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WARREN COUNTY PUBLIC SCHOOLS

EDUCATIONAL TECHNOLOGY PLAN

2014-2016 (Updated June, 2014)

210 NORTH COMMERCE AVENUE

FRONT ROYAL, VA 22630

PHONE (540) 635-2171

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II. Table of Contents

Executive Summary……………………………………………………………………………………………………………………………..…….…..3

Process……………………………………………………………………………………………………………………………………………….……….4-8

A. Summary of connections to the division’s mission and vision…………………………………………………………4

B. Summary of work of the planning committee and its benchmarks………………………………………….....5-6

C. Summary of the evaluation process and planned update cycle…………………….………………………...……..7

D. Conclusions from Needs Assessment………………………………………………………………………………..…………..8

Actions………………………………………………………………………………………………………………………….…………….……………9-19

Environment……………………………………..……………………………………………………………….…………………..…….9-11

Engagement ……………………………………………………………………………………………………….………………..….…12-13

Application……………………………………………………………………………………………………….……………….……..…14-15

Tools……………………………………………………………………………………………………………………………………………16-17

Results……………………………………………………………………………………………………………….…………….…………18-19

Appendix 1: Strategic Action Plan……………………………………………………………………………………………………...…..20-32

Appendix 2: Acceptable Computer Use Agreement…………………………………………………………………………….….33-35

Appendix 3: WCPS Internet Safety Curriculum K-12…………………………………………………………………………….….36-52

Appendix 4: My Learning Plan ………………………………………………………………………………………………………………..53-55

Appendix 5: Reports Online System Usage Instructions……………………………………………………………………….….56-68

Appendix 6: Work Order Database Summary Report by School…………………………………………………………………...69

Appendix 7: Technology Curriculum Grades K-5…………………………………………………………………………………..…70-80

Appendix 8: Professional Development Offerings……………………………………………………………………………..……81-87

Appendix 9: Current Status of Technology……………………………………………………………………………..……………………88

Appendix 10: Checklist for Evaluating Software………………………………………………………………………………...……89-90

Appendix 11: Checklist for Evaluating Internet Sites…………………………………………………………………………..……91-92

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III. Executive Summary

The Warren County Public School system prides itself on the progress technology has made in the last twelve

years. The level of technology use and integration has evolved as technology equipment has become readily

available. The objective of this plan is to provide all students and teachers with sufficient skills to apply

existing technology in innovative ways to solve problems, increase productivity, and serve as a tool to enhance

the educational process.

This plan details effective and appropriate integration of technology that will lead to increased student

achievement. Support from school leaders, instructional technology resource teachers, community partners,

and technicians will lead to increased use of technology in the classroom to enrich instruction.

This Education Technology Plan for 2014-2016 supports the mission of Warren County Public Schools by

providing leading edge infrastructure and equipment, professional development opportunities focused on

technology integration, educational applications, and high-speed connectivity.

The mission of Warren County Public Schools is to provide a quality educational opportunity for all students to

achieve their highest academic learning potential, develop positive core values reflective of our community,

and be prepared for higher education and/or the workforce.

We strive to deliver an educational program respected statewide through the commitment and expertise of

qualified school administrators, teachers, and school staff.

We will provide appropriate instructional resources and current technology.

We will seek to achieve the mission through community support, active parental involvement, and business

partnerships.

Warren County Public Schools

Mission Statement

Revised and Adopted September 25, 2008

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IV. Process

A. Summary of connections to the division’s mission and vision.

TECHNOLOGY MISSION

The mission of Warren County Public Schools is to provide quality educational opportunities for all students to

achieve their highest academic learning potential, develop positive core values reflective of our community,

and be prepared for higher education and/or the workforce. We strive to deliver an educational program

respected statewide through the commitment and expertise of qualified school administrators, teachers, and

school staff. We will provide appropriate instructional resources and current technology. We will seek to

achieve the mission through community support, active parental involvement, and business partnerships.

The technology plan supports the mission of Warren County Public Schools which provides students with the

information, skills, and tools that will encourage and enable them to be complex thinkers, effective

communicators, self-directed learners, and responsible citizens.

TECHNOLOGY VISION

Warren County Public Schools’ vision is one in which technology will be an integral part of each segment of the

curriculum.

In this vision, all teachers, students, administrators, and paraprofessionals will be computer-literate and

capable of employing new technological tools as they become available.

All Warren County Public Schools personnel will have sufficient skills to apply existing technology in innovative

ways to solve problems, increase productivity, and serve as tools to enhance the educational process.

Specifically, technology will serve to enhance student learning by effectively including self-directed learning,

peer collaboration, interaction, and higher order thinking skills.

In addition to its educational benefits, the use of advanced technology will improve the daily management of

instructional and administrative needs as all Warren County administrators, faculty, and staff become capable

of using technology to its full potential.

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IV. Process

B. Summary of work of the planning committee and its benchmarks

TECHNOLOGY PLANNING COMMITTEE

The technology plan has been shared and approved by the Warren County Public School Board on April 10, 2014. The technology plan will be shared with all Warren County Public School employees through our email system. We will make copies of our technology plan available to the Warren County Economic Development Authority, Shenandoah Valley Educational Technology Network, and various other school partners. The technology plan has been posted for public review at http://www.wcps.k12.va.us/index.php/central-office/technology. The planning committee consisted of representatives from technology, instruction, curriculum development, library media specialist, parents, teachers, community members, and business partners. Representatives from special interest groups have been invited to participate. The following people served on the Educational Technology Committee and participated in the writing of the Warren County Public Schools Educational Technology Plan.

Jesse Budd, PC Technician

Jennifer Cook, Instructional Technology Resource Teacher, RJES and EWM Tim Grant, Instructional Technology Resource Teacher, Lead

Dean Lamb, PC Technician

Lori Layman, Assistant Principal, EWM

John Lacombe, Instructional Technology Resource Teacher, WCMS and ASR

Eric Jaworsky, Systems Technician, County of Warren

Doug Moyer, Systems Technician Dr. Priscilla Norton, Professor GMU

Janet Pack, Instructional Technology Resource Teacher, WCHS

Mary Russell, Library Media Specialist, ASR

Melody Sheppard, Assistant Superintendent for Administration

Sarah Stelzl, Instructional Technology Resource Teacher, SHS Elizabeth Walker, Library Media Specialist, WCHS

Robert Williams, Community Member

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Technology Planning Committee

Using the Educational Technology Plan for Virginia as a framework, our division created a committee including members of the community, teachers, instructional technology resource teachers, technicians, library media specialists, instructional resource teachers, technology director, higher education professionals, and building administrators; tasked with creating a technology plan. The technology planning committee began meeting November 2009. The committee looked at the current status of technology in our division and our needs assessment of hardware, staff, and infrastructure. Literature pertaining to enhancing technology in the classroom was reviewed to insure the goals and objectives of our plan are research based. The information was used to determine strategies to help us meet the goals and objectives established by the state and our county’s mission statement. Our technology committee met consistently for one year, both face-to-face and virtually. A strategic plan was developed to guide our technology plan process. After the strategic plan was created our plan committee worked on the tasks identified in the strategic plan including the technology plan goals, objectives, and strategies. The plan was presented to the Warren County School Board on December 9, 2010. The plan consists of five areas: Environment, Engagement, Application, Tools, and Results. Using the needs assessment and current status of technology in the school division, the committee incorporated this information into the following strategies and evaluation plans to meet the goals and objectives provided by the Educational Technology Plan for Virginia, 2010-2015.

Technology Plan Development Meeting Dates November 6, 2009

January 8, 2010 March 5, 2010 May 7, 2010 July 9, 2010

October 1, 2010 November 5, 2010

November 19, 2010 December 9, 2011

December 13, 2011 December 7, 2012

December 14, 2012 February 25, 2014

March 25, 2014

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IV. Process

C. Summary of the evaluation process and planned update cycle

Plan Evaluation and Update Schedule

Warren County Public Schools’ technology plan is aligned with the Educational Technology Plan for Virginia,

2010-2015. The local plan will be evaluated and updated annually to confirm alignment with the state plan

while also measuring progress toward meeting the goals, objectives, and strategies.

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IV. Process

D. Conclusions from Needs Assessment

Warren County Public Schools used multiple assessments to determine the technological needs of our school system. The following is a list of data collected to determine the focus of our technology plan.

Computer hardware inventory

Network infrastructure inventory

Evaluation forms detailing the quality of technology integration workshops and courses

Comparing technology resources with other school divisions in the area

Database that details the number of instructional personnel who have completed the Technology Standards for Instructional Personnel

Attendance of instructional personnel who participated in technology integration workshops

Percentage of teachers completing NETS*T certification

Average scores of students completing technology competency assessments

As a result of the needs assessment, the following have been identified as the most important technology needs for Warren County Public Schools:

Hire additional Instructional Technology Resource Teachers to model technology integration in classroom instruction as funds are available. Currently Warren County Public Schools has five instructional technology resource teachers. Three additional Instructional Technology Resource Teachers will staff each of our schools with instructional technology support.

Hire additional technicians to support the technology and network infrastructure in our schools. Currently Warren County Public Schools employs two PC technicians and two systems technicians to support over 2300 computers, 200 wireless access devices, 60 servers, 250 IP video surveillance cameras, 750Voice over IP telephones, 200 managed network devices, and various other technology hardware located at each school and office.

Continue offering training opportunities targeting integration of technology into classroom instruction for teachers, school leaders, and administrators.

Purchase additional advanced technology items to be used throughout the school division to enhance instruction and improve student learning.

Provide additional support for projectors and interactive whiteboards for all elementary schools.

Review and update the technology curriculum that has been developed for Kindergarten through grade 5.

Create technology curriculum for grades 6-12.

Review and update K-12 Internet safety curriculum.

Research and apply for additional technology funding to help purchase technology tools and provide technology integration training for instructional personnel.

Provide adequate funding for purchasing and maintaining technology equipment in our schools.

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V. Actions

This section of WCPS Technology Plan includes state goals and objectives with local strategies and

measures, as well as additional local goals, objectives, strategies, and measures tied to division mission and

vision.

ENVIRONMENT

“The first step in supporting student learning is establishing an effective learning environment.”

The Educational Technology Plan for Virginia, 2010-2015

Today’s classrooms provide a physical environment for learning that must be drastically different for today’s

learners. No longer is the classroom composed simply of desks, walls, and bulletin boards. Our classrooms

today must be able to incorporate technology into the classroom as a means by which student products can

be formed as well as a way to take advantage of virtual resources.

Our goal is to provide the technological tools necessary for teachers and students to be users and consumers

of information. It is not enough, however, to merely provide access to the technology. The 21st century skills

required of learners today requires much more than basic proficiencies. The learning environment of today

demands our students fully integrate technology into their education much the same way they have fully

integrated technology into their social lives.

Goal 1: Provide a safe, flexible, and effective learning environment for all students.

Objective 1.1: Deliver appropriate and challenging curricula through face-to-face, blended, and virtual

learning environments.

Strategy 1.1.1: Utilize Virtual Virginia resources to provide online courses for students as needed.

Evaluation Strategy: Provide support and training for Virtual Virginia resources and document use.

Strategy 1.1.2: Provide Warren County Public Schools technology curriculum for grades K-5 (Appendix 7)

Evaluation Strategy: Analyze data from student technology assessment created by ITRTs hosted on

ROS.

Strategy 1.1.3: Create Warren County Public Schools technology curriculum for grades 6-12

Evaluation Strategy: Describe progress in creating the curriculum for grades 6-12

Strategy 1.1.4: Provide teachers access to online resources such as moodle, GAFE, eMedia, and Discovery

Education to facilitate delivery of online content.

Evaluation Strategy: Document teacher use of moodle, GAFE, eMedia, and other online learning

resources.

Strategy 1.1.5: Provide five Instructional Technology Resource Teachers to support learning environments in all

schools.

Evaluation Strategy: Describe and document Instructional Technology Resource Teachers effectiveness

using teacher survey.

Strategy 1.1.6: Provide teachers with access to online Economics and Personal Finance Course as provided by

Virginia Department of Education.

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Evaluation Strategy: Provide support and training for Economics and Personal Finance resources and

document use.

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Objective 1.2: Provide the technical and human infrastructure necessary to support real, blended, and

virtual learning environments.

