SuperTECH NEWS is the monthly newsletter of the BLE GROUP's CIO-Time Share service, which provides small- and medium-size school systems with supplementary technology management to produce high-quality educational results and efficient management. The purpose of SuperTECH NEWS is to provide education decision makers with concise information that allows them to make informed technology decisions to impact instruction, management and communication. This is information you can use on Monday Morning.

Our May issue theme is "Web-based Professional Development " .

SuperTECH NEWS is organized as follows: (Click on what you want to read)

	Note from Eliot—An introduction to the CIO-Time Share Service, and the BLE GROUP by Eliot Levinson, CEO
	Theme of the Month—Web-Based Professional Development - Everyone talks the talk that professional development is central to educational improvement but until now it has been hard to walk the walk. The new Web-based professional products allow the provision of high quality anytime any where assessment and professional development on a range of topics from technology skills, to teaching early literacy to standards based teaching.
	Products— A overview of new Web-based products to deliver professional developmental and description of several of the new products and companies that will deliver professional development. Plus, an in-depth look at the State of Georgia Web-based Teacher Technology Assessment and Professional Development.
	Best Practices—Lessons to be learned from Poway California, a district that has been working with professional development to train teachers in technology use and to integrate technology into the curriculum. Poway is now in the process of using the Web to deliver professional development in all areas. Charlie Garten the technology director in Poway provided the interview.
	Practitioner Profile—This month's interview is with John Murphy the former superintendent of the Charlotte-Mecklenburg North Carolina Schools. Murphy was the pioneer of standards and accountability. He discusses how technology can be used as a tool to implement the new "No Child Left Behind" Law.
	Conferences—Relevant conferences in the next 90 days

We want to hear from you. Is SuperTECH NEWS helpful? What do you want us to feature and what topics do you think we should address? Please write us at eliot@blegroup.com.

THE BLE GROUP AND CIO TIME-SHARE SERVICE

This is the second SuperTECH NEWS newsletter and our focus is on Web-based professional development, the 2nd killer app of education. In keeping with our aim of giving you interesting information that is useful on Monday morning, I will try to heed my own advice and provide a concise introduction:

WHO IS THE BLE GROUP? We're a group of 25 educational technology directors and school administrators who use technology to improve instruction and management. Over the last three years, we've developed technology plans and provided management services in over 40 school systems.

Eliot Levinson is the CEO of the BLE GROUP. Levinson founded the BLE GROUP (www.blegroup.com) in 1998 and has worked in over 40 school districts. Levinson is known nationally for his work in technology planning and management for school districts. He co-authors "Tech from the Top," a monthly column in Converge Magazine. He has experience in education and technology as a teacher in California and Pennsylvania, a middle school principal in Massachusetts and an Assistant to the chancellor of schools in New York City. He has held research positions in educational change at the Rand corporation and MIT's Sloan School of Management. Levinson holds masters degrees in Education and Anthropology and a PhD in Organizational Studies from Stanford University.

THE BLE Group's principals, our leadership team, consists of:

• Eliot Levinson—CEO
• Rick Rozzelle—former CIO, Charlotte-Mecklenberg North Carolina Schools
• Charles Garten—Executive Director Education Technology Services, Poway, Calif.
• Brenda Barker—Executive Director, Technology, Wake County, N.C.
• Kenneth Eastwood—Superintendent, Oswego, N.Y.
• Ann Boyle—Assistant Superintendent, Curriculum, Scottsdale, Ariz.
• Steve Finch—CIO, Oklahoma City Public Schools

WHY WE DEVELOPED THE CIO TIME SHARE SERVICE? If you can't afford $105,000 and benefits for a CIO who will likely leave your organization after 13 months, can you afford $1,500 or $2,000 a month for someone who is knowledgeable about your district and available on a just-in-time, just-enough basis, and will save you enough money to pay for the service. That's what a CIO timeshare is.

Technology is now central to everything that happens in a school system, from instruction and buses to parent communication and financial management. We're concerned that the 86 percent of American school systems with less than 5,000 students will become second class instructionally and administratively, because they won't be able to effectively manage technology. Good technology staff is hard to find and expensive. Most vendors pay attention to the top 1 percent of school systems that have 20 percent of the students, because it isn't worth their while to work with small school systems. Intermediate units have the same knowledge and staffing problems as the school systems. We developed the CIO-Time Share Service to provide a cost-effective way for intermediate units and small school systems to get the strategic technology support they need.

