Executive Summary

The Falls City ISD Technology Plan originally was adopted to provide a framework for technology integration in all curriculums of grades K-12 as well as technology and distance learning opportunities for students of all ages within Falls City ISD. This has been a well supported and ongoing community agenda since the early 1990’s. In a continuation of this original effort, the technology committees, the school board, principals and superintendent have worked with the technology coordinator to develop a logical plan for technology integration, training, infrastructure development, and cost estimation of these endeavors covering the time frame, July 1, 2005 through June 30, 2006.

Purpose

FALLS CITY ISD has prepared this Long-Range Technology Plan to articulate a common vision for technology in the district and identify the strategies that will help us use advanced technology to improve academic achievement and technology literacy, provide rigorous curriculum standards, develop critical thinking skills essential for academic and workplace success, and build the capacity of all teachers to integrate technology effectively into curriculum and instruction.

Background

This plan is based on information drawn from many sources including:
• A review of the literature to identify best practices
• A survey of school site hardware and instructional media.
• A survey of teachers.
• A survey of administrators
• Interviews with site and district administrators and representatives from the FALLS CITY community.
• School site meetings
• Other district technology plans
• Experience from other school districts.

Parameters

This Long-Range Technology Plan is driven by the state curriculum standards and supports the educational mission and instructional goals of FALLS CITY ISD. It also supports the No Child Left Behind Act of 2001, with strategies to aid economically disadvantaged, gifted and talented, and special education students. Specific attention is given to addressing student standards for technology as defined by the Technology Applications Texas Essential Knowledge and Skills (TEKS), required in the Texas Education Code, Section 28.002. The Technology Applications TEKS found in 19 TAC Chapter 126 describe what students should know and be able to do using technology. As a part of the enrichment curriculum, these TEKS are to be used as guidelines for providing instruction. The goal of the Technology Applications TEKS is for students to gain technology-based knowledge and skills and to apply them to all curriculum areas at all grade levels.
The plan stresses the importance of ongoing and sustained staff development in the integration of technology into the curriculum for teachers, principals, administrators, and school library media personnel to further the effective use of technology in the classroom or library media center. It also is consistent with the recommendations for LEAs as defined by the Texas Long-Range Plan for Technology in the areas of Teaching and Learning, Educator Preparation and Development, Administration and Support Services, and Infrastructure for Technology, as well as the e-rate applications guidelines, and other state standards, such as the newly adopted Technology Applications Standards for Beginning Teachers.

Vision Statement

Falls City Independent School District’s vision, with respect to technology use and integration, is to provide a learning environment in which technology seamlessly enhances teaching and learning in ways that are appropriate to student ability, interest, and developmental levels so that a quality education will prepare them for success in utilizing technology in the workforce, for their personal needs and goals, and for success as productive citizens of the community.

Mission Statement

Falls City Independent School District (FCISD) is the heart of our small rural community. It is therefore, our mission to provide not only our students and teachers, but also our community with an educational environment that provides student, staff, and community access and training in the use of telecommunications-related technologies by encouraging the development of telecommunications-enhanced curriculum encompassing the development of work-related technological skills, independent student research, remedial software, and the development of cross-cultural experiences. These experiences will include staff, student, and community training in the use of appropriate hardware and software; electronic exchange of dialogue with other participants, parents, and community members; joint on-line projects; tips from on-line experts; and publication of student research. Since Falls City ISD is committed to telecommunications enhanced research and learning, the district will provide ongoing staff development opportunities, planning strategies, and annual evaluations. Future funding that will support the continued infusion of technology into the learning culture of our community.

