2012-14 Tech Plan Template · Complete NCSSTP Elements Components Signature Page Preliminary Components . Title Page Table of Contents Committee List ... SAS Curriculum Pathways (VAHS)

Approval Checklist

Complete NCSSTP Elements Components

Signature Page

Preliminary Components

Title Page Table of Contents Committee List Vision Statement/Narrative Strategic Priorities Narrative

Priority 1 Elements Complete* 1. The plan establishes clear goals and a realistic strategy for using telecommunications and information technology to improve education. 3. The plan includes an assessment of the telecommunication services, hardware, software, and other services that will be needed to improve education.

Priority 2 Elements Complete*

Priority 3 Elements Complete*

AMTR (Annual Media and Technology Report) Complete and Periodically updated

Count/Inventory requirement

Priority 4 Elements Complete* 2. The plan has a professional development strategy to ensure that staff knows how to use these new technologies to improve education. Priority 5 Elements Complete*

Utilization of Cloud Resources 4. The plan includes an evaluation process that enables the school to monitor progress toward the specified goals and make mid-course corrections in response to new developments and opportunities as they arise

Alignment to 3 key initiatives Use of required evaluation tools All objectives measureable All addressed

Appendix A: Required Policies Current Board approval dates included LEA Policy Noted and Posted

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

2 Approved March 2012

REQUIRED SUBSTANTIVE COMPONENTS OF THE

LOCAL SCHOOL DISTRICT TECHNOLOGY PLAN

Schools, school districts, and libraries that want to apply for Schools and Libraries support, commonly referred to as "E-rate," must first prepare a technology plan. Beginning with FY2011, technology plans are required only for Priority 2 services (Internal Connections and Basic Maintenance of Internal Connections). An approved technology plan sets out how information technology and telecommunications infrastructure will be used to achieve educational goals, specific curriculum reforms, or library service improvements.

A technology plan designed to improve education should cover the entire funding year (July 1 to June 30) but not more than three years. The plan must contain the following elements:

Goals and realistic strategy for using telecommunications and information technology

A professional development strategy

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

Ongoing evaluation process

Policies

The technology plan must be approved by a USAC-certified technology plan approver before discounted services can begin. The state is the certified technology plan approver for libraries and public schools. www.usac.org, August, 2011.

LEA/Charter Name: Voyager Academy

LEA/Charter Number: LEA32l

Superintendent Name: Carl Forsyth, Managing Director

Superintendent Signature

Local Board Chair Name: Charles Wilson

Local Board Chair Signature:

Person of Contact: Toni Shellady, Technology Specialist

Telephone: 919-433-3301 ext. 218

Contact Email: [email protected]

http://www.usac.org/


LEA/Charter NAME Technology Plan

2012-2014

Draft November 2011 Final July 2012


Table of Contents

Vision 6

Strategic Priorities Overview 7

Priority 1: Shared Services Model 8

Priority 2: Universal Access to Personal Teaching and Learning Devices 16

Priority 3: Access to Digital Teaching and Learning Resources, Including Digital Textbooks 24

Priority 4: Model of Technology-Enabled Professional Development 30

Priority 5: 21st Century Leadership for Your LEA 37

Appendices 42

References 43


LEA NAME Technology Planning Committee/MTAC

Member Job Title/Position Toni Shellady Technology Specialist Carl Forsyth Managing Director Cory Draughon VAHS Principal Chris Bennett VAMS Principal Leslie Paynter Jenny Murray Thomas Lunsford Clay Wooldridge

VAES Principal Director of Curriculum and Professional Development High School Business Teacher 8th Grade Core Connections Teacher

Jim Breeden 7th Grade Core Connections Teacher Duncan Germain Leah Berkman Melodie Green

6th Grade Core Connections Teacher 5th Grade Language Arts Teacher 4th Grade Teacher

Ana DuBois 3rd Grade Teacher Jenni Thornton Media Specialist


Voyager Academy Technology Plan

2012-2014 Vision Statement

Vision Statement Voyager Academy envisions a future environment where all students in grades K through 12 have access to a personal and portable learning device both on-and off-campus where they can access a variety and abundance of digital resources supportive of their project-based learning work.


Voyager Academy Technology Plan Strategic Priorities

2012 - 2014 Strategic Priority 1: Shared Services Model Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices Strategic Priority 3: Access to Digital Teaching and Learning Resources, Including Digital Textbooks Strategic Priority 4: Model of Technology-Enabled Professional Development Strategic Priority 5: 21st Century Leadership for Your LEA/Charter


Strategic Priority 1: A Statewide Shared Services Model Essential Questions for Voyager Academy How will we leverage collaborative purchasing to pay substantially less for technology services and platforms? How can a Statewide Shared Services Model assist in shifting primary support from infrastructure to instructional needs? How can a Statewide Shared Services Model enable increased infrastructure and technology efficiency and sustainability? How can a Statewide Shared Services Model provide higher service reliability? How can a Statewide Shared Services Model facilitate more strategic budgeting models for our LEA/Charter School? Current Status and Moving Forward Voyager Academy is a charter school based in Durham, NC with a focus on project-based learning (PBL). Currently, Voyager is comprised of an elementary (VAES), middle (VAMS), and high (VAHS) school. As of the 2012-2013 school year, the VAES consists of grades K through 3 with approximately 105 students per grade level. The middle school consists of grades 4 through 8, and the high school currently serves grades 9 through 11 each with approximately 105 students per grade level. The high school will add 12th grade in the 2013-2014 school year. Voyager Academy began adding the high school in August 2010 and the elementary school in August 2011, the middle school opened in August 2007. Each of the three schools are housed in newly constructed buildings: the VAMS building opened in January 2009, the VAHS building opened in August 2011, and the VAES building is scheduled to open in August 2012. Due to the high rate of growth, Voyager’s current server infrastructure is no longer able to support the needed number of students and teachers. Currently, the server is comprised of largely donated equipment that was procured in preparation for the start of VAMS in 2007. The server is located in a small, non-designated room housing printers used daily by staff and students. Although ceiling panels are vented, the room is not separately air-conditioned. The server rack currently has six servers dedicated to various functions including a web hosting server used for student websites, terminal servers used by high school students in association with a 1:1 and BYOD (Bring Your Own Device) laptop initiative, and file storage and printer sharing servers. Although not all file storage is done onsite (some teachers take advantage of Google Docs), storage is backed up onsite via a combination of external fireproof hard drives and tapes. Content filtering, firewall, virus protection, and Voice-over-IP (VoIP) telephone services are also managed through the on-site servers. As mentioned previously, teachers have the option to use Google Docs for file storage as part of Google Education Apps. In January 2011, Voyager’s staff moved to Google Education Apps for email services. With email came access to many other Google products including Google Docs and Google Sites. Most teachers at Voyager have chosen to use Google Sites to create and manage class websites. As for Google Docs, the school committees and leadership began using Google Docs as a way to share meeting minutes, PBL planning documents, and more to improve


