Running Head: IDS TECHNOLOGY PLAN

Imaginary School District

Technology Plan for 2015-2020

Adrienne Chancey, David Lord, Maryellen Tissandier

EDUC 638-B01

Dr. Beavers

Liberty University

IDS TECHNOLOGY PLAN

Table of Contents

Team Members …………………………………………………………………….…………. 3

Mission Statement …………………………………………………………………………. 3

Vision Statement ……………………………………………………………………………. 3

Value Statement …………………………………………………………………………….. 4

Demographics ………………………………………………………………………………… 4

Needs Assessment ………………………………………………………………………….. 6

Goals …………………………………………………………………………………………. 7

Strategies ……………………………………………………………………………………… 10

Budget ………………………………………………………………………………………….. 21

CIPA …………………………………………………………………………………………… 21

RUP ……………………………………………………………………………………………. 23

Crosswalk of Standards ……………………………………………………………………….. 27

Appendix A ……………………………………………………………………………………. 29

Appendix B ………………………………………………………………………………….... 30

Appendix C …………………………………………………………………………………… 31

Technology Team

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The following members will participate as the technology team.

Superintendent, Assistant Superintendent, Principal, Assistant Principal, K-2 Teacher

Representative, 3-5 Teacher Representative, 6-8 Teacher Representative, 9-12 Teacher

Representative, Special Education Teacher, Director of Educational Technology, parent, and

community stakeholder.

Mission, Vision, and Value Statements

Mission:

Our district’s mission is to continue to improve the opportunity and advantages of

students through the utilization of acquired technological resources, and expanding those

resources through utilization of programs from Regional Education Service Agencies, and the

local Corporate Partners in Education Program, to produce lifelong learners who possess the

skills and knowledge to be competitive in a technologically diverse professional environment.

Vision:

Our school district will produce students who are prepared to compete in the

technologically advanced and challenging world through constant improvement of opportunity

and resources, while acknowledging the diversity of others and respecting those differences. In a

technological society, educators must prepare students for living in a digital world. To ensure

technology literacy, our district will provide one on one technology for every student.

Technology will be used in the curriculum to enhance student opportunity to reach their learning

goals through technology integration. While providing hands on and differentiated instruction for

the various learning styles, students will become independent learners and more engaged in the

learning process.

Value Statement:

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● Develop students capable of meeting the challenges of today’s diversified workforce.

● Develop graduates able to collaborate with others effectively in the obtainment of a

common goal.

● Create students who are life-long learners.

● Educate those who work for the district, as well as those who graduate from the district,

to make effective use of different forms of technology available to them for professional

and personal development.

● Encourage the expansion of technology use in relation to educational, personal, and

professional growth beyond that experienced in the classroom environment and beyond

that of course curriculum.

● Collaborate with those businesses willing and capable of improving the resources of the

district in the area of obtaining and utilizing various forms of technology used in the

education of our students.

Demographics and Information about the Imaginary School District

This plan is being prepared for a fictitious school district, Imaginary School District. It is

based on the Muscogee County School District in Georgia. This is a medium sized school

district with a diverse student body due to the presence of a major military base.

Imaginary School District is a public school district that services 40,692 school age

children living within its jurisdiction. There is a total student enrollment of 31,884 in the 34

elementary schools (Pre-K-5), 12 middle schools (Grades 6-8), 8 high schools (Grades 9-12), and

6 alternative programs and 1 Magnet/Academy Alternative School for grades 9-12. Included in

these numbers are 3 conversion charter elementary schools that offer magnet programs and 16

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additional schools with magnet programs (5 elementary schools, 3 middle schools, and 8 high

schools).

More than 90% of all school age children in the jurisdiction of the school district attend a

public school. In addition to the 31,884 students enrolled in one of the districts schools, there are

541 students who are homeschooled and 2,201 students who attend private schools in the area.

The school district’s four-year cohort graduation rate has been on the rise for the past four years

and every school exceeded the state average of 71.5 percent. The ISD’s overall rate was 82.8%

in 2012/2013. This represented a 5.3% one year change.

Of the student population attending a public school, 63.8% are economically

disadvantaged. Students with learning disabilities comprise 11.67% of the student population,

English Learners comprise 1.99%, and 6.37% are identified as homeless. The racial makeup of

the Imaginary School District shows a diverse student population. Those students identifying as

African American are 58% of the public school population. White Non-Hispanic students make

up 29%, and Hispanic or Latino make up 6% of the total. Students identifying as two or more

races, Pacific Islander, Asian, and Native American make up 5%, .09%, 2%, and .17%

respectively.

