School Demographic and Contact Information

Name of person completing this survey:

Email of person completing this survey:

NCES#:

Telephone Number:

Fax Number:

School's Website Address:

Grade Span:

Principal's Name:

Principal's Email:

Number of Teachers: (The number indicated reflects data submitted on your October 2002 Annual School Report. This number should not be changed unless there is an error in the original ASR data.)

Number of Students: (The number indicated reflects data submitted on your October 2002 Annual School Report. This number should not be changed unless there is an error in the original ASR data.)

Number of Administrators:

Number of Eighth Grade Students:

SECTION 1: INFRASTRUCTURE AND TECHNICAL SUPPORT

How many computers* in the school are connected to the Internet? (Computers to be counted should include all laptop computers, tablet PCs and desktop computers.)

How many of these are in a library media center?

How many of these are in a computer lab setting?

How many of these are in a mobile lab (computers that are moved from one room to another)?

How many of these are predominantly administrative?

How many of these are in classrooms (non-lab setting)?

How many computers in the school are NOT connected to the Internet?

How many of these are in a library media center?

How many of these are in a computer lab setting?

How many of these are in a mobile lab?

How many of these are predominantly administrative?

How many of these are in classrooms (non-lab setting)?

Which of the following devices are available for use by students and/or teachers in your school? Check all that apply:

Does your school have Internet Access?

In the questions below, indicate the number of each type of room in your school, the number of rooms with the specified amount of internet connectivity, and the number of rooms in your school that meet the state definition of a model technology classroom.

Note: the total number of instructional rooms in the school includes ALL classrooms, libraries, and computer labs – every room in which instruction is provided to students and not used for primarily administrative purposes.

Number of rooms designated as: Classrooms

Number of rooms designated as: Library/Media Centers

Number of rooms designated as: Computer Labs

Number of rooms designated as: Total Instructional Rooms (5a + 5b + 5c = 5d)

Number of rooms designated as: Administrative Rooms/Offices

Number of rooms with specified number of Internet connections:
Internet connection requires more than wiring. An internet connection means that you have a computer with a " live " connection to the internet.

Classrooms - containing 1 computer with internet connection

Classrooms - containing 2-3 computers with internet connections

Classrooms - containing 4 or more computers with internet connections

Library/Media Centers - Number of library/media centers with 1 or more computers connected to the internet

Computer Labs - Number of computer labs with 1 or more computers connected to the internet

Total instructional rooms with internet connections (6a + 6b + 6c + 6d + 6e = 6f)

Administrative Rooms/Offices - Number of administrative rooms/offices with internet connections

Number of model classrooms: A model classroom has a minimal RATIO of 5:1 student-to-internet-connected PCs, a networked teacher computer, a networked printer, appropriate software, and a large screen display and/or projection device.

In this section, provide information about the school-based technology (both instructional and technical) facilitators. Do not include non-school based support facilitators in this count.

Does your school have a school-based facilitator to assist teachers with technology integration?

If yes, this position is:

Does your school have a school-based technical support person for maintenance and/or support of hardware and software?

If yes, this position is

Is your school-based instructional technology facilitator the same person as the school-based technical support person?

Infrastructure & Technical Support Rubric

Using the descriptions below, identify your school’s current level of progress in the area of infrastructure and technical support. It is possible that your school may have indicators in more than one of the levels of progress.

Early Tech
Student access to technology is mostly limited to lab settings.
Faculty and teacher access to technology is inconsistent and mostly limited to offices or workspaces.
Technical assistance for students and faculty use of technology is viewed as inconsistent or inadequate.
Issues of access and quality are unresolved.

Developing Tech
Access to technology is available in the classroom to support student learning and faculty teaching and productivity.
Access to technology is growing and includes both classroom and lab settings for student use. Internet access and network resources are limited and/or not consistently available.
Technical assistance for students and faculty is readily available but is limited to troubleshooting hardware and software.
Technical assistance for supporting teaching and learning is not clearly defined or is understaffed.

