dcss technology plan update

8/2/2019 DCSS Technology Plan Update

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Dougherty County Technology Plan Update

FRIT 8132

Susan Daniels, Summer Mahan, Mary Frances Pinson


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Introduction

The Dougherty County School System, located in Albany, Georgia, is comprised of four HighSchools, six Middle Schools, sixteen Elementary Schools, and four other learning centers. TheDougherty County School System Technology plan is a three-year plan from 2009 to 2012. The

components addressed in the plan include the planning process detailing the involvement andresponsibility for planning and coordination with other planning initiatives. The plan provides anextensive analysis of student academic and technology needs, as well as, district vision statement andperformance objectives for student achievement. The technology mission and the vision for theschool systems technology use are discussed; further, the current access to technology is addressed.The goals and benchmarks are included in the plan, detailing the instructional, administrative,

parent/community uses of technology. The action plan described in the technology plan includesprofessional development strategies; strategies promoting research-based, best practice uses,equitable access strategies, and parent involvement strategies. The communication and marketingplan discusses sharing evaluation results, encouraging stakeholder involvement, and the roles oftechnology in helping students achieve QCC. The appendices address CIPA compliance, acceptable

use policies, and other relevant policies and procedures.

According to the Technology Coordinator, the plan is actually ahead of schedule and is activelyfollowed. The plan is continuously evaluated to insure that technology resources are adequate tomeets the needs of students and stakeholders.

Strengths/Weaknesses

Overall, this technology plan is very well laid out. It includes most of the required components, andthose components explain what it is, how to use that component, and who will be responsible for thatcomponent. On our evaluation, we scored everything a three, which was the highest you can score.The biggest strength of this plan is it was very well planned and very well explained for everyone tounderstand.

Organization was key in the formation of the technology plan. The writers used organizational chartsthroughout the plan to organize data and explain major components to the plan. Using these charts isstrength of this plan.

The weaknesses of the original plan are that items are not included in the plan. Several componentsneed to be added such as standards, a pilot program, software agreements, and a gifts/disposal policy.Another weakness of the plan is it combines components that need to be separated.

Planned Changes

The Mission and the Vision elements of the DCSS Technology Plan were combined and should beseparated. The statements should be distinguished from the Dougherty County School Systemmission and vision; there should be specific mission and vision statement for the Technology Plan.

There were not originally any equipment standards in this plan, so we found a policy to add fromGlynn County Board of Education.


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The funding information is incorporated into the action plan tables and should be addressedseparately in a Funding section.

There was not originally a pilot program explained. We will add the Google Apps Education Editionpilot program for Albany High School.

Maintenance/Support information was incorporated into the Staff Development table; thisinformation should be addressed separately.

Software agreements were added to the plan; Glynn County Board of Education's agreement wasused because it works well with Dougherty Countys Technology Plan.

A gifts/disposal policy from Murray Countys Technology Plan was added; it is general enough towork well with the DCSS Plan.

Resulting Improvements

The suggestion to separate the Mission and Vision elements of the DCSS plan would clarify thestatements and the intent of the Technology Plan, resulting in an improvement to the overall plan.The other sections that were separated will improve the clarity of the overall Technology Plan.

The Pilot Program of using Google Apps will improve the DCSS Technology Plan at minimal cost.It has already been proposed for DCSS to create email accounts for students. Instead of creatingemail accounts on the existing server, use of this pilot program should determine whether toincorporate Google Apps Education Edition for all schools. Additional benefits for using GoogleApps Education Edition would include: IT personnel setup time, server space saved, reduced harddisk requirements for classroom computers, added applications available to students, and overall

convenience. This initiative should prove beneficial to the Dougherty County School System.

The addition of the National Educational Technology Standards would prove beneficial to thetechnology plan to clarify the ways the technology tools of the school system should be taught andunderstood properly by teachers and students.

The Software Agreement would be a valuable addition to the DCSS Technology Plan. This givesevidence as to how software is purchased for the county. It gives a thorough explanation thatsoftware tools are to be used to benefit the academics of the student. Prior to the purchase of suchsoftware, the tool must be peer reviewed and deemed as effective and valued. The agreement alsostates the people responsible for the approval of software. With this addition to the technology plan,

it will give clarity as to how the software for the county is purchased.


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Table of Contents(The sections are linked within the document, just click on the section)

Broad-based SupportNeeds Assessment

Mission/VisionGoals and ObjectivesAction Plan/Multi-year PlanningProgram IntegrationCurriculum IntegrationEvaluationStandardsFunding AlternativesSchool Pilot Projects/Educational ResearchModel Classroom ConfigurationsFacilities

Maintenance/SupportSoftware AgreementsCopyright/Acceptable Use PolicyGifts and DisposalStaff Development

Broad-based Support

(Original) Technology Collaborative Planning ProcessThe DCSSs technology planning process is managed through technology integration teams

which consist of the technology department, instructional specialists and curriculumsupervisors and coaches. The members of these departments collaborate with the committeesat the local school building level to ensure that the districts vision for technology integration isembraced throughout the school system. The school level committee has representatives fromall instructional levels to serve as a support to the system as a whole. Each local building isserviced by a team of Technology Specialists, Instructional Specialists, and Model ClassroomTeachers. These individuals work with administrators, teachers, students, and staff membersto support the infrastructure, design, implementation, and professional learning for technologyintegration in the classroom.

The Director of Curriculum and Instruction, Director of Management Information System,Coordinator of Educational Technology, Information Technology Project Coordinator, and theInstructional Specialist work in close collaboration to ensure there is a seamless path betweentechnology and instruction. These individuals support the technology planning committee toensure that all instructional department leaders are involved in the process of investigating,testing, purchasing, and implementing software to meet the desired needs of all students.Members of the Department of Curriculum and Instruction, Instructional Specialists, Media,Federal Programs, Technology, and Management of Information Systems communicatefrequently to determine school progress and discuss plans for improvement. This group alsoincludes building administrators, teachers, and business partners to focus on ensuring thatschools are using best practices and are being provided the support that they need. These


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individuals assist the system in determining the direction for technology growth and integrationin one or more of the following ways:

Serve on System Level Professional Learning Committee to ensure that technologyintegration is a viable source for improvement in instruction and studentperformance.

Organize and provide leadership for school level technology initiatives and serveon textbook/software (Social Studies, Language Arts, Science and Mathematics)

adoption committees.

Serve as classroom experts (Model Classroom Teachers) to provide professionallearning regarding technology and technology assistance to their coworkers.

Media Specialists in the DCSS are involved in constructing and coordinating schoollevel needs and participate as a member or facilitator of various groups in the schoolsand selected members attend the annual GaETC to stay abreast with current technologytrends as well as conference exhibits to examine new technologies appropriate for theneeds of the media program and other areas in the school.

Instructional Specialists in the DCSS provide trainings to improve teachers level ofproficiency in utilizing model classroom equipment as well as assists and supportsteachers in the integration of technology for student achievement. They also attendnational, state, and local technology conferences to stay abreast of cutting edgetechnology practices that empower teachers and engage students.

ETC communicates with system level representatives regarding ongoing support

and provides feedback on existing plan, and act as a liaison between the school system

and the Georgia Department of Education.

Business Representatives, Parents, and other community members are involved in thetechnology planning process in the following ways: Local businesses fulfill requests fortechnology resources through our partners in Excellence Program and school council.

The Director of Federal Programs serves as an advisor to the technology planningcommittee.

The following list identifies individuals who will serve and support the technology-

integration initiatives for the 2009-By FY 2012 Technology Plan.

DOUGHERTY COUNTY SCHOOL SYSTEMTechnology Planning Committee 2009-By FY2012

Dianne Daniels, Executive Director of Curriculum and Instruction Mary

Barkley, Information Technology Project Coordinator

Saralyn Barkley, Instructional Supervisor

Les Barnett, Technology Coordinator

Herb Bentford, Management Information SystemsHorace Bentley, Instructional Coach

Tina Crain, Lead Technology Specialist

Jonathan Cude, Instructional Specialist

Rodney Daniels, Instructional Specialist

John I Davis, Instructional Specialist

Vinson Davis, Middle School Asst. PrincipalBrent Fowler, Elementary School Asst. Principal


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Zeda George, Elementary School Principal Dr.