Strategy 1.2.1: Fund additional Instructional Technology Resource Teacher positions to provide one

Instructional Technology Resource Teacher in each school to support teachers in integrating technology in the

classroom. (Current status: five Instructional Technology Resource Teachers, with elementary schools sharing

three Instructional Technology Resource Teachers).

Evaluation Strategy: Describe progress in meeting this ratio.

Strategy 1.2.2: Fund additional technician positions to provide timely and effective support to ensure the

technology equipment and infrastructure are operational, secure, and properly maintained.

Evaluation Strategy: Maintain records of technology work order database. (Appendix 6)

Strategy 1.2.3: Continually evaluate, install and upgrade network-capable hardware and appropriate software.


Strategy 1.2.4: Provide wireless access to all schools. Currently, secondary schools have wireless access, and

elementary schools will be complete by May, 2014.

Evaluation Strategy: Describe progress toward all schools having wireless accessibility.

Strategy 1.2.5: Continue to provide wide area network access to all classrooms. Plan for and implement

upgrades to network backbone and equipment.

Evaluation Strategy: Measure number of days network is completely functional.

Objective 1.3: Provide high-quality professional development to help educators create, maintain, and work

in a variety of learner-centered environments.

Strategy 1.3.1: Provide local technology professional development for instructional personnel on the effective

integration of technology.

Evaluation Strategy: Describe and document professional development opportunities. (Appendix 8)

Strategy 1.3.2: Provide training of effective technology integration for administrators.

Evaluation Strategy: Describe and document professional development opportunities. (Appendix 8)

Strategy 1.3.3: Create school, business, and community partnerships to provide professional development

focused on technology integration strategies and the development of teachers’ and administrators’ 21st century

skills.

Evaluation Strategy: Describe and document professional development opportunities offered by

school, business and community partners. (Appendix 8)

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ENGAGEMENT

A student that is engaged in learning will find the relevance of a lesson to his or her everyday life which is a

critical step in the learning process. Our students now live in a “digital age” where they will seek out

information from beyond the classroom walls. Technology can be made available to offer these additional

outside resources, including collaboration and communication with other students or experts, and offer

students the ability to gain self-reliance and problem solving skills. In order to engage in problem solving with

these new resources, students need to be taught the skills that are needed to identify resources that are

authentic and reliable. The student is also able to create their own unique learning experience through the

use of the various web 2.0 technologies thus adding an element of engagement, which is critical to the

development of higher-order thinking skills. This type of technology makes learning more adaptive to

accommodate the diverse student population of students with special needs and differentiated instruction. A

truly engaged learning environment requires technology that can be adaptive, personalized, and provides

interactive and collaborative experiences.

Goal 2: Engage students in meaningful curricular content through the purposeful and effective use of

technology.

Objective 2.1: Facilitate the development or use and delivery of innovative professional development that

promotes collaboration.

Strategy 2.1.1: Establish and fund the position of one Instructional Technology Resource Teacher per school to

provide innovative professional development that promotes collaboration.

Evaluation Strategy: Describe the progress in meeting this ratio.

Strategy 2.1.2: Plan professional development opportunities for teachers as needed by individual teachers,

curriculum needs, and division wide pacing guides.

Evaluation Strategy: Describe and document professional development activities. (Appendix 8)

Objective 2.2: Actualize the ability of technology to individualize learning and provide equitable opportunities for all

learners.

Strategy 2.2.1: Provide reasonable access to internet connected devices that allow students to learn anytime,

anywhere.

Evaluation Strategy: Document levels of access. (Appendix 9)

Strategy 2.2.2: Identify and disseminate information and resources to assist schools in evaluating the interactive

and universal design features of hardware, software, and internet sites.

Evaluation Strategy: Maintain software and online subscription databases at each school.

Evaluation Strategy: Provide checklist for evaluating software and internet resources. (Appendix 10,

Appendix 11)

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Objective 2.3: Facilitate the implementation of high-quality internet safety programs in schools.

Strategy 2.3.1: Provide teachers, parents and students access to the Warren County Public Schools Internet

Safety Curriculum for grades K-12.

Evaluation Strategy: Describe Internet Safety Program (Appendix 3).

Strategy 2.3.2: Provide educational opportunities for students, teachers and parents to learn about the

importance of internet safety.

Evaluation Strategy: Document participation in Internet safety training.

Strategy 2.3.3: Maintain and update annually the division’s Acceptable Use Policy.

Evaluation Strategy: Provide date of last update of Acceptable Use Policy.

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APPLICATION

“The 21st skills of communication, Information and Communication Technology (ICT) literacy, innovation, creativity, and problem solving are all enhanced by the right technology applications.”

The Educational Technology Plan for Virginia, 2010-2015 Educators and learners of the 21st century must be able to examine a problem precisely, decide what they want a technology tool to do, select the suitable tool, and then be able to carry out the task. Students that choose and apply technology tools appropriately will be more innovative and creative than students that only use traditional tools. It is important when teaching students to focus on the application of technology instead of focusing on isolated skills. ICT helps teachers provide scaffolding between what students already know and the acquisition of new knowledge. Learners who engage in inquiry based explorations of real-world problems will have a better understanding of class content. ICT gives students opportunities to analyze real-world problems and it fosters cooperative working arrangements in the classroom.

Goal 3: Afford students with opportunities to apply technology effectively to gain knowledge, develop skills,

and distribute artifacts that reflect their understanding.

Objective 3.1 Provide and support professional development that increases the capacity of teachers to

design and facilitate meaningful learning experiences, thereby encouraging students to create, problem-

solve, communicate, collaborate, and use real-world skills by applying technology purposefully.

Strategy 3.1.1: Provide professional development on integrating technology into instruction.

Evaluation Strategy: Describe and document professional development opportunities. (See Appendix 8)

Strategy 3.1.2: Identify and communicate resources to support Standards of Learning in all subject areas.

Currently, our division’s focus is on increasing higher-level thinking skills at all levels.

Evaluation Strategy: Document resources that are available to students and staff.

Strategy 3.1.3: Promote the integration of web 2.0 tools in instruction to foster collaboration, higher level

thinking and creativity.

Evaluation Strategy: Describe collaborative tools that are available and document their use.

Objective 3.2: Ensure that students, teachers, and administrators are ICT literate.

Strategy 3.2.1: All licensed staff complete the Technology Standards for Instructional Personnel.

Evaluation Strategy: Maintain records of completion.

Strategy 3.2.2: Assess student technology skills annually by administering pre- and post-tests using an online

assessment based on Virginia Technology SOLs. (currently 5th, 7th, and 8th grade students)

Evaluation Strategy: Maintain records of student progress in meeting technology standards.

Strategy 3.2.3: Analyze data from student technology skills assessments to determine professional development

needs for teachers and curriculum needs for students.

Evaluation Strategy: Analyze and disseminate data from assessments.

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Objection 3.3: Implement technology-based formative assessments that produce further growth in content

knowledge and skills development.

Strategy 3.3.1: Provide training and support to help teachers utilize a variety of online assessment tools.

Evaluation Strategy: Document Instructional Technology Resource Teachers professional development

opportunities. (Appendix 8)

Strategy 3.3.2: Provide training and encourage teachers to fully utilize the online testing feature of ROS (Reports

Online System).

Evaluation Strategy: Document Instructional Technology Resource Teachers professional development


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TOOLS

As technology tools increase so must our training and support for their use. In accordance with our needs-

assessment the equipment implementation must be matched with training opportunities for our instructional

personnel, support staff, and administration. The introduction of new tools into classroom instruction should

take place when the tool can integrate seamlessly into their curriculum. Within the division each department

and/or grade meets to share best practices and can cooperatively plan to use new tools. Web based tools give

instant access to great distances and can integrate multiple resources. Connectivity among teachers promotes

learning communities and helps resist stagnation.

Goal 4: Provide students with access to authentic and appropriate tools to gain knowledge, develop skills,

extend capabilities, and create and disseminate artifacts that demonstrate their understanding.

Objective 4.1: Provide resources and support to ensure that every student has access to a personal

computing device.

Strategy 4.1.1: Provide for networked multimedia computers, supporting technologies and peripherals,

including mobile computing devices to support learning and the needs of all learners.

Evaluation Strategy: Document numbers of networked computers. (Appendix 9)

Strategy 4.1.2: Engage students in learning activities the focus on 21st century skills and web 2.0

tools (collaboration, communication and creativity).

Evaluation Strategy: Document student progress by analyzing data from student technology

assessment.

Strategy 4.1.3: Plan for division wide implementation of one to one computing.

Evaluation Strategy: Research and pilot Bring Your Own Device programs at each school.

Objective 4.2: Provide technical and pedagogical support to ensure that students, teachers, and

administrators can effectively access and use technology tools.

Strategy 4.2.1: Fund additional Instructional Technology Resource Teacher (ITRT) positions to provide one ITRT

in each school to support teachers in integrating technology in the classroom. (Current status: five ITRTs, with

elementary schools sharing three ITRTs, plus an ITRT Lead located at Central Office).

Evaluation Strategy: Document use of ITRT services.

Strategy 4.2.2: Provide network administrator and technician positions to provide timely and effective support

and ensure technology equipment and infrastructure are operational, secure, and properly maintained.


Strategy 4.2.3: Continually evaluate, install and upgrade network-capable hardware and appropriate software.


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Objective 4.3: Identify and disseminate information and resources that assist educators in selecting

authentic and appropriate tools for all grade levels and curricular areas.

Strategy 4.3.1: Identify and communicate resources to support Standards of Learning in all subject areas.

Currently, our division focus is on increasing higher-level thinking skills at all levels.

Evaluation Strategy: Document resources that are available to students and staff.

Strategy 4.3.2: Evaluate hardware and software resources for effectiveness.


Appendix 11)

Strategy 4.3.3: Coordinate the purchase of software and online services through Division level instructional

leaders (IRT team).


Appendix 11)

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RESULTS

Accountability has always been part of education, but even more so with the No Child Left Behind Act of 2001.

Schools must be accountable for student progress and performance. Technology can help schools collect and

maintain data. Teachers can use the data to plan and prepare instruction; they can meet the needs of learners

and diversify lessons through technology. Using technology for assessments can also meet the needs of

learners and give instant results. Personal response systems can be used to assess student understanding

quickly and instruction can be modified immediately. Teachers will continue to use technology to maintain

data, prepare diverse lessons and assess student progress and performance.

Objective 5.1 Use data to inform and adjust technical, pedagogical, and financial support.

Strategy 5.1.1: Annually review this plan to assess progress in implementation and revise recommendations,

strategies and timeline.

Evaluation Strategy: Conduct an annual review of technology plan. Post plan and evaluation results on

division webpage.

(http://www.wcps.k12.va.us/images/DOCUMENTS/technology/2014_16TechnologyPlan_rev2_14.pdf)

Strategy 5.1.2: Evaluate level of technology use by teachers by including technology integration on the annual

teacher evaluation instrument.

Evaluation Strategy: Document teacher level of integration.

Strategy 5.1.3: Utilize an online technology work order database to determine additional technology personnel

and funding needs.


Strategy 5.1.4: Monitor the use of computer labs in each building by lab schedules kept at each school.

Evaluation Strategy: Maintain records of computer lab usage in each building.

Strategy 5.1.5: Assess student technology skills annually through pre- and post-test using our student

technology assessment.

Evaluation Strategy: Document student progress by analyzing data from technology assessment.

Objective 5.2: Provide support to help teachers disaggregate, interpret, and use data to plan, improve, and

differentiate instruction.

Strategy 5.2.1: Provide opportunities for Instructional Technology Resource Teachers to collaborate and share

resources available at national, state and local level.

Evaluation Strategy: Document Instructional Technology Resource Teacher professional development


Strategy 5.2.2: Provide training and support to help teacher interpret data and use technology effectively to

support data-driven needs.

Evaluation Strategy: Maintain records of professional development offered by Instructional Technology

Resource Teachers through MyLearningPlan.com database. (Appendix 8)

Strategy 5.2.3: Provide one Instructional Technology Resource Teacher for each school (currently, five ITRTs and

one centrally located ITRT Lead serve eight schools)

Evaluation Strategy: Describe the progress in meeting this ratio.

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Objective 5.3: Promote the use of technology to inform the design and implementation of next-generation

standardized assessments.

Strategy 5.3.1: Provide training and support for instructional staff to use a variety of technology based

assessments.

Evaluation Strategy: Maintain records of professional development offered by Instructional Technology

Resource Teachers through MyLearningPlan.com database. (Appendix 8)

Strategy 5.3.2: Initiate new and different ways to provide teachers with technology based assessments.

