Tech Plan Update Project

Technology Plan Update
Kathy Hathcock & Patrycja Manning

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Content I Part
Introduction 3 Overview4 Outline5 Proposed Improvements11 Acronyms Description 12
II Part
Technology Plan Update13 Appendices 67 Resources 70
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Part I
Introduction
The Richmond County School District is located in Augusta, Georgia. Augusta is the second oldest city in Georgia known as a Garden City. It is also a home of Master Golf Tournament. The population of Augusta is estimated at 195,850. The school district consists of 58 schools and 32, 356 students, and employs 2,555 certified and 2,095 non-certified staff members. The general budget for 2011 fiscal year was $254.5 million dollars of which a great amount was designated for the technology department. Additionally, according to the White House Projection Report (White House, 2011), the amount of funds available for school modernization of Richmond County School District is 28.4 million dollars since it is one of the 100 largest local educational agencies. The district is proud of their technology - integrated curriculum. Foremost, the staff engages all available resources to ensure their students successful learning. Additionally, they enable the families to be a part of their childrens learning process by implementing PIV, a web based program that facilitates the parents to access the grades and follow their childrens learning progress. The team of the Technology and Media Department of Richmond County School District began working on a comprehensive technology plan to guarantee that the technology is integrated at schools to its full potential. Mrs. Kimberly Stripling, the director of Media and Instructional Technology and coauthor of the technology plan, shared some valuable information and guidelines she learned throughout the plans creation. During the interview, Mrs. Stripling clarified that her team needed to collaborate with several school divisions to include CTAE (Vocational), Curriculum, Information Technology, and other departments to learn about their technology needs and to ensure that the plan will be functional for the entire school population and support the curriculum. Moreover, Mrs. Stripling shared that by conducting annual technology survey, the team was able to learn about the types and amounts of equipment each school in the district possessed and use these information along with the previous technology plan, and states guidelines to form current technology plan. The team started working on the plan one year before it was due. The goal at that time was to make the plan more general, universal, and correspond with all of the Page | 3
fast changes occurring in the technology field. However, during composing the technology plan, the IT and Media team faced several difficulties because of the technology alteration. One of the major concerns was to predict students educational needs for the next three years. Therefore, to ensure the plans validity, the team conducts yearly surveys and analyzes the plan based on current trends. Finally, one year later, the IT a Media team composed a three year technology plan valid from July 1, 2011 until June 30, 2014. The plan was submitted and approved by the Department of Education. In the following section a detailed evaluation and suggested improvements of the technology plan is included.
Overview
Our evaluation team found several strengths and weaknesses of the plan and proposed numerous improvements on how to modify the plan to ensure its better practicality. We found it extremely beneficial that the district along with the technology team ensures that the community is informed about their budget management for technology needs and their expenses. One example of this collaboration is posting the technology plan online on the districts website to inform their audience about their goals, processes, and outcomes. Moreover, we found that a few categories included in the plan are well developed and contain detailed description of the objectives. One of them is the acceptable use policy section that addresses various guiding practices to ensure the protection of the computer and net users. Additionally, we found that the section on professional development is extremely informative and focuses on proper technical readiness of administrators, system leaders, teachers, and other staff members. Finally, the technology planning budget based on the major goals and aligned benchmarks reveals detailed calculation of the needed fund for the upcoming three years. However, our team was the most disappointed with the section on software agreement. The plan reveals the need for more resources and yet the plan does not take the advantage of countless opportunities and offers major companies such as Microsoft has to offer for education institutions such as RCSS. Including direct expectations and needs in the technology plan could engage various audiences (i.e. stakeholders) and reduce the expectations gaps. Furthermore, organization and clarity dealing with these types of issues is vital, especially when addressing professionals of various technology skills. Including specialized vocabulary and some technological jargon may confuse and extract stakeholders and may create disparity. Therefore, a simpler approach to writing the plan would help immensely in communications the RCSS goals. The major drawback for our team was to learn about the numerous gaps, which the Instructional Technology and Media Team aimed as a defense for lack of resources and dysfunctionality of some of the different uses of technology. Including these gaps in the Technology Plan make a wrong impression and portrays the system as it knows where it needs to be, and acknowledges that it simply isnt there yet. In comparison with other investigated technology plans, the RCSS technology plan was
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the only one that did not have any plan in place on how to address these gaps or insufficiencies. Lack of staff and proper cooperation expressed by the authors of the Technology Plan during the interview was easily detected during our analysis of the plan. Our team was uncertain about the teamwork that was involved in composing the planning document. Even though only three authors were listed as authors, we hope that additional school staff contributed their skills and knowledge in forming this important document. The goal of our team was to provide detailed and yet objective evaluation of the RCSS Technology Plan. Our team recognizes the IT and Media Teams hard work. We understand that composing a technology plan is extremely time consuming and requires a collection of multiple resources and contribution from professionals from various educational fields. This evaluation provided us with a substantial amount of skills in the area of technology planning and the evaluation process. Our team learned about various factors that influence the technology planning process and how they affect the functionality of this process in real setting where other aspects such as internal politics, budget, and community relations influence the overall work.
