Educational Technology Plan - Manassas City Public Schools · MCPS Educational Technology Plan: FY 2017-2018 6 | P a g e EXECUTIVE SUMMARY Introduction The Manassas City Public Schools

FY 2017-2018

8700 Centreville Road, Suite 400 Manassas, Virginia 20110 571-377-6000 www.mcpsva.org

EDUCATIONAL TECHNOLOGY PLAN

July 1, 2016 – June 30, 2018

MCPS Educational Technology Plan: FY 2017-2018 1 | P a g e

This plan may be accessed online at:

http://www.mcpsva.org/pages/Manassas_City_Public_Schools/Departments/Technology_Services/techplan

http://www.mcpsva.org/pages/Manassas_City_Public_Schools/Departments/Technology_Services/techplan


DIVISION LEADERSHIP (FY 2017)

SCHOOL BOARD Tim Demeria, Chairman Scott M. Albrecht, Vice Chairman Arthur P. Bushnell Kristen Kiefer Ellen M. Purdy Pamela J. Sebesky Sanford S. Williams

ADMINISTRATION Dr. Catherine Magouyrk Superintendent of Schools Andy Hawkins Executive Director of Finance & Operations Dr. Melissa Saunders Executive Director of Student Achievement Dr. Rebecca Stone Executive Director of Student Services Bobby Barrett Director of Information Technology Dr. Ashley Cramp Director of Instruction

SCHOOL LEADERSHIP Laura Goldzung, Baldwin Elementary Dr. Amanda Wilder, Haydon Elementary Dr. Zella Jones, Jennie Dean Elementary Scott Baldwin, Round Elementary David Rupert, Weems Elementary Kara Mills, Mayfield Intermediate Kimberly Buckheit, Metz Middle Cathy Benner, Osbourn High

Russ Helton Director of Facilities and Maintenance Dave Lyon Director of Assessment & Accountability Megan Moore Director of Federal Programs Almeta Radford Public Communications Coordinator Laryssa Richmond Director of Food and Nutrition Services Billie Kay Wingfield Director of Human Resources Joe Yankoviak Director of Transportation Services


TABLE OF CONTENTS

Division Leadership (FY 2017) .................................................................................................. 2

Table of Contents ...................................................................................................................... 3

Executive Summary ................................................................................................................... 6

Introduction ............................................................................................................................ 6

Technology Vision .................................................................................................................. 7

Division Profile ........................................................................................................................... 9

New Construction ................................................................................................................. 10

Governor’s School ................................................................................................................ 10

Enrollment ............................................................................................................................ 10

Mission ................................................................................................................................. 11

Vision ................................................................................................................................... 11

Beliefs .................................................................................................................................. 11

Strategic Plan ....................................................................................................................... 12

Technology Plan Framework ................................................................................................... 13

Technology Development & Planning Process ........................................................................ 15

Technology Committee ........................................................................................................ 16

Technology Advisory Board (TAB) ................................................................................... 17

Subcommittees ................................................................................................................. 17

Educational Technology Curriculum Standards.................................................................... 19

Technology Evaluation & Identification .................................................................................... 20

Identification of Technology Needs ...................................................................................... 20

Evaluation Strategy .............................................................................................................. 21

Needs Assessment .............................................................................................................. 21

Sources ............................................................................................................................ 22

Conclusions ...................................................................................................................... 23

Technology Highlights .......................................................................................................... 24

Staffing ............................................................................................................................. 24

Infrastructure .................................................................................................................... 24

Professional Development (Training) ............................................................................... 24

Learning Environment & Tools ......................................................................................... 24

Technology Profile ................................................................................................................... 25

Technology Hardware & Software ........................................................................................ 25


Computing ........................................................................................................................ 25

Classroom Technologies .................................................................................................. 26

Software ........................................................................................................................... 27

Lifecycle Management ...................................................................................................... 28

Technology Infrastructure ..................................................................................................... 29

Network Infrastructure ...................................................................................................... 29

Telecommunications ......................................................................................................... 30

Domain Substructure ........................................................................................................ 30

Technology Support ............................................................................................................. 32

Best Practices .................................................................................................................. 32

Technology Personnel ...................................................................................................... 33

Technology Funding ............................................................................................................. 35

Capital Improvement Plan (CIP) ....................................................................................... 36

E-rate ................................................................................................................................ 36

Virginia Public School Authority (VPSA) ........................................................................... 37

Professional Learning ........................................................................................................... 38

Instructional Technology Training Specialists (ITTS)........................................................ 38

Edivate ............................................................................................................................. 38

BetterLesson .................................................................................................................... 39

TEQ Professional Development Online ............................................................................ 39

Google Apps Ninja Program ............................................................................................. 39

North TIER ....................................................................................................................... 40

Technology Standards for Instructional Personnel (TSIPS) ............................................. 40

PDExpress® ..................................................................................................................... 40

Professional Conferences ................................................................................................ 40

Strategic Initiatives ............................................................................................................... 41

eLearning Backpack Initiative ........................................................................................... 41

GoogleTM Apps for Education ........................................................................................... 41

Footsteps2Brilliance®....................................................................................................... 42

STEM Program ................................................................................................................. 42

Interactive Projection Systems ......................................................................................... 42

Virginia STAR (Student Training and Refurbishment Program) ....................................... 43

Career and Technical Education (CTE) ............................................................................ 43

Online Testing .................................................................................................................. 43

Enterprise Print Management ........................................................................................... 43


Device Management ......................................................................................................... 44

Appendix A: VDOE Checklist ................................................................................................... 45

Appendix B: Goals, Objectives, Strategies & Measures .......................................................... 47

Appendix C: Acceptable Use Policy (AUP) GAB/IIBEA-M ....................................................... 59

Appendix D: Acceptable Use Regulation (AUP) GAB/IIBEA-M-R ............................................ 61

Appendix E: Internet Safety ..................................................................................................... 68

Appendix F: Organizational Charts .......................................................................................... 90

Appendix G: Technology Operational Budget (FY 2017) ......................................................... 92

Appendix H: Technology Committee Membership (FY 2016) .................................................. 93


EXECUTIVE SUMMARY

Introduction

The Manassas City Public Schools Educational Technology Plan: FY 2017- 2018 is a tactical planning tool that supports the Manassas City Public Schools (MCPS) mission, vision, and beliefs. This plan is submitted to the Virginia Department of Education (VDoE) as required by law and is fully aligned with the 2015-2017 Addendum to Educational Technology Plan for Virginia: 2010-2015. Technology usage within the Division continues rapidly expanding and has become deeply embedded in every aspect of learning. With the traditional borders of physical classrooms being extended into an always-on, digital environment, the concepts of time, place, and learning path have been redefined to support the needs of the 21st century student. One-to-one device initiatives, online textbooks, digital curriculums, and interactive hardware exhibit the characteristics of educational technologies in MCPS schools. Since the Manassas City Public Schools Technology Plan 2011-2016 was put into effect, many advancements and modifications of the MCPS technological landscape have transpired, a few of which are highlighted below:

2:1 (or better) student-to-instructional computer ratios at all schools

Expansion of digital curriculum and online textbooks

Exponential growth in the number of mobile or tablet-based devices

Replacement of the Division’s network topology and infrastructure

Hardware standardization and systematic refresh programs

Reorganization of the Technology Services department A multi-stakeholder approach was used to develop this Educational Technology Plan. The resulting range of viewpoints fashioned the vision for the future of educational technologies in MCPS through committee work, surveys, and assessments. While a continuation of the previous plan, the goals, objectives, and strategies outlined in this blueprint lead the charge for technology to ultimately become fully assimilated into every aspect of instruction. In order to remain aligned with the pace of instructional and administrative transformation, a significant investment in human and financial capital, professional development and learning, and stakeholder collaboration will continue to be required. Manassas City Public Schools strives to become a leader in advancing student achievement through sustainable and innovative uses of technology. To realize this, the Division will persist in taking the next steps in building upon the fundamental work that has transpired over the past three years. The classroom of the future and a digital transformation in the business of educating students are no longer distant concepts, but now reality.


Technology Vision

The Manassas City Public Schools Educational Technology Plan: FY 2017- 2018 focuses on the steps necessary to ensure that each student achieves his or her maximum potential as a productive citizen of the 21st Century. In order to attain this, MCPS foresees technology as a crucial element of the learning environment for all students no matter the place or time. Transforming schools into those digital settings needed for today requires accepting new challenges and opportunities. Previous technology plans focused on equipment acquisition, introduction of more technology into instruction, and constructing a stable and robust network framework. With implementation of this plan, MCPS will build upon many of the technological methodologies instituted over the past few years as a new era begins in the quest to achieve assimilation of technology into the fabric of the educational process. While the teaching and learning styles of today will continue to be supported, refinements to established processes will be introduced in order to promote the instructional environment of tomorrow. Pervasive technology changes the structure of the classroom. Traditional pencil and paper gives way to technology-rich digital mediums that are always-on and always-available, bursting through the four walls of the traditional learning space. The isolated, single-purpose computing platforms of yesterday yield to collaborative, persistent technologies interwoven throughout a student’s day as they interact through a variety of devices. Students glean from instantaneous access to exabytes of data, services, and instructional material from sources throughout the City, state, nation, and world. They live in a world in which they view technology as an extension of who they are. Understanding this, it becomes evident that technology does not function as a replacement for educators, but works to enhance the educational process. As a division, MCPS strives to provide 21st Century technological tools into the hands of all students and teachers. This plan builds upon the progress already gained and continues to address the availability of modern, reliable hardware and software tools in all classrooms. Furthermore, it works to ensure that these resources are not only prevalent, but are also maximized to expand educational technology deeper into the teaching and learning process. Likewise, the Digital Citizenship Program (including Internet Safety) seeks to edify students to harness the power of the Internet as a resource while protecting themselves from harm.


MCPS is committed to supporting its educators through educational technology professional development. In order to attain success, teachers as the catalyst must be not only aware of, but be comfortable utilizing those technologies in a digital learning environment. Using several approaches, the Division will work to broaden the integration of the ISTE Standards and employ blended learning widespread in an effort to encourage exploration and innovation by both staff and students. Infusion of the 4C’s (collaboration, communication, critical thinking, and creativity) into daily instruction will be a key focus of the professional development program. The Division has established a joint technology committee that will continue to meet monthly to develop and refine initiatives and will provide additional opportunities for partnership and collaboration. Upcoming efforts include establishing classroom technology profiles, standards for technology support, and implementation of a Divisionwide learning content management system. Carrying forward the divisionwide strategies will be building-based technology programs, which will identify specific strategies for curriculum incorporation and will foster additional instructional technology leaders. As MCPS works toward achieving this future vision, many steps will be taken throughout the process. This plan, and its updates, will serve as a strategic tool in that march. As further development and planning commences through collaborative stakeholder involvement, individual strategies and central elements will be identified; and as a result, timelines, key performance indicators, and cost analyses will come into view. The Division has a renewed focus on providing transformative educational technologies for each and every student to engage them in 21st Century learning experiences. As detailed in Appendix B, the goals, objectives, and strategies of the Manassas City Public Schools Educational Technology Plan: FY 2017- 2018 endeavor to meet this challenge.


DIVISION PROFILE Rooted deep in Civil War history, Manassas retains its old town charm while supporting many businesses, including the technological industries of the future. Located thirty (30) miles southwest of Washington, D.C., Manassas lies within the area of Northern Virginia, the most populous region of the Commonwealth. Within an area of ten (10) square miles and a population of more than 41,000, the city offers many new homes that coexist with stately old homes. Grand historical homes grace the beautiful tree-lined boulevard into “Old Town Manassas.” Manassas City Public Schools is represented by a seven-member School Board, elected by citizens of the city. Members are elected at-large, rather than by districts, and hold staggered four-year terms. It is the role of the School Board to set policy and guidelines for the administration of the school system. MCPS maintains strong partnerships with the business community through direct relationships and the Manassas City Public Schools Education Foundation, which provides grants that enable state of the art technologies to be introduced into schools. Policy, program, personnel, and facility discussions and decisions are impacted by a community-developed strategic plan which serves as the blueprint for moving MCPS forward. In school year 2015-2016, MCPS served approximately 7,575 students and employed 1,075 teachers, administrators, and support personnel. A total of ten (10) facilities comprise the instructional and administrative space for the Division. Elementary (Pre-K – 4th)

Baldwin Elementary School

Haydon Elementary School

Jennie Dean Elementary School

Round Elementary School

Weems Elementary School Intermediate (5th – 6th)

Mayfield Intermediate School Middle (7th – 8th)

Grace E. Metz Middle School High (9th – 12th)

Osbourn High School Administrative

Central Office

Support Services


New Construction

In school year 2016-2017, MCPS will open a state-of-the-art three-story, 140,000 square foot facility that will house Baldwin Elementary School (the replacement for the existing Baldwin Elementary) and Baldwin Intermediate School (opening in school year 2017-2018). The “school within a school” is designed with separate visible main entrances for each school and features flexible “extended learning” centers on each floor on both sides to support STEM, small group learning, and large group learning.

Governor’s School

In addition to the facilities listed, MCPS also has high school students enrolled in The Governor’s School @ Innovation Park (GS@IP). The school is a partial-day Academic Year Governor’s School program with a focus on Science, Technology, Engineering, and Mathematics (STEM) disciplines. GS@IP serves the school divisions of Manassas City, Manassas Park City, and Prince William County and is housed on George Mason University Prince William Campus.

Enrollment

Since school year 2006-2007, MCPS enrollment has continued to increase steadily with a net gain of 1,080 students through the 2015-2016 school year (Figure 1), representing a 16.6% growth. According to mid-range enrollment projections, by 2020 the Division is expected to serve approximately 8,400 students. Ensuring that adequate technology resources are available to meet the needs of these 21st Century students is paramount. Figure 1:

6,495 6,474 6,566

6,866 6,986

7,154 7,276 7,242

7,476 7,575

5,800

6,000

6,200

6,400

6,600

6,800

7,000

7,200

7,400

7,600

7,800

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

MCPS Student Enrollment: 10-Year History


Mission

Manassas City Public Schools, in partnership with the community, will provide an innovative, engaging, inspiring, and challenging learning environment for all students.

Vision

Each student will achieve his or her maximum potential as a productive citizen of the 21st Century.

Beliefs

Manassas City Public Schools has identified five core beliefs for the Division:

We believe students must have access to 21st Century instruction to develop the skills to support their success and on-time graduation.

We believe student learning must include opportunities for critical thinking, collaboration, communication, and creativity.

We believe in open, proactive communication as one community in support of student success.

We believe financial decisions shall be based on an inclusive and open process that supports student learning.

We believe that a safe and orderly environment maximizes student performance.


Strategic Plan

The MCPS Strategic Plan for FY 2013-2019 serves as the blueprint for moving Manassas City Public Schools forward and embodies the commitment to quality educational objectives. The document summarizes why the Division exists, what will be accomplished, and how it will happen. The allocation of financial resources and all division initiatives is guided by this process. The plan identifies five major areas of focus to enhance or improve the Division. Each of these is supported by a series of goals with specific objectives, strategies, and measures to monitor progress. Focus Area 1. Improve student achievement

Goal 1: Provide students with opportunities to learn at their highest ability

Goal 2: Students will be prepared for college or to pursue a career by graduation

Goal 3: Provide all students with exceptional and effective instructional personnel Focus Area 2. Improve communications and community engagement

Goal 1: Improve internal communications

Goal 2: Improve external communications to increase awareness and support of education in the community

Goal 3: All schools will foster student, parent, and community relationships Focus Area 3. Demonstrate sound fiscal management and communicate results

Goal 1: Maintain and strengthen financial integrity, management practices and internal controls

Focus Area 4. Develop a multi-year facilities plan

Goal 1: Establish and maintain a Facility Maintenance Plan

Goal 2: Establish and maintain a Capital Improvement Program

Goal 3: Establish a safe and healthy environment for MCPS students, staff and community

Focus Area 5. Improve administrative and instructional technology

Goal 1: All teachers and students will apply the 21st Century skills of collaboration, communication, critical thinking and creativity through blending technology with instruction/learning.

Goal 2: Technology in the division will be available, reliable and predictable to accommodate classroom initiatives.

The MCPS Strategic Plan for FY 2013-2019 is available on the MCPS website at: http://www.mcpsva.org/pages/Manassas_City_Public_Schools/About_Us/Strategic_Plan

http://www.mcpsva.org/pages/Manassas_City_Public_Schools/About_Us/Strategic_Plan


TECHNOLOGY PLAN FRAMEWORK The Manassas City Public Schools mission, vision, beliefs, and strategic plan serve as the foundation for all planning in the Division and constitute the underlying framework that has been utilized in the development of the Educational Technology Plan. All technology goals included in this plan incorporate and support these local elements, yet also align to the 2015-2017 Addendum to Educational Technology Plan for Virginia: 2010-2015, as shown in Appendix A. The Commonwealth has developed a conceptual framework (Figure 2) consisting of five factors supporting effective technology use, five focus areas for educational technology, and four key educational components. The outline contributes to the fostering of 21st century skills development and serves as the building blocks for the goals, objectives, and strategies which have been integrated into the MCPS Educational Technology Plan. Figure 2:


As a result, the following state goals were established:

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

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

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

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 understandings.

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

The MCPS Educational Technology Plan integrates these objectives and couples them with local strategies and evidence of achievement benchmarks in order to create a single, unifying “technological roadmap” for Manassas City Public Schools. Moreover, the plan supports the Division’s vision by identifying and creating the technology-based learning environments essential for students to become productive 21st Century citizens. Furthermore, throughout the plan’s development, all contributors maintained a focus on maximizing student growth and potential through ubiquitous technologies interwoven into the academic experience. The Manassas City Public Schools educational technology goals, objectives, and strategies for FY 2017-2018 are detailed in Appendix B, with each objective aligned with a specific MCPS Strategic Plan for FY 2013-2019 focus area and goal.


