2012-2014-lea/charter technology plan notes and guidelines

2012-2014-LEA/Charter Technology Plan

Notes and Guidelines for Completion

Use the state plan as a guide and/or starting point for planning and composing your LEA plan. Please note that this

does not mean that it is as comprehensive and requires the same amount of pages. Your LEA/charter plan MUST

address each of the State School Technology Plan’s Strategic Priorities; however, the Guiding Questions are

intended to provide examples of items that should be addressed locally. Scale the plan narratives and objectives to

fit your LEA/charter school.

Do not plan in isolation. Align and then reference or embed your plan with/within other ongoing initiatives in your

LEA/Charter such as RttT and ACRE. Making the technology plan a part of your strategic planning processes is

also another strategy and high beneficial for implementation and stakeholder utilization.

Utilize the planning time to identify redundancy in applications and programs in your LEA/Charter. Eliminate

duplicates and those less worthy of use.

Seek innovative funding scenarios. LEA/Charters that allow funding models where spending is in isolation within

program areas can be better served by switching to a more blended planning/budgeting model.

Choose evaluation methods that are manageable and provide useful data. Remember that you may have evaluation

processes already in place that are meaningful and acceptable for your plan goals and objectives.

Engaging leadership will be critical for all these processes.

HELPFUL LINKS:

USAC: Questions to Consider NCDPI Instructional Technology Division

4 Basic Requirements NC State School Technology Plan (SSTP)

NCDPI Connectivity Services NC Education Cloud

USAC CIPA Requirement USAC has not yet updated its website to reflect the recent FCC CIPA.

The FCC order gives details concerning the new provisions and requirements.

Technology Integration Plan – Erate Requirements

FOUR REQUIRED ELEMENTS:

The four required TIP components to support the services requested on the Form 470 are available online.

To qualify as an approved technology plan for Schools and Libraries Program discount, the plan must meet [the

following] criteria:

Required element: State/LEA/Charter Priorities

1. The plan establishes clear goals and a realistic

strategy for using telecommunications and information

technology to improve education.

Priority 1, 2 and 3

2. The plan has a professional development strategy to

ensure that staff knows how to use these new

technologies to improve education. Priority 4 and 5

3. The plan includes an assessment of the

telecommunication services, hardware, software, and

other services that will be needed to improve

education.

Priority 1, 2, 3

AMTR serves to document ongoing count and trends.

4. The plan includes an evaluation process that enables

the school to monitor progress toward the specified

goals and make mid-course corrections in response to

new developments and opportunities as they arise

Cloud processes such as interviews and use of

ongoing instruments such as STNA, LoFTI to enable-

monitoring and ongoing adjustments and planning

for all Priorities.

POSTING PLAN:

All referenced/utilized plans including your technology plan must be made available in an easily readable and

accessible format on your LEA/Charter website so as to be accessible by community as well as vendors during the

470/471 processes. Policies should also be displayed in the same location.

http://www.usac.org/sl/applicants/step02/technology-planning/questions-consider-technology-planning.aspx

http://it.ncwiseowl.org/UserFiles/Servers/Server_4500932/File/2011-LEAtechplan/it.ncwiseowl.org

http://www.usac.org/sl/applicants/step02/

http://it.ncwiseowl.org/accountability/north_carolina_educational_technology_plan/proposed_1113_sstp/

http://www.ncpublicschools.org/connectivity/

http://www.racetothetop.nc.gov/

http://www.sl.universalservice.org/reference/CIPAGuidance2003.asp

http://www.olis.ri.gov/grants/erate/includes/cipaorder.pdf

http://www.usac.org/sl%20applicants/step02/

Evaluation Guidelines

Required evaluation methods:

The use of all four evaluation method/models listed below are essential in your plan, as well

as other appropriate methods. You may substitute another type equivalent evaluation

method/model if the same/similar outcomes can be accomplished. Use of these essential

evaluation methods will address evaluation requirements as stipulated by Erate guidelines

which require ongoing monitoring and adjustments.

1. School Technology Needs Assessment – STNA

2. Looking for Technology Integration - LoFTI

3. Professional Development Evaluations/Questionnaires/Surveys

4. RttT Evaluation Data

Other suggested evaluation methods: Longitudinal Student Data – Attendance, Discipline, Classroom comparisons, etc.

Longitudinal Data for Teacher Retention

Application reports

Content Filtering reports

Network monitoring reports

Innovative Budgeting Comparisons

NCEdCloud Opt-in Agreements

Professional development plans/outlines/agendas with proof of completion such as sign-in sheets

MCREL Reports

PLC Plans

Formative data from project/initiative

Qualitative measures of success

Conference attendance

21st Century Assessment

AMTR

Rubrics

Exemplars of student work

Network Readiness Assessments

Evaluation Methods not meeting approval standards: Formative, benchmarking or summative assessments

Lab or Cart use logs

Professional Development sign-in sheets without other documentation such as agendas, outlines, surveys,

lessons plans, etc.

Document Retention:

All applicants and service providers are required to retain documents related to the Universal Service

Fund for a period of at least five (5) years from last date of service. The suggested list of documents to

be retained can be found in Paragraphs 45-50 in the FCC's 5th Report and Order (FCC 04-190).

http://www.usac.org/sl/about/document-retention-requirements/default.aspx

Approval Checklist

This checklist will be used by your consultant while reviewing and approving for movement to the State

Board for approval:

Complete NCSSTP Elements Components

Signature Page

Preliminary Components

Title Page

Table of Contents

Committee List

Vision Statement/Narrative

Strategic Priorities Narrative

Priority 1 Elements Complete*

1. The plan establishes clear goals and a realistic

strategy for using telecommunications and information

technology to improve education.

3. The plan includes an assessment of the

telecommunication services, hardware, software, and

other services that will be needed to improve education.



AMTR (Annual Media and Technology

Report) Complete and Periodically

updated

Count/Inventory requirement

Priority 4 Elements Complete* 2. The plan has a professional development strategy to

ensure that staff knows how to use these new

technologies to improve education. Priority 5 Elements Complete*

Utilization of Cloud Resources 4. The plan includes an evaluation process that enables

the school to monitor progress toward the specified

goals and make mid-course corrections in response to

new developments and opportunities as they arise

Alignment to 3 key initiatives

Use of required evaluation tools

All objectives measureable

All addressed

Appendix A: Required Policies Current

Board approval dates included

LEA Policy Noted and Posted

*Questions answered in narrative, alignments complete, targets addressed.

Notes:

REQUIRED SUBSTANTIVE COMPONENTS

OF THE

LOCAL SCHOOL DISTRICT TECHNOLOGY PLAN

Schools, school districts, and libraries that want to apply for Schools and Libraries support, commonly referred to as

"E-rate," must first prepare a technology plan. Beginning with FY2011, technology plans are required only for

Priority 2 services (Internal Connections and Basic Maintenance of Internal Connections). An approved technology

plan sets out how information technology and telecommunications infrastructure will be used to achieve educational

goals, specific curriculum reforms, or library service improvements.