Advanced Tech
Access to computers, software, and Internet networks is provided for students, teachers, and support personnel throughout the school (classrooms, libraries, media centers, administrative areas) during the school day and sometimes beyond the school day.
Technical assistance for students, teachers, and administrators is readily accessible and includes mentoring to enhance skills in managing classroom resources and instructional strategies to support teaching and learning.

Target Tech
Students and teachers have “on-demand access” to technology resources – hardware and software, telecommunications, and other online resources including home and community access.
Technical assistance for students, teachers, and administrators is available around the clock. The technical assistance includes paid staff and identified peer and student mentors, as well as content and pedagogy specialists for supporting the use of technology in teaching and learning.

Select the one level of progress that best describes your school.

SECTION 2: STUDENT LEARNING

Are students in your school enrolled in any distance learning courses delivered electronically?

If yes, provide the number of students participating in the following distance learning programs.

Louisiana Virtual School (classes offered via the Internet through the Statewide Distance Learning Network administered by the Louisiana Department of Education)

8g satellite courses (classes conducted on television and delivered via satellite through the Statewide Distance Learning Network administered by the Louisiana Department of Education)

8g audio graphic courses (classes conducted using the computer and telephone through the Statewide Distance Learning Network administered by the Louisiana Department of Education)

Interactive Video, compressed or IP-based (classes delivered using "real-time," interactive audio-video approach)

Other -

If other, please describe what other distance learning programs were provided to students:

Are the students in your school enrolled in any of the Secondary Computer Education Courses (as identified in Bulletin 741)?

If yes, provide the number of students in the following courses:

Computer/Technology Literacy

Computer Science I or II

Computer Architecture

Computer Technology Applications

Computer Systems and Networking I or II

Digital Graphics and Animation

Desktop Publishing

Multimedia Productions

Web Mastering

Independent Study in Technology Applications

Students can use technology to support learning in a variety of ways. Using the statements below, identify the approximate frequency of a particular use by most of the students in your school.
If technology in your school is not used in the manner described, then indicate "Never".

Communicate electronically with experts, peers, and others

Solve real-world problems

Productivity Tools (Word processing, spreadsheets, databases)

Multimedia/Production (multimedia programs, concept mapping software, graphing software, etc.)

Conduct online research

To assist in problem-solving, self-directed learning, and extended learning activities.

Work on online collaborative projects

Use digital cameras, probes to collect data, scanners, etc. to enhance learning

Simulations, virtual tours, etc.

Computer-assisted learning (CCC, Compass, Plato, Skills Tutor, Orchard, LightSpan, etc.)

How does your school integrate the Louisiana K-12 Educational Technology Standards into the learning experiences of the students and school curricula? Check all that apply.

During the 2002-2003 school year, did ALL students in your school have access to a networked computer and were ALL students in your school regularly given the opportunity to do meaningful work from these networked computers, beyond use for drill and practice

Note: For a school to answer “YES” to this question would mean that the school environment is such that all students have regular use of a networked computer for learning and research and that the use is across multiple disciplines and classrooms and is consistent with the Louisiana K-12 Educational Technology Standards. (Computer use for drill and practice activities in a lab or classroom environment alone would not meet this condition.)

If no, provide an approximate percentage of your students, who during the 2002-2003 school year, had access to a networked computer for learning and research and who were given the opportunity to do meaningful work from these networked computers:

Student Learning Rubric

Using the descriptions below, identify your school’s current level of progress in the area of Student Learning. It is possible that your school may have indicators in more than one of the levels of progress.

Early Tech
Student use of technology to support learning is limited and sporadic and is mostly done in a computer lab setting or library.
Students occasionally use productivity software applications and/or use tutorial software for drill and practice.
Students have little engagement in the learning process. Student collaboration is isolated.

Developing Tech
Students have regular weekly use of a computer to supplement classroom instruction, primarily in lab and library settings.
Students regularly use technology on an individual basis to access electronic information and for communication and presentation projects.
Students use technology for research, communications, and presentations.

Advanced Tech
Students have regular weekly technology use for integrated curriculum activities utilizing various instructional settings (ie: classroom computers, libraries, labs, and portable technologies).
Students work with peers and experts to evaluate information, analyze data and content in order to problem solve.
Students select appropriate technology tools to convey knowledge and skills learned.

