three year technology plan 1, 2011 june 30, 2014...three‐year technology plan july 1, 2011‐june...
TRANSCRIPT
Three‐Year Technology Plan
July 1, 2011‐June 30, 2014
Submitted to GDOE for approval June 15, 2011
REVISED July 2013
Superintendent
Samuel DePaul
Director of Technology
Emily Nichols
(229) 890‐6263
Director of Network Services
Greg Ponder
(229) 890‐6211
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Table of Contents
I. Vision for Technology Use ...................................................................................................................... 3
II. Current Reality ...................................................................................................................................... 4
Data Sources ......................................................................................................................................... 4
Instructional Technology Use ................................................................................................................ 5
Instructional Gap Analysis ..................................................................................................................... 7
Administrative Technology Use ............................................................................................................ 8
Administrative Gap Analysis ................................................................................................................. 9
Parent/Community Gap Analysis .......................................................................................................... 9
Goals, Benchmarks, and Strategies ..................................................................................................... 11
III. Communication and Marketing .................................................................................................. 15
IV. Professional Development .......................................................................................................... 16
V. 8th Grade Technology Literacy ........................................................................................................ 18
School Technology Literacy Initiatives ................................................................................................ 19
Appendix ................................................................................................................................................. 22
Acceptable Use Policies ...................................................................................................................... 22
Levels of Technology Integration Tool ................................................................................................ 29
Interoperability and Redeployment Procedures ................................................................................ 30
Components for System‐Level Technology Plan ................................................................................. 31
I. Vision for Technology Use ................................................................................................................ 31
II. Current Reality ................................................................................................................................ 31
III. Communication and Marketing ..................................................................................................... 33
IV. Professional Development ............................................................................................................ 33
V. 8th Grade Technology Literacy ...................................................................................................... 34
Appendices .......................................................................................................................................... 35
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I. Vision for Technology Use Compose an overall mission and/or vision which describes the steps the LEA is taking to ensure all students/teachers have increased access to technology. Include a list of specific vision statements for system educational improvement over a three year period.
The mission of Colquitt County Schools is to educate students to be responsible, productive citizens who through continuous learning will be able to adapt to the ever‐changing global society. We will assist students, educators, parents, and community members in accessing, analyzing, and preparing information so they may become critical thinkers, problem solvers, and productive citizens. We will strive to provide our teachers and students with 21st Century instructional materials, equipment, sustained support, and training. We will utilize members of the Colquitt County Technology Services staff, local experts, and outside experts to provide technology related opportunities to improve student achievement and productivity.
The vision for technology use was developed by educators and community stakeholders and approved by the Colquitt County School System. The vision of the Colquitt County School System for technology use includes the desire to implement the following:
• Offer students, teachers, administrators, and parents mobile and high speed access to current information to empower problem solving, decision making, and collaborative learning;
• Develop authentic models for assessing student achievement and diagnosing data to differentiate instruction and maximize achievement;
• Provide equal opportunities and assistive technologies for students with special needs or disadvantaged sub groups;
• Provide 21st Century standardized technology equipment and resources in all academic classrooms including computers, tablets, laptops, interactive white boards, student response systems, visual presenters, display technology and others as emerging classroom technology is available.
• Restructure classroom instruction to make it valid, goal‐oriented, and connected to 21st Century technology;
• Allow students to work on areas of individual interest at their own pace while providing immediate feedback, and the opportunity for self‐evaluation, and continuous progress and success;
• Engage in continuous evaluation of instructional practices and technology integration to monitor student and teacher technology literacy in accordance with Common Core Georgia Performance Standards and National Technology Literacy standards;
• Provide a web‐based grade book and parent interface for the secure access of student attendance, grades, standardized test results, special accommodations, and other data regarding the students’ academic standing;
• Provide a web‐based learning management system for blended learning and 24‐7 resource access; • Provide online professional development opportunities for faculty and staff; • Provide an online technology inventory system for all schools; • Create baseline standards for classroom technology and initiate system wide purchasing policies; • Implement central distribution of multimedia material to all classrooms; • Provide high performance, web‐based software to administrative personnel that will allow easy data
collection and distribution to school personnel. • Provide current, web‐based information to inform the community of overall student requirements,
performance, and achievement;
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• Utilize web hosting and design services to provide site consistency, modern functionality and quality; • Extend the availability of school technology resources to the community; • Upgrade network hardware and resources to maximize speed, efficiency, and dependability. • Provide secure Wi‐Fi connectivity in schools to utilize wireless instructional devices. In summary, access, training, and support are vital to successful Instructional Technology integration. Therefore, the vision for Colquitt County includes all three. Because of this thorough approach, a visitor to a classroom of 2014 would see students moving easily between text resources, software, and online resources to complete assignments. In this classroom, the student will be making many of the decisions about how to complete an assignment or master a standard. The computers, visual presenters, and projectors will allow for choices regarding lesson presentation and acquiring desired student responses. The teacher will be able to differentiate instruction and allow students to create a project using many, varied methods through the use of technology. The students of 2014 will work in groups collaborating on projects, completing parts of a whole, and producing high quality work through the use of the modern technology and instruction provided to them. Learning will go beyond the classroom walls in Colquitt County as assignments become published on the Internet and shared with a worldwide learning community. The teacher will be involved as mentor and guide and will participate in ongoing training so that emerging technologies can be immediately introduced into the classroom and used by the students. Administrators will input valuable information into intelligent web‐based software so that stakeholders can make data driven decisions. Software programs will be integrated and work together. Learning will be exciting, authentic, and connected to the real world through technology. The Colquitt County School system believes that the skillful use of technology supports the development of life‐long learning skills such as flexibility, critical thinking, problem solving, and collaboration. All students need to be able to use a wide variety of technological tools in order to be successful citizens in the 21st century.
II. Current Reality Identify your data sources. What data does your technology inventory survey tell you? Compose a narrative analyzing the gap in access to technology across the district. Address the following groups—instructional, administrative, parent/community, system readiness/system support—personnel/resources.
Data Sources Colquitt County Schools utilizes the following data sources to collect valuable data for informed technology planning decisions.
• Annual technology budget which identifies:
o Capital purchases, training, and support expenditures.
o New and alternative funding sources.
• Annual software/technology utilization report that monitors school use of technology equipment.
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• Ongoing gap analysis of equality of technology resources between schools.
• Annual technology inventory submitted to State Department of Education which includes:
o Definition of “modern computer specifications” which leads to replacement of dated equipment.
o Ratio of student to computers to ensure adequate technology access in all school settings.
• Annual technology literacy assessment to evaluate students.
• Annual training needs survey used to determine the quantity and content of technology professional development.
• Levels of Technology Integration tool used to determine a teacher’s effective use of technology in the classroom.
• Quality Website Rubric used to determine if teacher and program websites are current and contain requisite information.