Betty Graper, Federal Programs Director Dr. Ufot

Inyang, Middle School Principal

Debra Johnson, Instructional Coach

Eddie Johnson, Elementary School Principal

Tracy Lane, Instructional SpecialistSheila Marshall, High School Principal

Gail Solomon, Elementary School Principal

William Thomas, Instructional Specialist

Alphonese Wilson, Instructional Specialist

SaJuana Wilson-Williams, High School Asst. Principal

(return to table of contents)

Needs Assessment(Original)

Dougherty County School SystemExtensive Analysis of Students Academic Needs in

Grades 1-8Mathematics CRCT 2008-2009

System Summary Report

CRCT Spring 2009

Total Mathematics

Level 1 Level 2 Level 3

2009 2008 2009 2008 2009 2008

System State System State System State System State System State System State

Does Not Meet Meets Exceeds

Grade 1 7 13 9 14 50 50 56 52 43 37 35 34

Grade 2 11 13 11 15 62 58 70 63 27 29 19 22

Grade 3 24 22 30 29 47 41 41 39 29 37 28 31

Grade 4 27 26 36 30 52 46 52 49 21 29 12 21

Grade 5 23 21 42 28 49 43 45 45 28 36 13 26

Grade 6 40 25 41 31 54 57 55 57 6 18 4 12

Grade 7 26 16 30 20 59 54 59 54 15 30 11 26

Grade 8 49 30 52 38 41 47 39 47 10 23 9 15


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The chart indicates that from the 2008 to 2009 school-year, there was an increasein the number of students in grades 1-8 who were performing at Level 2 and 3(meeting and exceeding standards) with the exception of grade 2 (no change inpercentages). In addition, the chart shows the percentage of students exceedingstandards has increased in grades 1-8.

However, the two year comparison shows the states percentages of studentsexceeding standards in grades 2-8 were greater than DCSS percentages for thesame grade levels. Additionally, the chart indicates that the states percentages ofstudents not meeting standards were less than the percentages in DCSS forgrades 3-8. The data in this chart further indicates that there is a strong need foran evaluation of existing instructional methods in grades 4, 6, and 8. Interventionin this content area is necessary to improvement student performance and tobridge the gap between system and state scores. We consider this data as a trueperformance indicator for addressing this area through the integration oftechnology and innovative instructional strategies.


Grades 1-8Mathematics CRCT 2008-2009


CRCT Spring 2009

Total Mathematics


2009 2008 2009 2008 2009 2008



Grade 1 7 13 9 14 50 50 56 52 43 37 35 34

Grade 2 11 13 11 15 62 58 70 63 27 29 19 22

Grade 3 24 22 30 29 47 41 41 39 29 37 28 31

Grade 4 27 26 36 30 52 46 52 49 21 29 12 21

Grade 5 23 21 42 28 49 43 45 45 28 36 13 26

Grade 6 40 25 41 31 54 57 55 57 6 18 4 12

Grade 7 26 16 30 20 59 54 59 54 15 30 11 26

Grade 8 49 30 52 38 41 47 39 47 10 23 9 15


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System

State

System

State

System

State

System

State

System

State

System

State

The chart indicates that from the 2008 to 2009 school-year, there was an increasein the number of students in grades 1-8 who were performing at Level 2 and 3(meeting and exceeding standards) with the exception of grade 2 (no change inpercentages). In addition, the chart shows the percentage of students exceedingstandards has increased in grades 1-8.

However, the two year comparison shows the states percentages of studentsexceeding standards in grades 2-8 were greater than DCSS percentages for thesame grade levels. Additionally, the chart indicates that the states percentages ofstudents not meeting standards were less than the percentages in DCSS forgrades 3-8. The data in this chart further indicates that there is a strong need foran evaluation of existing instructional methods in grades 4, 6, and 8. Interventionin this content area is necessary to improvement student performance and tobridge the gap between system and state scores. We consider this data as a trueperformance indicator for addressing this area through the integration oftechnology and innovative instructional strategies.

Mathematics Data Represented in a Graph Format

80

70

60

50

40

30

20

10

0

2009 2008 2009 2008 2009 2008


Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

The graph indicates that from the 2008 to 2009 school-year, there was an increase inthe number of students in grades 1-8 who were performing at Level 2 and 3 (meetingand exceeding standards) with the exception of grade 2 (no change in percentages). Inaddition, the chart shows the percentage of students exceeding standards has increasedin grades 1-8.

However, the two year comparison shows the states percentages of students exceedingstandards in grades 2-8 were greater than DCSS percentages for the same grade levels.Additionally, the graph indicates that the states percentages of students not meeting


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standards were less than the percentages in DCSS for grades 3-8. The data in this graphfurther indicates that there is a strong need for an evaluation of existing instructionalmethods in grades 4, 6, and 8. Intervention in this content area is necessary toimprovement student performance and to bridge the gap between system and statescores. We consider this data as a true performance indicator for addressing this area

through the integration of technology and innovative instructional strategies.


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Extensive Analysis of Students Academic Needs inGrades 1-8

Social Studies CRCT 2008-2009

System Summary ReportCRCT Spring 2009

Total Social Studies


2009 2008 2009 2008 2009 2008



Grade 3 30 24 13 11 59 61 72 65 11 15 15 24

Grade 4 35 29 12 10 59 57 77 67 6 15 11 24

Grade 5 30 29 13 11 59 57 74 64 11 15 13 25

Grade 6 NA NA NA NA NA NA NA NA NA NA NA NA

Grade 7 NA NA NA NA NA NA NA NA NA NA NA NA

Grade 8 57 37 51 41 30 44 39 50 13 18 10 9

The chart indicates that from the 2008 to 2009 school-year less DCSS studentswere meeting standards in the area of Social Studies. Each grade level reflected anincrease in the number of students not meeting standards. The chart also indicatesthat in 2008and 2009, 30% to 77% percent of students met the standards across grade levelsand 6% to 15% of the students exceeded standards. Although the chart shows the

number of DCSS students meeting and exceeding standards is less than the statespercentages inmost cases, it also shows the margin by which DCSS students differ from thestates percentages is in fact decreasing.

The data in this chart indicates that there is a need for intervention in this contentarea to bridge the gap between system and state scores as well as decrease thenumber of students performing at Level 1(not meeting standards). We considerthis data as a true performance indicator for addressing this area through theintegration of technology and innovative instructional strategies.

Extensive Analysis of Students Academic Needs


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System

State

System

State

System

State

System

State

System

State

System

State

Grades 3-8Social Studies CRCT 2008-2009

Social Studies Data Represented in a Graph Format

90

80 Grade 3

70Grade 4

60

50 Grade 5

40 Grade 630

20Grade 7

10 Grade 8

0

2009 2008 2009 2008 2009 2008


The graph indicates that from the 2008 to 2009 school-year less DCSS students weremeeting standards in the area of Social Studies. Each grade level reflected an increase inthe number of students not meeting standards. The graph also indicates that in 2008

and 2009, 30% to 77% percent of students met the standards across grade levels and 6%to 15% of the students exceeded standards. Although the graph shows the number ofDCSS students meeting and exceeding standards is less than the states percentages inmost cases, it also shows the margin by which DCSS students differ from the statespercentages is in fact decreasing.

The data in this graph indicates that there is a need for intervention in this content areato bridge the gap between system and state scores as well as decrease the number ofstudents performing at Level 1 (not meeting standards). We consider this data as a trueperformance indicator for addressing this area through the integration of technologyand innovative instructional strategies.


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Extensive Analysis of Students Academic Needs inGrades 1-8

Reading CRCT 2008-2009

System Summary ReportCRCT Spring 2009

Total Reading


2009 2008 2009 2008 2009 2008



Grade 1 5 9 7 10 51 50 58 52 44 41 35 39

Grade 2 8 8 7 8 49 44 60 53 43 48 32 39

Grade 3 19 12 20 13 61 57 60 53 20 31 20 34

Grade 4 20 13 19 13 60 55 61 56 20 32 20 31

Grade 5 17 12 17 13 70 67 72 66 13 21 11 22

Grade 6 18 10 11 9 63 55 71 61 19 35 18 31

Grade 7 15 11 17 12 74 70 76 75 11 19 7 13

Grade 8 14 7 14 9 71 62 72 68 15 31 13 22

This chart representing the Reading CRCT scores indicates that from the 2008 to 2009school-year, there is an increase in the number of students meeting and exceedingstandards in grades 1, 3, and 7. In addition, the chart shows that there is a slightincrease in the percentages of students that are performing at Level 1 (not meetingstandards) in grades 2, 4, and 6. Although the chart shows the number of studentsperforming at Level 3 has increased, DCSS students still fall below the states

percentages of students in Level 3.

