TSPR Del Valle Independent School District

Chapter 11
COMPUTERS AND TECHNOLOGY

This chapter reviews Del Valle Independent School District's (DVISD) administrative and instructional technology in five sections:

A. Systems Infrastructure

B. Organization and Management

C. Technical Support and Help Desk Operations

D. Staff Development

E. Technology Planning

E. TECHNOLOGY PLANNING
Effective technology plans contain clear goals, objectives, and action plans for technology projects, assign individual responsibility for implementation steps and identify milestone dates for completion.
The technology planning and implementation model should include a board progress reporting process specific to the implementation of major technology projects and updates on performance measures. The reports would be used to hold managers accountable for technology implementation. Budgets must be tied to the technology plan. The district's technical personnel should develop the vision for the technology plan, but if it is not shared or understood by the board, it would likely remain unfunded. A technology plan should be a joint effort throughout the district organization, and its priorities should be priorities of the board and the administration, with funding committed to each goal.
Careful planning is critical to the success of any venture. Planning for the use of new educational technologies is particularly important due to several factors:

Equity: The level of technological resources available to each school in a district can vary. Careful planning can help ensure that all schoo1s receive adequate support;
Change: Technological change continues to accelerate. Fai1ure to take advantage of new technologies can leave the district with obsolete equipment. By failing to plan three to five years ahead, the district may find itself jumping from one automated technology to another;
Funding: Planning must address how projects will be funded;
Credibility: The public is eager for its tax dollars to be spent effectively. Planning makes it possible to demonstrate that proposed strategies have been well thought out; and
Training: The adoption of new technologies requires effective and sufficient training.

To apply information technology effectively, a school district must have an extensive computer network connecting modern computers, administrative and instructional software, and up-to-date operating systems. The district must provide effective, ongoing training, adequate technical support and an ample professional staff capab1e of administering a technology-rich environment. Each of these components should be included in a district's technology plan.
During fiscal 1997, 1998 and 1999, DVISD experienced a significant increase in expenditures supporting technology. Payroll expenditures increased more than 70 percent, primarily due to the creation and staffing of campus technologist positions. Capital outlay expenditures have increased more than 280 percent to support the district's infrastructure implementation initiative and technology requirements at a new high school. From 1998-99 to 1999-2000, the district has experienced an increase in technology expenditures of more than 106 percent. Exhibit 11-10 provides a detailed breakdown of technology expenditures over a three-year period.
Exhibit 11-10
DVISD Technology Expenditures

1997-98 1998-99 1999-2000

Payroll $82,364 $140,440 $240,695

Contracted Services $246,797 $144,377 $162,487

Supplies Materials (Less than $5,000) $60,772 $112,907 $143,202

Other Operating Expenses $1,683 $5,474 $9,084

Principle and Interest Payment $0 $158,904 $0

Capital Outlay $236,636 $336,860 $1,299,142

Total $628,252 $898,962 $1,854,610

Source: DVISD deputy superintendent of Business.
FINDING
DVISD district and Campus Technology Committees are inactive.
In the past, technology requirements were communicated through the district's Campus Technology Committees established for each district school and the District's Technology Committee, which includes technology professionals, instructional staff, parents, school and district administrators, and local business leaders. These committees have been inactive during the 2000 school year. Neither the superintendent nor the acting director could recall the last committee meeting.
Recommendation 93:
Activate the technology-user committees and ensure that they meet on a regular basis.
IMPLEMENTATION STRATEGIES AND TIMELINE

1. The executive directors of instruction, school principals, the instructional technology coordinator and the MIS director meet and review the current members of assigned to the District Technology and Campus Technology Committees and revise assignments are necessary. June 2001

2. The instructional technology coordinator documents the scope, responsibilities, decision-making process and membership of the committees. July 2001

3. The committee meeting schedules are published, the instructional technology coordinator and school principals ensure the committees meet on a regular basis. August 2001

4. Each campus technology committee prioritizes their building-level technology needs and provides requirements to the District Technology Committee. September 2001

