Technology Evaluation Plan Revisions

Submitted by Vikki Harmon and Carla R. Turner

The Clayton County Public School System (CCPS) is located fifteen miles south of Atlantas Hartsfield-Jackson International Airport. CCPS has 3,362 classrooms district-wide, 7,000 employees, and 3,300 teachers. In addition, CCPS services 50,256 students with a population of 51% male and 49% female. Students are serviced on a total of seventy campuses including elementary, middle, high, alternative, charter, special education centers, center for learning, and magnets schools. School Demographics: Asian - 4.8% Black - 72.0% Hispanic - 16.1% Multiracial - 2.2% White - 4.0% Other - 0.9%

Strengths and Weaknesses The strengths of the CCPS Technology Plan are the goals and strategies for telecommunications and information technology and professional development. The plan is clear and concise in regards to the overall vision and goals. The vision of the Technology Department was developed by key stakeholders [teachers, students, parents, parents, business partners, and senior leadership]. This is strength because all stakeholders are involved and responsible for upholding the institutions vision. The strategies included in the technology plan are realistic and aligns with the instructional, administrative, and parent goals. The instructional strategies include updating 21st Century equipment for teachers, students, and the classrooms. CCPS also provides various means of professional development to provide teachers with strategies to integrate technology into the classroom. The

courses also provide certification and managerial skills. The framework for instructional Technology for Learning (RIT4) includes instructional, administrative, technical, and leadership. This is defiantly a strength in which the professional development aims to assist teachers and administrators in reaching their true potential in the educational field. The weakness of the CCPS Technology Plan is the lack of information in the areas of telecommunication, budget Resources, and ongoing evaluation process. The Technology plan also mentions acronyms without their meaning. This makes the plan difficult to understand for its readers.

Goals and realistic strategy for telecommunications and information technology Problems: Use of explanation of acronyms. Lack of computer literacy prior to grade eight. In- house technical support from school Media Specialists.

Changes to be made: List of acronyms in the appendixes. Begin computer literacy in third grade. Extensive training for technical training for Media Specialist and county technicians. Why changes are needed and resources needed: Acronyms are needed so that the reader can understand the technology. With the growth in technology, students need technology exposure prior to middle school. The resources needed for this are additional computer labs and or student computers in classroom. In addition, computer

classes offered in elementary school. This course can be taught by the Media Specialists or by a computer teacher. Media Specialists need extensive training to successfully handle daily technology needs of a school. Resources needed are training sessions for Media Specialists and county technicians. Professional Development Strategy Problems: There are no mandatory in technical course for teachers. Changes to be made: Implement a mandatory introduction to technology course for teachers. In addition to ongoing technology courses that prepare teachers for technology integration in the classroom. Why changes are needed and resources needed: With the growth in technology in the classroom, its important that teachers are aware of how to integrate technology into the classroom. Resources needed are teachers, which may be in house, to facilitate technology classes. Teachers will also need hardware and software for classroom usage. Telecommunication Problems: The technology plan does not include information on telecommunication services, hardware, software, and other services needed. Changes to be made: Incorporate information on telecommunication services, hardware, software, and other services needed. Why changes are needed and resources: Telecommunication services, software, and other services are important for schools. The technology plan should list the services being provided for learning and staff use. Budget Resources

There is no mention of the budget resources for CCPS in the Technology Plan. The plan does make mention of the funding resources and amounts for technology equipment, software, and training. It is also noted that initiatives may be modified in the future based on funding. Problems: There is no mention of the budget resources for CCPS in the Technology Plan. Changes to be made: The technology plan needs to list budget resources. Why changes are needed and resources: It is important that school system develop and maintain a budget. With the ongoing money issues and teacher furloughs, it is important to show the financial aspects of the technology plan. Are these technologies need? Are the purchases affordable? Analyzing the budget allows smarter spending. It also allows the school system to determine the areas in which funding may be lacking. Resources needed are a budget team to align monies and supplies needed for teachers and students. Ongoing Evaluation Process Problems: There is no mention of ongoing evaluation process in the CCPS technology plan. Changes to be made: Incorporate an evaluation process of the current and future technology plans. Why changes are needed and resources: It is viable to conduct an ongoing evaluation of the technology plan. Evaluating the plan determines if it is working for the school system. Evaluation also determines if the goals and vision are being met, in addition to determining if teachers and staff are doing their part. Ongoing evaluation allows a school system to prioritize and organize the needs of the students, teachers, and staff. In addition, the fact that there is no ongoing formal or informal evaluation questions the institutions commitment for improvement.

Clayton County Public Schools has hired a full time Broad-Based Support Network administrator to handle the daily needs of supporting technology in the district. If additional (Borrowed) support is needed the district has enlisted the support of Teck Solutions and or Heartland Business Systems. Through technology students are assessed to identify specific learning needs. This data is used to determine appropriate interventions to address the specific Needs Assessment: (Borrowed) learning need. Our current assessments include: DIBELS Assessed 3 times per year. STAR Math and Reading Assessed 2 times per year. Stanford Math and Reading Assessed 2 times per year. MEAP Assessed 1 time per year. It is the mission of the CCPS s Department Technology to provide flexible and responsive direction for access Mission to information systems, instructional technology, and technology services to enhance student achievement for all students. The vision of CCPSs Department of Technology is to become a recognized model school district both in the Vision state of GA and nationally for the access and utilization of innovation technology and cutting edge strategies to ensure that students are prepared to compete globally.