Instructional Technology Use Elementary Schools Each elementary school in Colquitt County has one computer lab with para‐professionals to assist students during technology time. Lab instructors utilize a technology literacy curriculum based on National Educational Technology Standards and assist students with using computer programs, internet usage, research, writing reports, skills practice, creating spreadsheets, and designing and creating materials that display understanding and mastery of subject matter. Available software programs include but not limited to: Word, Excel, PowerPoint FrontPage, Publisher Various Educational CD‐Rom programs, Nettrekker, Rosetta Stone, Education City, and Classworks.
Middle School Williams Middle School has 6 stationary labs: one Instructional, 3 remedial, and 2 vocational. This middle school also has wireless access and student laptops in various classrooms at each grade level.
One of the vocational labs hosts a computer application exploratory class taken by the middle school students which exposes students to a variety of desktop publishing and productivity software including available hardware devices such as digital cameras, scanners, projectors, and Smartboards.
The media lab is available is available for teachers to reserve for whole classes of students to complete Internet research, media productions, and login to the Online Assessment System to practice course content skills. A sample of available software programs follows: Word, Excel, PowerPoint, Access Language Arts & Science textbook software programs, Rosetta Stone, and Classworks.
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Junior High School
C.A. Gray Junior High School has 12 stationary labs: four computer labs in the Business Education Department, one Media lab, one Health Occupations lab, 2 instructional labs, and 3 mobile labs.
Students in the Business Education Department work on the latest technological tools and innovative curriculum in hands‐on learning projects that include web page production, managing databases, creating spreadsheets, composing documents, and creating PowerPoint presentations that align with current Georgia Performance Standards. The media lab, the health occupations lab, and the 2 instructional labs are available for teachers to reserve for whole classes to complete Internet research, media productions, document preparation, and login for OAS,GA 411, and other web based applications. The math lab has been designated to provide remediation support for 8th and 9th grade Math students. Available software programs include: A+, Rosetta Stone, D2L and Microsoft Office
High School The high school is equipped with ten computer labs that provide extensive opportunities for students to develop technology skills based on the QCC/GPS standards. The high school has five computer labs in the Business Education Department, one Media Lab, one Automotive lab, and three mobile laptop labs. Available software programs include: A+, Thinkgate, D2L and Word, Excel, PowerPoint, Access.
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All Schools All Colquitt County Schools are equipped with a common web‐based Media Management system which provides students and teachers easy access to information about all resources (including books, technology, and software) available through the Media Center. This system allows students to access information about the resources available in other schools and permits the possible sharing of resources between schools.
All schools in the system are completely networked with fiber connectivity Network drops are present in all classrooms, computer labs, media centers, offices, conference rooms, auditoriums, cafeterias, and other instructional areas. Classrooms have Internet access along with data and video capabilities through the local area network. All schools have video teleconferencing capabilities with surrounding school systems, universities and colleges, experts all over the country and the world. All of the schools’ networks are maintained by the technology department and Internet connectivity is through CNS (Community Network Services) cable. Colquitt County employs four highly trained Instructional Technology Specialists at the district level that provide academic and instructional support to schools whereas four technicians serve schools on a rotating basis and take care of all trouble‐shooting issues through an online system of work orders. Colquitt County Schools classrooms have student computers and data projectors. Some of them have wireless Internet access, interactive whiteboards, electronic slates, visual presenters, and student response systems.
Instructional Gap Analysis Data collected from spring 2011 gap analysis outlined the current reality of instruction at each school setting in relation to 21st Century technology equipment. Classrooms meeting the baseline standard for a 21st Century classroom had either of the following collection of components:
1. Three to five modern computers (laptops or desktops), data projector, Interactive whiteboard, and a student response system.
2. Data projector, one to two modern computers (laptops or desktops), and 5‐20 tablets.
Computers are a specific targeted area of improvement. Our schools lack sufficient numbers of computers to support instructional goals. In the spring 2011 survey, CCS teachers indicated that at least 3‐5 modern computers are needed in classrooms. In spring 2011, approximately 30% of classrooms meet this criterion. Not only is the quantity of computers lacking, CCS lacks sufficient quality computers. In 2011, only 42% of the total number of computers in elementary schools met the Georgia Department of Education’s definition of modern computer. 65% of computers in middle through high school met this definition in 2011.
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In 2011, data projectors were present in academic classrooms throughout Colquitt County Schools, but many projectors need to be upgraded to 2000 or greater lumens.
Interactive whiteboards (wall‐mounted or hand‐held) and/or visual presenters were not available in many CCS classrooms according to 2011 technology inventory.
Student response systems were available in approximately 60% of CCS classrooms in 2011.
With emerging tablet technology, teachers are exposed to a number of beneficial academic programs available with tablets that do not exist with only computers. The inclusion of tablets will be an ongoing goal for instructional technology beginning in winter 2013.
Results indicated that while students and teachers are able to use 21st Century equipment on a check‐out or share basis at most locations, most classrooms were lacking some component of a 21st Century classroom. Exceptions occur in those schools/classrooms that had participated in grant initiatives. A significant gap in 21st Century technology exists in academic classrooms in all Colquitt County Schools. To equalize access in academic classrooms, administrators need to continually assess technology equipment and allocate funds to this purpose.
Another instructional area requiring more attention is the group of students identified as having special needs. According to Georgia law, students with IEP’s (Individual Education Plan) must have the appropriate assistive technology and sufficient support while using the equipment.
The Colquitt County Program for Exceptional Children has established an Assistive Technology Team with an Assistive Technology Coordinator. In addition to meeting on a regular monthly basis, team members work with individual students and teachers within the educational setting to implement and support assistive technology. Upon request team members attend IEP meetings and make recommendations for assistive technology solutions. The assistive technology considerations are noted in the students’ IEP in section II (consideration of special factors) and on the Assistive Technology Checklist. Monitoring is included in the Goals and Objectives section of the IEP. There is currently a document under development for use in TIENET that will mirror the Georgia Project for Assistive Technology Consideration Checklist. When included in the IEP, this form will bring Colquitt County into “best practices” realm of documenting assistive technology. Training and implementation of this form will take place in the 2011‐2012 school year. An inventory of assistive technology devices, software, and adapted books has been established and is available both through the website and through the Assistive Technology Team members. Model classrooms have been set up within the school system and this will continue to be an initiative in the future.
Training and modeling for regular education teachers will continue to be a need during the next three years and beyond. The Assistive Technology Team will be expanded to include teachers. Efforts will be continued to provide assistive technology services and support to all students with special needs.
Administrative Technology Use Administrative applications are installed and supported at the district level. These applications are available to all schools and include student information management, food services, personnel information, employee attendance and applications, district finances, and purchasing.
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All teachers and administrators access web‐based data through a high speed data connection. School personnel are provided web‐based e‐mail accounts to promote better communication between the schools, staff, and parents. They can also use a web‐based program to access information about professional learning units and training opportunities.
The student information system used in Colquitt County is Infinite Campus. This system is web based and accessible from any computer at any time. All teachers in grades 3 – 12 maintain an electronic grade book. Student demographics and schedules are exported by school registrars to populate the grade book.