communication efficiency and effectiveness. The school also has a staff Intranet combining the power of Google Docs and Google Sites as a go-to place of schoolwide announcements, staff updates, shared resources, and even a staff blog to improve communication efficiency and effectiveness. As of March 2012, Voyager is connected to NCREN via a point-to-point connection provided by Time Warner Cable. After reaching the allotted 10 Mbps download speed daily, Voyager has increased its bandwidth to 20 Mbps. Moving forward, Voyager Academy plans to take greater advantage of cloud services, including NC Ed Cloud and Google Apps services. Using cloud storage solutions will help create sustainable and predictable operational costs, as well as improve storage availability and reliability. Teachers will be expected to move files off the primary in-house server and onto the cloud via the Google Education Apps accounts they already have access to. Students in grades 6 through 12 will have personal Google Apps accounts that have set up in conjunction with their parents and will be expected to keep most, if not all, of their files in their cloud Google account. At the onset of each school year, training and accessible resources will be provided to students and parents on how to properly set-up, monitor and manage the Google Accounts. With these Google accounts, all students in grades 6 through high school will be expected to create and maintain a digital portfolio showcasing major projects and other important pieces of work as part of the school's PBL mission. Having personal rather than school-issued accounts ensure students are able to more easily take with them their digital portfolios and other work when they move on from Voyager to either college or another school. Using personal Google accounts with proper training rather than school-issued accounts also greatly reduces the amount of resources, namely personnel, time and archiving expenses Voyager is required to expend to sustain an in-house program. Students in grades K through 5 will continue to be allotted server storage space until NC Ed Cloud services are readily available to Voyager. Once these services are available, K-5 students will begin using cloud storage space. Depending on how NC Ed Cloud is setup, Voyager plans to explore the possibility of having NC Ed Cloud services also made available to students in grades 6 through 12 as an additional cloud storage option. Other statewide shared services Voyager plans to explore include content filtering, virus and firewall protection through NCREN. Currently, Voyager takes advantage of NCREN, but manages filtering, virus and firewall protection in-house. If readily available and proven effective, Voyager plans to opt-in to content filtering and protection services offered as part of the planned statewide shared services model through NCREN.


Alignment to Other Plans and Initiatives: Strategic Priority 1: A Statewide Shared Services Model Voyager Academy will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic priorities of our plan... Project Based Learning Implementation By participating in the shared services model offerings, Voyager Academy will better prepare for students to create and manage digital

portfolios showcasing PBL work using cloud-based applications such as Google Sites. Microsoft IT Academy (VAHS) By participating in statewide shared services such as Internet connectivity, content filtering, and firewall protection, VAHS will be able

to allot greater resources towards personal learning devices and personnel needed to support the MS IT Academy. SAS Curriculum Pathways (VAHS) By participating in the shared services model offerings, our LEA/Charter will better prepare for the transition to digital textbooks and

resources such as those provided by SAS Curriculum Pathways. 1. Statewide Shared Services Model

Suggested Goals/Targets Year 1 July 1, 2012 – June 30, 2013

Year 2 July 1, 2013 – June 30, 2014

Yearly Evaluation Evaluation Method(s) DPI Use

Provide equitable and additional access to mobile computing devices

Activities: - Continue to procure

personal learning devices such as laptops and netbooks to be used by all VAHS students

- Ensure all staff members have access to computing devices both on and off campus

- Maintain at least a 1:2.3 computer to student

Activities: - All VAHS students

(grades 9-12) have access to a personal learning device

- Ensure all staff members have access to computing devices both on and off campus

- Maintain at least a 1:2.3 computer to student ratio at the elementary school

- STNA (School Technology Needs Assessment)

- Network Readiness Assessment

- Innovative Budget Comparisons

- Network monitoring


ratio at the elementary and middle schools

- Explore funding resources for 1:1 implementation at the middle school

Responsible Parties: - Managing Director - Building Principals - Technology Facilitators - IT Support Personnel - Finance Officer - Librarian/Media

Specialist - Director of Curriculum

and Professional Development

- Maintain at least a 1:2.3 computer to student ratio in grades 4-7.

- Implement a 1:1 device initiative for 8th grade students

Responsible Parties: - Managing Director - Building Principals - Technology Facilitators - IT Support Personnel - Finance Officer - Librarian/Media



reports

Provide equitable and additional access to digital resources

Activities: - Purchase digital

resources for all students

- Make available digital resources for home use

Responsible Parties:

- Managing Director - Building Principals - Technology Facilitators - IT Support Personnel - Librarian/Media

Activities: - Purchase digital resources

for all students - Make available digital

resources for home use


- Managing Director - Building Principals - Technology Facilitators - IT Support Personnel - Librarian/Media

- Budget - Student-created

products


Specialist - Finance Officer - Director of Curriculum


Specialist - Finance Officer - Director of Curriculum


Reduce operating costs by facilitating a more strategic budgeting model

Activities: - Connect to NCREN - Evaluate statewide

shared services for content filtering, virus, and firewall protection

- Use E-Rate Priority 1 funding for VoIP telecommunications services

- Plan ahead for a 1:1 device rollout at the middle school level


- Board of Directors - Managing Director - Building Principals - Technology Facilitators - E-rate Contract Support - Statewide E-rate