A technology plan designed to improve education should cover the entire funding year (July 1 to June 30) but not

more than three years. The plan must contain the following elements:

Goals and realistic strategy for using telecommunications and information technology

A professional development strategy

An assessment of telecommunication services, hardware, software, and other services needed

Ongoing evaluation process

Policies

The technology plan must be approved by a USAC-certified technology plan approver before discounted services

can begin. The state is the certified technology plan approver for libraries and public schools. www.usac.org,

August, 2011.

LEA/Charter Name: Mitchell County Schools

LEA/Charter Number: 610

Superintendent Name: Dr. M. Brock Womble

Superintendent Signature

Local Board Chair Name: Mr. Roger Burleson

Local Board Chair Signature:

Person of Contact: Dr. Morgen A. Houchard

Telephone: (828) 766-2232

Contact Email: [email protected]

http://www.usac.org/

Mitchell County Schools

Technology Plan

2012-2014

Draft November 2011

Final July 2012

Table of Contents

Vision Page 8

Strategic Priorities Overview Page 9

Priority 1: Shared Services Model Page 11

Priority 2: Universal Access to Personal Teaching and Learning Devices Page 18

Priority 3: Access to Digital Teaching and Learning Resources, Including Digital

Textbooks Page 22

Priority 4: Model of Technology-Enabled Professional Development Page 27

Priority 5: 21st Century Leadership for Your LEA Page 34

Appendices Page 39

References Page #

Mitchell County Schools

Technology Planning Committee/MTAC

Member Job Title/Position

Casey Johnson

Tracy Deyton

Technology Facilitator

Media Coordinator – Mitchell High School

Betsy Herrell Media Coordinator – Gouge Elementary School

Sam Deyton Media Coordinator – Harris Middle School

Shana Cook Media Coordinator – Bowman Middle School

Dan Konzelman Media Coordinator – Deyton Elementary School

Felicia Spurling Media Coordinator – Greenlee Primary School

Marie Hunnicutt English Language Arts – Mayland Early College

Angie Marlowe IT Specialists – E-Rate Specialists

Bradley Stevens IT Specialist – One to One Engineer

Tony Parker IT Specialist

Vince Ward IT Specialist

Debbie Blevins Special Education Teacher – Harris Middle School

Greg Franklin Music Teacher – Greenlee Primary School

Kim Hodshon CTE Coordinator/One to One Director

Renee Johnson Teacher – Gouge Elementary School

Robyn Street Parent – Mitchell County

Rodney Slagle Principal – Harris Middle School

Wendy Jenkins Teacher – Bowman Middle School

Amelia Wilson Student – Mitchell High School

Morgen Houchard Dir. Curriculum, Instruction & Technology

Mitchell County Schools Technology Plan

2012-2014

Vision Statement

Vision Statement

Mitchell County Schools is committed to educating all children

to be productive workers, responsible citizens, and lifelong

learners, enabling them to be globally competitive and prepared

for life in the 21st century. With rigorous and relevant

curriculum, skilled teachers in 21s century content, and inviting

supportive technology rich classrooms, students will be fully

prepared the life and the workplace.


Strategic Priorities

2012 - 2014

Mitchell County Schools will take advantage of and utilize the many opportunities

offered through a shared services model so that all teachers, students and parents may benefit.

Through leveraging NCEdCloud offerings, statewide initiatives and programs, service and

reliability should increase for all stakeholders. We may now be able gain opportunities and

services that we may otherwise would never have been able to obtain. The overall impact of a

statewide shared services plan with technology is an important tool to maximize strategic

budgeting and purchasing power. Which in turn yields better teacher and student contact with

21st century technology tools and services. Mitchell County Schools will consider any feasible

technology products or services offered as part of a statewide shared services model in order to

leverage more effective use of capital, with the ultimate goal of enabling 21st century faculty to

provide 21st century instruction to 21

st century students.

In order to promote universal access to personal teaching and learning devices teachers

and students will be provided access to personal devices equitably throughout our system.

Technology is a critical part of student learning which expands the classroom beyond the

traditional limits of time and space. In order to expose teachers and students to these expanded

opportunities, all teachers and students will be provided the opportunity to work in a technology

rich environment. Universal access to personal devices also allows teaching and learning to

respond to a more effective and unique learning styles of today’s students. The use of personal

learning devices also helps foster and expand our sense of community by changing the way

teachers, students, and parents interact with each other.

Access to digital teaching and learning devices allows access to foster and enhance 21st

century learning skills and knowledge. To better prepare students for higher education and

workforce preparedness, it is imperative for students and teachers to have access to these digital

devices. Mitchell County teachers and students need, more than ever, to be immersed in a digital-

rich learning environment will allow our students and teachers to be competitive locally and

globally. Teachers and students must not only have access to resources but also appropriate

professional development and training with them. Training and time to plan for effective use of

these resources is essential and an active part of our technology plan and programs. Our LEA

still requires teachers to earn 3.0 CEUs in technology per renewal cycle, which encourages

teachers to attend professional development offered in technology. We are very excited about

the move to more digital resources and hope to lead the way with digital textbooks.

Professional Development is the key to our successful implementation of and use of

technology for both our teachers and students. Mitchell County Schools is dedicated to

providing the time and resources for a complete and comprehensive process of professional

development. Many strands of professional development are being developed to meet the needs

of our LEA, schools, disciplines, grade levels and classrooms. Through our Race To The Top

Grant we see the move to Common Core and Essential Standards as an opportunity to integrate

and implement a system-wide K-12 Technology plan and infrastructure. We are partnering with

the North Carolina Department of Public Instruction to become better at technology-enabled

professional development. Teachers, administrators, and staff will continue to work with

colleagues to guide our LEA toward more effective uses of 21st Century tools for teaching,

learning, and managing instruction by supporting teachers’ desire for intrinsic learning as well as

providing grade and content specific resources to integrate technology across the curriculum.

Mitchell County School leaders are creating visions and leading for 21st century teaching

and learning. Our leaders lead by example and continually strive to improve their role in the

learning environment. All strive to create and maintain a robust 21st century learning culture in

their schools and our system. Targeted professional development for leadership, teachers, and

the community is planned to support all grade levels and abilities. Administrative and leadership

meetings are scheduled throughout the year to help ensure that all leaders continue to support

and lead in 21st century ways.

Strategic Priority 1: A Statewide Shared Services Model

Essential Questions for Mitchell County Schools

How will we leverage collaborative purchasing to pay substantially less for technology

services and platforms?

How can a Statewide Shared Services Model assist in shifting primary support from

infrastructure to instructional needs?