There are many tests given to students who attend a school in the Imaginary School

District. Students will participate in End of Course Tests, Scholastic Assessment Test (SAT),

Criterion-Referenced Competency Test (CRCT), and American College Test (ACT). In 2012, the

average SAT score for the ISD district was 1426, which is lower than the national average of

1498. The average score on the ACT for the ISD district was 19.0, which is lower than the

national average of 21.1. On the Criterion-Referenced Competency Test (CRCT) for grades three

through eight, the AYP reports indicate that 88% of all students group met or exceeded the

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standard in reading, only failing to pass in the Students with Disabilities sub-group. Reading

scores have remained steady. In mathematics, 76.7% of the all students group met or exceeded

the standard with Students with Disabilities and English Language Learners sub-groups failing to

pass. Mathematics scores show an increase for the past 3 years in all areas except for the English

Language Learners sub-group. On the High School Graduation Test for grade 11, AYP reports

indicate that 93% of all students scored meeting or exceeding the standard in English/Language

arts. Only Students with Disabilities did not pass English/Language Arts. In mathematics, 84.7%

of all students scored meeting or exceeding the standard. Only Students with Disabilities did not

pass mathematics. Mathematics passing percentages have increased over the previous year’s

scores (Core Strategic Plan Committee, 2012).

Title I is a federally funded program under the No Child Left Behind Act (NCLB) of

2001. The law, which was signed into effect on January 8, 2002, amends the Elementary and

Secondary Act of 1965 (ESEA), and replaces the Improving America’s Schools Act of 1994.

The act contains four basic principles: stronger accountability for results, increased flexibility

and local control, more choices for parents and students, and an emphasis on research-based

instructional strategies. The Title I program is designed to assist low-achieving students meet our

state’s challenging academic content and performance standards. Schools qualify for Title I

funds based on economic need. The Title I program offers a variety of services for participating

schools, which may include: additional teachers and support staff, extra time for instruction, a

variety of teaching methods and materials, smaller classes and additional training for staff ("Title

I-Improving the Academic Achievement of the Disadvantaged"). For the 2014-2015 school

year, twenty-nine elementary schools, one preschool, and three middle schools received Title I

services.

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Needs Assessment

A needs assessment (see appendix A) in the format of a Google form will be sent to

administrators, teachers, and staff to see how technology is currently being utilized as well as

what the future may hold for technology at the Imaginary School District public schools. The

needs assessment will be available for administrators, teachers, and staff for one week. Once the

time frame is over, The Imaginary School District technology team will use and analyze the

collected data to develop a four to five year plan to enhance the technology that best fits the

needs of the district. This plan will also allow opportunities for further training through

professional development after the assessment is complete in order to ensure proper training is

occurring within the needs of the district and school. The district will continue to monitor and

assess the needs of technology within the schools to determine if the technology plan is being

integrated correctly.

Goals

1. During the period of this plan, the district will meet the needs of a diverse student body

through the implementation of programs designed to encourage and aid in their success in

positive achievement. Students will be aided in obtaining the knowledge and skills needed to

help ensure they succeed in a technologically advanced society through the implementation of

programs to aid in accomplishing this outcome.

These programs will include, but not be limited to:

● Goal Setting

● Teaching and modeling organization skills

● Increasing engagement between teachers and students through support and

encouragement

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● Increasing Parental Involvement

● Cultivating a culture of collaboration in which teachers work together to explore new

ways to use technology more effectively

● Providing families with strategies and activities to help their children learn inside and

outside the classroom

Programs used inside the classroom will include:

● Group activities and assignments

● Long term projects

● Lessons and activities that draw from students background, interests and academic needs

● Use Differentiated Instruction in the classroom which will provide different students

with different avenues to learning.

● The introduction of any program that is appropriate to the student’s age and abilities as

approved by the school principal that is discovered by the staff through their personal

development activities and personal research.

2. By the end of the five year plan, teachers will incorporate synchronous and asynchronous

technology learning models and promote the use of technology to students of all diversities and

exceptionalities. Teachers will use whole group virtual learning, small group virtual learning,

flipped classroom model, blended learning model and/or a 1 to 1 approach during instruction in

order to reach these specific needs.

3. Encouraging and promoting the development of students in each school in the areas of

problem solving and higher order thinking through the use of a variety of multi-media

technology devices. Students will be motivated and inspired with learning through technology

regardless of their socio-economic status, language, disabilities, gender, religious affiliations, or

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race. By the end of five years, students will improve higher order thinking and problems solving

skills through the use of technology by a minimum of 30% growth.

Strategies

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Goal 1: During the period of this plan, the district will meet the needs of a diverse student body

through the implementation of programs designed to encourage and aid in their success in

positive achievement. Students will be aided in obtaining the knowledge and skills needed to

help ensure they succeed in a technologically advanced society through the implementation of

programs to aid in accomplishing this outcome.

Professional Development

Provide education for teachers on the effective utilization of technology in education through seminars, webinars, classes and other resources as they are identified.

Strategy Move towards providing class time for students to use equipment provided by the schools during special times set aside during the school day and additional time after school so that they will have access to the needed hardware and infrastructure that may not be available at home. As greater use of technologic devices are integrated into the curriculum, changes will be made to allow the students to accomplish their assignments in a more independent fashion with less time being used by the teacher in direct instruction.

Teachers and students will shift from using print materials towards implementing 70% use of online materials, including but not limited to Schoology, Google Apps for Education, PearsonSuccessNet, and IXL. The school will provide appropriate device access to all students to allow them to use online materials.

