Carol+Mortensen



**Websites as an Instructional Tool ** **Carolynn Mortensen ** **A00286041 ** **carolynn.mortensen@waldenu.edu ** **EDUC 7103/ Leading and Managing Educational Technology ** **Rita Conrad ** **Walden University ** **September 25, 2011 **

**Executive Summary ** The students of Deer Park Independent School District (DPISD) live in a technological world. They are digital natives who use their mobile devices to communicate instantly in real time and organize their life, both digitally and at school. These students know how to find information immediately through the Internet and are able to gather data and use it to make informed opinions. The students learn best in a highly engaging, interactive, and data-rich such as the online environments prevalent on the web today.  DPISD provides each teacher in the district access to a costly Content Management System (CMS) which allows teachers to create classroom websites. However, teachers in the district greatly underuse this tool and often use it only to enter simple information like name, phone number, and schedule. The potential of the classroom website as an instructional tool is ignored or used insufficiently to meet the educational needs of students and the supporting stakeholders such as parents. Students are not receiving the additional academic support and resources that could be provided when the classroom website is used as a 24/7 virtual classroom that supports learning. Through implementation of this proposal, district administrators and faculty members will learn the process required to take advantage of the CMS tools to improve the academic outcome for students in DPISD. In addition, communication with parents and community members will be improved.

