Martins Ferry City School District
District Information
Why did the district create such a program to utilize students as technology support staff?
What technology support do students provide to the district? (e.g. software, hardware, website creation or maintenance, etc.)
How long has the project been in effect?
Did another district's student tech program influence the way you modeled your program? If so, which district.
What resources or policies were necessary to start up and maintain the program? (i.e. funding, human resources, board approval, ect.)
What are the goals of the program?
How much did it cost to create the program? Please itemize costs and expenditures in an Appendix.
How much does it cost annually to maintain the program? Please itemize costs and expenditures in an Appendix.
How many students have participated in the program to date?
How many students are participating in the program this school year?
Do students work during or outside school hours? Please detail.
Are students paid for their work? If so, how much per hour and how are they funded? If students are not paid, do they receive credit as a course?
What grade level(s) are students who participate in the program?
Is your student technical program integrated with your district curriculum? How?
How have you solved logistical problems (matching student/teacher schedules, transportation between buildings, etc) so that students can do work where it is needed?
How and by whom are students trained to be able to support district technology?
What training and reference materials are provided to the student participants?
How many technical support staff (non-student) are employed by the district? Describe the role of each.
What lessons has the district learned during the program? Include strengths, weaknesses and obstacles encountered.
What process and instruments are used to evaluate the effectiveness of the program?
How is cost-effectiveness of the program determined? What information has been gathered to date showing the cost-effectiveness of the program? Include samples.
Why does your district believe that it is has a model for other districts to implement?
Describe the type of product(s) you anticipate creating to communicate to all districts your program? (e.g. website, CD Rom, video, etc.)
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District Information
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| District name: |
Martins Ferry City School District
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| District IRN: |
44347
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| Contact Person: |
Mr. Bruce Hotlosz
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| Contact Person Title: |
Technology Coordinator
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| Contact Person Address: |
633 Hanover Street
Martins Ferry, OH 43935
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| Contact Person Phone: |
740.633.1732
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| Contact Person Fax: |
740.633.5666
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| Contact Person email: |
mf_bruce@omeresa.net
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| Requested Funding Amount: |
$10,000.00 |
| District Size: |
0 to 500 Students |
| Grades Involved: |
9 10 11 12
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| Project Artifact: |
PDF |
| Dates of Presentation: |
| Presentation One: |
Location:
Ohio Tech Prep
Date:
5/2/2002 |
| Presentation Two: |
Location:
OMERESA
Date:
5/8/2002
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Why did the district create such a program to utilize students as technology support staff?
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We applied and received free government computers through the Army ROTC Program. These computers were in need of repair and upgrading. It became too much for the Technology Coordinator to do, so we began training students to take them apart and get them in working order. Once the systems were working, the students placed them in classrooms and installed the software that the teachers requested.
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What technology support do students provide to the district? (e.g. software, hardware, website creation or maintenance, etc.)
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Under the direction of our Technology Coordinator and the Tech Prep Instructors, the students are the Technology Support Staff. The students maintain, upkeep, repair, and install all the computer hardware and peripherals. The students install new software and help instruct the faculty and community. They also aid in the evaluation of new software by downloading trial versions and filling out evaluation forms. The students in the Introduction to Interactive Multimedia, design and maintain the Martins Ferry City School's District Website.
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How long has the project been in effect?
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We began the project in the fall of 1997.
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Did another district's student tech program influence the way you modeled your program? If so, which district.
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No other program influenced the way we established our program.
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What resources or policies were necessary to start up and maintain the program? (i.e. funding, human resources, board approval, ect.)
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Once we realized the potential of the students and the quality of their work, we decided to revamp our computer curriculum. Before 1997, we basically offered keyboarding, word processing, and a very basic level computer class. The problem was that our computers were very outdated, and we did not have the money in the budget to upgrade them. The development of our program gave us the capability to build a "new" computer lab. In 1998, we were approached by the Coordinator of the Eastern Ohio Valley Tech Prep Consortium about joining the Consortium. This provided us with seed money and training for our teachers. A team was developed which included our Guidance Counselor, Principal, Superintendent, Technology Coordinator, and several teachers. The team formed a computer curriculum that aligned with the Ohio Tech Prep Information Technology strand. The curriculum change involved team teaching, block scheduling, and acceptance into the Eastern Ohio Valley Tech Prep Consortium. Funding was provided by Tech Prep seed monies and grants.