Evaluation Strategy: Describe resources that have been explored and whether or not they were

implemented.

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APPENDIX 1: Strategic Action Plan

ENVIRONMENT


Objective Strategies Timeline Budget 2014-2015

Status

1.1: Deliver appropriate and challenging curricula through face-to-face, blended, and virtual learning environments.

1.1.1: Utilize Virtual Virginia resources to provide online courses for students as needed.

Ongoing Warren County Public Schools currently use Virtual Virginia online courses at both Skyline High School and Warren County High School.

1.1.2: Provide Warren County Public Schools technology curriculum for grades K-5

Ongoing Curriculum is in place.

1.1.3: Create Warren County Public Schools technology curriculum for grades 6-12

2014

1.1.4: Provide teachers access to online resources such as moodle, GAFE, Edmodo, eMedia and Discovery Education to facilitate delivery of online content.

Ongoing Teachers have access to Schoology, Edmodo, Moodle, eMedia Discovery Education, ThinkQuest.

1.1.5: Provide five Instructional Technology Resource Teachers to support learning environments in all schools.

Ongoing

Warren County Public Schools employs five Instructional Technology Resource Teachers plus one ITRT lead.

1.1.6: Provide teachers with access to online Economics and Personal Finance Course as provided by Virginia Department of Education.

Ongoing Course is available in online format through Moodle. ITRTs are working with teachers to ensure all students have access to fulfill graduation requirements.

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ENVIRONMENT (Continued)



Status

1.2: Provide the technical and human infrastructure necessary to support real, blended, and virtual learning environments.

1.2.1: Fund additional Instructional Technology Resource Teacher (ITRT) positions to provide one Instructional Technology Resource Teacher in each school to support teachers in integrating technology in the classroom. (Current status: five ITRTs, with elementary schools sharing three ITRTs and one centrally located ITRT Lead).

2015

1.2.2: Fund additional technician positions to provide timely and effective support to ensure the technology equipment and infrastructure are operational, secure, and properly maintained.

2015 4 Full-time Technicians Plus a Network Administrator

1.2.3: Continually evaluate, install and upgrade network-capable hardware and appropriate software.

Ongoing Purchased hardware and software to upgrade network to Microsoft environment.

1.2.4: Provide wireless access to all schools. Currently, secondary schools have wireless access.

2014 Elementary

$200,000 Elementary Wireless Completed May 2014

1.2.5: Continue to provide wide area network access to all classrooms.

ongoing

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ENVIRONMENT (Continued)



Status

1.3: Provide high-quality professional development to help educators create, maintain, and work in a variety of learner-centered environments.

1.3.1: Provide local technology professional development for instructional personnel on the effective integration of technology

Ongoing $20,250 See Appendix 8

1.3.2: Provide training of effective technology integration for administrators.

Ongoing Instructional Technology Resource Teachers are providing monthly Technology Workshops for Administrators. All school level technology workshops are open to administrators as well as teachers and support staff.

1.3.3: Create school, business, and community partnerships to provide professional development focused on technology integration strategies and the development of teachers’ and administrators’ 21st Century Skills

Ongoing Warren County Public Schools has partnerships with International Society for Technology in Education, Virginia Society for Technology in Education, Virginia Department of Education, WVPT, Virginia Department of Health, Warren County Sherriff’s Department, Lord Fairfax Community College, and George Mason University.

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ENGAGEMENT

Goal 2: Engage students in meaningful curricular content through the purposeful and effective use of technology.


Status

Objective 2.1: Facilitate the development or use and delivery of innovative professional development that promotes collaboration.

2.1.1: Establish and fund the position of one Instructional Technology Resource Teacher per school to provide innovative professional development that promotes collaboration.

2015

2.1.2: Plan professional development opportunities for teachers as needed by individual teachers, curriculum needs, and division wide pacing guides.

Ongoing See Appendix 8

2.2: Actualize the ability of technology to individualize learning and provide equitable opportunities for all learners.

2.2.1: Provide reasonable access to internet connected devices that allow students to learn anytime, anywhere

Ongoing See 1.2.5 Wireless available at all school locations.

2.2.2: Identify and disseminate information and resources to assist schools in evaluating the interactive and universal design features of hardware, software, and internet sites.

Ongoing Instructional Technology Resource Teachers will Continually disseminate information regarding hardware and software sites.

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ENGAGEMENT (Continued)

Goal 2: Engage students in meaningful curricular content through the purposeful and effective use of technology.


Status

2.3: Facilitate the implementation of high-quality internet safety programs in schools.

2.3.1: Provide teachers, parents and students access to the WCPS Internet Safety Curriculum for grades K-12. *See Appendix 3

Ongoing Internet Safety Curriculum is in place and posted on Warren County Public Schools web site.

2.3.2: Provide educational opportunities for students, teachers and parents to learn about the importance of internet safety.

Ongoing Instructional Technology Resource Teachers collaborate with teachers to incorporate Internet safety into lessons. Annual anti-bullying community forum presented. Partner with Warren County Sherriff’s department to present Megan’s Pledge and Rachel’s Challenge to Middle and High School Students.

2.3.3: Maintain and update the division’s Acceptable Use Policy Annually Acceptable Use Policy is reviewed and updated annually.

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APPLICATION

Goal 3: Afford students with opportunities to apply technology effectively to gain knowledge, develop skills, and distribute artifacts that reflect their

understanding.


Status

3.1 Provide and support professional development that increases the capacity of teachers to design and facilitate meaningful learning experiences, thereby encouraging students to create, problem-solve, communicate, collaborate, and use real-world skills by applying technology purposefully.

3.1.1 Provide professional development on integrating technology into instruction.

Ongoing

See 1.3.1 See Appendix 8

3.1.2 Identify and communicate resources to support Standards of Learning in all subject areas. Currently, our division focus is on increasing higher-level thinking skills at all levels.

Ongoing Instructional Technology Resource Teachers collaborate with classroom teachers on a regular basis to promote and encourage integration of technology resources to increase higher level thinking skills.

3.1.3 Promote the integration of web 2.0 tools in instruction to foster collaboration, higher level thinking and creativity.

Ongoing Instructional Technology Resource Teachers share new and emerging technologies with classroom teachers, such as Schoology, Edmodo, Moodle, ThinkQuest, Google Apps, Wikispaces, and Twitter.

26

APPLICATION (Continued)


understanding.


Status

3.2: Ensure that students, teachers, and administrators are ICT literate.

3.2.1 All licensed staff complete the Technology Standards for Instructional Personnel .

By end of each school year

100% of our staff completed the Technology Standards for Instructional Personnel at the end of 2012-2013.

3.2.2 Offer teachers opportunities to become NETS*T certified through the SVTC, grant opportunities and graduate level courses taught in the county.

Ongoing, as funds, grants allow

144 Warren County Public Schools Teachers are NETS*T (National Education Technology Standards for Teachers) certified.

3.2.4 Assess student technology skills annually by administering pre- and post-tests using a assessment based on Virginia Technology SOLs. (currently 5th, 7th and 8th grade students)

Annually in October and May

Planning to implement Microsoft IT Academy Test for 8th grade NETS*S (National Education Technology Standards for Students) standards

3.2.5 Analyze data from student and teacher technology skills assessments to determine professional development needs for teachers and curriculum needs for students.

Annually Instructional Technology Resource Teachers will continually use data to make decisions regarding professional development.

27

APPLICATION (Continued)


understanding.


Status

3.3: Implement technology-based formative assessments that produce further growth in content knowledge and skills development.

3.3.1 Provide training and support to help teachers utilize a variety of online assessment tools.

Ongoing See 1.3.1 Instructional Technology Resource Teachers support the classroom teacher’s use of online assessment tools such as Moodle, ROS (Reports Online System), and Schoology.

3.3.2 Provide training and encourage teachers to fully utilize the online testing feature of ROS (Reports Online System).

Ongoing $20,000 Continue to train and utilize the ROS (Reports Online System) resource.

28


TOOLS

Goal 4: Provide students with access to authentic and appropriate tools to gain knowledge, develop skills, extend capabilities, and create and disseminate

artifacts that demonstrate their understanding.


Status

4.1: Provide resources and support to ensure that every student has access to a personal computing device.

4.1.1: Provide for networked multimedia computers and supporting technologies and peripherals to support learning and the needs of all learners.

Ongoing $280,000 Computers and peripherals are currently supplied to support all learners.

4.1.2: Engage students in learning activities the focus on 21st century skills and web 2.0 tools (collaboration, communication and creativity).

Ongoing Students are currently using Wikispaces, Google Apps, Edmodo, Schoology, Moodle and Thinkquest, among other web 2.0 tools.

4.1.3: Plan for division wide implementation of one to one computing.

Ongoing Currently, we are researching the infrastructure and policy requirements of implementing a division wide BYOD program. We are attending conferences, talking to other divisions who are implementing BYOD programs and planning for needed upgrades.

4.2: Provide technical and pedagogical support to ensure that students, teachers, and administrators can effectively access and use technology tools.

4.2.1: Fund additional ITRT positions to provide one ITRT in each school to support teachers in integrating technology in the classroom. (Current status: five ITRTs, with elementary schools sharing two ITRTs and one Lead ITRT).

2015

4.2.2: Provide network administrator and technician positions to provide timely and effective support and ensure that technology and infrastructure is operational, secure, and properly maintained.

2015 Warren County Public Schools employs 3 systems technicians and 2 PC technicians.

29

4.2.3: Continually evaluate, install and upgrade network-capable hardware and appropriate software.

Ongoing $50,000 Upgraded and installed new hardware and software to convert to a Microsoft environment.

30

TOOLS (Continued)

Goal 4: Provide students with access to authentic and appropriate tools to gain knowledge, develop skills, extend capabilities, and create and disseminate

artifacts that demonstrate their understanding.


Status

4.3: Identify and disseminate information and resources that assist educators in selecting authentic and appropriate tools for all grade levels and curricular areas.

4.3.1: Identify and communicate resources to support Standards of Learning in all subject areas. Currently, our division focus is on increasing higher-level thinking skills at all levels.

Ongoing, monthly dept meetings

Instructional Technology Resource Teachers collaborate with classroom teachers on a regular basis to promote and encourage integration of technology resources to increase higher level thinking skills.

4.3.2: Evaluate hardware and software resources for effectiveness.

Ongoing Instructional Technology Resource Teachers will monitor the effectiveness of hardware and software utilized in our schools.

4.3.3: Coordinate the purchase of software and online services through Division level instructional leaders (IRT team)

Ongoing, as needed

Instructional Technology Resource Teachers partner with Instructional Resource Teachers to coordinate the implementation and purchase of resources.

31


RESULTS

Goal 5: Use technology to support a culture of data-driven decision making that relies on data to evaluate and improve teaching and learning.


Status

5.1: Use data to inform and adjust technical, pedagogical, and financial support.

5.1.1: Annually review this plan to assess progress in implementation and revise recommendations, strategies and timeline.

Annually Revised March, 2014

5.1.2: Evaluate level of technology use by teachers by including technology integration on the annual teacher evaluation instrument

Annually Currently part of the teacher evaluation instrument.

5.1.3: Utilize an online technology work order database to determine additional technology personnel and funding needs.

Ongoing See Appendix 6.

5.1.4: Monitor the use of computer labs in each building by lab schedules kept at each school.

Ongoing Instructional Technology Resource Teachers maintain schedules at each school.

5.1.5: Assess student technology skills annually through pre- and post-test using our student technology assessment.

Annually Test is being developed, hosted on ROS and will be available for use by August 2014.

32

RESULTS (Continued)

Goal 5: Use technology to support a culture of data-driven decision making that relies on data to evaluate and improve teaching and learning.


Status

5.2: Provide support to help teachers disaggregate, interpret, and use data to plan, improve, and differentiate instruction.

5.2.1: Provide opportunities for ITRTs to collaborate and share resources available at national, state and local level.

Ongoing Instructional Technology Resource Teachers attend conferences, both state and locally, and planning for National Conference attendance.

5.2.2: Provide training and support to help teachers interpret data and use technology effectively to support data-driven needs.

Ongoing Instructional Technology Resource Teachers provide professional development on using ROS, as well as using excel to analyze data.

5.2.3: Provide one ITRT for each school (currently, five ITRTs serve eight schools)

2015

5.3: Promote the use of technology to inform the design and implementation of next-generation standardized assessments.