Intervention is necessary to improvement student performance and to bridge the gapbetween system and state scores and student and teacher performance on these gradelevels. We consider this data as a true performance indicator for addressing these gradelevels through the integration of technology and innovative instructional strategies.


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System

State

System

State

System

State

System

State

System

State

System

State

Dougherty County School System Extensive Analysis of StudentsAcademic Needs in Grades 1-8

Reading CRCT 2008-2009

Reading Data Represented in a Graph Format

80

70

60

50

40

30

20

10

0

2009 2008 2009 2008 2009 2008


Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

This graph representing the Reading CRCT scores indicates that from the 2008 to 2009school-year, there is an increase in the number of students meeting and exceedingstandards in grades 1, 3, and 7. In addition, the graphs shows that there is a slightincrease in the percentages of students that are performing at Level 1 (not meetingstandards) in grades 2, 4, and 6. Although the graphs show the number of studentsperforming at Level 3 has increased, DCSS students still fall below the statespercentages of students in Level 3.

Intervention is necessary to improvement student performance and to bridge the gapbetween system and state scores and student and teacher performance on these grade

levels. We consider this data as a true performance indicator for addressing these gradelevels through the integration of technology and innovative instructional strategies.


CRCT Spring 2009

Total Science



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2009 2008 2009 2008 2009 2008



Grade 3 24 20 31 25 52 48 52 49 24 32 18 25

Grade 4 26 22 31 26 50 44 44 41 24 34 26 33

Grade 5 24 24 31 29 49 44 51 46 27 32 18 26

Grade 6 50 31 49 34 46 55 49 56 4 14 3 10

Grade 7 42 24 43 25 42 45 47 50 16 30 10 25

Grade 8 50 36 56 40 46 51 40 49 4 13 4 11

The chart indicates that from the 2008 to 2009 school-year, there was a increasein the number of students in all grades except for grade 6 that were performing atLevels 2 and3 (meeting and exceeding standards). However, the chart also indicates that thepercentage of students exceeding standards (Level 3) in all grades were muchlower than the states percentages from the 2008 to 2009 school-year.

The data in this chart indicates that there is a strong need for an evaluation ofexisting instructional methods in grades 6, 7, and 8. Intervention in this content

area is necessary to improving student performance and to bridge the gapbetween system and state scores. We consider this data as a true performanceindicator for addressing this area through the integration of technology andinnovative instructional strategies.


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Grades 1-8Science CRCT 2008-2009

System

State

System

State

System

State

System

State

System

State

System

State

Science Data Represented in a Graph Format

60Grade 3

50Grade 4

40Grade 5

30Grade 6

20Grade 7

10Grade 8

0

2009 2008 2009 2008 2009 2008


The graph indicates that from the 2008 to 2009 school-year, there was a increase in thenumber of students in all grades except for grade 6 that were performing at Levels 2 and3 (meeting and exceeding standards). However, the graph also indicates that the

percentage of students exceeding standards (Level 3) in all grades were much lower thanthe states percentages from the 2008 to 2009 school-year.

The data in this graph indicates that there is a strong need for an evaluation of existinginstructional methods in grades 6, 7, and 8. Intervention in this content area isnecessary to improving student performance and to bridge the gap between system andstate scores. We consider this data as a true performance indicator for addressing thisarea through the integration of technology and innovative instructional strategies.


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Dougherty County 2008-09 Grade 4 CRCT Mathematics Results Ethnicity,Students with Disability and EconomicallyDisadvantaged Students

4thGrade

70%60%

50%

40%

36% 39%

62%

60%

39%

30% 27%

20%

10%

0%

28%

12%13%

29%

2009

2008

All AA White SWDEcon.

Dis.

Subgroups

The graph shows that in the 2008 school year 62% of 4th

grade students with disabilities

(SWD) did not meet state standards and 60% of the 4th

grade students with disabilitiesdid not meet standards in the area of mathematics in 2009. Although the data shows aslight decrease in SWD not meeting standards, it is significantly higher than the 36% ofall fourth grade students in 2008 and 27% of all fourth grade students in 2009 that didnot meet standards.

The data also shows a large gap between the percentage of African American studentsand White Students who are not meeting the standards. In 2008, 39% of African-American students did not meeting standards while only 13% of White Students did notmeet standards.

The percentage of economically disadvantage students not meeting standards decreasedfrom 39% in 2008 to 29% in 2009. Although the data shows an overall improvement

from the previous year, there is still a need for intervention for students with disabilitiesand economically disadvantaged students. The data also clearly shows that there is aneed to bridge the gap between Whites and African-Americans as it conveys anoverwhelming achievement difference.


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Dougherty County 2008-09 Grade 4 CRCT Social Studies Results Ethnicity,Students with Disability and EconomicallyDisadvantaged

4th Grade Social Studies

60%

50%

40%

30%

20%

10%

0%

35%

12%

37%

13%15%

2%

54%

35% 37%

13% 2009

2008

All AA White SWD Econ.

Dis.

Sub-groups

The graph indicates that in 2008 35% of the students with disabilities in the fourthgrade did not meet standards in the area of Social Studies while only 12% of all fourthgrade students did not meet standards. The graph also shows that African-Americanstudents, Economically Disadvantaged students, and Students with Disabilities

performed poorer that all other sub-groups in the two year comparison. Additionally,there is a large gap between the percentage of African-American students and Whitestudents that are not meeting standards.

The data also clearly shows that there is a need for intervention for the Students withDisabilities. There is clearly a need to intervene with all subgroups in this area as eachsub-groups percentage of students who did not meet standards increased from 2008 to2009. It is important to note that this data is extrapolated from the first three years ofGPS in Social Studies. The state is currently undergoing a review process of the GPS inSocial Studies.


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Dougherty County 2008-09 Grade 6 CRCT Reading ResultsEthnicity, Students with Disability and EconomicallyDisadvantaged Students

50%

40%

30%

20%

10%

18%

11%

19%

6th Grade Reading

48%

30%

12%10%

4%

20%

12%2009

2008

0%

All AA White SWDEcon.

Dis.

Sub-groups

The graph indicates that there is a great need for students with disabilities. In 2008, thepercentage of each sub-group not meeting standards increased from 2008 to 2009. Thedata also shows a huge gap between Students with Disabilities performance and the

performance of other sub-groups. There is also a definite need to bridge the gap betweenWhite Students and African American Students as it reflects an overwhelmingachievements difference (19% African American and 10% Whites in 2009).

This data clearly indicates an increase from the previous year of students not meetingstandards, but the system is confident that those scores will subside with the use ofintegrated assessment tools, interactive software, hardware applications and othertechnology intervention.


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Dougherty County 2008-09 Grade 6 CRCT Mathematics Results Ethnicity,Students with Disability and Economically DisadvantagedStudents

6th Grade Mathematics

80%

70%

60%

50%

40%

30%

20%

10%

0%

40%

41%42%

44%

23%18%

67%77%

44% 44%

2009

2008

All AA White SWD Econ.

Dis.

Sub-groups

The graph indicates that in the 2009 school-year 67% of the sixth grade studentswith disabilities did not meet standards in the area of mathematics, a significantdecrease from the previous years 77%. Although a significant decrease relative tothe previous year, it is still significantly higher than all students who did not meetstandards (40%and 41% respectively). Additionally, the graph shows a large gap between thepercentage of African-American students and White students who are not meetingstandards.Although the number of African-American students who did not meet the standardsslightly decreased, it is still 19% higher than the White students percentages of thesame year. The percentage of economically disadvantage students not meetingstandards remained constant from 2008 to 2009.