Technologically based resources will be utilized to aid in the instruction of multilingual students and will be used in helping them to learn about their own culture, other cultures, as well as the similarities and difference of each. Through this type of instruction, a more sensitive environment may be established and more cultural awareness and respect can be nurtured in all persons involved.

Establish a program to teach parents and caregivers how to use technologies to their advantage, show them how it benefits them and their child(ren), and enable them through learning with their child(ren) how they may be able to assist in the child(ren)’s education through technology. These sessions will be taught during student remedial classes and other opportunities as identified (example: presentation during PTA meeting, after school and/or weekend workshops). They will be conducted by teachers, IT and technology staff, and through utilizing Partner in Education resources from corporate sponsors with technology experience.

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Establish and expand programs and relevant classes for those students who have an exceptionality and require accommodations, modified or accelerated curriculum. These programs will be based on established research and programs that have shown effectiveness in use elsewhere. Existing programs will be expanded to include and improve in the use of technology in meeting the needs of all students. These programs will be implemented during the third year of the program giving district staff time to identify programs and establish a curriculum , assess needs, and coordinate with the schools the “go live date” for such programs and classes. This will give the opportunity for those affected teachers to learn and become familiar with the aspects of the programs and classes.

Timeline for Implementation

Teachers will begin their education on the effective utilization of technology during the two week period that they are back at school prior to the beginning of the school year. The training will continue once a month for the first two grading periods of the school year on a weekly basis. After that period, they will meet monthly to continue their personal development through peer interaction and to address any difficulties that they may have.

This will be repeated every year for the first three years. For the last two years, they will meet as needed, but with a minimum of one meeting a month to address issues and for the purpose of professional development geared towards the strategies stated above.

Use of technology materials and equipment will be utilized in each classroom for 30% of class activities the first year of this program. This will increase by a minimum of 10% each year of the program until a minimum of 70% of technology utilization is achieved or surpassed.

Responsible Parties

Principals, Asst. Principals, and all Teachers.

Ensuring that the infrastructure and equipment is available and in working order will be the responsibility of the Director of Technology.

Professional development opportunities to be developed by the office of the Assistant Superintendent and the Director of Technology, and disseminated to the Principals for the staff in his/her school.

Expected Outcome

An increase in the use of technology in the classroom in all subjects by the teaching staff such that a minimum of 70% of class activities incorporate the use of materials and equipment which are technology based as covered in Goals 2 and 3 during this five year program.

Evaluation The use of teacher lesson plans and observed classroom activities will be used to determine achievement towards this goal. The programs aimed at staff development and educating other education stakeholders will be

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evaluated by those who attend the programs, workshops, and activities in those programs.

Parties Responsible for Evaluation

Principals and Asst. Principals will be responsible for appointing a review team to evaluate lesson plans and observations of classroom activities. They will also assist in the observation of classroom activities with their review team

Those sponsoring and/or conducting any training to staff and/or other education stakeholders will be responsible for assessments of the program given.

Teachers will be responsible for the evaluation of any equipment, programs, and online materials used.

All information will be compiled by each school and sent to the office of the Director of Technology, Assistant Superintendent, and Superintendent. This material will be used to help in overall evaluation of the plan by the district office and used to report to the District Board of Education on the program’s effectiveness and goal attainment.

Budget (Include total and per unit cost.)

Equipment needed is covered under the budget of Goal 2. The web based technology mentioned above has no charge attached for its use. One resource which can be used to increase the use of technology under this goal would be e-books to replace textbooks. Since e-books cost less than textbooks, and fewer copies would need to be purchased due to programs such as Kindle’s Whispernet which allows multiple students to download the same textbook copy, the switch to e-books will result in a negative outlay of funds for the district. These savings would offset some of the costs of implementing this plan. These savings would depend on how many courses are converted to e-books and would be addressed in the district’s Strategic Operating Plan (as amended).

Funding Source

1. Utilization of Federal funds available through E-Rate to expand the connectivity in schools and libraries through discounts on internet access, telecom services, internal network connections and basic maintenance needed for support.

2. Capital, assistance in instruction of technology use, hardware expenditures acquired through public/partner and partner in education sources.

3. Funds raised through Special Local Option Sales Tax if passed to accelerate implementation.

NETS-S 1. Creativity and innovationStudents demonstrate creative thinking, construct knowledge, and develop

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innovative products and processes using technology.a. Apply existing knowledge to generate new ideas, products, or processes

3. Research and information fluencyStudents apply digital tools to gather, evaluate, and use information.

6. Technology operations and conceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations.a. Understand and use technology systemsb. Select and use applications effectively and productivelyd. Transfer current knowledge to learning of new technologies

NETS-T 1. Facilitate and inspire student learning and creativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.a. Promote, support, and model creative and innovative thinking and inventivenessb. Engage students in exploring real-world issues and solving authentic problems using digitaltools and resourcesc. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processesd. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

2. Design and develop digital age learning experiences and assessments

Teachers design, develop, and evaluate authentic learning experiences and assessmentsincorporating contemporary tools and resources to maximize content learning in context andto develop the knowledge, skills, and attitudes identified in the Standards•S.a. Design or adapt relevant learning experiences that incorporate digital tools and resources topromote student learning and creativityb. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progressc. Customize and personalize learning activities to address students’ diverse learning styles,working strategies, and abilities using digital tools and resourcesd. Provide students with multiple and varied formative and summative assessments alignedwith content and technology standards, and us resulting data to inform learning and teaching