Outline
Our team found that all the following issues occurred for the overall plan:
o Sections in RCSS plan where vague and they lacked concrete actions targeting the needs and goals o The plan was unorganized, and even though some of the sections of the plans scored satisfactory according to our criteria, improved information and detailed actions were found in other technology plans.
Below is the outlined list of applied changes with their detailed explanation:
o Broad-Based support Problems: No list of supported staff was included in the plan. Only three members of the IT and Media team were listed. Changes: A list of positions of the technology committee was included. Explanations: The plan needs to outline the supporting staff that contributed to the development of the plan. This increases the plans validity, reliability, and portrays a great collaborative team work that is needed for the technology department function properly. Page | 5
o Needs Assessment: Problem: The plan lacks instruction on how to solve the problems and what types of resources are needed to prevent future disparity Changes: Included general strategic plan with a brief description on how to solve some of the common problems occurring in schools. Moreover, an example of Assessment survey was included in the Appendix A. Explanations: Having the technology assessed regularly on a strategic plan will enable a quick service and also estimate appropriate expenses in advance. o Mission Problem: The RCSS technology plan lacked distinction between their mission and vision. Furthermore, it included only a brief description of connecting the technology with the learning beyond a school setting. Changes: The changes included a detailed description of the importance of skills needed for functioning as a long life learner in the 21stcentury community. Explanations: The goals of being lifelong learners who apply their skills in everyday world found our team valuable and desirable.
o Vision Problem: It was vague and did not addressed the school population and stakeholders Changes: Included expected outcomes from instructional uses of technology, administrative uses of technology, parent community uses of technology, and system readiness Explanation: By stating the expectations and visions for the technology role in correlation with the school staff and the community will help understanding of the direction in which the plan tends to go. It makes the plan appear balanced.
o Goals and Objectives Problems: The goals, strategies, and benchmark should align directly with standards to include National Educational Technology Standards. Changes: To ensure validity and reliability, the goals, strategies, and benchmarks were aligned to the NETS Standards. Page | 6
Explanations: By including the standards, the technology department assures the continuity of the standard of excellence and best practices in learning, teaching, and leading with technology in education (NETS, 2011).
o Action plan/Multi-year planning Problems: None Changes: None Explanations: The RCSS plan outlined the goals and action for the three years; therefore no changes were applied. o Program integration Problems: The RCSS technology plan was based on the national technology broad ideas and CIPA act. The advantage of the plan is that they aligned strategies that correlate to their goals in the funding section. However, since the plan is written for a broad audience, a nice and organized section with the aligned strategies to the national technology standards could be extremely helpful. Changes: Listed strategies that are outlined with the US DOE technology standards. Explanations: The changes will reveal to the readers particularly the teachers a connection between the technology and the curriculum. o Curriculum integration Problems: Surveys used by the RCSS district indicate a system-wide gap in the integration of technology, and there is no sign of an official Learning Statement. Changes: Needs to include a more focused goal and implement more collaboration among teachers and technology coordinators. This relationship should be mandated. Explanations: According to the article Technology Planning: The Good, the Bad, the Ugly, by Sibley and Kimball, ... conducting grade level planning for curriculum integration (not just classroom planning) should be included in the tech plan. Perhaps by abiding by this suggestion, the plan could have a more focused goal and know in which direction the system is going. Collaboration among teachers would be most beneficial instead of system-offered workshops. There is no sign of follow up. More interaction with the technology departments and the teachers Page | 7
themselves should be mandatory since the current approach is not comprehensive. o Evaluation
Problems: RCSS included evaluation method and timeline according to their four goals. However, as the design team outlined in the gaps section, the evaluation is the area where the actions need to be improved. Changes: include instructions of how to increase the evaluation effectiveness. Explanations: Concentrate on actions and how the process of evaluation can improve the functionality of the technology at the classroom, school, and even district level. Conducting frequent and structured evaluations will help to maintain the equipment, influence technology integration in the curriculum, and foremost will enhance students learning and productivity of the school staff.