TECHNOLOGY DEVELOPMENT & PLANNING PROCESS The process of technology planning is ongoing and involves the feedback and guidance of multiple stakeholders. In order to develop this plan, new committees were formed, goals and strategies developed, and a vision for the future of Manassas City Public Schools educational technology established. From this point forward, all planning will become cyclical and ongoing. A summary of the milestones included in the development of the MCPS Educational Technology Plan is outlined below (Figure 3): Figure 3:

Activity Responsibility Timeframe

Technology Committee - Technology Advisory Board (TAB) formed

Director of Information Technology

November 2015

Technology Committee - Subcommittees formed and membership filled

TAB Subcommittee Chairs

November 2015 – December 2015

Subcommittees develop goals, objectives, strategies, and measures

Subcommittees December 2015 –

March 2016

Needs assessment performed and conclusions derived

Subcommittee January 2016 –

March 2016

First draft complete

Technology Committee April 2016

Final draft complete (incorporates final approved budget)

Technology Committee May 2016

Technology Plan presented to Executive Cabinet for review


May 2016

Technology Plan presented to School Board

Technology Committee May 2016

School Board approves Technology Plan

School Board June 2016

Technology Plan submitted to the Virginia Department of Education for approval


June 2016

Technology Plan goes into effect

Technology Committee July 2016


Technology Committee

The MCPS Technology Committee (TC) was formed in the fall of 2015 and is comprised of key stakeholders representing the interests of Manassas City Public Schools. The TC works to:

Develop and maintain a technology plan that aligns with the goals and objectives of both the MCPS Strategic Plan and the 2015-2017 Addendum to Educational Technology Plan for Virginia: 2010-2015

Integrate technologies into the curriculum process to maximize student achievement

Establish and maintain hardware and software standards

Evaluate new and emerging technologies for use in the Division

Identify and utilize professional development strategies

Review and approve Division-wide technology budget requests

Measure and evaluate the results of technology initiatives The framework of the Technology Committee consists of two segments working in concert to provide a strategic vision for all technologies in seeking to meet students’ learning needs. Membership for the TC is representative of MCPS school and department stakeholders and is comprised of staff members, parents, community members, and students.

Meetings are open to non-committee members, with all voting conducted in the open and not by secret or written ballot. Agendas are set in advance by each chairperson and minutes recorded. Minutes of the Technology Advisory Board meetings are made available on the MCPS Information Technology website.

Technology Advisory

BoardSubcommittees


Technology Advisory Board (TAB)

This consortium of school and department staff members meets on the second Tuesday afternoon of each month, whose work includes:

Meeting regularly for presentation and discussion of MCPS technology initiatives, emerging technologies, and Division needs

Reviewing and approving technology proposals and budget

Establishing short and long-term technology goals for the Division

Reporting technology outcomes to executive leadership, School Board, and Community

Final review, approval, and solicitation of the Educational Technology Plan The meeting dates in school year 2015-2016 were:

November 10, 2015 December 8, 2015 January 12, 2016 February 9, 2016

March 8, 2016 April 12, 2016 May 10, 2016 June 14, 2016

2015-2016 TAB membership included the following representatives:

Communications & Public Relations Coordinator Financial Services Executive Director Human Resources HR Administrator Information Technology Director Coordinator Student & Admin. Support Services Executive Director

Student Achievement & Accountability Executive Director Director, Curriculum & Instruction Director, ESOL Director, Special Education Supervisor of Digital Instr. and Innovation Coordinator, Professional Learning Schools Principal – K-4 (Representative) Principal – 5-8 (Representative) Principal – 9-12 (Representative) Teacher (Representative)

Subcommittees

The work of the subcommittees constitutes the substantial makeup of the MCPS Educational Technology Plan with all efforts supporting the following:

Developing strategies that support the Division Strategic Plan

Involving all stakeholders in the development, revision, promotion, and implementation of the MCPS Educational Technology Plan

Utilizing both internal and external measures of data to make adjustments to the MCPS Educational Technology Plan

Implementing all technologies in a fair and equitable manner throughout the Division Four (4) subcommittees have been established as fixed bodies of the TC, with others formed and dissolved on short-term bases by the TAB to accomplish special tasks as necessary. Furthermore, each subcommittee is chaired by a member of the TAB and works to fill its membership with an array of representation for the Division.


Assessment & Accountability The purpose of this subcommittee is to assess the Division’s use of technology on an ongoing basis to ensure achievement of goals, relevance of technologies and services, and equity across the division. An illustration of the subcommittee tasks include:

Design and conduct an annual technology needs assessment

Establish a standard methodology for assessing the technologies

Work with other subcommittees to ensure alignment of evaluation

Curriculum Integration The purpose of this subcommittee is to support the infusion of technology learning goals into school plans and enhance student achievement. An illustration of the subcommittee tasks include:

Build capacity for 24x7 learning

Define and integrate a technology scope and sequence

Develop a curriculum that infuses technology with purpose

Professional Learning The purpose of this subcommittee is to provide effective technology-related strategies to increase capacity and consistency for instructional and administrative personnel in order to meet student needs. An illustration of the subcommittee tasks include:

Develop professional development goals and objectives

Define technology training initiatives for instructional and administrative personnel

Technology Standards & Support The purpose of this subcommittee is to define the technology profile of the 21st Century MCPS classroom, and establish and maintain approved hardware and software models. An illustration of the subcommittee tasks include:

Identify appropriate hardware, software and infrastructure to support the instructional and administrative needs of MCPS

Identify how to support students, teachers, and staff in using and maintaining approved hardware and software

Establish technology profiles that identify the correct technology tools needed to successfully and efficiently perform their job


Educational Technology Curriculum Standards

Essential to technology planning in Manassas City Public Schools are the Division’s technology curriculum standards, which are based on the International Society for Technology in Education (ISTE) framework (formerly the NETS). This array of ISTE paradigms provides guidance for learning, teaching, and leading in the digital age and has been developed for students, teachers, coaches, and administrators. Thus far, the Division has adopted the ISTE Standards·T (Teacher) and efforts continue to incorporate the model at the site level into the classroom. The following standards and performance indicators are included in this structure:

1. Facilitate and inspire student learning and creativity 2. Design and develop digital age learning experiences and

assessments 3. Model digital age work and learning 4. Promote and model digital citizenship and responsibility 5. Engage in professional growth and leadership

Utilizing these best practices, MCPS teachers are provided with the resources necessary to successfully integrate technology-based initiatives and activities into their lessons. Teaching strategies within the Division have become technology-enhanced and learner-centered and as a result, work to promote higher-order thinking, problem solving, and creation of new ideas and representations of information. Cloud-based platforms such as Google Classroom allow for student communication and collaboration with teachers, as well as fellow students, beyond the four walls of the traditional learning environment.

Furthermore, many MCPS teachers continue to be innovators in the integration and usage of instructional technologies within their classrooms. From interactive student test preparation activities to tablet-based microscopes connected to the wireless network, teachers are utilizing technology within their curriculums to maximize student achievement.

http://www.iste.org/


TECHNOLOGY EVALUATION & IDENTIFICATION An important role of the Technology Committee is to perform assessments and analyze the success or failure of strategic initiatives, with the overall goal to expand upon those that contribute to an increase in student achievement and implement corrections to those that fall short. In order to accomplish this, the MCPS Educational Technology Plan will be reviewed each year and revised as necessary to support updated curriculum requirements, new and emerging technologies, and modifications to Division strategic objectives.

Identification of Technology Needs

Identifying technology needs throughout the Division is a multifaceted task involving thorough analysis and evaluation of the feasibility and applicability of each requirement. There are several sources in which the technological requisites originate, including:

Budget Requests

Project Assessments

Computer Refresh Cycles

Infrastructure Replacements

Community Feedback

Federal, State & Local Directives

Needs Assessment Surveys

Technology Committees (Division and School-Based)

Structured processes are in place to thoroughly document each need in order to allow for proper analysis and prioritization. As part of persistently improving the services delivered to MCPS, these processes are also ever-evolving. A few of the coordinated methods are:

The Technology Request Workbook is completed by each school and department as part of the annual budget process in the fall for consideration of the next fiscal year’s operating budget. Requests included in the School Board adopted budget receive funding on July 1st of the following year and are implemented.

The Project Assessment Form is a standardized electronic document submitted by MCPS staff members, and authorized by the sponsoring Principal or Director, to the Information Technology department for examination. A fully-detailed assessment report is developed to measure such aspects as the impact the project may have on network resources, additional hardware/software necessary, and student/staff data privacy and security. The proposed project must move through a series of gateways until final approval is granted. A post-implementation evaluation is conducted to determine whether the project should be continued as is, expanded, or discarded.

Information Technology centrally administers strategic programs to systematically retire obsolete computer equipment, as well as core network infrastructure components. Based upon the age of the computer, replacement instructional, teacher, and administrative devices are procured in accordance with available funding. Similarly, networking elements which have met or exceeded their expected useful life or have been superseded by newer technologies are refreshed.


Evaluation Strategy

All technology requests and projects are evaluated and selected based upon available funding sources and the key elements listed below. In addition, all projects are required to align with the MCPS Strategic Plan for FY 2013-2019.

Background: What is the nature of the need, including any current state deficiencies in features or capabilities?

Scope: Who is affected by the need and will be served through completion of the project?

Benefits: What are the key goals and benefits expected from the project and how does the project align to the MCPS Strategic Plan?

Success: What is the expected outcome of the project and how will success be measured?

Timeline: What is the desired timeline for design, pilot, and/or implementation of the project?

As requests and projects are approved, ongoing reviews throughout the course of implementation are performed, with adjustments made. Formal and informal evaluation feedback is garnered through a variety of means, including:

Annual needs assessment survey results

Written summarizations of initiative results for approved projects and grants

Feedback from school-based technology teams

Technology Advisory Board meetings

Needs Assessment

In the process of developing the MCPS Educational Technology Plan, a needs assessment strategy was formed using data from a variety of sources to measure technology-based strengths and weaknesses within the Division. These sources included:

Division Surveys

Technology Inventory

Management System

Network Infrastructure

and Major Systems Inventory

Professional Development

Reports

MCPS Balanced Scorecard

Metrics

Industry Research and

Reports


Sources

Division Surveys For the purposes of this plan, a variety of surveys previously completed with content pertaining to educational technology were used to provide key stakeholder responses, in addition to brief assessments conducted in Spring 2016 expressly for this purpose. Moving forward, an annual needs assessment survey will be performed divisionwide to garner feedback and an understanding for how current technologies and strategies are working within MCPS schools and offices, as well as to identify further opportunities for refinement.

Technology Inventory Management System The administration of the technology inventory management system delivers near real-time information as to the state of student, teacher, and administrative computing technologies and peripherals within the Division. In addition, the establishment of technology profiles will provide a standard by which all classroom and administrative equipment will be measured moving forward. Regular reporting provides valuable planning and budgeting information for computer refresh cycles and identified deficiencies.

Network Infrastructure & Major Systems Inventory The Department of Information Technology maintains up-to-date inventory records for all networking components in all buildings and major systems that are located within the Data Center. Long-range forecasting is utilized to replace components as they reach the end of their expected useful lives.

Professional Development Reports Working to increase the number of staff members participating in professional development focused on blended learning environments and technology integration into the classroom provides information relevant for future planning strategies. In addition, the information offers an enhancement to the frame of reference for technology utilization throughout the Division.

MCPS Balanced Scorecard Metrics Each year, the Division provides an update to the MCPS Strategic Plan for FY 2013-2019 in the form of a scorecard. Included within the record are benchmarks related to the focus areas associated with technology. The results showcase successes from the current year as well as areas of improvement for which to focus on in the upcoming fiscal year.

Industry Research and Reports Keeping up with technological market trends and industry advancements provides the Division with relative information essential to future planning and anticipation of needs. Through such means as vendor relationships, trade association memberships, and Virginia state reports and memos, MCPS strives to maintain an awareness of current and future technologies for planning purposes.


Conclusions

After evaluation of all needs assessment sources, the following summarized conclusions have been derived as areas of focus for the Educational Technology Plan:

Staffing Maintain the current Instructional Technology Training Specialist (ITTS) 1:1

position ratio to schools

Add additional Technology Support Specialist (TSSpec) positions to obtain 1:1 ratio per school

Infrastructure Begin network infrastructure refreshes at Mayfield Intermediate and elementary

schools

Maintain Internet bandwidth increases in proportion to Division need

Design a learning management system accessible by students 24x7

Expand server virtualization throughout the Data Center

Install an IP-based school broadcast system at all schools to replace the coaxial cable system

Increase integration of systems through an identity management system

Work to digitize all employee records

Professional Development (Training) Continue staff development for new and emerging technologies

Promote and increase number of teachers participating in blended learning professional development

Provide additional Google Apps for Education training opportunities for staff

Provide online courses and follow-up onsite support for Microsoft Office suite

Deliver instruction for interactive projection systems and web page management

Learning Environment & Tools Continue standardization of interactive projector systems throughout the Division

Maintain the 6-year computer refresh lifecycle

Implement Technology Profiles planning into future budget purchases

Gradually expand the number of laptop computers through replacements

Increase the number of computing devices available for instructional use

Provide 3D printers and other STEM technologies

Expand technology integration into student curriculums to increase engagement and help achieve greater academic success

Maintain Google Apps for Education at the middle/high school level; expand to lower grades as appropriate

Continue to increase awareness for Internet safety and security for all students


Technology Highlights

During the period covered by the Manassas City Public Schools Technology Plan 2011-2016, MCPS experienced several key technological successes integral to advancing the Division to the point it is at today. A quick summary of the highlights include:

Staffing

Creation of Digital Learning Specialist position at Osbourn High School

Creation of Application Support Engineer position

Reorganization of the Technology Services department and additional full-time technology employees

Utilization of web-based IT ticketing system

Infrastructure

Redesigned and implemented LAN, WAN, and WLAN network topology and IP addressing scheme

Converted domain infrastructure to Windows Active Directory

Substantial retirement and replacement of networking hardware

Transition to Windows 7 and memory upgrade for all computers

Significant Internet bandwidth expansion

Substantial enhancements to network security systems

Introduction of virtualization technologies in the Data Center

Replacement of all Division copiers and implementation of print management system

Upgraded mass notification system to BlackBoard Connect 5

Expansion of IP-based security cameras, door locks, and HVAC connectivity

Professional Development (Training)

Initiated blended learning professional development model

Hosted North TIER partner training sessions for instructional staff

Introduced web-based professional development platforms

Launched Google Apps for Education training and the Google Apps Ninja Program

Learning Environment & Tools

Established a 2:1 or better student to instructional computer ratio at all schools

Large increase in the percentage of laptop computers available for both instructional and staff use

Implementation of more than 700 mobile computing devices

eLearning Backpack Initiative launched at Osbourn High School resulting in more than 2,000 tablet computers

Creation of the Computer Replacement Program and managed asset lifecycle process

Expanded online textbooks and digital curriculums

Adoption of Google Apps for Education for all middle/high school level students

Introduction of K-12 STEM program and related technologies


TECHNOLOGY PROFILE

Technology Hardware & Software

Manassas City Public Schools supports widespread usage of technology to maximize student achievement and facilitate efficient business operations. Many of the current technology standards are published on the MCPS Information Technology website.

Computing

Computers The Division has standardized on the Microsoft Windows operating system for all desktop and laptop computing. All new computer purchases include a minimum three-year manufacturer hardware warranty. As of April 2016, more than 5,700 computers were in operation in MCPS. Approximately 62% of the devices are laptops, with 99% running the Microsoft Windows operating system. An additional 2,000 transformable Windows-based tablet computers are utilized in the eLearning Backpack Initiative at Osbourn High School. Early in FY 2015, the Division reached (and continues to maintain) a 2:1 student-to-instructional computer ratio at all schools, allowing for greater access to digital tools to facilitate learning and improve achievement. In addition, the ongoing eLearning Backpack initiative, which provides every student at Osbourn High School a dedicated device, has been completed for grades 9-11, with the full student body to be incorporated in FY 2017. MCPS also operates a Computer Replacement Program with the goal of systematically retiring obsolete systems and replacing them with current technologies, while maintaining minimum ratios and profiles. It is in all stakeholders’ best interest to keep as modern a computer inventory as feasible. Sustaining outdated computers is costly and time consuming for both technical support staff required to diagnose and repair problems, as well as end users who are unable to utilize out of service machines. The rotation schedule is based upon a six-year total lifecycle.

http://www.mcpsva.org/pages/Manassas_City_Public_Schools/Departments/Technology_Services/standards


Mobile Devices A wide assortment of mobile operating systems have historically been available within the Division, however, benchmarks now in place limit the technology permissible for new purchases. The ability to utilize centralized management and volume licensing for applications is an essential factor in the decision to permit certain platforms. Additionally, as these technologies frequently change, the current standards are reassessed on a regular basis. As of April 2016, more than 700 mobile devices are in use throughout Manassas City Public Schools, excluding eLearning Backpack devices, with approximately 68% in the form of Apple iPads. Mobile devices are becoming prevalent for instructional use, offering robust centralized management features and functionality essential to meeting the demands of the learning environment.

Print Management Printing in MCPS is essential to meeting the Division’s mission and is accomplished utilizing both workgroup printers and multi-function copier machines. Prior to the close of the 2014-2015 school year, the Division completed a mass-replacement of all copier machines, standardizing on the Ricoh platform. Various models offer advanced printing features and network-based services. Coupled with the copier replacement, an enterprise print management initiative was also launched to improve the efficiency, cost, and environmental impact of Division printing. A centralized print management application, PaperCut, currently provides each employee with access to the copiers for copying and printing utilizing a credit-based system managed by a key operator for each school and department.