1. Improve and update the 21st century digital classroom equipment and peripherals. 2. Use technology to improve student academic performance and increase technology literacy for students and teachers. 3. Work with the Professional Learning Department to develop a rigorous professional learning training model for technology integration and support for teaching and learning that aligns with local, state, and national standards. Goals and Objectives 4. Update the administrative computers and applications for schools and central office staff and provide in house training for technical staff to support system readiness. 5. Utilize technology to develop and implement a plan to ensure clear, concise and accurate communication within the school system and throughout the community. We will also use technology to engage parents in the guidance and education of students. 6. Provide training and enhancement for to increase technical staff competencies and job satisfaction. 7. Use E-Rate Funding to continuously upgrade and provide support for user systems and district wide needs. Ensure that an Action Plan exists for at least 3 years. If Action Plan/Multiyear Planning necessary, expand the plan to 3 years. This plan should integrate the other parts of the plan including staff development, curriculum integration, program integration, facilities, etc. Program Integration It is due to this fact that our goals for the coming years are centered on the integration of technology into the

(Borrowed)

learning of our students. In the coming years, each teacher will be required to integrate technology into their classrooms as well as require the students to use technology to demonstrate something that they have learned. Associated with the core academic subjects are "model"

Curriculum Integration (Borrowed)

core curriculum areas including art, career and employability skills, health education, life management, physical education, and technology. A specific set of standards has been developed for instructional technology across the curriculum. In the spring of each year, building administrators will complete the CEO Forum STaR Chart Self-Diagnostic Tool for their building(s). The STaR Chart describes the technology presence, use and integration in a typical school in four school profiles ranging from the "Low Technology" school that uses technology primarily for

Evaluation (Borrowed)

administrative functions, to the "Target Technology" school that integrates technology throughout the curriculum. The STaR Chart also highlights the potential educational benefits each level of technology integration offers. Together, this information can help our school district identify its current educational technology profile and, based on the educational outcomes it values, target its future profile.

Standards (Borrowed L.A.) See Equipment Standards and Benchmark Chart below.

Funding for technology equipment, software, and Funding Alternatives training comes from a variety of sources including ERate, SPLOST, Title program funding, and local funds. The following annotated bibliography describes the research that was used in the preparation of this plan and how the District has used and will use the research findings in the development and implementation of the School Pilot Projects/Educational Research (Borrowed L.A.) plan. The research was selected for its focus on strategies and methods to integrate technology in order to improve learning, teaching, and management. Research and Models/Strategies Literature: CEO Forum (2001). The CEO Forum School Technology and Readiness Report: Key Building Blocks for Student Achievement in the 21st Century. http://www.ceoforum.org/downloads/report4.pdf. Model Classroom Configurations (created) Facilities (created) CCPS currently uses GA Virtual School for remedial course work, or if a student needs a specific component to graduate or fulfill an IEP goal. Internet access is utilized in daily instruction and for student research. The IT department will work with facilities to modify and amend all specifications pertinent to technology. Technical Support is defined in this plan as all of the Maintenance/Support resources necessary to guarantee efficient operations of Technology Hardware, Electronic Learning Resources (Borrowed L.A.) and Network and Telecommunications Infrastructure. Components under this category of the plan include but

are not limited to operational staff, help desk tools, and personnel and maintenance contracts, all of which are dedicated to maintaining and enhancing instructional and administrative technology hardware and software. The sites will purchase software products, subscriptions Software Agreements and utilize available District online learning programs (Borrowed L.A.) (OLP), as applicable to grade level and content areas, to meet instructional needs of Plan. It is the policy of CCPS to: a) Prevent user access over its computer network to, or transmission of, inappropriate material via internet, electronic mail, or other forms of direct Copyright/Acceptable Use Policy electronic communications; b) Prevent unauthorized access online and other unlawful online activity c) Prevent unauthorized online disclosure, use, or dissemination of personal identification of minors d) Comply with the Childrens Internet Protection Act CCPS has Websense and SchoolDesk to help school comply with CIPA. It is the policy of the Board of Education of CCPS District that consistent with state statute and the intent of the person, organization, or agency conferring title, the Gifts and Disposal (Borrowed Ogden) district may receive, hold and dispose of any gift, grant, or bequest. Any such gift, grant or bequest becomes totally the property of the CCPS District. It is the policy of the Board of Education of CCPS that when equipment, books, and materials become worn out, obsolete, surplus or otherwise unusable in the

EQUIPMENT STANDARDS & BENCHMARKS: By June 2011, the District-wide student to computer (<49 months old) ratio will be 6.9:1.* The District or sites will purchase peripherals (projection devices, probes, handheld computers, digital microscopes, interactive digital white boards, printers, multi-function devices, digital cameras, etc.) for about 515 classrooms annually.

2009-2010

2010-2011

2011-2012

7.5:1 Purchase peripherals for 175 sites, 3 classrooms per site

7.3:1 Purchase peripherals for 175 sites, 3 classrooms per site

6.9:1 Purchase peripherals for 175 sites, 3 classrooms per site

district, the Superintendent may authorize their disposal in a manner consistent with the best interest of the district and in compliance with the Procurement Policies of CCPS District and applicable state law. It is the policy of the Board of Education of CCPS District that the conveyance or sale of any school site, building or real property may only be accomplished by board resolution affirmed by at least two-thirds of the Members. Work with the Professional Learning Department to develop a rigorous professional learning training model Staff Development for technology integration and support for teaching and learning that aligns with local, state, and national standards.

Resources:
LA Tech Plan: http://www.lausd.k12.ca.us/lausd/techplan/LAUSD2009EdTechPlan%20_final.p df Stephenson Tech Plan: http://www.stephenson.k12.mi.us/TechPlan/TechPlan14.pdf Ogden City School District: http://www.ogdensd.org/deptDocs/BoardPolicyManualweb.pdf