The data supports that there is a great need for intervention among African-

American and economically disadvantaged students because there is little or nogains in improvement from 2008 to 2009. The data also clearly shows that there is aneed to bridge the gap between Whites and African-Americans as it reflects anoverwhelming achievements difference. In addition, with the exception of studentswith disabilities, very little improvement was shown in either of the subgroups and

the overall 6th

grade population.


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Mission/Vision

(Original)

System Technology Vision, Mission and CommitmentThe mission of the Dougherty County School System is to create a stimulating climate inwhich all teachers, administrators and students will pursue academic excellence throughthe infusion of technology in the classroom. All students, teachers, and administratorswill have full access to technology resources as a tool for learning, communication, andcollaboration.

The Dougherty County School System champions high-quality education and strives tohelp schools provide effective instruction through the infusion of technology into thecurriculum as a support for teaching and learning that will result in high studentperformance. The DCSS Strategic Plan states we believe that we can make a positivedifference in the quality of life for all Albanians providing exceptional service tostudents, educators, schools, and citizens.

The key desired outcome of the DCSS Technology Plan is Increased percentage ofstudents achieving and exceeding state standards at targeted performance levels in theGeorgia Assessment Program.

We are committed to ensure that: All students will be self-directed learners, able to make appropriate use of

suitable technology in order to function in a knowledge-based society. The Dougherty County School System will be a leader in providing technology-

supported and enhanced learning environments. The school system will be a driving force to create learning environments that

maximize the use of technology in the classroom. The school system will inform, challenge, and motivate. We will identify for

system leadership the core elements, the best practices, and the innovativeapproaches that provide the impetus for Dougherty County Schools to truly takeadvantage of technology integration to advance the education of our students.

Dougherty County is committed to the belief that the effective use of technologies willenhance the quality of teaching and positively impact the learning process. We envisionan educational environment that is rich with opportunities for all learners to be exposed

to the benefits of the latest emerging technologies. This educational environment willprepare our students to be high achievers, life-long learners, and successful in achanging society.

The Dougherty County School Systems 2009-12 Educational Technology StrategicPlan addresses the systems mission statement, beliefs, and its commitment totechnology integration. We believe that effective use of technology will positivelyimpact the quality of teaching and learning, and increase student performance. Ourteachers will continue to integrate PowerPoint presentations, interactive whiteboards


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(IWB), the Dibels Assessment Tool, Leaptrack, TI Graphing Calculators, and theClassroom Performance System (CPS) assessment program into instruction toprovide immediate access to student performance data to increase studentperformance. In addition, software programs such as Geometry Sketchpad, iLearnMath, TI Smartview, and MathType will assist in classroom demonstrations, as wellas provide a tool for student work to place in portfolios. Graphics programs willenrich the art classroom. The use of the Internet for research projects in all content

areas will become commonplace. Grade book programs will allow teachers to quicklytrack student progress. Elementary schools continue to use SchoolMax to trackattendance.

While many of our schools are developing an effective infrastructure, some of them arenot yet using their technologies in innovative ways. We understand that effectivetechnology integration is a slow process that requires change in the way we perceiveeffective teaching. Therefore, we are committed to provide the technological resourcesand training that is necessary to ensure that the students in the Dougherty CountySchool System will be able to compete in a society that is in a state of constant changeand growth in the area of technology.

The Dougherty County School System Educational Technology Strategic Plan is thevehicle that will provide guidance to identify resources that will assist the school systemwith providing effective instruction and improve student performance throughclassrooms where teachers integrate multi-media technology into inquiry-based,student-centered, interdisciplinary, and collaborative teaching practices.


Goals and Objectives

(Original tables below)


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TECHNOLOGY GOALS 2009-By FY 2012

ACCESS TO TECHNOLOGYGoal: To continue to improve, maintain, and support the network infrastructure to assure access

for all employees and students to meet educational needs.Action Plan / Strategies Benchmarks Evaluation

Method/TimelineFundingSource/Amount

Person(s)Responsible

System will provide upgrades tofiber network services forexisting

structures.

By FY 2010 E- RateApplicationElectrical upgrades

will be provided toexisting structures.

By FY2009System AnnualTechnology Inventory

FY 2010 E-RateProjected-$675,000.0

0 annually

MIS Director


will beprovided to


FY 2011 E-RateProjected-$675,000.00 annually


will be provided to


FY 2012 E-RateProjected-$675,000.00 annually

The system will continue toobtain instructional resourcesto support

the integration of technologyinto the standards-basedcurriculum.

By FY 2010 thesystem will use

Achievement

Series to createbenchmarkassessments tosupport data-driven

By FY 2010software inventoryand report

conducted by theDirector ofEducationalTechnology and

FY 2010Projected-$10,000Title 1

Staff DevelopmentTitle II A

Principals and FederProgramsCoordinators.

By FY 2011 thesystem will reviewsoftware tosupport datadriven instructionin everycurriculum area.

By FY 2011software inventoryand reportconducted theDirector ofEducationalTechnology andCurriculumSupervisors.

FY 2011Projected-$10,000Title 1Title II DTitle II A


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By FY 2012 the systemwill review andacquire,as appropriate, softwareto support datadriven instruction inevery curriculumarea.

By FY 2012 softwareinventory and reportconducted by theDirector ofEducationalTechnology andCurriculum

FY 2012Projected-$10,000Title 1Title II DTitle II A

The system will provideupgrades for switches andservers of allstructures in the school system.

By FY 2010Switches and servers

will be evaluated fornecessary upgrades

for all schools.E Rate Application

By FY 2010 SystemAnnual TechnologyInventory

FY 2010E-RateProjected-$75,000.00 annually

MIS Director


will be evaluated fornecessary upgradesfor all schools.E Rate Application

By FY 2011 SystemAnnual TechnologyInventory



will be evaluated fornecessary upgradesfor all schools.E Rate Application

By FY 2012System AnnualTechnologyInventory


The system will maintain the

VoiceOver IP (VoIP) program.

By FY 2010 VoIP will

be maintained for allbuildings within thesystem.E Rate Application

By FY 2010

System AnnualTechnology Inventory

FY 2010

E-RateProjected-$60,000.00annually

MIS Director

By FY 2011 VoIPwillbe maintained for allbuildings within thesystem.E Rate Application

By FY 2011System AnnualTechnology Inventory

FY 2011E-RateProjected-$60,000.00annually

By FY 2012 Voice OverIP program will beprovided for all

By FY 2012System AnnualTechnology Inventory

FY 2012E-RateProjected-


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within thesystem. E Rate

$60,000.00annually

System will provide studentswith equitable and easy accessto the Internet, web-basedlearning, andtechnologies to obtaininformation and resources fromremote locations in an effort tocollaborate, publish and interactwith peers, experts, andother audiences.

By FY 2010The system willadopt social studiesinstructional materialsthat incorporatetechnology andprovide technologyresources for

By FY 2009-2012Curriculum AdoptionReview Team

Attendance Recordwill indicate that thecurriculumadoptioncommitteerepresentativesfromeach school met toreview instructionalmaterials to insurethatminimumtechnologystandards are met.

FY 20010Projected-$0

Director ofCurriculum andInstruction DirectorofEducationalTechnology

By FY2011The system will

adopt mathinstructionalmaterialsthatincorporatetechnology and providetechnology resources

FY 2011Projected-$0

By FY 2012The system willadopt scienceinstructionalmaterials thatincorporatestechnologyandprovide technology

FY 2012Projected-$0

The system will continue toprovide technical supportpersonnel for every school andmaintainand improve a school-widelocal area network (LAN) ineach school, allowing allinstructionalcomputer workstations tohave common access toprograms centrally stored onhigh-speed,high capacity servers to

By FY 2010 technicalsupport personnelandthe staterecommendations forschool-wide networks

will be used as aguideline to assurecompatibility and

By FY2009- 2012,annual inventory willindicate that allschools have supportpersonneland maintainbroadband, high speed networks andreliable Internet accessthat enables studentsand educators tosupport their curricula

Projected-$350,000AnnuallyE-Rate and LocalFunds

Director of MISEducationalTechnologyDirectorDirector of FederalPrograms

By FY 2011 technicalsupport personneland

Projected-$350,000AnnuallyE-Rate and Local


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the staterecommendationsforschool-widenetworks will beused as a guidelineto assure

Funds

By FY 2012technical supportpersonnel andthe staterecommendations

for school-widenetworkswill be used as aguideline to assure

Projected-$350,000AnnuallyE-Rate and LocalFunds

The system will upgrade thetelephone services for existingandnew structures.

