) The process of exploring the web page and composing individual reports was a unique experience that integrated writing, math and science. The web page can be found at http://homepages.together.net/~lacioff//homepage.htm

The ability of students to participate efficiently in the project was limited by whether they had Internet access at home. Although the number of students with home access to the Internet is increasing, our school must assume responsibility in removing this inequity.

The Mathematics Department has also initiated two new trimester courses called Today's Computers. The goal of the first trimester course is to make the students more aware of how today's technology can help them become successful life-long learners. The second trimester allows students to broaden their knowledge of information technology applications, with an emphasis on programming, through intense project work. In both courses, students will have access to the Internet and the computer lab.

• Science

The Science Department has introduced a new, two-trimester course sequence called Lab Tech. This course introduces laboratory methods and instrumentation presently employed in biotechnology, medical technology, environmental analysis and the pharmaceutical and food industries. Students will gain valuable experience with modern lab techniques. Information technology will become part of this course when Internet and cable access becomes available school wide.

The extensive use of graphing calculators in the Math Department has spread to Physics. Physics experimental work has left the days of stop watches and ruler measurements behind. Sophisticated, yet inexpensive, sensors allow computers and graphing calculators to become extremely accurate measurement instruments. The accuracy of the sensors provides agreement between theory and experiment. Increased accuracy also allows teaching to focus on data manipulation and making critical conclusions about information.

The level at which these skills are taught is still rudimentary. Limited resources in the class and in homes restricts the ability to assign homework.

• English

The use of information technology in the English department is led, perhaps, by the journalism classes who use Macintosh systems to publish a full-sized newspaper, the Mercury, using the technology provided by our local community newspaper, the Messenger.

Over the last year, select teachers have pioneered the use of the Internet as a viable research tool. The Junior Accelerated English students were required to include material gleaned from the Internet in research projects. Extensive lead-in is accomplished by critical assessments of various sites' validity, reliability, accuracy, and bias. Several Freshman classes have adopted similar strategies.

The most common advantage of technology within the English department remains the ability of a word processor to facilitate multiple drafts throughout the writing process. . Most teachers now urge that the larger projects be done on word processors, a problem of access for kids without the means for a computer at home.

One teacher has begun accepting papers by e-mail, and yet another enjoyed her students’ production of a home page as an assessment product.

Our one computer in the English department serves all these functions as well as being a repository for teaching materials, both on-line and on-disk, where we have established an extensive collection of literature and criticism from the common domain.

In short, our English department is ready to move into areas of desktop publishing and home page creation as a first step toward becoming technologically literate. Whereas we do not expect to abandon engraved literature or books, we view information technology as the next great tool in moving our classrooms toward the student, and away from us.

• Business

The use of computers and technology in the Business Department is widespread with three (3) labs/classrooms. Rooms W113 and W115 have approximately 44 IBM PS2 computers and are used exclusively for all Keyboarding classes. Room W110 has 14 Princeton Windows 95 based computers and is used for all advanced computer classes as well as for Accounting II.

The software utilized in each Business Education class is listed below:

• Accounting II MS Works 3.0 for Windows (Spreadsheet application)
• Computer Applications MS Works 3.0 for Windows
• Desktop Publishing Adobe 6.0 Pagemaker

• Keyboarding I Alphabetic Keyboarding DisplayWrite Assistant, MS Works 2.0, Typing Instructor, WordPerfect 5.1
• Keyboarding II WordPerfect 5.1
• Office Principles & Practice WordPerfect 7.1
• Office Pro WordPerfect 7.1
• Word Processing WordPerfect 7.1

Additional information:

• The Internet is utilized with all Accounting students in their participation in the Stock Market Game
• Keyboarding II uses the Internet to research material for career writing
• The Desktop Publishing Class completes school-wide projects if time permits (Example: the fire drill signs for all classrooms)
• Two business staff members have their Masters degrees in Education with an emphasis on computers and technology. One staff member is also pursuing a certificate as a PC Networking Support Specialist.

Each program area at the NWTC currently expects students upon completion of a two-year program to:

1. Utilize word processing software effectively for letter writing, resumes, etc.

2. Manipulate hardware and software for C.A.I.

The following is a list of program-by-program expectations for the application of technology:

• Travel/Tourism & Hotel/Restaurant Management ~ IBMs & MACs - word processing on MS Works, MS Word, WordPerfect; Desktop Publishing on PageMaker; CD-ROM - Compton’s Encyclopedia, Click Art, Encarta, Geography; variety of industry-specific programs - airline, hotel and car reservations; yearly video project; computerized cash register.

• TV & Radio Marketing ~ Computerized cash register and inventory system; PC compatible WordPerfect, PageMaker, Windows 3.1 & 95, MS Word, Expert Resume, Print Shop Deluxe, World Atlas & U.S. Atlas, C.A.I., MS Works, Lotus Word, Lotus 1-2-3; complete operating radio studio (mini-disc, CD, cassette, turntable, reel-to-reel, tel. hybrid, mixer, etc.); TV editing equipment.

• Construction Trades ~ CADD (architectural version)

• Mechanical Technology ~ Computerized wheel alignment, "All Data" diagnostic equipment, Ford "Rotunda" learning system (parts, etc.), exhaust/ignitor analyzer.

• Human Services ~ No program-specific technology. Use word processing for workplace skills training (resume, reports), and electronic portfolios.

• Allied Health ~ No program-specific technology. Use word processing for workplace skills training (resume, reports).