Demographics

*District Accountability Rating—Currently Academically Recognized District

*Total Student Enrollment--334

*District Size--334

*Percent Economically Disadvantaged

*Total budget

*Number of campuses--2

Technology Expenditures

*Technology Expenditure Per Pupil

*Technology as Percentage of Budget

Number of Campuses with Direct Connection to Internet--2

*Percent of Campuses with Direct Connection to Internet—100%

Percent of Classrooms with Direct Connection to Internet—100%

Computer/Student Ratio -- 3:1

Computer/Teacher Ratio--1:1

Number of campuses completing the Texas Campus STaR Chart--2

*Percent of campuses completing the Texas Campus STaR Chart—100%

2003-2004 - FCISD serves 334 students on a unified district; two school campus;

· 21.55% of our student body is economically disadvantaged;

· approximately 85% of the families rely on farming as a source of income;

· 70% of the students have at least one parent commuting for work (15 - 90 miles);

According to 2002- 2003 AEIS Data and the 2002-2003 School Report Card:

· 18.4% of our student population qualifies as At-Risk;

· 8.5% of our student body is Hispanic;

· 9.2% of our student body is Gifted and Talented;

· 11.7% of our student body is in need of Special Education services,

· 98.% Attendance Rate

· 0.0% Drop Out Rate

· 16.2 Average years of experience of Teachers, 9.1-average years with district

· 19.4% Teacher turnover rate

Met TAKS Standards for all Grades Tested—82.4% of students tested

· English Language Arts – 90.2%

· Reading - 96.6%

· Mathematics -87.%

· Writing – 96.7%

· Science – 82.4%

· 10.55% 0f 86.4%students taking college entrance tests achieved At/Above Criterion on college entrance tests;

· Approximately 75% of our graduates seek post-secondary education and/or jobs that require the academic and technical skills inherent in a technologically diverse curriculum based on Internet research and, in the future, Internet-based distance learning opportunities;

· Our school library has five computers and a Library server with direct Internet Access complements of the 1997 Region III TIE/TLC grant, machines made available as TIF grants updated existing computers. A Spring 2004 district survey indicates that the at least 30% of our students do not have home computers or Internet access;

· The 2003 technology allotment will provide $9,842.00. Internet Access costs over $10,000.00. The state is requiring we offer 4 computer oriented classes- BCIS cannot count as one of them.

· The TIFB PS2, PS6, PS9, & PS10 Grants in addition to E-RATE rebates have provided over $325,000.00 with which to establish and supplement the infrastructure needed to provide Internet Access, and direct video conferencing for distance education for K-12 students, teachers, and community members.

· The last TIF project was the TIF CN3 grant-when the final phase is completed, it will link the county’s schools’ video conferencing units to Region 3 via a wireless network and provide wireless broadband access to Karnes County residents.

· A fledgling federal special education grant is funding a wireless network to connect videoconferencing units from Texas A&M Kingsville to communities throughout south Texas, including Karnes County, to provide undergraduate and graduate courses to students, alleviating their need to drive to Kingsville, or other sites to meet their educational needs.

General Introduction

Current data gives the population of Falls City, Texas, to be 502. Falls City is located about 45 miles south of San Antonio along Highway 181 to Corpus Christi. Our rural location coupled with a lack of other community resources, places FCISD in the unique position of being the “heart” of our community. The Falls City ISD Board of Education, administration, and faculty accept the responsibility of our unique position to work with community members to provide the leadership and guidance essential in preparing students and community members to be productive members of our global community. Falls City ISD is comprised of 2 campuses that host under forty teachers instructing an average enrollment of 334 students. The Technology committee’s purpose is to provide minor technical assistance to staff and students, as well as provide input for technology purchases and training. Each campus has a technology committee composed of 2 staff members, 2 parents/community members, 2 other employees, and the campus principal. Technology oriented discussions are held as part of site based management meetings, campus administrator meetings, surveys, and emails to gather data and input for upcoming and ongoing projects as well as for troubleshooting.

Needs Assessment

Assessment Process:
Assessment Process: A comprehensive needs assessment utilizing teacher, student, & parent surveys, interviews, inventories and the Texas Campus STaR Chart was conducted to analyze the current status of technology in the district and determine future needs. Items analyzed included: infrastructure, hardware, software, programs, courses, student achievement, technology resources, staff development, and technical support. Findings from this needs analysis are as follows:

Existing Conditions:
The following technology is currently in place:
District-Wide
• Direct connection to the Internet via T1 leased line to Region 3 ESC.
• Direct connection to Palo Alto College via T1 leased line.
• District web servers in place providing district information and student work.
• Written policies in place on acceptable use of the Internet, World Wide Web content, network management, and equipment donations.
• Distance learning lab available for students, staff, and community members.
• T-STAR satellite receiver used for district training and information.
• Net3 video conferencing for district training, information, and future student curriculum.
• District grade book program for grade accounting with attendance capability and secure parental login.
• District, High School, Elementary School, and Special Education Mambo servers implemented to support and encourage interactive Teacher/student/community online interaction.
• Fiber-backbone, Ethernet gigabit backbone switches, 10/100 mbps Ethernet-to-the-desktop in (51) classrooms, with 2 stationary computer labs, one portable computer lab (14 laptops). District servers include 1 each for the library and PEIMS accounting, 2 for district application programs supporting district wide student academic projects and technology classes, including, but not limited to elementary and junior high technology applications, desktop publishing, Business Computer Information Systems I & II, Accounting. (web mastering, digital graphics and animation, video technology, computerized accounting, computer repair, and Microsoft Academic Authorized Training, are offered as per TEA requirements.) Need to show we offer at least 4 of 8 required by TEA.
• Networked online card catalog, Internet access, Texas Library Connection, and automated checkout in the library. Software to make card catalogs available on-line is waiting to be installed.

FALLS CITY High School
• Direct connection to the Internet via T1 leased line.
• Four network drops in every classroom.
• Computer projectors for classroom checkout.
• A shared technology coordinator/teacher to aid the high school and elementary staff in technical troubleshooting, and classroom preparation, technology planning, and deployment.
• A HS computer lab equipped with 22, aging 1998, PII, 450MHZ computers that are prone to disk save/retrieve errors and continual lockups.
• A heavily used laptop cart that houses 18 PIV, 1.4Ghz laptops with the XP Pro.operating system, needs a newer router to prevent login failures due to timeouts.

FALLS CITY Elementary
• Direct connection to the Internet via T1 leased line.
• Four network drops in every classroom.
• Computer projectors for classroom checkout.
• A part-time teaching assistant to conduct elementary labs and a shared technology coordinator/teacher to aid technical troubleshooting, and classroom preparation, technology planning, and deployment.
• Elementary computer lab with 21, aging, 1997, PII, 233MHZ Dell computers prone to disk save/retrieve errors and continual lockups.

Telecommunications Services
Currently, all students and staff members in the school district have access to the Internet, through a direct connection (as cited above in the Statement of Existing Conditions). LANs are in place on every campus, High School houses 178, elementary, 153 students.

Inventory
The latest inventory of current technology available for student use in FALLS CITY ISD as of February 2005 is given in the chart below. Only current, non-obsolete (Pentium II speed or better; at least 128MB RAM; network-capable) student computers are listed. The list does not include administrative computers or file servers.

CAMPUS NUMBER OF STUDENTS TOTAL COMPUTERS STUDENT TO COMPUTER RATIO
Elementary 178 61 2.91:1
High School 153 64 2.39:1
GRAND TOTALS 331 125 2.65:1
Note: There are approximately 34 PII and PIII computers waiting for memory upgrades and software installation to deploy in labs and classrooms, if we cannot afford to replace these older computers.

The computer lab computers on both campuses were purchased in 1997 and 1998, they are at least 7 years old, but they do have 196 Megs. Of ram 10 gigabytes of hard disk space, windows 2000 professional and either office 2000 premium or Office XP; however, they are becoming more unreliable as time passes and all the wonderful technology resources out there are useless without equipment that will reliably access them.

The Library, PEIMS, and Student Network servers have been updated with newer model servers. Plans to redeploy the old servers as Linux application and dynamic web servers are underway. Curriculum designed for dissemination via this technology will not get delivered properly if the computer lab computers are not reliable. Our concern is that computers in both computer labs need replacing, funds that have been made available through the Federal Rural Initiatives program will provide for only one lab or both labs and no new monitors.