o Standards
Problems: No technology standards were listed. Changes: Adding a sample of technology standards that are based on the state guidelines. Explanations: Educational programs and software, shareware, or hardware are becoming more advanced than ever. Therefore, the systems need to be ready to be comparable with this advanced technology that is progressing at a fast rate. Furthermore, including information about the minimum requirements for PC and Macintosh will allow the audience particularly the stakeholders to understand the funding spending.
o Funding Alternatives Problems: None. Changes: None added. Explanations: The RCSS composed a comprehensive list of needed fund that are aligned with the goals and strategies. o School Pilot Projects/ Educational Research Problems: The plan described the current reality and the technology needs based on the research findings. However, no analysis of emerging research results was included in the plan.
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Changes: Including and identifying promising techniques and sources outlined by the research and professional standards. Explanations: By applying the changes, the credibility of the plan is enhanced. Moreover, it provides a defined purpose based on the scientific research.
o Model Classroom Configurations Problems: A vague description of the classroom technology configurations included. Information is unorganized and lack details. Changes: Incorporate the standard technology configuration by school level. Include all technology in each classroom, library, and study rooms. Explanations: For accountability purposes, a list of the technology in each school is included. At the end of the school year, each school staff will be responsible for the inventory of the technology in their working area. This section is important due to its complementation with the evaluation section. o Facilities Problems: No particular facilities were listed. Changes: Include description of the educational facilities and their readiness for the proper technology functioning. Explanations: The minimum of the facility readiness was included to develop an understanding of the school needs to employ technology. Additionally for funding purposes, this section is extremely important.
o Maintenance/Support Problems: The information included for this section was general and needed be referred to particular policies. Changes: Included the RCSS information along with list of the overall required maintenance. Explanations: By adding seven categories of overall maintenance schedule, the staff from the tech department will be able conduct the maintenance regularly. o Software Agreements Problems: The plan only covers vague information about software agreements that the district uses. Page | 9
Changes: The plan should include a list of software with their description and policy agreement and how it supports state educational standards. Additionally, the Technology and Media team should analyze in detail the responsibilities of emerging licensing program for the district, instead of depending on the centralized purchasing policy to use the licensing agreement to its full potential. Explanations: By including a descriptive list and policy agreement aligned to state standards would display validity and reliability to the purposes of the software purchases and usage. Furthermore, according to Microsoft Licensing for Education web page, by purchasing volume licensing program, the schools receive the most of the software investment because it includes the software upgrades, support, partner services, training, and even IT tools (Microsoft, 2011).
o Copyright/Acceptable Use Policy Problems: Due to the specifics and details included in this section of the current plan, there are no problems. Changes: None needed. Explanations: The plan specifically explains the systems Internet policy by including information on transmission, access, activity, disclosure, use, and compliance to the Childrens Internet Protection Act.
o Gifts and Disposal Problems: The current plan does not include a section explaining its policy on gifts and disposal. Changes: For gift acceptance and disposal, board policy should be taken into consideration and discussed between the administration and technology coordinator. Explanations: To maintain an ethical and frugal approach to the gift and disposal aspect, board policy should be referenced and both administration and the technology coordinator should discuss the disposal of equipment.
o Staff Development Problems: Since much detail and explanation was involved in this particular area, there are no problems. Changes: None needed. Page | 10
Explanations: The plan was detailed in its explanation of what each department/level receives and how often, the modes of assessment, and acknowledgement for the need of improvement.