• Tech-Connections ~ Programming robots, application of pneumatics/hydraulics, programmable logic controllers, AutoCAD, use of scanner, digital camera, Internet access and various desktop software programs.

• Special Needs ~ Workplace Readiness package on laser disc, Skills Bank software (reading, language arts, problem-solving, math), TABE testing software/equipment, and word processing use for workplace skills training.

• Adult Education ~ Maintains a ten computer network of Pentium 90 computers, offers continuing education computer courses utilizing a number of current software programs. Also offers "customized" computer courses to area businesses and industries. Supports the two Workforce Investment Board courses (Office Technology and Manufacturing Technology) with computer course components. Software used: Windows 95 platform; Novell Perfect Office Suite; Microsoft Office Professional Suite 8; Microsoft Works.

3.4 Review of Existing Professional Development Activities and Structures

For the most part, faculty seeking information technology training have used traditional professional development activities.

During the summer of 1996, the Instructional Technology Coordinator offered an introductory computer seminar that was attended by 14 members of the faculty, administration, and staff. However, the lack of a networked computer classroom to run a Windows operating system has severely limited the ability to do significant in-house training. With the impending infusion of information technology, we expect the amount in-house training to increase dramatically.

Even though there have not been many formal in-house professional development opportunities, the initiatives related in section 3.3 show energy and enthusiasm on the part of the BFA/NWTC faculty and staff. If more local access to information technology were available, more in-house professional development activities could be offered.

3.5 Assessment of Current Information Technology Support Staffing

• Audio-Visual Communications Specialist

The Audio-Visual Communications Specialist oversees the purchase and distribution of educational audio-visual materials, including audio-visual equipment and software. Audio-visual equipment is purchased on an annual, as-needed basis, and includes such things as camcorders, editing equipment, cassette recorders, videocassette recorders, and televisions. She is also responsible for minor repair and maintenance of that equipment.

The Audio-Visual Communications Specialist also purchases pre-recorded videotapes, records programs off-the-air and satellite, all for classroom and research purposes. Responsibilities also include keeping up with recent copyright information and informing staff on copyright policies and new technologies.

With the addition of a video production studio and expanded editing facilities, the duties of assisting students and teachers with video production and post-production should increase dramatically.

• Instructional Technology Coordinator

The Instructional Technology Coordinator position is relatively new. The position was initiated during the 1995-1996 school year with the hope of coordinating technology initiatives. The Coordinator currently spends 60% of his time fixing computers (checking connections, replacing cards, etc.), 20% educating students and staff (basic computer skills, Internet searching) and 20 % of his time planning and implementing components of the upcoming BFANET.

Implementing and maintaining the school wide network will be a daunting task, and the Coordinator’s time commitments must be evaluated.

4. Program Goals and Information Technology Initiatives in Support of Education Reform

The building expansion project has been a catalyst for education reform at BFA/NWTC. In addition to expanded physical resources, BFA/NWTC has moved to block scheduling in a trimester format, and will add information technology access on such a large scale that all educational programs will be changed. The goal of BFA/NWTC is to ensure that these changes provide students with the best learning opportunities and that the learning opportunities adapt to the future needs of society and the individual.

4.1 Administrative and Management Goals and Initiatives.

• BFA/NWTC must meet the needs of purchasing and account tracking. Accounting services will enhance their current capabilities by utilizing network information sharing during the budgeting process. We also want to add the security of electronic transfers.

• The shift to block scheduling in the trimester format puts increased demands on guidance staff and the information system that serves them. Administration and guidance must have the tools that streamline the scheduling and classroom management.
• One of the keys to a successful educational environment is effective communication. The development of the technology infrastructure must support communication within the entire educational community: administration, teachers, staff, students and parents.
• The technology infrastructure will support administrative efficiency and accountability through expedient access to a variety of data. Every teacher will have access to a classroom computer in which they can log data related to grading, attendance and other administrative tasks.
• The system will include data regarding student profiles. This would include information about a student’s learning style, interests, class performance, extracurricular activities, goals, attendance, and progress toward meeting standards outlined in the Vermont Framework of Standards. Students will also develop electronic portfolios. We will also gather data to develop teacher profiles which would include teaching style, interests, courses taught, classroom profiles, professional development activities and individual professional development plans. This data could be used in many ways, one of which would enable us to make more informed decisions when matching students with teachers.
• We will acquire the necessary software to maintain security and confidentiality with the data mentioned in the preceding goals.
• We envision using all of this data to promote further data acquisition, informed decision making, and an improved education for all of our students. Our data will allow us to challenge our assumptions.

4.2 Communication and Information Access Goals and Initiatives 

Our goal in terms of access to communication and information is to provide an environment where all teachers will be provided a sufficient infrastructure to access the BFA/NWTC intranet and the Internet from within the classroom and in their office. Further, each teacher should have sufficient access to computer systems either within their classroom or at a central lab in order to integrate information technology into their general curriculum. Additionally, students should have sufficient access to quality information systems for independent study and general research. We need to provide a broadband television distribution system carrying the standard cable signals and an in-house channel allowing us to distribute satellite broadcasts or locally generated programming. Finally, we need to provide enhanced forms of traditional services such as telephones with individual voice mail menus and an intercom system with multi-zone capabilities.

The school-wide network at BFA/NWTC is a collaboration of all the integral parts of the school and vocational center including organizational departments, communication facilities, and the instructional components. It will pull all efforts at running this educational institution under one umbrella. The network will include the administration, guidance, accounting, Internet services, cable television, including an in-house channel, a telephone system, an intercom system, specific instructional department resources, and the Media Center. This networked system is referred to as BFANET.

