A r c h i v e d  I n f o r m a t i o n

Audience Schools, school districts and state departments of education that seek improved integration of educational reforms with the effective use of technology.

Description STPSER is a planning process that uses a collection of electronic information gathering templates/tools to assist the education community in developing technology-based education initiatives that can be integrated into a school curriculum. Using a consensus-building process, district staff are assisted in producing a five-year educational technology plan within a six-month period. The planning process consists of four phases. The first phase is the initial preparation and information gathering session. This phase is followed by a two-day orientation and needs analysis training which introduces the planning procedures and how to accomplish a needs analysis. The next phase gives consideration to the technology design and implementation process. The final phase provides trainer support and technical assistance, including electronic communications to assist with the production/adoption of the final document; phone consultation; and document editing, review and revision services. STPSER addresses National Educational Goal 3.

Evidence of Effectiveness Eleven claims of effectiveness were evaluated. Results show that a comprehensive technology planning process leads to significant improvements in six areas: development of curriculum and management of instruction; implementation of reform initiatives; district school management; internal communication practices; professional development opportunities; and funding for education technology. In addition, respondents from experimental group sites were able to identify additional benefits. STPSER has been adopted in 108 public schools, which includes a total student population of nearly 63,000 in rural, urban and suburban communities.

Requirements A willingness by the school district to allot three days of training for a designated team of central office and school-based staff. Willingness and participation by the district administrative leadership during the six-month development period. It is recommended that adopter sites use the Electronic Planning Workbook. Print versions of the Workbook are available, although it will increase paperwork and production time. To use the Electronic Workbook will require the availability of specific computer software (Microsoft Works).

Costs Start-up costs include district level training for a minimum of four and a maximum of ten professional staff participants. Two days of training are offered with one day of follow-up. Developer support for plan production is available at a negotiated cost, if requested. Operational costs represent normal print copying and disk reproduction for staff use. The five-year cost per student, depending on the number of students, will range from $.05 to $.26/student.

Services Trainer maintains a toll-free telecommunications support service for adopters that includes an electronic bulletin board, e-mail, and on-line conference capabilities. Toll-free telephone support is also available.

Contact

John R. Phillipo, Executive Director; Mark Sherry, Technology Planning Program Director; Larry Vaughan, Senior Research and Evaluation Consultant, Center for Educational Leadership and Technology, 165 Forest Street, Marlborough, MA 01752. (508) 624-4877, FAX (508) 624-6565.

Developmental Funding: State, local, and in-kind.
PEP No. 94-13 (5/1/94)

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[Program for School Improvement, The (PSI)]

[Administrative Cooperative in Education]