1. Action Plan: LISD
The action plan is used to identify the strategies that will help the district use advanced technology to improve the
academic achievement, including technology literacy, of all students and the development of critical thinking skills
that are essential for academic and workplace success and build the capacity of all teachers to integrate
technology effectively into curriculum and instruction. The plan stresses the importance of ongoing and sustained
staff development in the integration of technology into the curriculum for teachers, principals, administrators to
further the effective use of technology in the classroom or library media center. This plan is based on information
drawn from many sources including: review of the literature to identify best practices, a survey of school site
hardware and instructional media, interviews with students, teachers and district administrators, data from Texas
Campus STaR Chart, and the district technology plan.
Organizational Chart Location Responsibilities
Demonstrates executive leadership in
developing a collective district vision; in shaping
school culture and climate; establishing
operational plans and processes that reflect an
understanding of school finance, resource
allocation, and systems management so that
progress can be monitored and adjustments
made when necessary. The superintendent
Superintendent Administration oversees the design of curriculum and the
development of a strategic curriculum plan that
is standards-based and enhances teaching and
learning. The superintendent implements a
system that includes research-based
instructional strategies, instructional time,
advanced electronic technologies, and
resources to maximize student learning
outcomes.
Develops and implements the district plan for
instructional use of computers; evaluates and
updates the technology plan. Works with
principals, department heads, teachers, and
others who help implement the district
technology plan. Secures adequate resources
for instructional computing. Develops and
implements plans for the acquisition and
maintenance of hardware and software.
Technology Director Administration Conducts routine preventive maintenance and
general repair and replacement; maintains a
supply of spare parts. Maintains an accurate
inventory of computer hardware and software;
works with administration and faculty to write
grants for implementation of technology related
educational programs. Develops contacts with
vendors who are willing to provide loans of
hardware and software, or assist in training
educators.
Technology Technician Administration / Campus Assists with installation, maintenance,
troubleshooting and repair of data
communications circuits and equipment.
Repairs work stations throughout the district, to
include file server disk subsystems, file server
computer and LAN communication hardware.

2. Diagnoses/repairs equipment including personal
computers and/or terminals using hardware and
software diagnostic tools. They install/configure
software as needed. They install/maintain
network cabling and network peripherals
throughout the district. Manage remote and
central administrative LAN’s adds/deletes users
to LAN and emails; IP Technology adds/deletes
users. Relocate computer hardware,
peripherals and equipment as needed.
Supervises and facilitates the daily operations of
a school and serve as instructional leaders.
They set the tone and culture of the school and
hold the staff accountable for student
achievement. Duties include meeting with
parents, supporting teachers and students,
working with other school district and state
education officials, participating in the
Principal Campus
development and management of educational
programs and goals, allocating financial
resources, managing discipline and more. Use
data in their decision making process and draft,
implement and update the Campus
Improvement Plan. They model the use of
technology and assist in the implementation of
the District Long-Range Technology Plan.
Use the functions of operating systems and web
browsers to access the World Wide Web. Be
proficient in the use of software programs.
Access and navigate network peripherals, such
as printers and hard drives. Use and understand
computing technology such as e-mail, HTML,
LANs, etc. Produce word processing documents
and acquire appropriate information to access,
search, and analyze on-line graphic, video,
audio, and text information. Use interactive
technology environments such as software
simulations and computer-based training to
Teacher Campus
learn. Use the internet to facilitate electronic
communication in order to participate in
electronic communities. Update web page for
the purposes of communicating homework
assignments, grades, etc. to parents and
students. Use presentation software, such as
Microsoft PowerPoint, to communicate to
specific audiences. Use planner software such
as Microsoft Outlook. Understand how to
acquire information from the appropriate source,
such the internet, CD-ROM, DVD-ROM, network
server, etc.

3. Professional Development Data Sources Person Responsible Timeline
Provide off-site and internet-based
Curriculum Coordinators,
technology training for staff with Staff development
Technology Department, 2009-2012
emphasis on curriculum and logs/database history
Principal
instruction.
Provide CDROM-based
technology training for staff via Technology Department,
Library checkout logs 2009-2012
Video Professor computer-based Campus Staff
training.
Provide technology in-house
Technology Department,
workshops and after school
Training attendance logs Curriculum Coordinators, 2009-2012
applications training, for students
Principal
and faculty.
Technology Department,
Support participation in Accounting reports, dues
Campus Staff, 2009-2012
organizations such as TCEA paid
Principal
Provide off-site training for
computing technology teachers
with emphasis on advanced Curriculum Coordinators,
Staff development
subjects such as computer Technology Department, 2009-2012
logs/database history
programming, hardware Principal
troubleshooting, video production,
and web mastering.
Provide internet-based training for
computing technology teachers
with emphasis on advanced Curriculum Coordinators,
Staff development
subjects such as computer Technology Department, 2009-2012
logs/database history
programming, hardware Principal
troubleshooting, video production,
and web mastering.
Evaluation Methods Person Responsible Frequency
Surveys of the staff regarding their use of technology in the Curriculum Coordinators,
Annually
classroom. Technology Department
Campus District
Once per
Informal interviews. Technology Committee
semester
Representative
Records of staff member participation in technology training
Curriculum Coordinators, At conclusion
monitored by sign-in sheets and teacher professional
Technology Department of training
development records.
Integration of training into the classroom as measured by Curriculum Coordinators,
lesson plans and number and type of technology and distance Technology Department Weekly
learning projects. lesson plans
Monitoring and documentation of community access to
technology resources and information on the campuses and Technology Department Per Semester
on the web site.
Monitoring and documentation of community involvement Technology Department Per semester
Yearly inventory of hardware and software Technology Department Annually
Support and maintenance of technology as documented by
Technology Department Per Semester
technical support records

4. Action Plan will be evaluated formally once a year in May. The District Technology Committee will be responsible
for the ongoing evaluation of this plan. The intention of the evaluation will be to make decisions on the impact that
technology has on the learning process for all students. A report will be given to the Superintendent and the Board
of Trustees after each formal evaluation occurs. Liberty ISD’s STaR Chart results for each campus will be used to
help Liberty ISD assess its progress toward meeting the goals of the Long Range Plan for Technology.