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3. Model digital age work and learningTeachers exhibit knowledge, skills, and work processes representative of an innovativeprofessional in a global and digital society.a. Demonstrate fluency in technology systems and the transfer of current knowledge to newtechnologies and situationsb. Collaborate with students, peers, parents, and community members using digital toolsand resources to support student success and innovationc. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formatsd. Model and facilitate effective use of current and emerging digital tools to locate, analyze,evaluate, and use information resources to support research and learning

5. Engage in professional growth and leadershipTeachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.a. Participate in local and global learning communities to explore creative applications of technology to improve student learningb. Exhibit leadership by demonstrating a vision of technology infusion, participating in shareddecision making and community building, and developing the leadership and technology skillsof othersc. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of studentlearningd. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their school and community

Including this goal in our technology plan is an acknowledgement of the role that

technology has become in the education of students and the responsibilities of educators.

“Teachers more than ever have a vital role to play in helping students realize their futures by

providing them with instruction that gives direction and allows them to hone their new cognitive

and technological skills” (Daggett, 2010).

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The importance of teaching the teachers in the proper use of technology can not be

ignored. The strategies of teaching the teachers, and having them instruct the students and

families is not there to make things easier. This goes back to an idea that was stated by Richard

Bach, “We teach best what we most need to learn” (Bach, 1977, p. 38). This has been embraced

in the practice of peer tutors, where it has been noted that peer tutoring works both ways since it

tends to enhance the understanding of material of the peer tutor as well as that of the person

being tutored (Smith, 2014).

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Goal 2: By the end of the five year plan, teachers will incorporate synchronous and asynchronous

technology learning models and promote the use of technology to students of all diversities and

exceptionalities. Teachers will use whole group virtual learning, small group virtual learning,

flipped classroom model, blended learning model and/or a 1 to 1 approach during instruction in

order to reach these specific needs.

Professional Development

Presenter will introduce flipped classroom and blended learning model to teachers. After the whole group discussion and presentation, teachers will apply the models to the classroom and discuss with their grade levels. Teachers will be given 15 minutes to explore and research the models online. Teachers will then create a lesson using Edmodo to use in their classroom within the next week. Teachers can choose whatever content area and subject they are teaching. The presenter will walk around to assist teachers in areas that they need help with. Teachers may also collaborate and create a lesson together. United Streaming is another tool that teachers should be reminded to use and include in their lesson that they will use in Edmodo.

Professional Development will consist of weekly trainings to allow teachers to become familiar with virtual learning, and using a 1 to 1 learning approach.

Strategy Teachers begin to implement ways to use 1 to 1 learning in the classroom as outlined by the NETS standards.

Teachers will use Schoology and Google Apps for Education in the classroom as a learning management system in the classroom to help meet the needs of all students.

Students will complete homework and tests through Pearson Successnet and/or Google Apps for Education.

Teachers and students will utilize United Streaming, Discovery Education, to complete assignments and projects.

Timeline for Implementation

Teachers will participate in weekly trainings to become familiar with using a 1 to 1 learning approach for the first year of the technology plan. Teachers will then begin using a 1 to 1 learning approach during the second year of the technology plan and integrating technology into their daily lessons. By the third year of the plan, teachers will use a 1 to 1 technology approach in their classroom.

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Responsible Parties

Administrators

K-12 Teachers

Expected Outcome

At the end of the technology implementation plan period, all students will be able to confidently use technology and learn through technology in a 1 to 1 classroom. Students will learn in a classroom that uses a blended technology approach and will be able to choose the technology tool to meet their needs to complete assignments. Students will also know how to effectively collaborate and communicate using Google Apps. Through the use of technology in the classroom, students will be ready for college and a career and the 21st century world.

Evaluation The use of teacher lesson plans and observed classroom activities will be used to determine achievement towards this goal. The programs aimed at staff development and educating other education stakeholders will be evaluated by those who attend the programs, workshops, and activities in those programs.

Parties Responsible for Evaluation

Administrators

Budget (Include total and per unit cost.)

The school system currently has 19,300 computers/laptops available for students. The district needs to purchase 12,584 more laptops. The district will also purchase 200 iPad minis to accommodate preschool, kindergarten, and special needs students.

12,584 Laptops (This will be purchased over the course of the first four years of the implementation plan)$249.99 per laptopTotal for laptops: 12,584 x 249.99 = $3,145,874.16

200 iPad mini’s$299.99 per iPad miniTotal for iPad minis: 200 x 299.99 = $55,800.00

Total purchase price for laptops and iPad minis= $3,145,874.16 + $55,800= $3,201,674.16

Funding Source

1. Utilization of Federal funds available through E-Rate to expand the connectivity in schools and libraries through discounts on internet access, telecom services, internal network connections and basic maintenance needed for support.

2. Capital, assistance in instruction of technology use, hardware

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expenditures acquired through public/partner and partner in education sources.