Access to services such as the Guidance office and the Accounting office databases should be available from selected locations and through a special security layer. Our intranet shall also provide an internal HyperText Transfer Protocol (HTTP) (a.k.a. World Wide Web (WWW)) server to allow administrators, teachers, student groups, and staff to provide information content on BFANET. Some of this information will also be made available on the BFA/NWTC Internet Server. This network design will allow individual departments to provide information resources greatly enhancing intercurricular opportunities.

Through the process of upgrading hardware and software, the Media Center will go beyond its physical four walls to encompass the school as a whole. This new network will include the original library network and resources within and without the physical building. Those resources managed by the Media Center, including not only print material but also video and audio media and electronic databases and the indices, will be available to all areas of the school accessed by a computer.

Another goal is to have an in-house television network. Each classroom will have the capability of "plugging in" to the local cable offerings, as well as an in-school channel with local programming and announcements originating from the A/V studio or the TV/Radio Marketing program. At this time, BFA North has been wired with the cable, however, there is no connection from the cable company to provide service and there are no connections on the classroom end. BFA South has yet to be wired. Further, within the next five years, each classroom will be provided with its own television, and more VCRs will be available.

4.3 Instructional and Curricular Goals and Initiatives

As BFA/NWTC takes giant steps toward providing the best opportunities for learning, three central goals are guiding the integration of information technology:

• Standards Based Educational Reform

• Equitable Access to Learning Opportunities

• Communication and Assessment as a Vehicle for Future Planning

BFA/NWTC is using this time of great change to align its learning opportunities with Vermont’s Framework of Standards and Learning Opportunities, as well as state designed and mandated program comptencies for technical education. This section uses the learning opportunities identified in the Framework to outline current and proposed information technology initiatives at BFA/NWTC.

A. Access

BFA/NWTC’s information technology infrastructure will provide closed circuit television, voice, and data transmission to every classroom and staff office in the school. With this infrastructure students and staff will be able access resources such as distance learning, the Internet, the intranet, voice mail, email, and personal network accounts from over 100 locations. In addition to the Media Center facilities, two 24-seat computer classrooms will be available for use by classes from all academic levels and disciplines. Such a robust infrastructure will provide greater and more equitable access to administrative, guidance, curricular and special services. Access will be available to all staff and students under guidelines designed to be fair, known to all, and consistently applied.

Access is an equity issue for many of our students who do not have easy access to information technology after school hours. We are committed to the goal of opening our school every weekday afternoon and evening for students and community members. This is a long-term goal that will take financial resources. We will take our first step towards this goal by opening a computer lab in the evening one day a week starting in January of 1998 (See Appendix I for timeline).

B. Instruction

With block scheduling, longer instructional time periods have allowed teachers to develop new teaching styles. Teachers now provide activities which promote the use of multiple intelligences and address different learning styles. Teaching has become more efficient because there is more opportunity for self-guided learning, peer teaching and in-depth applications. As the diverse information technology resources come on line, the teacher’s role will expand to that of an explorer and co-learner. This will enable learning outcomes at BFA/NWTC to become more closely linked to the Vermont Framework of Standards. These resources include curricular specific software and databases, Internet access, shared learning among schools.

We will adopt sets of performance indicators for all students, grades K-12, in cooperation with all feeder schools (See Appendix E for timelines and goals). Sample indicators are referenced in Appendix F.

C. Assessment and Reporting

BFA/NWTC will use information technology to enhance assessment on several different levels. Pilot projects using electronic portfolios will provide new ways for BFA/NWTC to share educational results with parents, other schools, business, and supervisory organizations. Administrative communication, grade reporting, and attendance procedures will become more efficient. Administrative tools will be installed to improve data collection and data tracking. Professional development activities for staff and administration will help to create a system where the Vital Results are referenced in evaluating all students.

D. Connections

The use of email, electronic portfolios, and distance learning facilities will establish connections across disciplines to enhance current interdisciplinary programs and serve as a catalyst for developing others. Such communication tools will also provide the opportunity to expand current collaboration with business and community. As this collaboration expands, students benefit from added relevance to their education and the community benefits by increased ownership in the educational process.

E. Best Practices in the Fields of Knowledge

The expansion of information technology at BFA/NWTC will offer new opportunities for expanding best instructional practices in all disciplines. The most immediate outcomes will be in writing across the curriculum and expanding professional development opportunities. The combination of email, teacher and student accounts, and word processing suites in the computer classroom will expand writing across the curriculum. BFA/NWTC will introduce writing across the curriculum as a Grade 9 through Grade 12 progression of skills coordinated with educational objectives in Arts, Language, and Literature; History and Social Sciences; and Science, Mathematics, and Technology. Teachers’ expanded Internet access and built in professional development will provide greater access to professional development resources and collaborative studies.

4.4 Staff Competency Goals in Support of Student Learning and Education Reform

We have adopted the Staff Information Technology Competencies from Vermont’s Statewide Education Information Technology Plan: Guide to Professional Development as the foundation for planning, monitoring, and assessing staff (technology competency) literacy and experience with technology. We are committed to standards-based learning and insuring that our work aligns with the "got it" and "wow" column found in Appendix A of the Vermont Framework of Standards.

General Goals:

• Clearly articulated expectations for staff use of technology in the classroom

• Alignment of professional development with technology goals and staff

needs.