Consultant - IT Support Personnel - Finance Officer - Director of Curriculum


Activities: - Connect to NCREN - Use statewide shared

services for content filtering, virus, and firewall protection

- Use E-Rate Priority 1 funding for VoIP telecommunications services

- Plan ahead for a the continued 1:1 device rollout at the middle school level

Responsible Parties: - Board of Directors - Managing Director - Building Principals - Technology Facilitators - IT Support Personnel - E-rate Contract Support - Statewide E-rate

Consultant - Finance Officer - Director of Curriculum


- Budget Comparisons

- NCREN usage logs


Facilitate a more strategic budgeting model utilizing blended funding and reducing isolated programmatic spending

Activities: - Research various

funding options Responsible Parties:

- Managing Director - Principals - Technology Facilitators - IT Support Personnel - Finance Officer - Board of Directors

Activities: - Reduce expenditures in

targeted areas to create surplus resources allotted to digital resources and devices


- Managing Director - Principals - Technology Facilitators - IT Support Personnel - Finance Officer - Board of Directors

- Budget Comparisons

Promote/maintain innovative funding model by utilizing NCEdCloud offerings and alternatives

Activities: - Require 6th-11th grade

students to use a Google Account for file storage

- Research NCEdCloud offerings to use in the 2013-2014 year

- Avoid unnecessary and costly upgrades to the existing network infrastructure

Activities: - Require 6th-12th grade

students to use a Google Account for file storage

- Avoid unnecessary and costly upgrades to the existing network

- Take advantage of NCEdCloud services for students in grades K-5

- Signed student/parent AUP policies

- NCEdCloud Opt-in Agreement


Responsible Parties: - Board of Directors - Managing Director - Building Principals - Technology Facilitators - IT Support Personnel - Finance Officer

Responsible Parties: - Board of Directors - Managing Director - Building Principals - Technology Facilitators - IT Support Personnel - Finance Officer

Maximize E-rate in support of instructional programs

Activities: - Use E-rate for Priority

1 funding, including VoIP telecommunications services

- Utilize the AMTR (Annual Media and Technology Report) instrument to collect inventory data as required by E-rate


- Managing Director - Technology Facilitators - IT Support Personnel - Regional E-rate

Consultant - E-rate Contract Support - Finance Officer

Activities: - Use E-rate for Priority 1

funding, including VoIP telecommunications services

- Utilize the AMTR (Annual Media and Technology Report) instrument to collect inventory data as required by E-rate


- Managing Director - Technology Facilitators - IT Support Personnel - Regional E-rate

Consultant - E-rate Contract Support - Finance Officer

- E-rate documentation

- E-rate Contract Support Personnel

- AMTR


Provide content filtering in accordance with the Children's Internet Protection Act (CIPA).

Activities: - Use iPrism software to

filter Internet content for all students on campus and also for students off campus with school-issued devices

- Evaluate state-provided content filtering options

- Have all parents and students sign a newly approved AUP document that aligns with CIPA standards


- Technology Facilitators - IT Support Personnel - Principals

Activities: - Use statewide shared

content filtering service pending the prior year’s evaluation for effectiveness and efficiency


- Technology Facilitators - IT Support Personnel - Principals

- Content Filtering Reports

- Network Monitoring Reports

Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices Essential Questions What is universal access to personal teaching and learning devices? Why do our teachers and students need access to personal teaching and learning devices? How will we provide ample access to individual teaching and learning devices? What models can be used for implementing universal access to personal teaching and learning devices in our LEA/Charter.

Current Status and Moving Forward Universal access to personal teaching and learning devices is achieved when all members of a school community, including students, teachers, and other staff members, have individual access to a web-enabled computing device. That device may be a traditional computer such as a desktop, laptop, or netbook. It may also be a smartphone, tablet, or web-enabled portable media player such as an iPod Touch. Furthermore, universal access refers to these devices having consistent and reliable network and internet connectivity, even when off-campus. Voyager Academy High School (VAHS) currently employs a 1:1 laptop initiative for staff and students. Using a BYOD (bring your own device) strategy, roughly 60% of VAHS students bring their personal laptops from home and connect via a terminal server where content filtering, virus and firewall protection are in place. Students who do not have access to personal laptops are issued school-owned laptops or netbooks for use during the school year and are allowed to take machines home for off-campus work. Students are currently not allowed to take school-owned devices home over the summer. Furthermore, students with other personal wireless-enabled devices such as cell phones, iPod Touches, or tablets are also welcome to bring and use these devices in the classroom for purposes supporting education pending teacher approval. Voyager Academy Middle School (VAMS) currently has an approximate 1:2.3 computer to student ratio. All teachers and staff members have computers, although not all are portable laptops. Administrative staff members also have iPad access. VAMS has four desktop computer labs, each with 21 to 26 computers. One lab serves as the main computer lab, and the other three labs are each used as a 6th, 7th, or 8th grade Core Connections classroom. The Core Connections class is part of Voyager's PBL mission and is used to integrate big ideas and projects from each of the traditional four core classes - math, science, language arts, and social studies. Classrooms that aren't computer labs, including elective or specials classes, also have desktop computers available for student use. Most classrooms have four desktops; however, some classrooms have up to six desktops and others have only one desktop depending on space restrictions and frequency of use. Students also have access to a separate computer lab in the media center that has 21 desktops. A laptop cart consisting of approximately 22 newly purchased netbooks is also available for checkout to VAMS teachers. As of the 2011-2012 school year, Voyager Academy Elementary School (VAES) consists only of third grade with approximately 105 students and approximately 45 student accessible desktops and laptops resulting in a 1:2.3 computer to student ratio. For the 2012-2013 school year, VAES will have approximately 420 students across grades K through 3. These students will have