Technology Needs:
As previously mentioned the Falls City ISD technology Committee has utilized a variety of methods to determine the needs of the district for July 2005, through June 2006. Ever mindful of the Texas Long Range Plan for technology development guidelines, the technology committee members utilized the Star Chart and local surveys, in addition to committee member attendance at textbook adoption hearings which stress the integration of technology across the curriculum, research into current and possible future trends and best practices to determine what types of Teaching and Learning, Educator Preparation and Development, Administration and Support Services, and Infrastructure for Technology. goals and strategies to set for next year.
Falls City ISD is a land poor rural district. The majority of families travel out of the county to work. Others work in the school district, on family farms or in other family owned businesses with very few taxable assets. As a result, FCISD qualifies for only a minimal- 55% ERATE reimbursement and is generally excluded from technology grant opportunities, such as the recently made available Technology Immersion grant, and other academic, recent, Math and Science grants which tend to focus on providing funds for districts with high numbers of students living at or below the poverty level. With the emphasis being placed upon technology immersion into each academic subject area, our greatest need is for funding to support the increasing demands for more computers and peripherals as well as staff to troubleshoot so that we can deliver instruction utilizing the required technology. There is nothing more disturbing than seeing a teacher and student wanting to utilize the latest curriculum resource to provide the best possible learning opportunities, but not having a reliable properly equipped computer or presentation device with which to do it.
Where Teaching and Learning are concerned, FCISD needs to provide the technological instructional tools needed by teachers to teach and by students to learn within a rigorous curriculum framework that provides standard and online research in addition to opportunities for interactive research with professionals in the field leading to academic and technology TEKS mastery. It is important that academic achievement be documented with improvement on statewide testing instruments such as the TAKS test, especially among the special education and economically disadvantaged student populations in order to maintain funding in state and federal programs.
Where Educator Preparation and Development are concerned, FCISD needs to address staff development needs not only of the education community, but of all the members of the professional and Para-professional community in our district.

Where Administration and Support Services are concerned, FCISD needs to work with the technology coordinator and technology committee members to develop the shared vision of a technologically immersed curriculum that encourages and sustains the appropriate integration of technology, uses modern information technology tools to embrace accountability and uses data for sound decision-making and continual assessment of effective technology for improving student learning.

Where the Infrastructure for Technology is concerned, FCISD realizes the need to focus on hardware, software, and human infrastructure (the capabilities or proficiencies of those who use the technical components). The infrastructure of the FCISD network and its ability to participate in statewide online resources is the critical element of support for all four areas of the Long-Range Plan for Technology. FCISD needs to maintain the existing infrastructure and staff in addition to actively planning for the purchase of equipment and/or software needed to keep the system up-to-date and capable of securely accessing online academic and administrative resources.

Goals, Objectives/Strategies, Timeline, Person(s) Responsible

Goals & Objectives:

FALLS CITY ISD has developed goals and objectives based upon the recommendations defined by the Texas Long-Range Plan for Technology in the areas of Teaching and Learning, Educator Preparation and Development, Administration and Support Services, and Infrastructure for Technology.

Teaching and Learning
Teaching & Learning focuses on the instructional needs of teachers and the learning needs of students in meeting the vision of technology in education.

Goals that will be addressed include:
• To improve the academic achievement, including technology literacy, of all students.
• To integrate technology (including software and electronically delivered learning materials) into curricula and instruction, and utilize a timeline for this integration.

Educator Preparation and Development
Educator Preparation and Development addresses the staff development needs not only of teachers but of all the members of the professional education community.

Goals that will be addressed in this area include:
• To improve the capacity of all teachers to integrate technology effectively into curriculum and instruction.
• To provide training to identify and promote curricula and teaching strategies that integrate technology effectively into curricula and instruction, based on a review of relevant research and leading to improvements in student academic achievement.
• To provide ongoing, sustained professional development for: teachers, principals, administrators, and school library media personnel to further the effective use of technology in the classroom and the library media center.

Administration and Support Services
Administration and Support Services addresses the role of the technology leader to create a shared vision, encourage and sustain the appropriate integration of technology, use modern information technology tools to embrace accountability and hence use data for sound decision-making and continual assessment of effective technology for improving student learning.