How can a Statewide Shared Services Model enable increased infrastructure and

technology efficiency and sustainability?

How can a Statewide Shared Services Model provide higher service reliability?

How can a Statewide Shared Services Model facilitate more strategic budgeting models for

our LEA/Charter School?

Current Status and Moving Forward

In order to provide for equitable and additional access to 21st century instructional tools

and resources and devices, Mitchell County Schools is currently required to make significant

investments in connectivity, infrastructure, devices, and digital resources. While grant assistance

for devices and the Federal E-Rate program certainly do enable initiatives that would have

otherwise been financially unattainable, it is important to note that this assistance does not

necessarily account for the entirety of the cost of implementing these initiatives. Mitchell County

Schools is still responsible for a portion of hardware, majority of software, and entirety of

support costs. During a time of less-than-favorable conditions regarding the state budget for

public education, it is becoming ever more difficult to retain the level of fiscal efficacy required

to deliver access to 21st century instructional tools, resources and devices which students need to

remain competitive in tomorrow’s workplace and post-secondary education environments.

In order to remain competitive as a LEA with regard to providing access to technology

and 21st century instructional tools and resources, it is the aim of Mitchell County Schools to

take full advantage of the economies of scale provided for by collaborative purchasing in order

to pay substantially less for technology services and platforms. As an individual LEA, we require

certain technology products and services that are often prohibitively expensive. By recognizing

these needs among a substantial number of LEAs at the state level and arranging collaborative

purchasing, the statewide shared services model allows rural LEAs like Mitchell County Schools

access to technologies and services that would have been otherwise unattainable. Mitchell

County Schools will begin to implement projects that utilize the statewide shared services model

and collaborative purchasing by identifying and communicating potential processes, software,

hardware and infrastructure needs that could benefit from enterprise-class solutions which are

only feasible to obtain through collaborative purchasing. Potential candidates for projects that

could take advantage of the statewide shared services model are a district-wide LMS, E-mail,

Content Filtering and Virtualization Resources.

In addition to mitigating the initial investment required to procure technology products

and services, it is important to point out that with the adoption of products and services acquired

through collaborative purchasing or offerings provided through the NC Education Cloud,

Mitchell County Schools also stands to significantly reduce ongoing support and expansion costs

of the hardware and software that would otherwise have been needed had these products and

services been procured individually and hosted in-house. These reduced costs will be easy to

express in fiscal terms, but it is also important to note that there will be a significant reduction in

time required to support these products and services as well. Currently, a great deal of time and

effort is spent supporting in-house infrastructure. By allowing technicians to spend less time on

supporting infrastructure, offerings adopted as part of the NC Education Cloud will enable more

time to be spent each day addressing the technology needs of instruction. Instead of supporting

hundreds of individual devices in addition to instructional needs, support personnel would only

be required to support a minimum level of hardware required for connectivity when utilizing

NCEdCloud offerings such as Virtual Desktop Infrastructure, Virtualization Resources, Hosted

E-mail, Hosted Content Filtering, and a Hosted Learning Management system.

Because of the reduced investment on hardware platforms and applications in addition to

reduced support costs and a shift in the primary support focus of technology personnel, Mitchell

County Schools would be able to enable increase infrastructure and technology efficiency and

sustainability. This would be accomplished by re-allocating a portion of the investment that

would otherwise have been spent on in-house infrastructure applications and hardware to

advanced connectivity and access devices. By moving the hardware and software required to

provide instructional tools, resources, and business functions to the cloud and investing in better

methods to access the NCEdCloud, Mitchell County Schools would provide more efficient

services that take advantage of far more computing capacity, connectivity and redundancy than

could ever have been attained if hosted in-house or if purchased individually. This would also be

a sustainable model for our LEA to choose because of the fact that the same economies of scale

that make initial procurement feasible also allow for very effective maintenance and expansion

of the services offered in the future.

Another obvious benefit of leveraging NCEdCloud offerings is enterprise-scale capacity

and redundancy, which work hand-in-hand to provide unparalleled service reliability. Currently,

Mitchell County Schools has made significant investments in providing limited failover

capability and backup of services, but the cost of implementing true redundancy often proves to

be prohibitive. Even with best faith efforts made, single points of failure still exist. Namely,

connectivity proves to be a major single point of failure – the base cost of implementing and

maintaining fiber-optic connectivity between schools and providing for connectivity to NCREN

is very expensive. MCS does receive E-Rate and DPI assistance for these connections, but there

are currently no provisions for providing redundant connectivity. Services hosted within the

MCS network currently become unavailable if the connection to the Internet fails. NCEdCloud

offerings will by nature provide for both high-availability and redundancy, so this proves to be

yet another benefit of leveraging these offerings – even if access connectivity via the MCS

network fails or becomes congested these services would still be able to be accessed via other

providers and the public internet.

The overall impact of the statewide shared services model for enabling effective use of

technology in instruction for Mitchell County Schools cannot be underestimated. It undoubtedly

provides for a much more strategic budgeting model, much more effective use of funds, and

helps to even the playing field between rural and much larger LEAs who have access to much

more funding. Moving forward, Mitchell County Schools will consider any feasible technology

products or services offered as part of the statewide shared services model as a possibility for

implementation in order to leverage a much more effective use of capital with the ultimate goal

of enabling 21st century faculty to provide 21

st century instruction to 21

st century students.

Using the chart below, briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other

plans/ initiatives being implemented in your LEA.

Alignment to Other Plans and Initiatives:

Strategic Priority 1: A Statewide Shared Services Model

Mitchell County Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the

strategic priorities of our plan...

ACRE

Mitchell County Schools will participate in the shared services model offerings, which will better prepare for the transition to online

assessments, digital textbooks and universal access to personal teaching devices.

Career and College Ready, Set, Go!

Mitchell County Schools will build upon technology-enabled educations initiatives to support and build technology to support our

next generation.

Race to the Top Local and State Scopes of Work

Mitchell County Schools will leverage the work RTTT is providing with shared services in a “cloud” environment to ensure we access

and pay for only software applications that are needed.

Other LEA initiatives/plans



1. Statewide Shared Services Model

Goals should be precise and measurable. See notes/guidelines regarding evaluation.

Suggested Goals/Targets Year 1

July 1, 2012 – June 30, 2013

Year 2

July 1, 2013 – June 30, 2014

Yearly Evaluation

Evaluation

Method(s) DPI Use

Provide equitable and

additional access to mobile

devices and

● Continue 1:1 initiative at MHS

● Implement 1:1 day use at

middle schools

● Deploy laptops to middle

school teachers to reach a ratio

of 1:1

● Responsible: Administration,

One to One Engineer, One to

One Director, Technology

Facilitator, Director of

Technology

● Continue support of

initiatives, ensure adequacy

and garner fiscal support for

acquisition of new devices &

device replacement.





