Using the Toolkit

Technology: The Four Phases

-Creating the Profile

-Setting the Goals

-Planning to Improve

> Creating the Vision
> Actions/Strategies/Goals
> Systems, Services, and Supports

-Implementing the Plan



Topic Guides for CIP Plans

Equity and Diversity

Family & Community Engagement

Instructional Strategies

Nebraska Literacy Plan

PreK-12 Curriculum Alignment

Special Education: Improving Learning for Children with Disabilities (ILCD)


Improvement Plan Requirements


Early Childhood

The Nebraska Framework:
A Handbook for Continuous Improvement in Nebraska Schools

Nebraska Statewide Assessment (NeSA)

Professional Development, Data Resources, and Links

Rule 10

State of the Schools Report

Nebraska Department of Education

US Department of Education


Contact Us

Planning to Improve

Creating the Vision

Envisioned Future -Part 1 is for describing a long-term goal, or envisioned future, that the organization desires to achieve. It is not a mission statement, but should align to the organization’s mission.  The envisioned future is an overarching long-term goal that will take many, many years to achieve.  It is where the organization wants to go -- that which the organization aspires to become, to achieve, to create through systemic integration of ICT (information and communication technologies).  The more concise the statement, the easier it is to focus actions. 

Developing an envisioned future for educational technology empowers every level of the system to focus efforts and resources toward the desired state.  This is the “target” that all other aspects of the plan should aim toward. It is therefore important that representatives from all stakeholder groups participate in creating the envisioned future.

Parts 2 and 3 will detail actions in several areas that focus efforts and resources toward the desired change.  Actions should be achievable in 1-3 years. 


Learning and Instruction - Today’s educators need to provide a learning environment that takes students beyond the walls of their classrooms and into a world of endless opportunities.  Technology promotes this transformation through integral digital-age resources for both the learner and the instructor.  Actions planned in Part 2 may also align to the organization’s continuous school improvement plan.

Actions in Part 2 requiring a supportive action can be tagged providing a heads-up to one or more of the support systems in Part 3.  The support system(s) indicated will see a copy of the Learning and Instruction action and must include its own action in response.

Systems, Services and Supports

For technology planning purposes systems, services, and supports are defined as “activities or functions required for successful completion of an educational process, program, or project.”  Actions to meet the envisioned future can be independently defined to the functional areas, or be a requisite-action to one identified in Part 2: Learning and Instruction.  Address Erate-specific technology plan requirements in this section. Functional areas include:




Nebraska Department of Education, 2010