5.3.1: Provide training and support for instructional staff to use a variety of technology based assessments.

Ongoing See Appendix 8

5.3.2: Initiate new and different ways to provide teachers with technology based assessments.

Ongoing Instructional Technology Resource Teachers will continually evaluate new and emerging technology based assessment resources.

33

APPENDIX 2: Acceptable Use Policy

File: IIBEA-E2/GAB-E1

ACCEPTABLE COMPUTER SYSTEM USE AGREEMENT

Each employee must sign this Agreement as a condition for using the School Division’s computer

system. Each student and his or her parent/guardian must sign this Agreement before being granted use of

the School Division’s computer system. Read this Agreement carefully before signing.

Prior to signing this Agreement, read Policy and Regulation GAB/IIBEA, Acceptable Computer System Use.

If you have any questions about this policy or regulation, contact your supervisor or your student’s principal.

I understand and agree to abide by the School Division’s Acceptable Computer System Use Policy and

Regulation. I understand that the School Division may access and monitor my use of the computer system, including

my use of the internet, e-mail and downloaded material, without prior notice to me. I further understand that should I

violate the Acceptable Use Policy or Regulation, my computer system privileges may be revoked and disciplinary

action and/or legal action may be taken against me.

Student/Employee Signature ___________________________ Date ___________________

I have read this Agreement and Policy and Regulation GAB/IIBEA. I understand that access to the computer

system is intended for educational purposes and the WARREN COUNTY School Division has taken precautions to

eliminate inappropriate material. I also recognize, however, that it is impossible for the School Division to restrict

access to all inappropriate material and I will not hold the School Division responsible for information acquired on

the computer system. I have discussed the terms of this agreement, policy and regulation with my student.

I grant permission for my student to use the computer system and for the School Division to issue an account

for my student.

Parent/Guardian Signature __________________________ Date ___________________

Parent/Guardian Name _____________________________

(Please Print)

© 2/05 VSBA WARREN COUNTY PUBLIC SCHOOLS

34


File: IIBEA-R/GAB-R

ACCEPTABLE COMPUTER SYSTEM USE

All use of the Warren County School Division’s computer system shall be consistent with the School

Board’s goal of promoting educational excellence by facilitating resource sharing, innovation and communication.

The term computer system includes hardware, software, data, communication lines and devices, terminals, printers,

CD-ROM devices, tape drives, servers, mainframe and personal computers, the internet and any other internal or

external network.

Computer System Use-Terms and Conditions:

1. Acceptable Use. Access to the Division’s computer system shall be (1) for the purposes of education or

research and be consistent with the educational objectives of the Division or (2) for legitimate school business.

2. Privilege. The use of the Division’s computer system is a privilege, not a right.

3. Unacceptable Use. Each user is responsible for his or her actions on the computer system. Prohibited

conduct includes:

using the network for any illegal activity, including violation of copyright or other contracts, or transmitting

any material in violation of any federal, state or local law.

sending, receiving, viewing or downloading illegal material via the computer system.

unauthorized downloading of software.

downloading copyrighted material for unauthorized use.

using the computer system for private financial or commercial gain.

wastefully using resources, such as file space.

gaining unauthorized access to resources or entities.

posting material authorized or created by another without his or her consent.

using the computer system for commercial or private advertising.

submitting, posting, publishing or displaying any obscene, profane, threatening, illegal or other inappropriate

material.

using the computer system while access privileges are suspended or revoked.

vandalizing the computer system, including destroying data by creating or spreading viruses or by other

means.

4. Network Etiquette. Each user is expected to abide by generally accepted rules of etiquette, including the

following:

Be polite.

Users shall not forge, intercept or interfere with electronic mail messages.

Use appropriate language. The use of obscene, lewd, profane, threatening or disrespectful language is

prohibited.

Users shall not post personal contact information, including names, home, school or work addresses,

telephone numbers, or photographs, about themselves or others.

Users shall respect the computer system’s resource limits.


35


File: IIBEA-R/GAB-R

Page 2

Users shall not post chain letters or download large files.

Users shall not use the computer system to disrupt others.

Users shall not read, modify or delete data owned by others.

5. Liability. The School Board makes no warranties for the computer system it provides. The School Board

shall not be responsible for any damages to the user from use of the computer system, including loss of data, non-

delivery or missed delivery of information, or service interruptions. The School Division denies any responsibility

for the accuracy or quality of information obtained through the computer system. The user agrees to indemnify the

School Board for any losses, costs or damages incurred by the School Board relating to or arising out of any

violation of these procedures.

6. Security. Computer system security is a high priority for the school division. If any user identifies a

security problem, the user shall notify the building principal or system administrator immediately. All users shall

keep their passwords confidential and shall follow computer virus protection procedures.

7. Vandalism. Intentional destruction of any part of the computer system through creating or downloading

computer viruses or by any other means is prohibited.

8. Charges. The School Division assumes no responsibility for any unauthorized charges or fees as a result

of using the computer system, including telephone or long-distance charges.

9. Electronic Mail. The School Division’s electronic mail system is owned and controlled by the School

Division. The School Division may provide electronic mail to aid students and staff in fulfilling their duties and as

an education tool. Electronic mail is not private. Students’ electronic mail will be monitored. The electronic mail of

staff may be monitored and accessed by the School Division. Unauthorized access to an electronic mail account by

any student or employee is prohibited. Users shall be held personally liable for the content of any electronic message

they create. Downloading any file attached to an electronic message is prohibited unless the user is certain of that

message’s authenticity and the nature of the file.

10. Enforcement. Software will be installed on the division’s computers having Internet access to filter or

block internet access through such computers to child pornography and obscenity. The online activities of minors

may also be monitored manually. Any violation of these regulations shall result in loss of computer system

privileges and may also result in appropriate disciplinary action, as determined by School Board policy, or

legal action.

Adopted: April 28, 2005

___________________________________________________________________________

___________________________________________________________________________

Legal Refs: 18 U.S.C. §§ 1460, 2256.

47 U.S.C. § 254.

Code of Virginia, 1950, as amended, §§ 18.2-372, 18.2-374.1:1, 18.2-390, 22.1-70.2 and 22.1-78.

Cross Refs: JFC Student Conduct

JFC-R Standards of Student Conduct


36

APPENDIX 3: Internet Safety Program

Warren County Public Schools Internet Safety K-12 Curriculum

Grades K-5 Kindergarten

Technology SOL Skills / Activity Resources Assessment

C/T K.3

The student will practice responsible use of technology systems, information, and software.

Know the school’s rules for using computers.

Understand the importance of protecting personal information or passwords.

Understand the basic principles of the ownership of ideas.

1. Teacher will log on to the computer in front of the students. Teacher will stop on the Acceptable Computer Use Policy notice and read it to the students. The class will discuss the policy.

2. Talk about how we use the same password for all students in the school to access the Internet. We're all using the Internet, but there's nothing personal or private that we're protecting with that password. We see everyone in the computer lab that is using the password. Grown-ups use passwords to protect their e-mail or bank accounts.

3. Talk about how it's important to do your own work and not copy from others.

1. Acceptable Computer Use Policy - part of the login process on every computer in the school

2. Know the Rules Video for Kids- http://www.netsmartzkids.org/videos/index.htm

3. Cyberbee Copyright - http://www.cyberbee.com/cb_copyright.swf

4. Is This Yours? lesson plan - respecting property http://www.cybersmartcurriculum.org/lesson_plans/index.asp?menu_type=toc

Teachers will observe students and their use of computers using checklist.

http://www.netsmartzkids.org/videos/index.htm

http://www.cyberbee.com/cb_copyright.swf

http://www.cybersmartcurriculum.org/lesson_plans/index.asp?menu_type=toc

http://www.cybersmartcurriculum.org/lesson_plans/index.asp?menu_type=toc

37

C/T K.4

The student will use technology responsibly.

Demonstrate respect for the rights of others while using computers.

Understand the responsible use of equipment and resources.

1. Teacher should review basic computer lab rules including that students should use their headphones when using websites or programs with sound. Students should not chew on headphone wires. Students should not touch other students' keyboards or mice while they're working. Talk about how germs are spread. No food or drinks in the lab.

1. Rules posted in computer lab. Teachers will observe students and their use of the computers with checklist.

38

First Grade


C/T 1.3





1. Teacher will log on to the computer in front of the students. Teacher will stop on the Acceptable Computer Use Policy notice and read it to the students. The class will discuss the policy.

2. Talk about how we use the same password for all students in the school to access the Internet. We're all using the Internet, but there's nothing personal or private that we're protecting with that password. We see everyone in the computer lab that is using the password. Grown-ups use passwords to protect their e-mail or bank accounts.

3. Talk about how it's important to do your own work and not copy from others.


2. Think Before You Post-

http://www.cybersmart.gov.au/Kids/Tips%

20to%20stay%20safe%20and%20cybersma

rt/Your%20digital%20footprint.aspx


4. Cybersmart chatting tips for all ages - http://www.cybersma rtkids.com.au/chat.htm

5. Visit Netsmartz http://www.netsmartzkids.org/games/index.htm and play Password Rap.

Teachers will observe students and evaluate their use of computers using the checklist.

http://www.cybersmart.gov.au/Kids/Tips%20to%20stay%20safe%20and%20cybersmart/Your%20digital%20footprint.aspx




http://www.netsmartzkids.org/games/index.htm

39

C/T 1.4




1. Teacher should review basic computer lab rules including that students should use their headphones when using websites or programs with sound. Students should not chew on headphone wires. Students should not touch other students' keyboards or mice while they're working. Talk about how germs are spread. No food or drinks in the lab.

1. Rules posted in the computer lab. Teachers will observe students and evaluate their use of computers using the checklist.

40

Second Grade


C/T 2.3





1. Review posted computer lab rules and Acceptable Use Policy.

2. Teachers should review importance of keeping passwords private such as Accelerated Reader, so another student couldn't take a test in your name.

3. Teachers should explain that students should not reveal personal information online. Explain that students do not know who may be looking at that information. This would include name, address, phone number, date of birth, parent and sibling names, school they attend, sports teams they play on, and any pictures that reveal the above information.

4. Teacher should explain plagiarism and copyright. This would include not taking credit for someone else's work for example in a group project each person is credited with their ideas.

1. Rules posted in the computer lab.


3. Visit to watch a video on paraphrasing. http://www.brainpop.com/english/writing/paraphrasing/


5. Cyber Treehouse - play the Q &A game - http://www.cybertreehouse.com/

6. Discuss and distribute Internet Safety bookmark -

http://www.sbac.edu/~media/elementaryBookmarks.pdf

Teachers will observe students and evaluate their use of computers using a checklist.

http://www.brainpop.com/english/writing/paraphrasing/

http://www.brainpop.com/english/writing/paraphrasing/


http://www.cybertreehouse.com/



41

C/T 2.4




1. Teacher should review basic computer lab rules including that students should use their headphones when using websites or programs with sound. Students should not chew on headphone wires. Students should not touch other students' keyboards or mice while they're working. Talk about how germs are spread. No food or drinks in the lab. Students should not add, remove, or move shortcuts on the desktop. Students should not access or change anyone else's work.


2. Whose Property is This? lesson plan - http://www.cybersmartcurriculum.org/lesson_plans/23_02.asp


http://www.cybersmartcurriculum.org/lesson_plans/23_02.asp

http://www.cybersmartcurriculum.org/lesson_plans/23_02.asp

42

Third Grade Technology SOL Skills / Activity Resources Assessment

C/T 3.3

The student will demonstrate knowledge of ethical, cultural, and societal issues related to technology.

Identify how technology has changed society in areas such as communications, transportation, and the economy.

Discuss ethical behaviors when using information and technology.

1. Communications - Teachers explain how easy it is to communicate with people all over the world now instantly. You don't need to write a letter, mail it, and wait for a response which may have taken a week or more (snail mail). E-mail, blogging, instant messenger have made communication and collaboration much quicker.

2. Transportation - Teachers explain how bus, plane, cruise tickets can be purchased online. GPS systems and Map Quest allow people to easily access personalized detailed directions for traveling instead of a Road Atlas or other paper map.

3. Economy - Teachers explain how consumers are able to purchase things online (E-Bay and other stores). People can check product availability in stores before traveling to the store. People can check consumer ratings online for products. Pizza can even be ordered online for pick-up.