WHAT IS THE CIO-TIME SHARE SERVICE? The service supplements the technology capability of smaller school systems so that they can remain high-quality instructional institutions. The CIO-Time Share Service is to technology what your outside lawyer and accountant are to contracts and finances: it supplements your internal capability with external expertise. Main service components include:

• An audit plan. How well are you using technology and budgets and implementation for the future?
• An annual implementation plan. A quarterly plan for technology tasks.
• E-rate review. Are you getting enough money? Are you doing the forms right? How much money should you get? Have you covered everything?
• RFPs. For strategic systems purchases.
• Review of contracts. Are your contracts getting you what you need?
• Vendor Management. Overseeing your technology vendors.
• Access to databases on instructional and administrative systems.
• Regional seminars for superintendents.
• Discounts from collaborative buying of hardware and software.
• SuperTECH NEWS newsletter.

If there is anything more you wish to know about the CIO-Time Share Service or the BLE GROUP, please e-mail or call:

Eliot Levinson <eliot@blegroup.com>, CEO,
THE BLE GROUP
703.437.0482

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THE STATE OF WEB-BASED DELIVERY OF PROFESSIONAL DEVELOPMENT

Web-based professional development (WBPD) is in the very early stages. It is currently two years behind where the instructional managers are. These early-stage products will double in volume in the coming year - and the market size will quintuple in the next three years. ALL SCHOOL SYSTEMS NEED TO KNOW ABOUT THESE KIND OF PRODUCTS. Web-based professional development is warming up and within two years will be sizzling hot because:

• Web-based professional development will be tightly linked to critical accountability issues such as standards based teaching, assessment and teacher shortages. If teachers have ongoing easily accessible Web-based professional development, then it will support instructional improvement.
  
• No more boring Wednesday afternoons with a mediocre presenter. Web-based delivery allows interactive, customized, high quality professional development to be uniformly delivered, which teachers can access from their own home computer. They can work with it at their own pace with materials customized to their individual needs.
• WBPD will be bundled with new curricular products. For example Riverdeep, Pearson, Carnegie, and Classworks currently or in the near future will bundle professional development to help teachers teach their new Web delivered, standards-based instructional products.

Now that we've made the case for WBPD. Let's provide reality about the current state of the market.

• Funding
  There is currently $2 billion dollars per year being spent on technology related professional development by K-12 schools. This money comes from a variety of sources including Title I, district funds, and categorical funds. With the passage of ESEA, approximately $190 million of the $775 million technology dollars will be required for professional development.
• Bottom Line
  Looking at the current Web-based products discussed in this newsletter, the bottom line is that the applications that will make a difference in student engagement and results are still a year or two off. The most obvious way WBPD is being used is to deliver graduate level courses. However, WBPD is making significant progress in the areas of teacher skill assessment and customized professional development programs. The particulars are:

  1. The most developed products are Web-based university courses given to teachers and administrators for credit. These courses are similar to current professor taught courses. I.e. connected university, Institute for Computer Technology (ICT) and Teacher Created Materials (TCM).

  2. There are a few number of interesting high cost professional development products that provide customized video, text, and chat products that companies will develop to produce Web-based professional development on critical issues such as early literacy for school systems. (see Teachscape and ACTV)

  3. There are interesting Web-based assessment products that test teacher technology skills such as Teacher Universe. These products provide an assessment of current skills and provide training. These products will grow substantially in the current year.

  4. The least developed part of the market are products that bundle professional development with student curriculum products. These are the products that are most needed . In the next these products should grow substantially as publishers produce professional development linked to standards based teaching of their instructional materials. Carnegie Learning and Classworks have begun this effort. In the coming year Riverdeep and Pearson will launch large efforts in the this area.
  

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NEW PROFESSIONAL DEVELOPMENT PRODUCTS

NOTE. The BLE Group does not endorse any of the products mentioned in this newsletter. These were selected to illustrate the types of products currently available.

This section of the newsletter will provide you with thumbnail descriptions of WBPD products and services that you can use on Monday morning. Below is a current list of these services.

Our list of professional development products is divided into four subgroups:

• Professional development for technology
• Professional development with technology
• Professional development for and with technology
• Professional development bundled with curriculum

P. S. - The list below is far from complete, so if you know of good stuff that we have not mentioned, let us know and we will include them in the future.

Professional Development for Technology
These products help educators learn technology skills that they need for the classroom.

Professional Development With Technology
In "with technology" products, the Web is utilized to provide professional development in individual disciplines and accountability. There can be training and content in a variety of topics such as math, science, and language arts - as well as in aligning curriculum to standards.