Resulting improvements
As a result of the suggested improvements listed above, we hope that the plan itself will become easier to follow with being organized by the important factors (factors being the headings of the outline). Furthermore, with the entire anticipated audience being considered, the plan will bring with it support from the stakeholders through their time, effort, and money. As a result of this support, more funds for technology and staff, well-distributed responsibilities, and more community and parental involvement through establishing a learning beyond school setting will be established. Through this new concept of the stakeholder in mind, a more conscientious effort will be made in the plans writing. None of the aforementioned jargon (without explanation) should be involved, and the idea of being the readers friend will always be the reasoning behind the format of the plan. This more detailed and specific approach should directly result in a better preparation for the changing curriculum with a defined focus on technology integration, more accountability on the district, curriculum development department, school, teachers, and student levels thus making the plan itself more reliable. Overall, these improvements will create an all-around cooperative team that shares the common goal of student success in the 21stcentury with better defined technological aspects, staff roles, and timeframe.
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Acronyms Description
CCSD -Cherokee County School District DCSS - DeKalb County School System GCCSC - Greenfield Central Community School Corporation JCSD - Jamestown City School District KSDOEL - Kansas State Department of Education in Lincoln MSAD -Maine School Administrative District NPS - Newton Public Schools PSD- Peninsula School District RCBOE -Richmond County Board of Education RCSS - Richmond County Board of Education RC - Rumson Charter WBOE- Watchung Board of Education
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Part II
Richmond County School System Three Year Technology Plan Update July1, 2011-June 30, 2014
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Table of Contents
I. II. III. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. XIV. XV. XVI. XVII. XVIII. XIX. XX.
Broad-Based Support Needs Assessment: Mission Vision Goals and Objectives Program Integration Curriculum Integration Evaluation Standards Funding Alternatives School Pilot Projects/Educational Research Model Classroom Configurations Facilities Maintenance/Support Software Agreements Copyright/Acceptable Use Policy Gifts and Disposal Staff Development Appendix Resources
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I. Technology Committee
Administrator Board Member Director of Instruction Curriculum Director Board Chair
District Technology Coordinator Chair Gifted and Talented Teacher Kindergarten Teacher Library Media
District Business Manager
Parent/Community Member Physical Education Teacher Reading Teacher Science Teacher Specialist Special Education Teacher Superintendent Principal,
Math/Computer Teacher
Technology Coordinator Technology Teacher
Technology Assistant
Adopted from WBOE (2007) Page | 15
II. Needs Assessment

The Technology Plan will continuously be evaluated by the School Improvement Committee, the Corporation Technology Operations Director, and the school Principal. These individuals will use a district wide technology needs assessment that is completed yearly and aligned with school-wide improvement criteria, plans and progress reports to help evaluate the effectiveness of the Technology Plan. A yearly report outlines results from school-wide uses of technology to refine the school improvement and technology plans. A clear correlation between learning outcomes and technology usage is well documented throughout the school. In addition, two goal areas will be a focus of evaluation on a bi-annual basis as per the evaluation schedule listed in the previous section. Evaluation activities will include: Analysis of data related to student learning, such as: o Individual student growth rate on standardized tests o Individual student growth rate on local level assessments o Student performance on Core 40 assessments Disaggregated data to assess differences in group performance (gender, intellectual capacity, etc.) Parent, student and staff survey of technologys role in meeting student learning needs Focus group interviews to gather data on technology program effectiveness Event rating scales from staff development opportunities
A survey was created by members of the Technology Committee and sent to staff at all schools (See Appendix A). Staff included teachers, aides, Child Study team members, and secretaries in all school offices. 69 surveys were returned and tallied for data. It was decided to focus in on teacher (including library media personnel) responses, as they have direct impact on student learning, so additional surveys were sent to teachers who did not respond the first time. There were a total of 60 teacher surveys returned. Those results were tallied and then data from teachers was disaggregated from the first set of data. Adopted from WBOE (2007) & MSAD (2005)
III. Mission
The RCSS Management Information Systems Department (MIS) has created the Technology Plan to keep up with progress and excitement. The plan resonates the passion for extended and expanded learning fueled by efficient and effective integration of technology and the mission and goal of the district. The mission of the Page | 16
MIS Department is to establish and maintain a technology-rich teaching and learning environment where students and staff develop 21st century skills to be successful citizens in a global community More so, the mission is to enable students with the skills they will need to work, learn, and live in their future. Adopted from DCSS (2009)
IV. Vision
The vision starts with the Districts instructional plan that calls for effective and efficient uses of all resources that ultimately influence student achievement. As it relates to technology, the RCSS Technology Plan is characterized by purposeful and seamless integration of technology that: Efficiently utilizes and imbeds the resources that support student achievement. Efficiently provides seamless operations that facilitate the day-to-day workflow, productivity, and communication of all functions of the school system.