Special education teachers use TieNet, a web based special education program designed to manage data on special education students and electronically generate and document required paperwork such as Individual Education Plans as well as parent contacts. Basic demographic data, including enrollment in special education, is transferred in an overnight upload from Infinite Campus.
Administrative Gap Analysis In the administrative offices of the schools, the baseline standard was the presence of modern computers. In this area, more consistency was seen in the provision of modern computers. Most administrative software packages have been in use by the system for quite some time. School administrators charged with the supervision of teachers and students are in need of mobile technology to electronically document and assess progress. In 2011, none of the administrators had access to tablet technology.
Parent/Community Uses of Technology
Colquitt County Schools utilizes e‐mail, websites, and newsletters to promote better communication between schools, staff, parents and community members. Student attendance, demographic information, and grade book files connect to the Parent Portal. Using a secured password, parents and guardians can access the information on their own children. The Colquitt County school system has taken measures to accommodate parents with limited English skills by providing documents in Spanish as well as English. Federal program funding also provides computers at various school locations for parents who do not have home computers. An automated phone calling system allows schools and district administrators to relay school event notices and emergency information in English and in Spanish.
Parent/Community Gap Analysis Although problems with the parent portal and teacher websites are not significant barriers to communication, these are targeted areas of improvement.
At this time, Parent Portal is capable of sending instant portal messages and individual email alerts regarding attendance, behavior, and grades. With less than 13% of Colquitt County students having at least one parent with a portal account, increased public awareness is paramount to utilizing this
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communicative tool. Because the parent portal updates information instantly, teachers must become vigilant with entering assignments and updating grade information. The intent is that teachers will enter assignments before they become due so that parents may use portal to remain aware of student requirements, increased teacher training and access to portal for parents should lessen this difficulty over time. While the school system website features upcoming events, school news, school calendar,lunch menus, a message board, and several other special modules with links and information exclusively for parents, students, and community members, each teacher is also responsible for maintaining his/her own website. Many teachers are uncomfortable with webpage management/design and do not regularly post classroom specific information to their website. A new user‐friendly web hosting service and increased training should diminish this problem over time.
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Goals, Benchmarks, and Strategies Instructional Goals
Goal 1: Continually update and improve 21st Century technology access. Strategies:
Benchmark Evaluation Method
Funding Source/Estimated Amount
Person Responsible
Provide LAN/WAN and wireless access robust enough to handle streaming video, voice over IP, and distance learning applications.
All classrooms will have high speed access to online resources and wireless access 2014
Annual technology inventory
Local Funds E‐Rate awards Amount: $100,000
Director of Information Technology Director of Network Services
E‐rate applications will be filed to apply for discounted rates for leased lines, Internet connectivity, and the district's phone system.
E‐rate applications will be filed annually for any eligible services.
Annual technology budget
Eligible E‐Rate awards excluding end‐ user equipment. Local Funds Amount: Awards contingent upon USAC
Director of Information Technology
Provide access to updated computer workstations (and/or equipment to access electronic data), data projectors, student response systems, interactive whiteboards, visual presenters, tablets and other multimedia equipment for instructional purposes.
Schools in the system will review and acquire, as appropriate, 21st Century equipment for each classroom by 2014.
Annual gap analysis
Title I Title II Local Funds E‐Rate awards Amount: $1,000,000
Director of Information Technology Director of Network Services School Technology Contacts Instructional Technology Specialists
Provide adequate replacement and maintenance for technology equipment.
Schools in the system will review and acquire, as appropriate, replacement or maintenance for 21st Century equipment for each classroom by 2014.
Annual gap analysis
Title I Title II Local Funds E‐Rate awards Amount: $250,000
Director of Information Technology Director of Network Services School Technology Contacts Instructional Technology Specialists
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Goal 2: Improve student academic performance, technology literacy, and motivation. Strategies:
Benchmark Evaluation Method
Funding Source/Amount
Person Responsible
Utilize motivational, instant feedback test practice materials both in print and online to assist students in preparation for state testing.
Students passing the CRCT and EOCT will increase 5% in all subject areas over the next three years.
Annual software/technology utilization report.
Title I Local Funds Amount: $20,000
Curriculum staff Technology Contacts Instructional Technology Specialists
Utilize software to disaggregate data for the purpose of differentiating instruction, monitor student progress and achievement, and allow for response to intervention in all subgroups including special education.
The District will evaluate available software and implement by 2014
Annual gap analysis
Title I Title II Local Funds Amount: $50,000
Director of Information School Technology Contacts Instructional Technology Specialists Curriculum staff
Ensure that technology is an integral component of the instructional program and assess student technology achievement.
Schools in the system will update technology curriculum and assess technology literacy in relation to NETS technology standards.
Annual technology literacy assessment
Local Funds Amount $7,000
Director of Information School Technology Contacts Instructional Technology Specialists
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Goal 3: Utilize technology to support the professional growth of all staff to maximize student learning. Strategies:
Benchmark Evaluation Method
Funding Source/Amount
Person Responsible
Increase technology trained staff members to increase teacher training and technical support.
The system will add at least one full or part‐time technology position by2014.
Annual gap analysis
Local Funds Amount: $12,000
Director of Information Technology Director of Network Services
Develop 10 hour technology training courses that align with technology goals and teacher requests.
The level of technology integration will increase by 30% from level 3 to level 4 in relation to the LOTI evaluation instrument.
Annual training needs survey LOTI Report
Local Funds Amount $5,000
Director of Information School Technology Contacts Instructional Technology Specialists
Administrative Goals Goal 4: Increase the application and use of technology to enhance job performance and productivity.Strategies:
Benchmark Evaluation Method
Funding Source/Amount
Person Responsible
Provide teachers and administrators technology equipment using system wide purchasing.
75% of technology purchases will be coordinated by Central Office Technology Department by 2014.
Annual Gap Analysis Annual Technology Inventory Annual software/hardware utilization report
Local FundsTitle I, II, VI Eligible E‐Rate awards excluding end‐ user equipment. Amount: $100,000
Director of Information School Technology Contacts Instructional Technology Specialists
Include a section in faculty/staff evaluation form to include technology proficiency.
All faculty/staff will attain intermediate proficiency levels in job related technology applications by 2014
LOTI Software/Hardware utilization report.
Local Funds $100,000
Director of Information School Technology Contacts Instructional Technology Specialists Curriculum staff
Provide system and school administrators with tablet technology for mobile applications that allow for assessment and documentation of teachers and students.
All system and schools administrators involved with assessment will attain tablet technology by 2014.
Annual Gap Analysis Annual Technology Inventory Annual software/hardware utilization report
Local FundsTitle I, II, VI Amount: $100,000
Director of Information Technology Director of Network Services
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Parent/Community Uses of Technology Goals Goal 5: Utilize technology to enhance community communication and provide additional standards based material. Strategies:
Benchmark Evaluation Method
Funding Source/Amount
Person Responsible
Provide parents access to the homework assignments and assistance through teacher and standards based websites.