• Integration of technology into the curriculum

• Use of technology competencies as additional benchmarks in hiring new employees

• Use of technology competencies to guide staff development

• Provide adequate professional development time through the trimester model

• Ensuring that there is alignment and a scaffolding process between our technology

goals and feeder school goals (See Appendix E for suggested K-12 student

performance indicators).

BFA/NWTC intends to adapt concrete Staff Competency Goals that will reinforce the pedagogical goals laid out in Section 4.3. Keyed to the Staff Information Technology Competencies from Vermont’s Statewide Education Information Technology Plan (see Appendix D), BFA/NWTC intend to assure staff excellence by closely aligning teacher and staff competencies with curricular goals(see Appendix E for specific alignments). In upcoming negotiations, we will work with staff and administration, along with the Local Standards Board, to approve a technology component in our local certification process. The professional development plan outlined in Section 6.4 will help meet this requirement.

• Access – To assure student access to the proposed information technology infrastructure, staff will be required to achieve proficiency in Technology Awareness, Technology Operation and Application, and Adaptation and Assistive Skills. Access to technology can only be assured if the mentors can use it.

• Instruction – Excellence in instruction will be assured by building on Access-level competencies, building to proficiency in the areas of Technology Operation and Application and Instructional Integration and Management, and a commitment to Professional Growth. By building staff competencies in these areas, we can achieve the goal of using technology as a learning tool rather than as a novelty.

• Assessment and Reporting – Honoring the increased demands for accurate assessment of learning – and the reporting thereof – BFA/NWTC will stress staff proficiency in Technology Evaluation and Assessment, Instructional Integration and Management, and Presentation and Production Skills. To be able to more efficiently track student and staff progress – and to clearly and graphically report that progress – makes for an accountability that only reinforces the role technology plays in learning.

• Connections – In order to better reach out across departments, into the community, and around the world, staff will need to achieve proficiency in Acquisition of Information (Research) and in Presentation and Production Skills. We will need experts in accessing information as well as in packaging it in home pages and in other electronic modes.

• Best Practices in the Fields of Knowledge – Expert teachers will use those same skills – Acquisition of Information (Research) and Presentation and Production Skills to maximize learning opportunities across the curriculum. Research, publishing, and collaboration should become the norm throughout the learning spectrum.

BFA/NWTC will emphasize staff competence in the Ethical Use of information technology to assure the transmission of academic values held vital by our teaching community.

We believe that by aligning these staff competencies with our curricular goals, we will ensure that our technological strides match our instructional reform initiatives.

5. Technology Design

This section will address BFA/NWTC’s communication technology infrastructure and higher-level transport design. We will discuss our computing capabilities, distance learning facilities, and broadband television distribution system with respect to the goals expressed in section 4.

5.1 Software Priorities

Our software procurement priorities are chosen to meet these needs: administration, organization, network communication, student acquisition of knowledge and skills.

BFA/NWTC has, in the past, set an emphasis on administrative needs; however, we currently consider communication capabilities and student access to information technology fundamental to our educational goals.

Our administration has specified the goal of utilizing information systems in order to accomplish budgeting, student scheduling and tracking, and effective communication. These needs have been satisfied by the selection of two application specific packages (accounting and guidance) and general-purpose productivity software suites.

BFA/NWTC must have an effective method to budget, procure, and track expenditures. Our accounting package from New England Municipal Resource Center (NEMRC) was originally chosen for its inherent accounting capabilities and its usability over a text-based Novell network. We continue to use NEMRC because its accounting capabilities continue to fulfill our needs, it is extensible to our continuing network upgrades, it has a fine support staff, it supports electronic transactions, and we can capitalize on our current in-house knowledge.

BFA/NWTC also has the requirement of scheduling, tracking, grading and maintaining records for our student body. We are currently using Applied Educational Systems software to perform our Guidance Office’s requirements of student/teacher scheduling, attendance recording, grading and reporting. This package was originally selected due to its usability over a text-based Novell network, superior support services, and fulfillment of BFA/NWTC's requirements. Due to BFA/NWTC changes in scheduling and networking topology, we will be reevaluating our educational administrative software choice during the school year 1997-1998 in order to address the new needs of trimester scheduling and easier to use Windows based applications.

In order meet our goal of enhancing communication within the school community, BFA/NWTC has greatly increased its communication infrastructure. One of our primary interfaces within this community and to the public is our phone system. We are installing a system which allow administrators, teachers, and staff members to have individual phone extensions and voice mail services. E-mail services will also be provided via the Internet and BFANET.

BFA/NWTC has met its general-purpose productivity needs by the licensing of two productivity suites: WordPerfect Suite, and Microsoft Office. These two packages predominate the marketplace and can easily exchange data. They are fairly easy to learn and have excellent on-line documentation.

BFA/NWTC is in the process of replacing a distributed, segmented network environment with an integrated campus-wide communication network that will greatly facilitate information sharing. Our software priorities in the area of information sharing are built on the philosophy that most of the communication client capability should be built into the Network Operating System (NOS) or computer operating system. Where these needs are not met by one of these two operating systems, BFA/NWTC will make use of public domain software or software which provides educational institutions free use such as Netscape Communications Corporation’s Netscape package.