access to the following: four desktops per main classroom, a netbook cart with 22 devices, a desktop lab of 21 to 25 computers, and an additional media center computer lab with 21 computers. The one-to-one implementation of personal learning devices fosters 21st century skills students need to be future-ready and successful. Research supports that the 1:1 device initiative can positively affect student learning and engagement when utilized correctly in the classroom. Students become better researchers and collaborators with open use of technology and the vast resources available on the web. Another important reason supporting the 1:1 device initiative is the increasing prevalence of online assessments. Not only will students be required to take online end-of-grade tests creating the need for more computing devices capable of taking the tests, but it is also important students learn according to how they are assessed. If assessed using an online instrument, learning should also be done online. Voyager Academy plans to continue the 1:1 initiative at the high school and has also began evaluating and investigating the implementation of a similar 1:1 initiative at the middle school beginning in grade 8 and moving down. Many students already have various web-enabled devices such as personal laptops, iPod Touches, and smartphones that could be used in the classroom. Administration and the PBL/Technology Committee are evaluating how best to supplement these devices so that all students have equal access to personal learning devices. Preferred devices include multi-function devices with greater computing power such as laptops or netbooks. Funding for these devices is not anticipated to be found easily. Voyager's administration is expected to budget creatively to prioritize funds for personal learning and teaching devices. Other funding sources include grants and Voyager's Annual and Capital Campaign funds. Administration and the PBL/Technology Committee will explore various other funding options. Finally, Voyager anticipates using the Framework for Implementation developed by the North Carolina Learning Technology Initiative (NCLTI) as an implementation model. This Framework consists of tools to facilitate planning, communicating, and evaluating 1:1 implementations, as well as provides a model for associated professional development. The NCLTI Framework for Implementation is available through NCSU's Friday Institute for Educational Innovation and is funded by SAS, the Golden Leaf Foundation, IMPACT, and state pilots.

Alignment to Other Plans and Initiatives: Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices Voyager Academy will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic priorities of our plan... Project Based Learning Implementation By offering 1:1 personal learning devices, Voyager Academy will better prepare for students to create and manage digital portfolios showcasing PBL work. Many project components involve technology applications and research. Having universal and equitable access to devices such as laptops, netbooks, and tablets will assist students in learning through PBL projects. Microsoft IT Academy (VAHS) Through the use of 1:1 learning devices, VAHS will be able to have a greater number of students utilize the IT Academy resources. Students will be able to use these resources more frequently on their own time and better prepare for IT certification. SAS Curriculum Pathways (VAHS) Through the use of 1:1 learning devices, VAHS will be able to have a greater number of students utilize SAS digital resources. Students will also be able to use these resources more frequently on their own time. Priority 2: Universal Access to Personal Teaching and Learning Devices


Year 2 July 1, 2013 – June 30, 2014


Develop a comprehensive sustainable LEA plan for universal access. Resources: NCDPI, NCLTI, Educator Recruitment & Development, and District & School Transformation

Activities: - Begin using NCLTI

resources to support the high school 1:1 initiative and explore ways NCLTI can support a 1:1 initiative at the middle school

- Investigate NCDPI

Activities: - Use NCLTI resources

to implement the rollout of the 1:1 device initiative at the middle school beginning with grade 8

- Continue to explore and use NCDPI resources

- NCLTI evaluation tools

- STNA documentation

- PBL/Technology Committee Meeting Minutes

- Technology Team Meeting Minutes


resources to support universal access


- Managing Director - Principals - Technology

Facilitators - IT Support Personnel - Librarian/Media



- Finance Officer

supporting universal access


- Managing Director - Principals - Technology Facilitators - IT Support Personnel - Librarian/Media



- Finance Officer

Communicate your plan to all stakeholders.

Activities: - Notify parents early

and involve parents of rising 8th graders in the conversations related to the 1:1 implementation at the middle school

- Educate high school students and parents on acceptable use and other policies related to educational use of school-issued machines

- Seek Board Approval for needed funding related to the 1:1 device initiative

Activities: - Educate parents of 8th

through 12th grade students and the students on acceptable use and other policies related to educational use of school-issued machines

- Seek Board Approval for needed funding related to the 1:1 device initiative specifically at the middle school

- Continue to explore funding resources for personal digital devices

- Documentation communicated to parents

- Board of Directors Meeting Minutes

- Innovative Budget Comparisons

- Technology Team Meeting Minutes


specifically at the middle school

- Continue to explore funding resources for personal digital devices

- Ensure all necessary policies for a successful 1:1 rollout are current and Board approved


- Parents - Board of Directors - Managing Director - Principals - Technology


Specialist

- Notify parents early and involve parents of rising 7th graders in the conversations related to the 1:1 implementation at the middle school


- Parents - Board of Directors - Managing Director - Principals - Technology Facilitators - IT Support Personnel - Librarian/Media

Specialist

Increase overall access to personal learning devices.

Activities: - Invest in netbooks at

the high school level for students who are unable to bring satisfactory personal devices to school with the goal of having a 1:1 computer to student ratio

Activities: - Invest in netbooks at

the high school level for students who are unable to bring satisfactory personal devices to school with the goal of having a 1:1 computer to student ratio

- Innovative budget comparisons

- LoFTI - Network Readiness

Assessments


- Increase accessibility to devices at the middle and elementary school levels through the addition of more reliable netbook or laptop carts, as well as provide a portable computing device to every teacher and supporting staff member

- Improve wireless network infrastructure to support the growing number of wi-fi enabled devices


- Managing Director - Principals - Technology




- Finance Officer

- Implement a 1:1 device initiative for 8th grade students

- Continue to improve wireless network infrastructure to support the growing number of wi-fi enabled devices





- Finance Officer


Utilize Personal Learning Devices to promote student owned learning.

Activities: - Require students in

grades 6-12 to create and maintain digital portfolios using their personal devices showcasing their PBL work, as well as resume and relative work/internship experience

- Use available digital resources such as United Streaming and SAS Curriculum Pathways in combination with personal devices to differentiate lessons for students so that students at all grade levels may increasingly work at their own pace and experience higher engagement levels

- Students at all grade levels will be expected to produce work using their devices. Examples of production include websites, videos, presentations including

Activities: - Require students in

grades 6-12 to create and maintain digital portfolios using their personal devices showcasing their PBL work, as well as resume and relative work/internship experience

- Use available digital resources such as United Streaming and SAS Curriculum Pathways in combination with personal devices to differentiate lessons for students so that students at all grade levels may increasingly work at their own pace and experience higher engagement levels

- Students at all grade levels will be expected to produce work using their devices. Examples of production include websites, videos, presentations including those created

- Student Digital Portfolios

- MAP testing data - Lesson Plans with

student products - PBL Nights/Events


those created with online tools such as Prezi.com and Glogster.com, and publish their work accordingly.