Implement web hosting service and monitor teacher use by 2014.
Quality Website Rubric Nettrekker Usage Report
Local Funds E‐Rate $20,000
Director of Information School Instructional Technology Specialists
Involve Parent Coordinators in all technology training to increase use of instructional technology after school hours.
Increase parent coordinators’ and parent knowledge of available technology by 50% over the next three years.
Monitor content and participation in Parent Coordinator workshops.
Title II Amount: $50,000
Director of Information Instructional Technology Specialists Director of Federal Programs/Parent Coordinators
Encourage parent portal registration for 24‐7 access to grades, discipline, and attendance.
Increase parent portal registration to 65% of all parents over the next three years
Monitor participation in Parent Portal.
Local Funds Director of Information School Instructional Technology Specialists
System Readiness Goals Goal 6: Insure that all system personnel and stakeholders are educated and involved in the implementation of the vision for the use of technology Strategies: Benchmark Evaluation
Method Funding Source/Amount
Person Responsible
Adopt a “train the trainer” model to more fully implement the vision of the use of technology.
Increase knowledge of the district’s vision for technology use 50% over the next three years.
Review of system website, newsletters, and training presentations.
Local Funds Amount: $100,000
Director of Information Instructional Technology Specialists Curriculum staff
Replace dated network and computer hardware to increase speed and performance
All schools will have modern network equipment by 2014
Hardware analysis
Local Funds E‐Rate Amount: $200,000
Director of Network Services, Director of Information Technology
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III. Communication and Marketing
The Colquitt County School System uses a Department of School and Community Relations to help disseminate information to community stakeholders. Regular press releases, Internet articles, and staff newsletters all combine to keep the community informed about school activities and progress. System, schools, and teacher websites are used extensively to communicate with parents and the community. The websites contain school start and release times, announcements, assignments, course syllabi, and announcements among other information. The system website features upcoming events, recent school news, the school calendar, lunch menus, a message board and special pages with links and information for parents, students, and community members.
The parent portal allows parents and guardians to view academic progress, discipline incidents, and attendance. Test results and progress within schools and the system are also presented on the system website, in the local newspaper and in newsletters sent out monthly.
Colquitt County High School and C.A. Gray Junior High School maintains an automated phone system that calls the home telephone of students who are absent from school. All schools have a One Call Now that can alert parents of emergencies, announcements, changes of schedule, or other important information through a phone line.
Pertinent news articles and announcements are also published in a monthly newsletter from the system level (Colquitt Connections) as well as school and class newsletters which are sent home on a regular basis. School related articles regularly appear in the local town newspaper, The Moultrie Observer, which also includes a monthly section written by the students in the Colquitt County High School Journalism Class.
Because of the large Hispanic population in Colquitt County, much of the written information is presented in Spanish as well as English. Phone announcements are also bilingual in an effort to involve as many families as possible.
Throughout the school year, activities that involve students in innovative learning activities are promoted by the Information Technology Department. The Colquitt County Technology Fair involves hundreds of students, volunteers, and parents as the students who create and display technology projects from twelve different categories. The winners of the local fair move on to the state fair. Many other students are involved in a webpage competition sponsored by the local Educational Technology Training Center at Valdosta State University. These students work in teams to complete a website and present their work at the annual Showcase Conference. All of these activities are publicized through the system website, local newspaper, and through newsletters. The students often present work at the local board of education meetings and the Georgia Educational Technology Conference. Technology staff members also make presentations at this prestigious event and will continue as appropriate.
Regular and consistent technology planning occurs through collaboration between the Colquitt County School System technology department and system‐level staff development, curriculum, media, Title I,
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special education, and ESOL personnel. Monthly meetings allow stakeholders to develop successful strategies to insure that all stakeholders have input into a System‐level plan. Colquitt County Schools also communicates regularly with other area district personnel to share ideas and best practices through video conferencing, consortia meetings, and e‐mail.
IV. Professional Development
The bodies of research on technology integration should be disaggregated to allow policy makers, school administrators, and classroom teachers access to the most consistent data to make informed decisions. These decisions should revolve around two critical components,
(1) the type of technology‐focused professional development needed for classroom practitioners to integrate technology in a manner that would result in increase student achievement and
(2) the type of hardware and software needed to maximize achievement.
Colquitt County School System seeks to provide high‐quality professional development programs with follow‐up and support that promotes knowledge and enhances skills related to the use of technology for productivity, teaching, and learning. To accomplish these goals, courses, conferences, workshops, site visitations, web‐based programs and other related activities are results‐driven, standards‐based, job‐embedded, and aligned with system level goals. At the system level, experienced trainers facilitate professional development opportunities in the area of technology for all Colquitt County personnel. Trainers consider curriculum standards when designing classes that will be offered to the teachers and administrators. These classes are offered on a regular basis. In addition, any school or group (and even an individual) within a school can request specific training on any and all technology applications available within the classroom. Course participants may view course offerings, register, and print transcripts through a web based professional development software system. Professional learning courses are offered that promote current system initiatives, increase skill and productivity in specific applications, provide strategies for using technology to enable or enhance learning, and provide hands‐on training of emerging technologies in accordance with the Georgia Performance Standards.
The following chart outlines courses that address system initiatives and system departments that are involved in course planning and deployment:
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Course Content Department(s) Involved
Student Information System Technology, School Classified Staff and Administrators
Electronic Grade Book Technology, School Certified Staff and Administrators
Parent Portal Technology, Parent Coordinators and All School Personnel
Special Education Program Technology, Special Education and Administrators
Media Center Program Technology and Media Personnel
Cafeteria Program Technology and Food Services Staff
Productivity Programs (Microsoft Office) All Departments
Emerging Technologies (CPS, Smartboard, Digital Cameras, Web‐based Software, Wireless Connectivity, Tablets)
All Departments
Curriculum Focused Software All Departments
Funding for technology equipment, software, and training comes from a variety of sources including Title program funding and local funds. Using best practices research, curriculum standards, technology plan documentation, and recommendations from technology department members, school personnel make decisions about system‐level equipment purchasing that will maximize student achievement and technology literacy.
The Colquitt County School System ensures that funds are spent on scientifically based (or evidence based) practices and materials for all programs, including purchases of software and technology tools. The selection and implementation of scientifically based practices and products must target the assessed needs of students (specifically math and the performance of certain subgroups).
Instructional materials ‐ are reviewed prior to purchase to ensure their compatibility with instructional best practices. Any software, textbook, or resource is reviewed by the appropriate system committee of teachers and instructional leaders to determine their effectiveness. Purchase and/or adoption of any materials must be in accordance with the school/system improvement design and approved by the committee.