The ultimate challenge for the MIS Department is to be responsive to the present educational needs of the district and at the same time anticipate the future. It is the responsibility of the department to collaborate with the Department of Instruction, Department of Special Services, and the Superintendents Executive Cabinet on the effective and efficient use of technology for the school system. More than a vision, it is the dream of the RCSS MIS Department that such efficiency and effectiveness will allow access to information, opportunities for exploration, and uninterrupted instruction that promises learning anytime, anywhere, for anyone. This is a plan for children who have changed the landscape of learning. These are the children who come to the classroom wired, connected, and full of expectations. They are twitting, blogging, editing wikis, creating podcast, storing digital images, checking internet sites, e-mailing, tele-conferencing with friends across the country, and downloading current events while writing an essay. Some call them multi-taskers.Claudia Wallis (2006) refers to these children as digital jugglers. They are ready and willing to accept information from multiple sources in multiple formats concurrently when they need it. In order for this vision to become reality, technology must always be available, mobile, and flexible. It must be intuitive, reliable, and user-friendly. It must be seamless and nearly invisible. The users must be able to move freely within the school building, maintaining connectivity to local network resources, the Internet, printing capabilities, file-sharing, and email access. Students group work will be fostered from real-time, controlled connectivity among devices in the classroom. Page | 17
Teacher charts, diagrams, and notes may be integrated into the digital assignments passed to students. Student work may be in graphical or multimedia format where appropriate, and submitted electronically from home or school. Further, it will be essential for students to have the ability to continue working with access to all digital educational resources from anywhere in their community. An extensive body of educational research shows that modern technologies can play an important role as tools for restructuring the teaching and learning process. Therefore, integrating educational technologies into the curriculum may be the closest thing to finding a single solution that will address all of the problems and challenges of pre-K 12 educations. Thus the potential impact of educational technologies will not be realized unless they are fully and effectively used by teachers, students, administrators and parents. This plan addresses the expected outcomes for instructional uses of technology, administrative uses of technology, parent community uses of technology, and system readiness in general.
Students
Students learning environments will be characterized by a constructivist approach to learning. Students will be involved in authentic learning activities characterized by individual effort and group collaboration, real-world problems, and interdisciplinary curricula with the use of technology as an essential component. Teacher assignments will require students to demonstrate skills relative to information retrieval, management, and synthesis from a variety of sources. Students will have daily access to computers. Students will be active participants in the learning environment.
Teachers
Teachers will utilize interactive boards to actively engage students in the learning process. Teachers will use voting technology to collect real-time student assessment data. Teachers will routinely utilize technology to accomplish administrative tasks such as recording grades and attendance, developing lesson plans, reporting student progress, and communicating with parents thereby reducing the time for required administrative tasks so that the time saved can be devoted to instructional tasks designed to improve student achievement.
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Teachers will access student achievement data on-line in order to develop student profiles, diagnose learning problems, and prescribe appropriate interventions to correct identified achievement deficiencies. Teachers will use technology to retrieve real-time data on students test results, grades, etc. Teachers will have expanded professional development face to face, online, and blended. Teachers from different subject areas will plan together to develop interdisciplinary activities for student learning. Technology will be an essential component of these assignments. Teacher use of instructional technology will be bi-directional as opposed to the present model of instructional technology that is most often characterized by the unidirectional delivery of facts and instruction.
