Recommendations

The continued implementation of both projects in 2005-06 should include planning components for expansion of the DLES and CDIM BEEP teacher portal, as anticipated in the district’s Instructional Technology Plan.

The continued implementation of both projects in 2005-06 should include planning components for expansion of the DLES and CDIM BEEP teacher portal, as anticipated in the district’s Instructional Technology Plan. Efforts should be made to continue emphasizing staff development, reduce computer theft, improve technology support, and examine students’ FCAT performance over time.

Specifically, in 2005-06, the Director of Instructional Technology and the Director of Network Integration shall:

• Continue implementing the staff development model, which requires teacher participation in DETA as a precursor to project implementation, and provide onsite staff development in modeling and coaching throughout the year.
• Continue to work with law enforcement, community groups, computer security experts, and computer manufacturers to reduce the threat of theft attempts against students and schools. Solutions may include (a) training students in computer security measures, (b) purchasing easily identifiable school laptops (e.g., distinctive, colorful cases), or (c) using locking devices, embedded tracking chips, remote disabling devices, or firmware location reporting solutions (e.g., Absolute software, Stealth, Wi-Fi Tracker), whereby the computer reports its location every time it is connected to the Internet.
• Include in assessments of computer vendors, the issues of price, battery life, physical reliability, vendor responsiveness to warranty and other repairs, availability of computer protection solutions, and compatibility with typical home and business applications.
• Consider establishing a pool of available laptops to be utilized as loaner units when laptops are returned for repair.

Additionally, after the first full year of implementation in 2005-06, student performance on the FCAT should be examined and compared with an appropriate sample of students from non-participating schools. Future evaluations may also compare the long-term performance of participating students with students (e.g., sixth and ninth grade) progressing into non-project schools.