Professional Learning ‐ in Colquitt County is site‐based and focused on student achievement. All professional learning has been consistent within the adopted designs for school improvement. Principals have been directed to be the instructional leader of their school and as such have experienced considerable professional learning activities focused on instruction rather than management. A re‐delivery model has worked well in that each school had a "specialist" who can worked with small groups of teachers throughout the day/week and who can modeled effective practice. This means that for most of our teachers professional learning has become job‐embedded in a coaching or mentoring situation. This re‐delivery model was also used for the state's training in the new CCGPS with the system developing a cadre of teachers who received the training from the state and then re‐delivered to their school. This strategy also permits teachers to stay in the classroom and reduces teacher absence.
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All teachers are involved in professional learning communities to study "our students" and to work for student success. For example, administrators and teachers system wide have been involved in an extensive study of poverty, directed by the superintendent, reading several books on the topic and implementing strategies to overcome the effects of poverty. Similar system‐wide studies have been done on differentiated instruction, reading, math, and science and now grading practices. Principals and the school design team lead such professional communities and target student needs specific to their school. For example, three elementary schools have 30% or more of their enrollment to be Hispanic and these schools have studied the Hispanic culture and educational process to better understand their Hispanic students and also have attempted to learn Spanish to be able to "reach" their students. Two elementary schools have 93% free/reduced lunch and have studied poverty and Ruby Payne's work extensively.
Each school develops an annual plan for continued professional learning that relates to improved student achievement, is linked to their plan for school improvement, and is consistent with research based effective practice. Each school plan is reviewed by a system committee to ensure appropriateness and avoid "new initiatives" so that there is consistent practice across the system. All professional learning in the system is more than a "one‐shot" experience. Funds are used to impact student achievement through the continued and focused education of teachers and administrators and not for novel ideas and conferences. Schools are aware of their professional needs through the analysis of student achievement data.
V. 8th Grade Technology Literacy
8th grade technology literacy is measured by knowledge‐based and performance‐based assessment instruments. Recent test scores indicate that 51% of Colquitt County Schools' 8th grade students meet national technology literacy standards. Teachers, administrators, and technology specialists continue to integrate technology into the curriculum to improve technology literacy. In fact, many of the technology standards are being addressed on a consistent basis through the new Georgia Performance Standard and efforts of the district curriculum and technology departments and technology use at each school.
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District Technology Literacy Initiatives
1. A curriculum for school technology lab personnel that includes flexible and adaptable lesson plans supporting each standard for all elementary schools
2. Remediation activities for each technology standard
3. Media, library, and Internet resources to support each standard
4. Computer‐to‐student ratio and peripheral inventories to assure students have equitable access to technology.
School Technology Literacy Initiatives Elementary Schools Each elementary school in Colquitt County has one computer lab with para‐professionals to assist students during technology time. Lab instructors utilize a technology literacy curriculum based on National Educational Technology Standards and assist students with using computer programs, internet usage, research, writing reports, skills practice, creating spreadsheets, and designing and creating materials that display understanding and mastery of subject matter. Available software programs include but not limited to: Word, Excel, PowerPoint FrontPage, Publisher Various Educational CD‐Rom programs, Nettrekker, Rosetta Stone, Education City, and Classworks.
Middle School Williams Middle School has 6 stationary labs: one Instructional, 3 remedial, and 2 vocational. This middle school also has wireless access and student laptops in various classrooms at each grade level.
One of the vocational labs hosts a computer application exploratory class taken by the middle school students which exposes students to a variety of desktop publishing and productivity software including available hardware devices such as digital cameras, scanners, projectors, and Smartboards.
The media lab is available is available for teachers to reserve for whole classes of students to complete Internet research, media productions, and login to the Online Assessment System to practice course content skills. A sample of available software programs follows: Word, Excel, PowerPoint, Access Language Arts & Science textbook software programs, Rosetta Stone, and Classworks.
Junior High School
C.A. Gray Junior High School has 12 stationary labs: four computer labs in the Business Education Department, one Media lab, one Health Occupations lab, 2 instructional labs, and 3 mobile labs.
Students in the Business Education Department work on the latest technological tools and innovative curriculum in hands‐on learning projects that include web page production, managing databases, creating spreadsheets, composing documents, and creating PowerPoint presentations that align with current Georgia Performance Standards.
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The media lab, the health occupations lab, and the 2 instructional labs are available for teachers to reserve for whole classes to complete Internet research, media productions, document preparation, and login for OAS,GA 411, and other web based applications. The math lab has been designated to provide remediation support for 8th and 9th grade Math students. Available software programs include: A+, Rosetta Stone, D2L and Microsoft Office
High School The high school is equipped with ten computer labs that provide extensive opportunities for students to develop technology skills based on the QCC/GPS standards. The high school has five computer labs in the Business Education Department, one Media Lab, one Automotive lab, and three mobile laptop labs. Available software programs include: A+, Thinkgate, D2L and Word, Excel, PowerPoint, Access.
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All Schools All Colquitt County Schools are equipped with a common web‐based Media Management system which provides students and teachers easy access to information about all resources (including books, technology, and software) available through the Media Center. This system allows students to access information about the resources available in other schools and permits the possible sharing of resources between schools.
All schools in the system are completely networked with fiber connectivity Network drops are present in all classrooms, computer labs, media centers, offices, conference rooms, auditoriums, cafeterias, and other instructional areas. Classrooms have Internet access along with data and video capabilities through the local area network. All schools have video teleconferencing capabilities with surrounding school systems, universities and colleges, experts all over the country and the world. All of the schools’ networks are maintained by the technology department and Internet connectivity is through CNS (Community Network Services) cable. Colquitt County employs four highly trained Instructional Technology Specialists at the district level that provide academic and instructional support to schools whereas four technicians serve schools on a rotating basis and take care of all trouble‐shooting issues through an online system of work orders. Colquitt County Schools classrooms have student computers and data projectors. Some of them have wireless Internet access, interactive whiteboards, electronic slates, visual presenters, and student response systems.
Technology literacy initiatives at the district and school levels are designed to ensure that all students meet standards by the 8th grade. Colquitt County Schools plans to increase technology literacy rates by 5% each year.
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Appendix
Acceptable Use Policies
Board Policy Descriptor Code: IFBG
Internet Acceptable Use
The Board recognizes that as telecommunications and other new technologies shift the ways that information may be accessed, communicated and transferred by members of the society, those changes may also alter instruction and student learning. The Board generally supports access by students and staff to rich information resources. In a free and democratic society, access to information is a fundamental right of citizenship.
Telecommunications, electronic information sources and networked services significantly alter the information landscape for schools by opening classrooms to a broader array of resources. In the past, instructional and library media materials could usually be screened--prior to use--by committees of educators and community members intent on subjecting all such materials to reasonable selection criteria. Board Policy IFAA requires that all such materials be consistent with district-adopted guides, supporting and enriching the curriculum while taking into account the varied instructional needs, learning styles, abilities and developmental levels of the students. Telecommunications, because they may lead to any publicly available fileserver in the world, will open classrooms to electronic information resources which have not been screened by educators for use by students of various ages.