It is BFA/NWTC's plan to provide a school-wide intranet, a gateway onto the Internet, and a World Wide Web Server on the Internet. BFA/NWTC’s Student Internet Access Policy currently provides for unfiltered access to the Internet with subsequent checking of student’s access for appropriateness (a policy of "trust but verify"). In order to accomplish these goals and protect BFA/NWTC’s internal network, a software firewall will be integrated into our communication server. This server will need to run two WWW servers (intranet and Internet), with user access logging capabilities. All internal accesses to the Internet will be accessed through the internal WWW server which will provide a bandwidth saving caching capability as well as user-access logging capability. An evaluation of communication server software is currently being undertaken. Microsoft Windows NT Server with the BackOffice package is being considered, while Unix is the only OS with the demonstrated ability to perform the desired tasks.

The closed-circuit television network will provide access to the local Cable television offerings, educational satellite programming, and in-house productions, including announcements and news shows, originating from the A/V Center or TV and Radio Marketing.

Our instructional and curricular software must support the best opportunities for learning. In meeting this goal, we must provide the best access possible and a method for evaluating new technologies as they become available.

The current use of software at BFA/NWTC encompasses informational database related software (encyclopedias, magazine summaries, newspaper summaries), general-purpose productivity software (word processors, spreadsheets, drawing programs), and curriculum specific applications (geography programs, matrix languages, drawing programs, scientific data collection systems).

BFA/NWTC’s traditional approach to informational databases has been used to provide access to these materials on our Media Center’s network. With the completion of our school-wide intranet, these materials will also be available on our intranet from any of the computer laboratories or individual networked workstations. The Media Center will continue to select the general-purpose databases for school-wide distribution with the advice of the faculty and administration. There is a growing collection of CD-ROM programs that are available for checkout or use as stand-alone in the Media Center or classroom.

Our priority is to ensure that all students have access to all of these resources, and to the critical skills necessary to use them.

As with the administrative general purpose productivity needs, our general-purpose instructional productivity software will consist of industry standard suites, such as WordPerfect Suite, Microsoft Office, and Microsoft Works.

Choice of curriculum specific software will remain with the individual departments and teachers. It is the goal of BFA/NWTC to provide the technical infrastructure and capabilities allowing appropriate use of up to-date-curricular software. With our expanded professional development resources teacher will be better able to test and evaluate new software for class use. The two computer classrooms offer individual student access to learning opportunities.

5.2 Hardware, Facilities, and Network Priorities

This section describes the hardware used to provide the communication infrastructure for BFA/NWTC, the concentration of those hardware resources into functional facilities, and our network design. Our communication system consists of computers, a computer network, a distance learning classroom, a broadband television distribution system, and television sets. We have also included a state of the art phone system allowing administrators, teachers, and staff to individualize their voice mail system.

BFA/NWTC’s computer hardware procurement system is based on the philosophy that there is no single solution to the computing needs facing the campus. We have a mix of MacIntosh, Microsoft/Intel based computers (also know as IBM compatibles or PC compatibles), and older IBM computers only capable of handling text based processing. It is our belief that each of these hardware platforms provide a functionality which may not be met by another platform. One example of this is the use of a MacIntosh for desktop publishing. While the MacIntosh has lost market share in virtually every other sector of the marketplace, it still dominates the desktop publishing market. Another example is our use of older (vintage 1988) IBM PS/2 Model 25s in our beginning keyboarding classes. While these computers can not run a windows based operating system, they provide adequate functionality for use in purely text-based applications. These computers are old (8 years) and will need to be upgraded as more students acquire skills at the elementary level.

BFA/NWTC’s recent hardware purchases have been dominated by Microsoft/Intel based machines. The reason is that for most applications the price/performance ratio for this platform has been far superior. In our school, providing access to computers has been identified as one of our top priorities and that can be most effectively accomplished purchasing Microsoft/Intel based systems. Further, we want to provide access to systems the students are likely to use in their future endeavors. In order to fulfill this goal we allow the needs of our faculty and staff to drive the individual purchasing decisions, believing that these choices will provide a representative mix of hardware.

Printers are the predominant peripheral at BFA/NWTC. Personal Laser printers are generally selected for secretarial staff needing presentation quality printing. Dot Matrix printers are used where draft quality printing is acceptable. The new low cost Ink Jet printers are being used where demand is low and color may be desirable. Computer Labs will be equipped with network capable higher speed laser printers or with a network print server (e.g. HPJetDirect, Intel Netport Express) connected to one or more printers.

BFA/NWTC also meets the needs of the graphical input using flatbed scanners and one slide scanner. We also have one computer capable of scanning and outputting video at 15 frames per second.

BFA/NWTC is currently installing a campus wide 100 megabits/second (Mbs), full duplex, fiber optic backbone connecting five subnets cabled with Category 5 Ethernet 100Base2 cable. The backbone will provide switched service to each of the five subnets providing full 10 Mbs per subnet. Subnets will be upgraded to 100 Mbs service when sufficient need is present.

A communications server will be installed in the main distribution facility. This server will be connected to the Internet via a 56 kbs ISDN connection. This server will either run the Unix Operating System or Microsoft’s Windows NT Server. Services to be provided by this server include a dual-honed firewall, a caching proxy-server Hypertext Transfer Protocol (http) daemon (for the inside of the firewall), an http daemon for external connections, e-mail service, central file storage, and scheduled backups of local workstation data. Authorized users will be able to telnet or ftp through the firewall to enable direct connection to the Internet bypassing the proxy-server.

An administrative server is planned to provide access to the accounting and guidance packages for authorized users. This server will reside on a separate network or behind a secure router, allowing access only from approved locations. The capabilities of this administrative server are currently being fulfilled by two Novell 2.2 (obsolete) servers.