Technology

Equity survey

for MCS

Evaluation of

middle school

One to One

program

Provide equitable and

additional access to digital

resources

● Conduct planning and pilot for

implementation of a district-

level learning management

system

● Encourage and facilitate

increased adoption and use of

digital resources such as

Discovery Education / United

Streaming & NCWiseOWL





Technology

● Investigate feasibility of

adoption of digital textbooks or

viable alternatives





Technology

Number of

teachers and

classrooms

utilizing digital

resources

Evaluation and

progress of

LMS

deployment

Reduce operating costs by

facilitating a more strategic

budgeting model

● Explore alternatives to

antiquated systems (AS400,

SEA System, Policy Hosting)

● Encourage migration of these

systems to cloud-based

alternatives

● Responsible: Director of

Technology, Technology

Engineer, IT Staff, Finance

Officer

● Minimize dependence on in-

house applications and find

ways to utilize the purchasing

power and economies of scale

of state initiatives to replace

these applications and

implement ones applications

going forward




Officer

Projected

versus actual

budget figures

Facilitate a more strategic

budgeting model utilizing

blended funding and reducing

isolated programmatic

spending

● Focus on infrastructure

spending to allow adoption

of cloud-based initiatives.

Cloud-based initiatives

provide for a vast reduction

in hardware and support

costs required for in-house

applications




Officer

● Realize savings by actively

adopting feasible NC

Education Cloud offerings




Officer

Actual number

of cloud based

services

utilized

Cost savings

analyses

Promote/maintain innovative

funding model by utilizing

NCEdCloud offerings and

alternatives

● Explore options provided

by NCEdCloud as a means

to effectively utilize

economies of scale and

minimize local financial

responsibility for IT

Projects.



● Formulate concrete plans for

adoption and begin

implementation of

NCEdCloud offerings to

realize cost savings.




Officer

Actual number

of cloud based

services

utilized

Cost savings

analyses


Officer

Maximize E-rate in support of

instructional programs

● Ensure equitable and

additional access to

instructional tools through

effective delivery by

investing in infrastructure

expansion.

● Maintain cell phone service

for quick access to support.

● Maintain and implement

plans for capacity expansion

and redundancy of fiber-

optic WAN (wide area

network).

● Maintain and implement

plans for capacity expansion,

redundancy, and upgrades of

telecommunications service

and equipment.

● Collaborate with MCNC and

DPI to maintain and plan for

capacity expansion and

redundancy of Internet

access, given 1 to 1 initiative

deployments and migration

to cloud solutions.

● Maintain web hosting for

district and school websites.

Explore opportunities for

using NCEdCloud for

hosting.

● Plan and implement

● Continue to provide for

effective delivery of 21st

century educational resources

and tools through continued

infrastructure maintenance

and upgrade projects.

● Continue to maintain cell

phone service for quick

access to support.

● Continue to maintain WAN

and implement capacity

expansion projects.

● Continue to maintain

telecommunications service

and equipment and

implement upgrade projects.

● Continue to maintain Internet

Access in addition to

monitoring usage threshold

and implementing capacity

upgrades as necessary.

● Continue maintenance of web

hosting for district and school

websites. Implement hosting

in the NCEdCloud if offering

is available.

● Continue planning and

implementation of

infrastructure upgrades to

ensure adequate access to

cloud solutions.

Evaluate

internal

connections

and services

Collaborate

and work with

MCNC for

stress testing

and evaluation

infrastructure upgrades to

ensure readiness for cloud

based solutions.

● Video conferencing cost /

benefit analysis and project

selection


virtualization projects and

resources for applications

not feasible for the cloud


infrastructure upgrade

projects specific to

facilitating wireless access in

the community





Technology

● Video-conferencing project

planning and implementation

● Continue implementation of

virtualization projects and

resources for applications not

feasible for the cloud

● Continue implementation of

infrastructure projects

specific to facilitating

wireless access in the

community





Technology

Provide content filtering in

accordance with the

Children's Internet Protection

Act (CIPA).

● Continue to maintain on-

premise content filtering

solutions

● Plan for adoption of feasible

NCEdCloud offerings

● Responsible: One to One

Engineer, One to One

Director, Technology


Technology

● Move to cloud-based filtering

with NCEdCloud if available,

otherwise continue

maintenance of on premise

solutions.

● Responsible: One to One

Engineer, One to One Director,

Technology Facilitator,

Director of Technology

Continually

monitor

content filter

reports for

CIPA

compliance

Strategic Priority 2: Universal Access to Personal Teaching and Learning

Devices

Essential Questions

What is universal access to personal teaching and learning devices?

Why do our teachers and students need access to personal teaching and learning devices?

How will we provide ample access to individual teaching and learning devices?

What models can be used for implementing universal access to personal teaching and

learning devices in our LEA/Charter.


Universal access to personal teaching and learning is providing access to a technological

device (i.e. desktop, laptop, iPad, etc) in grades kindergarten through eighth during school hours

and during and after hours for ninth through twelfth graders in Mitchell County Schools. Grades

ninth through twelfth will have twenty-four access through a 1:1 learning environment using

MacBooks. Middle schools will have access to 1:1 learning during school hours by using

netbooks. iPads will be provided for all Exceptional Children’s classrooms. We will explore the

options of going 1:1 in kindergarten through fifth grade by visiting successful models of 1:1 at

these grade levels as well as researching devices most suitable for primary and elementary

schools.

Teachers and students need access to personal teaching and learning devices in order to

provide an equitable opportunity for all students to experience a technology-rich environment

and to ensure our students are prepared for the workplace and life. Technology is a critical part

of learning, expanding the classroom beyond traditional limits of time and space. Technology

enables teachers to respond more effectively to the unique learning styles of today’s students.

Technology expands our sense of community by changing the way teachers, students, and

parents interact with each other.

We will provide access to individual teaching and learning devices by providing ninth

through twelfth graders with MacBooks for twenty-four hour access, netbooks for grades sixth

through eighth during school hours, and computer labs and classroom computers for

kindergarten through fifth grade until a decision is reached providing access on a personal level

for each student.

Project based and inquiry based learning models can be used for implementing universal

access to personal teaching and learning devices in Mitchell County Schools. In addition,

Mitchell High School will utilize the SOAR program to teach responsible use of technology as

well as to continually train students on use of MacBooks and updates for this device.




Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices



ACRE

Mitchell County teachers and students will utilize online state and federal resources to support the movement to the Common Core

and Essential Standards.


Mitchell County students, teachers, parents and administrators will access data and resources to inform decision-making related to

instruction, assessment, and career and college goals.


Mitchell County Schools now employs a technology facilitator through RTTT funding which will help foster universal access for

teaching and learning.