Administrators
Educational leadership personnel will routinely use technology to complete required administrative tasks such as budget management, staff evaluation, student management, and community relations School administrators will use the data management system to help them become better instructional leaders. School administrators will use the student information system to help assist in the daily operations of the schoolhouse. School administrators will encourage the use of technology to enhance the instruction of students and monitor the use of instructional technology in their schools. School administrators will use on-line resources to monitor student progress and teacher effectiveness.
Parents
Parents will have real-time access to school and district-wide events. Parents will have access to school system technology hardware and software before, during and after normal school hours. Parents will have access to student and school information on-line and have open channels of communication with schools and teachers via electronic devices. Parents will utilize on-line resources to access information about their childs performance including daily academic progress, standardized test results, academic history, class assignments, and school activities. Page | 19
Parents will use on-line resources to better communicate with teachers.
Community
Involving the school community is also a cornerstone of this plan. The Superintendent and Board have voiced a strong commitment to involving the community in the educational process. By providing them access to technology in their local schools, RCSS has maximized the benefit of the financial and intellectual investment in education. A childs academic achievement is predicated on the involvement of the childs community (relatives, neighbors, teachers, mentors, clergy, etc). By extending hours of school operation to include after school, evening, weekends, and summers, more of the adult community can enroll in and participate in educational and learning activities. This serves to enrich, stabilize, and stabilize, and strengthen any community.
Parental Involvement
All technology initiatives that strengthen the home-to-school connection will be driven through the Parental Involvement Framework (PIF) Initiative. The goal is to establish an information portal in which parents and community members can receive information, participate as an education partner, and engage in decision making opportunities for the support of teaching and learning for student achievement. The technology component of the PIF will include community website to serve as an information repository for school system and services related content. Adopted from DCSS (2009)
V. Goals and Objectives

GOAL 1: Students will attain the educational technology and information literacy skills that will assist them in achieving the Core Curriculum Content Standards and to succeed in the workplace of the 21st century.
Objectives for Goal 1: 1.1 RCSS will emphasize use of the recently adopted Computer Literacy curriculum that includes information literacy and educational technology standards aligned with the Core Curriculum Content Standards and accepted Page | 20
national standards. All students will know how to use technology tools and applications for solving problems, making informed decisions, and participating in authentic, project-based learning. 1.2 All students will have equitable and easy access to effective and engaging software, easy access to the Internet and other distance learning technology and online resources to collaborate, publish and interact with peers, experts and other audiences as an integral part of every school curriculum.
GOAL 2: Educators will attain the skills and knowledge necessary to effectively use educational technology to assist students to achieve the Core Curriculum Content Standards.
Objectives for Goal 2: 2.1 All educators will be trained, supervised, and evaluated as they develop intermediate proficiency levels in utilizing educational technology to enhance student achievement. 2.2 All educators will use technology tools and applications that provide opportunities for authentic, student-centered, project-based learning and will use e-mail and other interactive tools, such as a teacher website, to communicate with parents, students and other educators. 2.3 All educators will act responsibly and ethically when obtaining and using onsite and online information resources. 2.4 RCSS will have a technology facilitator for educators that offers timely, onsite guidance and modeling to enhance teacher and administrator proficiency in using and managing technology-based resources.
GOAL 3: Students, teachers and administrators will have access to educational technology in all school environments, including classrooms, labs, media centers, all-purpose-rooms, and other settings such as faculty rooms and administrative offices.
Objectives for Goal 3: 3.1 All students and educators will have regular and equitable access to technology equipment (both desktop and portable) when needed in all learning environments, with a ratio of one multimedia computer for every five students in all instructional classrooms, with each of these classroom computers connected to the Internet via a broadband, high-speed voice, video and data network. 3.2 Both schools and the district will have high-quality, highly informative, user-friendly Web sites, which are updated regularly. 3.3 All educators will have easy access to technical support via a technician Page | 21
and/or electronic assistance that is necessary to maintain operating technology equipment (e.g., help desks [via a Moodle or wiki], hot lines, and troubleshooters). 3.4 RCSS will establish relationships with appropriate partners, including, but not limited to, other public agencies and entities, education institutions, community-based organizations and private corporations to increase opportunities for sustained technology access and broad, collaborative learning environments.