Goals that will be addressed include:
• To provide supporting resources, such as services, software, other electronically delivered learning materials, and print resources, that will be acquired to ensure successful and effective uses of technology.
• To use technology effectively to promote parental involvement and increase communication with parents.
• To provide access to adult literacy programs delivered by the district or in collaboration with adult literacy service providers.

Infrastructure for Technology
Infrastructure for Technology focuses on hardware, software, and human infrastructure (the capabilities or proficiencies of those who use the technical components). The infrastructure of a school is the critical element of support for all four areas of the Long-Range Plan for Technology. This hardware—and the connecting peripherals such as the network connections and the resulting communications capabilities—enable the system to function properly. The infrastructure provides the foundation for software applications, computer programs such as graphics or spreadsheets, and the TEKS content.

The primary goal in this area will be:
• To ensure that all students and teachers have increased access to technology.
• To enforce a policy of Internet safety that includes measures to block or filter content for both minors and adults to certain visual depictions.

Goals, Objectives, and Strategies

GOAL 1: To improve student academic achievement, including technology literacy, of all students

OBJECTIVE 1.1:

As the result of utilizing technology resources for curriculum enhancement, student performance on standardized tests will improve to a level sufficient to enable each campus to receive and maintain the TEA Exemplary Campus rating.

Budget Amount $8,816.00
LRPT category: Teaching and Learning

E-Rate Correlates: ER01, ER02
NCLB Correlates: 01, 02, 03, 04a, 04b, 06, 07, 08, 11, 12

Strategies

State/Status:

Timeline:

Person(s) Responsible:

Evidence:

1.1.1:

Adopt a K-12 vertically aligned technology application curriculm. LRPT Correlates: TL01, TL02, TL03, TL05, TL09, TL10, TL18, TL19, EP02, EP13, I01, I10, I15

Comments: Limited implementation continues to progress. The delay of Statewide funding needed to purchase adopted curriculum materials crippled implementation of this program in 04-05.

LEA LRPT Correlates: EP02, EP13, I01, I10, I15, TL01, TL02, TL03, TL05, TL09, TL10, TL18, TL19

State: Revised

Status: In Progress

May 2004
May 2006

Technology Committee, Teachers, Principals, and Superintendent.

Adoption records and classroom use of new technology resources

1.1.2:

K-12 Teachers attend technology applications implementation training, locally, on-site elsewhere, via video conferencing, or via on-line instruction. LRPT Correlates:TL01, TL02, TL03, TL04, TL05, TL07, TL08, AS08, EP01,EP02,EP03, EP04, EP05, EP08, EP09, EP10, EP11, EP12, EP13, I02, I07, I10, I15

Comments: Intel Teach-to-the Future- training made this an ongoing activity which began prior to the 04-05 school year. Participation in advanced Intel Teacher training is being investigated to supplement training that will be provided by district technology support staff, Region Center staff, or by technology applications materials vendor(s). The federal rural intitiatives grant, if funding continues to be available can provide monetary training incentives for teachers.

LEA LRPT Correlates: AS08, EP01, EP02, EP03, EP04, EP05, EP06, EP07, EP08, EP09, EP10, EP11, EP12, EP13, EP14, I02, I06, I07, I10, I13, I15, TL01, TL02, TL03, TL04, TL05, TL06, TL07, TL08, TL09, TL10, TL11, TL13, TL15, TL18, TL19, TL20

State: Revised

Status: In Progress

Prior to July 2004; beginning July 1,2005,specific dates set with textbook publishers during August 2005 and January 2006 in-services, with just-in-time training as needed. NOte: This is training integral to today's teaching processes, as such, it will continue ad-infinitum.

Technology Coordinator, campus principals, and teachers

Training records such as sign in sheets, teacher lesson plans, and PDAS assessments.

1.1.3:

Teachers implement revised curriculum utilizing integrated technology tools and technology applications training. LRPT Correlates:TL02,TL08,TL15, TL13, EP04, EP08, EP09

Comments: Previous Intel Teach-to-the Future training made this an ongoing activity which began prior to the 04-05 school year. Participation in advanced Intel Teacher training is being investigated in addition to technology applications training in order to further enhance teachers ability to to implement technologically enhanced instruction.