Classroom Technologies

Several classroom-based technologies have been integrated throughout the school division in addition to computing devices. For example, interactive projection systems, typically consisting of a projector, an interactive board, and computer software, are available for use in most every instructional space. Since FY 2014, MCPS has standardized on interactive projectors that can be utilized without the need of a separate electronic board, enabling any surface to become interactive with digital pens or fingers. Furthermore, other instructional technology hardware items can be found in use within MCPS classrooms on any typical day. Such items include document cameras, video cameras, 3D printers, and robotics components.


In addition, the Division works to provide assistive technologies to those students with disabilities who need specialized software and equipment through a joint collaboration between Special Education, Instructional Technology, and Information Technology staff members. This may include touch-sensitive computer monitors and other alternative input devices, communication devices, and applications to enhance the senses.

Software

Instructional Applications The list of instructional-based software and web-based applications used by MCPS teachers is numerous and ever-evolving. From an assortment of subscription-based services to a multitude of free applications, the titles all share a common theme – working to boost student achievement. Core computer essentials include the Microsoft Office suite and Google Apps for Education with the option of using any one of multiple Internet browsers installed. In addition, access to software applications such as BrainPop, MobyMax, I Can Learn, and the blended learning mathematics solution, Read180, are also provided to students and teachers as grade-appropriate. Moreover, the Division’s libraries are also pivotal to developing 21st century learners. Partnering with classroom teachers, library media specialists aid in the proliferation of critical thinking and support overall student achievement. In addition to the online catalog system, Follett Destiny, providing students with 24x7x365 availability, there are several instructional software products and databases utilized by MCPS libraries which contribute to this growth. Currently, these technological tools include:

ABC-Clio

CQ Researcher

Discovery Education

Enchanted Learning

Facts on File

Gale Group

Grolier

Maps101

Mitinet Marc Wizard

World Book Encyclopedia As requests for new instructional programs are received, the Instructional Technology team has developed a software approval process that assesses the instructional need and core objectives. In addition, Information Technology may also review the application for technical specifications to ensure interoperability with the MCPS infrastructure and data security.

Enterprise Applications MCPS operates software on an enterprise level for virtually all aspects of the Division. From systems directly supporting students to fiscal planning, technology plays a strategic role within the realm of instructional and business operations. Two of the key platforms considered to be databases of record are:


Student Information System For several years, Manassas City Public Schools has utilized the PowerSchool SIS platform as the Division’s student information system for all students, Preschool through grade 12. With a full suite of gradebook and instructional tools, PowerSchool provides a single database of comprehensive student information for teachers and administrators. Moreover, with all information stored in real-time, parents and students are also able to access PowerSchool through the Student/Parent Portal to view assignments, scores, grades, attendance, and comments.

Enterprise Resource Planning (ERP) System Since FY 2013, MUNIS has been the enterprise resource planning system of record to manage all budget, financial, human resources, and procurement information processing for MCPS. The system also allows for employee access through a secure, web-based portal to electronically access pay/tax information and leave balances.

As with any organization, there is a vital requirement that as many disparate systems as possible share information through direct integration or middleware solutions. For example, transportation, food services, and library databases rely on the student information system to keep them up-to-date. MCPS continues to work to assimilate key databases and information repositories automatically wherever possible.

Lifecycle Management

MCPS maintains all technology hardware and software until it has reached its end of useful life and/or has become obsolete or ineffective. A formal process is in place to retire hardware from the classroom and office for disposal according to Division regulation. Surplus equipment is extracted from the technology inventory system and prior to disposal, Department of Information Technology staff remove electronic media in order to ensure the confidentiality and protect sensitive student, employee, and other stakeholder information from unauthorized disclosure. Hard disks are destroyed by an approved method of destruction.

http://ps1.mcpsva.org/public/home.html


Technology Infrastructure

Network Infrastructure

Network The Division network infrastructure consists of a Metropolitan Area Network (MAN) connected via leased private fiber-optic cabling to each of MCPS’s buildings, providing 1 Gbps (Gigabit per Second) Ethernet bandwidth. A 10 Gbps link connects the schools’ aggregation point with the Division’s data center and then to all central resources. Layer-three Local Area Networks (LANs) have been instituted in all buildings with Virtual LAN (VLAN) segmentation as appropriate to classify, prioritize, and protect network traffic.

Internet Since FY 2014, MCPS has increased the total aggregate Internet bandwidth by approximately 900%, from 50 Mbps (Megabit per Second) to 500 Mbps in FY 2016. In accordance with the Children’s Internet Protection Act (CIPA), all Internet-bound MCPS network traffic is filtered centrally through on-premise services. Additionally, a cloud-based content filter application is utilized on all eLearning Backpack program devices taken home by students, providing filtering 24x7x365.

Wireless Throughout all Division buildings, wireless connectivity is available by means of both 802.11ac and 802.11n standard access points. Separate SSID’s (Service Set Identifiers) have been configured to segment and protect network traffic for students, staff, and guests. Additionally, a cloud-based management platform operated by Information Technology provides oversight of the wireless infrastructure.

Data Center The Division is served by a 750 square foot data center housing core network connections, enterprise servers, on-premise business applications, and centralized data storage resources. Modern network management and monitoring systems provide staff with the means to quickly assess and respond to service-affecting outages.


Telecommunications

Telephony The Division is served by an on-premise Cisco IP telephony and messaging system that leverages centralized Primary Rate Interface (PRI) trunks to access the Public Switched Telephone Network (PSTN) for local, long distance, and international calling. Telephones are ubiquitous throughout the system and are installed in all classrooms. Customized configurations, such as time-of-day routing, ensures that instructional spaces are not disturbed in the course of the school day by incoming calls. In summer 2015, MCPS completed an upgrade project to replace all data center hardware, edge gateway devices, and call processing, messaging, and emergency communications software. The transition has allowed the school system to begin planning for the expansion of IP-based applications and integration with domain services.

Mobile Centrally-funded cellular telephones (“smartphones”) are provided to essential personnel to use in the course of business. Information Technology continues to standardize device hardware across the program in an effort to provide more uniform support and position MCPS to begin utilizing mobile device management services to protect the Division from theft or loss.

Conferencing MCPS currently uses a limited number of services to provide conferencing and screen sharing functionality. Google Hangouts is freely accessible to staff members as the primary means of remote conferencing through their MCPS Google account, with a small-scale subscription to Cisco WebEx also available by request.

Mass Notification Keeping in touch with Division stakeholders is a critical requirement for emergency and non-emergency message distribution. MCPS utilizes Blackboard Connect to provide mass notification for attendance, emergency, and general outreach communications. Real-time reports from the web-based dashboard provide up-to-date statistics on completed, in-progress, and pending notifications. Also introduced in FY 2016 is the MCPS mobile app for smartphones, which provides instant announcements from MCPS to students, parents, employees, and the community.

Domain Substructure

Servers Numerous server platforms are utilized in the course of both the instructional and operational day at MCPS. While some are hosted externally by contracted support partners, several are located on-premise within the Data Center. Both a mix of physical and virtual machines function to meet the demands of the school system. Within the past two years, MCPS has increased virtualization to more than fifty (50) virtual servers, with capacity management allowing for far more expansion of virtual machines.


Directory Services The MCPS domain services framework is built upon Microsoft’s Active Directory (AD) infrastructure, which provides for user and computer accounts, security policy enforcement, and distributed resources for the organization in a centralized, hierarchical format. All full-time employees and long-term substitutes are issued an MCPS domain account and an accompanying network-accessible home folder to be used for file storage. Additionally, AD works in conjunction with the Division’s electronic mail (email) system, Microsoft Exchange, to deliver email accounts to all domain account holders. Exchange is available to account holders both internally and externally through Outlook Web Access (OWA), as well as through the Outlook client application (internally-only). In accordance with Virginia records retention and disposition schedules, the contents of email accounts are retained for the appropriate period of time in an electronic archival system accessible by the employee. Archives are maintained for a defined period of time, during which the employee may retrieve specific messages and take action as needed. In addition, the archival system provides administrator-level access to authorized Information technology staff members to perform personnel investigations when requested by the Human Resources department.

Security Industry-standard protocols and best practices are in place to provide defense against attacks, threats, and vulnerabilities from sources both internal and external. Anti-virus software is deployed on all MCPS-owned and managed Windows-based devices with regular scanning schedules in place. Firewall and intrusion detection hardware and software protect perimeter resources through policy management and proactive network monitoring. MCPS utilizes a support partner to assist with examining and detecting potential threats to the network and other resources. Moreover, controlled Virtual Private Networks (VPNs) have been established for necessary contracted support services, as well as strict remote access governance. Information Technology also administers spam filtering on all incoming and outgoing email messages. Each user receives a daily “digest” if the filtering system has classified any messages as spam on a specific day, with the ability to create an exception for similar messages (whitelisting) or permanently block similar messages (blacklisting). On average, the system blocks or quarantines approximately 375,000 messages per month, or 4.5 million messages annually.


Technology Support

Manassas City Public Schools works to employ a standardized approach to technology support that best serves the stakeholders of the Division. This model utilizes staff members from multiple departments to fulfill stakeholder technology needs using on-site school support, supplemented with Central Office resources.

Best Practices

IT Support Ticket Introduced division-wide in January 2015, MCPS utilizes a web-based trouble ticketing system which allows all MCPS staff members to submit technology-based work requests and to view the current status at any time. All technology personnel are agents of the system and are assigned tickets based on the customer’s location, as well as subject matter. Service level response objectives provide benchmarks to help ensure that support is provided to MCPS customers in a timely manner.

Technology Inventory Management System MCPS utilizes a server-based asset tracking and inventory management system in which certain technology items are individually barcoded. The system houses numerous pieces of information pertinent to the individual asset, and follows the full lifecycle of the item from introduction into the Division to its retirement. In addition, Windows-based systems utilize a client application that automatically keeps the data current.

A cyclical process enables the Division to continuously improve upon the services delivered to all stakeholders. The PDCA (Plan-Do-Check-Act) four-step management method for process improvement made popular by W. Edwards Deming most accurately depicts the efforts by MCPS to advance educational technologies further into the instructional and operational environment.

•Identify technology service needs

•Establish goals, objectives, and success metricsPlan

•Develop the appropriate implementation approach

•Execute the plan

•Perform pilot or small-scale studiesDo

•Measure and assess the results

•Identify differences between actual and expected resultsCheck

•If the process did not work, more learning and adjustment is necessary

•If the process did work, incorporate into baseline and work to continually refine

Act


Technology Personnel

Integral to the success of any technology-focused program are the personnel members leading the day-to-day efforts. Manassas City Public Schools continues to work to balance needed job responsibilities with the available budget as best as possible to promote student achievement. In an effort to provide the best service and experience possible to all stakeholders, technology-based service management is delivered through representatives of both Department of Student Achievement & Accountability and the Department of Information Technology. A full breakdown of positions is included in Appendix F.

Instructional Technology Training Specialist (ITTS) The role of this licensed position is to serve as an agent of change and provide effective support to fellow teachers for the integration of technology into curriculum development and lesson planning in order to enrich student achievement. ITTS’ accomplish this mission through a variety of tasks including: providing training, planning and discussion sessions, integration of technologies into the classroom, modeling strategies, assisting with hardware and software troubleshooting, and maintaining the school web presence. MCPS currently has one (1) full-time ITTS position dedicated to each school.

Digital Learning Specialist The role of this licensed position is to provide training and support to the staff on digital learning technology initiatives, including eLearning Backpack. Furthermore, the individual assists in the implementation of system and building-level technology plans, integration of one-to-one devices into the classroom curriculum, and takes a coaching role at the building level in developing, implementing, monitoring, and evaluating the program. MCPS currently has one (1) full-time Digital Learning Specialist and one (1) unlicensed Digital Learning Assistant at Osbourn High School.

Technology Support Specialist (TSSpec) The role of this unlicensed position is to be responsible for the daily maintenance and troubleshooting of school-based technology equipment. In addition, the TSSpec maintains an up-to-date inventory of all technology assets in the building, repairs/replaces/upgrades equipment, prioritizes support requests, and performs preventive maintenance. MCPS currently staffs one (1) half-time TSSpec at each of the five elementary schools, with one (1) full-time TSSpec serving each of the secondary schools (Mayfield Intermediate School, Metz Middle School, and Osbourn High School). One (1) additional TSSpec position has been included in the FY 2017 approved budget.


Centralized Technology Support Central Office technology support staff provide Division-wide administration over such aspects as the data center, critical systems and applications, telecommunications, network and Internet infrastructure, and project management. Positions supporting these roles include:

Director of Information Technology: Provides strategic vision for Information Technology and is the decision-maker over all technology decisions. Develops Educational Technology Plan, policies and procedures, and works to maximize technology in academic and business operations.

Coordinator of Information Technology: Provides leadership and operational governance over the Division’s administrative technology systems and infrastructure, and works with the Director to develop and maintain reports, policies, and procedures.

Supervisor of Digital Instruction and Innovation: Provides leadership for the planning, developing, implementing, directing, monitoring and evaluation of the Division’s plan for instructional use of technology and applications in the classroom.

Application Support Engineer: Provides widespread technical, functional, and strategic application design, integration, and developmental support for Division-wide instructional and administrative software.

Network Engineer: Provides comprehensive support for the enterprise and data center network infrastructure, domain services, core business applications, data storage, and network security.

Telecommunications Engineer: Provides daily management of the Division’s telecommunications infrastructure, including enterprise IP telephony, cellular communications, wireless architecture, mobile device management, and physical cabling.

Executive Associate: Provides administrative functions to support the daily operations of the Information Technology department, including records management, financial tasks, and assisting leadership in maintaining business continuity.


Technology Funding

MCPS utilizes a zero-based budget process, in which there are no forecasted operational funding expectations. This entails an annual (and ongoing) review of how the Division currently utilizes resources and facilitates planning for moving forward to best achieve the mission through engagement with all stakeholders. As a general rule, prior fiscal year allocations may be utilized as a base for planning purposes. Primary funding for technology in MCPS is obtained through Operational (including federal grant and food service funding) and Capital Improvement Plan (CIP) sources, and encompass the majority of the Division’s needs. Secondary funding sources for technology include school and department budgets providing the resources to complete specific initiatives identified during the course of the school year. Finally, federal, state, and local grants and awards often afford schools and teachers the opportunity to partake in limited technology-based endeavors. Over the past five fiscal years, technology funding has increased as new full-time positions were added and a renewed emphasis on educational technology in the Division has become more prominent. Additionally, after a two-year period of capital resources not being designated for technology-based projects, an inflow of CIP funding has allowed for many major initiatives to be completed. For the foreseeable future, CIP sources should remain at a steady, sustainable rate and will permit the systematic replacement of long-term technology infrastructure assets. Figure 4 outlines approved Information Technology budget totals, which include salaries and fringe benefits for all technology personnel, including Instructional Technology. Appendix G provides a breakdown of the approved FY 2017 operational budget by state function code. Figure 4:

* - Totals for the FY 2018 budget period are not yet available due to the zero-based budgeting process utilized by

MCPS. As a result, previous year amounts are used for planning purposes.

FY2012 FY2013 FY2014 FY2015 FY2016 FY2017 FY2018*

CIP $- $- $1,200,000.0 $800,000.00 $500,000.00 $175,000.00 $175,000.00

Operating $3,682,512.0 $3,769,840.0 $4,055,582.0 $4,976,677.0 $5,401,352.0 $6,555,103.0 $6,555,103.0

$-

$1,000,000.00

$2,000,000.00

$3,000,000.00

$4,000,000.00

$5,000,000.00

$6,000,000.00

$7,000,000.00

$8,000,000.00

MCPS Technology FundingApproved Budgets

Operating CIP


Capital Improvement Plan (CIP)

The MCPS CIP is a continuing plan intended to upgrade and maintain the Division’s infrastructure, classroom additions to existing schools, major maintenance, refurbishing facilities, construction of new facilities, and site acquisitions. Overall, the CIP is an outline of work to be performed over the next five years as determined by capacity, space utilization, and building needs. Technology improvements have been identified and included in the plan for fiscal years 2017-2021 to address needs related to IP telephony, wired and wireless networking hardware, infrastructure cabling, and Data Center improvements. Figure 5 displays the anticipated five-year funding levels. Figure 5:

E-rate

MCPS participates in the Federal Communications Commission (FCC) Universal Service Schools and Library Program (E-rate), which provides discounts to schools and libraries to enable affordable telecommunications and Internet access. Historically, the Division has qualified for discount percentages as high as 80%. However, beginning in the FCC’s funding year 2015, voice services started to be phased-out at a reduction of twenty (20) percentage points each year for five consecutive years as part of the modernization of the program. Additionally, in the same funding year, web hosting and cellular service data plans became ineligible categories within the program. This transformation of the program has directly affected technology funding and will continue to require increased allocations of the operating budget to sustain the same level of operations utilizing current technologies. However, in line with the FCC’s purpose of compelling districts away from “legacy” services, MCPS has commenced the steps necessary to enable the replacement of some ineligible components with newer technologies endorsed by the program.

FY2017 FY2018 FY2019 FY2020 FY2021

Series1 $175,000.00 $175,000.00 $175,000.00 $175,000.00 $250,000.00

$-

$50,000.00

$100,000.00

$150,000.00

$200,000.00

$250,000.00

$300,000.00

MCPS Five-Year CIP Technology Budget

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


Virginia Public School Authority (VPSA)

The Virginia Department of Education operates financing programs through the Virginia Public School Authority (VPSA) for public primary and secondary education with a focus on establishing a computer-based instructional and testing system for the Standards of Learning (SOL) and to develop high-speed Internet connectivity. All funding received through these Educational Technology Notes programs offset the allowable expenditures for the Division. Purchases from VPSA sources are designated for instructional computing hardware and professional development related to the technology acquired from the funds. In FY 2015, MCPS began participation in the e-Learning Backpack Initiative, a newly-created VPSA funding program specifically designed to provide rising 9th grade students with a tablet computing device. FY 2017 is the final year of eligibility for the Division under the current statute, signifying that greater operational funding will be required to support the initiative in future years.

http://www.doe.virginia.gov/school_finance/edu_technology_notes/

http://www.doe.virginia.gov/school_finance/edu_technology_notes/


Professional Learning

Educational and administrative technologies become transformative for a school division only when its staff have an understanding of how to utilize them. Therefore, it is imperative that professional learning play a significant role in the implementation of new and emerging technologies. MCPS employs several approaches to ensuring that instructional and administrative personnel are provided the resources necessary to achieve this task.