By FY 2010 thesystem will providetelephoneservices for existingand new structures.

By FY 2010-2012System AnnualTechnology Inventory

FY 2010E-Rate Projected-$455,000.00

MIS Director

By FY 2011 thesystem will providetelephone services forexisting andnew structures.


By FY 2012 the

system will providetelephone services forexisting and newstructures.


The system will provide teachersin each school full access tocurrent electronicperipheral deviceswhich provideinteractive andpresentation technologies.

By FY 2010 K-12classrooms willmaintainquality peripheraldevice with adequatecapacity and capability

By FY 2010- 2012Annual GA DOETechnology Surveyandsystemhardwareinventory will

beanalyzed todetermine how

Projected-$92,400Title 1Title II DTitle II A

School and SystemPersonnel

By FY 2011 K-12classrooms willmaintainquality peripheral



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and capability tosupport successfulBy FY 2012 K-12

classrooms willmaintain qualityperipheral device

with adequate capacityand capability to


The system will continue toprovide Classroom Inter-ComServices for all schools.

By FY 2010All classrooms willmaintain access tothe

FY 2010-2012System AnnualTechnology Inventory

FY 2010Projected-$100,000.00General Funds

Facilities Director

By FY 2011All classrooms willmaintain access tothe


By FY 2012All classrooms willmaintain access to theInter-Com system.


The system will provide web-based enhancement forClassroom Inter-Com Servicesfor all schools.

By FY 2010

All schoolswill haveaccess to web-

based Inter-Coms stem.


FY 2010Projected-$100,000.00E-Rate

Facilities Director

By FY 2011All schoolswill

maintain access toweb- based Inter-Comsystem. E Rate

FY 2011Projected-

*$100,000.00*General FundsPrevious

By FY 2012All schools willmaintain access to

web- based Inter-Comsystem. E Rate

FY 2012Projected-*$100,000.00*General FundsPrevious

New softwareacquisitions will becompatible withexisting hardware to permit

By FY 2010All softwarepurchases will becompatible with


FY 2010Projected $0

Curriculum DirectorTitle II DCoordinator andEducational


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By FY 2011All softwarepurchases will becompatible with

FY 2011Projected $0

By FY 2012All softwarepurchases will becompatible with the

FY 2012Projected $0

Wiring of 21st

CenturyModel Classroom (InteractiveWhite Board Systems)

By FY 2010K-12 ModelClassrooms will getthe appropriate wiring

for usage.



MIS Director,Federal ProgramsDirector, TechnologyCoordinators

By FY 2011K-12 ModelClassrooms will getthe appropriate wiringfor usa e.


By FY 2012K-12 ModelClassrooms will getthe appropriate

wiring for usage.E Rate A lication


A minimum standard ofhardware, technologyresources, and networks

will be established for allschools.

By FY 2010Technologycommittee will set

guidelines forminimum standards

FY 2010-2012 AnnualInventory andTechnology guidelines

will indicate that alltechnology purchasesmeet guidelinesstandards.

FY 2010Projected-$0 LocalFunds

System TechnologyPlanning Committee


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Action Plan/Multi-year Planning

(Original)

Instructional Uses of Technol ogy Overview and Action Plan

Since the implementation of the Dougherty County School System EducationalTechnology Plan, the system has made significant progress toward the integration oftechnology into the teaching and learning process. 97% of the classrooms in DoughertyCounty have at least three computers with Internet access, enabling teachers to betterimplement student-centered, authentic, project-based learning. The Internet and otheronline resources are used daily by teachers throughout the system to access researchand educational materials to prepare, teach, and deliver lessons.

Students in every school across the system have access to computers, printers, and awide variety of educational software with which to learn computer/technology skills.Technology is readily available in each classroom, media centers, flexibly scheduledcomputer labs, public libraries, and in homes. Technology is becoming the norm, not theexception, in the educational environment of Dougherty County schools.

Technology has opened many educational doors to children, particularly children withdisabilities. Alternative solutions from the world of technology are accommodatingphysical, sensory, or cognitive impairments in many ways. Teachers are developingindividualized learning plans that incorporate technology and are using technology in

teaching methods that address all learning styles. Many teachers and administrators aretracking student performance and using this data to modify instruction and provideremediation in order to meet individual student learning goals and objectives. Throughcontinued implementation of staff development, sharing of research, identification ofbest practices, and modeling of effective technology use in the classroom, all teachersand students are becoming proficient in using technology as an instructional tool.

Technology is a tool that enables teachers and administrators to work more productively,offering solutions for time management, student monitoring and intervention, andinteresting and effective lessons and classroom activities. The DCSS Instructioninitiatives are models of well-designed instructional technology resources. We provide acurriculum-based reference Web resource that enables students to interact with andexplore the world, bringing a wealth of information and experiences into the classroom,thus potentially overcoming geographical isolation, physical barriers, and economichardships. Our Website encourages students' creativity and self-direction, whiledeveloping twenty-first century computer and information skills. Ultimately, technologyis a tool that helps every teacher and every student master basic skills and developscritical thinking and problem solving abilities. Technology can be a supporttool to reinvent schools so that all students achieve at higher levels and are betterprepared for the workplace. Recent studies demonstrated that students with exposure tocomputers are doing better academically than their peers without computers.


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Dougherty County School System 3-Year Technology Plan 2009-By FY 2012 42


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Instructional Uses of Tech n ology A ction P lan

Goal: Technology Integration in Curriculum and Instruction: To continue integrating technology throughout the curriculum to enhastudent learning and achievement.

Action Plan / Strategies Benchmarks EvaluationMethod/Timeline

FundingSource/Amount

Person(s) Responsible

The System will maintain videoconferencing and increase theusage of Teleconferencing andDistance Learning Courses tosupport students interest andneeds.

The System willprovide teachers

with training forusing

By FY 2010Increase inTeleconferencing andDistanceLearning course offeringsfor student by 10%.

By FY 2011Increase inTeleconferencing andDistance

Learning course offeringsfor student by 10%.

By FY 2012Increase inTeleconferencing andDistanceLearning course offeringsfor student by 10%.

By FY 2010Instructional

FY 2012District Course Records/ DisDistance Learning CoursesOffered

FY 2010-2012


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Instructional Technology FY 2010Projected-$45,000.00annuallyE-Rate

FY 2011Projected-$45,000.00annually

E-Rate

FY 2012Projected-

$45,000.00 annuallyE-Rate

FY 2010Projected-

MISDirector

Curriculum Supervisor


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By FY 2011 increasespecial needsstudentsequitability andeasy access toeffective andengagingtechnologyresources by 10%.

By FY 2012increase specialneeds studentsequitability andeasy access toeffective andengagingtechnologyresources by 10%.

FY 2011Projected-$0

FY 2012Projected-$0

The System will utilize electronicassessment programs in eachcurriculum area.

By FY 2010Increase the use ofE-Instruction inelementary schools

by providingteachers withsustained trainingfrom theInstructionalSpecialists.

By FY 2011Increase the use ofE-Instruction inelementary schools

FY 2010-2012Classroom Observationsfrom InstructionalSpecialists

FY 2010Projected-$0

FY 2011Projected-$0

Curriculum and InstructionDirectorInstructional Supervisors

Instructional Coaches

Instructional Specialists


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by providingteachers withsustained trainingfrom theInstructionalSpecialists.FY 2012Increase the use ofE-Instruction inelementary schools

by providingteachers withsustained trainingfrom theInstructionalSpecialists.

FY 2012Projected-$0

The system will continue to usetechnology resources to collectand analyze data, interpretresults and communicatefindings to improve instructionalpractice and maximize student

learning.

By FY 2010Increase use of the

Achievement seriesweb-based softwareprogram to providedata-driven

decisions in eachthe classroom by10%.


Achievement seriesweb-based softwareprogram to providedata-drivendecisions in each

FY 2010-2012Professional LearningInventory and

Achievement seriesdatabase.