3. Funds raised through Special Local Option Sales Tax if passed to accelerate implementation.

NETS-S 1- Communication and collaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and mediab. Communicate information and ideas effectively to multiple audiences using a variety of media and formatsc. Develop cultural understanding and global awareness by engaging with learners ofother culturesd. Contribute to project teams to produce original works or solve problems

2- Technology operations and conceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations.a. Understand and use technology systemsb. Select and use applications effectively and productivelyc. Troubleshoot systems and applicationsd. Transfer current knowledge to learning of new technologies (ISTE Standards-Students, 2014)

NETS-T Design and develop digital age learning experiences and assessmentsTeachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•S.a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativityb. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, andassessing their own progressc. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resourcesd. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and useresulting data to inform learning and teaching (ISTE Standards-Teachers, 2014)

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Our team believes that this is an appropriate goal that aligns with our mission and vision.

As the school district moves to a 1:1 initiative, the ISD is taking the time to properly instruct

teachers through these goals so that students are able to benefit as much as possible in their

education. This goal was chosen because there is a lot of emphasis in education on technology,

specifically a 1:1 initiative and moving classrooms towards a blended learning and flipped

classroom model. In a study conducted by Eric Schwankl (2013), he wrote, “The study suggests

some material may be better delivered by the flipped classroom method of delivery and students

have an overall more positive attitude toward their learning in a flipped classroom” (p.2).

Blended learning and flipped classrooms are two current topics at the forefront of our society due

to the increase presence of technology and the need for higher levels of student achievement.

Also, overall enthusiasm for learning will increase due to the knowledge of using Google Apps

and collaborating positively between one another (Adams, 2008).

Goal 3: Encouraging and promoting the development of students in each school in the areas of

problem solving and higher order thinking through the use of a variety of multi-media

technology devices. Students will be motivated and inspired with learning through technology

regardless of their socio-economic status, language, disabilities, gender, religious affiliations, or

race. By the end of five years, students will improve higher order thinking and problems solving

skills through the use of technology by a minimum of 30% growth.

Professional Development

edtechteacher.org offers free, live webinars year round to help teachers and administrators learn about different technology ideas and trainings to help your students learn better with the use of technology in the classroom. They also have hands-on learning workshops that come to your school or district. Some of our specialties include 1:1 programs, iPad and mobile device integration, Flipped Classrooms, Google Apps for Education as well as

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content areas such as History, English, Foreign Languages, Elementary Education, and Higher Education (Custom Workshops,2014).

Strategy Telecollaboration projects

Project-based learning through multi-media

Timeline for Implementation

The first three years, teachers, administrators and staff will attend a minimum of 9 webinars that are offered throughout the year in various subject areas of technology. The use of technology conferences will be utilized when the district or school registers staff for the hands-on learning experience. This will be utilized as needed. The last 2 years, all members of the district will receive a minimum of 3 trainings throughout the school year to freshen up on the use of and the changes of technology in the classroom. Teachers, staff, and administrators will learn new apps, projects, and assessments to be utilized in the classrooms throughout the district. Schools will work together with partner schools to share apps, projects, and assessments that are being used at their schools so that they may build a larger database so that they may broaden their use and availabilities of technology.

Responsible Parties

School administrators

Classroom teachers and staff

Expected Outcome

Students will be able to use telepresent problem solving, peer feedback activities, simulations, information searches, and social interaction projects to promote higher order thinking and problem solving skills through the use of multi-media technology devices. Teachers and administrators will be able to use the strategies to become fluent through the use of multi-media devices.

Evaluation The teachers and administrators will assess assessments from online collaborations from the use of telecollaboration projects and project-based learning.

Parties Responsible for Evaluation

Technology department district administrators.

Teachers

School administrators

Budget (Include total and per unit cost.)

The budget is included under goal #2. The workshops , assessments, and live webinars are free currently with the use of edtechteacher.org. There are conferences that can be held at schools or in the district can contact edtechteacher.org to inquire about cost for individual school or district cost.

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Funding Source

1. Utilization of Federal funds available through E-Rate to expand the connectivity in schools and libraries through discounts on internet access, telecom services, internal network connections and basic maintenance needed for support.

2. Capital, assistance in instruction of technology use, hardware expenditures acquired through public/partner and partner in education sources.

3. Funds raised through Special Local Option Sales Tax if passed to accelerate implementation.

NETS-S 4. Critical thinking, problem solving, and decision makingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.a. Identify and define authentic problems and significant questions for investigationb. Plan and manage activities to develop a solution or complete a projectc. Collect and analyze data to identify solutions and/or make informed decisionsd. Use multiple processes and diverse perspectives to explore alternative solutions(ISTE Standards-Students, 2014)

NETS-T 2. Design and develop digital age learning experiences and assessmentsTeachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•S.a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativityb. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progressc. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resourcesd. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use

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resulting data to inform learning and teaching. (ISTE Standards-Teachers, 2014)

Our team believes strongly in this goal, as it is important for all students to learn through

various learning experiences. The use of technology has now proven to provide learning

experiences for all students of all abilities and demographics. The main goal of goal #3 is for

students to problem solve and use critical thinking through the use of technology. The students

will learn various strategies through the use of the 1:1 initiative. This allows for students to use

individualized strategies as they work independently or with groups through the use of

+technology. The 1:1 initiative will allow students to learn through a variety of apps and

programs as well. “Students use critical thinking skills to plan and conduct research, manage

projects, solve problems, and make informed decisions using appropriate digital tools and

resources. Students:

● identify and define authentic problems and significant questions for investigation.