5. The District Technology Committee provides input into the priority-setting and resource allocation process to help guide the district's investments in technology. Input from the committee is coordinated with the Technology Plan Update, District Improvement Plan and annual budget process. October 2001 and Ongoing

FISCAL IMPACT
This recommendation can be implemented with existing resources.
FINDING
The DVISD technology plan provides a general overview of the district's technology goals and objectives with little detail regarding implementation and measurement. The district has a technology plan, but it lacks clear and measurable objectives, implementation tasks and assignments and funding sources. The plan appears to have been developed to satisfy grant or E-Rate application requirements rather than to serve as a guiding document for the district's activities.
To be an effective tool, a technology plan must include a level of detail that supports the management of technology implementation and provides a means for measuring district progress against stated goals and objectives. Although the existing technology plan covers a number of key elements, it falls short in providing:

Specific goals for each stated objective;
Activities and assigned responsibility for each objective;
Funding sources tied to defined activities for each objective; and
Evaluation measures for each activity.

Exhibit 11-11 describes the current technology plan for DVISD in support of technology hardware and software acquisition and implementation.
Exhibit 11-11
DVISD Technology Plan
Hardware and Software Acquisition and Implementation
1999-2002 Goals and Objectives

Goals and Objectives Timeline

Use technology to improve data sharing, data reporting and communication internally and externally.
Coordinate the connection and sharing of education resources in the entire district.
Spring 2000

Increase the use of technology to facilitate the assessment of curriculum, instruction and learner performance.
Increase the availability of technology for all learners to access information from a variety of telecommunications resources including the Internet.
Provide troubleshooting, maintenance and repair of all equipment through an authorized service center.
Fall 2001

Improve the use of technology to gather and share current education research and timely information for decision making.
Provide physical security for hardware, software and networking equipment as well as network security by using user identification and frequently changed passwords.
Fall 1999

Enhance and upgrade telecommunications systems to facilitate exchanges between district professionals, parents, teachers, administrators and support personnel.
Provide appropriate and sufficient technology in every classroom, office, library and computer lab, including Internet connectivity.
1999-2000 2000-2001

Replace and upgrade out-of-date equipment as the budget permits, installing new equipment in areas where it is needed most and moving older equipment into areas where it can still be used, while providing equal access to equipment.
Encourage the use of electronic communication, especially the use of e-mail to reduce paper costs and waste.
Continuing

Source: DVISD Technology Plan 1999-2002.
An overview of the district's curriculum and instructional goals are provided in Exhibit 11-12.
Exhibit 11-12
DVISD Technology Plan
Curriculum and Instruction Goals and Objectives
1999-2002

Goals Objective (Timeline)

Students develop the essential technology skills for using and understanding conventional and current tools, materials and processes.

All Students will be able to utilize technology to improve their reading writing and communications skills. (Fall 2000)
The district will provide equal access to instructional uses of computers for all students. (Fall 2002)

Students know how to solve problems by using current technologies to conduct research, analyze solutions and present results.

All students will be able to use technology to access and analyze information, to enhance their presentation and production skills, and to enhance interpersonal skills for working both independently and in collaborative groups (Fall 2002)
Students will use technology in the design, building and testing of solutions to real-world problems. (Fall 2002)
Students and teachers will use databases, WANs and the Internet to access information for individual and group research projects and to enhance learning in the classroom. (Fall 2000)
Integrate hardware, software, on-line resources and other technologies into the curriculum and provide instruction to improve student achievement. (Spring 1999)
Students and teachers will use technology as a creative and problem-solving tool. (Fall 2000)

Use the Internet to locate online resources for student use in information resourcing, use and research. (Fall 1999)

Students evaluate the impact of technology (e.g., benefits, costs and risks) on individuals, society and the environment.

Students will learn and practice the ethical use of technologies that will prepare them for the workplace. (Continuing)
Students will be subject to District's Student Acceptable Use Policy for Internet use. (Continuing)

Teaching staff will have electronic curriculum available and collaborate with peers to develop effective curriculum.