Professional Development For and With Technology
This category combines the elements of the "for and with technology" category. These products provide Web-based, online professional development that assists teachers and administrators in learning technology while at the same time training them in standards-based teaching or accountability.

Professional Development Bundled With Curriculum
A category where a product or service such as an instructional manager or an instructional application comes with online training or assessment tools that help teachers use the product. This is the category that is just starting but will be fueled by the passage of ESEA and the growth of Web-delivered instructional products.

In-Depth Look: New Programs & Products

Teacher Universe - The State of Georgia Web-based Teacher Technology Assessment and Professional Development.

The governor of Georgia is the first in nation to state that all teachers will be able to utilize technology to support standards-based instruction in their classroom. In order to accomplish this aim a state wide program is in place that includes:

• The Georgia "InTech" education technology training programs distributed through the Georgia Education Technology Training Centers (ETTCs)
• A "show what you know" testing option that enables teachers to place out of two days of the 7 day training requirement
• Alternative training programs via school district delivery teams
• Portfolio assessment

In order to provide the "show what you know" option enabling teachers to more quickly meet technology integration certification requirements, the State Research and Data Center of Georgia Institute for Technology has contracted with Teacher Universe. Teacher Universe provides "Georgia AssessOnline", a customized online performance-based assessment tool which test teacher technology skills in the context of normal instructional work, and according to specifications of the Georgia SRDC and Educational Technology Training Centers (ETTC).

Teacher Universe provides both the state-funded Georgia AssessOnline assessment and IntegrateOnline technology integration professional development which can be purchased by districts, schools or individuals., The assessment and training are both delivered within the context of standards based teaching. Georgia AssessOnline addresses the following technology skills - word processing , - presentation tools, spreadsheets, databases, Internet, operating systems. IntegrateOnline covers those technology skill areas as well as technology awareness, usage and integration, assessment and professional practice.

The state is providing Teachers with options on their technology assessment and training.

• Option A is to go to one of the state's technology training center and take 3 days of assessment followed by 5 days of technology integration training.
• Option B is to take the Teacher Universe Web assessment to test out of the training program or to benchmark technology skills in specific areas so that it is clear where technology skills are needed. If teachers do not test out of the training they will then take five days of training in the specific technology areas that they need competency in.

"The exam itself is also a teaching tool," said Teacher Universe's Deborah Bond-Upson. "When the teachers go through it, they see examples of how technology works and how it can be used in the classroom. When they've finished the test, they've learned more just by going through the testing experience"

The Teacher Universe program makes it easy for teachers to take the technology assessment and to provide reporting data to the ETTC's, teachers, schools, districts and the state:

• Teachers can take the test at the ETTC nearest them or through their school district redelivery team
• There is 24/7 access to information on teacher knowledge
• Testing results are provided to school, district, regional centers and the state department of education.
• Twice-a-year roll-up of aggregated data, is provided to the state so that the progress of the program can be evaluated.

Georgia's Web-based assessment and professional development efforts are trailblazing. AssessOnline is the first objective online test created specifically for educators. The Teacher Universe approach differs from other assessment in that the testing is in the context of the teacher's work and skills are tested objectively rather than assessing attitudinal data about technology skills.

This Web-based professional development program IntegrateOnline both makes it easy for teachers to access training and valuable to administrators as they have information of exactly what skills level teachers have.

IntegrateOnline provide each teachers:

• individual self-paced learning plan based on embedded assessment
• interactive instruction in technology application and technology integration skills
• audio, visual, textual, learn by doing instruction
• electronic lesson planner and planning resources
• teacher portfolio
• archive of lesson plans and multimedia projects
• anytime, anywhere learning
• continuing education units and optional graduate credits
  

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POWAY SCHOOLS
Charles Garten, Executive Director of Educational, Technology and Information Services

Poway Unified School District (PUSD) is a 32,423-student system in Poway, Calif., with nearly 2,000 teachers. They are among the national leaders in professional development for and with technology. Over the last decade they have developed a high-quality professional development program for and with technology that is getting good results. The Poway Web site <http://powayusd.sdcoe.K-12.ca.us/> provides details of the program.

Charlie Garten (netragp@sdcoe.K-12.ca.us) Poway's executive director of Educational, Technology and Information Services initiated the technology program 20 years ago and was the source for this article.

To quote Charlie, "Poway is using technology to improve staff development and instruction. The whole approach is curriculum-based. We are using technology to create and improve curriculum. This way, we stay focused to the overall district strategic professional development objectives and accomplish technology integration with a solid purpose attached to it."