4. Teachers explain that when students are chatting online that they should be careful of what they say. There could be people from other cultures that are reading the information and may be offended. Students should avoid using offensive language or statements. Anything that is posted online can potentially be viewed by millions of people.

5. Teachers explain that students should not manipulate information posted by others.

6. Teachers should discuss cyber-bullying. Comments or threats made online can be just as intimidating as those made verbally.

1. Cyberethics - http://www.usdoj.gov/criminal/cybercrime/rules/cybercitizen.htm

2. Operation Safe Surf - http://www.attorneygeneral.gov/kid_site/elementary_school/index.htm

3. Cyber Smart! - Spread the News! lesson http://cybersmartcurriculum.org/

4. Cyber Smart! - Good Manners Everywhere lesson plan

http://cybersmartcurriculum.org/

5. Cyber Smart! - Safety with Cyber Pals lesson plan



http://www.usdoj.gov/criminal/

http://www.usdoj.gov/criminal/

http://www.usdoj.gov/criminal/cybercrime/rules/cybercitizen.htm

http://www.attorneygeneral.gov/




43

C/T 3.4


Understand the need for the school division’s acceptable use policy.

Discuss the rationale of fair use and copyright regulations.

Follow rules for personal safety when using the internet.

1. Teachers explain that the school's Acceptable Use Policy is intended to help keep the students safe during school hours and that the computers are to be used for educational uses only.

2. Teachers explain that students should always credit the sources of their information. They should not copy and paste to create a project. They should review the information and use their own words to complete the project. Some music and pictures are copyrighted and cannot be used without the written permission of the owner. Students should always read the fair use statements on websites before using someone else's material.

3. Teachers should explain that students should not reveal personal information online. Explain that students do not know who may be looking at that information. This would include name, address, phone number, date of birth, parent and sibling names, school they attend, sports teams they play on, and any pictures that reveal the above information. Students should notify an adult of any situation on the Internet that makes them feel unsafe. Students should not be on the Internet without adult permission at home or school. Students should share their online passwords with their parents (e-mail, IM, websites, etc.).



3. Infinite Learning Lab


http://www.infinitelearninglab.org/

44

Fourth Grade Technology SOL Skills / Activity Resources Assessment

C/T 4.3




1. Communications - Teachers explain how easy it is to communicate with people all over the world now instantly. You don't need to write a letter, mail it, and wait for a response which may have taken a week or more (snail mail). E-mail, blogging, instant messenger have made collaboration and communication much quicker.

2. Transportation - Teachers explain how bus, plane, cruise tickets can be purchased online. GPS systems and Map Quest allow people to easily access personalized detailed directions for traveling instead of a Road Atlas or other paper map.

3. Economy - Teachers explain how consumers are able to purchase things. People can check product availability in stores before traveling to the store. People can check consumer ratings online for products. Pizza can even be ordered online for pick-up.

4. Teachers explain when students are chatting online they should be careful of what they say. There could be people from other cultures reading the information and may be offended. Students should avoid using offensive language or statements. Anything that is posted online can potentially be viewed by millions of people.

5. Teachers explain students should not manipulate information posted by others.

6. Teachers should discuss cyber-bullying. Comments or threats made online can be just as intimidating as those made verbally.

Intfinite Learning Lab Teachers will observe students and evaluate their use of computers using a checklist.


45

C/T 4.4








Students will be assessed on the Technology SOLs by

the Student Technology Proficiency Test.

Internet Safety: http://www.wcps.k12.va.us/internetsafety/internetsafety.htm


http://warrenpctechassessment.simplek12.com/

http://www.wcps.k12.va.us/internetsafety/internetsafety.htm


46

C/T 4.5

The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.

Work collaboratively when using technology.

Practice and communicate respect for people, equipment, and resources.

Understand how technology expands opportunities for learning.

1. Teachers explain that there are many online tools available for sharing ideas and collaborating. Some examples are wikis, blogs, Google Docs, online posts, and podcasts.

2. Teachers explain that students need to be considerate of other people's ideas and feelings when posting anything on the Internet or creating projects.

3. Teachers should review rules for the proper use and handling of technology equipment.

4. Teachers should give all students equal opportunities to use the available technology in the school.

5. Teachers should explain how the school has many software programs, online subscriptions, and equipment available to facilitate student learning. There are many educational resources online. Teachers and students should evaluate online sources for credibility and/or validity.

1. Explore tools available for collaboration at: http://cooltoolsforschools.wikispaces.com/Collaborative+Tools

2. Learn about internet safety at: http://www.infinitelearninglab.org



http://cooltoolsforschools.wikispaces.com/Collaborative+Tools

http://cooltoolsforschools.wikispaces.com/Collaborative+Tools




47

Fifth Grade


C/T 5.3




1. Communications - Teachers explain how easy it is to communicate with people all over the world now instantly. You don't need to write a letter, mail it, and wait for a response which may have taken a week or more (snail mail). E-mail, blogging, instant messenger make collaboration and collaboration much quicker.

2. Transportation - Teachers explain how bus, plane, cruise tickets can be purchased online. GPS systems and Map Quest allow people to easily access detailed directions for traveling instead of a Road Atlas or other paper map.

3. Economy - Teachers explain how consumers are able to purchase things online (E-Bay and other stores). People can check product availability in stores before traveling to the store. People can check consumer ratings online for products. Pizza can even be ordered online for pick-up.

4. Teachers explain when students are chatting online they should be careful of what they say. There could be people from other cultures reading the information and may be offended. Students should avoid using offensive language or statements. Anything posted online can potentially be viewed by millions of people.

5. Teachers explain students should not manipulate information posted by others.

6. Teachers discuss cyber-bullying. Online comments or threats can be just as intimidating as those made verbally.

1. Review current technologies through brainpop videos at http://www.brainpop.com/technology/seeall/

2. Today's computer technology at http://computer.howstuffworks.com/

3. Learn how the media can be deceiving at times when advertising goods for consumer purchase at http://pbskids.org/dontbuyit/

4. Internet Safety



http://www.brainpop.com/technology/seeall/

http://computer.howstuffworks.com/

http://pbskids.org/dontbuyit/



48

C/T 5.4








Internet safety: http://www.bbc.co.uk/cbbc/help/safesurfing/


http://www.onguardonline.gov/topics/kids-privacy.aspx


http://www.bbc.co.uk/cbbc/help/safesurfing/



http://www.onguardonline.gov/topics/kids-privacy.aspx

49

C/T 5.5

The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.

Work collaboratively when using technology.

Practice and communicate respect for people, equipment, and resources.

Understand how technology expands opportunities for learning.

1. Teachers explain that there are many online tools available for sharing ideas and collaborating. Some examples are wikis, blogs, Google Docs, online posts, and podcasts.

2. Teachers explain that students need to be considerate of other people's ideas and feelings when posting anything on the Internet or creating projects.

3. Teachers should review rules for the proper use and handling of technology equipment.

4. Teachers should give all students equal opportunities to use the available technology in the school.

5. Teachers should explain how the school has many software programs, online subscriptions, and equipment available to facilitate student learning. There are many educational resources online. Teachers and students should evaluate online sources for credibility and/or validity.

http://www.globalschoolnet.org/index.cfm


http://www.globalschoolnet.org/index.cfm

50

Grades 6-12

Technology SOL Skills/Activity Resources Assessment

C/T 6-8.3 The student will demonstrate knowledge of ethical, cultural, and societal issues related to technology.

Demonstrate knowledge of current changes in information technologies.

Explain the need for laws and policies to govern technology.

Explore career opportunities in technology-related careers.

Students need to know what to do and who to ask for help when they encounter a person or site on the Internet that is offensive or threatening to them. Students and adults are required by law to report illegal Internet communications and activities to Internet Service Providers and local law enforcement authorities. (See checklist for teachers link at http://spreadsheets.google.com/pub?key=pIlmZZP96Lxm9dOX8SkELWQ)

Career project: teachers emphasize technology-related careers such as systems analyst, programmers, and networking specialists. During the research stage of career projects, students often use the internet to research various careers, their educational requirements and their salary potential. Teachers should remind students to pay attention to the author of the information, and in what context it is offered. Some websites' information may not be reliable and accurate, while other sites may offer information that is accurate, but specific to only one particular geographic area. The internet is a wealth of information, but critical discernment is required to determine validity.

Within the context of the curriculum teachers will discuss issues of internet safety which include:

Sexual predators deceive students by pretending to be students themselves. They sometimes lure young people into a false sense of security or blind trust and try to alienate them from their families. Students need to learn about these types of psychological ploys and how to get immediate adult help.

Bullies use Internet tools, such as instant messaging and the Web, to harass or spread false rumors about students. Students need to know how to seek proper help in these potentially dangerous situations.

Students need to know posting personal information and pictures can allow predators to contact them for illegal meetings and actions. Personal photos can be easily misused or altered when posted on the Internet.

Resources:

1.http://www.wcps.k12.va.us/internetsafety/internetsaf

ety.htm

Community wide presentation on Internet Safety at beginning of school year.

Teachers will observe students and evaluate their use of computers using a checklist available at http://www.wcps.k12.va.us/wcms/Organizations.htm

http://spreadsheets.google.com/pub?key=pIlmZZP96Lxm9dOX8SkELWQ

http://spreadsheets.google.com/pub?key=pIlmZZP96Lxm9dOX8SkELWQ

http://career/

http://career/



http://www.wcps.k12.va.us/wcms/Organizations.htm


51

C/T 6-8.4 The student will practice responsible use of technology systems, information, and software.

Demonstrate the correct use of fair use and copyright regulations.

Demonstrate compliance with the school division's Acceptable Use Policy and other legal guidelines

Research papers at all grade levels:

Incorporate fair and correct use of copyright regulations into instruction when teaching works cited and bibliographical information.

Focus on determining validity and accuracy of sources, including how personal and political agendas can influence the information.

Students can compare how different Web sites present information on the same topic.

Resources:



C/T 6-8.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.

Work collaboratively and /or independently when using technology.

Practice preventative maintenance of equipment, resources, and facilities.

Explore the potential of the Internet as a means of personal learning and the respectful exchange of ideas and products.

When using computers with students, teachers discuss with students that virtual safety (online) is as important as real-life safety. Teachers should review with students:

People in chat rooms, instant message "buddies", or those who visit a blog may not be who they appear to be.

Students should learn to recognize when someone is potentially dangerous.

Students need to realize when an Internet encounter may be questionable and how to protect themselves when this occurs.

Students never should reveal online any information about where they live or attend school.

Students need to be aware that their electronic messages, even those with known friends, can leave electronic footprints that can be misused by others.

Resources:

1. http://www.wcps.k12.va.us/internetsafety/internetsafety.htm

2. School wide presentation on Internet Safety.










52

C/T 9-12.3 The students will demonstrate knowledge of ethical, cultural, and societal issues related to technology.

Assess the potential of information and technology to address personal and workplace needs.

Demonstrate knowledge of electronic crimes such as viruses, pirating, and computer hacking.

Explore and participate in online communities, and online learning opportunities.

Identify the role that technology will play in future career opportunities.

1. Students creating projects using digital images:

The teacher can use this opportunity to demonstrate how easily images can be manipulated and posted to a Web site.

2. Research papers at all grade levels:

Incorporate fair and correct use of copyright regulations into instruction when teaching works cited and bibliographical information.

Focus on determining validity and accuracy of sources, including how personal and political agendas can influence the information.

Students can compare how different Web sites present information on the same topic.

Internet Safety: http://www.wcps.k12.va.us/internetsafety/internetsafety.htm






53

Appendix 4

My Learning Plan Keeps track of your WCPS points and VA state recertification points

Go to the following website: www.mylearningplan.com

For first time users, your username is the same as your email address and your password is changeme.

The first thing you will want to do is change your username and/or password to something familiar. You can do this by

clicking on the “Change Password or Change Username” link at the bottom of the left hand column under Account Options.

Our suggestion is to use the same Username/Password that you use for email access so that it can be remembered from year

to year!

After you have changed your password, scroll to “Account Options” (in the orange column on the left side of your screen)

and click on the “My User Profile” link. In this section, you will need to confirm that your building, department, grade levels

and subjects taught are correct. Please do not check anything that does not apply to your current location or assignment.

I have entered basic info, but if updates are needed (such as name change, email address change, building change, etc.),

make the necessary changes and click on “save” at the bottom of the page. Then “return to main” menu.