● plan and manage activities to develop a solution or complete a project.

● collect and analyze data to identify solutions and/or make informed decisions.

● use multiple processes and diverse perspectives to explore alternative solutions,” (Critical

● Thinking, Problem Solving, and Decision Making, 2014).

The ISTE website states the above and this is what we are striving for our students to

learn with the 1:1 initiative in the area of problem solving and critical thinking. Our students

will be able to use higher order thinking in order to achieve success through the use of

technology.

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Budget

STATE FUNDINGTITLE I

DISTRICT FUNDING

NEW TECHNOLOGY

MATERIALS AND SUPPLIES

MISCELLANEOUS

Professional Development Laboratory Fees,Technology Specialist Maintenance Service

12,584 Laptops200 iPad minis

Erasers for Smart board, Textbooks,Pencils for Smart boardFees for Internet service

Continuing servicesand upgrades

Totals Funding/Five years$91,000.00

$10,000.00 Total per year

$3,201,674.16 Total for 5 year plan.

$5,000.00 Total per year _______________Total/Materials and Supplies$25,000.00

$16,000.00 Total over five years

Total Budget: $3,201,674.16 over 5 years

Children’s Internet and Protection Act (CIPA) and E-Rate

Congress passed the Children’s Internet Protection Act (CIPA) in 2000 in order to

address concerns about children in the online environment. The ISD will follow the rules and

regulations outlined in the CIPA to block or filter inappropriate materials that could be accessed

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on the Internet. The requirements listed below will be incorporated into the ISD’s expectations

for online activity. Schools and libraries subject to CIPA are required to adopt and implement an

Internet safety policy addressing:

(a) access by minors to inappropriate matter on the Internet;

(b) the safety and security of minors when using electronic mail, chat rooms and other

forms of direct electronic communications;

(c) unauthorized access, including so-called “hacking,” and other unlawful minors online;

(d) unauthorized disclosure, use, and dissemination of personal information regarding

minors; and

(e) measures restricting minors’ access to materials harmful to them (FCC, 2014).

Schools who follow CIPA regulations must meet specific criteria in order to receive discounts

through the E-rate program “unless they certify that they have an Internet safety policy that

includes technology protection measures. The protection measures must block or filter Internet

access to pictures that are: (a) obscene; (b) child pornography; or (c) harmful to minors (for

computers that are accessed by minors). Before adopting this Internet safety policy, schools and

libraries must provide reasonable notice and hold at least one public hearing or meeting to

address the proposal,”(Children’s Protection Act, 2014). The schools who are subject to CIPA

must also receive two additional certifications which include: “1) their Internet safety policies

must include monitoring the online activities of minors; and 2) as required by the Protecting

Children in the 21st Century Act, they must provide for educating minors about appropriate

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online behavior, including interacting with other individuals on social networking websites and

in chat rooms, and cyber bullying awareness and response,” (Children’s Protection Act, 2014).

Before receiving E-rate funding they must be in compliance with CIPA. The following are

compliance credentials that must be met:

● “CIPA does not apply to schools and libraries receiving discounts only for

telecommunications service only;

● An authorized person may disable the blocking or filtering measure during use by an

adult to enable access for bona fide research or other lawful purposes.

● CIPA does not require the tracking of Internet use by minors or adults,” (Children’s

Protection Act, 2014).

Responsible Use Policy (RUP)

This school district recognizes the value of technology integration into the classroom and

the improvement on learning, and the administrative advantages in the operation of each part of

this district. As such, it is the responsibility of each individual accessing any part of the network,

equipment, or other technology assets of this district and the individual schools to use them

responsibly in the support of the stated mission and goals of this district and schools of this

district.

Due to the unregulated nature of the internet, it is not possible to control all of the

information that is accessible by students and staff. For that reason, this policy has been adopted

as a means to set expectations, guidelines, and rules for the voluntary use of the technological

resources and of the Internet to those who obtain access to the resources made available by this

district and all departments and schools that fall under the control of the district’s administration

and the local Board of Education.

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Rights and Responsibilities of the Imaginary School District

In providing the technology resources to students and staff, this district recognizes that it

bears a responsibility in the effective use of these resources. To that end, the district will work to

create and maintain a setting that promotes conduct that is both ethical and responsible in all

activities by staff and students in relation to the use of the technological resources of the schools

and this school district. It is a violation of the policies of this district for any individual to

employ any actions or activity that does not comply with stated policies and general rules of this

network. To help in safeguarding the students and staff of our organization, the Imaginary

School District retains certain rights and recognized its responsibilities as enumerated below:

1. To log and monitor use of the network and the utilization of space on the fileserver of all

users. No responsibility or liability is assumed for the deletion of files that are found to

be in violation of file space allocations.