Any department has the privilege of running a local server to provide for departmental needs. An example demonstrating the need for such a server is the Business Education department running a Novell 2.2 server using IBM Baseband networking to provide service to 45 IBM PS/2 Model 25 computers.

The television distribution system will consist of a cable drop from the street to distribution equipment, a modulator to create an in school channel, and equipment to send a signal back out to the public access channel. Several VCRs and a character generator will be needed for playback and bulletin board features.

BFA/NWTC is currently installing premise wiring using unshielded twisted pair (UTP) wire conforming to the Electronic Industries Association (EIA) category 5 standard for high-speed communication service. Each end of the cable will be terminated in a category 5 RJ-45 jack. Each classroom, office, and conference room will have a RJ-45 jack near the intended area for the computer. The other end will be terminated on a 110 distribution block in the nearest wiring closet. In rooms where the number of network computers exceed the number of network jacks, a local hub will serve to concentrate the computers and the uplink port of the hub connected to the RJ45 jack. This technique is referred to as micro-hubbing.

Wiring closets will be interconnected using full duplex 100 Mbs fiber optic cable terminating in the main distribution room co-located with the phone distribution system.

Concomitant with the computer network wiring, installation of RG-59 coaxial cable will be installed to all classrooms, conference rooms, and some offices. The coaxial cable will terminate on an wall plate mounted F connector at the classroom end, and be tied into our broadband distribution system in the nearest wiring closet.

• Integrating Novell, MacIntosh (AppleTalk), Microsoft and TCP/IP networks.

• Conversion of existing token ring and baseband networks.

• Internet Service, allowing local Domain Name Service and e-mail control.

• Installation of wiring by qualified data wiring contractor with each run certified by an independent tester.

• Security issues dealing with intranet/Internet capability.

• Computer Classroom supervision and utilization.

• Long-term commitment to on-going maintenance of this system utilizing the above techniques.

Operations, Maintenance, and Upgrade PrioritiesFor the purpose of operations and maintenance, technology resources are divided by department, or are deemed to be school-wide. Technology resources owned by departments shall be operated by and maintained by the departments with the support of the technical support staff. Technology resources that provide the school-wide infrastructure will be operated and maintained by the technical support staff.Consistent with the above policy, departmental upgrade priorities are set by the individual departments. Long-term specific upgrade priorities include:

• A television studio.

• Providing at least one computer in each classroom, with many classrooms being equipped with four to six computers based upon the access needs of the faculty and students (See Appendix J For Upgrade Timeline).
• Upgrading each subnet to 100Mbs service.
• Increasing Internet bandwidth
• Replacing IBM/PS2s in Business Education

6.0 Information Technology Implementation Action Plan (Leadership, Activities, Timeline, Policy, Budget)

6.1 Software Procurement

Software procurement for BFA/NWTC is driven by the needs of the faculty and staff. Where possible we renew or expand licenses for software we already have in house. When we have to get new software our procedure is to check for educational pricing on the Internet, then ask for bids from vendors we have previously done business with. If the bids are in accordance with the best educational pricing we can find, the lowest bid is accepted. By dealing with vendors we have a history with, we save money in overhead accounting costs and often are able to do business locally. Also, educational dealers are often aware of educational pricing not advertised elsewhere.If the lowest price found on the Internet is significantly lower than the lowest bid, then the software is procured from that vendor.As mentioned in section 5.1, identification of software needs is done by the administration, faculty, and staff. As we provide greater access to computers, information systems, and professional development, it is our belief that there will be a greater demand for variety in software titles. General-purpose or broad-purpose software titles will primarily be available from the Media Center. Curricular specific software titles will be evaluated by the individual departments and procured either by the department or the Media Center.

6.2 Hardware, Facilities, and Network Acquisition/Implementation

The same basic procedure is followed for hardware procurement as for software. The best pricing found on the Internet (www.cshopper.com or www.pricewatch.com) is compared against the lowest bid from vendors we have previously done business with. When possible we do business with vendors who are local and with whom we have a previous relationship. If the best price found on the Internet is significantly lower, that vendor is selected.The network infrastructure being installed during the 1997 to 1998 school year should provide adequate bandwidth for well into the next decade and probably longer. We will continue to meet our educational goals of integrating technology into the classroom environment as individual faculty lesson plans are developed.

6.3 Operations, Maintenance, and Upgrades

The Instructional Technology Coordinator is responsible for operations, maintenance, and upgrades of computer and networking equipment. The Audio-Visual Communications Specialist has similar responsibilities for televisions, VCRs, and related equipment.BFA/NWTC is making a long-term commitment to technology as a tool for learning. We recognize that the need to maintain a modern system requires an ongoing financial investment. We also recognize the need to procure and utilize information systems in a responsible manner. Our resulting philosophy is to make investments in new technology where they will have the most impact on the learning process and to utilize our older technologies where they continue to serve an educational or administrative goal.

6.4 Professional Development

The current use of technology at BFA/NWTC has been initiated on an individual basis by teachers who have had the desire, opportunity and training to integrate it into their teaching. We believe that our expanded infrastructure and professional development time will allow our local experts to be mentors in a school wide training program. The implementation of our network dovetails nicely with our move to block scheduling and adoption of the Vermont Framework of Standards. Both of these initiatives call for changes in teaching strategies, and our technology will provide a powerful tool to assist teachers. Our block scheduling consists of 5 periods per day over the course of 3 trimesters. Teachers are in a classroom 4 periods per day for 2 trimesters and 3 periods per day with a "professional development" block during the other trimesterDuring the 1998/1999 school year, 10 hours of professional development in information technology will be mandated for all teachers and staff. This is an ambitious goal and to become realistic, training resources and training personnel must be accessible.

