eTech Ohio: Salem City Schools

Salem City Schools

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.)

District Information Top

District name:	Salem City Schools
District IRN:	44735
Contact Person:	Mr. Steve Stewart
Contact Person Title:	Director of Technology
Contact Person Address:	P.O. Box 38 Byesville, OH 43723
Contact Person Phone:	330.332.0316 Ext: 29
Contact Person Fax:	330.332.8936
Contact Person email:	sale_ss@access-k12.org
Requested Funding Amount:	$10,000.00
District Size:	0 to 500 Students
Grades Involved:	11 12
Project Artifact:	PDF
Dates of Presentation:
Presentation One:
Location: A-site meeting Date: 1/11/2002
Presentation Two:
Location: Ohio SchoolNet Meeting - Columbus, OH Date: 1/14/2001

Why did the district create such a program to utilize students as technology support staff? Top

Salem City Schools was in the process of implementing SchoolNet and SchoolNet Plus initiatives and realized that we did not have the resources to provide the support that was needed to install and support all the technology being purchased. The vast number of hours simply needed to install all the hardware and software required us to search out support alternatives. In an effort to leverage our limited financial resources, we decided we needed to tap a rich resource that we had within the district - our own students. Our students were much more comfortable with the technologies that were being added and were spending hours on their own to learning about these new resources. We simply decided to take advantage of their strengths that could be had for a very small cost. The result has been a WIN-WIN for the students and the school district. The district had an inexpensive labor source and the students learned many new skills and gained valuable work experience in our expanding, networked environment.

What technology support do students provide to the district? (e.g. software, hardware, website creation or maintenance, etc.) Top

Our students provide a variety of services to the district. We first employed them with the initial purchase of the 1st round of SchoolNet funding. They started out unpacking and setting up hardware. This included installation of hardware and the loading of software. They were also taught how to install networking operating software and connecting of the hardware on to the network. Printer drivers and local classroom software were installed. Students also participated in staff training. They circulated around during staff training to provide more help to the staff for those that were providing the training. We quickly realized that we could not provide enough support to the staff after the training. This support was needed in a variety of ways from hardware to software. At this time we created an email account, SALE_HELP, in which teachers could email for any type of help that they needed. Our technical staff, from the Director of Technology to the students, use this as their task list. Students not only have tasks that we assign from the Central Office, but also refer to the SALE_HELP account to get their work. Students then will do a variety of tasks. They might resolve a hardware problem such as printing or logging on to the network, a software issue such as emailing problems or a CD not running, or routine maintenance. We also wanted to do annual maintenance and cleaning of the hardware. With only 1.5 school personnel dedicated to technology, we could not possibly get to the more than 500 computers that we installed. The student workers were able to do this task as well. Student workers are also utilized with our adult computer classes. Thanks to a local donation and Board funds, we were able to replace outdated computers in three computer labs. In return we have offered free adult computer classes to residents of our school district. Our students will work during these classes with the instructors to provide help to our adults. Additionally, we have utilized our students, depending on their abilities for other tasks. They have helped with the development and maintaining of our webpage. They have gone to the homes of our staff to set up dial-up connectivity. Some have written batch files to simplify fixes that we need. They have worked one on one with teachers to support projects that they are doing in their classes.

How long has the project been in effect? Top

We began this program with the inception of the SchoolNet program in the summer of 1997.

Did another district's student tech program influence the way you modeled your program? If so, which district. Top

We did not model any other school districts program, but developed this as a result of our own needs and tailored it accordingly. We adjust it as our needs dictate and the skill level of our students. The more skilled our students are, the more advanced the tasks are that they perform. They continue to develop more skills through our hands-on training the longer that they work for us.

What resources or policies were necessary to start up and maintain the program? (i.e. funding, human resources, board approval, ect.) Top

Approval by the Superintendent and the Board of Education were required for the initial hiring of the students. Funding to pay these students comes from the Board of Education. The only human resources that we commit come from training and support that the Director of Technology and our Technologist provide in the way of training. These students basically serve as internists working hand in hand with us.

What are the goals of the program? Top

We basically have only a few goals that we want to accomplish.