Instructional Technology Training Specialists (ITTS)

The Instructional Technology Training Specialist (ITTS) position is a critical element in ensuring the effectiveness of technology in the learning process. Through coaching and leadership activities, the ITTS serves as the primary professional development conduit for instructional and administrative technology staff members in all schools. From such tasks as providing training on hardware and software, modeling effective instructional technology strategies, and working with teachers to assess the effectiveness of technology-based lessons, MCPS’ ITTS are integral in boosting student achievement. Beginning in FY 2016, the Instructional Technology team instituted weekly “Tech Days” – coordinated Divisionwide professional development activities – at all MCPS schools and Central Office in an effort to provide instruction on educational and administrative technologies to all staff members. In addition, multiple break-out training sessions focusing on educational technologies are held for staff as part of the annual Manassas City Public Schools all-hands Convocation event each August.

Edivate

Edivate is an on-demand professional learning resource that creates a highly personalized learning experience for all educators, helping them to improve their practice and, in turn, raise student achievement. The resource is deployed not only for targeted and personalized support, but also as an online collaborative forum in which educators and administrators can share resources and engage in valuable discussion. The tool can be used for professional learning groups as well as individual educator professional growth in areas which they seek to grow at a time they find most conducive to their own learning. MCPS utilizes Edivate within the Teacher Education and Mentor (TEAM) Program which serves to develop, retain, and support high-performing teachers for the Division. The web-based resource works to assist teachers in their first year of contracted teaching, teachers new to Manassas City Public Schools, and teachers returning to the classroom after a period of time outside of the profession. Paired with a mentor, teachers capitalize on Edivate's custom-tailored instructional videos, courses, and training tools, including integration of technology into lesson planning and delivery.

http://www.schoolimprovement.com/products/edivate/


BetterLesson

Manassas City Public Schools has partnered with BetterLesson for blended learning professional development. Through online and in-person formats, coaching capacity will be enhanced among educators in the Division to design and deliver personalized project-based blended learning experiences for their students. The BetterLesson Master Teachers have an average of twelve years of experience and work to create innovative curriculums that leverage technology in the classroom. Teachers are presented with strategies focused on design (modeling, mindsets) and delivery (assessments, instructional delivery methods). In July 2016, a workshop was held to work with educators across all MCPS school levels to develop technology plans to meet the needs of students. Throughout the school year, teachers interfaced with virtual coaches using such mediums as Google Hangouts for real-time collaboration in integrating technologies into their learning strategies. Working with the Department of Information Technology, each participating teacher received a mobile cart of instructional computing devices to utilize with their classes. The effort will continue for the foreseeable future as the blended learning model permeates throughout the Division.

TEQ Professional Development Online

TEQ is a web-based online professional development platform that presents daily live-and-interactive sessions focusing on classroom technology integration and the latest instructional techniques. More than 125 curriculum offerings in the form of live and on-demand, web-based learning are available not only for educators, but all MCPS employees anytime from anywhere. With an in-depth course library including interactive lesson plan development, classroom technologies, project-based learning, and data-driven instruction, the TEQ online platform places an emphasis on both technology and curriculum. Personalized professional learning plans and centralized reporting allow technology personnel to keep up to date with staff members’ progress and follow-up with support as needed.

Google Apps Ninja Program

MCPS has implemented an online training curriculum for Google Apps for EducationTM at the high school level – the Google Ninja program. The open source set of courses, based on a Creative Commons Attribution Non-Commercial 3.0 License, focus on teaching students and educators about how to effectively utilize the Google Apps for EducationTM suite, while developing troubleshooting and searching skills. Working through a traditional martial arts belt system, each teacher participating learns concepts and completes examinations, which demonstrate mastery over the subject material. The five essential applications focused on in the MCPS program include: search, Google Drive™ & Google Docs™, Slides, Google Sheets™, Forms, and Google Calendar™.

http://betterlesson.com/

http://www.teq.com/


North TIER

MCPS is a partner of the Northern Technology Integration Education Region (TIER). North TIER is a non-profit collaboration between thirteen (13) Northern Virginia PreK-12 school divisions, higher educational partners, and organizations formed to provide high-quality professional development to administrators, specialists, teachers, and technology specialists in order to improve technology use and student achievement. This consortium affords Manassas City Public Schools the opportunity to network with fellow institutions and discuss topics relevant to the infusion of technology into today’s learning through participation in training courses, mini-grants, and conferences. In FY 2015, forty-eight (48) participants took part in a Coaches and Interventionists Institute entitled, “Coaching with Technology.”

Technology Standards for Instructional Personnel (TSIPS)

All licensed instructional personnel members are required by Virginia certification code to demonstrate technology proficiency in state standards in order to obtain licensure and renewal. Each teacher new to Virginia completes the TSIPS within one year of their contract date. Through self-study of the curriculum and hands-on assistance from Instructional Technology Training Specialists (ITTS), teachers are prepared to complete the requirement. Certification records are kept on file by MCPS.

PDExpress®

PDExpress® is a web-based professional learning and teacher evaluation system enabling the storage, management, and reporting of all facets of professional development and evaluations from any computer. The system provides all MCPS staff members the ability to view and register for courses; view, print, and manage credentials and in-district course transcripts, and align personal goals with specific courses and activities.

Professional Conferences

MCPS technology staff members remain affiliated with educational technology professional associations and engage in forums and conferences throughout the region. Among these are the Virginia Society for Technology in Education (VSTE), the state chapter of CoSN (Consortium for School Networking), whose mission is to promote excellence in education through professional development endeavors supporting the integration of existing and emerging technologies.

http://www.northtier.org/


Strategic Initiatives

MCPS has implemented numerous technology-based strategic initiatives to further support student achievement, as well as maximize operational efficiencies, in accordance with the MCPS Strategic Plan for FY 2013-2019. Each is typically a full-scale program with detailed project plans, benchmarks, and measures of success.

eLearning Backpack Initiative

The eLearning Backpack Initiative is a one-to-one (1:1) digital technology program sponsored by the Virginia Department of Education which provides ninth grade students with a tablet or laptop, digital content and applications, and access to content creation tools. All Osbourn High students in grades 9-11 have been issued devices, with the full student body to be at a 1:1 student to computer ratio in the 2016-2017 school year. MCPS’ eLearning Backpack initiative is comprised of four stages (Launching, Building, Leading, and Sustaining), each with curriculum, instruction, and professional development components. As the program progresses, additional digital content is introduced and a fully-immersive blended learning implementation will be achieved.

GoogleTM Apps for Education

In FY2014, MCPS began utilization of GoogleTM Apps for Education (GAFE), a secure, online suite of communication and collaboration tools hosted by Google. As the services are web-based, students and staff may access their account and content from anywhere at any time. Originally paired with the launch of the eLearning Backpack Initiative for Osbourn High School, all high school students received accounts. Since that time, the project was expanded and additional accounts were created for all students in grades 7 and 8 and all MCPS instructional and administrative staff members. It is anticipated that GAFE accounts will continue to be expanded to future grades in the future. Centrally managed by the technology staff, the applications include word processing, spreadsheets, presentations, calendar, and online forms. In addition, each student is provided with unlimited storage in Google Drive and Gmail. Finally, the powerful Google Classroom allows both teachers and students to participate in classroom group discussion, view and submit assignments as students, and distribute and grade assignments as teachers.


Footsteps2Brilliance®

Footsteps2Brilliance® is an interactive, mobile literacy program that has been proven to increase academic vocabulary, comprehension, and critical thinking skills in young students. MCPS is leading Virginia in creating a transformative Preschool (Pre-K) model that addresses the third grade reading dilemma through the use of multi-lingual innovative technology. The curriculum works to reduce the vocabulary and oral language gap in a-risk children. In school year 2015-2016, all Pre-K and Kindergarten classrooms were equipped with sets of Apple iPad devices to utilize the curriculum during the course of the instructional day for both the traditional and accelerated Pre-K learning models. With the program scheduled to expand through to the third grade level in coming years, additional computing devices will be deployed to meet requirements. Furthermore, as a benefit of the licensing agreement, Manassas City has been designated as a “Model Innovation City”, resulting in all residents being eligible to freely download the curriculum app on their smartphones and tablets, or use the program on their traditional computers. MCPS truly has utilized instructional technologies to provide opportunities for community collaboration and advance student achievement.

STEM Program

MCPS seeks within its K-12 curriculum, to purposefully integrate (STEM) science, technology, engineering, and mathematics in related coursework, programs, and enterprises across all disciplines. The program outlines strategies to structure a continuum of experiences for students that requires critical thinking, collaboration, communication, and creativity (the four C’s), builds competence in targeted applied skills, and challenges its graduates to be lifelong learners and innovators in an economic marketplace that is constantly evolving. The tiered implementation of the program will permeate through to the elementary level by FY 2018, in which STEM is no longer a standalone subject, but is a natural method for the delivery of instruction. In support of the initiative, supplementing current technologies with additional resources is required, as is the continued refresh and augmentation of existing infrastructures. To meet the needs of the program, the Office of Curriculum and Instruction and the Department of Information Technology work in partnership to furnish the technologies.

Interactive Projection Systems

Interactive classroom technologies have become a staple of American learning spaces throughout the past decade. This equipment allows teachers to fully engage students in a multisensory method through engaging, visual lessons. MCPS currently has more than 600 electronic interactive projection systems in both the traditional projector and interactive board setup, as well as with newer, ultra-short throw interactive projectors that do not require a separate board. Coupled with the Division’s standard SMART Notebook software licensing, these instructional technology items work to enhance students’ learning.

http://www.footsteps2brilliance.com/


Virginia STAR (Student Training and Refurbishment Program)

In partnership with the statewide Virginia STAR program, students at the middle and high school levels are taught to refurbish surplus computer hardware from government agencies and private business. The refurbished computers are then donated to families, organizations, and school districts in need. Through participation in the program, students work towards earning industry-standard certifications from companies such as CompTIA, Cisco, Microsoft, and Oracle.

Career and Technical Education (CTE)

The CTE program at Osbourn High School provides career pathways for students in grades 9-12. Nearly all courses integrate industry-standard technological skills into the curriculum to provide students with the knowledge necessary to succeed in higher education and the workforce. Available academies include Business & Finance, Arts & Humanities, STEM and Information Technology, and Health & Human Services. Over the next two school years, engineering courses in aerospace, computer science, integrated manufacturing, and digital electronics will be offered with college-based dual enrollment options. Additionally, collaborative opportunities with the Virginia STAR program and partnership with MCPS’ Office of Curriculum and Instruction staff in networking and hardware/software support will supply students with in-house, work-based learning.

Online Testing

Manassas City Public Schools is fully compliant with the requirement to establish a computer-based instructional and testing system for the Standards of Learning (SOL) tests as evidenced by the more than 16,000 online tests administered in school year 2014-2015. Furthermore, as a result of the Computer Refresh Program and technology standardization, more and more laptop devices are being made available for student use for online testing purposes. In addition to the SOL, the Division also utilizes web-based testing platforms from Interactive Achievement (IA), Student Growth Assessment (SGA), and ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) in grades 5-12 (expanding to grades 1-12 in FY 2017).

Enterprise Print Management

In FY 2015, MCPS implemented the first phase of print management to improve the efficiency, cost, sustainability, and environmental impact of printing and copying throughout the Division. All copier machines were replaced with Ricoh multifunction machines and configured to interact with PaperCut, a server-based software suite which offers user-based print management. At regularly scheduled intervals, individual users and key operator accounts are credited with funds to be utilized for printing and copying on the copiers. Phase II will bring network-based traditional printers into the system to further lower the total cost of ownership for Division printing.

http://vastar.org/


Device Management

Over the past few years, Information Technology has taken an aggressive approach to change

and configuration management of MCPS computing devices. Through the introduction of various

systems into the enterprise, a systematic methodology of working to ensure computing

uniformity across classrooms, grade levels, and MCPS buildings is now in operation. While these

efforts continue to succeed in providing benefits related to standardization of hardware and

software, they have also allowed for a reduction in man-hours required to sustaining the growing

inventory of devices.

Microsoft System Center Configuration Manager (SCCM) Microsoft System Center Configuration Manager (SCCM) functions to deploy complete

operating systems, software applications, and system updates/patches to MCPS

Windows-based devices both manually as well as in an automated fashion. Through an

up-to-date hardware and software record, SCCM also provides compliance monitoring to

confirm that the Division stays within specific application licensing guidelines, while at the

same time allowing for technology personnel to offer remote assistance to end users.

Finally, working in concert with Group Policy, the system offers precise feature

configuration settings to be applied for specific users and/or computers.

Mobile Device Management (MDM) In FY 2016, IT launched a mobile device management (MDM) substructure, specifically

targeting Apple IOS-based mobile operating systems. The MDM allows for centralized

administration and mass deployment of iPads and iPhones, including app distribution,

through a Volume Purchase Program (VPP). Upcoming features to be evaluated for

implementation include supervisory mode and full remote wipe functionality, which will

deliver additional methods to safeguard student and staff data.

Internet Content Filtering All Internet-bound network traffic is routed through the Division’s content filtering systems,

which is examined in real-time. The systems provide the ability to control student and staff

access to undesired and/or dangerous web sites. Web sites are categorized through

industry consortium based upon the site’s content and categories may be blocked or

allowed according to MCPS standards. Subscription services provide for automatic

category updates on a daily basis.

The Department of Information Technology will lead a project in FY 2017 to replace the

existing system infrastructures with an on-premise/cloud-based hybrid framework using

Blue Coat’s Proxy Secure Gateway solution. This hardware and software will offer an

open and scalable architecture with integration from 3rd party security solutions, robust

policy control, advanced bandwidth management tools, and optimized SSL (encrypted)

filtering with minimal added overhead and delay to be experienced by MCPS users.


APPENDIX A: VDOE CHECKLIST

PLANNING PROCESS

1. Planning committee group includes all stakeholders (including parents and other elements of community).

Evidence: List of planners includes variety of stakeholders and/or other ways of receiving input.

Appendix H: Technology Committee Membership (Page 93)

2. Planning committee collaborates regularly.

Evidence: Dates of planning (face-to-face or electronic) and benchmarks are included in the plan or posted on division Web site.

Technology Development & Planning Process (Pages 15-19)

Appendix B: Goals, Objectives, Strategies & Measures (Pages 47-58)

3. Division’s mission and vision—and its comprehensive plan’s goals and objectives—have been reviewed to inform priorities in relation to its technology plan’s goals, objectives, and strategies.

Evidence: Introduction to plan references specific divisionwide priorities.

Division Profile (Pages 9-12)

Technology Plan Framework (Pages 13-14)

4. Needs assessment has been conducted.

Evidence: The plan includes a summary of the needs assessment findings (no need to include the complete findings). The needs assessment must be done before or during the planning process and within the last year. The needs assessment must include staffing, infrastructure, training (including pedagogical approaches), and tools. Resources (i.e., budget, partnerships, and other supporting mechanisms) should be identified to help realistically frame the plan’s goals, objectives, and strategies.

Technology Evaluation & Identification (Pages 20-24)

5. Evaluation is planned as a yearly process.

Evidence: The evaluation must also include a process by which results of the evaluation are incorporated into the plan over time.



ACTIONS

1. State goals and objectives are included as part of the division plan; planning committee develops local strategies.

Evidence: List of goals and objectives, along with strategies and measures, meets this requirement.


2. Division may include other goals and objectives as determined by planning committee, but these must be tied to divisionwide priorities.

Evidence: List of goals and objectives, along with strategies and measures, meets this option.


3. Plan includes a reasonable timetable for implementation as well as a reasonable budget.

Evidence: Timetable and budget are included.


Appendix G: Technology Operational Budget (Page 92)

4. Plan is available on the division’s Web site.

Evidence: URL is provided on cover sheet of plan. Inside Cover (Page 1)

5. The evaluation of the plan looks at both the “big picture” and at the specifics. The end goal is not to use more technology but to use technology more effectively to meet educational goals.

Evidence: The evaluation of the effectiveness of the plan focuses on this question: “Did we help meet statewide and divisionwide priorities as stated in our plan?” Each strategy should have at least one defined measure as well.




APPENDIX B: GOALS, OBJECTIVES, STRATEGIES & MEASURES

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

Objective 1.1: Provide the technical infrastructure necessary to support formal and informal learning environments.

MCPS Strategy Action Progress Measure Status Timeline Funding Source

Define K-12 technology profiles for the classroom. (Focus Area 5, Goal 2)

1. Maintain six-year computer refresh program with minimum 2:1 student to instructional computer ratio.

2. Maintain up-to-date technology asset inventory system.

1. IT asset inventory reports. 2. Report of current

inventory versus technology profile standards.

In Progress FY 2017-2018 Operating Budget, State Grant

3. Define technology profiles for classroom and school-based technologies and produce gap analysis.

1. Review and adjust technology profiles annually.

Not Started FY 2017 Operating Budget

Maintain and upgrade the network infrastructure as needed to ensure sufficient bandwidth for collaboration, testing, and learning. (Focus Area 5, Goal 2)

1. Maintain an appropriate and efficient core and local networking layer.

2. Maintain an appropriate domain infrastructure.

3. Maintain Internet sustained bandwidth at 80% or less.

4. Provide a minimum of 1 Gbps wired connection to the desktop.

5. Provide 802.11ac wireless connectivity and comprehensive coverage at all schools.

6. Ongoing professional learning offered to IT staff related to infrastructure.

7. Include IT staff when planning instructional needs for ongoing support considerations.

1. Expected useful life and end-of-support from manufacturers.

2. Network monitoring statistics.

3. Network diagrams. 4. Professional development

data management warehouse usage report.