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What are the goals of the program?
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Goal 1:
To provide students with the skills that will enable them to become productive members of the new information age. With these skills, we hope to give students the opportunity to enter entry-level positions in Information Technology areas or to give them a strong background of academics and technical skills so they may enter a two-year or a four-year program.
Goal 2:
To develop an efficient technology team of students that will be able to help the district's Technology Coordinator maintain the computers, peripherals, and network in our district.
Goal 3:
To develop skills that will enable students to maintain the Martins Ferry City Schools District Web Site.
Goal 4:
To help teachers in our district to become more proficient with computer skills and applications.
Goal 5:
To provide a service to the community that will help provide web page development, computer repairs, and computer skills.
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How much did it cost to create the program? Please itemize costs and expenditures in an Appendix.
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This field appears as an appendix in the PDF
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How much does it cost annually to maintain the program? Please itemize costs and expenditures in an Appendix.
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This field appears as an appendix in the PDF
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How many students have participated in the program to date?
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To this date, 65 students have participated.
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How many students are participating in the program this school year?
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During the 2001-2002 school year, 26 students have participated.
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Do students work during or outside school hours? Please detail.
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Because of the three-period block (147 minutes), students work during class time and during study halls. They sometimes volunteer to stay after school.
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Are students paid for their work? If so, how much per hour and how are they funded? If students are not paid, do they receive credit as a course?
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At this time, students are not paid for their work. They receive credit, and we allow them to borrow our equipment if they have participated above and beyond what we have asked of them.
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What grade level(s) are students who participate in the program?
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Students in the program range from grades 9 through 12.
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Is your student technical program integrated with your district curriculum? How?
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The student program was what pushed forward the development of our curriculum. With the computers that our students built, along with monies we received from Tech Prep Grants, we were able to purchase software, hardware, and train teachers in new areas. Our Interactive Tech Prep Program and our Network Systems Program have progressed so far that they serve as state models.
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How have you solved logistical problems (matching student/teacher schedules, transportation between buildings, etc) so that students can do work where it is needed?
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Students in the program must travel between six different buildings. We have them complete Permission to Leave School and Alternate Transportation forms. This allows the students to provide their own transportation between buildings.
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How and by whom are students trained to be able to support district technology?
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The students enroll in Foundation Courses during their Freshman and Sophomore years. The instructors are computer teachers, art teachers, and business teachers. Junior and Senior students enroll in either the Interactive Media or Network Systems program. The Technology Coordinator teaches one period a day.
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What training and reference materials are provided to the student participants?
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We provide the students with A+ Certification materials and Microsoft Networking textbooks, CD's, and Lab Books. The Interactive Media segment uses several texts and CD-ROM's.
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How many technical support staff (non-student) are employed by the district? Describe the role of each.
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Martins Ferry City Schools has one Technology Coordinator.
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What lessons has the district learned during the program? Include strengths, weaknesses and obstacles encountered.
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The positives of the program are that the Technology Coordinator now has more time to write grants and to assist administrators with professional development. There is also less computer down time. Inventory is tracked more efficiently. Communication between the teachers and the Technology Coordinator has improved. Security is the biggest drawback of the program. We must trust students and rely on their work habits, which are not always up to par.
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What process and instruments are used to evaluate the effectiveness of the program?
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We use the North Central Regional Learning with Technology Profile to evaluate the Interactive Media and Network Systems programs. Work orders are distributed to the teachers to fill out and then given to the students to complete. The work orders help to track the progress of the problem and provides a written document for lab grading. The students also complete work logs so that students can be checked for receiving training in individual competencies.
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How is cost-effectiveness of the program determined? What information has been gathered to date showing the cost-effectiveness of the program? Include samples.
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This field appears as an appendix in the PDF
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Why does your district believe that it is has a model for other districts to implement?
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It provides a beneficial service to both the school district and the community. At the same time, students are receiving hands on training to make them employable upon graduation.
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Describe the type of product(s) you anticipate creating to communicate to all districts your program? (e.g. website, CD Rom, video, etc.)
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Provide presentations enhanced with video and materials used and created in the program.
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