First, we want to provide support to the staff in a timely manner. Once a teacher places a request in SALE_HELP, we have a goal of getting to them within 24 hours with a maximum of 48 hours. We do not want problems with hardware or software to be a burden or a problem for the classroom teacher. We realize that all the technology that we are providing is new and somewhat intimidating to many of them. All the classes, such as SchoolNet Novice training, are helpful, but we need to make sure that we provide follow up support or the technology will not get used to support teaching and learning.
Secondly, we want to make sure that our network remains stable and transparent to our users. It is not uncommon that we need to do upgrade patches on our equipment or install new software. This may only require a few minutes, but when you multiply it times 750 computers it is a daunting and time-consuming task. Most of these are not hard tasks or complicated. Student workers provide a great resource to accomplish this.

How much did it cost to create the program? Please itemize costs and expenditures in an Appendix. Top

This field appears as an appendix in the PDF

How much does it cost annually to maintain the program? Please itemize costs and expenditures in an Appendix. Top

This field appears as an appendix in the PDF

How many students have participated in the program to date? Top

We have had up to three students working at any given time, but generally have two students working all the time. To date we have had eight different workers as we try to keep the workers for a two-year period. We try to hire them in their junior year so that we have them for two year. This is important due to the training it takes in regard to networking and trouble shooting skills.

How many students are participating in the program this school year? Top

For the current school year we have hired three students. Two worked last year and the third was hired to begin training for next year. We will hire another in late Spring due to the growing numbers of computers and technology that we are adding in the district.

Do students work during or outside school hours? Please detail. Top

Our students will work both during school and after school hours. Most of our students also serve as student aids in our computer lab. During this time, they will provide support in the high school. They are not paid during these times as it is part of their school day. Once school is out, they may go to any of our seven buildings to do work. They have worked on Saturdays and evenings as well. All are expected to work many hours in June as we do our annual computer maintenance and secure the equipment for summer building maintenance. In August, we utilize them to set up our classrooms and network and ensure that all is ready for school to start. We have also made arrangements for those students who can arrange their schedule for early release so that they can begin work earlier. For next fall, we are attempting to arrange their schedules so that they will be free for the last period and therefore able to start work earlier. This is even more important as many of our workers are also involved in other after school activities.

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? Top

Our students are paid for all work done outside normal school hours. They are paid at minimum wage in their first year with a moderate increase in their second year. Funding for this comes from the general budget of the Board of Education.

What grade level(s) are students who participate in the program? Top

We utilize high school students. Our preference is to hire juniors so that we have two years with them. This allows us time to gain more benefits as it takes a fair amount of time for them to become familiar with our network and the trouble shooting skills necessary to resolve many of our problems. It is our intention to expand our student program this fall to include junior high students and sixth grade students. We will be hiring an Instructional Technology Teacher Facilitator who will be working with the teachers at the Middle School and our two Intermediate Schools. One of their job responsibilities is to create and supervise student building teams that will support our technology needs in these three buildings.

Is your student technical program integrated with your district curriculum? How? Top

Our student technical program supports our staff as they carry our district curriculum. Our staff knows that all they have to do is place a request in SALE_HELP and either our students or paid professional staff will provide whatever level of support that they need. As we incorporate the Learner Technology Profiles into our curriculum our student workers support the staff when needed in becoming comfortable with these tasks. All of our student workers have skills equivalent to Novice when they enter our program. The skills that we basically develop are networking and trouble shooting skills.

How have you solved logistical problems (matching student/teacher schedules, transportation between buildings, etc) so that students can do work where it is needed? Top

Logistic problems are mostly avoided because we hire older students. These students are already able to drive and can therefore get to whatever location that we need them at. The biggest logistic problem that we have is that the students we hire are very active. They have typically been involved in after school activities such as athletics, band, or academic challenge. We want these types of students, so in order to accommodate them, we have created very flexible work conditions. If our students have other school responsibilities, we work around these circumstances. Our students have flexible hours and days. There are certain times when we must have them, but at the same time, if they have other responsibilities we work around them. We make it very clear that school and academics come first. This may mean that they come in on a Saturday instead of after school or that they can only work for only an hour after school.

How and by whom are students trained to be able to support district technology? Top

Our students are trained by one of two people, the Director of Technology or the local technologist. The students will work side by side with the paid professional staff to learn tasks that they need to know. We also create many help sheets that guide our students through tasks. In fact, some of our help sheets were developed by the students themselves for future students. We meet these students at locations and provide all the guidance and learning to complete tasks. This is a growth process and as the students gain more skills, they are given more detailed jobs. We continually utilize email to communicate what they need to do, what they have done, and any issues that they encounter along with solutions to these issues. We also encourage our students to enroll in the computer classes offered at the high school, where their schedule permits. Those that have taken our web design class are then utilized to help with our web page that the students at our high school maintain.