Our professional development will have three phases:Phase 1: (Year 1) Familiarity with - and operation of - information technology. During the first year of this plan, BFA is adjusting to many changes- block scheduling, a new building, and a greatly expanded technology infrastructure. Our expectation is to identify a core of information technology mentors who will create professional development resources for the faculty at large. The mentors will be identified according to their area of expertise and cross referenced to information compiled from student/faculty needs surveys and staff competencies referred to in Appendix A and Appendix D. During the following year (year 2), at least one mentor will be available during every period of the school day. Phase 2: (Year 2) Application of information technology. During the second year of the plan, 10 hours of professional development in information technology will be mandated. This training will be available at in-service programs, during teachers’ professional development blocks, or from other sources such as college courses. Over the course of the ten hours of professional development, teachers will build an information technology portfolio. The portfolio will include training descriptions cross-referenced to the Staff Competency Goals and Instructional and Curricular Goals. The portfolios will also include sample work and a log of professional development time.Phase 3: (Year 2) Assessment. Assessment of professional development will occur in two ways. The first form of assessment will be provided by staff members who complete our professional development activities. This input will be used to improve these programs and identify additional needs. The second form of assessment needed is to determine the degree to which professional development has affected instructional techniques. As teachers design units that integrate information technology in the classroom, they will be asked to document information technology activities and assessments on the BFA/NWTC intranet and in their technology portfolio. Students will also be able to store projects on the intranet as resources for others.6.5 Additional Human Resources in Support of TechnologyBFA/NWTC needs the following additional human resources in support of technology:Computer Technology Technician: To provide the instructional technology coordinator with time to support professional staff development, technical support duties must be reduced. To accomplish this objective, a technician must be available on a daily basis, either through contracted services or as an employee of BFA/NWTC. The technician will maintain computer equipment and networks to assure that this resource is available on a daily basis.Audio-Visual Technology Resources: In this area, a full time technical specialist is not necessary, but contracted services are essential to troubleshoot technical problems and to provide support for the TV studios and closed circuit cable TV network. Equipment repair will be maintained through a contract with an outside service provider.

6.6 Funding Sources

BFA/NWTC expects to support this technology plan in the present and in the future through the following sources:Regular School Budget

6.7 Budget Summary

The Board of Trustees approved spending $300,000.00 on technology for the 1997-1998 school year. Of this amount, $50,000.00 would come from the construction project with the remaining $250,000.00 paid annually over the next 4 to 5 budget years. In addition, the Board does expect to maximize their contribution by combining the "E-Rate" discount to reduce current expenditures and receive discounts on future equipment and services purchases.It is difficult to project how much technology the $300,000.00 appropriated by the Board will purchase. It is safe to suggest that additional resources will be necessary to sustain the BFA/NWTC technology plan.BUDGET TO SUPPORT BFA/NWTC TECHNOLOGY PLANYear 1 (1997-98):Network backbone $ 43,170Telecommunications Wiring for Old Building $ 20,000

Schoolwide communication system $114,000Language Arts lab w/24 computers $ 25,000Software for Language Arts Lab $ 4,500Upgrade Math Lab $ 12,000Internet Service $ 5,000Television Studio $ 65,000Upgrade administrative/guidance network service $ 15,000Schoolwide server $ 7,000Professional development $ 10,000Upgrade Library workstations $ 12,000Total $332,670Year 2 (1998-99): Computer Technology Technician $ 20,000 Audio-Visual Technician $ 5,000 First phase- upgrade Business Education equipment $ 20,000 Upgrade memory in new Business Lab $ 2,600 First phase – one computer per classroom $ 30,000 TV equipment for schoolwide closed-circuit television $ 10,000 Expand band-width for Internet $ 5,000 Classroom computers $ 30,000 Software $ 35,000 Total $157,600 Year 3 (1999-00): Computer technology technician $ 20,000 Audio-Visual technician $ 5,000 Second phase – upgrade Business Education equipment $ 20,000 Second phase – one computer per classroom $ 30,000 Classroom computers $ 30,000 Software $ 35,000 Total $140,000 Three Year Total: $630,270PROJECTED REVENUE SOURCES TO SUPPORT TECHNOLOGY PLAN Source Amount Construction Project Budget $ 50,000 Additional Board approved funding $250,000 Cable Television Provider (TV studio) $ 65,000 BFA budget – salaries (fy ’99) $ 25,000 BFA budget – salaries (fy ’00) $ 25,000 STW funds (professional development $ 10,000 Math upgrade $ 12,000 E-Rate discount on purchases $ 50,000 E-Rate discount on services $ 50,000 Total Revenue Sources $537,000 Shortfall to meet projected technology plan expenses $ 93,270

7. Monitoring, Evaluation, and Revision of the Information Technology Plan

7.1 Monitoring and Evaluation Process

We believe it is essential to develop a constant monitoring and evaluation process for our plan given the dramatic changes that can occur in technology over short periods of time.