One to One Laptop Initiative

The Mitchell High School Laptop Initiative will support universal access to personal teaching and learning devices inclusively.

One to One Day Use – Middle School

Both Middle Schools will begin to roll out and support a one to one day use program where universal access to personal teaching and

learning devices will be supported during the school day.

iPad Day Use – Exceptional Children’s Program

Exceptional Children in Mitchell County will have access to personal teaching and learning devices through our IPad day use

program.

Priority 2: Universal Access to Personal Teaching and Learning Devices



July 1, 2012 – June 30, 2013

Year 2

July 1, 2013 – June 30, 2014

Yearly Evaluation

Evaluation

Method(s) DPI Use

Develop a comprehensive

sustainable LEA plan for

universal access. Resources:

NCDPI, NCLTI, Educator

Recruitment & Development,

and District & School

Transformation

● Continue universal access

to grades 9-12 with one to

one learning environment

● Introduce one to one day

user model at middle

schools

● Exceptional Children’s

Program to utilize iPads

● Promote public wireless

access in the community

(parks, businesses) in

order to support student

access needs of 1:1

initiative

● Responsible: Directors for

Curriculum, Technology

and Exceptional

Children’s Program and

teachers and

administrators

● Continue to support and

build capacity for our one

to one environment

● K-5 Model for universal

access and one to one

environment

● Visit successful models of

K-5 one to one programs

● Continue to encourage

public wireless access in

the community

● Responsible: Directors for

Curriculum, Technology

and Exceptional

Children’s Program and

teachers and

administrators

Faculty and

staff training

evaluations

Monitor and

evaluate usage

of devices and

services

Communicate your plan to all

stakeholders.

● Report to business and

community

● Re-Report out to county

commissioners, education

board, faculty, staff and

parents

● Responsible:

● Professional Development

for better communication

for administrators

● Continue to build

relationships with

stakeholders

● Communication and

Survey results

of trainings

Semi-annual

meetings

Golden Leaf

Interim reports

News letters to

Superintendent, Directors

of Curriculum,

Instruction, Technology

and administrators

learning classes for parents

concerning technology

● Responsible: School

Administrators, Director

of Instruction and

Technology

parents and

community

Board of

Education and

County

Commissioner

Meetings

Increase overall access to

personal learning devices.

● Explore devices that are

most effective in

classroom

● Continue to learn more

about “bring your own

devices”

● Responsible: Classroom

Teachers, Administrators,


Directors of Curriculum,

Instruction and

Technology

● Implementation and use of

“bring your own devices”



Facilitator, Technology

Engineer

Percentage of

students with

personal

learning

devices

Annual survey

and

measurement

Utilize Personal Learning

Devices to promote student

owned learning.

● Project based learning

● Inquiry based learning

Methods

● Responsible use of

technology

● Promote the SOAR

Program 9-12

● Responsible: Directors of

Curriculum, Instruction,

Technology and


Administrators and

Teachers

● Project based learning

● Inquiry based learning

Methods

● Responsible use of

technology

● Promote the SOAR

Program 9-12

● Responsible: Directors of

Curriculum, Instruction,

Technology and


Administrators and

Teachers

Student and

teacher survey

assessing

applications,

web sites and

other inquiry

techniques

Student

products:

podcasts,

movies,

reports, online

portfolios

Strategic Priority 3: Statewide Access to Digital Teaching and Learning

Resources, Including Digital Textbooks

Essential Questions

What are digital teaching and learning resources? What are digital textbooks?

Why do teachers and students need access to digital teaching and learning devices?

What are the benefits of digital textbooks?

What are open educational resources and how can they is used?

How can access to these resources be increased in our LEA?


Digital teaching and learning resources improve the supply of content and types of

assessments offered to students and teachers. These resources are generally delivered through an

electronic device connected to the Internet. Digital textbooks are powerful resources for students

and teachers as well. Content, which was traditionally delivered via printed copy, is now offered

by most publishers in a digital format. Benefits to this format include extra resources that may

not be available in print, less damage occurs in the digital format, and digital copies are easier to

replace.

Teachers and students need access to digital teaching and learning devices to foster and

enhance 21st Century Learning Skills. To better prepare students for higher education and

workforce preparedness, it is imperative for students and teachers to have access to these digital

devices. Our students are competing now more than ever for college enrollment. Additionally,

they are competing with displaced workers for entry-level type jobs that in the past were readily

available. Being immersed in a digital-rich learning environment will allow our students and

teachers to be competitive locally and globally.

Open educational resources are resources primarily available online that does not require

licensing agreements. Many times these open resources are free to the user. Open resources

such as “Open Office” can be used to help students and teachers access software needed to

produce documents for assessment and evaluation. Other open resources, such as Web 2.0 tools,

can be utilized to excel in project-based learning opportunities. Moreover, content specific

curriculum is also available as an open educational resource. Basically, teachers can create their

own content with open resources, aligning it with Common Core Standards. Some content

changes so rapidly; therefore, the only way to ensure students are receiving the most up-to-date

information is to continually update the content.

Although many teachers are using these digital and open educational resources, the use

can be increased in our LEA. By providing teachers with appropriate professional development,

they will be more likely to use these resources. In addition, allowing teachers time to plan for

effective use of these resources is essential. Our LEA still requires teachers earn 3.0 CEUs in

technology per renewal cycle. This encourages teachers to attend any professional development

offered in technology. Moreover, training is necessary for school administrators. Many are

unsure of what to look for in a more digitally-rich classroom.




Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks



ACRE

Mitchell County Schools will utilize digital teaching and learning resources to support the Accountability and Curriculum Reform

Effort.


Utilize digital teaching and learning tools and resources to support all the initiatives in Career and College: Ready Set Go!


Mitchell County Schools will utilize the NC Education Cloud to support digital teaching and learning through cost effective

networking and sharing.


Mitchell High School Students will have continuous access to digital learning resources through the one to one laptop initiative.