Target Tech
Students have on-demand access to all appropriate technologies to complete activities that have been seamlessly integrated into all core curriculum areas. Students work collaboratively in communities of inquiry to propose, assess, and implement solutions to real world problems.
Students communicate effectively with a variety of audiences.
Students use digital content, and technology is used in ways that significantly changes the entire learning process, allowing for greater levels of collaboration, inquiry, analysis, and creativity.

Select the one level of progress that best describes your school.

SECTION 3: EDUCATOR TECHNOLOGY PROFICIENCY AND PRACTICE

16. What types of strategies does your school implement to build teacher technology competency and to assure that all teachers in your school can achieve the National Educational Technology Standards for Teachers? Check all that apply.

Teachers can utilize technology to support instructional practices and their professional growth and performance in a variety of ways. In the questions below, identify the approximate proportion of your teachers that use technology in the manner that is described.

Teachers use technology to provide technology-rich learning experiences for students (e.g. student online research, student online collaborative projects, students engaged in authentic, technology-based work)

Teachers use technology to provide students with non-traditional forms of student assessment (e.g. multimedia projects, websites, electronic portfolios)

Teachers collaborate with other educators online

Teachers participate in online courses

Teachers participate in online courses

Teachers maintain electronic professional portfolio

Teachers use technology to enhance his/her own productivity (e.g. managing grades, communicating with parents)

Indicate the number of teachers in your school who have successfully completed each of the following statewide technology professional development programs:

FIRSTTech

Louisiana INTECH K-6

Louisiana INTECH 7-12

INTECH 2 Science

INTECH 2 Social Studies

Making Connections

Marco Polo Training

K-12 Online Database Resources Training (WorldBook and/or GALE)

State-sponsored Online Professional Development

Which of the following types of technology training opportunities does your school currently provide? Check all that apply.

Which of the following professional development opportunities does your school need? Check all that apply.

Educator Technology Proficiency and Practice Rubric

Using the descriptions below, identify your school’s current level of progress in the area of Teacher Technology Proficiency and Practice. It is possible that your school may have indicators in more than one of the levels of progress.

Early Tech
Technology skills and use of technology are limited to a few teachers.
Teachers have limited or no opportunities for technology-rich professional development.
Teachers use technology in the classroom as a supplement.
Teachers are aware of the possibilities for the use of technology to support professional practice, but lack either the requisite skills or access to become effective users.

Developing Tech
Teachers are skilled in the basic professional productivity tools, using technology primarily for their own productivity in relation to teaching and learning (creating plans, composing reports, writing letters).
Professional development in technology focuses on technology skills and is limited in content and/or frequency.

Advanced Tech
Teachers are skilled in the uses of technology for teaching and learning.
Teachers are using the technology, basic productivity tools and basic Web resources with students.
Teachers are provided with timely, ongoing needs-based professional development opportunities for technology skill development and application of technology in teaching and learning with the time and equipment to be successful.
Professional development opportunities use various modes of delivery and are evaluated for effectiveness and satisfaction.

Target Tech
Teachers are skilled users of technology to improve teaching, learning, and school management.
Teachers integrate multiple technologies to transform the teaching process by allowing for greater levels of interest, inquiry, analysis, collaboration, creativity, and content production.
Teachers have access to professional development “on demand” in a mode suitable to various learning styles.
Resources are provided to support professional development.
Professional development opportunities are regularly evaluated, revised with input from participants, and based on a comprehensive technology plan.

Select the one level of progress that best describes your school.

SECTION 4: PRINCIPAL TECHNOLOGY PROFICIENCY AND LEADERSHIP Information for this section must be obtained directly from or submitted directly by the school principal.

Has the principal completed the LEADTech coursework or is the principal currently enrolled in the LEADTech program?

Does the principal actively encourage teachers to integrate appropriate technologies to maximize learning and teaching?

How does the principal routinely and regularly model/promote effective uses of technology in his/her work? Check all that apply.

How does the principal promote and support effective use of technology for teaching and learning. Check all that apply.

Identify the ways in which the principal addresses his/her professional growth in the area of technology. Check all that apply.