What training and reference materials are provided to the student participants? Top

We provide all the training that our students need in house. We also have created a database where we house frequent problems and the solutions to these problems. When we need to perform a task, such as installing something on the network or an update patch, we provide written instructions that our students can follow. We meet with them, show them what needs to be done and how to do it. They then perform the task themselves. Once they understand their task, they take any handouts and materials we give them and proceed to do the work. With the hiring of our Instructional Technology Teacher Facilitator, they will be creating a more formalized training as we utilize younger students.

How many technical support staff (non-student) are employed by the district? Describe the role of each. Top

We have two technical support staff working in the district. The Director of Technology, who now is also the Director of State and Federal Programs, is the person responsible for all technology and its use in the district along with staff development. We also have a full time technician, who is responsible for the maintenance of all hardware and software. This is a huge task for just two people, but with the help of the students we are able to accomplish the task. Starting in the fall we will also have two Instructional Technology Teacher Facilitators who will also work with our student employees.

What lessons has the district learned during the program? Include strengths, weaknesses and obstacles encountered. Top

What lessons has the district learned during the program? Include strengths, weaknesses and obstacles encountered. There are strengths and weaknesses associated with the program that we are utilizing. Fortunately, the strengths far outweigh the weaknesses. The number one strength is that we are able to get timely support to our staff so that the technology not working properly is not an issue in the teaching and learning process. We clearly understand that we must get support to our staff if we are to succeed. At the same time, our budget does not permit us to hire more full-time certified staff. Our student technicians fill this void. A second strength is that we are providing tremendous skills for our students. Not only are they learning computer and networking skills in a hands-on environment, they are learning to work with adults. One of the skills that we are constantly teaching our students is how to cooperate professionally with our staff. They work as equals in this process and partner together to resolve problems. This teaches the students patience. They also display the highest level of learning, that of teaching others. Teachers also gain a stronger appreciation and see students in an entirely different manner as the teacher becomes the student and the student becomes the teacher. The student interns also learn many new skills in regard to networking and computers. These skills are very much needed in the workplace. This is great for their resume, as we have not had a student worker yet that I have not written a recommendation for. Not only do they learn technical skills but also a special trust is developed with these students. We have no problem leaving them in one of our schools by themselves. They are given a great deal of responsibility and frequently alert us as to problems that could surface as a result of something students are attempting to do in the schools. One of the weaknesses of our program comes as a direct result of one of its strengths - that of flexible hours. This has at times been a problem, as we have needed help at times when our students had other obligations. For example, last year both of our students were in band and had to attend band camp. As a result, we lost our help for the two weeks that they had to attend band camp in August. This is a time period when we need them to give us a larger number of hours. To counter this, we did use them for limited hours in the early evening and on Saturday.

What process and instruments are used to evaluate the effectiveness of the program? Top

Our evaluation is based simply on how quickly we can respond to our staff help requests and the effectiveness that we have of keeping our network functioning. With the students, we are able to meet our time frames for help and have been able to perform annual preventive maintenance.

How is cost-effectiveness of the program determined? What information has been gathered to date showing the cost-effectiveness of the program? Include samples. Top

This field appears as an appendix in the PDF

Why does your district believe that it is has a model for other districts to implement? Top

We believe that we have a superb model because it is so simple to initiate and cost effective for everyone. Every district has talented, trustworthy students that can, with a minimum amount of training and guidance, become effective support personnel. The simplicity of this program is what makes it attractive. It simply makes sense - schools are faced with limited budgets and growing technologies and at the same time possess an abundance of talented students. We all have the perfect lab for which to provide students with real work related experiences, while at the same time resolving a budget problem faced by most school districts. Our model can be replicated easily by other school districts with little effort and virtually no cost. It is clearly a WIN-WIN situation for the students and the school district.

Describe the type of product(s) you anticipate creating to communicate to all districts your program? (e.g. website, CD Rom, video, etc.) Top

To communicate what we are doing, we would produce a video that would explain all aspects of our program. In it, we would allow all parties involved, to explain how our program has been helpful.

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