You may then click on Activity Catalogs, then the “District Catalog” link to get a listing of workshops to be offered during the

current school year. You may access this same information by clicking on the “Calendar” link. To access more information on

a specific workshop, simply click on the workshop you are interested in. By doing that, you will be given a new screen with

date(s), times, locations, credits etc. To register, simply click on “Sign Up Now” on the right of your screen and you will be

registered. If you decide not to attend, please use the “drop” feature to delete your registration so that the instructor will

not be expecting you. You can do this by logging into MLP, click on the activity listed on the “Learning Plan” page, scroll

down to the bottom of the screen, and click on “drop”, and then confirm.

Help – this feature is now available to all users. You can access it by clicking on the “Help” link at the top of the “Learning

Plan” page or the “Instructor” page. You may search for help by typing specific key words in the space provided, and then

clicking on the link listed, or you can click on the “Manuals” link and then click on the manual that you wish to review. The

only manuals that will be helpful to you will be the “Learning Plan” and “Instructor” manuals, as the other manuals deal with

info pertaining to District Administrators. Also, the ITRT’s in each building have been trained for MLP, and have the

knowledge to help with basic “Learning Plan” tab and “Instructor” tab questions. They may be especially helpful because

they can actually look at MLP with you while answering your questions! A feature now available is “help” with your

username or password. If you forget your username, you can click on the “Need Help Logging In” link on the log in page; if

you forget your password, you can click on the “Forget Your Password” link on the log in page; MLP will then email the

forgotten info to you via the email address that is recorded in your MLP account profile!

Also available on MyLearningPlan are the following Fill-in Forms (in the left hand column):

(Out of County Meeting, TTEI Observation and TTEI Mentor forms are available only to select groups of employees – do not

use these three forms unless you have been instructed to do so.)

Conference Request – use this form to request funds and prior permission to attend conferences throughout the school year.

Once you complete the form and submit it, the request will go to your building principal for approval and then to the

assistant superintendent for approval. Be sure to answer ALL questions on this form, and be specific when completing

information (give meeting times instead of “all day”, complete location info such as DoubleTree Hotel, Charlottesville, VA,

etc.). You may earn relicensure points and WCPD credits for conferences if they meet certain requirements. Please be sure

to read all of the information on this form carefully before submitting! Also, once you return from the conference, you will

need to use the “Mark Complete” feature in MLP so that final approval can be awarded and points/credits can be added to

your portfolio.

http://www.mylearningplan.com/

54

Appendix 4

Tuition Assistance/Course Approval Request – use this form to request tuition assistance (up to a maximum of

$400 per year – July 1 thru June 30). This form must be completed and approved prior to taking the course. Also,

in order to be reimbursed, you must submit a grade report or transcript and a receipt showing payment for the

course, to the Assistant Superintendent’s office. This paperwork must be turned in prior to June 1 of each fiscal

year. Tuition assistance is available for tuition expenses only. We cannot pay for textbooks from this fund;

textbooks are the responsibility of the participant. Please be sure to read all of the information on this form

carefully before submitting! Also, once you complete the course, you will need to use the “Mark Complete”

feature in MLP so that final approval can be awarded and points/credits can be added to your portfolio (our office

must receive a transcript or grade report in order to award credits/points).

Building Level Meeting – use this form to notify your building principal or building level administrator that you

need to be out of your classroom/office for a meeting, chaperoning a field trip with your class, leaving early to fulfill

coaching responsibilities, etc. This form is only to be used for the type of activities listed above, or for activities for

which relicensure points or WCPD credits are NOT being earned.

Suggest a Workshop (Activity Proposal form) – use this form to submit a workshop proposal (you wish to present a

professional development activity/workshop to others) to the Assistant Superintendent. Your responsibility as the

instructor or presenter is to use the Activity Attendance feature as soon as the workshop is over to confirm

attendance (you do this by clicking on the “Instructor” tab at the top of your screen – you may have to change the

date range to reflect the date you need). If you have participants who show up, but have not registered on MLP,

please add them to your roster when you confirm the attendance (you can do this by clicking on the “Search”

button and then checking the participants you want added to the roster and then clicking Add to Roster). Also,

mark anyone who did not show as a “no show”, unless they are showing on your roster as “dropped” (you can do

this by checking the person who did not show, then scrolling to the bottom of the screen and setting their status to

“No Show”, then save). You must click “Save” after every step in order for your entries to be recorded. The above

steps must be completed for all in-house activities immediately following the workshop so that our office can

award final approval for WCPD credits/relicensure points. Once you have confirmed attendance, a copy of the

sign-in sheet must be sent to Donna Strickler in the Assistant Superintendent’s office (WCPD credits will not be

awarded until this step is completed!). WCPD credits can only be earned for workshops/activities outside of

normal work hours (ie: after school hours, weekends, etc.). Relicensure points can be earned as long as they fit the

“HQPD” guidelines and deal with instructional issues.

Activity Documentation – use this form to add previously completed relicensure activities to your portfolio. This

form should only be used for activities completed in a prior school year – July 1 to June 30). Once you have

submitted this form, the backup for that activity must be sent to the Assistant Superintendent’s office immediately

(such as a transcript, certificate of attendance, etc.). Relicensure points/WCPD credits will not be awarded until the

backup is received in our office.

Mentor Log – complete this form each time you meet with a student teacher, and then click “Submit” (which is

beside the activity listed on the “Learning Plan” page) once you have completed your mentoring assignment and

want to have a record of relicensure points earned recorded in MLP. The form will tally your points when you

actually “submit” the form for approval. You must submit documentation to the Assistant Superintendent’s office

in order for relicensure points to be awarded (the college will provide you with info regarding the mentorship that

you can submit to our office).

Updating Your Profile – Please log into MLP and update your profile any time there is a change in location or

assignment. This is done by logging into MLP, and clicking on the “My User Profile” link at the bottom of the left

hand column under Account Options. It is very important that you check only items that pertain to your current

location and assignment. Do NOT check items for future assignments or for assignments or subjects that may be of

interest to you, as this will delay the processing of your request, or result in your request being denied.

55

Appendix 4

Some important things to keep in mind are:

For in house activities, your instructor or presenter will take care of attendance – please do not request

final approval or use the mark complete feature.

For tuition assistance/course approval forms, in order to receive your WCPD credits and/or relicensure

points, you must use the mark complete feature to request final approval and send back-up

documentation to our office (grade report or transcript).

Always remember to log out when finished!

Also, there are forms that can be accessed through the File Library. Click on the “My File Library” link at the top of the left

hand column listed under “My Info”. These forms include the Conference Expense Worksheet and the WCPD Voucher, as

well as others.

56

Appendix 5 – Teacher’s Guide to ROS

Ros Works Version 7.0

Menu (hold down CTRL + click to follow link)

New Features

Working With Tests

Giving Tests

Giving Online Tests

Copying Library Tests

Reports On Tests

Building New Tests

Test Info Page

Roster Files

User Preferences

New Features

back to the top

One new feature in ROS is our notification system for software updates. If we update

the software, we will let you know. After we have made a feature update when you log

in we will take you to a page describing the new feature and give you a quick link to

your Test Tree page. If you log in again you will go straight to the Test Tree page

because we have already notified you. You can get back to this notification by going to

the Help section and clicking on New!.

Another new feature for ROS is "mouse overs". When you hold your mouse over

some things in the software, we will show you some information about it. There are

more new features coming this school year, better online testing, and better test

assembly and importing to name just a few.

57


Working With Tests

back to the top

The ROS software can display just the tests you are interested in. ROS and your

school may have set these for you already. If not you can set this later. (See the later

section about User Preferences.)

In ROS we organize your tests by year, subject, grade, and owner. If you do not see

the grade you are interested in, click Show All Grades and you will see all the grades

for that subject.

Click on a grade and a person's name to see a list of tests. Each test is displayed with

a checkbox (for working with multiple tests), a color block for the assessment type, a

bubble sheet icon and maybe an online testing icon. When you click on a test?s name

it shows three buttons: info, give, and reports. If you need to give a test, see reports

on a test, or get more info about a test, just click the appropriate button. If you need to

do this for multiple tests, select the checkboxes next to each test name and click an

info, give, or reports button below one of the test names.

For more information about what happens after clicking the info, give, or reports

buttons, see below for the appropriate section.

58


Giving Tests

back to the top

After selecting your test(s) and clicking the give button you will be taken to a list of

your classes. Click on the class name to open it and see the students. Once you are

sure it is the right class of students, click the Print Sheets button and you will have

bubble sheet tests.

59


If you need to manually enter or correct a student's answers click the Make CADE

Entries button.

If the test you selected is available for online testing you can click on the Online Test

button to start an online testing session. See below for instructions.

The Taken column shows you how many of your students have taken this test in your

classes. The Virtual column shows how many students have taken this test in another

class. The Pending column shows which students are currently taking this test as an

online test.

Giving Online Tests

back to the top

Giving an online test is exactly like giving a bubble sheet test up to a point. Instead of

clicking Print Sheets, click Online Test. Before you do that make sure all of your

students have their userID and passwords.

To get student userIDs and passwords go to the Users section. Once there you can

identify the classroom and click the Entity link under the View column. In the

classroom information that follows you will see a link that reads names, passwords,

IDs. Click this to get the list of names, userIDs and passwords for your students (you

can also download this as an Excel file). Students log in like you do and use the same

ClientID.

60


When you click the Online Test button you start an online testing session for your

class. See the screen below.

The screen above shows a testing session that has just started. Students need to log

in to ROS and click start test on the appropriate test. Once students start the test the

student's status box will move from the Session Started column to the Student

Working column. When a student submits a test their status box will move into the

Submitted column. To get the most recent information about these testing sessions

click the refresh information button (this does not update automatically).

When students have submitted their tests you need to click the stop button for an

individual student or click the Stop ALL Sessions button if the entire class has

finished. Stopping testing sessions saves all of the students' responses and makes

reports available immediately.

Sometimes a student's testing session becomes blocked. This means the student's

testing session has been started again. Sometimes this happens because two

students are using the same userID. Sometimes this happens because the student

has used the back button in the web browser. Click the restart button for this student

to restart their testing session.

61


For testing security ROS only allows a student's testing session to be started once.

Sometimes something happens and a student has to log in again. Sometimes this

happens if the computer reboots or the web browser window closes. Sometimes this

happens because the student was browsing the web. You will need to click the restart

button for this student.

Copying Library Tests

back to the top

The Library is where ROS stores other tests available for your use. It can include the

TfHS tests, your state's released tests, or other tests you may have access to.

Test availability is set according to your district's permissions. To change these

contact ROS support.

Click the Library section at the top of page to see the list of tests available. Tests are

organized by subject and grade. If you do not see the grade you are interested in click

the Show All Grades link.

Click to open the grades and tests you are interested in. Click the info button to review

the test's information and to ensure it is the correct test. Then click the copy button to

copy the test to your own folder. Once you have copied the test you will see all

available options for a ROS test. See other sections of this document to use the Test

Info Table features.

62


Reports On Tests

back to the top

After selecting your test(s) and clicking the reports button you will see a list of classes

that have taken this test. Click the report link on the right to view reports. You can also

open one of your classes and

63


view a report on an individual student.

Item Analysis: Details of student responses

Matrix: Performance by NCLB category

Progress: Track performance over time

Multi-Category: AYP formatted version of the Matrix Report

Event History: Log of test administration events

While viewing individual reports, do not forget to change the options to display the

information you need. Check the needed options and click the rebuild button to view

the updated report. Some of the

64


options you may have used in viewing your report can be saved as preferences. See

the section on User Preferences.

Building New Tests

back to the top

Building new tests is quick and easy. Click the Build New Test button at the top of the

Test Tree page. Next you will be prompted to enter the name of the new test and

select the subject, grade, and the form type.

The form type is an important piece of information. For all tests the form type sets the

answer options students will see (ABCD, ABCDE, ABCD/FGHJ, etc.). For bubble

sheet tests it also sets the layout of the bubbles. You cannot change the form type

once you have selected it.

After you click the Save This Test button it is ready to use. You can give this test as a

bubble sheet test right away, but do not forget to set the key. You could also add more

information to the test or see the Test Info Page for more details.

65


Test Info Page

back to the top

The Test Info Page lets you set all kinds of information about the test. You can:

change the test?s name, set the key, make it an online test, store files with the test,

change the cut/pass scores, change the keep status, change the subject and grade,

change the assessment type, or set special test options. To change a values, click on

it.