FY 2010Title ITitle IIDProjected-$,78,000.00

FY 2011Title ITitle IIDProjected-$78,000.00

Executive Director ofCurriculum and Instruction

Administrators


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the classroom by10%.


Achievement seriesweb-based softwareprogram to providedata-drivendecisions in eachthe classroom by10%.

FY 2012Title IProjected-$78,000.00

Provide students and parentswith access to ParentLink.

By FY 2010Increased parentsand students usageof ParentLink by10%



FY 2010-2012Annual Network Analysis

FY 2010E-RateProjected-$52,000.00



MIS DirectorInformation TechnologyCoordinator

Use research-based softwareprograms to provide studentswith curriculum relatedassignments that areTechnology-driven.

By FY 2010Increase studententries in the ALSProgram by 10%

FY 2010-2012Annual Network Analysis

FY 2010Projected-$0

MIS DirectorEducational TechnologyDirector


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FY 2011Projected-$0

FY 2012Projected-$0

Use research-based softwareprograms to provide studentswith curriculum relatedassignments that are technologydriven.

By FY 2010Install iLearn inschools needingimprovement.

By FY 2011iLearn will bemaintained ineach elementaryand middle school.

By FY 2012

iLearn will bemaintained ineach elementaryand middle school.

By FY 2010-2012Assessment Program willprovide usage reportsannually

FY 2010Title ITitle IIAProjected-$60,000.00



Federal ProgramsEducational TechnologyDirector

Student technology competencygoals as required by theGeorgia Technology Standardswill be incorporated into thecurriculum at all grade levels.

By FY 2010Students will reachage appropriatetechnology literacylevels in all grades.

By FY 2010-2012InstructionalSpecialists, On-siteInstructionalTechnology

FY 2010Projected-$60,000.00

MIS DirectorBuilding AdministratorsCTAE DirectorTitle II D Coordinator


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By FY 2011Students willcontinue to reachage appropriatetechnology literacylevels at all grades.

By FY 2012Students willcontinue to reachage appropriatetechnology literacylevels at all grades.

Coordinators-MediaSpecialists (targeting 9schools), InstructionalSupervisors andadministrators willmonitor the frequencyand range oftechnology use acrossgrade-levels andGPS/QCC area throughsurveys of all certifiedpersonnel fortechnology skillsproficiency.



Instructional TechnologySpecialists will model technologyintegration and assist teachers

with implementing technologyintegration into the standards-based curriculum.

By FY 2010InstructionalSpecialists conduct

professionallearning activities

which impart skillsneeded to integrateand modeltechnology skills.

By FY 2011InstructionalTechnology

FY 2010-2012Media Specialist/Instructional

Technology Coordinatorsand administrators willmonitor and survey thefrequency of technologyuse across grade-levelcurriculum areas.

FY 2010Projected-$0

FY 2011Projected-$0

Curriculum and Instruction,Instructional SpecialistsCoordinators


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Specialists continueto conductprofessionallearning activities


By FY 2012InstructionalTechnologySpecialists continueto conductprofessionallearning activities


FY 2012Projected-$0


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Admi n istrators and Sta f f Use of Technology and Action Plan

Technology increases productivity, brings worldwide experience and expertise into theclassroom, and stimulates interest in learning. Therefore, it is the ultimate tool in theprofessional educator's repertoire. It offers a variety of tools that help decrease the timespent on paperwork, thus increasing time available to spend with students. Access to theInternet offers endless opportunities for professional development and educational

research, as well as access to up-to-date curriculum resources. With resources such asiPaqs, iProfile, IQ, School Max, IWBs, e-Instruction, LeapTrack, Dibels, Rubicon-AtlasCurriculum Mapping, Achievement Series, and the Intranet, teachers, administrators,and staff have desktop and laptop access to a variety of information resources. Thisinformation allows educators to track individual progress and mastery of skills (and theconditions that might affect that progress); develop strategies, skills, and policies thatassist in that mastery; and, ultimately, create a quality, data-driven environment thataffects high student achievement. These tools allow administrators to monitor studentperformance extensively and to effectively provide teachers with guidance oncurriculum implementation.


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A d ministrative Uses of Te c hnology Action Plan

Goal:Administrative Uses of Technology: The teaching and learning process will be enhanced through the use of technology foradministration, management, and communication.

Action Plan /Strategies

Benchmarks Evaluation Method/Timeline

FundingSource/Amount

Person(s) Responsible

Administrators willroutinely use technologyfor the following:

Data Management

Track studentlearning

Communicate withparents

By FY 2010Administrators andsupervisors will continueusing the School MaxProgram to accessstudent information.



FY 2010-2012Review Entry Data ofthe School MaxProgram and usePerformance BasedEvaluations todetermine use andunderstanding

NA

NA

NA

Administrators MISDepartment Curriculumand Instruction Supervisorand Coaches

The System will trainadministrators to use the

Achievement Series, CPS(e-Instruction) immediateresponse devices, and

By FY 2010 10% ofadministrators will use

Achievement Series, e-instruction, and Rubicon

Atlas to analyze student

FY 20010-2012Review TrainingParticipants

Attendance Forms;Performance -Based

FY 2010Staff DevelopmentProjected-$0

Curriculum and InstructioSupervisorsInstructional Specialists


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Rubicon Atlas CurriculumMapping Program tomonitor theimplementation of theGPS and analyze studentdata.

data and monitorcurriculumimplementation.

By FY 2011 15% ofadministrators will usethe Achievement Series,e-instruction, andRubicon Atlas to analyzestudent data andmonitor curriculumimplementation.

By FY 2012 20% ofadministrators will usethe Achievement Series,e-instruction, andRubicon Atlas to analyzestudent data andmonitor curriculumimplementation.

Evaluations



Administrators, certifiedand non-certified

personnel will model theuse of technology in theadministration of theirresponsibilities.

By FY 2010Administrators will

routinely useInternet/Web and Emailcommunications

By FY 2011Administrators willroutinely useInternet/Web and Emailcommunications

FY 2010- 2012Administrators e-mail

addresses, Evaluationsand Survey

NA

NA

Director of MISInformation Technology

Coordinator


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By FY 2012Administrators willroutinely useInternet/Web and Emailcommunications

NA

Instructional Supervision,Observation andevaluation practices willaddress the use ofinstructional technologyfor student achievement ofthe GPS.

By FY 2010Evaluation andObservation tools willinclude indicators fortechnology integration inclassroom instruction.

By FY 2011Administrativesupervision will continueto utilize evaluation andobservation tools that

will include indicatorsfor technologyintegration in classroominstruction.

By FY 2012

Administrativesupervision will continueto utilize evaluation andobservation tools that

will include indicatorsfor technologyintegration in classroominstruction.

System CurriculumAcademic TeamEvaluations andObservation Records

FY 2010Projected-$0Local/State Funds

FY 2011Projected-$0Local/State Funds

FY 2012Projected-$0

Local/State Funds

Department of Curriculumand InstructionInstructional Specialists

Building Administrativeteams will create an ofenvironment and

By FY 201080% Teachers and

Administrators will be

FY 2010-2012System and SchoolProfessional Learning


Department of Curriculumand InstructionCoordinator ofTitle II D a


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provide opportunities forprofessional planning andcollaboration fortechnology integration.

engaged in technologyintegration professionallearning collaborativesessions


Administrators will beengaged in technologyintegration professionallearning collaborativesessions.


Administrators will beengaged in technologyintegration professionallearning collaborativesessions.

Plan Title IIDTitle II AProfessionalLearning

FY 2011Projected-$20,000.00Title IIDTitle II AProfessionalLearning

FY 2012Projected-$20,000.00Title IIDTitle II AProfessionalLearning

Title II ABuilding Administrators

The System will continueproviding all schools with

Video ConferencingCapacity

By FY 2010Schools will continue

utilize VideoConferencing tocommunicatethroughout the systemand with students acrossthe country.

By FY 2011Schools will continueutilize VideoConferencing to

By FY 2010-2012System and School

Technology Inventory

FY 2010Title II D

E-RateTitle IProjected-$45,000.00

FY 2011Title II DE-RateTitle I

Director of ManagementInformation Systems


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communicatethroughout the systemand with students acrossthe country.