Electronic information research skills are now fundamental to preparation of citizens and future employees during an Age of Information. The Board expects that staff will blend thoughtful use of such information throughout the curriculum and that the staff will provide guidance and instruction to students in the appropriate use of such resources. Staff will (a)consult the guidelines for instructional materials contained in Board Policy IFBC and honor the goals for selection of instructional materials contained therein; (b) establish classroom and media center guidelines for student use of network services; and (c)closely supervise student use of the Internet/Intranet.
Students are responsible for good behavior on school computer networks just as they are in a classroom or a school hallway. Communications on the network are often public in nature. General school rules for behavior and communications apply. The network is provided for students to conduct research and communicate with others. Access to network services will be provided to students who agree to act in a considerate and responsible manner.
Independent student use of telecommunications and electronic information resources will be permitted for instructional purposes. A form will be posted on the Colquitt County School
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System website and available in each school handbook for the parents or legal guardians of minor students (under 18 years of age) who wish to decline permission for his or her student their children to participate in instructional activities using these resources.
It is the policy of Colquitt County School System to: (a) prevent user access over its computer network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of direct electronic communications; (b) prevent unauthorized access and other unlawful online activity; (c) prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and (d) comply with the Children's Internet Protection Act [Pub. L. No. 106-554 and 47 USC 254(h)]; and (e) provide instruction to students on the inherent dangers of social networking sites, the characteristics of cyberbullying and the recommended responses. The Board authorizes the Superintendent to prepare appropriate procedures for implementing this policy and for reviewing and evaluating its effect on instruction and student achievement.
Definitions
TECHNOLOGY PROTECTION MEASURE. The term "technology protection measure'' means a specific technology that blocks or filters Internet access to visual depictions that are: 1 OBSCENE, as that term is defined in section 1460 of title 18, United States Code; 2 CHILD PORNOGRAPHY, as that term is defined in section 2256 of title 18, United States Code; or 3 Harmful to minors.
HARMFUL TO MINORS. The term "harmful to minors'' means any picture, image, graphic image file, or other visual depiction that:
1 Taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion; 2 Depicts, describes, or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and 3 Taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors.
SEXUAL ACT; SEXUAL CONTACT. The terms "sexual act'' and "sexual contact'' have the meanings given such terms in section 2246 of title 18, United States Code.
Access to Inappropriate Material
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To the extent practical, technology protection measures (or "Internet filters") shall be used to block or filter Internet, or other forms of electronic communications, and/or access to inappropriate information.
Specifically, as required by the Children's Internet Protection Act, blocking shall be applied to visual depictions of material deemed obscene or child pornography, or to any material deemed harmful to minors.
Subject to staff supervision, technology protection measures may be disabled or, in the case of minors, minimized only for bona fide research or other lawful purposes.
Acceptable Use
Operation of the network relies upon the proper conduct of the end users who must adhere to strict guidelines. Therefore, the use of the network must be in support of education and research consistent with the educational objectives of the Colquitt County School System. Transmission of any material in violation of any United States or state regulation, or Colquitt County School System’s policy policies, is prohibited,. to This includes, but not limited to, copyrighted material, threatening, indecent, or obscene material or material protected by trade secret, use for commercial activities, product advertisement or political lobbying.
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Unacceptable Use
The purpose of the Colquitt County School System network is to support research and education. The Board reserves the right to determine the acceptability of any specific use of the network. The following guidelines, although not exclusive, constitute examples of unacceptable use of the Internet/Intranet:
1. No person shall use computers of the Colquitt County School System for commercial business or profit or for solicitations of purchases of any kind.
2. Neither students nor employees will use network resources to play non-instructional computer games.
3. No person shall use any personal software without prior approval from the Technology Coordinator or the Network Support Manager.
4. No person shall deliberately access, remove, or copy any program or file on a computer belonging to someone else without specific authorization.
5. No person shall add, delete, copy programs, or tamper with existing programs in such a way that causes the computer to stop performing computer operations or that disrupts the use of the network by others.
7. No person shall engage in any conduct, including e-mail, chat rooms, or instant messaging, which harasses, libels, slanders, or in any way damages the reputation of another individual.
8. No person shall access, display, or send any materials that are profane, vulgar, threatening, pornographic, indecent, or harmful to minors.
9. No person may disguise or hide his/her identity, including changing his/her name on the system. Only members of the technology department may change any aspect of a user’s account.
10. No person shall create “home pages” or directories without approval by the Technology Coordinator or the Network Support Manager.
11. Under no circumstances should students arrange to meet an individual they have contacted while using system-computing resources. Students should notify the classroom teacher and their parent or guardian immediately upon an attempt by any user to arrange to meet them or upon a contact from a user for an illicit or suspicious purpose.
The teacher, principal and Technology Director will have the discretion to immediately suspend or restrict any student or employee’s access to and use of the Colquitt County
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School System’s network resources upon the apparent breach of these terms and conditions of acceptable use. Teachers and administrators may request suspension of another user’s access rights upon notification of the Technology Director. The user will be informed of the suspected breach of the Acceptable Use Policy and given the opportunity to explain the situation. If this explanation is not satisfactory, the principal or the employee’s supervisor will provide a written incident report to the Technology Director.
Supervision,Monitoring, and Privilege
The use of the Internet/Intranet is a privilege, and as such, is conditional upon the individual’s compliance with any and all state and federal laws, school regulations, and the exercise of good manners. It shall be the responsibility of all members of the Colquitt County School System staff to supervise and monitor usage of the online computer network and access to the Internet in accordance with this policy and the Children's Internet Protection Act.
Procedures for the disabling or otherwise modifying any technology protection measures shall be the responsibility of the Director of Network Services or designated representatives. Likewise, the Technology Director or Network Director may suspend or revoke privileges as deemed necessary.
Privacy
No student shall give out his/her personal information while using the Internet/Intranet resources of the Colquitt County School System unless authorized and as required for participation in approved sites. In addition, information of this kind should not be given regarding any other user. No user shall give out his/her password to anyone other than the members of the Technology Department, nor shall any person use the account or password of any other Colquitt County School System user. Breaches of privacy are direct violations of the Acceptable Use Policy.
It is not the intention of the Colquitt County School system to actively monitor the electronic mail (e-mail) of account holders. However, there is no guarantee or reasonable expectation of privacy when e-mail is sent or received. During the course of maintaining the network, the members of the Technology Department will have access to all electronic messages and may inadvertently access inappropriate private messages or content that requires notification of the proper authorities. The Technology Director or Network Director may be requested to access a user’s e-mail by the Superintendent or other officials if inappropriate or harmful use of the network is suspected. It is the policy of the Colquitt County School System that e-mail is not retained.
