Technology leaders are currently faced with diminishing resources and greater expectations from federal, state, and local governing bodies; local communities; and professional organizations that monitor educational technology policy and use. Federal standards such as No Child Left Behind (NCLB) are challenging schools and districts, and state standards require new levels of testing for graduation and promotion. In addition, there is an increased demand in each classroom for tools to facilitate differentiated instruction. In fact, the Corporation for Public Broadcasting found that 69% of students still say that they get primary access in a computer lab. Technology resources need to be equitably distributed in each classroom, and technology leaders are experiencing pressure to make computers useful in the classroom. Finally, educators need to raise the achievement levels of all students while reducing achievement gaps between various groups of students.

Simultaneous to these expectations, educators are challenged by decreasing budgets. In fact, 44 of the 50 states experienced budget deficits in 2002. Schools are bearing some of the burden of these deficits, and many districts are turning capital dollars to operating dollars in order to support instruction. Additionally, many schools and districts expect to make cuts in technology spending during the current school year.

Support Strategies

Three strategies that are currently helping school districts meet the expectations include zero-based budgeting, using consortiums to support purchasing and services, and information technology (IT) outsourcing.

Zero-based Budgeting

The Office of Global Access Technology (OGAT) within the Montgomery County School District in Rockville, MD is using a zero-based budgeting strategy to meet its increased expectations. The Montgomery County School District serves approximately 150,000 students and 27,000 employees. It is the 12 th fastest growing school district in the nation and serves a diverse student population. In fact, in the year 2000, district statistics showed that no ethnic group constituted a majority; the district has over 10,000 English for Speakers of Other Languages (ESOL) students speaking 161 languages.

Zero-based budgeting is a process that justifies all expenditures periodically. Funding has a base of zero, and each department or project must show how its funding contributes to an organization’s goals. This budgeting method is especially useful for organizations where expenditures can easily run out of control if a new budget automatically assumes the same fiscal needs as the previous year’s budget.

John Porter, Associate Superintendent and Chief Information Officer for Montgomery County Public Schools, instituted zero-based budgeting by aligning the district technology plans and goals with the Board of Education (BOE) goals. OGAT developed a vision statement to guide its work: “Computer access for every child linking technology to instruction to results. Making the world our classroom.” Next, it defined quantifiable objectives and strategies to make its vision a reality. Finally, Porter’s group broke down the needed strategies into plans and activities and developed them into workable tactics.

Each potential project and its budget were presented to and vetted by OGAT leadership several times. This process allowed directors to see cross-division connections in work efforts. The OGAT leadership team prioritized projects and developed a budget for projects that were strategically aligned with the OGAT vision and the BOE goals. Porter explains that performance measures drive zero-based budgeting. Once the initial budget was built, the OGAT team measured results on a quarterly basis and held leadership team meetings that allowed directors to describe quarterly and yearly progress. Resources were realigned according to priorities and performance. Surplus funds were held in case project budget estimates were low, and funds were returned if project budget estimates were high.

Porter explains that zero-based budgeting requires commitment because it takes a lot of time to justify the activities of the various projects. He describes the benefits that the Montgomery County School District has realized: 1) project leaders understand central priorities, 2) projects were planned from a fiscal perspective, 3) progress was monitored frequently, 4) work efforts were prioritized, and 5) ownership was promoted. Porter believes that zero-based budgeting ties fiscal planning to educational goals.

Consortium Purchasing and Services

Consortium purchasing and services is another way that educators are meeting greater expectations. TIES is an educational technology and learning consortium of 36 suburban and rural school districts in Minnesota that serves 245,000 students. TIES provides technology support for all levels of school district use and works for both big and small school districts. This consortium allows districts to pool resources and decrease total cost of ownership.

TIES developed its own applications such as a student information management system and finance and payroll services that are tailored to the unique needs of educators. For one price, TIES applications include enhancements and upgrades, unlimited support and training, a dedicated account representative, and advisory group membership. TIES integrates technology solutions across its districts and eliminates duplication of effort, which reduces errors and saves staff time.