Responsible Parties: - Managing Director - Principals - Technology




- Finance Officer

with online tools such as Prezi.com and Glogster.com, and publish their work accordingly.





- Finance Officer

Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Essential Questions What are digital teaching and learning resources? What are digital textbooks? Why do teachers and students need access to digital teaching and learning devices? What are the benefits of digital textbooks? What are open educational resources and how can they is used? How can access to these resources be increased in our LEA? Current Status and Moving Forward Digital resources are delivered via the Internet and may be online encyclopedias, multimedia assets such as video, collaborative tools, magazines, periodicals, or even educational apps and games delivered via tablets and smartphones. Examples of specific digital resources include NC Wise Owl, LEARN NC, Discovery Education, North Carolina Virtual Public School (NCVPS), and the Learning Object Repository (LOR) that is included in the NC Ed Cloud platform. Digital resources have many advantages over traditional textbook resources. Digital resources can be constantly updated and edited to reflect the most current information as opposed to traditional written textbooks which must be published and distributed over time. Digital resources are also generally more engaging through interactivity and can be personalized for differentiated instruction. Costs for digital resources are generally much lower than print resources as well. Currently, Voyager Academy teachers utilize many digital resources. Most of these resources are used at the high school where a 1:1 device initiative is in place. Examples of resources currently used include NCWiseOwl, Discovery Education, NCVPS, Quia, and SAS Curriculum Pathways. Other free or low cost K-12 digital resources such as those provided by CK12.org, the Kahn Academy, Glogster.com, Prezi.com and Class Blogmeister are also used by many teachers. Web-based software such as Type to Learn and Get Ahead Math programs are also being used throughout classrooms, and some of these programs such as Type to Learn are made available to students for free home use. With the planned rollout of 1:1 device initiatives at the middle school following the full implementation at the high school, Voyager plans to expand its current repository of digital resources and increase access to these resources. Adoption of NC Ed Cloud services and the eventual rollout of North Carolina’s Instructional Improvement System (IIS) will also contribute to the available digital resources.

Alignment to Other Plans and Initiatives: Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Voyager Academy will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic priorities of our plan... Project Based Learning Implementation By increasing the use and accessibility of digital resources, students will have greater access to key resources off-campus to support PBL projects. 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks


Year 2 July 1, 2013 – June 30, 2014

Yearly Evaluation Evaluation Methods(s) DPI Use

Shift from traditional print and paper-based resources to affordable, current online resources

Activity: - Explore digital

alternatives to traditional paper-based resources that are currently used

- Continue to use the current repertoire of digital resources including United Streaming, SAS Curriculum Pathways, MS IT Academy, Quia, Gradelink, some digital textbooks, etc.

- Increase knowledge of

Activity: - Explore digital

alternatives to traditional paper-based resources that are currently used

- Continue to use the current repertoire of digital resources including United Streaming, SAS Curriculum Pathways, MS IT Academy, Quia, Gradelink, some digital textbooks, etc.

- Increase knowledge of

- LoFTI - Lesson Plans - Rubrics - Examples of

student work - PBL Nights/Events


and availability of the digital resources Voyager currently uses by using the Staff Intranet and associated Staff Blog as a centralized storage site for information related to these resources

- Foster a staff culture conducive to sharing digital resources and uses for these resources in the classroom

Responsible Parties: - Principals - Director of Curriculum

and Staff Development - Librarian/Media

Specialist - Technology Facilitators - IT Support Personnel

and availability of the digital resources Voyager currently uses by using the Staff Intranet and associated Staff Blog as a centralized storage site for information related to these resources

- Foster a staff culture conducive to sharing digital resources and uses for these resources in the classroom


- Principals - Director of Curriculum

and Staff Development - Librarian/Media

Specialist - Technology Facilitators - IT Support Personnel

Utilize procured resources such as NC WiseOwl, and other open education resources

Activity: - Media coordinator and

Director of Curriculum and Instruction will receive continued professional development related to NC Wise Owl resources and their use

Activity: - Media coordinator and

Director of Curriculum and Instruction will receive continued professional development related to NC Wise Owl resources and their use in the

- Conference attendance

- Professional development agendas

- Staff Intranet and Blog

- Lesson Plans - Student Products


in the classroom - Media coordinator and

Director of Curriculum and Instruction will share this knowledge with all staff members via small group and individualized settings.

- Teachers will be made aware of open education resources and take advantage of them when lesson planning


- Director of Curriculum and Professional Development

- Librarian/Media Specialist

- Technology Facilitators - Principals - Teachers

classroom - Media coordinator and

Director of Curriculum and Instruction will share this knowledge with all staff members via small group and individualized settings.

- Teachers will be made aware of open education resources and take advantage of them when lesson planning




- Technology Facilitators - Principals - Teachers

Use digital content aligned specifically to Common Core and NC Essential Standards

Activity: - Teachers will be

adequately trained on the Common Core and NC Essential Standards

- Clearly defined relationships between the various digital content available and

Activity: - Teachers will be

adequately trained on the Common Core and NC Essential Standards

- Clearly defined relationships between the various digital content available and

- MCREL - Professional

development agendas with sign-in sheets

- Staff Intranet and Blog

- MAP Testing results


Common Core and NC Essential Standards will be taught to teachers and located in an easily referenced place such as the Staff Intranet

- Teachers will lesson plan with Common Core and NC Essential Standards, as well as digital resources in mind.

- The evaluation of teachers by administrators will include observation of digital resource use in the classroom and the alignment of these resources with Common Core and NC Essential Standards

Responsible Parties: - Principals - Director of Curriculum



- Technology Facilitators - Teachers

Common Core and NC Essential Standards will be taught to teachers and located in an easily referenced place such as the Staff Intranet

- Teachers will lesson plan with Common Core and NC Essential Standards, as well as digital resources in mind.

- The evaluation of teachers by administrators will include observation of digital resource use in the classroom and the alignment of these resources with Common Core and NC Essential Standards





- Technology Facilitators - Teachers

- Lesson Plans


Ensure equity to digital teaching and learning resources from school to school in your LEA.