5. Meeting Agendas/Minutes

In Progress FY 2017-2018 Operating Budget, Capital Improvement Plan


Objective 1.2: Provide the human infrastructure necessary to support formal and informal learning environments.


Meet or exceed the Standards of Quality (SOQ) staffing requirements for Instructional Technology Resource Teachers. (Focus Area 1, Goal 3)

1. Maintain the current Instructional Technology Training Specialist to student ratio.

1. Student Achievement & Accountability organizational chart.

2. Position allocation report.

In Progress FY 2017-2018 Operating Budget

Meet or exceed the Standards of Quality (SOQ) staffing requirements for Technology Support Specialists. (Focus Area 5, Goal 2)

1. Increase the current Technology Support Specialist to student ratio.

1. Information Technology organization chart.

2. Position allocation report.

Not Started FY 2017 (Adding 1 Position)

Operating Budget

Identify leaders in buildings to model 21st century teaching to enhance student content knowledge. (Focus Area 5, Goal 1)

1. Increase number of certified staff in ISTE-T (Teacher) standards.

2. Ensure that all teachers pass TSIPs.

3. ITTS provide building-based technology training.

1. Number of ISTE-T certifications.

2. TSIPs certificates 3. Professional development

reports


4. Increase number of certified staff in ISTE-E (Evaluator) standards.

1. Number of ISTE-E certifications.


Utilize Division and school-based technology committees for key technology decisions affecting learning environments. (Focus Area 5, Goal 1)

1. Convene technology committees for regular meetings.

2. Review industry information and presentations on new and emerging educational technologies.

1. Technology Committee meeting minutes.

2. Division and school technology plans



Objective 1.2: Provide the human infrastructure necessary to support formal and informal learning environments. (Cont’d)


Efficiently utilize technology staff to support learning environments. (Focus Area 5, Goal 2)

1. Increase usage of IT ticketing system to report technology incidents.

2. Establish incident response goals and metrics for technology support team.

3. Include building level ITTS in instructional staff trainings to enhance knowledge and support of instructional strategies incorporating technology.

4. Include building level TSSpec in staff trainings to support the ITTS.

5. Instructional personnel attend conferences focusing on technology integration.

1. IT ticketing system reports.

2. Customer surveys. 3. Professional development

reports 4. Certificates of Attendance 5. ITTS service log

In Progress FY 2017-2018 Operating Budget, Grants

Objective 1.3: Develop sound policies and procedures for the acquisition and management of technologies.


Maintain the Division Technology Plan. (Focus Area 5, Goal 2)

1. Review Technology Plan goals, objectives, and strategies annually.

2. Adopt revised Technology Plan annually.

1. Revisions to goals, objectives, and strategies.

2. Adopted Technology Plan.


Ensure technology policies and procedures support student achievement and efficient operations. (Focus Area 5, Goal 2)

1. Review existing technology policies and regulations.

2. Create new tech policies and regulations as needed.

3. Create/Update new technology management procedures as needed.

1. Policies and regulations section of MCPS website.

2. Technology committee annual review

3. Implement/Disseminate technology procedures.


Communicate technology policies and procedures to stakeholders. (Focus Area 2, Goals 1 & 2)

1. Disseminate policies and procedures to stakeholders.

1. Division email messages 2. Technology newsletters 3. Meeting minutes



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

Objective 2.1: Deliver appropriate, rigorous, and challenging technology-enhanced curricula to support formal and informal learning experiences.


Expand instructional practices for students through virtual learning, blended learning, and higher educational partnerships. (Focus Area 1, Goal 1)

1. Development of blended course offerings.

2. Enhancement of STEM (Science, Technology, Engineering, Math) instructional practices

3. Partner with accredited institutions to provide additional learning opportunities.

1. Number of students taking courses increases each year.

2. Catalog of course offerings

3. Number of blended course offerings increases each year

In Progress FY 2017-2018 Operating Budget, Partnerships

1. Develop and implement an approved student-focused LCMS (Learning Content Management System).

1. LCMS project roadmap 2. LCMS usage data

In progress FY 2017-2018 Operating Budget

Enhance Virtual Virginia courses to promote greater flexibility and engagement for learners. (Focus Area 1, Goal 1)

1. Expand the number of course offerings.

2. Review current course offerings.

1. Number of students taking courses increases each year.

2. Report of courses offered each year.


Utilize a MCPS scope/sequence of technology skills using the ISTE standards. (Focus Area 5, Goal 1)

1. Develop and implement K-4 digital literacy curriculum

2. Increase learning opportunities in "coding"

3. Implement Digital Citizenship curriculum K-12

1. K-4 digital literacy curriculum roadmap

2. Number of students receiving "coding" learning opportunities

3. Digital Citizenship course completion data



Objective 2.2: Provide resources to support personalized learning for all students.


Evaluate the interactive and usability features of technology and digital resources. (Focus Area 5, Goal 1)

1. Implement (Individualized/Instructional development plans/skills Program (ITP).

2. Conduct technology skills self-assessment.

3. Annually perform needs assessment survey and report data results to technology committee.

1. Number of participants being tracked on Instructional Technology Plans

2. Survey of technology skills self-assessment

3. Professional development reports

4. Needs assessment report

Not Started FY 2017-2018 Operating Budget

Utilize a tiered-level competency model for teacher and administrator self-assessment linked to professional development. (Focus Area 5, Goal 1)

1. Teacher and administrative personnel will receive training on effective uses of devices and access applications to enhance instructional delivery.

2. Professional learning opportunities provided to all stakeholders on assistive technology.

3. Professional learning opportunities provided on management systems in order to track student work and progress.


2. Digital Learning Certifications

3. Participation in Professional Learning Communities


Apply K-12 technology profiles for the classroom to provide personalized learning hardware and software. (Focus Area 5, Goal 2)

1. Begin implementation of profiles for classroom-based technologies.

2. Assess effectiveness of instructional technologies in the classroom.

3. Augment technology profiles with new and emerging initiatives.

1. Use data to review and adjust effectiveness of technology profiles bi-annually.

2. Measure inventory against technology profiles.



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

Objective 3.1: Provide resources and applications that encourage creativity, collaboration, and problem solving.


Provide resources developed by the VDOE and MCPS and in partnership with other entities by disseminating these using various modes of communication, including the Internet. (Focus Area 5, Goal 1)

1. Utilize software review process including student feedback.

2. Provide online subscriptions for students to access research databases and collaborative systems.

1. Instructional Technology Plans

2. ITTS service logs 3. Maintain software catalog 4. Student and application

data





Utilize a K-12 model for incorporating technology skills into instruction that utilizes collaboration, communication, critical thinking, and creativity (4 C’s) as part of daily instruction. (Focus Area 5, Goal 1)

1. Provide professional development for teachers on how to incorporate the “4C’s curriculum” into unit/lesson plans developed, including blended learning.

2. Support teachers in lesson planning to include technology applications and standards.


2. Administrative walk-throughs and observations

3. Inclusion of ISTE*Student standards in lesson plans



Objective 3.2: Develop and evaluate technology policies to effectively balance the need for instructional innovation with safety and security.


Provide a secure and safe digital learning environment for students. (Focus Area 5, Goal 2)

1. Ensure authorized-only access to grades and other MCPS systems.

2. Protect MCPS resources from viruses and malware.

3. Filter inappropriate Internet content.

4. Continue to be Child and Internet Protection Act (CIPA) compliant.

5. Teach appropriate use of technology.

1. Domain account security groups

2. Server access logs 3. Security monitoring

system logs


Expand MCPS curriculums focused on Internet safety and digital citizenship to all grade levels, to include responsible usage of social media. (Focus Area 5, Goal 2)

1. Review and revise Internet safety curriculum.

2. Provide students and parents with access to the MCPS Internet safety curriculum.

3. Ensure that all teachers pass Technology Standards for Instructional Personnel (TSIPs).

1. Technology committee annual review

2. Internet safety curriculum published on website.


4. TSIPs certificates


Expand MCPS staff training focused on Internet safety and digital citizenship, to include responsible usage of social media. (Focus Area 5, Goal 2)

1. Provide staff with Internet safety education and awareness professional development opportunities.

2. Develop and disseminate communication guidelines.

3. Ensure that all teachers pass Internet safety course.


2. Communication guidelines document

3. Internet Safety certificates


Evaluate, revise, and create technology policies and procedures to balance innovation with safety and security. (Focus Area 5, Goal 2)

1. Review Acceptable Use Policy (AUP) annually and make adjustments as needed.

2. Obtain signatures from all staff and students/parents.

1. Signed AUP by staff and students/parents.



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 understandings.

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


Increase the number of computing devices available to students for use within blended learning environments. (Focus Area 5, Goal 2)

1. Establish technology profiles for classroom and school-based technologies.

2. Plan for implementation of 1:1 computing at the secondary level (7-12).

3. Provide additional technologies above and beyond the technology profile.

1. IT asset inventory reports 2. Review and adjust

technology profiles annually

3. Measure inventory against technology profiles

4. Technology budget. 5. ITTS report on equipment

usage


Provide every high school student with a computing device through the eLearning Backpack Initiative. (Focus Area 5, Goal 2)

1. Identify state and/or local funding to procure devices.

2. Maintain and repair student computing devices.

3. Establish required software image and applications.

4. Develop a long-range plan for 1:1 devices.

1. IT asset inventory reports 2. DeviceTrak database 3. Purchase orders 4. 1:1 project plan


Partner with organizations, and aggregate information, to provide low-cost or free computers and services to needy families. (Focus Area 5, Goal 2)

1. Partner with the MCPS Virginia STAR program.

2. Publish information on MCPS website.

3. Work with business partnerships.

1. Number of devices and/or services provided

2. Stakeholder surveys 3. Number of business

partnerships 4. MCPS website



Objective 4.2: Identify and disseminate information and resources that assist educators in selecting authentic and appropriate tools for all grade levels and curricular areas.


Provide resources that assist staff in selecting authentic and appropriate tools for all grade levels and curricular areas. (Focus Area 5, Goal 1)

1. ITTS works with staff in selection of resources.

2. Publication of quarterly technology newsletter.

3. Publish relevant information on Division website and/or shared network locations.

1. ITTS service log 2. Instructional technology

plans 3. Division and school-

based team meeting minutes

4. Quarterly technology newsletters

5. Division website and network shared folder content





Coordinate and offer educators and administrators professional learning focused on technology integration strategies and 21st century skills. (Focus Area 5, Goal 1)

1. Utilize ITTS' to provide physical and virtual learning opportunities.

2. Leverage public/private partnerships to provide professional development.

3. Deliver best practices (ISTE) to educators in the uses of technology to effectively personalize instruction.


2. ITTS service logs 3. School technology plans 4. Increase in staff

participation


Provide teachers with opportunities to explore and research new and emerging technologies. (Focus Area 5, Goal 1)

1. Support teachers with new technologies by providing opportunities for pilot programs.

2. Provide opportunities for staff to attend instructional technology-focused professional development.

1. Monitor and report on teacher opportunities




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

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


Utilize student data to inform and adjust Division decision making. (Focus Area 1, Goal 1)

1. Administer and review Standards of Learning (SOL) results.

2. Provide online common unit assessments at all grade levels and review results.

3. Use student assessment data to determine needs for school-based and content-specific professional development.

1. Professional Learning Community (PLC) meeting minutes

2. K-12 Curriculum Specialist reports

3. Content Specialists and Coaches weekly meeting agendas


Provide resources and support to instructional staff to enable technology usage in enhancing formative assessment techniques. (Focus Area 5, Goal 1)

1. Foster collaboration among instructional coaches and ITTS through training and planning sessions.

2. Continue evaluating and revising student learning maps for each unit of instruction.

3. Implement any necessary technological tools to support the instructional framework.

4. Conduct technology assessment survey(s) to identify needs.

5. Provide professional learning opportunities for digital formative assessment techniques.

1. ITTS service logs 2. Technology needs

assessment survey 3. Professional development

reports



Objective 5.1: Use data to inform and adjust technical, pedagogical, and financial support. (Cont’d)


Provide resources and support to administrators to enable technology usage in enhancing formative assessment techniques. (Focus Area 5, Goal 1)

1. Model the use of instructional technology tools and resources in leadership meetings.

2. Implement any necessary technological tools to support the instructional framework.

1. ITTS service logs 2. Principal meetings 3. Instructional walkthroughs

and data reports


Maintain the student information system to offer the data necessary to inform and adjust Division decision making. (Focus Area 5, Goal 2)

1. Maintain the hardware and/or software supporting the student information system.

2. Implement technological solutions to streamline student registration, student/parent access, and exporting of data.

3. Attend student information system conferences and annual meetings.

1. Student information system conference and annual meeting notes

2. Meeting agendas and minutes


Maintain Division instructional and operational applications in order to provide data. (Focus Area 5, Goal 2)

1. Maintain the hardware and/or software supporting administrative systems to sustain increasing demands.

2. Implement technological solutions to increase the integration of disparate systems and databases.

1. IT ticketing system reports

2. Student information system support logs




Objective 5.2: Promote the use of technology to support the design and implementation of next generation assessments.


Provide technical support and resources necessary for successful online assessment testing. (Focus Area 5, Goal 2)

1. Utilize committees to organize and discuss next generation assessment logistics.

2. Ensure school-based technology staff members are trained in the support of a variety of online assessments.

3. Provide hardware and peripherals necessary to ensure next generation assessment testing success.

1. Technical operating procedures for test area preparation



4. IT asset inventory


Offer professional learning for instructional staff to use, design, and create a variety of interactive technology-based assessments. (Focus Area 5, Goal 1)

1. Ensure that interactive content creation tools are available within all schools.

2. ITTS' provide training on interactive content and assessment creation.

3. Expand the use of Google Apps for Education and other associated apps that integrate with Google.

1. Completed assessment artifacts

2. Increased amount and use of interactive higher order thinking content



APPENDIX C: ACCEPTABLE USE POLICY (AUP) GAB/IIBEA-M

ACCEPTABLE COMPUTER SYSTEM USE

The School Board provides a computer system, including the internet, to promote educational excellence by facilitating resource sharing, innovation and communication. The term computer system includes, but is not limited to, hardware, software, data, communication lines and devices, terminals, printers, CD-ROM devices, tape or flash drives, servers, mainframe and personal computers, tablets, cellular phones, smart telephones, the internet and other internal or external networks. All use of the Division’s computer system must be (1) in support of education and/or research, or (2) for legitimate school business. Use of the computer system is a privilege, not a right. Any communication or material generated using the computer system, including electronic mail, instant or text messages, tweets, or other files deleted from a user’s account, may be monitored, read, and/or archived by school officials. The Division Superintendent shall establish administrative procedures, for the School Board’s approval, containing the appropriate uses, ethics and protocol for the computer system. The procedures shall include:

a prohibition against use by Division employees and students of the division’s computer equipment and communications services for sending, receiving, viewing or downloading illegal material via the internet;

provisions, including the selection and operation of a technology protection measure for the division’s computers having Internet access to filter or block Internet access through such computers, that seek to prevent access to:

1. child pornography as set out in Va. Code § 18.2-374.1:1 or as defined in 18 U.S.C. § 2256;

2. obscenity as defined by Va. Code § 18.2-372 or 18 U.S.C. § 1460; and

3. material that the school division deems to be harmful to juveniles as defined in Va. Code § 18.2-390, material that is harmful to minors as defined in 47 U.S.C. § 254(h)(7)(G), and material that is otherwise inappropriate for minors;

provisions establishing that the technology protection measure is enforced during any use of the Division’s computers;

provisions establishing that all usage of the computer system may be monitored;


provisions designed to educate students and employees about appropriate online behavior, including interacting with students and other individuals on social networking websites, blogs, in chat rooms, and cyberbullying awareness and response;

provisions designed to prevent unauthorized online access by including “hacking” and other unlawful online activities.;

provisions prohibiting the unauthorized disclosure, use, and dissemination of photographs and/or personal information of or regarding minors; and

a component of internet safety for students that is integrated in the Division’s instructional program.

Use of the School Division’s computer system shall be consistent with the educational or instructional mission or administrative function of the Division as well as the varied instructional needs, learning styles, abilities and developmental levels of students. The Division’s computer system is not a public forum. Each teacher, administrator, student and parent/guardian of each student shall sign the Acceptable Computer System Use Agreement, GAB-E1/IIBEA-E2, before using the Division’s computer system. The failure of any student, teacher or administrator to follow the terms of the Agreement, this policy or accompanying regulation may result in loss of computer system privileges, disciplinary action, and/or appropriate legal action. The School Board is not responsible for any information that may be lost, damaged or unavailable when using the computer system or for any information retrieved via the Internet. Furthermore, the School Board will not be responsible for any unauthorized charges or fees resulting from access to the computer system. The School Board will review, amend if necessary, and approve this policy every two years. 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: GCPD Professional Staff Discipline JFC-M Student Conduct Adopted by the School Board: October 8, 2013


APPENDIX D: ACCEPTABLE USE REGULATION (AUP) GAB/IIBEA-M-R

PERSONNEL

TECHNOLOGY: Computer and Telecommunications Guidelines and Responsibilities To provide guidelines and responsibilities for the use of the Information Technology and Telecommunications systems provided by the Manassas City Public Schools (MCPS) which are consistent with Manassas City Public Schools educational objectives and security requirements. This regulation covers all Information Technology and services provided by Manassas City Public Schools and used by Manassas City Public Schools students, staff and administrators. Manassas City Public Schools provides computer equipment, computer services and networks including computer Internet access for educational and administrative purposes only. All use of the Manassas City Public School's computer system must be (1) in support of education and/or research, or (2) for legitimate school business. Access to network infrastructure, which includes but not limited to the LAN, WAN, wired and wireless connectivity, the Internet, intranet, extranet, application and data systems, and all MCPS websites, both inside and outside of Manassas City Public Schools carries with it the responsibility for proper use of these resources. Definitions: Computer System - Any computer or device owned by the Manassas City Public Schools that may or may not be connected to the MCPS network or Internet services and any personally owned computer or device connected to the MCPS network or Internet services. Core System - A mission-critical application or system that is protected from general public access. (Mission Critical Application) - An operation that is immediately vital to the operation of an enterprise. If stopping the "system" stops the enterprise, then that system is mission critical. Information System(s) - Includes, but is not limited to, hardware, software, communication lines and devices, terminals, printers, CD-ROM devices, tape drives and servers, mainframe, computers, tablets, and electronic devices. Internet Access - Includes all methodologies used to connect to individual computer networks around the world. Internet Service Provider - The commercial vendor that Manassas City Public Schools uses on a contractual basis to provide the interface and or connectivity between the MCPS network and the Internet. Internet Services - Includes access to external systems and information sources using the Internet; access to and hosting of World Wide Web (WWW) services and information; use of Internet tools such as FTP(File Transfer Protocol), TCP/IP, gopher, Telnet, chat, E-mail, IRC (Internet Relay Chat), and Instant Messaging.