2. Monitoring of Internet activity of all users. This will be achieved through active

monitoring in real time as well as the keeping of logs of activity to be reviewed at a later

time.

3. The removal or inactivation of user accounts on the network due to individuals who leave

the district or violate the policies of this district in such a way as to have their

permissions to utilize the network of the district revoked or suspended.

4. To provide training and guidelines to staff and students in use that is acceptable under the

district’s policies.

5. The decisions on who may have access to the district’s network, equipment, and Internet

connections, to block those who are not authorized by the district, and those who do not

abide by the policies of the district.

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Before any ISD employee is allowed to use the district’s Internet access, each employee

must sign a contractual written agreement stating that they will adhere to the following rules and

regulations:

1. Follow general rules and ethics of Internet access.

2. Appropriate instructional use in the classroom.

3. Student Internet use will be monitored.

4. The following uses of the internet are prohibited but limited to:

● There will be no offensive language, messages, or pictures viewed or sent through

the use of the Internet through district internet use.

● No harassing, defaming or attacking other individuals or groups

● There will be no hacking or trying to access the computer databases under

unauthorized access.

● Violation of copyright laws will be monitored.

● No one shall use another employee or student’s password or username

● There will be no use of the network/Internet access for any commercial reasons.

Responsibilities of Educators and Other Staff

It is the responsibility of educators and other staff who are supervising the use of any

technology equipment to explain the rules and guidelines of use to students. They are, also, to

actively supervise any students and monitor their use of any equipment that they are utilizing to

ensure that such use is in line with the stated mission and goals of the ISD.

Staff shall make a reasonable effort to become familiar with effective monitoring,

instruction and assistance concerning the use of the Internet.

Responsibilities of Parents

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It is the responsibility of the parents/guardians to read and discuss the acceptable use and

unacceptable use of the internet and other technology offered by the district as set forth in this

policy. They are further responsible for making sure that their student understands the rules of

use of using any part of the district provided network and equipment.

Responsibilities of Users

An abundance of information and research resources are available with the use of the

technology equipment and network that are provided by the ISD. These resources are available

for use by staff, students, and others who are approved to use such resources at no cost. For

those approved users to continue to have the privilege of use, all users must agree to learn and

adhere to the acceptable use policies of the ISD.

Administration Access to Files

No user should consider any use of the school district’s technology network to be

privileged or private. The administration retains the right to examine all files, records, and

correspondence for adherence to the policies, rules, and guidelines provided under the acceptable

use agreements. A log of all accessed internet sites visited by each user will be monitored and

reviewed by the system administrator. This log will include site visited, date and time of visit,

and under which user login was used to access each site. The administration of the ISD will

cooperate and/or assist in the investigation of any and all law enforcement agency or

representative of such agencies by providing access to Internet e-mail, files, and records as is

necessary.

This shall serve as notice that the technology resources of the ISD do not provide for

sending or receiving any private or confidential communications of any type. Administrators

will have access to all e-mail and other forms of communications. Any messages of e-mails

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which support or relate to any activity which is illegal will be reported to the appropriate law

enforcement authorities. This is compatible with the Electronic Communications Privacy Act of

1986 (18 US 2510 et seq.).

Media Access for Students

School administrators can grant Internet access to students with parameters that must be

met by students and school employees. Student guardians will sign a permission form accepting

the guidelines for media use at the ISD school that they attend. Guardians may opt out of their

child having media access. This will allow their child to not be given access to the Internet

rather they may use other means of media such as library, newspapers, etc. Student information

shall remain confidential unless parental permission is granted for release of student information.

Crosswalk of Standards

National Educational Technology Standards

Georgia Technology Plan Imaginary School District Technology Plan

Learning:Change the learning process so it's more engaging and tailored to students' needs and interests (US Department of Education, 2013).

Establishing an effective learning environment.

Teachers will design lessons that incorporate 1:1 learning through the virtual learning environment. Differentiation will occur during the planning along with allowing students to independently design lessons and projects to showcase learning and understanding of online tools.

AssessmentMeasure student progress on the full range of college and career ready standards and use real time data for continuous improvement (US Department of Education, 2013).

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

Students will complete formative, summative, national, and state assessments. These assessments will track student growth through the online learning environment.

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TeachingConnect teachers to the tools, resources, experts and peers they need to be highly effective and supported (US Department of Education, 2013).

Engage students in meaningful curricular content through the purposeful application of technology.

Educational technologists will provide resources and tools for teachers and staff. They will ensure that every school is moving into the 21st century teaching and learning environment.

Infrastructure:A comprehensive infrastructure for learning that provides every student, educator, and level of our education system with the resources they need when and where they are needed.

Provide the technical and human infrastructure necessary to support real, blended, and virtual learning environments. Provide resources and support for one technical support position per 1,000 students to ensure that technology and infrastructure is operational, secure, and properly maintained.

Provide a scalable comprehensive technology infrastructure to support virtual classes, web-based applications, tools, and real-time communication, collaboration, and sharing within and outside our environment.

Productivity:Use technology to help schools become more productive and accelerate student achievement while managing costs (US Department of Education, 2013).