Over the last year and a half, Poway Unified has gone from each school and 20 teachers having Web sites, to well over 900 Web sites to keep all the various people - administrators, staff, teachers, students and parents - effectively communicating with one another. Teacher professional development has come up to a level where teachers can build their own Web sites for curricular purposes. This rapid increase in Web use is a direct benefit of the staff development program"

Poway's technology related professional development program has three objectives:

1. Training teachers to appropriately utilize the technology which the district purchased- this is accomplished through a basic summer program where technology basic skills are learned
2. To improve home to school communication, which is accomplished by training teachers to develop Web pages that allow teachers to have very effective home to school communication.
3. To improve the quality of curriculum that is being taught, which is accomplished
by the delivery of programs that provide teachers with skills in curriculum
alignment and standards based teaching.

Poway is now delivering much of its professional development program with technology. The emphasis of the professional development program has gone from training teachers to use technology to using technology as the vehicle for all professional development. Poway Teachers are sophisticated enough technology users so that it is no longer necessary for the district to teach basic proficiency skills. The professional development focus is on delivering courses with technology: Technology is used as the vehicle for providing professional development across subject matter and to address strategic issues such as literacy, mentoring of new teachers and accountability.

The staff development program is the oldest component of Poway's technological system. There are three full-time district technology specialists who work with schools and individual teachers on the summer academy, ILAST, enterprise wide systems, acquisition of new software and clinical support for technology integration.

The following are descriptions of the components of the Poway Program that are focused on integration of technology into the curriculum:

• The Summer Academy- is an annual 5-day program for 50 teachers where teachers learn how to improve their curriculum by utilizing technology. Teachers usually come to the summer academy as a team of four. The outcome of this program is teachers created curriculum products that have real and immediate value for the teacher in the classroom.
• ILAST: Improving Learning for All Students through Technology. <http://www.csusm.edu/ilast/>. This program is a joint effort with a university to provide a combination of Web, class and individual tutorial training in instructional technology for graduate credit.
  ILAST is a program that PUSD provides jointly with California State University at San Marcos. It provides predominantly customized Web-based curriculum that allows teachers to gain technology skills through on line resources while also getting graduate credit. The following is a summary of the ILAST curriculum.
  • What Teachers Learn. How to find and utilize best technology resources for learning. Huge range of technologies are introduced: online resources, software and video-conferencing in a workshop format. Teachers practice new skills, choose and develop best resources for their own classroom as part of their fieldwork.
  • What Teachers Get. Educational technology instruction and practice, access to online classes, mentor help, access to video-conferences and workshops throughout the year. Teachers are required to attend 40 hours hands-on training at the tech lab and 80 hours of self-prescribed field work in educational technology, while communicating with a technology mentor.
    
• CTAP Online is a Web-based regional effort to provide secondary school teachers with online support to be better teachers in the California digital high schools project. CTAP Online, is offered by collaborative of southern California school districts of which Poway is a member.
  • What Teachers Learn. These courses are designed for educators by educators, offering instruction in everything from basic computer skills and Internet use to technology integration and standards-driven lessons.
  • What Teachers Get. CTAP Online provides local resources needed for face-to-face training as well as follow-up online access to materials and resources for every instructional staff member at the school's site. CTAP Online courses cater to staff development for Digital High Schools. Comprehensive, pre-made courses tailored to their needs. There is no mandated schedule or training approach. Our course catalog offers courses in personal technology proficiency skills, technology integration in curriculum, information literacy, standards, assessment and more.
  • Outcomes. There is 24-hour access to online resources, allowing teachers to work at their own pace

The following are components of the Poway program that focus on the use of Web-based delivery to support the district's instructional programs.

• A mentoring program for new teachers. Where veteran teachers mentor new teachers over the Web on everything from finding the restrooms, to preparing grievances to building lesson plans.
• Web-based professional development of elementary literacy and math programs. Poway through the San Diego County office of Education offers its staff anytime anywhere Web-based training in early literacy and early math. The units were developed by ACTV for the state of California. Teachers watch best practices on streaming video and then work in chat rooms with other teachers and professional development specialists on use of the material.

Garten says that he thinks that Poway's provision of Web-based staff development in critical subject matter and accountability areas will increase rapidly in the next two years. Web-based professional development materials will allow customized high quality professional development activities for teachers at a time they can access it.