3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks



July 1, 2012 – June 30, 2013

Year 2

July 1, 2013 – June 30, 2014

Yearly Evaluation

Evaluation Methods(s) DPI Use

Shift from traditional print

and paper-based resources to

affordable, current online

resources

● Continue to support

electronic resources for

teachers and learning

● NC Learn – education

of other online

resources

● NC TIES – share best

practices and new and

innovative resources

● Responsible:

Technology Directory,

Technology Engineer,

Director of Curriculum

and Instruction,


Media Specialists

● Electronic textbooks

● Responsible:




and Instruction,


Media Specialists

Analyses of cost

reduction for

paper based

resources

Effectiveness of

subscriptions to

online testing

programs and

resources

Utilize procured resources

such as NC WiseOwl, and

other open education

resources

● Resource Listing –

Explanation of them all

● Present to faculty

● Present to parents

● Gain Access to United

Streaming, PBS online

free resources, NC Live

through public libraries

for all schools and

students

● Responsible:


● Partnership better with

public library and

Mayland Community

College

● Share Resources better

● Responsible:




and Instruction,


Media Specialists

Monitor usage of

open educational

resources

Evaluate

available open

source resources

Continue to

update

resources:

faculty, media,

MTAC meetings



and Instruction,


Media Specialists

Use digital content aligned

specifically to Common Core

and NC Essential Standards

● Curriculum Mapping

with ELA and Common

Core

● DPI Information and

support

● Race To The Top

support

● Support materials for

Common Core – Roll

Out Year

● National associations

and organizations

● Responsible:




and Instruction,


Media Specialists

● Better digital resources

at all levels and

disciplines and sharing

of ideas

● Sharing and

Communicating of Ideas

● Responsible:




and Instruction,


Media Specialists

Monitor usage of

digital Common

Core and

Essential

Standards

content

Evaluate

Common Core

and Essential

Standard digital

content for its

effectiveness

and usefullness

Ensure equity to digital

teaching and learning

resources from school to

school in your LEA.

● Repository for class

content on our learning

management system

● Equitable distribution of

electronic devices

● Responsible:




● Learning Management

System – System-wide

● Responsible:




and Instruction,


Media Specialists

Progress monitor

inventory

records

Monitor and

evaluate

implementation

and usage of

digital resources

and Instruction,


Media Specialists

Strategic Priority 4: A Statewide Model of Technology-Enabled Professional

Development

Essential Questions

What skills are needed to transition to digital teaching and learning resources?

How can these skills be delivered and sustained to our LEA teachers and administrators?

How do teachers, administrators, and staff work with colleagues to guide our LEA toward

more effective uses of 21st Century tools for teaching, learning, and managing instruction?

How are teachers, administrators, and staff prepared to understand, implement, and assess

the span of skills and processes that students need to succeed in the 21st Century?

How are teachers, administrators, and staff prepared to apply 21st Century assessment

systems to inform instruction and measure 21st Century knowledge, skills, performance,

and dispositions?


The skills needed to transition to digital teaching and learning resources will be gained

through professional development. MCS will provide time and resources to promote more

participation by setting aside time for monthly faculty meetings to educate and support teachers

on Common Core and Essential Standards for Technology Implementation. We will also keep

our LEA requirements of 3.0 CEUs to keep teachers up-to-date with using technology in the

classroom.

Teachers, administrators, and staff work with colleagues to guide our LEA toward more

effective uses of 21st Century tools for teaching, learning, and managing instruction by

supporting teachers desire for intrinsic learning as well as providing grade and content specific

resources to integrate technology across the curriculum. We will continue to educate our

leadership in the use of the IMPACT model. Administrators will encourage flexible access with

media center and media specialists and collaborate between media, technology, and teachers.

Resources will be provided through online support through DPI, Common Core and Essential

summer training, and fall leadership trainings at WRESA.

Teachers, administrators, and staff will understand, implement, and assess the span of

skills and processes students need to succeed in the 21st Century by communicating about and

sharing pros and cons of instructional resources. MCS will use online testing programs, such as

ClassScape for formative and summative assessments, Work Keys, Quia, and Google Docs to

make and share tests and data.

Teachers, administrators, and staff will apply 21st Century assessment systems to inform

instruction and measure 21st Century knowledge, skills, performance, and dispositions by

providing professional development for data informed decision making using ClassScape, Quia,

EVASS, etc. This data will be used to close the disconnect between what data tells us and the

information we teach. Teaches will then be assessed on how they are using data to dictate what

is taught.




Strategic Priority 4: A Statewide Model of Technology-Enabled Professional Development



ACRE

Mitchell County Schools teachers will participate in technology enabled professional development as we transition through the

Common Core/Essential Standards and our accountability and curriculum reform efforts.


Mitchell County Schools endorses and support all professional development that supports 21st century learning skills, which is the

critical component of being career and college ready.


Mitchell County Schools will benefit from the instructional resources that have been designed through the RTTT funding to help

educators develop a deep understanding of the new standards in an effort to increase student outcomes.


Teachers with their one to one devices are able to support and access electronic professional development opportunities more readily.



4: A Statewide Model of Technology-Enabled Professional Development



July 1, 2012 – June 30, 2013

Year 2

July 1, 2013 – June 30, 2014

Yearly Evaluation

Evaluation Method(s) DPI Use

Implement a plan for

embedded technology-enabled

professional development for

teachers and administrators.

● Provide time and

resources to promote

more participation

● Train better and more in

depth on devices

● Keep LEA CEU

Requirement

● Monthly faculty

meetings to support

Common Core and

Essential Standards

Technology

implementation

● Responsible:

Administrators,


Technology Director,


and Instruction

● Embedded technology –

enable professional

development for all –

technology only going to

grow

● Responsible:

Administrators,




and Instruction

Continue to

monitor faculty

CEU

requirement

Training

evaluations

Support models that promote

and further the ideals of

technology-enabled and

integrated professional

development

● Continue to support the

teacher for intrinsic

learning

● Integrate technology

across the curriculum

● Training and support

from the Friday Institute

– NC State

● Responsible: Teachers,

● Teacher leadership to

build capacity for

integrated professional

development

● Training and support

from the Friday Institute

– NC State


Administrators,

* Evaluate and monitor

the integrated

professional

development process

provided by DPI and

other sources of

technology tools and

resources

Administrators,


One to One Director,

Media Specialists,


and Instruction



Media Specialists,


and Instruction

Prepare media specialists and

instructional technology

facilitators to support digital

reform.

● Improve to educate our

leadership and use of the

impact model in our

schools

● Encourage flexible

access with media center

and media specialists

● Use of technology

facilitator

● Encourage collaboration

between media,

technology and teachers


Administrators,



Media Specialists,


and Instruction

● Improve to educate our

leadership and use of the

impact model in our

schools

● Encourage flexible

access with media center

and media specialists

● Use of technology

facilitator

● Encourage collaboration

between media,

technology and teachers


Administrators,



Media Specialists,


and Instruction

Evaluate media

and technology

facilitators PDP

Professional

development

evaluations

IMPACT

Model survey

ISTE Model

survey

Deliver Common Core and

Essential Standards training

to teachers using integrated

technology as a model for

further classroom integration.

● Roll out training

conducted school year

2011-12

● Teacher support though

the use of online

resources: DPI,

Common Core and

Essential summer

● Create Modules by LEA

for continued teacher

learning and support

● Connect educators in

Mitchell with teachers

from other LEA by

means of blogs, wikis

and other shared spaces

Evaluate

professional

development

opportunities

and training

Measure

teacher usage

of Common

training, RESA fall

leadership trainings

● Use of online modules

as provided by DPI

● NC Falcon, ELA

Common Core Mapping

– WRESA\

● Responsible: Teacher

Leadership Team,

Curriculum Director,


● Begin a technology

integration for the month

– 10 in all for technology

across the curriculum

● Responsible: Teacher

Leadership Team,

Curriculum Director,


Core and

Essential

Standards web-

based resources

Prepare staff for online

assessment delivery.