Activity: - Purchase digital

resources such as United Streaming for the entire school, or if needed, purchase digital resources appropriate to a specific grade level or school building with the goal that all those who need to be able to access the digital resource can access it.





- Finance Officer - Board of Directors - PTA and/or other

school organizations who have previously funded digital resources such as United Streaming

Activity: - Purchase digital

resources such as United Streaming for the entire school, or if needed, purchase digital resources appropriate to a specific grade level or school building with the goal that all those who need to be able to access the digital resource can access it.





- Finance Officer - Board of Directors - PTA and/or other

school organizations who have previously funded digital resources such as United Streaming

- Budget/Finance documentation

- Examples of student work

- Lesson Plans - Staff Intranet/Blog

Strategic Priority 4: A Statewide Model of Technology-Enabled Professional Development Essential Questions What skills are needed to transition to digital teaching and learning resources? How can these skills be delivered and sustained to our LEA teachers and administrators? How do teachers, administrators, and staff work with colleagues to guide our LEA toward more effective uses of 21st Century tools for teaching, learning, and managing instruction? How are teachers, administrators, and staff prepared to understand, implement, and assess the span of skills and processes that students need to succeed in the 21st Century? How are teachers, administrators, and staff prepared to apply 21st Century assessment systems to inform instruction and measure 21st Century knowledge, skills, performance, and dispositions? Current Status and Moving Forward Effective and consistent use of technology skills is an integral component to successful project- based learning implementation. As such, it is necessary for all staff members to receive effective and on-going professional development related to technology use in the classroom. It is also important that these technology skills be taught in combination with other relative professional development skills instead of being taught as isolated workshops. Currently, Voyager Academy has focused professional development on overall project-based learning skills, as well as specific technology skills related to Google products and ActivInspire training. ActivInspire is the software corresponding with the interactive whiteboards found in each of Voyager’s classrooms. Professional development has traditionally been done in-house in large group settings; however, Voyager has begun to offer smaller group settings and individually paced professional development opportunities as well. A Staff Intranet has been established as a means to share resources, communicate across grade levels, and serve as a centralized location for professional development materials including technology-related how-tos and other digital resources. To move forward, Voyager must train teachers on the use of digital portfolios as they relate to the school’s PBL mission. Teachers must also be trained on the availability and use of digital resources in the classroom, particularly open source educational resources. Teachers must be able to work with the Librarian/Media Specialist, Technology Facilitators, and Director of Curriculum and Instruction to understand options when it comes to using personal devices as learning tools in the classroom. It is the role of the Technology Facilitators and other school leadership including the Managing Director, building principals, Director of Curriculum and Professional Development, and Librarian/Media Specialist to model 21st century skills. The Technology Facilitators shall work with teachers to assist with accessing technology in the classroom and utilizing it to maximize instructional time and effectiveness. The Technology Facilitators and Librarian/Media Specialist will receive on-going professional development specific to the technology-related needs of


teachers and students. Examples of such professional development opportunities include conferences, online workshops, and self-guided instruction. Modes of deployment for professional development received and then relayed to other staff members may be video, in-person demonstration, or teleconference. In order to meet the growing demand for technology-related professional development, Voyager will have to hire additional personnel to allow more time for the Technology Facilitators and Librarian/Media Specialist to work with teachers to implement technology use in the classroom. Technology Facilitators will not be responsible for technical troubleshooting. A person dedicated to managing and repairing hardware, as well as performing basic network maintenance will be hired to take care of the growing number of basic hardware needs including technical troubleshooting. In addition, VAES plans to hire at least a part-time Technology Facilitator specific to the K-3 building to help with basic troubleshooting and technology implementation in the classrooms. Although Voyager plans to move a large amount of data to the cloud, other network functions will still be done in-house by a contract network engineer such as imaging, program updates, and domain controller management. If and until Voyager chooses to use the statewide shared content filtering, virus, and firewall protection services, the in-house network will also be used for these functions. For more complex network tasks, Voyager is dedicated to having an IT consultant who is well-versed and current in server terminology and network options as they relate to industry standards. Traditionally, Voyager has used a contract IT consulting firm to set-up and manage our network. Moving forward, Voyager may elect to continue that relationship, begin work with another IT consultant, or simply hire an in-house network administrator. At this time, Voyager, however, prefers not to hire an in-house network administrator; and to instead use an IT consultant who knows the industry and will be able to clearly and decisively outline the needed direction for Voyager’s network in order to stay cost effective and educationally sound as we move into the 21st century.

Alignment to Other Plans and Initiatives: Strategic Priority 4: A Statewide Model of Technology-Enabled Professional Development Voyager Academy will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic priorities of our plan... Project Based Learning Implementation Technology-enabled professionals will be able to better teach and assist students with discovered learning through project based learning. 4: A Statewide Model of Technology-Enabled Professional Development


Year 2 July 1, 2013 – June 30, 2014


Implement a plan for embedded technology-enabled professional development for teachers and administrators.

Activity: - Professional

development will be thoughtfully planned to include aspects of 21st century skills relative to student learning

Responsible:


- Principals - Technology Facilitators - Librarian/Media

Specialist

Activity: - Professional

development will be thoughtfully planned to include aspects of 21st century skills relative to student learning

Responsible:



Specialist

- Professional Development agendas and sign-in sheets


Support models that promote and further the ideals of technology-enabled and integrated professional development

Activity: - Models and processes

such as those relative to teacher evaluation will be implemented to support the importance of being a technology-enabled professional.

Responsible:


- Principals - Technology Facilitators

Activity: - Models and processes

such as those relative to teacher evaluation will be implemented to support the importance of being a technology-enabled professional.

Responsible:



- Teacher evaluation instruments such as MCREL reports and the iForm used during walkthrough evaluations

Prepare media specialists and instructional technology facilitators to support digital reform.

Activity: - The Librarian/Media

Specialist and Technology Facilitators will have time available each day to support teachers with digital devices and resources

Responsible: - Managing Director - Principals - Technology Facilitators - Librarian/Media

Activity: - The Librarian/Media

Specialist and Technology Facilitators will have time available each day to support teachers with digital devices and resources

Responsible: - Managing Director - Principals - Technology Facilitators - Librarian/Media

- Scheduling - Meeting

documentation


Specialist Specialist

Deliver Common Core and Essential Standards training to teachers using integrated technology as a model for further classroom integration.