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

Teachers will keep track of all training that they attend. Students will use GAFE to collaborate and complete projects and assignments. GAFE is a free web application that allows students to work on documents at any location. It also allows students and teachers to collaborate on projects simultaneously.

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Appendix A

Technology Needs Assessment Google Form

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Appendix B

Internet Usage Permission Form

Student’s Name: ______________________________________________________________

School Identification Number: ___________________________________________________

Dear Parent or Guardian:

The internet use rules for schools in our school district are listed below. These rules should be read by you and your student and discussed to help them understand them before you consider granting permission. With your approval, your student will be able to use the internet connection at their school as part of their educational experience and to augment the instruction they receive in the classroom.

Guidelines for Internet Usage:

1. Students will not have access to the internet unless they have a signed permission slip from their parent or guardian which gives them permission to do so.

2. A condition for the use of computer equipment owned by the school district is that the student show respect for the equipment and its network.

3. If a student encounters any disturbing material on the Web or in an e-mail, they are to notify their teacher, the librarian, or other staff member immediately.

4. Students are not to give out any personal information (telephone numbers, full name, address, etc.) to anyone on the Internet. This is for safety reasons.

5. Students are to use their own account to access the Internet or the school’s network. They are not to allow another student to use their account or to give their password to anyone.

6. Before downloading any programs from the Internet, students must obtain the permission of the teacher/librarian/media specialist.

7. All media storage devices or USB drives must be scanned for viruses by the teacher/librarian/media specialist before they can be used by a student.

Permission to use the Internet and school network will be revoked and/or appropriate disciplinary action taken against any student who violates and of these rules. By signing below, both Parent or Guardian and the student signify that they have read and understand these rules.

I _______________________________(Parent’s/Guardian’s Signature) give permission for my son/daughter to access the Internet and school network and to publish any class-related material and/or information on that network in accordance with the above stated guidelines.

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I _______________________________(Student’s Signature) has read the above guidelines and will abide by those guidelines which have been established for usage of the Internet and school network

Appendix C

Definitions

● Acceptable Use: The use of any equipment owned by the Imaginary School District must

be for the purpose of education and/or research. All use is governed by the rules that

have been established by the district. Any material sent or received must not violate any

Federal or State laws or regulations. Material covered here includes, but is not limited to:

○ Material to which the user does not hold the copyright

○ Material that is threatening, indecent, lewd, salacious, obscene and/or repulsive.

○ Any files that are not requested by the intended receiver or that contain a type of

file that is able to reproduce itself and can cause harm to computer files or other

programs on the network, commonly called a virus.

○ Material that contains or tends to reveal any formula, plan, process, tool,

mechanism, compound, pattern, device or compilation of information which is

used by a business to gain advantage of competitors who do not know or use that

information, also known as a trade secret.

○ Use of advertising of a product or any political activity is strictly prohibited.

○ Use of any part of the districts network for personal gain is strictly prohibited.

● Privileges: All equipment and other technology resources that are purchased by the

district are, and remain, the property of the district. Any such equipment or resource

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entrusted to any district staff member are to be returned upon request or direction of

school or district administration or at the end of that staff members employment by the

district. It is a privilege, not a right, to use any of the technological resources owned or

maintained by the district, information networks, and the Internet. Any improper,

unsuitable, or other use that is not in compliance with that use that has been defined as

“Acceptable Use” will result in those privileges being revoked.

● Etiquette: All users will support and act in a manner that has been generally

acknowledged to be proper rules of network etiquette. These include but are not limited

to:

○ Abstaining from abusive messages to, and having respect for opinions and beliefs

of others.

○ Use language that is proper and suitable. This is defined as:

■ No using of vulgarities, swearing, and other inappropriate language

■ Avoidance of using slang, all caps (this may be misunderstood or may be

offensive to others).

○ Revealing personal information of the user or anyone else (such as home

addresses, phone numbers, full names, or any other identifying information).

Exceptions would be approved by district IT staff and would only be used on

secure sites (https://), and only for purposes deemed appropriate use by the district

policy. This is for protection against identity theft and caution should be used any

time personal information is requested by any website for any reason.

○ Users will not falsify their identity over the district’s network, or share network

and computer passwords with anyone.

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○ Transmit or use anything that is in violation of federal, state, or local law. This

would include by not be limited to any material that is threatening or obscene, or

protected by copyright or trade regulations.

○ Move, change, or manipulate any secure information on any computer or network

operated or owned by the district.

○ No downloading or installation of any software, social media, shareware,

freeware, or subscribe to any site without first obtaining permission of the school

principal, superintendent, or system administrator.

○ No one may connect any computer, notebook, laptop, mobile device or storage

device to any part of the district’s network without obtaining permission from the

system administrator. This is to access control to the network and to aid in the

providing of a network infrastructure that is stable.

○ E-mail on the district’s network is not guaranteed to be private. Any information

that is relating to or in support of any activity that is illegal will be reported and

those messages turned over to law enforcement authorities.

○ Use of the district’s network that would be disruptive of the use of the network by

others or would violate the Privacy Act are prohibited.

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