● Communicate with other

LEA to see what they

are doing

● Share resources with

other LEA’S

● Field testing online

● Sign up for pilot

programs

● ClassScape – formative

and summative

assessments

● Work Keys

● QUIA Subscription

● Google Docs to make

and share online

classroom testing

resources

● Responsible: Testing

Director; Director of

Curriculum and

Instruction; Technology

Facilitator,

● Continue to Field Test

online assessments

● Support Online

Resources and continued

testing



Curriculum and


Facilitator,

Administrators, Teachers

Monitor

Professional

Development

SEA System

Administrators,

Teachers

Prepare students for online

assessment delivery.

● Field testing online

● Sign up for pilot

programs

● ClassScape – formative

and summative

assessments

● Work Keys

● QUIA Subscription

● Google Docs to make

and share online

classroom testing

resources



Curriculum and


Facilitator,

Administrators,

Teachers

● Continue to Field Test

online assessments

● Support Online

Resources and continued

testing



Curriculum and


Facilitator,

Administrators, Teachers

Interim practice

assessments

delivered

online

Monitor and

measure

student success

with online

assessments:

ClassScape;

QUIA;

Elements;

Work Keys;

Plan

Provide ongoing support and

professional development

necessary for use of data to

inform instruction.

● Provide professional

development for data

informed decision

making

● ClassScape, QUIA,

EVAAS

● Close the disconnect

between what data tell

us and how we teach

and use the data

● Data Informed Decision

Making Training

● Continue to train and

develop data making

decision process

● Teachers and schools to

share data and process

● Data walls

● Student data notebooks

system-wide

● Responsible: Teachers;


and Instruction; Testing

Director, Administrators;

Monitor

effective usage

of: EVAAS;

ClassScape;

PLAN results;

Work Keys;

Explore

Evaluate

effective

implementation

of Curriculum

Based

● Responsible: Teachers;


and Instruction; Testing

Director,

Administrators;

Technology Facilitator;

Technology Director

Technology Facilitator;

Technology Director

Measurement

Evaluate

effective

implementation

of the Problem

Solving Model

Provide support for teacher

and administrator progress

and evaluation according to

MCREL standards.

● Continued support and

professional

development with the

new evaluation

instrument

● How can we leverage

this process

(information) to

improve teaching and

learning

● Support teachers and

administrators in this

process

● PD on the Technical

side of the new

evaluation process

● Responsible: Personnel

Director;

Superintendent;

Administrators; Director

of Technology

● Continue to update and

train teachers on the

evaluation instrument

● Review specific

requirements and goals

as needed with teachers

● Continue to support the

technical side of the

evaluation process

● Responsible: Personnel

Director;

Superintendent;

Administrators; Director

of Technology

Measure

successful

usage of the

MCREL

evaluation

process

Teacher

Working

Conditions

Survey

Strategic Priority 5: 21st Century Leadership for All Schools and Districts

Essential Questions

Are your LEA/Charter leaders prepared to lead and create a vision for 21st century

education?

Are mechanisms in place for school leaders to create 21st century learning cultures?

Are professional growth programs/opportunities available to prepare teachers and

administrators to lead 21st century learning environments?

Current Status/Moving Forward

Our leaders are prepared to lead and create a vision for 21st century education. Leading

by example, many school leaders are utilizing digital resources such a Google Docs to

communicate and collaborate with faculty and students. In addition, mechanisms are in place for

school leaders to create 21st Century learning cultures. With implementation of the 1:1 learning

environment in grades 9-12, resources from those grades (netbooks) have been shared with

grades 6-8. Targeted professional development is planned for teachers in grades K-8 as

resources find their way to their classrooms. Classrooms K-12 are equipped with data

projectors; many are also outfitted with document cameras. Connectivity speed is adequate to

support our needs.

Although funds are limited, we are providing an abundance of train the trainer-type

opportunities. The technology facilitator for our LEA will continue providing bi-weekly

“Technology Tuesdays” which are open to the entire district. Many administrators have

earmarked funds for media specialists and classroom teachers to attend the NC TIES Conference

in the spring. This professional development opportunity is vital in keeping up with the latest

instructional tools and integration possibilities. We have also implemented a local requirement of

CEU’s for all teachers and administrators.

Briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other plans/ initiatives being

implemented in your LEA.


Strategic Priority 5: 21st Century Leadership for All Schools and Districts



ACRE

Mitchell County teachers and administrators will continue to participate in the various leadership institutes provide by the

Department of Public Instruction through the Accountability and Curriculum Reform Effort


Mitchell County Schools will build upon technological educational initiatives to support and build technology leadership to support the

demands and requirements for our next generation students


Mitchell County School Leadership will utilize the Race to the Top Evaluation process to further develop and foster 21st century

leadership.




5: 21st Century Leadership for All Schools and Districts



July 1, 2012 – June 30, 2013

Year 2

July 1, 2013 – June 30, 2014

Yearly Evaluation

Evaluation Method(s) DPI Use

Create and lead a vision for

21st century education

● Provide training for

leadership regarding

the culture of a

technology-rich

learning environment.

● Offer experiences in

technology driven

classrooms to solidify

the vision of 21st

Century learners.

● Continue professional

development

assessment and

evaluation regarding

1:1 implementation.

● Responsible:

Administrators,



Director of Instruction,

Personnel Director,

Superintendent

● Begin to access

technology integration

in the classroom using

MCREL and offer

support for teachers

when needed.

● Responsible:

Administrators,




Personnel Director,

Superintendent

Survey results

Measure and

monitor classroom

usage of 21 century

technologies

Create 21st century learning

cultures

● Continue placement of

netbooks in grades 6-8

and provide targeted

professional

development for those

grades.

● Explore devices for

grades K-5 and visit

schools with successful

models for those

grades.

● Responsible:

Measure and

monitor placement

and usage of one to

one devices 6-8

(100%)

Evaluate teacher

● Continue to monitor

teacher turnover rates

to ensure stronger

learning culture

● Responsible:

Administrators,




Personnel Director,

Superintendent

Administrators,




Personnel Director,

Superintendent

turnover rates

Prepare teachers and

administrators to lead 21st

century learning

environments

● Provide training for

project-based learning

for all grade levels.

● Complete STNA

assessment for faculty

and administration in

grades K-12.