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Security Security of any computer system is a high priority. Any user who suspects or identifies a network security problem must notify a classroom teacher or building-level administrator immediately. The principal or central office administrator should then notify the Technology Director. Network security problems must not be demonstrated to other users. User passwords are one element of network security and should remain private. Users should not reveal their passwords or allow another person to use their password. Any individual who steals or attempts to steal another user’s password will lose network privileges. Access rights are another level of network security. Any user who attempts to change the level of their his/her access rights or attempts to log into the network as a user with higher access rights will have their his/her network privileges immediately canceled and face disciplinary action. Any user identified as a security risk, or having a history of problems with other computer systems, may be denied access to the Colquitt County School System’s computer networks. Copyright Guidelines The Colquitt County School System abides by all federal copyright guidelines, laws, and licensing agreements governing the use of software. All users must also abide by these guidelines. To avoid copyright infringements, individual users must not download software without the express prior permission of the Technology Director. Commercial software must be properly obtained and documented with official school system purchase orders. Single user software may not be installed on multiple machines and multi-station software must be installed in compliance with the number of users specified in the licensing agreement. Copyright infringement regarding commercial software must be reported to the Technology Director immediately. Employees may try “shareware” or “freeware” available on the Internet after approval by a member of the Technology Department. All conditions established by the authors of freeware and shareware must be followed, including payment after a trial evaluation period or limitations on the number of users. If there is a time limit on the use of the software, it must be removed in compliance with the author’s wishes. On the Internet, there are other forms of digital information (e.g. text, images, audio, sound, animations, etc.) that may also be affected by copyright laws. The creators of this information may claim such materials as their “intellectual” property. Users must avoid plagiarism (i.e. claiming the works of someone else as your own). Students or school system employees may not download on-line materials for use without complying with the conditions established by the creator (e.g. payment, acknowledgment, etc.). Users may capture such digital information (e.g. text, images, audio, sound, animations, etc.) for use in World Wide Web home pages, multimedia presentations, or school-related projects as long as copyright laws or a creator’s specific restrictions are met. Copyright law generally allows the use of someone else’s information for educational purposes but with the restriction that it cannot be sold nor publicly displayed. All questions and concerns about possible copyright violations of material obtained over the Internet must be directed to a school’s Media Specialist or the Technology Director. CIPA BACKGROUND Full text of the Children's Internet Protection Act http://www.fcc.gov/ccb/universal_service/chipact.doc
FCC regulations implementing CIPA; FCC 01-120
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http://www.fcc.gov/Bureaus/Common_Carrier/Orders/2001/fcc01120.doc
SLD's FAQ on E-rate certification procedures and timing
http://www.sl.universalservice.org/reference/CIPAfaq.asp
Colquitt County Schools Date Adopted: 11/22/1999 Last Revised: 7/24/2006
Georgia Code Description Code � 16-09-90 Georgia Computer Systems Protection Act � 16-09-91 Computer Related Crime � 16-09-92 Definitions � 16-09-93 Computer crimes defined � 16-09-93.1 Misleading transmittal � 16-09-94 Violations US Code 20 USC 6777 Internet Safety 47 USC 254(h) Universal Service These references are not intended to be part of the policy itself, nor do they indicate the basis or authority for the board to enact this policy. Instead, they are provided as additional resources for those interested in the subject matter of the policy.
Colquitt County Schools Date Adopted: 11/14/2005
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Levels of Technology Integration Tool 1 Students using computer games, software, or the Internet as a reward after their “real work”
is finished. 2 Teachers dropping their students off at the lab to learn technology skills from another
instructor. Teachers teaching students how to use word processors, spreadsheets, the Internet
3 Teachers using technology to present content to students or to stimulate teacher‐led discussions. Students using drill and practice software, games, and tutorials while teachers monitor their use and gauge their progress in mastering concepts. Students taking computer‐based quizzes on the content of books they’ve read or lessons they’ve learned.
4 Students using the Internet or electronic databases to research information, access primary resources, and download graphics related to a topic of study. Students doing “web quests” Students using software to draw geometric shapes Students using spreadsheets to record and chart data from a science lab or a textbook activity. Students using software to write a research paper. Students using computer design software or drawing software to complete a project. Students using graphing calculators to solve problems or to complete a learning activity provided by the teacher. Students constructing a PowerPoint presentation to present to their class. Students participating in a computer‐based simulation that encourages decision making and problem solving. Students using technology to prepare materials for a mock trial or to document evidence found at a mock crime scene. Students recording nutritional information on what they’ve eaten in a spreadsheet. Students using probes to monitor their heart rate.
5 Students creating, administering, and analyzing results from online surveys about current social issues. Students participating in online projects which safely connect students to authentic learning experiences and to peers and mentors in other locations. Students creating and posting podcasts on topics relevant to achieving the GPS. Students generating questions/pursuing answers on standards‐based learning topics that are of the most interest to them. Students participating in web blogs for the purposes of learning. Students creating and publishing products that both demonstrate mastery of content and are of interest to an audience other than the students’ teachers and immediate classmates. Students learning marketing strategies and math skills by engaging in an actual online virtual business venture. Students posting their school newspaper stories online and engaging in conversations with other students across the country and around the world.
6 Teachers designing the instruction tools such as websites, databases, tutorials, and simulations that they need for their classes. Students designing technological solutions to current problems and issues, for example, creating an interactive web‐based database to help ESOL student understand local culture and language. Students designing a new type of scanner that optimizes 3‐D Graphics
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Interoperability and Redeployment Procedures Colquitt County Schools
Procedures for Ensuring Interoperability and for Deploying of Older Equipment
The Colquitt County School system has practiced standardization of system software and hardware for eight years. Hardware specifications are written and re‐evaluated every eighteen months. An attempt is made to purchase high end equipment because technology changes and advances so quickly. Once specifications are written they are submitted to a list of approved vendors for bids. Bids are evaluated in regard to price but more importantly warranty, return procedures and shipping charges. The technology staff recommends a vendor to the Board of Education. It is not necessarily the lowest bid. The approved vendor is used for eighteen months only and the process starts again. All purchases in Colquitt County Schools are made from the approved vendor.
Software purchases are also standardized. Major purchases are selected through a committee of interested parties. The software applications are viewed, evaluated, tested and compared to other applications. The Microsoft line of office applications has been used for seven years. All schools use Winnebago’s Spectrum for media automation, SASI for student information, STAR for math and reading analysis, AR for motivation of reading, plus others. Smaller applications are selected by individual schools.
Network applications are selected with SIF (Schools Interoperability Framework) compliance in mind. A long time and long range goal has been to have an integrated system for student information and fund accounting.
The technical staff keeps equipment in working order through routine maintenance and repair. Parts are salvaged for rebuilding older equipment when possible. Due to warranties of five years on computers, three years on monitors, and lifetime on switches, Colquitt County currently has an agreement with a vendor to pickup and discard all computer related equipment that is no longer in use. This method is environmentally friendly and Colquitt County does not find that selling old equipment to the community to be a responsible act.
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Components for System-Level Technology Plan Peer-Response Rubric
II. Current Reality Identify your data sources. What data does your technology inventory survey tell you? Compose a narrative analyzing the gap in access to technology across the district. Address the following groups—instructional, administrative, parent/community, system readiness/system support—personnel/resources.