LEA LRPT Correlates: AS01, AS02, AS03, AS04, AS07, AS08, EP01, EP02, EP03, EP04, EP05, EP06, EP07, EP08, EP09, EP10, EP11, EP12, EP13, EP14, I01, I02, I04, I06, I07, I08, I09, I10, I13, I14, TL01, TL02, TL03, TL04, TL05, TL06, TL07, TL08, TL09, TL10, TL11, TL12, TL13, TL14, TL15, TL16, TL18, TL19, TL20

State: Revised

Status: In Progress

Prior to July 2004 - June 2006

Teachers and campus principals

Lesson plans
Student projects
TAKS scores
PDAS ASSESSMENT
Teacher STaR chart Assessments

OBJECTIVE 1.2:

To integrate Internet-based learning including distance learning activities into existing curriculum and provide continuing education and degree program work via distance learning for the community (Internet saturated curriculum is especially well adapted to enable teachers to serve the diverse learning styles of our under served economically disadvantaged, special education, At-Risk, Hispanic, and Gifted and Talented students )

Budget Amount $28,443.00
LRPT category: Teaching and Learning

E-Rate Correlates: ER01, ER02
NCLB Correlates: 01, 02, 03, 04a, 04b, 05, 06, 07, 08, 09, 10, 11, 12

Strategies

State/Status:

Timeline:

Person(s) Responsible:

Evidence:

1.2.1:

Adopt and /or purchase academic textbooks, software, and licensing to enhance traditional curriculum with online resources. LRPT Correlates: TL01,TL07,TL08,TL13,TL18,AS02,AS08,EP02, EP04, EP05

Comments: Note: The failure of the State of Texas to fund technology resources they required textbook manufacturers to make integral parts of academic materials will greatly has hinder attempts to implement this strategy.

LEA LRPT Correlates: AS02, AS08, EP02, EP04, EP05, TL01, TL05, TL07, TL08, TL18

State: Revised

Status: In Progress

May 2005
May 2006

Teachers, Technology Committee, Principals, & Superintendent

Textbook adoption and/or associated software licensing order records.
Lesson Plans

1.2.2:

Implement single subject and cross curricular classroom projects utilizing online resources to create reports, spreadsheets, databases, and multimedia presentations summarizing research results. LRPT Correlates:TL01,TL02,TL03,TL04,TL05,TL06,TL07,TL08, TL09,TL10,TL11, TL13, TL18, TL19, TL20, EP04, EP05, EP06, EP12, I01, I02, I04,I05,I06,I07,I08, I10

LEA LRPT Correlates: EP04, EP05, EP06, EP12, I01, I02, I04, I05, I06, I07, I08, I10, TL01, TL02, TL03, TL04, TL05, TL06, TL07, TL08, TL09, TL10, TL11, TL18, TL19, TL20

State: Revised

Status: In Progress

Ongoing August 2005 - August 2006 with at least two significant projects per semester.

Teachers, Principals, and Technology Coordinator

Student project portfolios
Teacher lesson plans
Standardized test scores
PDAS assessments

1.2.3:

Implement internet enhanced research projects and/or participation in interactive on-going science, history, and math projects such as NASA & Jason Projects in order to enable students to create reports, spreadsheets, databases, and multimedia presentations summarizing research. Interactive projects provide the added valuable opportunity of working with specialists in many fields. LRPT Correlates:TL01-TL16,TL18,AS01,AS08,I01,I02,I05-I11,I13-I15,EP03-EP09,EP13

Comments: Interactive research project participation is based upon funds availability and event coordination with teachers' teaching schedules.

LEA LRPT Correlates: AS01, AS08, EP03, EP04, EP05, EP06, EP07, EP08, EP09, EP13, I01, I02, I05, I06, I07, I08, I09, I10, I11, I13, I14, I15, TL01, TL02, TL03, TL04, TL05, TL06, TL07, TL08, TL09, TL10, TL11, TL12, TL13, TL14, TL15, TL16, TL18

State: Revised

Status: In Progress

August 2005 - May 2006 with participation in at least 2 projects.