Principal Technology Proficiency and Leadership Rubric

Using the descriptions below, identify your school’s current level of progress in the area of Principal Technology Proficiency and Leadership. It is possible that your school may have indicators in more than one of the levels of progress.

Early Tech
The principal demonstrates minimal personal use of technology, but his/her professional practice is not significantly impacted by technology.
The principal acknowledges the benefits of technology in instruction, but lacks the time, access or interest to actively model, support or promote the integration of technology across the school curriculum and the professional growth of his/her teachers in the area of instructional technology.

Developing Tech
The principal models the use of technology in some aspects of his/her daily work as the instructional leader of the school.
The principal expects teachers to use technology for administrative and classroom management tasks.
The principal encourages teachers to advance their knowledge of instructional technology in their professional growth plans.

Advanced Tech
The principal models the use of technology in his/her daily work.
The principal has policies, budgets, resources, and incentives for teachers that support the use of technology in teaching, learning, and professional collaboration.
The principal takes an active role in facilitating the professional development of staff related to technology. He/she ensures that training offerings support the school curriculum and rich instructional practices.
The administrator is well versed in the effective use of technology in student learning. He/she is able to constructively evaluate classroom uses of technology and prescribe modifications.

Target Tech
Administrator is an excellent role model for the effective use of technology. Administrator uses technology, not only as prescribed through standard procedures and reports, but to interpret and report data in new and creative ways and to communicate with stakeholders.
The principal ensures integration of appropriate technologies to maximize learning and teaching and involves and educates the school community around issues of technology integration.
The administrator participates in and often initiates professional collaborations that are enabled and supported through technology. When new technologies are demonstrated to be of value for learning or efficiency, the administrator is an early adopter and effective promoter.

Select the one level of progress that best describes your school.

SECTION 5: CLASSROOM INTEGRATION AND EFFECTIVE PRACTICE

Indicate the frequency with which most or all students in your school use technology for learning in each content area specified below:

Reading

Writing

Mathematics

Science

Social Studies

Arts

PE/Health

Foreign Language

Indicate the mechanism(s) your school has in place to adopt and promote technology-supported instructional practices school-wide. Check all that apply.

Rate the extent to which the following conditions exist in your school.

Technology is used to promote inclusion of special needs students into mainstream classes and/or curricula.

There is guidance from the school to ensure that the use of technology by teachers across grades and content areas is consistent.

There are policies in place to ensure that all aspects of the student population have access to technology resources to support learning.

Do the teachers in your school utilize web resources for instructional support and activities?

If yes, select all that apply

Which of the following devices are routinely used to support classroom integration

Classroom Integration and Effective Practice Rubric

Using the descriptions below, identify your school’s current level of progress in the area of Classroom Integration and Effective Practice. It is possible that your school may have indicators in more than one of the levels of progress.

Early Tech
Teacher-directed instruction is the predominant mode of instruction.
When technology is used, students usually work alone with few options for student interaction, cooperative learning, or project-based learning.
Technology is used to supplement or as a reward.
No technology use or integration occurring in the core content areas (mathematics, English/language arts, science, and social studies).

Developing Tech
Teachers attempt to implement student-centered approaches to learning, but often do not allow sufficient time or appropriate technology resources.
Use of technology is minimal in core content areas (mathematics, English/language arts, science, and social studies).
Technology is beginning to be used and applied in ways that support the existing curriculum standards.
Applications typically reflect presentations of content or student activities that are similar to those found in the classroom before technology integration.

Advanced Tech
Teachers routinely use student-centered approaches to learning that are meaningful, active, cooperative, project-based and that allow student use of appropriate technologies.
Technology is integrated into core content areas (mathematics, English/language arts, science, and social studies).
Technology is integrated into instruction and used for research, planning, multimedia presentations and simulations, and to correspond and communicate.
Technology is used in many ways to support existing instruction and to make that instruction more engaging.
Learning is often project-based, but seldom results in products for outside audience.