Provide classroom teachers with computers with curriculum software and the necessary training to encourage technological growth. (1999-2000 and 2000-2001)

Teaching staff will be provided with technology training to adequately support the expectations put upon them by administration in the delivery of the electronic-based curriculum.

All staff will receive specialized training in a computer-based curriculum and will have equipment on their desk configured to access the curriculum and the district's network. (1999-2000 and 2000-2001)
All staff will receive training in computer use and on the programs that are provided by the district. (1999-2000 and 2000-2001)

Source: DVISD Technology Plan 1999-2002.
The DVISD technology plan includes a budget section that provides the budget requirement to support stated technology goals and objectives. Budget requirements to support the technology plan are provided in Exhibit 11-13.
Exhibit 11-13
DVISD Technology Budget

1999-2000 2000-01 2001-02

Network of new high School (Bond Issue) $993,920 $0 $0

Classroom Curriculum Computers $541,942 $444,000 $444,000

District Wide Training $50,000 $75,000 $75,000

District Maintenance and Support $301,000 $441,000 $476,000

District Internet Access (Esconett as ISP) $29,400 $35,000 $35,000

Technology Allotment $155,000 $160,000 $165,000

4 Campus Technology Coordinator $140,000 $35,000 $70,000

Technology Technician $0 $30,000 $30,000

Total $2,211,262 $1,220,000 $1,295,000

Source: DVISD 1999 to 2002 Technology Plan Adopted by DVISD Board of Trustees July 20, 1999.
DVISD has received funding from various federal and state grants. The Telecommunications Infrastructure Fund (TIF) grant provides district staff the opportunity to learn how to maintain and use their telecommunications infrastructure.
As a result of the Telecommunications Act of 1996, and in particular, a section referred to as the Universal Service Fund, nonprofit K-12 schools and libraries can submit applications to receive from 20- to 90-percent discounts on telecommunications services, Internet access and internal connections. This funding, commonly referred to as E-Rate funding, is administered through the Federal Communications Commission.
The Technology Integration in Education (TIE) grant is a state program funded through the federal Technology Literacy Challenge Fund. TIE grants are awarded for projects that will actively promote online curriculum delivery, distance learning, technology professional development, enhanced administrative operations and other activities that use technology to improve education and increase student performance.
The grant funding received or anticipated by DVISD is provided in Exhibit 11-14.
Exhibit 11-14
DVISD Grant Funding

1998-99 1999-00 2000-01

PS6 TIF Grant $79,364 $0 $0

PS8 TIF Grant $0 $0 $400,000

E-rate $17,766 $671,203 $176,382

TIE Grant $0 $0 $72,070

Totals $750,567 $648,452

Source: Technology Department and Board Update - September 1999.
DVISD has technology goals and grant funding. It does not have evaluation measures to ensure it's goals are accomplished with the money it acquires through grants.
Recommendation 94:
Revise the existing Technology Plan to include specific activities and assignments, funding sources, timelines and measurable objectives.
The technology plan should include the steps or tasks for achieving each goal. For each task, the plan should include an estimated cost, a funding source, the person responsible for completing the task, its priority and the timeframe for completion. The technology plan should be developed with input from teachers and administrators, as well as students, parents and community members. The processes of identifying the tasks, cost estimates and timeframes for each goal would assist the director of Technology in developing a realistic plan. Once the plan is finalized, the district should identify the detailed steps required to accomplish the tasks and should enter them into the district's Microsoft Project computer software program. This would allow the director of Technology to track the implementation of the plan.
The Technology Department, in conjunction with the technology committee, should produce quarterly reports on the progress of the plan's implementation. These quarterly reports should be presented at board meetings so that the board, district employees and community members can be informed. Coordinating the goals, tasks and detailed steps may make it easier for people in the district and the community to see that the district is accomplishing its goals.
IMPLEMENTATION STRATEGIES AND TIMELINE