TIES also provides Internet service to its districts. It is the largest educational Internet service provider (ISP) in Minnesota. Additionally, its technical services include server/disk storage with upgrades every 5 years, disaster recovery, data backup and offsite storage, professionally trained staff to work on databases, and multiple operating systems with onsite and on-call technical support.

One example of TIES support is transportation. TIES provides transportation routing and management support to its districts. It created a customized transportation system that helps each district individually develop bus routes and schedules. Additionally, it provides cooperation between districts on transportation needs for special education students.

In summary the shared staff expertise, shared systems and infrastructure, combined purchasing power, collective research and development, and increased spirit of cooperation have resulted in a bottom line savings of $67 million for the Minnesota districts.

IT Outsourcing

The Richardson Intermediate School District (ISD) has implemented technology outsourcing to reduce its technology budget without compromising technology service and support. The Richardson ISD serves 350,000 students in 60 facilities. It spans 3 cities including Dallas, Texas. It has 140,000 desktop computers, 2500 laptops, 8000 peripherals, and 250 servers. The Richardson ISD also supports 75 applications and is in the process of building a 70-mile fiber optic network. Neil Delerson, Chief Information Officer, explains that implementing the 5-year technology refresh plan become expensive and cumbersome, so the ISD hired Compaq (now HP) to handle its lifecycle management.

Richardson ISD receives a 5-year on-site warranty on new equipment in addition to legacy equipment maintenance and support staff. Richardson’s legacy equipment serviced by HP includes apple and Macintosh computers; scanners and other peripherals; printers; TVs; VAX and Alpha enterprise servers; and Compaq desktops, laptops, and servers. Additionally, HP delivers, installs, and images new equipment; it administers warranties, maintains spare equipment, provides asset/inventory tracking, and manages software licenses. Richardson’s goal for next-business-day repair is 100%, and, with the help of HP, it is currently at 92%.

HP also provides consulting services to Richardson ISD. This includes Windows XP; Office XP; Exchange 2000; and Enterprise systems planning, designing, and deployment. Outsourcing has allowed Richardson ISD to reduce technology support staff by 20. HP provides a full-time program manager and full-time service manager. It houses the equipment and staff—thus freeing physical space in the Richardson ISD—and provides peak load staffing adjustments and A+ certified technicians. Delerson describes the relief from managing ongoing training and certification of staff. HP also handles all hiring and terminating of employees.

Richardson ISD funds equipment and maintenance from bonds. Texas prohibits schools from leasing equipment with bonds funds, so it is actually more effective for Richardson to purchase the equipment. Richardson staggers bonds to match the life of the assets. The sale of 5-year equipment certificates allows Richardson ISD to match the sale of the bond with purchase of equipment.

Delerson concludes that hiring HP to support and maintain the computer equipment has reduced the school district operating budget by $1.2 million.

Schools and districts are experiencing greater technology demands with diminished financial and human resources. Three strategies for meeting increased demands while saving money includes zero-based budgeting, using consortiums to share resources and increase purchasing power, and outsourcing information technology.

MAR*TEC is interested in hearing your strategies for saving technology dollars. E-mail your strategies to phendric@temple.edu

This chapter of the Technology Coordinators Handbook comes from a web telecast that was held on March 23, 2003. This telecast was sponsored by the Consortium for School Networking (COSN), MAR*TEC, Technology & Learning, and U Live and Learn.

Jim Hirsch, Associate Superintendent for Technology at Plano Independent School District, TX was the moderator for the telecast. Presenters included John Q. Porter, Associate Superintendent & Chief Information Officer (CIO) for Montgomery County Public Schools, MD; Marla Davenport, Director Learning & Technology and TIES; and Neil Delerson, Chief Information Officer (CIO) Richardson Intermediate School District, TX