Target Tech
Teachers routinely use student-centered approaches to learning including constructivist pedagogy (allowing students to create, identify, and construct their own problems, scenarios, or innovative solutions to complex problems), facilitating appropriate student use of technology-based resources.
Technology is integral to all subject areas.
Technology is interwoven into many learning situations.
Learning is often multidisciplinary. Students have opportunities to exercise problem-solving skills within classroom context. Learning activities are highly interactive and responsive to student needs.

Select the one level of progress that best describes your school.

SECTION 6: COMMUNICATION AND COMMUNITY OUTREACH

Does your school provide phones in the classroom?

Does your school have a website?

If yes, is the school's website linked to the district site?

If yes, which of the following items are included and regularly updated on the schools website? (Check all that apply):

The number of teachers who have their own regularly updated webpage linked from the school's webpage.

The school currently uses and/or provides which of the following? (Check all that apply):

The number of teachers in your school who routinely use e-mail for professional endeavors:

The number of students who use e-mail at school as part of the learning experience

The number of teachers in your school who have internet access at their homes.

The number of students in your school who have internet access at their homes.

Students who do not have access to technology in their homes can gain access through: (Check all that apply)

Communication and Community Outreach Rubric

Using the descriptions below, identify your school’s current level of progress in the area of Communication and Community Outreach. It is possible that your school may have indicators in more than one of the levels of progress.

Early Tech
Communication with parents and outreach to other educational stakeholders is mostly limited to written or phone communications.
Advanced technologies have very little impact on current school communications.

Developing Tech
Communication and outreach extends beyond traditional communication (written and phone) to include a regularly updated school web page and some use of email communications.

Advanced Tech
Communication and outreach includes extensive use of technologies such as email, as well as the availability of up-to-date and extensive web information delivered via school and/or classroom web pages.

Target Tech
Communication and outreach includes extensive use of email, school and classroom web pages, and online learning communities.

Select the one level of progress that best describes your school.

SECTION 7: PLANNING AND FUNDING

Does your school have a stand-alone technology plan?

If Yes, is your school plan aligned to the district plan?

If yes, is your school plan aligned with and incorporated into your school improvement plan and improvement strategies?

If yes, does your plan address curriculum integration needs and strategies?

If yes, what was the year of your last revision of your school plan?

If no, is there a component of your school improvement plan that can be identified as a plan for instructional technology in your school?

Which funding sources does your school use to make technology purchases (hardware, software, technology professional development, technology support)? Check all that apply.

On the average, what annual dollar amount of your school-based funds* are used to support intructional technology purchases
(i.e. what is your average annual expenditure for technology-related purchases)?

*School based funds are those funds generated by the school, locally generated specifically for the school, or awarded directly to the school.
(i.e. PTO funds, school fundraisers, locally generated funds specifically for the school, or state award funds you choose to earmark for technology. This does not include district, state, or federal funds that flow to the school.)

Planning & Funding Rubric

Using the descriptions below, identify your school's current level of progress in the area of Planning and Funding. It is possible that your school may have indicators in more than one of the levels of progress.

Early Tech
No campus technology plan or a plan that is not implemented.
School technology used mainly for administrative tasks such as word processing, budgeting, attendance, and grade books.
No school budget for hardware and software purchases and professional development.

Developing Tech
School technology plan aligns with District Technology plan and is used for internal planning, budgeting, and applying for external funding.
Some dollars in the school budget for hardware and software purchases, professional development, and minimal staffing support.

Advanced Tech
A collaboratively developed school technology plan aligns with District Technology plan and is used for internal planning, budgeting, and applying for external funding.
Plan is regularly updated and addresses La K-12 Technology Standards for Students.
Appropriate dollars allotted in school budget for hardware and software purchases, professional development, adequate staffing support, and ongoing costs.

Target Tech
A collaboratively developed school technology plan aligns with District Technology plan and is used for internal planning, budgeting, and applying for external funding.
Plan is updated at least annually and addresses La K-12 Technology Standards for Students.
Plan is focused on student success; based on needs, research, proven teaching and learning principles.
Campus budget for hardware and software purchases, sufficient staffing support, costs for professional development, incentives for professional development, facilities, and other ongoing costs.

Select the one level of progress that best describes your school.