**Websites as Instructional Tools ** **Deer Park Independent School District ** The Technology Department will provide information and training to the Campus Technology Integration Specialist (CTIS) on the use of websites as instructional tools. The CTIS will, in turn, be responsible for training and supporting their campus in meeting minimum requirements. The District does have local resources that are highly skilled in the use of classroom websites as instructional tools. One component of this training will include the personal stories of students who have improved academically due to an instructional classroom website. The district and campus administrators will ensure compliance to meet minimum standards has been met by faculty. Incentives will be provided for those doing so and additional support trainings will be required of those who do not comply. Effort by administrators will be given to publicizing the campus and teacher websites through inclusion on the school sign and on newsletter header information. <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Costs for this strategy lie in the professional development hours necessary to achieve the goal. This strategy would focus on a two-year time period to close the performance gap. <span style="font-family: "Arial","sans-serif"; font-size: 16px;"> The Middle End Intervention encourages a change in the mindset of the organization as a whole to the implementation of the websites for educational purposes. The District prioritization of the classroom website as an instructional tool as the primary focus of trainers (CTIS) and other campus members will provide a strong incentive for implementation. In addition, the ongoing professional development with this process as the focus will provide the necessary to support to both administrators and faculty/staff so that the likelihood of success is improved. Additional costs are kept to a minimum through the use of internal resources. There is a greater likelihood of long-lasting change since this method involves establishing district-wide expectations regarding the use of the classroom website as an instructional tool. In our discussion regarding these possibilities, Careen Howard commented, “This method also implies that district decisions will be made with this outcome as the priority so that multiple goals are not competing with each other for success.” However, it is in that comment that one may also see the limitations. Other district technology goals would be delegated to a lower priority which may result in some loss in forward movement on those programs. <span style="font-family: "Arial","sans-serif"; font-size: 16px;">The strength of the Higher End Intervention is that adequate time is provided to support and implement the goal and district stakeholders are not required to provide much of the support so that they are left to focus on other district responsibilities. However, the very real possibility that motivation would be lost once the outside support ended makes this a approach a concern. In addition, the high cost of implementing this approach, especially in today’s fragile economic environment, is simply prohibitive. <span style="font-family: "Arial","sans-serif"; font-size: 16px;">After careful analysis, the strategy of choice is the Middle End Intervention. The use of internal resources along with a self-optimizing approach to change supports this decision. <span style="font-family: "Arial","sans-serif"; font-size: 16px;">A new social architecture for school districts that would positively influence the aforementioned variables would favor skill-based work, professional knowledge and peer relationships; be anchored to a network of teams—their knowledge, their talent and their resources; create opportunities for participation and collaboration that are deep and wide while maintaining the voice of leadership; and be a network that connects people to each other and to resources in ways that help a school district as much as possible to become self-regulating and self-optimizing (as opposed to being externally regulated and externally forced to improve). (Duffy, 2004) <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Using the leaders and the trainers that are already an important part of this district, along with a prioritization of websites as educational tools, creates a network developed from stakeholders who already are invested in the district and the students. In addition, this keeps costs lower so that the implementation is feasible. Through this process, the use of classroom websites as an instructional tool will become a standard of the District. The goal to provide students the academic support needed will be furthered with the availability of a 24/7 virtual school resource. In addition, the parents and community will find that they have more ability to support their children as they will be able to access academic materials easily. This will increase their support which will improve the academic success of the students in the district. <span style="font-family: "Arial","sans-serif"; font-size: 16px;"> **Information management techniques:** Information related to this intervention will be stored in the CMS and on the district servers. <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Each campus CTIS will complete an observation checklist at the beginning of the project on each classroom website to determine compliance in meeting minimum standards. Included in the assessment will be required pages as well as inclusion of academic components that support learning. This data sheet will be completed at the beginning, midpoint, and end of each school year (Appendix B). A summary of the findings will be included in the summative evaluation. <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Each campus will determine the average grade point average (GPA) of students (as a group) in each grade level at their campus. This information will be calculated at the beginning, midpoint, and end of each campus year in the two-year project time frame. Data collected from the grade level who are involved in both of the project will be used to determine if academic growth has occurred indicated by a group average increase in GPA. While there are obviously other variables which would impact an increase or decrease in a group GPA statistic other than the implementation of websites used as an instructional tool, this information considered along with other data is one indicator that should be considered in the overall assessments.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Problem Summary **<span style="font-family: "Arial","sans-serif"; font-size: 16px;"> The students of Deer Park Independent School District (DPISD) live in a technological world. They are digital natives who use their mobile devices to communicate instantly in real time and organize their life, both digitally and at school. These students know how to find information immediately through the Internet and are able to gather data and use it to make informed opinions. The students learn best in a highly engaging, interactive, and data-rich such as the online environments prevalent on the web today. DPISD provides each teacher in the district access to a costly Content Management System (CMS) which allows teachers to create classroom websites. However, teachers in the district greatly underuse this tool and often use it only to enter simple information like name, phone number, and schedule. The potential of the classroom website as an instructional tool is ignored or used insufficiently to meet the educational needs of students and the supporting stakeholders such as parents. Students are not receiving the additional academic support and resources that could be provided when the classroom website is used as a 24/7 virtual classroom that supports learning. With this in mind, the District would like to develop and implement a plan to increase the number of teachers using their classroom website to support student academic success and improve the educational value of the classroom websites.