GOAL 4: RCSS will establish and maintain the technology infrastructure necessary for students and educators to access electronic information and to communicate freely via technology. Objectives for Goal 4: 4.1 RCSS Schools will obtain and maintain broadband, high-speed networks and reliable Internet access that enables students and educators to support their curricular activities. Both schools will have Local Area Networks (a system or network of interconnected computers within a school building), and the district will have a Wide Area Network (a network that electronically interconnects both school networks.) 4.2 Both school buildings will have the equipment necessary to provide distance learning opportunities when and where it is needed in the school. Adopted from WBOE (2007)
VI. Program Integration

The overall mission and goal of the RCSS department is to implement effective, innovative, and reliable technology solutions for students, teachers, staff, parents, and community. The technology plan is based on sound research and practical application. It is a part of the broader educational reform evident throughout RCSS classrooms. Technology for teaching, learning, and administration in RCSS is supported by seven strategies that are consistent with the RCSS Superintendent and Board goals and outlined by the U. S. Department of Educations national education technology plan action steps (http://nationaledtechplan.org). The seven strategies are to: Provide high-quality courteous service to RCSS staff, students, and community members. Create digital content aligned with rigorous state academic standards as part of a systemic approach to creating resources for students to customize learning to their individual needs.
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Support e-learning and virtual schools to expand opportunities and choices for students, parents, teachers, and staff for professional development. Improve teacher training to ensure that every teacher knows how to interpret student academic data and thus effectively design and/or implement instructional interventions that result in customize instruction for every students unique needs. Strengthen leadership to develop district and school leaders who can make technology decisions that lead to organizational change. Integrate interoperable data systems that provide administrators and educators the information they need to increase efficiency and improve Encourage broadband access for more effective and efficient instructional delivery, assessment, and management. Adopted from DCSS (2009)
VII. Curriculum Integration

Technology is used in a variety of ways: planning curriculum, taking attendance and grades, organizing information for teacher presentation, student-led learning activities, student presentations, etc. More specific technology applications are listed below: SMART boards/Power Point: Teachers use these technology pieces to present lessons, provide interaction among students, and demonstrate new information. Acuity/PLATO: Acuity is used to assess student progress, and then Plato is used by Students who work on academic standards at their own level with tutoring, quizzes, and evaluation of progress in many subject areas via assignments made by their classroom teacher. Projectors: Projectors are used to present graphic organizers, writing samples, reading skill instruction, diagrams, and more. Educational Videos: Videos are used to present information on a different platform related to the topic of study in all subject areas. Internetweb quests: Students complete projects using the Internet. Students learn research skills and transfer that information to various software programs for presentations and reports. Voicemail: School teachers use voicemail as a communication tool for parents and students that provide up-to-date information on homework assignments. Grade Level WebPages/Scott Foresman: Students who have internet access may use their teachers web pages, as well as links provided by classroom teachers, to work on various skills and keep updated on classroom assignments, spelling lists, and classroom activities. Digital & Video Cameras: Teachers document student activities as well as student work by using digital cameras and/or video cameras. Page | 23
Virtual Fieldtrips/Distance Learning: These are areas of interest to the staff with the high cost of field trips. Research is currently being conducted to implement this type of technology. Strategies and Interventions the school uses to integrate technology and the Internet into the curriculum:
Additionally: 1. Word Processing: Creating stories and business letters, practicing spelling words, creating flyers, etc. 2. Educational Activities on the Internet: a. Acuity / PLATO Assessment / remediation/enrichment program b. Textbook company websites such as Scott Foresman and McGrawHill provide extra practice on skills as well as enrichment activities c. Different websites used to obtain lessons, ideas, etc. Just a few examples of these are Merriam-Websters site, History Channel, Discovery, Cool math and many more d. Research of topics such as author studies, presidential research, mystery composers 3. Microsoft Excel used by teachers to help track local assessments which in turn help to drive the curriculum 4. PowerPoint students create short presentations on a variety of topics. 5. Accelerated Reader is a program used to identify books at a students reading level. They read the book and take a short assessment over the book which allows teachers to monitor the student comprehension. 6. Daily e-mail communication using our server is used for teachers to communicate with parents and professional peers. 7. Through the use of electronic grade books, we are now sending home formal progress reports to all students and families every three weeks. 8. Centers: Listening and computer work in the Kindergarten and 1st grade setting 9. Assessment/remediation/enrichment program a. Textbook company websites such as Scott Foresman and FOSS for extra practice on skills as well as enrichment activities b. Different websites used to obtain lessons, ideas, etc. Just a few examples of these are puzzle maker, ABCteach, cool math. c. Daily weather activities d. Research of topics such as author studies, presidential research, and mystery composers 7. Internet accessibility of grades, assignments and student progress. Adopted from GCCSC (2009)
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VIII. Evaluation
The evaluation narrative must include how telecommunications services, hardware, software and other services will improve education. Telecommunications services are leased, tariffed, contracted, or month-to-month services that are used to communicate information electronically between sites. The services MUST be provided by an eligible Telecommunications Service provider. Examples of Telecommunications Services for E-Rate include T-1 lines, basic telephone service, and ISDN. Broadcast services (such as over-the-air radio and television) and cable TV are not considered Telecommunications Services. The burden of proof for any federal inquiry lies with the district that should be able to support their process with methodology and documentation.