We will gather data related to our goals to monitor and evaluate the success of our plan on a quarterly basis. We will enlist a core group of teachers, students, community members, and parents to carry out this process. We will assess our progress toward the following goals (detailed explanation in section 3.3 & 3.3) at these quarterly benchmarks:Instructional & Curricular Goals

• Standards Based Education Reform

• Equitable Access to Learning Opportunities
• Communication and Assessment as a vehicle for Future Planning

Staff Competency Goals in Support of Student

• Clearly articulated expectations for staff use of technology in the classroom
• Alignment of professional development with technology goals and staff needs
• Integration of technology into the curriculum
• Use of technology competencies as additional benchmarks in hiring new employees

• Use of technology competencies to guide staff development
• Provide adequate professional development time through the trimester model
• Ensuring that there is alignment and a scaffolding process with our technologygoals and feeder school goals

7.2 Incorporation of Evaluation Information for Ongoing Planning

We will assess our goals and use the data to guide our on going technology planning.

This data will drive our technology planning and allow us to make changes as necessary to meet unforeseen needs and circumstances.

7.3 Process for Reporting to Stakeholders

The reporting process is critical to the success of our plan through holding us accountable to the goals of our plan. It will also serve as a powerful tool to enlist continued support for the integration of technology into our curriculum. Our report to stakeholders will outline our accomplishments and problems we encounter in addressing the goals of our technology plan. We will report to stake holders in the following ways:BFA/NWTC Web Page: A copy of our technology plan will be posted as well as quarterly reports that outline our progress toward our technology goals.BFA/NWTC Board of Trustees: Community members will present our quarterly report.Public Access Television: A listing of availability of our Network to students, parents and community members during non-school hours.Monthly BFA/NWTC Parent Newsletter: A narrative explaining the progresswe have experienced toward meeting our goals as well as listing of the availability of our Network to students, parents and community members during non-school hours.Rotary: Presentation of our quarterly reportsCommunity access to the Network during non-school hours

7.4 Process and Timeline for Ongoing, Long-term Planning

Our technology plan will be rewritten on a two-year cycle. During this two-year period we will evaluate our success toward meeting our goals on a quarterly basis. These evaluations will take place during the first week of November, February, May and August. Each evaluation period will produce a report to be disseminated to the stakeholders mentioned above. The report will include data that indicates our success toward attaining our goals over the previous quarter. The reports will also reference any adjustments to the plan that have been precipitated by changes in technology or Network user needs.Our May quarterly evaluation process will be more extensive in that we will be preparing technology items for the budgeting process that takes place in the fall for the following school year. This requires us to forecast our needs over a year in advance. This report will include data from the entire school year related to the progress we have attained toward meeting our goals.The report will also include a detailed budget for the following school year. During the May meeting we will develop a strategy for gaining additional support for the proposed budget.Appendix A: Surveys

Appendix E: Alignment of Staff Competency Goals and Instructional and Curricular GoalsSpecifically, the Staff Competency Goals and Instructional and Curricular Goals will align as follows:Technology Awareness (Competencies 1.1 through 1.7) will facilitate Access (BFA/NWTC Technology Plan, 4.3, Part A) to technology-enhanced learning.Technology Operation and Application (Competencies 2.1 through 2.21) will facilitate Access (BFA/NWTC Technology Plan, 4.3, Part A) to technology-enhanced learning.Technology Evaluation/Assessment (Competencies 3.1 through 3.13) will assure quality Instruction (BFA/NWTC Technology Plan, 4.3, Part B).Technology Evaluation/Assessment (Competencies 3.1 through 3.13) will assure quality Assessment and Reporting (BFA/NWTC Technology Plan, 4.3, Part C).Instructional Integration and Management (Competencies 4.1 through 4.14.9) will also assure quality Instruction (BFA/NWTC Technology Plan, 4.3, Part B)Instructional Integration and Management (Competencies 4.1 through 4.14.9) will also assure quality Assessment and Reporting (BFA/NWTC Technology Plan, 4.3, Part C).Acquisition of Information (Research) (Competencies 6.1 through 6.5) will facilitate making Connections (BFA/NWTC Technology Plan, 4.3, Part D).Acquisition of Information (Research) (Competencies 6.1 through 6.5) will facilitate the Best Practices in the Fields of Knowledge (BFA/NWTC Technology Plan, 4.3, Part E.)Presentation/Production Skills (Competencies 7.1 through 7.11) will facilitate excellence in Assessment and Reporting (BFA/NWTC Technology Plan, 4.3, Part B).Presentation/Production Skills (Competencies 7.1 through 7.11) will facilitate making Connections (BFA/NWTC Technology Plan, 4.3, Part D).Presentation/Production Skills (Competencies 7.1 through 7.11) will facilitate excellence in achieving Best Practices in the Fields of Knowledge (BFA/NWTC Technology Plan, 4.3, Part E).Professional Growth (Competencies 8.1 through 8.7) will assure excellence in Instruction (BFA/NWTC Technology Plan, 4.3, Part B.)Ethical Use (Competencies 9.1 through 9.9) assures the transmission of values held important to BFA/NWTC through classroom means.Adaptive/Assitive (Competencies 10.1 through 10.9) competencies speak to Access (BFA/NWTC Technology Plan, 4.3, Part A).By aligning these staff competencies with our curricular goals, we will ensure that our technological strides match our instructional initiatives. Appendix F: Information Technology Action Plan and Time Line Related To Student Performance Indicators & Implementation Plan For BFA/NWTC Student Information Technology Competencies

Appendix G: K-12 Performance Indicators

APPENDIX J: Workstation and Peripheral upgrade TimelineTarget Area: School-wide workstation upgrade.Goal Statement: To provide a minimum of one computer per classroom (primarily for administration, grading and attendance) and four to six computers in 50% of classrooms (primarily for classroom instruction).