1. The district technology committee works with the staff, campus technology committees, representatives from schools and administration to review, refine and identify goals and tasks for the technology plan. June 2001

2. The district technology committee works with the staff, campus technology committees and representatives from schools and administration to identify costs, sources of funds, the people responsible for them, and deadlines for each task. July 2001

3. The district technology committee updates the technology plan. August 2001

4. The district technology committee tracks detailed tasks in project tracking software. September 2001

5. The district technology committee presents the first quarterly progress report to the superintendent and the board. October 2001

FISCAL IMPACT
This recommendation can be implemented with existing resources.
FINDING
DVISD's disaster recovery plan is inadequate and merely reflects the district's data backup and off-site storage procedures. The current plan consists of a single page describing backup procedures and rotation of media boxes (data backup tapes) between DVISD and the district's off-site storage vendor Iron Mountain Storage Center.
A disaster recovery plan is critical for any organization and should provide the information necessary to ensure all critical business operations can continue in the event of an emergency. DVISD's current disaster recovery plan does not include a:

Disaster Recovery Team with list of names and contacts;
List of critical business functions;
List of required resources and staffing should a disaster occur; and
Testing procedures.

Exhibit 11-15 summarizes the essential elements of a disaster recovery plan.
Exhibit 11-15
Key Elements of a Disaster Recovery Plan

Step Details

Build the disaster recovery team.

Identify a disaster recovery team that includes key policy makers, building management, end-users, key outside contractors and technical staff.

Obtain and/or approximate key information.

Develop an exhaustive list of critical activities performed within the district.
Develop an estimate of the minimum space and equipment necessary for restoring essential operations.
Develop a timeframe for starting initial operations after a security incident.
Develop a list of key personnel and their responsibilities.

Perform and/or delegate key duties.

Develop an inventory of all computer technology assets, including data, software, hardware, documentation and supplies.
Set up a reciprocal agreement with comparable organizations to share each other's equipment or lease backup equipment to allow the district to operate critical functions in the event of a disaster.
Make plans to procure hardware, software and other equipment as necessary to ensure that critical operations are resumed as soon as possible.
Establish procedures for obtaining off-site backup records.
Locate support resources that might be needed, such as equipment repair, trucking and cleaning companies.
Arrange with vendors to provide priority delivery for emergency orders.
Identify data recovery specialists and establish emergency agreements.

Specify details within the plan.

Identify individual roles and responsibilities by name and job title so that everyone knows exactly what needs to be done.
Define actions to be taken in advance of an occurrence or undesirable event.
Define actions to be taken at the onset of a disaster to limit damage, loss and compromised data integrity.
Identify actions to be taken to restore critical functions
Define actions to be taken to re-establish normal operations.

Test the plan.

Test the plan frequently and completely.
Analyze the results to improve the plan and identify further needs.

Deal with damage appropriately.

If a disaster occurs, document all costs and videotape the damage.
Be prepared to overcome downtime; insurance settlements can take time to resolve.

Give consideration to other significant issues.

Do not make a plan unnecessarily complicated.
Make one individual responsible for maintaining the plan, but have it structured so that others are authorized and prepared to implement if necessary.
Update the plan regularly and whenever changes are made.

Source: National Center for Education Statistics, "Safeguarding Your Technology." (Modified by TSPR)
If a disaster strikes DVISD, a disaster response plan will help the district get back up and running quickly and efficiently, and at a much lower cost.
Recommendation 95
Develop a comprehensive disaster recovery plan and test it regularly.
IMPLEMENTATION STRATEGIES AND TIMELINE

1. The MIS director establishes a disaster recovery team, composed of department representatives from finance, payroll, purchasing, student accounting and technology. July 2001

2. The MIS director presents the plan to the superintendent and board for approval. July 2001

3. The MIS director communicates the plan to the appropriate personnel. July 2001

4. The MIS director runs a scheduled test of the plan. August 2001

5. The MIS director reports the results to the superintendent and board. September 2001

FISCAL IMPACT
This recommendation can be implemented with existing resources.