Also visit BLE GROUP Poway pages at http://www.blegroup.com/casestudies/case-poway8a.htm

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DR. JOHN MURPHY

Dr. John Murphy, during his tenure as superintendent in Charlotte-Mecklenburg, N.C. was the first superintendent in the nation to establish an accountability program based on academic standards. His work was the precursor to the current standards based accountability movement.

In addition to his pioneering work in Charlotte, Murphy is known for his urban school improvement efforts as the superintendent in Prince Georges County, Maryland. Murphy has always been a proponent of the use of technology to support school improvement and accountability.

For the last five years, Murphy has been the Vice President for Education for the Arvida Corporation, a Florida real estate firm, and has done ongoing consulting in the area of educational improvement and restructuring for urban school systems, and states. Among his clients: the state of New York, Oklahoma City Public Schools, Kansas City Schools, Chicago Public Schools and the state of South Carolina.

He also serves as a board member for EdVision , a computer-aided design of curricula aligned to state and national standards, and the National Center for Education and the Economy which sponsors the America's Choice standards-based reform model. Murphy is on the advisory board of SchoolNet, an education technology solution provider.

SuperTECH NEWS recently asked Murphy to comment on how technology should be used in implementing accountability and delivering professional development for instructional improvement efforts under ESEA.

STN: How will technology be used to effect successful accountability practices?
JM: For years, we as educators have blamed everything but ourselves. We blame poverty, drugs; you name it; resources, etc. We are either blaming the kids or blaming taxpayers for our failure to produce. It's time we started looking at ourselves to see what we can do more efficiently and effectively to get the job done and technology is going to help us to do that in a far better way.

Right now we have very effective online testing programs that are being developed that can give us in-depth profiles of students' skills, identify their strengths and weaknesses and help to plan a meaningful instructional program to deal with what children need to learn, and to get very specific data about what their needs are and to be able to use the instructional day far more efficiently.

In the coming years, we will continue to perfect it and it will be a very strong tool to improve the delivery of instruction. We'll be using these kinds of diagnostic tools in place of the high-stakes tests that now are not very teacher-friendly, and replace them with tools that are teacher-friendly and give teachers meaningful information to be able to work with.

STN: How do you think the new ESEA law will impact the operation of American Schools?
JM: It's a move in the right direction. I don't think it's the complete answer to what's got to happen in public education, but I do think that making people accountable for performance is going to be a very important function. I firmly believe that the problems in public education aren't necessarily a lack of resources; it's a case of the ability to deliver what we have available with the appropriate proficiency to get the job done.

STN: What are the key things that superintendents will have to do in implementing standards-based education?
JM: Four things …

1. They have to establish a whole standards setting process with their staff getting the right materials linked to their standards. And they have to involve parents and kids in this process, not just teachers. And there has to be a real focus on what these standards are.

2. They have to utilize instructional management tools to speed up the process and to support curriculum planning and assessment.

3. They have to hold principals accountable for the performance of their building and staff.

4. There has to be an ongoing process to fill in curriculum gaps and to train teachers with problems that they are having, so that teachers are able to teach the standards.

STN: What are the key issues that school systems have to be aware of in establishing effective accountability systems to address the new ESEA law?
JM: Again, you've got to be aware what the tools are that are out there at your disposal. Then you've got to be able to train staff to be able to understand data. There's a tremendous lack of ability on the part of teachers and administrators to use data effectively, and education really needs to become data-driven.

I really see that assessment and professional development are going to be closely linked to technology. The private sector is already developing those tools, it's just simply a case of refining them.

STN: How should superintendents be using technology in addressing the new requirements for accountability and standards based education?
JM: They have to have the diagnostic tools that are going to allow you to see what's happening in depth, in instructional programs in your schools. Not only do you want to take a look at annual data, you want to take a look at that data on a regular basis to see the kind of value-added instruction that is taking place in your school system. And then you want to be able to drill down to see what the specific needs of your students are, and then be able to hold your teachers accountable, for making sure they address those needs. It's going to be a whole new world of accountability given the new tools that are going to be available to us.

STN: What kinds of professional development are critical to the accomplishment of accountability? How do you see technology being used for that?
JM: Three points …

There has to be a culture shift in education. We have too many teachers that don't believe that children can all learn to high levels and that is something that has to be addressed in systems throughout the country. There are numerous kinds of training. The first is attitudinal. Teachers and administrators have to believe it can be changed, and then be provided with the skills to make the change.

We have to address how we use the time that's available for instruction more efficiently. Technology will certainly be involved in the delivery of instruction in a more efficient manner. The professional development has to be used to imbed these skills.