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Background of Organization **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">Deer Park ISD opened its first school in 1930 in the small city of Deer Park approximately 20 miles outside of Houston, Texas. This public school district now operates 15 campuses in the K-12 grade level as well as maintaining administrative support buildings. While the district is financially stable, current economic trends in Texas have resulted in a statewide reduction in force of teachers and employees. Therefore, spending in this financial environment must be carefully monitored and justified. The district website is located at <span style="font-family: "Arial","sans-serif"; font-size: 16px;">[|www.dpisd.org] <span style="font-family: "Arial","sans-serif"; font-size: 16px;">. Public relation materials may be obtained from the district by contacting the Communications/Public Information Department at htwww.dpisd.org/domain/45. During the 2009-2010 school year, DPISD served 12, 436 students. The student ethnic distribution was as follows: 51.2% White, 44.0% Hispanic, 2.5% African American, 1.9% Asian/Pacific Islander, and 0.3% Native American. Of the entire population, 42.3% were classified as Economically Disadvantaged, 10.4% were Limited English Proficient, and 35.4% were At-Risk. Class size in the district averaged 22.1 per class in Elementary grades K-6 and 18.4 per class at the secondary level. (Texas Education Agency, 2010)
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Stakeholders and Decision-Makers **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">The students of Deer Park ISD will be the primary people affected by this plan but other stakeholders such as the parents of those students, the community, and the employees of the district will also be impacted. The Chief Technology Officer, Kari Murphy, will be the primary lead in implementing this plan but all major decisions must be approved by the School Board and district superintendent, Arnold Adair. Insights regarding this plan and intervention may be gathered from students, district employees with a focus on faculty members, and community members. The following DPISD employees will be interviewed to gather their perspective regarding this problem: Arnold Adair, Superintendent; Kari Murphy, Chief Technology Officer; Edwin Bealle, District Webmaster; Ronda Kouba, Deer Park High School South Principal; Patti Nesrsta, High School Math Teacher, Kate Harrel, Middle School Math Teacher; and Rachelle Corry, Elementary School Teacher. Two students, a boy and a girl, will be interviewed at each grade level: High School, Middle School, and Elementary School. Their names will not be listed to protect their identity.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Performance Gap: Cause Analysis Actual Current Performance **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">Part and parcel of enabling 21st century learning is providing students with 24/7, real-time access to the tools and resources they need to learn anywhere, any time” (Farrar, 2010). In addition, K-12 school districts are required by state and federal laws to provide information to parents on the progress of students as well as to maintain a level of transparency to community members and taxpayers on a variety of data. With this in mind, Deer Park Independent School District (DPISD) has invested heavily in a content management system (CMS) that provides a quality solution to providing this type of information access and, most importantly, supporting students’ academic endeavors on a 24/7 basis. However, after two years of implementation, only 10% of the employees consisting mainly of faculty members are effectively using the CMS in an effective manner.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Desired Performance **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">Currently, 20% of teaches are using the CMS to provide academic support and instruction. The Desired performance is that 100% of the teachers use the CMS to provide academic support and instruction.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Performance Gap **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">The performance gap is 70%.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Cause Analysis **<span style="font-family: "Arial","sans-serif"; font-size: 16px;"> This gap exists because no clear expectation for teacher performance with their classroom website has been established by the district and or campus. Therefore, there is no motivation to create and maintain the websites. Teachers prioritize other responsibilities and duties that have expected outcomes. Teachers do not understand the academic potential of the classroom website to improve student achievement and this has resulted in little or no motivation to maintain it appropriately. Unfortunately, until a functioning classroom website is maintained and the benefits to the student are seen firsthand by the teachers, it is difficult to understand the positive results that occur when it is an educational website providing academic support. Teachers are busy and many work extra hours to complete the standard responsibilities that are inherent in teaching. They believe that the classroom website will require a prohibitive amount of time to set up and maintain and are reluctant to complete this performance goal. Similarly, some teachers are hesitant to begin using the classroom website as an instructional tool only to find it unmanageable and find they have to deal with the consequences of dealing with students and parents who like the website availability and will be unhappy if it was not kept up. Parents and students are not aware the classroom website exists. In class, students are constantly reminded of their textbook and any tool the teacher feels is critical to the success of the student. However, because teachers do not understand the importance of the classroom website, they do no use it or reference it in the classroom. Teachers give out phone numbers on parent night but rarely think to give out their classroom website address. Since teachers are ignoring it in general as part of their duties, they also ignore it in the classroom. The students are not exposed to it, parents are not introduced or invited to it, and the classroom website goes unused as an instructional tool. When students and parent do visit classroom websites, they only find minimal information that provides no academic support. They become frustrated and determine that the classroom website is of no use to them and do not use it or visit it. The teachers then use this fact to determine that students do not use the website. They lack understanding that an initial time investment is necessary to establish the academic classroom website and that this investment will precede any noted effect on student achievement.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Organizational History and Background **
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Goals **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">The district beliefs which directly relate to this performance goal are:
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Students are the focal point of the educational process and the resources of the District must be directed toward what is best for students.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Relationship: The District has used resourced to purchase the CMT system. Those CMT should focus on educational benefits to support this District goal.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">The education of children is a shared responsibility. The school system and those who work in it are accountable to the students, parents, and community for what and how students are taught. Parents are responsible for supporting the education of their children, providing an orderly learning environment in the home, and raising their children with love, discipline, and respect.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Relationship: The CMT system provides an opportunity for parents and community to involve themselves in the education of the children attending District schools. Therefore, successful implementation which supports performance goals will support this District goal.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">The highly competitive, ever-changing world of tomorrow demands that each citizen be successful in meeting intellectual, economic, civic, social, and ethical challenges.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Relationship: Technology and mobile capabilities are a major component of today’s world. By ensuring teachers make an educational website available for their courses, they support this District goal.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Each student is entitled to and has the potential to benefit from a well-rounded educational program stressing fundamental academic skills as well as skills and knowledge in reasoning, citizenship, personal responsibility, interpersonal relations, and the use of technology.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Relationship: The use of technology to support academic achievement is integral in the use of websites as educational tools and supports this District goal.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;"> Everything can be improved, and everyone involved in the Deer Park schools must continually strive to make our schools a better place for students.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Relationship: Teachers must continue to improve their efforts to provide academic support to students and communicate with parents and the community. By maintaining and educational class website, this District goal is met.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">History **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">Deer Park ISD (DPISD) opened its first school in 1930 in the small city of Deer Park approximately 20 miles outside of Houston, Texas. This public school district now operates 15 campuses in the K-12 grade level as well as maintaining administrative support buildings. While the district is financially stable, current economic trends in Texas have resulted in a statewide reduction in force of teachers and employees. Therefore, spending in this financial environment must be carefully monitored and justified. The DPISD District is proud of its quality reputation and employees. Currently, there are 842 teachers and 926 additional employees working at the District. Thirty-three percent of the teaching staff hold advanced degrees and DPISD boasts of a turn-over rate approximately half that of the state of Texas average. DPISD is located in a small community and the parents and community are very supportive of them. Business and industry are happy to provide financial and volunteer support. The District’s location near the Houston Ship Channel means that the District is funded well from business tax dollars. **Mission and Vision** Mission Statement: The mission of the Deer Park Independent School District is to maximize educational opportunities for all students so they may perform at their highest potentials and be successful in meeting the challenges of the future. In doing so, our District will excel in fulfilling the expectations of our stakeholders—students, parents, staff, and taxpayers. (Deer Park Independent School District, 2008) Vision Statement: <span style="font-family: "Arial","sans-serif"; font-size: 16px;">The Deer Park Independent School District is committed to being a district whose graduates are prepared to master the intellectual, economic, civic, social, and ethical challenges of adulthood; whose clients—students, parents, and community members—are highly satisfied with the services and treatment they receive from the District; and whose staff enjoys its work and is committed to the District’s mission and clients. (Deer Park Independent School District, 2008)