Component
a. Access to Technology/Data Sources
Identified data sources (such as annual hardware survey) are collected and cited to determine system members’ current level of access to computer hardware, instructional software, and the Internet.
b. Technology Use
Collected data is used to determine the following:
Instructional uses of technology Administrative uses of technology Parent/community uses of technology
c. Gap Analysis
Collected data is analyzed to determine the gap between what levels of technology access is needed to achieve the vision and what is currently available.
Analysis includes trends across sub groups in the school system.
I. Vision for Technology Use
Compose an overall mission and/or vision which describes the steps the LEA is taking to ensure all students/teachers have increased access to technology. Include a list of specific vision statements for system educational improvement over a three year period.
Component
a. District Mission/ Vision and Access
The plan includes an overall mission statement (usually 3-5 sentences) that communicates the primary purpose, the primary duties, the core beliefs, values and accessibility of system technology.
The plan includes specific vision statements (usually 10-15 bulleted sentences) that communicate specific areas of impact and/or improvement.
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GOALS,BENCHMARKS, AND STRATEGIES Component
a. Goals
Based on the vision, data collection, and the gap analysis, clear and concrete goals are established in the following categories:
Instructional uses of technology Administrative uses of technology Parent/community uses of technology System readiness (staff technical competencies/attitudes)
b. Benchmarks
Each goal is accompanied by benchmarks that serve as tangible indicators of successful progress toward goal completion.
c. Evaluation Plan
Data collection strategies to monitor progress for each technology GOAL/BENCHMARK are provided.
Responsibility for collecting and analyzing data on each technology GOAL /BENCHMARK is assigned and documented. (Titles are sufficient.)
Evaluation plan includes specific methods to determine how technology program successes affect (1) student achievement, (2) student technology literacy; and (3) the quality of students’ learning experiences.
d. Budget
A budget figure and a funding source or a projected funding source is provided for each strategy.
When the purchase of technology is present in the budget, the “type” of technology is specified.
e. Responsibility List
A list of persons responsible for the implementation of each strategy is included. (Titles are sufficient.)
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III. Communication and Marketing Describe strategies to share system progress, disseminate evaluation results, encourage broad stakeholder involvement, and market the role technology can have in helping students achieve in innovative ways. How are we sharing what we are doing? How can we show that the way we are sharing is meeting our needs? How are we encouraging more people to be actively involved with the system?
Component
a. Communication/ Marketing
Strategies for the following are provided: sharing progress, disseminating evaluation results, encouraging broad stakeholder involvement, and marketing the role technology can play in helping students achieve the QCC in innovative ways are provided.
Multiple methods of dissemination and marketing are used (for example, web-based resources, newsletters, meetings, local media, etc.)
b. Integration/ coordination with long-range planning initiatives
There is evidence that a regular and consistent technology plan results from intra-system collaboration between the technology department and system-level staff development, curriculum, media, Title I, special education, and ESOL personnel.
IV. Professional Development Describe how the local educational agency will provide professional development and ensure that specific funds like E‐Rate and other sources are spent on scientifically and/or evidence based practices in relation to the purchase of technology and technology tools.
Component
a. Professional Development
Professional Development programs are clearly outlined. Funding sources of professional development are provided. Local staff development programs are consistent with nationally established
criteria for quality professional development, with such characteristics as incentives, self-directed learning, and authentic connections to actual work
Professional development programs promote research-supported instructional practices that actively engage students in their own learning.
Professional development programs help teachers target their instructional practices toward student achievement of GPS/QCC standards.
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V. 8th Grade Technology Literacy
Describe how the local educational agency will provide tools and strategies to promote technology literacy to ensure that all students are technologically literate by end of 8th grade.
Component
a. 8th Grade Technology Literacy
Tools and strategies are clearly outlined. Description of the school-based experiences that promote development of
technology literacy at all grade levels.
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Appendices Component
a. Policies and Procedures
Copies of the system’s Acceptable Use Policy, and CIPA policy are provided. Copies of any other policies that govern action (for example, purchasing policies, contract awards and management, redeployment of old equipment, minimum specifications for classroom equipment, etc.) are provided.
Usage of Technology Plan for CLIP Questions
I. Vision for Technology Use ‐Copy and paste the entire answer for this section into the following CLIP question:
CLIP Question # 28. A description of how the LEA will take steps to ensure that all students and teachers have increase access to technology. Include the strategies to be implemented to increase or maintain access to technology and to establish or maintain equitable technology access.
II. Current Reality ‐Copy and paste the entire answer for this section into the following CLIP question:
CLIP Question # 28. A description of how the LEA will take steps to ensure that all students and teachers have increase access to technology. Include the strategies to be implemented to increase or maintain access to technology and to establish or maintain equitable technology access. Goals, Benchmarks, and Strategies
GOAL: Increase the use of technology by…..
Strategies Benchmark Evaluation Method
Funding Source/Amount
Person Responsible
1st Strategy
Measurable Benchmark(s) for 1st Strategy
Evaluation method(s) for 1st
Strategy
Funding Source/Amount/and Schedule for 1st Strategy
Person Responsible for 1st Strategy
2nd Strategy
(add other table rows as appropriate for this goal)
Measurable Benchmark(s) for 2nd Strategy
Evaluation method(s) for 2nd Strategy
Funding Source/Amount/and Schedule for 2nd Strategy
Person Responsible for 2nd Strategy
Goals, Benchmarks and Strategies Table‐‐ ‐Copy and paste the entire answer for this section into the following CLIP question:
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CLIP Question # 28. A description of how the LEA will take steps to ensure that all students and teachers have increase access to technology. Include the strategies to be implemented to increase or maintain access to technology and to establish or maintain equitable technology access. CLIP Question # 29 A description of the LEA’s long‐term strategies for financing technology to ensure that all students, teachers, and classrooms have access to technology, technical support, and instructional support.
III. Communication and Marketing Copy and paste the entire answer for this section into the following CLIP question:
CLIP Question #4. How are you sharing what you are doing within your system? What are your system’s plans to demonstrate that these means of communication are meeting your needs? How are you encouraging more people (community, parents, and business) to be more actively involved with the system? (CLIP question #4)
IV. Professional Development (question #8, CLIP) ‐Copy and paste the entire answer for this section into the following CLIP question:
CLIP Question #8. A description of how the local educational agency will ensure that funds are spent on scientifically and/or evidence based practices in relation to the purchase of technology and technology tools. (specifically items purchased with eRate funding).
V. 8th Grade Technology Literacy (question #7 CLIP) Copy and paste the entire answer for this section into the following CLIP question:
CLIP Question #7. A description of how the local educational agency will ensure that tools are available to promote technology literacy for 8th grade students.
VI. Appendix‐ Required for E‐Rate and Local School Board Policies—will not be copied into the CLIP
a. Acceptable Usage Policy b. CIPA Policy (attach) c. Other documents cited in the technology plan as necessary.