Activity: - CCES Training will

utilize technology integration including Google Docs, interactive whiteboards, and video lessons to deliver key concepts to staff members

Responsible:

- Director of Curriculum and Instruction


Activity: - CCES Training will

utilize technology integration including Google Docs, interactive whiteboards, and video lessons to deliver key concepts to staff members. Responsible:



Prepare staff for online assessment delivery.

Activity: - Staff will be trained on

online assessment delivery using technology integration

Responsible:



Activity: - Staff will be trained on

online assessment delivery using technology integration

Responsible:




Prepare students for online assessment delivery.

Activity: - Students will learn in a

manner consistent with how they are assessed (i.e. – using the computers)

- Students in high school will each have access to a computer with which to test.

- Students who receive standardized tests in grades other than high school will have access to a computer via a computer lab or netbook cart on a rotating basis.

- Students will have the ability to practice/prepare for the online assessment prior to the actual test.

Responsible:

- Managing Director - Principals - Technology Facilitators - Board of Directors - Finance Officer - Director of Curriculum

and Instruction

Activity: - Students will learn in a

manner consistent with how they are assessed (i.e. – using the computers)

- Students in high school and grade 8 will each have access to a computer with which to test.

- Students who receive standardized tests in grades other than high school and grade 8 will have access to a computer via a computer lab or netbook cart on a rotating basis.

- Students will have the ability to practice/prepare for the online assessment prior to the actual test.

Responsible:

- Managing Director - Principals - Technology Facilitators - Board of Directors - Finance Officer - Director of Curriculum

and Instruction


Provide ongoing support and professional development necessary for use of data to inform instruction.

Activity: - Teachers and

administrators will participate in online professional development modules as identified as areas of growth in their professional development plans and as available from NCDPI.

Responsible: - Principals - Teachers - Director of Curriculum

and Instruction

Activity: - Teachers and

administrators will participate in online professional development modules as identified as areas of growth in their professional development plans and as available from NCDPI.

Responsible:

- Principals - Teachers - Director of Curriculum

and Instruction

Provide support for teacher and administrator progress and evaluation according to MCREL standards.

Activity: - Administrators will use

the MCREL evaluation instrument as mandated by DPI to monitor and evaluate beginning teachers and provide feedback and support in a timely manner. Other staff members will be

Activity: - Administrators will use

the MCREL evaluation instrument as mandated by DPI to monitor and evaluate beginning teachers and provide feedback and support in a timely manner. Other staff members will be


evaluated based on charter school policies.

Responsible: - Principals - Teachers

evaluated based on charter school policies.

Responsible:

- Principals - Teachers

Strategic Priority 5: 21st Century Leadership for All Schools and Districts Essential Questions Are your LEA/Charter leaders prepared to lead and create a vision for 21st century education? Are mechanisms in place for school leaders to create 21st century learning cultures? Are professional growth programs/opportunities available to prepare teachers and administrators to lead 21st century learning environments? Current Status/Moving Forward Leadership trained in and supportive of 21st century learning environments is essential to implementing universal and equitable access to personal digital learning devices and digital resources. Leadership must help to create a culture whereby these tools are utilized in effective and meaningful ways daily in the classroom with the help of teachers who have been properly trained and evaluated relative to 21st century skills. Currently, Voyager Academy’s administrators use the MCREL teaching evaluation instrument, as well as customized iForms on the iPad to help administrators quickly and effectively evaluate teaching practices via frequent walkthroughs of the classroom. This custom form looks specifically for teaching strategies related to the school’s PBL mission, in addition to technology use and overall classroom management. Administrators also attend professional development training, including leadership conferences and seminars. Moving forward, Voyager’s leadership will:

• Continue use of the MCREL teacher evaluation instrument for at least beginning teachers paying special attention to Standard 4 which supports 21st century skills in the classroom.

• Emphasize the use of technology including digital devices and resources in evaluating all teachers.

• Continue use of the walkthrough iForm or the like, and grow this form to include greater emphasis on 21st century skills.

• Take advantage of North Carolina professional development opportunities related to the 21st century education environment.

• Work with the Technology Team (facilitators and IT support personnel) to establish policies and procedures that support 21st century working and learning environments.

• Develop performance management processes which reward continuous improvement and productivity for 21st century education environments.

• Establish processes and management techniques that allow for collaborative team-work between staff and teachers that supports 21st century learning environments.

• Foster an environment conducive to positive change including reducing resistance and encouraging increased participation by staff towards the move to a 21st century learning environment.

• Support the use of personal devices, including mobile phones and portable media players, in the classrooms for uses that directly relate to 21st century learning.

Alignment to Other Plans and Initiatives: Strategic Priority 5: 21st Century Leadership for All Schools and Districts Voyager Academy will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic priorities of our plan... Project Based Learning Implementation Having leadership well-versed in 21st century skills and supportive of personal learning devices, including mobile phones and web-enabled portable media players, will create a culture where use of these resources is expected and encouraged daily. Furthermore, the refinement of teacher evaluation processes that promote and prioritize 21st century skills will also increase the use of these resources as they relate to student production work, specifically PBL work. 5: 21st Century Leadership for All Schools and Districts


Year 2 July 1, 2013 – June 30, 2014


Create and lead a vision for 21st century education

Activity: - Leadership will refine

and implement teacher evaluation methods that prioritize the use of personal learning devices and digital resources in the classroom.

- Leadership will work with the Technology Facilitators and IT support personnel to implement the

Activity: - Leadership will refine

and implement teacher evaluation methods that prioritize the use of personal learning devices and digital resources in the classroom.

- Leadership will work with the Technology Facilitators and IT support personnel to implement the Technology Plan.

- MCREL - Voyager’s

iForm for walkthrough evaluations

- 2012-2014 Technology Plan

- LoFTI


Technology Plan. Responsible Parties:

- Managing Director - Principals - Technology Facilitators - IT Support Personnel - Director of Curriculum



- Managing Director - Principals - Technology Facilitators - IT Support Personnel - Director of Curriculum


Create 21st century learning cultures

Activity: - Administrators will

allow for and support collaborative planning among teachers as it supports use of personal learning devices and digital resources.