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Three Intervention Strategies **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">To close the performance gap, various strategies are being considered. While three options are provided in this paper, the feedback provided from my learning community reinforced my selection of one strategy that included the best practices recommended by them and complimentary to the district philosophy and my own research findings.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Low end intervention **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">District and campus administrators will email teachers and promote the use of websites as instructional tools. They will provide incentives to teachers who do so by recognizing their work in the district newsletter and by sending a personal email noting the teacher’s achievement. When possible, campus administrators will view the websites of their teachers and send email notices to those who have not met minimum standards. Finally, administrators will use their own individual district website to model the expected behavior. Costs for this interventionwill be primarily in the incentives and professional development for campus administrators.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Middle end intervention **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">The administrators beginning with the Superintendent will prioritize the use of classroom websites as instructional tools. They will clearly get this message to all employees of the district with a focus on campus administrators, faculty, and staff. In addition, administrators will model the use of the website as an instructional tool whenever possible. For example, district meetings will include agendas placed on the website with links to resources that support the meeting objectives. Similarly, all professional development will include a web page component that supports the training and provides 24/7 access to attendees. Finally, minimum standards and expectations will be established and published.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;"> High end intervention **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">The district will contract with consultants from the CMS creator and they will provide a week-long summer training session as well as half-day monthly trainings throughout the year on the use of the website to support academic performance. The district will provide full day substitutes for the days teachers are out for this professional development. The second half of the training day will be allotted to the teacher to work on the classroom website. The CMS trainers will remain, along with the CTIS’ from each campus, to facilitate the teachers in their work on their webpage. The district will also have their Press department focus on publicizing the availability of the classroom website to the public so that more stakeholders are aware of this option. Signs along roadways will be used to further spread the news of this resource. Costs for this strategy will lie in the contract with the consultants and the costs of publicizing the websites through billboard and media events.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;"> Justification for Intervention Strategy **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">The Low End Intervention had several strengths. First, it was easy to implement and could be done with little disruption or change to the District plan. The work requirement was distributed fairly as administrators would implement ensuring compliance and providing feedback while teachers and other campus personnel would focus on employing their website as an effective educational tool. Many of the components, such as email and newsletters which were to be used for providing positive feedback, were already in place and employed regularly so this addition would be easily integrated into the district culture. On the other hand, this plan is limited in creating a long-lasting change that would continue to be employed if the incentives were stopped. In addition, the amount of work for all stakeholders would be increased which would likely result in resistance and thwart the effort of the strategy.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">The Manager’s Many Roles **
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;"> Project Management Techniques: **<span style="font-family: "Arial","sans-serif"; font-size: 16px;"> As project manager, my role will be lead, model, coach, encourage, and, in some cases, redirect energies towards achieving a district-wide approach towards the use of the classroom websites. This includes maintaining a forward-looking approach that maintains the course towards a successful outcome.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;"> Resource management techniques: **<span style="font-family: "Arial","sans-serif"; font-size: 16px;"> One resource that will be used is the Content Management System (CMT) system to host the various district websites, District personnel such as the campus’ CTIS and administrators will be required. In addition, time will be needed for professional development and implementation including substitutes. The CMT system and technology required to implement the program in-district is already in place. The CTIS personnel are already well-versed in the implementation of creating websites as instructional tools.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;"> Delivery system management techniques: **<span style="font-family: "Arial","sans-serif"; font-size: 16px;"> Monthly technology trainings are already provided but the priority will now be the implementation of the websites for educational purposes. An additional monthly training for administrators will be required. The CMS will be used to provide the materials for the training. In addition, this will serve as a model for the use of the CMS as an educational tool. The campus CTIS will provide the trainings to faculty, staff, and administrators.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">The Manager as Change Agent **
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Financial and Budget Information. **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">The proposed budget (Appendix A) projects costs for a two-year implementation of the project. (Murphy, 2011) Costs include training for district and campus administrators, district faculty members, and instructional technology trainers. Total cost for this proposal is approximately $20, 268.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Technical Information. **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">Each participating employee will need access to the CMS (SchoolWires) which is already in place in the District. The CMS provides website creation capabilities to the district, campuses, and individual administrators and faculty members. The CMS is web-based which allows users to access it from any Internet-connected device. The hardware is already in place as each administrator and faculty member has been issued at least one desktop computer running Windows 7 operation system. In addition, each teacher has a mounted LCD projector, five student computers, and access to at least three computer labs for student access to the Internet and the district website. Other options are also available such as mobile laptop and iPad carts. The district Network department employs 15 people to support computer and network maintenance issues and requests.
 * <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Project Assessment. **<span style="font-family: "Arial","sans-serif"; font-size: 16px;">The project will be initiated during the summer before the 2012-2013 school year begins. This will provide two full school years for assessment before a final summative evaluation is prepared. Initially, a simple quantitative evaluation will indicate the positive, negative, or null impact of the project in terms of visitors to the various website pages: district, campus, and classroom websites. By determining an initial base point, future periodic evaluations will show whether or not the websites have been visited by Internet users (Appendix A).