System-wide Information - Includes any information (data, statistics, publications, etc.) that pertains to the entire School Division or that involves more than one department Telecommunications System(s) – communication lines and devices - i.e. landline telephones, fax machines, and wireless communication devices Users - Includes all staff, students, volunteers, parents or other individuals utilizing any portion of the Manassas City Public Schools Information Systems. Webmaster - A person assigned by a school or department to maintain and manage a set of web pages on the Manassas City Public Schools web server. Web Page - A page of information located on a web server and accessible through the Internet. The page can contain a mixture of graphics and text and can include embedded references to other such pages. Wide Area Network (WAN) - The network of all computers in Manassas City Public Schools that are connected to their building’s local area network (LAN). General Computer Use Guidelines: User Responsibilities:

The use of computer systems for personal reasons unrelated to the mission of Manassas City Public Schools or for private gain is prohibited. Using the computer for commercial, religious or political purposes is prohibited.

All access to Manassas City Public Schools computer systems shall be approved by the appropriate program manager.

No user shall vandalize the computer system and data, including destroying data by creating or spreading viruses or by other means.

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

Computers owned by the private individual may be used in the Manassas City Public Schools. However, software purchased by the School Division may not be used without written authorization from the Director of Technology Services or designee.

Privately owned computers may not be connected to the MCPS Network without written authorization from the Director of Technology Services or designee.

Manassas City Public Schools personnel shall not service any privately owned personal computers. Any damage caused by use in the Manassas City Public Schools is the responsibility of the owner.


No privately owned computer may contain any internal pieces of equipment (memory, disk drives, expansion boards, etc.) that has been purchased by or for the Manassas City Public Schools.

Users must agree to the MCPS Computer and Telecommunications Systems user guidelines and provide a signed copy. (Attachment A)

Network Access:

Users shall not reveal their passwords to anyone without prior approval.

Users are prohibited from using or sharing passwords and IDs other than those specifically assigned to them.

Users are prohibited from wastefully using resources, such as file space.

Access to Manassas City Public Schools Core Systems is prohibited unless otherwise pre-approved by Director of Technology Services or designee.

Circumventing security measures on school or remote computers or networks. Internet Access and Email Access:

All users are prohibited from accessing portions of the Internet that do not promote the educational mission or administrative function of the Manassas City Public Schools.

Outbound access to the Internet shall be in accordance with applicable Manassas City Public Schools rules and regulations. Monitoring and management of acceptable use is the responsibility of the program manager.

Inbound access to Manassas City Public Schools systems and services from the Internet shall be restricted to the Manassas City Public Schools dial in server unless otherwise authorized by the Director of Technology Services or designee. This prohibition includes Internet services such as FTP, Telnet, time, gopher, ping, Netbus, finger, etc.

Copyrighted software shall not be downloaded from the Internet or further transmitted in any form without compliance with all terms of a pre-authorized licensing agreement. Manassas City Public Schools will not tolerate infringement or violation of United States or international copyright laws or restrictions.

The City of Manassas Public Schools is not responsible for any information that may be lost, damaged or unavailable when using the computer systems or for any information retrieved via the Internet.

The City of Manassas Public Schools will not be responsible for any unauthorized charges or fees resulting from access to the computer system.


The City of Manassas Public School'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 as an education tool. Electronic mail is not private and 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 responsible for the content of any electronic message sent from their account. 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.

The City of Manassas Public Schools makes no warranties of 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.

Webpage:

The City of Manassas Public Schools has created a web site on the Internet with accompanying web pages for each school. There are several important purposes for this website. The website may be used as a public relations tool highlighting school and school division achievements, student accomplishments and, at the same time, to build support for the Technology Initiative. The website can be used to increase awareness about activities at each school and describe resources which are available to parents and students. By far one of the most important benefits of creating a website is to give students in each of our schools an opportunity to establish and maintain the site under the supervision of an adult.

Listed below are important school/Division guidelines for establishing a webpage on the Internet. It is important that all schools follow these guidelines.

a. Names and/or pictures of students may be posted with parental permission. b. Text and/or graphics may not be posted if it:

1. Discriminates on the basis of sex, race, age, color, religion, disabilities, or

national origin, or harasses an employee, student, or other person.

2. Portrays nudity or deals with human sexuality

3. May cause disruption of school activities (such as by encouraging a riot or destruction of property, being damaging to morale, or being harshly critical of policy).


4. Is not approved by the school administrator or designee, or a central office supervisor.

5. Is created by another and used without his or her consent.

6. Represents personal views as those of the School Board or administration.

Links to outside web pages are subject to the same substantive guidelines as found in 1-6 above.

If any Manassas City Public Schools employee becomes aware that a web page contains questionable material, the employee is expected to notify the immediate responsible administrator, teacher, or supervisor who will determine if any applicable policies, guidelines, rules or regulations have been violated and take the appropriate action.

School home pages shall contain the following minimum items:

a. School name, address and telephone numbers

b. School Profile

c. Links to all important school related information

d. Administrators’ names and E-mail addresses (secure information)

e. Welcome message from the principal

f. School home pages shall be updated monthly during the school year.

Webpage Publishing:

a. The establishment of web pages on the Internet must have an educational purpose that is related to a Manassas City Public School assignment, project, job, or function.

b. All system-wide information to be published on the Internet must be reviewed and

approved by the Deputy Superintendent or designee prior to being uploaded to the Manassas City Public Schools web server.

c. Copyrighted material shall not be placed upon any part of a webpage without prior

permission from the copyright owner.

d. Information may not be posted on the Internet if it: violates the privacy of others, jeopardizes the health and safety of students or employees, is obscene or libelous, causes disruption of school activities, plagiarizes the work of others, is a commercial advertisement, or is not approved by the principal or program manager.


e. All web pages must include the name of the responsible Manassas City Public Schools official, the name of the webmaster, and the date that the page was last updated.

Responsibilities: If any Manassas City Public Schools employee becomes aware that a webpage contains questionable material, the employee is expected to notify the responsible administrator or supervisor who will determine if any applicable policies, guidelines, rules or regulations have been violated and take the appropriate action. Consequences: It is the policy of the City of Manassas Public Schools to protect computing resources under its management from unauthorized access, use, modification, copying and destruction. The City of Manassas Public Schools will take appropriate disciplinary action against any person who breeches this policy. Such action may include dismissal. Measures Taken to Ensure Internet Safety: As stated in this regulation, penalties or disciplinary actions such as student suspensions, teacher dismissal, or revocation of use privilege may result if a violation occurs. The action depends on the severity of the violation. City of Manassas Public Schools reserves the right to monitor Internet and Email use, and web postings by teachers, students, administrators and support staff. All City of Manassas Public Schools employees and students should recognize and use their responsibility to refrain from inappropriate use of the Internet or Email. City of Manassas Public Schools uses internet filtering software. As a server-based solution, it allows Manassas City Public Schools to transparently monitor, manage, and report traffic flowing from internal networks to the internet. This software also aids the division in the conservation of precious network bandwidth resources, the reduction of legal liability, the boosting of employee productivity, and the enforcement of the existing Manassas City Public Schools policy pertaining to internet access. City of Manassas Public Schools uses desktop security software in order to ensure that all computers are free from inappropriate tampering. Telecommunications Use – Guidelines: The City of Manassas Public Schools provides telecommunications services and devices (communication lines, fax machines, wireless devices, etc.) are provided for teaching, research and administrative duties on behalf of the school system. Improper use of the services can be considered misappropriation of school division funds and could jeopardize the school division’s non-profit status. The City of Manassas Public Schools will not be responsible for any unauthorized charges or fees. Accepting collect calls is prohibited. Personal long distance calls are not to be made from school division telephones, this includes but not limited to VoIP and cellular. Any such call must be charged to the caller's home telephone, personal credit or calling card or to another non-school source. User shall refrain from the making and the receiving of excessive personal calls.


Users are prohibited from using division telecommunication resources for commercial, religious, political or financial gain or related to outside employment or business ownership. Users are prohibited from damaging or destroying telecommunication equipment or deliberately degrading the system performance, including deliberate infection of phones, computers or servers with viruses. Users are prohibited from disclosing a voicemail password to another employee or to a student, or attempts to disclose or discover another employee’s voicemail password. Users are prohibited from using a telecommunication device and or any attached equipment to obtain and or distribute illegally duplicated and distributed digital music, video and or software from copyrighted sources if your telecommunication device is web enabled. Users are prohibited from using the telecommunication equipment for illegal, inappropriate, subversive or obscene purposes or activities. User should understand that detailed monthly telephone records are monitored and are considered public records and subject to disclosure. Approved by the Superintendent: November 1, 1999 Amended by the Superintendent: October 9, 2001 Amended by the Superintendent: October 28, 2005 Amended by the Superintendent: June 7, 2007 Amended by the Superintendent: July 26, 2011 Amended by the Superintendent: March 31, 2014


APPENDIX E: INTERNET SAFETY

Manassas City Public Schools

Digital Citizenship Program (including Internet Safety)

Overview The Internet offers students limitless opportunities to obtain information and educational resources to improve teaching and learning through research, collaboration, dissemination, and use of materials and resources. Unfortunately, the Internet also harbors inappropriate content and provides opportunities for interaction with people with malicious intent. Educating students to protect themselves while online and providing as safe an environment as possible through technological means is key to ensuring that the benefits outweigh the disadvantages. In 2006, the Virginia General Assembly amended Section § 22.1-70.2 of the Code of Virginia to require that Virginia public school systems integrate Internet safety into their instructional programs and their acceptable use policies. Manassas City Public Schools (MCPS) has included Internet safety into the elementary, intermediate, middle, and high school curriculums to promote education and awareness while becoming digital citizens. These programs focus on online safety and security, interacting with other individuals on social networking websites and in chat rooms, cyberbullying awareness and response, and utilizing the Internet as an educational resource. Through a multi-tiered approach which includes educating students and staff on the dangers of the Internet, electronically controlling access to undesirable web sites through filtering, and supervision of student use of computing devices, MCPS strives to provide a safe and secure online experience. Scope The scope of this program includes the integration of digital citizenship (including Internet safety) into the Manassas City Public Schools K-12 curriculum and instruction.


What Students Need to Know: 1. The Internet is a powerful tool that should be used wisely.

a. The Internet allows students access to a vast library of previously unavailable resources.

b. The Internet enables students to communicate with people around the world.

c. The Internet provides a creative outlet for students skilled in writing, art, music, science, mathematics, and other topics.

2. Students need to know that not all Internet information is valid or appropriate.

a. Sexually explicit material or violent images can affect students negatively.

b. Sexual predators will try to convince students to trust them.

c. Internet information may promote negative attitudes, such as hate or intolerance, and dangerous or illegal activities, such as self-injuring behavior, gambling, and illegal drug use.

3. Students should be taught specifically how to maximize the Internet’s potential while

protecting themselves from potential abuse.

a. The critical-thinking skills students learn in the classroom, library, and lab should be applied to Internet resources and Web searching.

b. 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.

c. Students and adults are required by law to report illegal Internet communications and activities to Internet Service Providers and local law enforcement authorities.

4. Internet messages and the people who send them are not always what or who they

seem.

a. People in chat rooms, instant message “buddies,” or those who visit a blog or wiki may not be who they appear to be. Students should learn to recognize when someone is potentially dangerous.

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

c. E-mail can cause malicious code- infection problems for a computer or network. Students should not open e-mail or attachments from unknown sources.

d. Students need to know which information is safe to share with others online, which should never be shared, and why sharing it could put them at risk.

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

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


5. Predators and cyberbullies anonymously use the Internet to manipulate students. Students must learn how to avoid dangerous situations and get adult help.

a. 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.

b. 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.

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

6. Internet activities, such as playing games and downloading music or video files, can

be enjoyable. Students need to know which activities are safe and legal.

a. Gaming sites can attract sexual predators and/or cyberbullies.

b. Some games may contain pornographic and/or violent images. Students need to talk with parents about what is acceptable.

c. Students need to know how to detect whether a specific file download is legal and/or free of malicious code.


Roles and Responsibilities:

Role Responsibility

School Board

Understand that the Internet is constantly changing

Understand the educational advantages of the Internet

Stay up-to-date on vulnerabilities and legal issues related to the Internet and school responsibilities

Ensure that policies and procedures are in place for crisis management

Ensure communication with and among stakeholders for safety and security policies to be effective

Administrators

Have completed MCPS Internet Safety Certification on file

Enforce AUP and respond to any cyberbullying claims

Guide the implementation process of the Digital Citizenship (including Internet Safety) program

Understand that the Internet is constantly changing

Ensure that policies and procedures for crisis management are in place

Ensure that parents and students are aware of potential dangers

Make sure staff is monitoring students and covering Digital Citizenship curriculum which includes Internet Safety

Know how to check a computer’s Internet history

Ensure implementation of Internet Safety Tips

Ensure that Internet use is age appropriate

Teachers (As mandated by the Virginia General Assembly, ALL K-12 teachers are required to integrate Internet Safety into their curriculum)


Explore becoming Digital Citizenship and Graphite Certified Educators


Be aware of inherent Internet dangers

Monitor student Internet use

Report AUP violations to administrators

Integrate Digital Citizenship (including Internet Safety) into curriculum

Be familiar with and monitor copyright and ethics violations

Monitor students' use of the Internet by consistently circulating around the classroom

Know how to check a students' Internet history

Integrate Internet Safety Tips into daily instruction


Instructional Technology Training Specialists


Coordinate Digital Citizenship (including Internet Safety) program for all stakeholders

Becoming Digital Citizenship and Graphite Certified Educators



Ensure staff completes MCPS Internet Safety Certification

Provide introductory Digital Citizenship (including Internet Safety) training for staff

Collaborate with teachers on proper monitoring of students and inherent danger awareness

Provide resources to teachers and other stakeholders on Digital Citizenship (including Internet Safety) and Internet Safety Tips for daily instruction


Library Media Specialists



Be familiar with and report all claims of cyberbullying

Reinforce Digital Citizenship (including Internet Safety) during library orientations

Monitor student Internet use in the library

Train teachers and students and offer resources on copyright


Computer Lab Teachers / Instructional Assistants


Become Digital Citizenship and Graphite Certified Educators



Reinforce Digital Citizenship (including Internet Safety) during Computer Lab instruction

Play a key role in conveying information to students and staff regarding Digital Citizenship including: cyberbullying, Internet predation, legal ramifications of online behavior and general advice regarding safe models for Internet behavior

Know how to check a students' Internet history

Integrate Digital Citizenship (including Internet Safety) into curriculum

Be familiar with and monitor copyright and ethics violations

Monitor students' use of the Internet by consistently circulating around the classroom


School Resource Officers


Respond to violations of AUP that involve illegal acts

Play a key role in conveying information to students and staff regarding Digital Citizenship including: inherent dangers, cyberbullying, Internet predators, legal ramifications of online behavior and general advice regarding safe models for Internet behavior

Be familiar with and monitor Internet Safety allegations


School Counselors





Speak to students about the potential risks on the Internet and how to handle those situations properly

Know how to check a student's Internet history and support parents in monitoring a student's computer use

Inform parents and students about relevant MCPS technology regulations (AUP, the technology portion of the student code of conduct, specific school guidelines, privacy regulations)

Offer additional resources to students on Digital Citizenship including Internet Safety and cyberbullying


Technology Specialists - in each building


Monitor network and Internet at administrator’s direction

Report any known AUP violations to administration

Work with administration to block known harmful sites beyond the applied filter


Instructional and Information Technology - Central Office


Maintain filtering technology for all Internet traffic

Provide training as necessary to administrators and technical staff


Serve as a liaison between VDOE and the division

Students

Abide by the Acceptable Use Agreement and the Student Code of Conduct

Report AUP violations by other students to the administration

Report instances of cyberbullying to the administration

Learn and understand the dangers of the Internet, strive to be safe when online, and know when to get adult help

Know that not all Internet information is valid or appropriate

Understand that Internet message and the people who send them are not always what or who they seem

Know which activities (games, downloading music or video files) are safe and legal

Parents, Grandparents, and Caregivers

Understand that the Internet is a valuable learning, communication, and entertainment provider.

Understand the potential Internet dangers and discuss with their children.

Provide protection for their children while utilizing Digital Citizenship (including Internet Safety) resources provided by division

Monitor their child’s Internet use

* Roles and responsibilities will be reviewed in May of each school year for any needed adjustments.