Activity: - Administrators will

allow for and support collaborative planning among teachers as it supports use of personal learning devices and digital resources.




- Staff surveys - Professional

Development schedule

Prepare teachers and administrators to lead 21st century learning environments

Activity: - Leadership will allow

teachers and specifically the Librarian/Media Specialist and Technology Facilitators opportunities to receive adequate professional development related to

Activity: - Leadership will allow

teachers and specifically the Librarian/Media Specialist and Technology Facilitators opportunities to receive adequate professional development related to

- Professional Development agendas and sign-in sheets


21st century skills. Responsible Parties:




21st century skills. Responsible Parties:




Develop strategic partnerships with community and business to promote 21st Century learning.

Activity: - Leadership at the high

school will partner with area organizations and businesses to provide internship and volunteering experiences to high school students in fields such as healthcare that promote 21st century skills.

- Leadership will work with area businesses and organizations to raise funds to support 21st century learning in the classroom.


- Managing Director - Principals

Activity: - Leadership at the high

school will partner with area organizations and businesses to provide internship and volunteering experiences to high school students in fields such as healthcare that promote 21st century skills.

- Leadership will work with area businesses and organizations to raise funds to support 21st century learning in the classroom.


- Managing Director - Principals

- Lesson Plans - Rubrics - Budget Reports - Student Digital

Portfolios - Leadership

Meeting Agendas


- Board of Directors - Board of Directors

Appendix A: Policies and Procedures Voyager Academy Technology Plan

Policy, Procedure, & Guidelines Implementation Chart

Policies, Procedures, & Guidelines All Policies, procedures and guidelines should be updated to include the fundamentals of 21st Century Education and Information & Technology Skills. Policies should be translated into predominant languages of students and parents. Policies, procedures and guidelines should be displayed along with the STP and other referenced LEA/Charter plans. Make sure links have navigations that are user friendly.

LEA Policy Code or

Procedure

LEA Adoption,

Implementation or

Revision Date

Policies Required

A. Materials Selection Policy including internet resources (GS §115c-98(b)) 70001 Rev

4/29/2008

B. Disposal of Equipment / Replacement of Obsolete Equipment (GS §115c-518) 70002 Rev

4/29/2008

C. Hardware and Software Procurement (GS § 115c-522, 115c-522.1) 70003 Rev

4/29/2008

D. Copyright and Plagiarism Policy (PL §94-553, 90 Stat. 2541), 70004 Rev

4/29/2008 E. Acceptable Use Policy (PL §106-554) 70005 Rev 03/2012

F. Equipment/Materials Donation Policy (GS §115C-518) 70006 Rev

4/29/2008

G. Data Privacy Policy (20 U.S.C. § 1232g; 34 CFR Part 99 (FERPA)) 70007 Rev

4/29/2008

H. Inventory Control Policy (GS §115c-539, 115c-102.6A-C(5)) 70008 Rev

4/29/2008

I. Access to Services Policy (GS §115c-106.2) 70009 Rev

4/29/2008

J. Online Assessment and Instruction Policy 700018 Rev

5/24/2012

K. Advertising and Commercialism Policy (GS §115c-98) (Procurement and gifts ethics) 700016 Rev

4/29/2008

L. Internet Safety and Ethical Use including Cyberbullying and Harassment (Protecting Children in the 21st Century Act, CIPA, FERPA, GS 115C-407)

70005 and 700017

Rev 03/2012 (70005) and Rev 08/2011

(700017)

Procedures

A. Hardware and Software Deployment N/A B. Equipment maintenance and repairs N/A C. Outdated Resources and Equipment Replacement N/A D. Disaster Recovery of Data and Hardware N/A E. Administration of Online Courses N/A F. Administration of Online Assessment N/A

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



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

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

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


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

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

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

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


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

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

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

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


Guidelines

A. Policy Translation N/A B. Use of Digital Media and Resources N/A C. Instructional Use of Videos N/A D. Development of Online Resources N/A


Internet Acceptable Use Policy Policy Number: 70005 Voyager Academy provides students with Internet access to support education and research. Access to the Internet is a privilege subject to restrictions set by the Board of Directors. Violation of any provisions in the Acceptable Use Policy (AUP) may result in disciplinary action and/or cancellation of student access to the Voyager Academy network. This policy applies to all Internet access on Voyager property, including Internet access using mobile devices. Access to Information The Internet gives students access to sites all over the world. Voyager Academy cannot completely control the information available to students. However, Voyager Academy will monitor the online activities of students and use content filtering software such as, but not limited to, iPrism software to provide Internet monitoring and content filtering. The filtering software is intended to allow valuable Internet content, while prohibiting access to obscene material, including pornographic and other content that is harmful to minors. Although it may be possible for a student to find inappropriate material, Voyager feels the educational benefit provided by the Internet outweighs any possible disadvantages. We encourage parents to talk with their students about sites and material which the parents believe are inappropriate. Voyager cannot accept responsibility for enforcing specific parental restrictions that go beyond those imposed by the school.

Acceptable Uses All Internet use by students at Voyager Academy must have an educational purpose and comply with student behavior guidelines. Acceptable uses for students include: • Visiting websites or databases that pertain to classroom activities or lessons. • Creating or maintaining school or individual web pages or conducting email

communications, all under the direction of staff • Using search engines to access information, websites, or pictures that pertain to classroom

material or projects

Unacceptable Uses The transmission of materials that violate state/federal law or Voyager policy is strictly prohibited. Unacceptable uses include, but are not limited to: • Taking any actions that may disrupt the Voyager network; this includes knowingly

introducing a virus and “hacking” • Disclosing, using, or disseminating personal information about any minor on the Voyager

Academy network • Accessing threatening or obscene materials • Using language that threatens another individual • Violating copyright laws and/or clickable licensing agreements • Accessing personal email accounts or other forms of direct electronic communication

including chat rooms for non-educational purposes


• Using the name and password of another user

Documents

2012-14 Tech Plan Template · Complete NCSSTP Elements Components Signature Page Preliminary Components . Title Page Table of Contents Committee List ... SAS Curriculum Pathways (VAHS)