By FY 2012Schools will continueutilize VideoConferencing tocommunicatethroughout the systemand with students acrossthe country.

Projected-$45,000.00

FY 2012Title II DE-RateTitle IProjected-$45,000.00


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DCSS will provide supportand training for boardmembers to usepioneering systems andtechnology.

By 2010Board ofEducationmembers will beprovided access toelectronic systemsincluding on-linemeeting documents(DocuScan andlaptops atmeetings.

By 2011Board ofEducationmembers will continueto have access toelectronic systemsincluding on-linemeeting documents(DocuScan andlaptops atmeetings.

By 2012Board ofEducationmembers will continueto have access toelectronic systemsincluding on-linemeeting documents(DocuScan andlaptops atmeetings.

FY 2010-2012Board meetingsrecords will reflect theuse of electroniccommunication of

board members.

FY 2010

Projected-$40, 000.00Local Funds


FY 2012


MIS DirectorInformation TechnologyProject CoordinatorDirector of EducationalTechnology

The System will establishan evaluation andassessment committee totarget current assessmenttools for the purpose of

By FY 2010Evaluation and

Assessment committeewill provide anEvaluation Report on

FY 2010-2012AssessmentTools will generatereports concerning useof Technology and

FY 2010Projected-$0

Curriculum SupervisorsInstructional Specialists


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evaluating and assessingtechnology integration ofteachers andadministrators.

technology use of allstakeholders.


Assessment committeewill continue to providean Evaluation Report on

technology use of allstakeholders.


Assessment committeewill continue to providean Evaluation Report ontechnology use of allstakeholders.

committee will makerecommendations forfuture use on anannual review basis

FY 2011

Projected-$0

FY 2012Projected-$0


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Parent/CommunityUses of Technology Overview-Action Plan

Technology is the fundamental vehicle for communication with the community and thefamily. E-mail, telephones in every classroom, community-access television, and schoolresources are made available electronically throughout the community. These resourceswill allow and encourage adult participation in a child's education. Our goal is to

establish learning systems within our schools so that parents, teachers, students, andthe community can learn new skills and share resources.

The highest level of student achievement occurs when families, schools, and communityorganizations work together. Parents can increase involvement as time constraintsdissolve and education-related interactions occur in the comfortable, familiar context ofhome. With technology, the school and its values of learning and achievement can enterevery home, thus enhancing and extending teaching and learning to every individualregardless of age or socioeconomic status.


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Dougherty County School System 3-Year Technology Plan 2009-By FY 2012

Parent/CommunityUses of TechnologyAction Plan

Goal: Parent/Community Uses of Technology: Communicate with and inform parents, community members, and others about keducation technology issues confronting policymakers, administrators and educators.

Action Plan / Strategies Benchmarks Evaluation

Method/Timeline

Funding

Source/Amount

Person(s)

Responsible

The System will maintain thecurriculum and instruction

websites which includesGeorgia PerformanceStandards, resources, content

web links that supports theDCSS curriculum.

By FY 2010District Web site willupdate LocalRequirements, GPS, andcontent relatedactivities.

By FY 2011District Web site willcontinue updating LocalRequirements, GPS, andcontent relatedactivities.

By FY 2012District Web site willcontinue updating LocalRequirements, GPS, andcontent relatedactivities.

FY 2010-2012Review datacaptured from theDistrict Web Site

FY 2010Projected-$0

FY 2011Projected-$0

FY 2012Projected-$0

Web Master, CurriculuDepartment, and PublInformation Director


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The System will promotetechnology tools and practicesthat facilitate parent andcommunity communications

By FY 2010An increase of 10% ofTeachers will use theParentLink Program tocommunicate withParents.



FY 2010-2012Annual NetworkReview (GenerateHome Work Hot LineReport)

FY 2010Projected-$0

FY 2011Projected-$0

FY 2012Projected-$0

Web Master and MISDirector

The System will collaboratewith higher educationinstitutions to prepare pre-

service for administrators andteachers using interactive

whiteboards and otherelectronic devices.

By FY 2010Albany State UniversityETTC will train Monroe

High School math andscience teachers andadministrators to useInteractive Whiteboardsand other electronicdevices.

By FY 2011 Albany State UniversityETTC will train MonroeHigh School math and

FY 2010-2012ASU ETTC TrainingAttendance Record



Title IID Coordinator


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science teachers andadministrators to useInteractive Whiteboardsand other electronicdevices.

By FY 2012Albany State UniversityETTC will train MonroeHigh School math andscience teachers andadministrators to useInteractive Whiteboardsand other electronicdevices.

FY 2012


The System will seek inputfrom business and industryrepresentatives, and others todetermine current andemerging workforce skillsneeded in the community.

By FY 2010Initiate an annual surveyfor businesses input oncurrent technology andskills needed in the

workforce.

By FY 2011System will discuss andplan based on annualsurvey for businessesinput on currenttechnology and skillsneeded in the workforce.

By FY 2012System will discuss and

FY 2010-2012

Completed SurveysFY 2010Projected-$0

FY 2011Projected-$0

FY 2012Projected-

Technology PlanningCommittee


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plan based on an annualsurvey for businessesinput on currenttechnology and skillsneeded in the workforce.

$0

The System will increase parentand community involvement inthe education process throughthe use of technologicalcommunications.

By FY 2010Provide access toInstructional Videos forhome-bound students indistance learningcourses.

By FY 2011Provide access toInstructional Videos forhome-bound students indistance learningcourses.

By FY 2012

Provide access toInstructional Videos forhome-bound students indistance learningcourses.

FY 20010-2012

Recordings ofInstructional Videosand ParentalResponse Surveys

FY 2010E-Rate SplostTitle I and II DProjected-$25,000.00

FY 2011E-Rate SplostTitle I and II DProjected-$25,000.00

FY 2012

E-Rate SplostTitle I and II DProjected-$25,000.00

MIS DirectorTitle IID Coordinator


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Program Integration

(Original)

The mission and vision of the Dougherty County School System Technology Plan

are clearly being demonstrated in the continued roll-out of the 21st

Century Model

Classroom. The goal of the 21st

Century Model Classroom initiative is to integratetechnology in each classroom in order to implement data-driven decisions to improvestudent academic performance. The key component is the implementation of theinteractive whiteboard and software system and a mounted projector to enhancestudent visual learning. The interactive whiteboard of choice for the Dougherty CountySchool System is thePromethean ACTIVboard. It is unique because while most

whiteboards simply drive existing applications like PowerPoint or note-taking, theACTIVboard system is a catalyst of change, changing the ways teachers can presentconcepts, engage students, get them to really interact, and get immediate feedback oncomprehension. The following is a brief description of the instructional componentsutilized in the 21

stCentury Model Classrooms and the rollout plan for 2009-By FY 2012.


Curriculum Integration

(Original)Technology Collaborative Planning Process

The DCSSs technology planning process is managed through technology integrationteams which consist of the technology department, instructional specialists andcurriculum supervisors and coaches. The members of these departments collaborate withthe committees at the local school building level to ensure that the districts vision fortechnology integration is embraced throughout the school system. The school levelcommittee has representatives from all instructional levels to serve as a support to thesystem as a whole. Each local building is serviced by a team of Technology Specialists,Instructional Specialists, and Model Classroom Teachers. These individuals work withadministrators, teachers, students, and staff members to support the infrastructure,

design, implementation, and professional learning for technology integration in theclassroom.

The Director of Curriculum and Instruction, Director of Management Information System,Coordinator of Educational Technology, Information Technology Project Coordinator, andthe Instructional Specialist work in close collaboration to ensure there is a seamless pathbetween technology and instruction. These individuals support the technology planningcommittee to ensure that all instructional department leaders are involved in the processof investigating, testing, purchasing, and implementing software to meet the desired needsof all students. Members of the Department of Curriculum and Instruction, InstructionalSpecialists, Media, Federal Programs, Technology, and Management of Information


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Systems communicate frequently to determine school progress and discuss plans forimprovement. This group also includes building administrators, teachers, and businesspartners to focus on ensuring that schools are using best practices and are being providedthe support that they need. These individuals assist the system in determining thedirection for technology growth and integration in one or more of the following ways:

Serve on System Level Professional Learning Committee to ensure thattechnology integration is a viable source for improvement in instruction andstudent performance.