Changing the key: Click on the key information. Then click on the edit key button.

Scroll down and fill in the updated key information. Click the save changes button.

Online Information: Clicking the online information takes you to an advanced feature.

66


Associated files: You can store any file with your test. Click on the associated files

information area to add or change these files.

After a test expires, students can not start it, and scanning bubble sheets will be

ignored. To correct this you will need to extend the expiration date (or contact the test

owner) and rescan the bubble sheets.

A locked test means you can only give the test. You cannot view other information

about it or see reports unless you own it. Admin accounts may lock important tests,

such as district benchmarks.

At ROSworks we rarely remove tests from the system. You can mark a test as deleted

and it will show up in a different part of the Test Tree, but it is not removed from the

system and you can retrieve it.

With ROS you can give any test, even if it does not belong to you. You never need to

copy a test just to give it to your students. By default we automatically set all tests to

not copyable for this reason. Making extra copies of tests can make it harder to view

reports across grades or schools. You may need to make a copy of a test to make

changes to it or to set different options. If the test is yours you can copy it, otherwise

contact the test owner.

67


Roster Files

back to the top

ROS needs information about students, teachers, and their class schedules. ROS

gets this information from what we call a roster file. Admin users take care of this for

everyone so that you never have to add this information yourself.

If you are an Admin user and you need to update class schedule information, you

need to export a new roster file. First, log in to the system with your Admin account.

Next, go to the Users section and look at the User Tree.

If you have a roster for the entire school district, look for the line that includes the word

District and the current school year in the User Tree and click on the entity link.

If you have a roster for a single school, look for the line that includes the school name

and the current school year in the User Tree and click on the entity link.

After clicking the entity link, you will see the Entity Information Table. The last row of

this table has a link at the bottom that reads upload. Click it and follow on-screen

directions.

Normally we process these roster files overnight. They sometimes can be processed

during the day. Please contact Support if you need the Roster file processed quickly.

After processing the roster file we send you a report in email about the information we

loaded. Be sure we have your correct email address(es).

We can also automate this process. If you can generate the Roster File for us and

place it on a website (password protected). We can automatically copy it from you and

process it. Contact Support by email for more information about this.

68


User Preferences

back to the top

ROS lets you save some report options you view often. ROS also lets you customize

your Test Tree.

An Admin user may have already set your Report Preferences. You can override

these settings with your own.

An Admin user may have also already set your Test Display Preferences. We

encourage you to select the preferences that work for you. You can set which subjects

and grades you want to see. You can also choose to see deleted tests, tests from

previous years, or you can add the Taken, Virtual, and Pending columns to your Test

Tree.

69

Appendix 6 – Work Order Database Summary Report by School

From July 1, 2013 to November 30, 2014

Building Work Orders

Warren County High School 260

Skyline High School 240

Warren County Middle School 197

Ressie Jeffries Elementary School 179

Hilda J. Barbour Elementary School 179

A.S. Rhodes Elementary School 139

Leslie Fox Keyser Elementary School 139

E. Wilson Morrison Elementary School 63

Diversified Minds 24

School Board Office 23

Brighter Futures 16

Blue Ridge Tech Center 15

Transportation 7

Maintenance 5

Total 1,486

70

Appendix 7 – Technology Curriculum Grades K-5

Warren County Technology Curriculum

K-5

71


WARREN COUNTY TECHNOLOGY

CURRICULUM SCOPE AND SEQUENCE

TECHNOLOGY GOALS K 1 2 3 4 5

Word Processing

Database

Spreadsheet

Keyboarding Readiness/Keyboarding

Information Retrieval

Telecommunications

Multimedia

Basic Computer Skills/Theory

KEY: Concept is introduced Goal responsibility is shared between Teacher and Student. Independent utilization by student

72


Kindergarten And

First Grade

73


Kindergarten First Grade

Word Processing

Type Name Type Words

Use simple graphics tools to create a picture.

Type a sentence

Observe the teacher typing, changing fonts, and importing graphics.

Observe teacher saving, printing, and using spell check.

Use simple graphic tools to create a picture.

Database

Participate in the creation of a classroom database.


Participate in the collection of the data for the database.

Participate in the collection of the data for the database.

Spreadsheet

Participate in the creation of a simple classroom spreadsheet, (table or chart) and graph

Participate in the creation of a simple classroom spreadsheet, (table or chart) and graph

Keyboarding Readiness/

Keyboarding

Introduce basic mouse skills: moving the mouse, pointing, and clicking.

Introduce basic mouse skills: dragging objects.

Become familiar with the letters on the keyboard and the spacebar.

Become familiar with the letters on the keyboard, spacebar, shifts and return keys.

Information

Retrieval

Observe the teacher or media specialist using a Reference CD, Laser Disc, and Library Catalog.

Observe the teacher or media specialist using a Reference CD, Laser Disc, and Library Catalog.

Discuss and practice ethical use of electronic research.


Telecommunications

Introduce appropriate vocabulary.


Observe the teacher utilizing the Internet for the whole class research and interactive projects.


74


Kindergarten First Grade

Multimedia

Navigate through a multimedia storybook CD- ROM.


Observe the use of multimedia in the classroom.


Observe the teacher creating a multimedia presentation.

Basic Computer Skills Theory

Introduction to the parts of the computer: Keyboard, printer, monitor, type, cursor, escape, disk, CD-ROM, space bar, and return.

Introduction of the parts of the computer: menu, disk drive, save, and software.

75


Second And

Third Grades

76


Second Grade Third Grade

Word Processing

Type a short story or paragraph save and print that story.

Type, revise, and edit a short story or report and spell check, save, and print.

Observe teacher-editing text. Change text characteristics (font, size, style, and color.)

Assist teacher-importing graphics.

Assist teacher-importing graphics.

Use simple graphic tools to create pictures.

Use simple graphic tools to create pictures.

Database


Use appropriate database vocabulary.

Enter data into an established database.


Participate in searching and sorting a classroom database.

Search and sort a classroom database.

Introduce appropriate database vocabulary: field, record, and cell.

Observe and assist teacher with creating and printing reports.

Enter data into an established database.

Spreadsheet

Introduce appropriate spreadsheet vocabulary: cell, grid, and formula.

Use appropriate spreadsheet vocabulary.

Participate in the creation of a simple classroom spreadsheet (table or chart) and graph.

Participate in the creation of a simple classroom spreadsheet (table or chart) and graph.

Enter information into an established spreadsheet.

Enter information into an established spreadsheet.

Observe the teacher using simple formulas and functions.

Observe the teaching using simple formulas and functions.

Observe the teacher printing spreadsheets.


Keyboarding

Introduce basic mouse skills: pull down, and select from a menu.

Use appropriate mouse skills.

Become familiar with the function of special keys (caps lock, shift, delete, tab, and punctuation keys.)

Introduce double clicking.

Introduction to structured keyboarding.

77


Second Grade Third Grade

Information

Retrieval

Observe and assist the teacher or media specialist in using a reference CD, laser disc, and library catalog.

Observe and assist the teacher in using a laser disc for research.



Use reference CD’s to retrieve information.

Use the library catalog and assist the teacher with printing selected information.

Telecommunications


Use appropriate vocabulary.



Observe the teacher utilizing a search engine.

Multimedia




Participate in the design and creation of a multimedia presentation.

Observe and assist the teacher in the creation of a multimedia presentation.


Introduction to available peripherals (printer, scanner, and camera).

Select and assist in using the available peripherals.

Review the parts of the computer previously learned and add: memory and shift.

Review the parts of the computer previously learned and add: home row, and delete. Introduce binary system, bit and byte.

78


Fourth And

Fifth Grades

79


Fourth Grade Fifth Grade

Word Processing

Type, revise and edit a short story or report utilizing spell check, save and print.

Create a one to two page document utilizing word processing skills, the writing process and incorporating graphic.

Change test characteristics: font, size, style, and color.

Import graphics.

Use simple graphic tools to create a picture, then copy and paste the picture into a word processed document.

Database

Use appropriate database vocabulary: field, record, and cell.

Use appropriate database vocabulary.

Create a simple database. Create a simple database.

Manage a database: enter data, search, sort, and generate report.

Manage a database: enter data, search, sort, and generate reports.

Print reports. Print reports.

Spreadsheet



Create a simple classroom spreadsheet and graph.

Create a simple classroom spreadsheet and graph using formulas and functions.

Students assist the teacher in using simple formulas and functions.

Print a spreadsheet and graph.

Observe and assist printing spreadsheets and graphs.


Keyboarding

Use appropriate mouse skills. Use appropriate mouse skills.

Introduce structured keyboard.

Introduce structured keyboard.

80


Fourth Grade Fifth Grade

Information Retrieval

Use a reference CD and laser disc for research.

Use a reference CD, laser disc, and library catalog for research.



Print selected information. Print selected information.

Use the library catalog and assist the teacher with printing selected information.

Appropriately credit electronic reference sources.

Telecommunications

Use appropriate vocabulary. Use appropriate vocabulary.

Observe and assist teacher in using an Internet search engine.

Use the Internet with teacher supervision to research and collect information.

Use the Internet with teacher supervision for research and interactive projects.

Multimedia

Navigate a multimedia CD- ROM.

Navigate a multimedia CD- ROM.






Introduction to the computer’s storage devices and memory.

Gain greater understanding of binary logic.

Use available peripherals. Use available peripherals.

Continue reinforcing vocabulary and expand bits, bytes, and binary logic.

Continue reinforcing vocabulary.

81

Appendix 8 – Professional Development Documentation from MyLearningPlan.

TECHNOLOGY WORKSHOPS Title Description Sponsor or

Presenter Date

iWant Conference i = ipads, itouches, iphones, & wireless print solutions W = WiFi and wireless devices like interactive whiteboards and personal response systems in the classroom A = Apps for Education through iTunes and Android OS N = Networking Issues with wireless devices T = Tablets, smart phones and other touch technologies

Shenandoah Valley Technology Consortium

July 17, 2013

PowerSchool University PowerSchool University (PSU) helps users take advantage of the robust features and capabilities of the PowerSchool student information system. At PSU, attendees learn dozens of tips, tricks and techniques for everyday tasks. For beginning to experienced PowerSchool users, PSU offers a wide variety of courses taught by certified PowerSchool trainers. Each course is specifically designed for the participant's role at the school or district. In addition, attendees appreciate the opportunity to meet fellow educators and develop lasting peer support networks.

Pearson July 21-25, 2013

Google Apps for Education Serving the 21st century learner demands collaboration among educators and between the students themselves. Google Apps for Education provides digital tools for collaboration, creativity, and problem solving among teachers and learners.

Lord Fairfax Community College

July 15, 2013

Virginia eLearning Backpack Initiative

This summer institute sponsored by the Virginia Department of Education will assist school divisions as they transition to tablet computers and digital content and is open to all school divisions. It will provide division personnel with information and strategies for successful implementation.

Virginia Department of Education

August 13, 2013

New Teacher Technology Academy

This session will give new teachers an introduction to the technology available for them at their respective school. This training will highlight the hardware and software we have in place and give a demonstration on how to use these technology tools.

ITRTs August 15, 2013

Technology Road Show – ASR

Five Information filled sessions packed with ideas for Integrating Technology into your classroom: Google Apps for Education, Technology Enhanced Questions in Smart Notebook, Discovery Classroom, New Apps for the iPad, and Top web applications for educators.


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Appendix 8 – Professional Development Documentation from MyLearningPlan

Technology Road Show – WCHS



Technology Road Show – RJES



EDCT 531: Everything Google for the Classroom

Exploration of standard and new Google tools that can be used in the classroom to assist with classroom management and instruction. Teachers will increase their knowledge using discussion threads, reflection papers, lesson plans involving the implementation of Google tools, and a course project where candidates use a Google tool for professional or student development or enhancement. Participants will collaborate on ways to use these tools to have the greatest positive impact in their classrooms

Eastern Mennonite University

September 16, 2013 – December 2, 2013

Writing, PowerTeacher Activity, and SMART Goals Training

The training will be primary targeted for new teachers to our building, but will make a great refresher for any teacher. We will cover the ins and outs of our in-house writing initiative, how to attach a document to your gradebook, which then can be viewed by parents, and cover SMART Goals.

Janet Pack September 12, 2013

Exciting New Web Tools Participants will explore the new web tools presented by Sarah Stelzl in the ITRT Road Show presented in each school.