<span style="font-family: "Arial","sans-serif"; font-size: 16px;">References

<span style="font-family: "Arial","sans-serif"; font-size: 16px;">Deer Park Independent School District. (2009). //Deer park independent school district.// Retrieved from [|http://www.dpisd.org]. <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Deer Park Independent School District. (2008, August 27). //Educational philosophy//. Retrieved from <span style="font-family: "Arial","sans-serif"; font-size: 16px;">[] <span style="font-family: "Arial","sans-serif"; font-size: 16px;">. <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Duffy, F. M. (2004, January). AASA :: Navigating Whole-District Change. //The School Administrator//. Retrieved October 29, 2011, from []. <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Farrar, Dr. S. M. (2010). Connecting Your K-12 Communities: An Imperative for District, School and Student Success. Retrieved from <span style="font-family: "Arial","sans-serif"; font-size: 16px;">[] <span style="font-family: "Arial","sans-serif"; font-size: 16px;">. <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Murphy, K. (2011, November 19). Re: Help! Final Grad Project Info Needed (Email). Retrieved from [|http://webmail.dpisd.org]. <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Texas Education Agency. (2010). //2009-10 Academic Excellence Indicatory System.// Retrieved from <span style="font-family: "Arial","sans-serif"; font-size: 16px;">[]

**<span style="font-family: "Arial","sans-serif"; font-size: 16px;">Appendices ** <span style="font-family: "Arial","sans-serif"; font-size: 16px;">NOTE that you may not need all of the Appendices listed below. Select the ones that are relevant to your project and include that data to support your work. Letter your appendices in the order they are referenced in your document. Each Appendix will begin on a new page. All of you will include Appendices A through E. Select the other topics and include them as relevant. You will letter the Appendices in the order you mention them in your paper, once you decide which ones you will use.