● Responsible: Director

of Curriculum and

Instruction,


Administrators, Lead

Teachers

● Implement project-

based learning

● Integrate technology

into each curriculum

using LOFTI

● Responsible: Director

of Curriculum and

Instruction, Technology

Facilitator,

Administrators, Lead

Teachers

Develop strategic

partnerships with

community and business to

promote 21st Century

learning.

● Continue sharing

vision to local civic

organizations

government agencies.

● Communicate student

results, data, and

projects to show

evidence of importance

● Provide students the

learning opportunities

geared specifically to

workforce preparedness

using Microsoft IT

Academy

● Responsible:

Administrators,

Measure community

and business

partnerships

Evaluate the number

of hot spots in the

community

Measure the number

of students earning

of 21st Century

learning

● Responsible:

Administrators,




Personnel Director,

Superintendent




Personnel Director,

Superintendent

credentials/certificat

ions

Appendix A: Policies and Procedures


Policy, Procedure, & Guidelines Implementation Chart

Policies, Procedures, & Guidelines

All Policies, procedures and guidelines should be updated to include the fundamentals

of 21st Century Education and Information & Technology Skills. Policies should be

translated into predominant languages of students and parents. Policies, procedures

and guidelines should be displayed along with the STP and other referenced

LEA/Charter plans. Make sure links have navigations that are user friendly.

LEA Policy

Code or

Procedure

LEA

Adoption,

Implementati

on or

Revision

Date

Policies Required

A. Materials Selection Policy including internet resources (GS §115c-98(b)) 3220 1/11/2010

B. Disposal of Equipment / Replacement of Obsolete Equipment (GS §115c-518) 6440 10/19/2009

C. Hardware and Software Procurement (GS § 115c-522, 115c-522.1) 6440 10/19/2009

D. Copyright and Plagiarism Policy (PL §94-553, 90 Stat. 2541), 3230/7330 10/19/2009

E. Acceptable Use Policy (PL §106-554) (including existing 1:1, bring your own device)

3225/4312/

7320 09/21/2009

F. Equipment/Materials Donation Policy (GS §115C-518) 5010 2/21/2000

G. Data Privacy Policy (20 U.S.C. § 1232g; 34 CFR Part 99 (FERPA))

3225/4312/

7320 09/21/2009

H. Inventory Control Policy (GS §115c-539, 115c-102.6A-C(5)) 6510 10/19/2009

I. Access to Services Policy (GS §115c-106.2) 3220 1/11/2010

J. Online Assessment and Instruction Policy Code Name/# Month/Year

K. Advertising and Commercialism Policy (GS §115c-98) (Procurement and gifts ethics) 6401 6440 05/16/2011

L. Internet Safety and Ethical Use including Cyberbullying and Harassment

(Protecting Children in the 21st Century Act, CIPA, FERPA, GS 115C-407)

3225/7320

1710/4021/

7230

1/11/2010

12/19/2011

(Locally identified policies)

Procedures

A. Hardware and Software Deployment 3220 1/11/2010

B. Equipment maintenance and repairs 3220 1/11/2010

C. Outdated Resources and Equipment Replacement 6500 6560 1/11/2010

D. Disaster Recovery of Data and Hardware 6524 1/11/2010

E. Administration of Online Courses

F. Administration of Online Assessment

(Locally identified procedures)

Guidelines

A. Policy Translation 2430 2/21/2000

B. Use of Digital Media and Resources 3220 1/11/2010

C. Instructional Use of Videos 3200 1/11/2010

D. Development of Online Resources 3220 1/11/2010

(Locally identified guidelines)

http://www.ncga.state.nc.us/enactedlegislation/statutes/pdf/bysection/chapter_115c/gs_115c-98.pdf

http://policy.microscribepub.com/cgi-bin/om_isapi.dll?clientID=210935987&depth=2&headingswithhits=on&hitsperheading=on&infobase=mitchell.nfo&record=%7b68D%7d&softpage=PL_frame


http://policy.microscribepub.com/cgi-bin/om_isapi.dll?clientID=210935987&advquery=replacement%20of%20equipment&depth=2&headingswithhits=on&hitsperheading=on&infobase=mitchell.nfo&record=%7b16C6%7d&softpage=PL_frame


http://www.ncga.state.nc.us/enactedlegislation/statutes/pdf/bysection/chapter_115c/gs_115c-522.1.pdf


http://www.copyright.gov/title17/circ92.pdf

http://policy.microscribepub.com/cgi-bin/om_isapi.dll?clientID=210935987&advquery=replacement%20of%20equipment&depth=2&headingswithhits=on&hitsperheading=on&infobase=mitchell.nfo&record=%7b714%7d&softpage=PL_frame

http://www.gpo.gov/fdsys/pkg/PLAW-106publ554/pdf/PLAW-106publ554.pdf

http://policy.microscribepub.com/cgi-bin/om_isapi.dll?clientID=210935987&advquery=replacement%20of%20equipment&depth=2&headingswithhits=on&hitsperheading=on&infobase=mitchell.nfo&record=%7b6A3%7d&softpage=PL_frame




http://ed.gov/legislation/FedRegister/finrule/2004-2/042104a.pdf



http://www.ncga.state.nc.us/EnactedLegislation/Statutes/PDF/BySection/Chapter_115C/GS_115C-539.pdf

http://www.ncleg.net/enactedlegislation/statutes/html/bysection/chapter_115c/gs_115c-102.6a.html

http://policy.microscribepub.com/cgi-bin/om_isapi.dll?clientID=210935987&advquery=replacement%20of%20equipment&depth=2&headingswithhits=on&hitsperheading=on&infobase=mitchell.nfo&record=%7b16F5%7d&softpage=PL_frame

http://www.ncga.state.nc.us/EnactedLegislation/Statutes/HTML/BySection/Chapter_115C/GS_115C-106.2.html

http://policy.microscribepub.com/cgi-bin/om_isapi.dll?clientID=210935987&advquery=replacement%20of%20equipment&depth=2&headingswithhits=on&hitsperheading=on&infobase=mitchell.nfo&record=%7b68D%7d&softpage=PL_frame


http://policy.microscribepub.com/cgi-bin/om_isapi.dll?clientID=210935987&advquery=replacement%20of%20equipment&depth=2&headingswithhits=on&hitsperheading=on&infobase=mitchell.nfo&record=%7b163A%7d&softpage=PL_frame


http://transition.fcc.gov/Daily_Releases/Daily_Business/2011/db0819/FCC-11-125A1.pdf

http://www.usac.org/sl/applicants/step10/cipa.aspx

http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S526v5.pdf






http://policy.microscribepub.com/cgi-bin/om_isapi.dll?clientID=210935987&advquery=replacement%20of%20equipment&depth=2&headingswithhits=on&hitsperheading=on&infobase=mitchell.nfo&record=%7b16E6%7d&softpage=PL_frame







2012-2014-lea/charter technology plan notes and guidelines

Documents