Teachers and principals must be made aware how to use and aggregate data, and how to make critical decisions based on that data. That's going to be an important part of staff development. Professional development, both in training people to giving them better skills for standards, and Web-based professional development, is going to help them to teach their subjects better and provide new tools to help them and aggregate data and make decisions on it.

"Technology is for teachers, it's for students, for principals, for classes and buildings. Technology is the foundation or platform for the uses of instructional management tools, which are the key to instructional improvement and accountability. "

STN: What are some common mistakes in schools' utilization of technology for accountability and professional development?
JM: The common mistake is that they haven't been using them! They don't take advantage of the data that's available to be able to analyze what's going on in the instructional program. They have to be far more sophisticated so that they can look and see what every single person in the organization is doing to contribute to the academic success of children. STN

E-mail: <john_murphy@arvida.com>

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Below is an annotated list of technology-related education conferences (complete with links) that you may wish to attend in the next few months.

The Leadership Institute
Accountability issues for administrators and school tech leaders from data mining to high stakes tests.
Technology and Learning
May 2002
New York City
www.techlearning.com/events

Spring 2002 CUE
From Title 1, Digital High Schools and detach staff development to Technology Literacy Challenge and Special Needs. Notable exhibit hall.
Computer Using Educators
May 9-11
Anaheim, Calif.
www.cue.org

NECC 2002
World's largest edtech conference; gain general sense of where edtech is at; from hardware and software to over 400 speakers. Demos, workshops, student showcase.
National Education Computing Association
June 17-19
San Antonio, Texas

U.S. Department of Education's Satellite Town Meeting
US Education Secretary invites national experts as well as local educators and community leaders to share their ideas about how schools are preparing all students for 21st century challenges. Televised, Webcasted.
June 18
www.ed.gov/inits/stm/stm-abt.html

3rd Annual Conference Teaching OntheNet 2002
Premiere gathering for teachers, administrators involved in distance education, online learning. Produced by LERN, a major online professional development provider for faculty and teachers.
June 24-25
Minneapolis
www.teachingonthenet.org/conference

ED-MEDIA 2002
World Conference on Educational Multimedia, Hypermedia & Telecommunications
International; all levels of education, roughly 1,000 attendees. From Infrastructure, Tools & Content-Oriented Applications to New Roles of the Instructor & Learner.
June 24-29
Denver
www.aace.org/conf/edmedia/default.htm

Collaborate Conference & Expo East: "Improving the Way the World Works"
Hear former Sec. of Labor Robert Reich keynote; for business and education leaders; collaborative tools and virtual classrooms.
June 25-27
Boston
www.collaborateexpos.com/collaborateeast/V31/index.cvn

American School Counselors Association's Annual Conference: "One Vision - One Voice"
Latest tools and techniques in school counseling; exhibit hall features 90 companies serving the industry. Pre-conference Technology Boot Camp for Counselors.
June 29-July 2
Miami
www.schoolcounselor.org/content.cfm?L1=3&L2=2

Education Technology 2002 4th Conference and Exposition
Brings education, industry, and government together to present accomplishments in areas of technology-based learning systems, management systems, research, and applications.
Society for Applied Learning Technology
July 24-26
Arlington, Va.
www.salt.org

AASA's Rural, Small School System Leaders Conference
Strong technology and management content useful for superintendents. Will address No Child Left Behind's Rural Education Achievement Program. Hear 2001 Superintendent of the Year.
American Association of School Administrators
July 14-17, 2002
Baltimore, Md.
www.aasa.org

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SUBSCRIBE TO FUTURE ISSUES
If you would like to receive future issues of SuperTECH NEWS, please send us a quick e-mail at eliot@blegroup.com. If you would like us to send the newsletter to any of your colleagues, please let us know or feel free to forward this issue on.

Let us know if the SuperTECH NEWS newsletter is helpful to you and what you would like to read about in future newsletters. Let us know if there are good practices and people we should write about... Call us if you want to know more about the CIO-Time Share Service.

E-MAIL: eliot@blegroup.com
OR CALL: 703.437.0481

BLE GROUP
1039 Sterling Rd., Suit 104
Herndon, VA, 20170
703.437.0482 phone
703.437.0485 fax
THE BLE GROUP www.blegroup.com

SUPERTECH NEWS © 2003 BLE GROUP. All rights Reserved. Do not copy or reproduce without written permission.
NOTE: The BLE Group does not endorse any of the products mentioned in this newsletter.
These were selected to illustrate the types of products currently available.