<span style="font-family: "Arial","sans-serif"; font-size: 16px;">Appendix A: Proposed Budget <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Appendix B: Visitor Count Record <span style="font-family: "Arial","sans-serif"; font-size: 16px;">Appendix C: Website Observation Checklist


 * **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Appendix A: Proposed Budget ** ||
 * **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Expense ** ||  <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Additional Information   ||  <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Projected Cost   ||
 * **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Administrative Training ** ||  <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">3 day summer training for district administrators provided by district Instructional Technology (IT) Department.   || ||
 * || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Administrative Salary (administrators are on duty) || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">$0   ||
 * || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Hospitality (administrators and trainers) 3 days, 6 trainers, $20 per administrator, 96 administrators || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">$6120   ||
 * || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Room (On Campus) || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">$0   ||
 * || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Trainers: Designated IT trainers includes 2 day planning 5 days, 6 trainers, $300 per day || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">$9000   ||
 * **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Faculty Training ** || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">2 day training during the teacher only reporting days before the school year begins provided by Campus Technology Integration Specialist (CTIS) and IT Department || ||
 * || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Teacher Salary (teachers are on duty with no students) || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">$0   ||
 * || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Hospitality: teachers and CTIS 2 days, 1 CTIS, $3 per teacher, 842 teachers || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">$5148   ||
 * || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Room (On Campus’) || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">$0   ||
 * || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Trainers: CTIS (on duty) || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">$0   ||
 * **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Ongoing Faculty & Administrator Training ** || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Monthly 45 minute training during conference periods and/or administrative session: This is a district policy already in place ||  <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">$0   ||
 * **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Total Proposed Cost ** ||   ||  <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">$20, 268   ||

**<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Appendix B: Visitor Count Data ** <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Instructions: The following data should be filled in on the indicated dates throughout the 2012-2013 and 2013-2014 school year.

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">September 1, 2012 Website Visitor Count _______________________ <span style="font-family: "Times New Roman","serif"; font-size: 16px;">January 5, 2013 Website Visitor Count _______________________ <span style="font-family: "Times New Roman","serif"; font-size: 16px;">May 25, 2013 Website Visitor Count _______________________ <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Overall Change in Visitor Count __________________

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">September 1, 2013 Website Visitor Count _______________________ <span style="font-family: "Times New Roman","serif"; font-size: 16px;">January 5, 2014 Website Visitor Count _______________________ <span style="font-family: "Times New Roman","serif"; font-size: 16px;">May 25, 2014 Website Visitor Count _______________________ <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Overall Change in Visitor Count __________________

**<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Appendix C: Website Observation Checklist **

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Instructions: Evaluate each teacher/classroom website at your campus for inclusion of the following components. These observations should be done three times yearly by the following dates: September 15, January 15, and May 30.


 * **//<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Website Component //** || **//<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Indicate the presences of the component with a checkmark //** ||
 * **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Home Page ** ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Teacher Name ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Teacher Contact Number ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Content Taught ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Grade Level Taught ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Email Address ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Professional Design ||  ||
 * **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Schedule Page ** ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Teacher’s Schedule ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Teacher’s Conference Period ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Professional Design ||  ||
 * **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Assignment Page ** ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Dates Assignment are Due ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Assignment Objective ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Detailed explanation of assignment requirements ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-At least one online resource supporting assignment content ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Required documents (optional) ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Professional Design ||  ||
 * **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">About Me Page ** ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Teacher Biography ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Photograph of the picture ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Professional Design ||  ||
 * **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Sharing Page ** ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Sample Student Work ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Student full names are NOT displayed ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Professional Design ||  ||
 * **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">Contact Page ** ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Contact Form Available ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Professional Design ||  ||
 * <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 16px;">-Professional Design ||  ||