Organize and provide leadership for school level technology initiatives and serveon textbook/software (Social Studies, Language Arts, Science and Mathematics)adoption committees.

Serve as classroom experts (Model Classroom Teachers) to provide professionallearning regarding technology and technology assistance to their coworkers.

Media Specialists in the DCSS are involved in constructing and coordinatingschool level needs and participate as a member or facilitator of various groups inthe schools and selected members attend the annual GaETC to stay abreast withcurrent technology trends as well as conference exhibits to examine newtechnologies appropriate for the needs of the media program and other areas in theschool.

Instructional Specialists in the DCSS provide trainings to improve teachers level ofproficiency in utilizing model classroom equipment as well as assists and supportsteachers in the integration of technology for student achievement. They also attendnational, state, and local technology conferences to stay abreast of cutting edgetechnology practices that empower teachers and engage students.

ETC communicates with system level representatives regarding ongoing support

and provides feedback on existing plan, and act as a liaison between the schoolsystem and the Georgia Department of Education.

Business Representatives, Parents, and other community members are involved inthe technology planning process in the following ways: Local businesses fulfillrequests for technology resources through our partners in Excellence Program andschool council.

The Director of Federal Programs serves as an advisor to the technology planningcommittee.

The following list identifies individuals who will serve and support the technology-

integration initiatives for the 2009-By FY 2012 Technology Plan.

DOUGHERTY COUNTY SCHOOL SYSTEMTechnology Planning Committee 2009-By FY2012

Dianne Daniels, Executive Director of Curriculum and InstructionMary Barkley, Information Technology Project Coordinator Saralyn

Barkley, Instructional SupervisorLes Barnett, Technology Coordinator

Herb Bentford, Management Information SystemsHorace Bentley, Instructional Coach


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Tina Crain, Lead Technology SpecialistJonathan Cude, Instructional SpecialistRodney Daniels, Instructional Specialist

John I Davis, Instructional SpecialistVinson Davis, Middle School Asst. Principal

Brent Fowler, Elementary School Asst. Principal

Zeda George, Elementary School Principal Dr.Betty Graper, Federal Programs Director Dr.Ufot Inyang, Middle School Principal

Debra Johnson, Instructional Coach EddieJohnson, Elementary School Principal Tracy

Lane, Instructional SpecialistSheila Marshall, High School Principal

Gail Solomon, Elementary School PrincipalWilliam Thomas, Instructional Specialist

Alphonese Wilson, Instructional SpecialistSaJuana Wilson-Williams, High School Asst. Principal


Evaluation

Annual System Technology Survey, Software Inventory and Report, Technology Survey


Standards

(Taken from Glynn County Board of Education Technology Plan)

For our teachers:

Effective teachers model and apply the National Educational Technology Standards for Students(NETSS) as they design, implement, and assess learning experiences to engage students and improvelearning; enrich professional practice; and provide positive models for students, colleagues, and thecommunity. All teachers should meet the following standards and performance indicators. (ISTE. 2007).

Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitateexperiences that advance student learning, creativity, and innovation in both face-to-face and virtual

environments. Teachers:promote, support, and model creative and innovative thinking and inventivenessengage students in exploring real-world issues and solving authentic problems using digital tools

and resourcespromote student reflection using collaborative tools to reveal and clarify students conceptualunderstanding and thinking, planning, and creative processesmodel collaborative knowledge construction by engaging in learning with students, colleagues,

and others in face-to-face and virtual environments

Design and Develop Digital-Age Learning Experiences and Assessments


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Teachers design, develop, and evaluate authentic learning experiences and assessments incorporatingcontemporary tools and resources to maximize content learning in context and to develop theknowledge,skills, and attitudes identified in the NETSS. Teachers:design or adapt relevant learning experiences that incorporate digital tools and resources to

promote student learning and creativity develop technology-enriched learning environments that enable

all students to pursue theirindividual curiosities and become active participants in setting their own educational goals,managing their own learning, and assessing their own progresscustomize and personalize learning activities to address students diverse learning styles, working

strategies, and abilities using digital tools and resourcesprovide students with multiple and varied formative and summative assessments aligned withcontent and technology standards and use resulting data to inform learning and teaching

Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in aglobal and digital society. Teachers:

demonstrate fluency in technology systems and the transfer of current knowledge to newtechnologies and situationscollaborate with students, peers, parents, and community members using digital tools and

resources to support student success and innovationcommunicate relevant information and ideas effectively to students, parents, and peers using a

variety of digital-age media and formatsmodel and facilitate effective use of current and emerging digital tools to locate, analyze,

evaluate, and use information resources to support research and learning

Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture

andexhibit legal and ethical behavior in their professional practices. Teachers:advocate, model, and teach safe, legal, and ethical use of digital information and technology,

including respect for copyright, intellectual property, and the appropriate documentation ofsourcesaddress the diverse needs of all learners by using learner-centered strategies and providing

equitable access to appropriate digital tools and resourcespromote and model digital etiquette and responsible social interactions related to the use oftechnology and informationdevelop and model cultural understanding and global awareness by engaging with colleagues

and students of other cultures using digital-age communication and collaboration tools

Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibitleadershipin their school and professional community by promoting and demonstrating the effective use of digitaltools and resources. Teachers:participate in local and global learning communities to explore creative applications of technologyto improve student learningexhibit leadership by demonstrating a vision of technology infusion, participating in shared

decision making and community building, and developing the leadership and technology skills ofothers


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evaluate and reflect on current research and professional practice on a regular basis to makeeffective use of existing and emerging digital tools and resources in support of student learningcontribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their

school and community

For our Students:Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products andprocesses using technology. Students:

Apply existing knowledge to generate new ideas, products, or processes.Create original works as a means of personal or group expression.Use models and simulations to explore complex systems and issues.Identify trends and forecast possibilities.

Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at adistance, to support individual learning and contribute to the learning of others. Students:

Interact, collaborate, and publish with peers, experts, or others employing a variety of digitalenvironments and media.Communicate information and ideas effectively to multiple audiences using a variety of media and

formats.Develop cultural understanding and global awareness by engaging with learners of other cultures.Contribute to project teams to produce original works or solve problems.

Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:Plan strategies to guide inquiry.Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of

sources and media.Evaluate and select information sources and digital tools based on the appropriateness to specifictasks.Process data and report results.

Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, andmake informed decisions using appropriate digital tools and resources. Students:Identify and define authentic problems and significant questions for investigation.Plan and manage activities to develop a solution or complete a project.Collect and analyze data to identify solutions and/or make informed decisions.

Use multiple processes and diverse perspectives to explore alternative solutions.

Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal andethical behavior. Students:Advocate and practice safe, legal, and responsible use of information and technology.Exhibit a positive attitude toward using technology that supports collaboration, learning, and

productivity.Demonstrate personal responsibility for lifelong learning.Exhibit leadership for digital citizenship.


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Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.Students:Understand and use technology systems.Select and use applications effectively and productively.Troubleshoot systems and applications.

Transfer current knowledge to learning of new technologies.


Funding Alternatives

E-Rate, Title I, Title II A, Title II D, Local Funds, General Funds,(return to table of contents)

School Pilot Projects/Educational Research

(Pilot Program created)

Pilot Program: Implemented at Albany High School: 786 students; 84% African-American; 11%Caucasian; 5% Other; 75% economically disadvantaged students; 8% students with disabilities.

Google Apps Education Edition, a free suite of hosted communication and collaboration applicationsdesigned for schools and universities. Google Apps includes Gmail (webmail services), GoogleCalendar (shared calendaring), Google Docs (online document, spreadsheet, presentation, and formcreation and sharing), Google Video (secure and private video sharing 10GB free) and Google Sites

(team website creation with videos, images, gadgets and documents integration), as well asadministrative tools, customer support, and access to APIs to integrate Google Apps with existing ITsystems.

Nevin, R. (2009). Supporting 21st century learning through google apps. Teacher Librarian, 37(2), 35-38. Retrieved February 28, 2011 from EBSCOhost.


Model Classroom Configurations

(original)

The Instructional Components Promethean ACTIVboard and Ceiling Mounted Projector ACTIVs

dcss technology plan update

Documents