Sarah Stelzl September 17, 2013

Using iPads to Engage Students

Get your students actively involved with the two apps featured during the Technology Road Show. Learn how to search, create and edit lessons, and run reports on nearpod. Participants will also learn how to use the Tap It app for real time feedback and for assessments.

Jennifer Cook September 24, 2013

Technology Road Show – EWM


ITRTs September 25, 2013

http://www.mylearningplan.com/LearningPlan/ActivityProfile.asp?I=1445088


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Technology Road Show – HJB



Technology Road Show – LFK



Technology Road Show – WCMS


ITRTs October 2, 2013

Google Apps for Education Featured in the Tech Road Show! From collaborative documents, slideshows, and spreadsheets, to free web-based applications Google is paving the way to collaborative, global thinking and learning. Learn the basics of how Google Apps for Education (GAFE) can be incorporated into the classroom.

Gesina Korte and Janet Pack

October 10, 2013


Sarah Stelzl October 15, 2013

Standards Based Grading for Kindergarten

Kindergarten teachers will learn how to set up their gradebooks, add assignments, access standards, enter scores and run reports.

Jennifer Cook October 16, 2013

Discovery Education: On-Line classroom

Use your Discovery Education account to facilitate an online learning environment for the students in your classroom. Learn to assign activities, create assignments, and check student progress using Discovery's online services.

Timothy Grant October 24, 2013



Jennifer Cook October 24, 2013

Technology Road Show – SHS


ITRTs November 5, 2013

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Virginia Department of Education Microsoft IT Academy

This training will give teachers best practices and strategies for using the MITA curriculum in their classroom. Upon completion of this session, teachers will have an understanding of all MITA resources and how to achieve optimal student success.

Virginia Department of Education

November 7, 2013

Discovery Education: On-Line classroom

Use your Discovery Education account to facilitate an online learning environment for the students in your classroom. Learn to assign activities, create assignments, and check student progress using Discovery's online services.

Timothy Grant November 7, 2013

Google Chrome “Appy Hour”

During this "appy hour," learn about Google Chrome and the ways you can use it in your classroom. You will learn how to set up your own Chrome account and customize it to meet your needs. You will also be introduced to some apps that will make you more efficient and will have an opportunity to explore content specific apps to use with students.

Gesina Korte November 12, 2013

Using Edmodo In and Out of the Classroom

Join us to learn tools and tricks on using Edmodo as a communication device, an exit ticket, and a simple assessment tool.

Cathi McMaster and Maria Wakefield

November 13, 2013

You Tube Video Editor Learn the basics of video editing using Youtube's web-based video editor to create instructional videos and/or classroom presentations.

Gesina Korte November 18, 2013



Jennifer Cook November 19, 2013


Gesina Korte and Janet Pack

November 21, 2013


Sarah Stelzl November 21, 2013

Virginia Society for Technology in Education Annual Conference

VSTE brings cutting edge technology and subject area integration sessions to its attendees. We promise to overwhelm you with information, opportunities, knowledge and activities.

VSTE December 8-10, 2013

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Technology Training for Special Education Teachers

A two-hour session to update staff on current issues and events in Special Education; as well as, provide professional development in the area of using technology in special education.

Janet Pack and Carla Scott

January 24, 2014

Font Creator Learn how to create your own font and install it on your computer. Font creator can be a great motivational tool for students as their handwriting progresses throughout their academic career. In addition to using this tool to archive student development, it can be used to allow students demonstrate their creative skills as they design a variation of font collections.

Gesina Korte February 10, 2014

Edmodo Join over 30 million teachers and students safely connecting in online classrooms, collaborating on assignments, discovering new resources, and more! Edmodo is an excellent tool for teachers moving in the direction of the paperless classroom. In this training you will learn the basics of Edmodo and how to connect to your students in the digital world.

Gesina Korte

February 20, 2014

Blogger for Art Teachers Learn the basics of Blogger and develop ways to implement this tech tool with art students.

Gesina Korte February 25, 2014

Using our New Webpage with PowerTeacher and Beyond

Teachers will learn how to utilize the division's new webpages to add content and increase collaboration and communication between home and classroom. We will explore the Weblink feature in PowerTeacher as well as the basics of using the teacher's page in our new websites.

Sarah Stelzl February 27, 2014

Google Apps for Writing Google Apps for Education provides tools to aid teachers and students in writing instruction. Please ask yourself the following questions. Do you want to increase collaboration and communication in your students' writing process? Would you like to have students peer edit writing assignments? How about having writing assignments shared with you and grading them without carrying home piles of paper? Wouldn't it be great to comment and give feedback on students' writing using your computer? Is it beneficial to track your students' progress in writing over time? If you answer yes to any of these questions, this class is for you!

Janet Pack February 27, 2014

VESIS Conference Virginia Electronic Student Information System Annual Conference. At this conference there will be presentations on information relevant to school personnel on student information and state reports

VESIS March 5, 2014




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Google Apps for Education Certification Bootcamp

The Google Apps for Education Certified Training serves two purposes: to raise awareness about how Google Apps can be used in education (with students and among colleagues), and to prepare participants to pass the Google Apps for Education Qualification Tests. Each session includes an interactive overview, top tips from the Google Apps for Education Training Center, hands-on activities, and inspiring ideas for how to use Google Apps for teaching, learning, and professional collaboration. The activities are flexible, designed to help new users quickly understand the "core magic" of each app - and to challenge veteran users by revealing features and innovative uses they never imagined. The experience is grounded in Google culture, complete with high-energy fast-paced demonstrations and challenging activities that can truly be called "hard fun." There is no better preparation for teaching and learning with Google Apps - or for passing the Google Apps EDU tests.

Google Certified Trainers

March 6-7, 2014

Google Summit This high intensity two day event focuses on deploying, integrating, and using Google Apps for Education and other Google Tools to promote student learning in K-12 and higher education. The program features Google Certified Teachers, Google Apps for Education Certified Trainers, practicing administrators, solution providers, Google engineers, and representatives from the Google education teams

Google Certified Teachers

March 8-9, 2014

SMART Board for Beginners

Teachers will learn the basis of using the SMARTBoard and SMART Notebook software with students.

Sarah Stelzl March 11, 2014


Gesina Korte March 11, 2014

Using Moodle as Learning Management Software

Teachers will learn to use Moodle as a Classroom Management System. Teachers can go completely paperless or use Moodle just for portions of their classes. Moodle allows you to facilitate discussion boards, create and manage assignments and have students take online assessments and more!


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You Tube Video Editor Learn the basics of video editing using Youtube's web-based video editor to create instructional videos and/or classroom presentations.

Gesina Korte March 24, 2014

Google Apps for the Beginner

Teachers will learn how to use Google Apps with their students. This workshop will focus on creating and sharing docs among students and teachers, including how the students and teachers logon, create documents and share them with each other to collaborate or with the teacher to grade them.


Intermediate SMART Board

Teachers will learn to use SMART Notebook software to create lessons for their students. This workshop is for teachers who are comfortable using their SMART Board and the Notebook Software.

Sarah Stelzl April 3, 2014

Google Chrome “Appy Hour”

During this "appy hour," learn about Google Chrome and the ways you can use it in your classroom. You will learn how to set up your own Chrome account and customize it to meet your needs. You will also be introduced to some apps that will make you more efficient and will have an opportunity to explore content specific apps to use with students.

Gesina Korte April 8, 2014

PowerSchool Users Group Annual Conference

A PowerSchool User Conference put on by PowerSchool users from districts all over the Southeast is what you will be a part of when you attend the 2014 PSUG-Southeast Conference. Attend sessions put on by fellow PowerSchool users that will give you a real world view on how others are using PowerSchool in their districts. Please note: While Pearson supports our events and will be in attendance at our conference, this is not a Pearson event.

PowerSchool Users Group

May 11-14, 2014

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Appendix 9 – Current Status of Technology

Equipment ASR HJB LFK EWM RJES WCMS WCHS SHS BRTC & Alternative

Total

Teacher Computers 13 37 30 39 53 55 80 98 20 425

Student Computers 55 143 127 118 166 228 295 263 115 1510

Mobile Laptop Lab 25 25 25 25 25 0 0 0 0 125

Projectors 14 33 30 31 42 63 95 87 17 412

SmartBoards 11 31 28 30 40 55 89 83 10 377

Document Cameras 6 30 15 30 38 18 4 15 0 156

PRS Systems 1 2 5 3 2 3 7 7 0 30

SMART Slate 2 1 6 2 4 15 4 25 5 64

Tablets 26 54 30 49 30 106 3 30 15 343

100% of all classrooms are currently equipped with SmartBoards and projectors.

All secondary teachers have laptops.

All schools are outfitted with wireless network access.

Elementary classrooms have 2 student computers in every classroom.

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Appendix 10 – Checklist for Evaluating Software

Checklist for Evaluating Software

Use this checklist to evaluate software for use with students and/or for purchase.

Instructional Design and Pedagogical Soundness Yes No Can’t Tell

Teaching strategy is matched to student needs/levels and is based on accepted methods.

Presentation on screen contains nothing that misleads or confuses students.

Readability and learning difficulty are at an appropriate level for target students.

Graphics fulfill important purpose (motivational, informational) and are not distracting to students.

Criteria specific to drill and practice functions Yes No Can’t Tell

High degree of interactivity (not just reading information)

Appropriate feedback for correct answers

Feedback is more reinforcing for correct than for incorrect responses.

Criteria specific to tutorial functions Yes No Can’t Tell

High degree of interactivity (not just reading information)

High degree of user control (forward and backward movement, branching upon request)

Comprehensive teaching sequence so instruction is self-contained and standalone

Adequate answer-judging capabilities for student-constructed answers to questions

Criteria specific to instructional game functions Yes No Can’t Tell

Low quotient of violence of combat-type activities

All content accurate and up-to-date

No racial or gender stereotypes; not geared toward only one sex or to certain races.

Exhibits a sensitive treatment of moral and/or social issues

Content matches required curriculum objectives

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Appendix 10 – Checklist for Evaluating Software

Content Yes No Can’t Tell

Free from grammar, spelling, or punctuation errors.

All content is up-to-date and accurate.

No racial or gender stereotypes; not geared toward only one sex or to certain races.

Exhibits a sensitive treatment of moral and/or social issues

Content matches required curriculum objectives

Technical Soundness

Program loads consistently, without error

Program does not stop working, no matter what the student enters.

Program works on desired platform

If included, animations and videos work as indicated

--Adapted from Essential Criteria Checklist for Evaluating Instructional Courseware Detail, HandsOn with Technology

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Appendix 11 – Checklist for Evaluating Internet Sites

Checklist for Evaluating Internet Sites Use this checklist to help you evaluate the quality and reliability of Internet Sites.

Author and Site Sponsor Yes No Can’t Tell

Is there an identifiable author? Check the top or the bottom of the page

Can you determine if the author is an authority in the field? Are his/her qualifications clearly stated – professor? Doctor? Other professional?

Does the author include his/her e-mail or other address to allow questions or comments about the site?

Is the producer or sponsor of the site clearly identified? Check the top or bottom of the page for logos or links to pages that discuss the sponsor.

Is the sponsor and individual? A company? A government agency? A university? A political organization? A religious group? Does this make a difference in how you look at the information provided?

Can you tell if the sponsor has a particular political or philosophical stance?

Content Yes No Can’t Tell

Is the intended audience for the site clearly identified or defined?

Is the scope or purpose of the site clearly stated?

Is the text well-written? Is it free of grammatical and spelling errors?

Is the provided information accurate?

Is the subject matter covered adequately?

Does the information seem to have any political or ideological biases?

Currency Yes No Can’t Tell

Is the information provided up-to-date?

Can you tell when the site was created? Check the bottom of the page.

Has the site been updated recently?

Are the links reliable, taking you to active sites?

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Appendix 11 – Checklist for Evaluating Internet Sites

Design Yes No Can’t Tell

Is the site well-organized with clear and descriptive headings and sub-headings?

Is it easy to move around and locate information on the site?

Access Yes No Can’t Tell

Is the site stable 00 is it still there each time you go back to use it?

Does the page load quickly?

Is access free, or is there a cost involved?

Are passwords required?

Other Yes No Can’t Tell

Has the site received an award? An award is usually highlighted on the page.

Do you think it compares favorably to other sites on the same topic?

-adapted from Janet Dagenais Brown, Associate Professor, Education Librarian

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