	1997-98	1998-99	1999-2000
Payroll	$82,364	$140,440	$240,695
Contracted Services	$246,797	$144,377	$162,487
Supplies Materials (Less than $5,000)	$60,772	$112,907	$143,202
Other Operating Expenses	$1,683	$5,474	$9,084
Principle and Interest Payment	$0	$158,904	$0
Capital Outlay	$236,636	$336,860	$1,299,142
Total	$628,252	$898,962	$1,854,610

1.	The executive directors of instruction, school principals, the instructional technology coordinator and the MIS director meet and review the current members of assigned to the District Technology and Campus Technology Committees and revise assignments are necessary.	June 2001
2.	The instructional technology coordinator documents the scope, responsibilities, decision-making process and membership of the committees.	July 2001
3.	The committee meeting schedules are published, the instructional technology coordinator and school principals ensure the committees meet on a regular basis.	August 2001
4.	Each campus technology committee prioritizes their building-level technology needs and provides requirements to the District Technology Committee.	September 2001
5.	The District Technology Committee provides input into the priority-setting and resource allocation process to help guide the district's investments in technology. Input from the committee is coordinated with the Technology Plan Update, District Improvement Plan and annual budget process.	October 2001 and Ongoing

Goals and Objectives	Timeline
Use technology to improve data sharing, data reporting and communication internally and externally. Coordinate the connection and sharing of education resources in the entire district.	Spring 2000
Increase the use of technology to facilitate the assessment of curriculum, instruction and learner performance. Increase the availability of technology for all learners to access information from a variety of telecommunications resources including the Internet. Provide troubleshooting, maintenance and repair of all equipment through an authorized service center.	Fall 2001
Improve the use of technology to gather and share current education research and timely information for decision making. Provide physical security for hardware, software and networking equipment as well as network security by using user identification and frequently changed passwords.	Fall 1999
Enhance and upgrade telecommunications systems to facilitate exchanges between district professionals, parents, teachers, administrators and support personnel. Provide appropriate and sufficient technology in every classroom, office, library and computer lab, including Internet connectivity.	1999-2000 2000-2001
Replace and upgrade out-of-date equipment as the budget permits, installing new equipment in areas where it is needed most and moving older equipment into areas where it can still be used, while providing equal access to equipment. Encourage the use of electronic communication, especially the use of e-mail to reduce paper costs and waste.	Continuing

Goals	Objective (Timeline)
Students develop the essential technology skills for using and understanding conventional and current tools, materials and processes.	All Students will be able to utilize technology to improve their reading writing and communications skills. (Fall 2000) The district will provide equal access to instructional uses of computers for all students. (Fall 2002)
Students know how to solve problems by using current technologies to conduct research, analyze solutions and present results.	All students will be able to use technology to access and analyze information, to enhance their presentation and production skills, and to enhance interpersonal skills for working both independently and in collaborative groups (Fall 2002) Students will use technology in the design, building and testing of solutions to real-world problems. (Fall 2002) Students and teachers will use databases, WANs and the Internet to access information for individual and group research projects and to enhance learning in the classroom. (Fall 2000) Integrate hardware, software, on-line resources and other technologies into the curriculum and provide instruction to improve student achievement. (Spring 1999) Students and teachers will use technology as a creative and problem-solving tool. (Fall 2000) Use the Internet to locate online resources for student use in information resourcing, use and research. (Fall 1999)
Students evaluate the impact of technology (e.g., benefits, costs and risks) on individuals, society and the environment.	Students will learn and practice the ethical use of technologies that will prepare them for the workplace. (Continuing) Students will be subject to District's Student Acceptable Use Policy for Internet use. (Continuing)
Teaching staff will have electronic curriculum available and collaborate with peers to develop effective curriculum.	Provide classroom teachers with computers with curriculum software and the necessary training to encourage technological growth. (1999-2000 and 2000-2001)
Teaching staff will be provided with technology training to adequately support the expectations put upon them by administration in the delivery of the electronic-based curriculum.	All staff will receive specialized training in a computer-based curriculum and will have equipment on their desk configured to access the curriculum and the district's network. (1999-2000 and 2000-2001) All staff will receive training in computer use and on the programs that are provided by the district. (1999-2000 and 2000-2001)

