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

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Table of Contents
.. 3

Team Members
Mission Statement

Vision Statement

Value Statement

..

Demographics

Needs Assessment
Goals

.. 6

. 7

Strategies 10
Budget .. 21
CIPA 21
RUP . 23
Crosswalk of Standards .. 27
Appendix A . 29
Appendix B .... 30
Appendix C 31

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Technology Team
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 districts 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.

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Value Statement:
Develop students capable of meeting the challenges of todays 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 districts 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 ISDs 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 years
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 Americas 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
states 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 students 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
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

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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.
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
Teachers will begin their education on the effective utilization of technology
Implementation 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.

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

Parties
Principals and Asst. Principals will be responsible for appointing a review
Responsible for team to evaluate lesson plans and observations of classroom activities. They
Evaluation
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 programs
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 Kindles 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 districts 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

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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.
Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
3.
Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
6.
Technology operations and concepts
Students demonstrate a sound understanding of technology concepts,
systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
d. Transfer current knowledge to learning of new technologies

NETS-T

1.
Facilitate and inspire student learning and creativity
Teachers 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
inventiveness
b. Engage students in exploring real-world issues and solving authentic
problems using digital
tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify
students conceptual understanding and thinking, planning, and creative
processes
d. 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
assessments
incorporating contemporary tools and resources to maximize content
learning in context and
to develop the knowledge, skills, and attitudes identified in the StandardsS.
a. Design or adapt relevant learning experiences that incorporate digital tools
and resources to
promote student learning and creativity
b. 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

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assessing their own progress

c. Customize and personalize learning activities to address students diverse
learning styles,
working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative
assessments aligned
with content and technology standards, and us resulting data to inform
learning and teaching
3.
Model digital age work and learning
Teachers exhibit knowledge, skills, and work processes representative of an
innovative
professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current
knowledge to new
technologies and situations
b. Collaborate with students, peers, parents, and community members using
digital tools
and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students,
parents, and peers using a variety of digital age media and formats
d. 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 leadership
Teachers 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 learning
b. Exhibit leadership by demonstrating a vision of technology infusion,
participating in shared
decision making and community building, and developing the leadership and
technology skills
of others
c. 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 student
learning
d. 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.
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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).
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).
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

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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
Teachers will participate in weekly trainings to become familiar with using a
Implementation 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.
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
Administrators
Responsible for
Evaluation
Budget

The school system currently has 19,300 computers/laptops available for

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(Include total
and per unit
cost.)

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 laptop
Total for laptops: 12,584 x 249.99 = $3,145,874.16
200 iPad minis
$299.99 per iPad mini
Total 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
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 collaboration

Students 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 media
b. Communicate information and ideas effectively to multiple audiences
using a variety of media and formats
c. Develop cultural understanding and global awareness by engaging with
learners of
other cultures
d. Contribute to project teams to produce original works or solve problems
2- Technology operations and concepts
Students demonstrate a sound understanding of technology concepts,
systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively

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c. Troubleshoot systems and applications

d. Transfer current knowledge to learning of new technologies (ISTE
Standards-Students, 2014)
NETS-T

Design and develop digital age learning experiences and assessments

Teachers 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 StandardsS.
a. Design or adapt relevant learning experiences that incorporate digital tools
and resources to promote student learning and creativity
b. 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 progress
c. Customize and personalize learning activities to address students diverse
learning styles, working strategies, and abilities using digital tools and
resources
d. Provide students with multiple and varied formative and summative
assessments aligned with content and technology standards, and use
resulting data to inform learning and teaching
(ISTE Standards-Teachers, 2014)

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.

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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
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
The first three years, teachers, administrators and staff will attend a
Implementation 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

School administrators

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Parties
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
Technology department district administrators.
Responsible for
Evaluation
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.

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 making

Students 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
investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed

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decisions
d. 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 assessments

Teachers 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 StandardsS.
a. Design or adapt relevant learning experiences that incorporate digital
tools and resources to promote student learning and creativity
b. 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 progress
c. Customize and personalize learning activities to address students diverse
learning styles, working strategies, and abilities using digital tools and
resources
d. Provide students with multiple and varied formative and summative
assessments aligned with content and technology standards, and use
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

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IDS TECHNOLOGY PLAN

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.
Budget
STATE
FUNDING
TITLE I
DISTRICT
FUNDING
Professional
Development
Laboratory Fees,
Technology
Specialist
Maintenance
Service
Totals
$10,000.00 Total per
Funding/Fiv year
e years
$91,000.00

NEW
TECHNOLOGY

MATERIALS MISCELLANEO
AND SUPPLIES
US

12,584 Laptops
200 iPad minis

Erasers for Smart

board,
Textbooks,
Pencils for Smart
board
Fees for Internet
service

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

$5,000.00 Total
per year

Continuing
services
and upgrades

$16,000.00 Total
over five years

_______________
Total/Materials
and Supplies
$25,000.00

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IDS TECHNOLOGY PLAN

Total Budget: $3,201,674.16 over 5 years
Childrens Internet and Protection Act (CIPA) and E-Rate
Congress passed the Childrens 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
on the Internet. The requirements listed below will be incorporated into the ISDs 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

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IDS TECHNOLOGY PLAN

libraries must provide reasonable notice and hold at least one public hearing or meeting to
address the proposal,(Childrens 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
online behavior, including interacting with other individuals on social networking websites and
in chat rooms, and cyber bullying awareness and response, (Childrens 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, (Childrens
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.

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IDS TECHNOLOGY PLAN

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 districts administration
and the local Board of Education.
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.

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IDS TECHNOLOGY PLAN

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
districts policies.
5. The decisions on who may have access to the districts 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.
Before any ISD employee is allowed to use the districts 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 students password or username
There will be no use of the network/Internet access for any commercial reasons.

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IDS TECHNOLOGY PLAN

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
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 districts 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

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IDS TECHNOLOGY PLAN

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
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.

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IDS TECHNOLOGY PLAN

Crosswalk of Standards
National Educational
Technology Standards

Georgia Technology Plan

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

Imaginary School District

Technology Plan
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.

Assessment
Measure 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.

Teaching
Connect 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 realtime communication,
collaboration, and sharing
within and outside our
environment.

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IDS TECHNOLOGY PLAN

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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IDS TECHNOLOGY PLAN

Appendix A
Technology Needs Assessment Google Form

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IDS TECHNOLOGY PLAN

Appendix B
Internet Usage Permission Form
Students 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 schools 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 _______________________________(Parents/Guardians 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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IDS TECHNOLOGY PLAN

I _______________________________(Students 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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IDS TECHNOLOGY PLAN

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 districts network, or share network
and computer passwords with anyone.

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IDS TECHNOLOGY PLAN

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 districts 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 districts 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 districts 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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IDS TECHNOLOGY PLAN

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