Filtering and Monitoring Procedures: All Internet-bound network traffic is routed through the Division’s content filtering systems, which is examined in real-time. The systems provide the ability to control student and staff access to undesired and/or dangerous web sites. Web sites are categorized by the vendor based upon the site’s content and categories may be blocked or allowed according to MCPS standards. Subscription services provide for automatic category updates on a daily basis. In addition, the Department of Information Technology has the ability to modify the categorization level of the vendor on a site-by-site basis as well as whitelist web sites that are instructionally beneficial through a structured process. Reports are available to detail Internet usage on a per-user level. MCPS employs firewall and intrusion detection hardware and software to protect perimeter resources through policy management and proactive network monitoring. Moreover, controlled Virtual Private Networks (VPNs) have been established for necessary contracted support services, as well as strict remote access governance. By default, all network ports are closed coming into the Division with rules implemented for those services necessary for the course of business. Likewise, outbound rules are in place in order to protect MCPS stakeholders and resources. All network traffic is logged and reviewed on a weekly basis by the Department of Information Technology, as well as any networking anomalies investigated in real-time. Data and Network Security: Data and networking security is the responsibility of the Department of Information Technology. Mechanisms are in place to control access by students and staff to those network resources required for the instruction and learning process and/or to perform job duties. The MCPS network utilizes Virtual LAN’s (VLANs) to secure traffic and limit access and is monitored continuously by industry-standard data center tools. Additionally, best practices are in place to back up data according to schedules and retain data in accordance with retention schedules. Procedures to Address Breach of Security and/or Safety: All minor security and safety breaches are handled at the school level by school staff and administrators. Minor breaches might include students accessing inappropriate websites or teachers not logging off the computer and giving students access to their network accounts. These breaches are dealt with by using the guidelines in our AUP and Student Code of Conduct. All major security and safety breaches are handled at the district level by the Department of Information Technology and the Executive Director of Student Services in conjunction with the district Superintendent. Major breaches are those that might include loss of service or loss of data. If the breach violates local, state or federal laws, then outside agencies are sought out for help. Documentation of any such incident is kept by the Department of Information Technology. If student discipline is involved, documentation is kept at the school level as well. If staff discipline is involved, documentation is kept by the Human Resources Department.


Professional Development/Informational/Outreach Programs: It is the goal of Manassas City Public Schools to provide training for all staff members, students, parents, guardians and community members that will emphasize the importance of Digital Citizenship (including Internet Safety).

Instructional Technology Training Specialists will: (For teachers)

Provide introductory Digital Citizenship training for general content knowledge Monitor and assist with MCPS Internet Safety Certification

Provide broadcast/daily tips to be discussed in the classroom

Provide training detailing the specifics of the Acceptable Use Agreement

Post Digital Citizenship resources on individual school web pages and in newsletters. PTA/PTO, FBLA, ITTS, Library Media Specialists, SRO’s and teachers will: (For students)

Provide Internet Safety assemblies

Organize and run poster contests

Provide broadcast/daily tips, which will then be discussed in the classroom

Conduct grade appropriate Digital Citizenship surveys

Review availability of Digital Citizenship resources on individual school web pages and in newsletters

Provide continuous reinforcement about Digital Citizenship (including Internet Safety), across the curriculum

PTA/PTO, Administrators, FBLA, ITTS, Library Media Specialists, SRO’s and teachers will: (For Parents/Community)

Provide opportunities for attendance at Internet Safety assemblies

Provide ongoing access to broadcast/daily tips

Provide PTA programs which will be facilitated by a School Resource Officer and FBLA Mentors

Provide additional Digital Citizenship resources on school and division web pages and in school newsletters – coordinated through Instructional Technology Training Specialist


Evaluation: The Supervisor of Instructional Technology and Innovation is the primary source of contact and coordinates all division plans and programs related to Digital Citizenship (including Internet safety). In May of each year the Supervisor of Instructional Technology and Innovation, with the assistance of the building-level technology advisory committees, Library Media Specialists, and School Resource Officers, will conduct an annual evaluation of the Digital Citizenship (including Internet Safety) program. This annual evaluation will be accomplished in conjunction with the review of the Division’s technology plan and AUP. Evaluation will cover, but not be limited to:

Review of roles and responsibilities of individuals as related to the program

Review data for security violations and how to prevent further breaches

Review number of Acceptable Use Agreement violations for both students and staff

Review comments from all stakeholders and analyze survey results to determine program changes that need to be made

Review VDOE guidelines and state legislation as they relate to the MCPS program


Digital Citizenship (including Internet Safety) Program Implementation: March 2016 – Completed evaluation of past Internet Safety program April 2016 – Informal subcommittees of various stakeholders worked on Digital Citizenship Program planning, additional supporting materials will be evaluated and included through implementation May/June 2016 – School Board evaluation / approval of Manassas City Public Schools Educational Technology Plan: FY 2017- 2018 which includes the Digital Citizenship (including Internet Safety) Program July 2016 – Instructional Technology Specialists begin planning for the Digital Citizenship (Including Internet Safety) Program training August 2016 – Digital Citizenship (including Internet Safety) and Acceptable Use Agreement previewed for all students and staff September 2016 – Digital Citizenship (including Internet Safety) Program will be incorporated into K-12 curriculum. This process begins with training of Computer Lab Teachers/Instructional Assistants, and other key building stakeholders that will assist with driving instruction. This implementation will be tracked and evaluated on a monthly basis by the Supervisor of Instructional Technology and Innovation. October 2016 – All Instructional Technology Training Specialists begin process of becoming Digital Citizenship and Graphite Certified Educators then begin working with Computer Lab Teachers/Instructional Assistants on becoming Digital Citizenship and Graphite Certified Educators December 2016 - All Instructional Technology Training Specialists and Computer Lab Teachers/Instructional Assistants finalize process of becoming Digital Citizenship and Graphite Certified Educators January 2017 – Building teachers will preview process of becoming Digital Citizenship and Graphite Certified Educators February thru April 2017 – Volunteer teachers will go through the process of becoming Digital Citizenship and Graphite Certified Educators May 2017 – Evaluation of the Digital Citizenship (including Internet Safety) Program and make adjustments June 2017 – Supervisor of Instructional Technology and Innovation will provide building administration information on their building becoming a Digital Citizenship Certified School * begin planning for buildings that are interested July 2017 – Supervisor of Instructional Technology and Innovation will provide district administration information on MCPS becoming a Digital Citizenship Certified District


Digital Citizenship Alignment to Virginia Internet Safety Guidelines

Grade VDOE Internet

Safety Guidelines * What Students Need to Know

International Society for Technology in

Education (ISTE) for Students

Common Sense EducationTM Digital Citizenship Modules

K - 2 1a, 1b, 2c, 3a 3a, 3b, 5a, 5b, 6a Going Places Safely 1a, 3a 3a, 3b, 5a, 5b, 6a A – B – C Searching 1b, 3b 1a, 1b, 5a, 5d, 6a Keep It Private

1c 1a, 1b, 2b, 3b, 3d, 4c, 5a-d, 6a-b

My Creative Work

1b 6a Sending Email

1a, 2c, 3b, 3c 1a, 4a, 4d, 5a-c, 6a, 6b

Staying Safe Online

1a 1a, 1d, 2d, 3d, 4a-c

Follow the Digital Trail

2c 2a, 5a, 5d Screen Out the Mean 1c, 3a 3a-d, 4a-c, 6a Using Keywords 1a, 1c, 2c 3a-d, 4c, 5a, 5b Sites I Like 3a 2b, 5a, 5b Powerful Passwords

1b, 4d 5b, 6a My Online Community

1a 1b, 1c, 3a-d, 4c, 5a

Things for Sale

2c 5a, 5d Show Respect Online 1c, 4c, 4f 2b, 5a, 5b, 5d Writing Good Emails

3 - 5 1a, 2c 3a, 3b, 5a, 5b, 6a Rings of Responsibility

1a, 1b, 3b, 4a 1b, 5a, 5b Private and Personal Information

1c, 2c, 3a 2b, 5a, 5d The Power of Words 3a 3b, 3c, 3d The Key to Keywords 1c 5a, 5b Whose Is It, Anyway? 3a 2a, 2b, 3b, 5a, 5b Strong Passwords

3b 1a, 1b, 2a, 2b, 2d, 3a-d, 4a-c, 5a-d, 6a, 6b, 6d

Digital Citizenship Pledge

6a-c 2b, 5a, 5b You’ve Won a Prize!

1a, 1c 3b, 3c, 3d How to Cite a Site

2c, 4d, 6c 1a-c, 2a-b, 2d, 3a-d, 4a-d, 5a-d, 6a-b, 6d

Picture Perfect

1c, 3b, 3c, 4a-f 2b, 5a Talking Safely Online

1a, 1b, 1c 1a, 1b, 2a, 2b, 2d, 3b-d, 4b, 4c, 5a-d, 6a, 6b, 6d

Super Digital Citizenship

5c 3c, 3d, 5a-c Privacy Rules


5a-c 2a, 2b, 5a, 5d What’s Cyberbullying?

4a, 4b 1a-d, 2a-b, 2d, 3a-d, 4a-d, 5a-d, 6a-b, 6d

Selling Stereotypes

6 - 8 1 - 6 1a, 1b, 2a, 5a, 5b Digital Life 101

2a, 2c 3a-d, 4b, 4c, 6b Strategic Searching

3c, 4a-f 1a-c, 2a, 2d, 4a, 4d, 5a, 6a

Scams & Schemes

3b 2a, 2b, 5a, 5d Cyberbullying: Be Upstanding

1c, 3a 1a, 1b, 3a, 3c, 5a-c

A Creator’s Rights

1c, 3a 1a, 1b, 2b, 4a-c, 5b, 5c

My Media

1c, 3a 1a-c, 2a, 2d, 5a-c A Creator’s Responsibilities

1b, 3b, 3c, 4a-f 2a, 2b, 5a, 5b Safe Online Talk

4a-f 1a, 1b, 4a, 4c, 4d, 5a

Which Me Should I Be?

5a-c 1a-d, 2a-b, 2d, 3a-c, 4a-b, 4d, 5a-d, 6a-c

Gender Stereotypes Online

1c, 3b 1a-c, 2a-d Trillion Dollar Footprint

1a 3b, 3c, 3d, 4c Identifying High Quality Sites

6a-c 1a-d, 2a-b, 2d, 3a-d, 4a-d, 5a-d, 6a-b, 6d

Reality of Digital Drama

5a-c 2a, 2b, 5a, 5d Cyberbullying: Crossing the Line

3a 1a, 1b, 2a, 4a, 5a-c

Rework, Reuse, Remix

9 - 12 1 - 6 1a, 1d, 2a, 2d, 3b, 3d, 4a-c, 5a, 5b

Digital Life 102

1a, 3b

1a, 1b, 2a, 2b, 3a-c

Oops! I Broadcast it on the Internet

1c, 3a, 6a-c

1c, 1d, 2a, 2d, 3a, 3d, 4a, 4c, 5a, 5c, 5d

Copyrights and Wrongs

3b

1a, 1d, 2a, 3a-c, 4a, 4c-d, 5a-d, 6a-b, 6d

Feeling On Display


5a-c

1a, 1d, 2a, 2d, 3b, 3d, 4a, 4b, 4d, 5a, 5b

Turn Down the Dial on Cyberbullying and Online Cruelty

4a-f

1a, 1d, 2a, 2d, 3b, 3d, 4a-c, 5a, 5b

My Online Code

1c

1a-d, 2a, 2d, 3a, 3b, 4a, 4b, 4d, 5a-c

Who Are You Online?

1a, 1b

1a-d, 2a, 2d, 3a-d, 4a-c, 5a-d

Building Community Online

2a, 5a-c

1a, 1b, 2a, 2d, 4a, 4b, 4d, 5a-c

Overexposed: Sexting and Relationships

3a-c, 4a-f

1c, 1d, 2a, 2d, 3a, 3b, 3d, 4a, 4c, 5a-d

Rights, Remixes, and Respect

5a-c,

1b, 2a, 2d, 3b, 4a, 4b, 4d, 5a-c

Taking Perspectives on Cyberbullying

4a-f 5a, 6a

What’s the Big Deal about Internet Privacy?

1c, 3a, 6a-c

1a-c, 2a-b, 2d, 3a-d, 4a-d, 5a-d, 6a-b, 6d

Becoming a Web Celeb

4f

1d, 2a, 2d, 3b, 3d, 4a-c, 5a-c

College Bound

1a, 3b, 3c

1a-c, 2a, 2d, 3a, 4a, 4b, 4d, 5a, 5b

Private Today, Public Tomorrow

3b, 3c

1a, 1c, 1d, 2a, 2d, 3b, 3d, 4a, 4c, 4d, 5a, 5b, 6a

Does it Matter Who Has Your Data?

4a-f, 5a-c

1a-c, 2a, 2b, 2d, 3b, 3d, 4a-d, 5a-d

Breaking Down Hate Speech

1c, 3a

1a, 1c, 1d, 2a, 3d, 4d, 5b, 6a

Retouching Reality

1c, 3a

1a, 1c, 1d, 2a, 2d, 3b, 3d, 4a, 4c, 5b, 6a

Collective Intelligence


Internet Safety Tips for Daily Instruction:

Each classroom teacher is responsible for discussing and incorporating the Internet Safety Tips for Daily Instruction, emphasizing them during lessons and activities across the curriculum. These tips will be part of each school’s daily broadcast. They may be altered as deemed necessary by the age of the students. For additional help on effective ways to integrate Digital Citizenship (including Internet Safety), contact your building ITTS and / or the Supervisor of Instructional Technology and Innovation. INTELLECTUAL PROPERTY/RESEARCH: 1. Choose search engines carefully. Some are specifically designed for kids, and others offer

kid-safe options. For a safe and efficient search, use the search engine suggested by your Library Media Specialist and/or Instructional Technology Training Specialist. It will help you find reliable sources of information and distinguish fact from fiction.

2. When engaged in any online activity and you come across material that makes you feel scared, uncomfortable, or confused, immediately tell an adult.

3. It is illegal to share copyrighted materials without permission. Just because something is available online doesn’t mean it is legal to copy, download, or use. ‘If in doubt, always ask permission from the author.’

4. If you would like to copy something on a website, be sure that you follow proper procedures for using, downloading, redistributing, or reproducing. Most websites have a section that explains how you are allowed to use information from the site.

5. Be careful not to download files without permission. Users often do not know what they have downloaded until it’s on their computers. Some files may contain harmful viruses or may affect the running of other programs on the computer. It is against MCPS regulations to download files at school.

6. When you illegally download, reproduce, or redistribute information, you risk legal action. Penalties may range from warnings and/or costly fines to jail time.

7. If downloading music without permission—whether it is one song or a hundred songs—you are violating copyright laws and run the risk of being sued. The Recording Industry Association of America led over 3,000 lawsuits against individuals since May 2004, resulting up to a $150,000 fine per copyrighted song.

8. Anyone can post anything on the Internet. Just because it is online does not mean it is true. Make sure it’s true by following these tips: a. Can you find the information on another trusted website or research database? b. Does the website provide contact information and include an email address, phone

number, and mailing address? c. Does the website list the author’s credentials? d. Are there links to other reputable websites? Honest websites aren’t afraid to link to

other websites. e. Did you know that websites in the educational domain (.edu) or news and nonprofit

organizations (.org) are more likely to be honest?


9. Make sure you are using an updated website when conducting research. A medical website posting outdated medical information could be potentially harmful. Check to see when the page was last updated and make sure all the links are working.

10. Some websites may be biased such as those with advertising and banners, as they may be part of a hidden agenda.

11. When researching a topic that is controversial, look for informational websites with a fair and balanced point of view.

12. If you are looking for a specific website and do not know the exact URL, use the search engine. Do not type an unknown web address in the URL window.

13. By sharing files with others, you could unknowingly end up downloading and distributing harmful viruses. Make sure your anti-virus program is up-to-date at home.

14. Carefully check out file-sharing services. Make sure the services are not offering copyrighted material without the permission of the author or artist. Also check to make sure the sites do not offer inappropriate material.

15. Avoid copying and pasting web page text directly into your document with the intentions of later changing or using portions of the text. Copying and pasting text directly into your document from a website without changing or citing as a direct quote is plagiarism. Take notes in your own words!!

16. Always cite your online sources.

17. Take good notes when conducting online research. Write down the name of the author, title of the website, organization name, URL of the website you are using, and date you retrieved the information.

CYBER SECURITY - PASSWORD PROTECTION: 18. Don’t use passwords that are based on personal information that can be easily accessed or

guessed. Avoid using the numbers in your birthday, social security number, phone number, or address.

19. Don’t give out your password.

20. Don’t use words that can be found in the dictionary of any language as your password. Hackers use special programs that crack passwords by scanning the dictionary. Instead, use a combination of letters, numbers, and special characters.

21. Develop a mnemonic or memory system for remembering complex passwords. For example use “Iltwfb” for I like to watch football.

22. Consider using different passwords for different types of accounts, and make sure you keep your password list in a safe place. Don’t check the “remember my password” option when you are using a public computer.


CYBER SECURITY - GENERAL TIPS: 23. Set your browser security to high. If this setting causes a website not to work properly, you

can designate a Web site as trusted which will allow the site to work correctly under the High security setting. All of these controls can be set using Internet Options from the Tools menu.

24. Avoid pop-up windows that contain advertisements or offensive content by turning on your pop-up blocker. This prevents small additional windows from opening when you visit Web pages and can be turned on or off as needed. Pop-up windows often contain viruses and spyware. It’s important that you close the windows to avoid installing any of this on your computer.

25. Make sure you understand and are comfortable with the terms of the agreement before accepting an end-user license agreement when installing software programs at home.

26. It’s not always safe to send personal information or make purchases over the Internet. These actions should not be done without parental permission. Make sure the site encrypts your transactions. Encryption prevents the attackers from being able to view the information.