	1999-2000	2000-01	2001-02
Network of new high School (Bond Issue)	$993,920	$0	$0
Classroom Curriculum Computers	$541,942	$444,000	$444,000
District Wide Training	$50,000	$75,000	$75,000
District Maintenance and Support	$301,000	$441,000	$476,000
District Internet Access (Esconett as ISP)	$29,400	$35,000	$35,000
Technology Allotment	$155,000	$160,000	$165,000
4 Campus Technology Coordinator	$140,000	$35,000	$70,000
Technology Technician	$0	$30,000	$30,000
Total	$2,211,262	$1,220,000	$1,295,000

	1998-99	1999-00	2000-01
PS6 TIF Grant	$79,364	$0	$0
PS8 TIF Grant	$0	$0	$400,000
E-rate	$17,766	$671,203	$176,382
TIE Grant	$0	$0	$72,070
Totals		$750,567	$648,452

1.	The district technology committee works with the staff, campus technology committees, representatives from schools and administration to review, refine and identify goals and tasks for the technology plan.	June 2001
2.	The district technology committee works with the staff, campus technology committees and representatives from schools and administration to identify costs, sources of funds, the people responsible for them, and deadlines for each task.	July 2001
3.	The district technology committee updates the technology plan.	August 2001
4.	The district technology committee tracks detailed tasks in project tracking software.	September 2001
5.	The district technology committee presents the first quarterly progress report to the superintendent and the board.	October 2001

Step	Details
Build the disaster recovery team.	Identify a disaster recovery team that includes key policy makers, building management, end-users, key outside contractors and technical staff.
Obtain and/or approximate key information.	Develop an exhaustive list of critical activities performed within the district. Develop an estimate of the minimum space and equipment necessary for restoring essential operations. Develop a timeframe for starting initial operations after a security incident. Develop a list of key personnel and their responsibilities.
Perform and/or delegate key duties.	Develop an inventory of all computer technology assets, including data, software, hardware, documentation and supplies. Set up a reciprocal agreement with comparable organizations to share each other's equipment or lease backup equipment to allow the district to operate critical functions in the event of a disaster. Make plans to procure hardware, software and other equipment as necessary to ensure that critical operations are resumed as soon as possible. Establish procedures for obtaining off-site backup records. Locate support resources that might be needed, such as equipment repair, trucking and cleaning companies. Arrange with vendors to provide priority delivery for emergency orders. Identify data recovery specialists and establish emergency agreements.
Specify details within the plan.	Identify individual roles and responsibilities by name and job title so that everyone knows exactly what needs to be done. Define actions to be taken in advance of an occurrence or undesirable event. Define actions to be taken at the onset of a disaster to limit damage, loss and compromised data integrity. Identify actions to be taken to restore critical functions Define actions to be taken to re-establish normal operations.
Test the plan.	Test the plan frequently and completely. Analyze the results to improve the plan and identify further needs.
Deal with damage appropriately.	If a disaster occurs, document all costs and videotape the damage. Be prepared to overcome downtime; insurance settlements can take time to resolve.
Give consideration to other significant issues.	Do not make a plan unnecessarily complicated. Make one individual responsible for maintaining the plan, but have it structured so that others are authorized and prepared to implement if necessary. Update the plan regularly and whenever changes are made.

1.	The MIS director establishes a disaster recovery team, composed of department representatives from finance, payroll, purchasing, student accounting and technology.	July 2001
2.	The MIS director presents the plan to the superintendent and board for approval.	July 2001
3.	The MIS director communicates the plan to the appropriate personnel.	July 2001
4.	The MIS director runs a scheduled test of the plan.	August 2001
5.	The MIS director reports the results to the superintendent and board.	September 2001