Teachers, Principals, Technology Coordinator and off-site project coordinator

Student Portfolios
Lesson Plans
Standardized test results
PDAS assessments
Star Chart level of technology integration upgrade
Registration records (NASA, Jason Project,etc.)

1.2.4:

Maintain and/or supplement existing dual credit curriculum— LRPT Correlates:TL04-TL08,TL16,TL17,TL18,AS06,AS08, I01-I03,I05,I07,I08

Comments: FCISD has been purchasing these books for the students each semester to insure that students would not be prohibited from participating based on financial issues. This amount was not included in the budget.

LEA LRPT Correlates: AS06, AS08, I01, I02, I03, I05, I07, I08, I10, I11, I12, TL04, TL05, TL06, TL07, TL08, TL16, TL17, TL18

State: Revised

Status: In Progress

August 2005 - May 2006
June 2006 - July 2006 (Summer Semester)

Teachers
HS Principal
Superintendent
Technology Coordinator
Teacher/Aids monitoring classes
Off-site coordinators and teachers

Registration documentation
Book purchase records
Student course participation and completion

1.2.5:

Provide technology oriented community education classes LRPT Correlates: TL6,TL9,TL10,TL17,TL21, AS05-AS08, EP5,EP10,EP12,EP13,EP14, I01,I05,I09,I11,I15

Comments: The KCCNET training partnership died when funds for training ran out and the KCCNET board voted to discontinue the training portion of the project. FCISD will determine funds availability and community interest when considering offering spring, summer, and/or fall community education.

LEA LRPT Correlates: AS05, AS06, AS07, AS08, EP05, EP10, EP12, EP13, EP14, I01, I05, I09, I11, I15, TL06, TL09, TL10, TL17, TL21

State: Revised

Status: In Progress

June 2005 - June 2006;
Fall and Spring 2 1 night per week

Volunteer teachers
Principals
Superintendent
Technology Coordinator

Registration records
Course materials records
Budget line item for trainer's salary.

1.2.6:

Develop outside relationships with countywide, regional, and state education institutions to bring technology oriented opportunities Falls City ISD staff and community members LRPT Correlates:TL08,TL09,TL16,TL17,TL21, AS01,AS04-AS08,EP01,EP09,EP11,EP13,EP14, I10,I14,I15,I08,I11

Comments: We are continuing to work with the technical staff at Texas A&M in Kingsville, Alamo Community College, local public schools, the local hospital, the local economic development office, and the region center to complete a wireless network that will enable teachers, students, and adult community members to obtain undergraduate, graduate, and other continuing ed classes without leaving Falls City.

LEA LRPT Correlates: AS01, AS04, AS05, AS06, AS07, AS08, EP09, EP11, EP13, EP14, I08, I10, I11, I14, I15, TL08, TL09, TL16, TL17, TL21

State: Revised

Status: In Progress

July 2004 - June 2006

Teachers
Principals
Technology Coordinator

Workshop & convention registrations
Vid.Conf. registrations
Collaborative Participation records.

1.2.7:

Explore grant resources to help fund these activities LRPT Correlates:TL09,TL19,TL21, EP13, EP14, AS01-AS03,AS07,AS08, EP13,EP14, I01,I11-I15,

Comments: The budget is very tight. Currently we participate in the ERATE program, receive state technology allotment funds of approx. 8900.00, and are in Year 3 of the Federal Rural initiatives program. The student poverty level is not low enough to provide any type of funding. The county's tax base is such that day-to-day operations expenses are barely covered. Maintaining the current level of technology is a real concern, especially with news of proposed federal budget cuts to educational technology.

LEA LRPT Correlates: AS01, AS02, AS03, AS07, AS08, EP13, EP14, I01, I08, I11, I12, I13, I14, I15, TL04, TL05, TL09, TL10, TL18, TL19, TL20, TL21

State: Revised

Status: In Progress

FALLS CITY Independent School District

Long-Range Technology Plan

Executive Summary

Vision Statement

Mission Statement

General Introduction

Needs Assessment

Goals, Objectives, and Strategies