27. If your computer is left connected to the Internet or if you operate on a wireless network that never shuts down, be sure you have firewall software for protection.

28. Remember to log off the Internet when you leave your computer.

29. Never share your user id with anyone except trusted adults.

30. Be sure to tell a trusted adult when someone on the Internet tries to contact you or makes you feel uncomfortable.

CYBER SECURITY - VIRUSES AND THREATS: 31. Viruses are types of malicious codes that require you to actually do something before it

infects your computer. This action could be opening an e-mail attachment or going to a particular web page. Always look out for suspicious e-mail and don’t open e-mail from someone you don’t know.

32. Worms are also types of malicious code that infect your computer without the user having to do anything. Worms typically start by attacking a software flaw. Once the computer has been infected, the worm will attempt to find and infect other computers via e-mail, websites, or network-based software. Always keep your anti-virus software up to date and keep up with latest patches for your operating system at home.

33. Some programs claim to be one thing while in fact doing something different. For example, a program that claims it will speed up your computer may actually be sending confidential information to a remote intruder. Make sure you investigate the reputation of the program before downloading or installing it on your computer at home.

34. Never visit or use sites or networks that allow users to illegally download music or movies. By installing unauthorized copies of software applications, many “attackers” take advantage of this to spread viruses.

35. At home reduce the chances of getting infected by viruses by using anti-spyware tools or software programs that identify and remove spyware, a common source of viruses. Regularly scan your computer for spyware.


36. Firewalls prevent some types of virus infections by blocking malicious traffic before it can enter your computer. Trying to get around firewalls at school violates your AUP agreement. Remember that firewalls are there for your protection.

37. Anti-virus software and firewalls are important elements to protecting your information, however, neither of these are fool proof. Combining these safe-guarding technologies with good safety habits is the best way to reduce your risk.

38. If your home computer should become infected with a virus, change your passwords as your original passwords may have been compromised during the infection. Make sure your new passwords are difficult for attackers to guess.

39. Always back up your work to your web folder, CDs, DVDs, flash drives, and other storage media in case of a virus infection that may delete or compromise your data stored on the computer’s hard drive.

ONLINE PERSONAL SAFETY - E-MAIL: 40. If it sounds too good to be true, it probably is. Beware of e-mails that promise fantastic

rewards or money. There are no wealthy strangers willing to send you money or gifts. These messages are most likely spam, hoaxes, or phishing schemes.

41. Don’t advertise that you are away from your home. Some e-mail accounts offer autoresponder features that automatically send messages to anyone who e-mails you for a designated period of time.

42. Supplying your e-mail address to various websites and online organizations may increase the amount of spam you receive. Check out their privacy policy before you give out your address and any personal information.

43. Don’t open any attachments from anyone unless they are run through an anti-virus program.

44. Don’t reply to spam, harassing, or offensive e-mail or forward chain e-mail letters.

45. Do not forward chain e-mail communications. No chain e-mails are legitimate. Chain e-mails cannot bring you fortune or cause bad luck, they will not make you rich, and you will never get that free trip.

46. Phishing is an online scam used to commit identity theft. A fraudulent, but official-looking e-mail is sent to a user in an attempt to con that user into divulging personal and/or private information, which is then used for identity theft. Don’t get caught!

47. Make sure that you are using the most up-to-date Internet browser software. More recent versions often offer enhanced security protection.

48. If you receive an email from someone you don’t know, delete it.

49. Always work on the principle that your email could wind up on the front page of a newspaper. Some people have a habit of forwarding (without permission) emails to other friends and before you know it your personal views could be in the hands of thousands.

50. Think carefully about what you include in your subject line. If you use ‘Hi’, ‘Good news’ or ‘Check this out’, you can almost guarantee a large number of your messages will be marked as spam.


51. Always log off when finished with your e-mail communication. It's quick, easy and may save your account from unwanted trespassers.

52. Look closely at subject lines in e-mail messages. Spammers fake subject lines so they look like they are from friends. Some examples might be “Re: your mail”, “How are you?”, “Check this out”, and “Thinking of You”.

53. Avoid opening any e-mail attachments with the extensions .exe, .vbs, .shs., .pif, .scr, and double extensions. Delete any questionable e-mail before you open any attachments.

54. Spammers fake e-mail addresses from legitimate companies and place big warning messages in the subject line. They also do whatever they can to make the website or email look real.

55. Be careful how you word your e-mail messages and avoid giving specific details about your personal information.

ONLINE PERSONAL SAFETY - SOCIAL NETWORKING: 56. When using social networking sites such as Facebook, set your profile to private so only

those on your contact lists are able to view them. Public posting of profiles places your personal information for anyone to see and could put you at risk from those who wish to take advantage of such information.

57. Choose gender-neutral screen names or nicknames — such as your initials or a word. Make sure the name doesn’t include information revealing your identity or location.

58. Use the privacy settings on social networking sites to restrict access to your “spaces” or blogs to only people you know.

59. Never give out personal information or arrange to meet someone in person whom you’ve met online without first checking with your parents.

60. If you receive an IM from someone you don’t know, block the sender. Only IM people you know in person and whom your parents have approved. It is not a contest to see who has the greatest number of contacts. Don’t add new members to your lists unless you know who they are or you ask a parent.

61. Think before typing, “Is this message hurtful or rude?” What you post online stays online - forever! So thinkb4uClick! Don't do or say anything online you wouldn't say offline.

62. View the Internet as a book not a diary. Make sure you are comfortable with anyone seeing the information you post online. If you want the information to be private or restricted to a small, select group of people, the Internet is probably not the best forum.

63. Do not respond to any rude or annoying messages or ones that make you feel scared, uncomfortable, or confused. Depending on the seriousness and number of incidents, you may want to show these messages to your parents, teacher, or report them to the proper authority.

64. If you are being harassed or bullied online, tell a trusted adult immediately. Save an electronic copy and/or print a copy and report the incident(s) to a parent or school official.


65. Cyber bullying can be considered a form of harassment in most states, is punishable by law as a misdemeanor, and in some cases a felony if it poses a reasonable threat to a one’s personal safety.

66. The United States Data Protection Act also upholds the right to keep personal information and records private. Depending on how personal the information is, posting someone’s private and personal information on the Internet without permission can result in punishment by federal law.

67. Some sites and services ask users to post a “profile” with their age, sex, hobbies, and interests. While these profiles help kids “connect” and share common interests, potential exploiters can and do use these profiles to search for victims.

68. Beware of users who may pose as someone else — a different person or person of a different age — without others knowing. Such users have taken advantage of this to lure or exploit kids.

69. You can’t “take back” the online text and images you’ve entered. Once online, “chat” as well as other web postings become public information. Many web sites are “cached” by search engines, making photos and text retrievable long after the site has been deleted.

70. Students have been punished by their families and schools; denied entry into schools; and even not hired because of dangerous, demeaning, or harmful information found on their personal sites or blogs.

CYBER COMMUNITY - POSTING PICTURES AND VIDEOS ONLINE: 71. Only use webcams or post photos online with adult permission and/or supervision. When

posting pictures or videos online, ask yourself if you would be embarrassed if your friends or family saw the pictures or videos you post online. If the answer is yes, then you need to stop.

72. When using the webcam be aware of what is in the camera’s field of vision and remember to turn the camera off when it is not in use. Webcam sessions and photos can be easily captured, and users can continue to circulate those images online. In some cases people believed they were interacting with trusted friends but later found their images were distributed to others or posted on web sites.

73. Do not post identity-revealing or sexually provocative photos. Never post photos of others — even your friends — without permission from your friends’ parents or guardians. Once such images are posted you relinquish control of them and can never get them back. Other people can use them for destructive purposes.

74. Immediately tell a trusted adult if you come across inappropriate material. CYBER COMMUNITY - WIRELESS COMMUNICATION/TEXT MESSAGING: 75. Never share your wireless number and personal or identifying information with anyone you

don’t know very well and trust.

76. Respect your friends’ privacy by never sharing their number or information.

77. Never use your wireless device to take, send, or post pictures or video of your friends without permission from their parents or guardians. Taking or sharing embarrassing pictures of


someone is a form of bullying and harassment. Once you post an image or video online you can’t get it back.

78. Keep your passwords private. Never share them with anyone other than your parent or guardian.

79. Never give photos of yourself to anyone you don’t know well. Never send obscene or sexually provocative pictures or messages.

80. Never respond to threatening or frightening voice messages, text messages, or photos. Report the incident to your parent/guardian and service provider.

81. Block unwanted calls and text messages. Never answer calls or read messages from people you don’t know well and trust.

82. As cell phones and PDAs become more technologically advanced, attackers are finding new ways to target victims. By using text messaging or e-mail, an attacker can lure you to a site or convince you to install unwanted codes on your portable device.

83. Because wireless networks do not require a wire between a computer and the Internet connection, it is possible for attackers who are within range to hijack or intercept an unprotected connection. Change the default passwords and restrict access in order to minimize risks to your wireless network.

84. Keep in mind that text messages may be intercepted or used by others. Use appropriate language in your messages while being sure not to reveal personal or identifying information.

CYBER SECURITY – GAMING: 85. Be aware of sexual predators and/or cyber bullies in gaming sites. Students need to talk with

parents about what is acceptable.


Internet Safety Vocabulary:

Blog/Blogging: This term is derived from Web log and is an increasingly popular type of Web site. Most take the form of journal entries and allow readers to post comments. Bookmark(s): This browser feature stores a Web address in memory and allows the user to link quickly to the site. Chat rooms: These Web sites or online services facilitate electronic discussions by quickly posting the comments and responses of multiple users. Circumventor sites: These parallel Web sites allow children to get around some filtering software and access sites that have been blocked. Cyberbullies/Cyberbullying: This refers to any online threats by one student toward another, typically through e-mails or on Web sites (e.g., blogs, social networking sites). Cybercrime: This refers to any Internet-related illegal activity. Cybersecurity (sometimes Cyber security): This refers to any technique, software, etc., used to protect computers and prevent online crime. Cyberstalking: This refers to a number of methods individuals use to track, lure, or harass another person online. Electronic footprints: Computers maintain a record of all Web site visits and e-mail messages, leaving a trail of the user's activity in cyberspace. These data can still exist even after the browser history has been cleared and e-mail messages have been deleted. Favorite: This is the name for bookmarks (see above) used by Microsoft’s Internet Explorer browser. File sharing: This software enables multiple users to access the same computer file simultaneously. File sharing sometimes is used illegally to download music or software. Filter/Filtering: This refers to different types of software that screen and block online content. Gaming: This term describes Internet games, which can be played either individually or by multiple online users at the same time. Griefers: These Internet users intentionally cause problems for other gamers. Grooming: This refers to the techniques sexual predators use to get to know their victims in preparation for sexual abuse. History: This is a tracking feature of Internet browsers that shows all the recent Web sites visited.


Identity theft: In this crime, someone obtains the vital information (e.g., credit card, Social Security, bank account numbers) of another person, usually to steal money. Email scams, spyware, and viruses are among the most typical methods for stealing someone’s identity. Instant message/Messaging: Known by the acronym IM, this is a variation of chat rooms that allows users to communicate through text messages. Malicious code: This refers to any computer code that is intentionally introduced into a system to damage or destroy files or disrupt the operation of a computer. Monitoring: This refers generally to the technique of tracking where people have been on the Internet by looking at the history of the browser. It also refers to software used for the same purpose. Netiquette: Network etiquette; the do’s and don’ts of online communication. P2P (see peer-to-peer computing) peer-to-peer (P2P) computing: This is a popular way for Internet users to share one another’s computer files—usually music, game, or software files. Phishing: This scam involves sending a fraudulent e-mail soliciting credit card, Social Security, or other personal information from an unsuspecting user. Social networking: This refers broadly to online communities where people share information about themselves, music files, photos, etc. There are many social networking Web sites (e.g., Facebook, Instagram, or Snapchat). Spam: This refers to any unsolicited e-mail, or junk mail. Most spam is either a money scam or sexual in nature. Internet Service Providers, e-mail software, and other software can help block some, but not all, spam. Spyware: This refers to a wide-variety of software installed on people’s computers without their knowledge. The programs typically will track computer use and create numerous pop-up ads. In some instances, the spyware can damage the computer and facilitate identity theft. Viruses: These are software programs that typically arrive through e-mail attachments and multiply on the hard drive, quickly exhausting the computer’s memory. A trojan is a variation that allows unauthorized users access to the computer, from which they can send infected e-mails or spam. Wireless computers: Many networks now allow computers access to the Internet without being connected with wires. These networks are becoming increasingly more popular and powerful, allowing people to access the Internet using cell phones and other devices.


APPENDIX F: ORGANIZATIONAL CHARTS

Executive Director of Student Achievement

& Accountability

Supervisor of Digital Instruction and

Innovation1.0 Position

Instructional Technology Training

Specialist8.0 Positions

PrincipalOsbourn High School

8.0 Positions

Digital Learning Specialist

1.0 Position

Digital Learning Assistant

1.0 Position

FY 2017 Department of Student Achievement & Accountability



1.0 Position

Coordinator of Information Technology

1.0 Position

Sr. Technology Support Specialist

1.0 Position

Technology Support Specialist

6.0 Positions*

Application Support Engineer

1.0 Position

NetworkEngineer

1.0 Position

Telecommunications Engineer

1.0 Position

Executive Associate

1.0 Position

FY 2017 Department of Information Technology

* One (1.0) additional TSSpec position has been included in the FY 2017 approved budget.


APPENDIX G: TECHNOLOGY OPERATIONAL BUDGET (FY 2017)

68100 Technology Class Instruction

Salaries 195,000.00$

Benefits 86,903.00$

Purchased Services 410,035.00$

Other Charges 1,770.00$

Supplies 1,822,876.00$

Total 68100 - Technology Class Instruction 2,516,584.00$

68200 Technology Instr Support

Salaries 1,547,496.00$

Benefits 523,513.00$



Supplies 160,525.00$

Total 68200 - Technology Instr Support 2,339,234.00$

68300 Technology Administration

Salaries 511,373.00$

Benefits 175,502.00$



Supplies 107,435.00$

Total 68300 - Technology Administration 1,556,929.00$

68400 Technology Attendance & Health

Supplies 800.00$

Total 68400 - Technology Attendance/Health 800.00$

68500 Technology Pupil Transport


Total 68500 - Technology Pupil Transport 40,080.00$

68600 Technology Operations/Maint


Supplies 16,854.00$

Total 68600 - Technology Operations/Maint 33,062.00$

Subtotal 6,486,689.00$

Federal Grant Fund 20,314.00$

School Food Service Fund 48,100.00$

Total FY 2017 IT Operating Budget 6,555,103.00$

Manassas City Public Schools

FY 2017 Budget Projection - Operating Funds

Information Technology (IT)


APPENDIX H: TECHNOLOGY COMMITTEE MEMBERSHIP (FY 2016) * - Chairperson Technology Advisory Board (TAB)

Bobby Barrett* Director, Information Technology Jeff Abt Executive Director, Student & Administrative Support Services Heather Ball Assistant Principal, Osbourn High School Kimberly Buckheit Principal, Metz Middle School Stacy Cataneo Human Resources Administrator, Human Resources Andy Hawkins Executive Director, Financial Services Mona Kay Helper Executive Associate, Information Technology Pedro Hernandez Supervisor of Digital Instruction and Innovation Dave Lyon Executive Director, Student Achievement & Accountability Megan Moore Director, English for Speakers of Other Languages (ESOL) Al Radford Coordinator, Public Communications Robert Sansone Coordinator, Information Technology Melissa Saunders Director, Curriculum & Instruction Rebecca Stone Director, Special Education Amanda Wagner Coordinator, Professional Learning and Executive Director of

MCPS Education Foundation Brenda Wambold Teacher, Round Elementary School Amanda Wilder Principal, Haydon Elementary School

Assessment & Accountability Subcommittee

Dave Lyon* Executive Director, Student Achievement & Accountability Bobby Barrett Director, Information Technology Kimberly Buckheit Principal, Metz Middle School Robert Sansone Coordinator, Information Technology Amanda Wagner Coordinator, Professional Learning and Executive Director of

MCPS Education Foundation Curriculum Integration Subcommittee

Kimberly Buckheit* Principal, Metz Middle School Marriam Ewaida 7-12 Specialist, English for Speakers of Other Languages (ESOL) Pedro Hernandez Supervisor of Digital Instruction and Innovation Elizabeth Skaggs Parent Peter Wolf Teacher, Mayfield Intermediate School Joel Whatley Digital Learning Specialist, Osbourn High School


Professional Learning Subcommittee Amanda Wagner* Coordinator, Professional Learning and Executive Director of

MCPS Education Foundation Lee Brinckley Business/Community Member, Imagine, Inc. Elise Harlow Parent and STEM Coach, Haydon Elementary School Pedro Hernandez Supervisor of Digital Instruction and Innovation Carol Murphy K-12 Content Specialist, Science Erika Redler Instructional Technology Support Specialist, Osbourn High School Brenda Wambold Teacher, Round Elementary School Joel Whatley Digital Learning Specialist, Osbourn High School

Technology Standards & Support Subcommittee

Robert Sansone* Coordinator, Information Technology Amy Bossard Teacher, Weems Elementary School David Brungard Teacher, Mayfield Intermediate School Jim Buckley Network Engineer, Information Technology Barbara Daniels Instructional Technology Support Specialist, Round Elementary

School Ruth Dixon Technology Support Specialist, Baldwin/Dean Elementary Schools Erika Redler Instructional Technology Support Specialist, Osbourn High School Roy Snyder Technology Support Specialist, Metz Middle School

Documents

Educational Technology Plan - Manassas City Public Schools · MCPS Educational Technology Plan: FY 2017-2018 6 | P a g e EXECUTIVE SUMMARY Introduction The Manassas City Public Schools