The RCSS will annually ask and answer these essential questions to assist with ongoing evaluation: How is technology integrated into the curriculum? How are electronic resources synthesized and adapted by all users? How is the district managing technology with students learning needs? How are professional development activities infusing technology? How can technology serve as a catalyst for school improvement and student achievement? How can technology be used as effective communication within the school district and community? How can the school/student information resources best be used for school management and student achievement? To Describe the process, regularly evaluate this plan as effectively integrating technology o Administrators will monitor classroom integration of technology as well as the effectiveness of professional development activities through student work and performance. o Director of Special Services and Curriculum and Instruction and the Local Professional Development committee (LPDC) will assess those staff needs to ensure that adequate training is being offered to meet those needs. o Superintendent will assess monetary allocations to ensure that appropriate resources are allocated towards integration of technology. Enabling students to meet challenging state academic standards o Administrators will analyze data from standardized tests tonsure that students are progressing adequately towards proficiency in state standards. Page | 25
o Curriculum will be analyzed using technology to ensure that there is horizontal and vertical alignment throughout the district. o Online resources will be continually reviewed for appropriateness and value when analyzing the curriculum. Developing life-long learning skills o Teachers will develop meaningful and viable curriculum with activities and assessments to assist with creating life-long learners that are prepared to compete in a global economy. o Professional development opportunities will be evaluated to ensure that they are creating meaningful experiences for students and fostering skills to assist with being a life-long learner. Adopted from WBOE (2007) & RCSS (2011)
IX. Standards
The RCSS maintains a mixed network that connects Windows, Linux, and Mac OS X computers. Our minimum technology standards follow the state guidelines, and are as follows:
PC Specifications
o
Minimum 512 MB RAM and 40 GB hard drive, CD-ROM drive, USB ports, supports Windows XP or higher, Ethernet NIC card and sound card, preferably with speakers. Intel or AMD based Pentium IV 2.4 GHz or higher, or Dual Core desktop (Celeron 2.8 GHz or higher) with keyboard and mouse. 17-inch monitor - 1024 X 768 resolutions - or 15 inch or larger LCD flat panel. 2.0 GHz or higher laptop
Macintosh Specifications
o o
Minimum 512 MB RAM and 40 GB hard drive, CD-ROM drive, USB ports, supports OS X or higher and has Ethernet capability. Mac G5 2.1 GHz or higher desktop. 17-inch monitor - 1024 X 768 resolutions - with keyboard and mouse. G4/G5 1.9 GHz or higher iBook/MacBook
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District Software Applications

o o o o o o
Spreadsheets: MS Excel, OpenOffice.org Calc, Numbers Word Processing: MS Word, OpenOffice.org Writer, Pages Presentation: MS PowerPoint, OpenOffice.org Impress, Keynote Email: MS Outlook, MS Entourage, Mail.app, Outlook Live Web Browser: Firefox, Internet Explorer, Chrome Anti-Virus: CMC Anti-virus
In addition, a number of miscellaneous and specialized software packages are used in specific grade levels and at specific buildings. Adopted from PSD (2010)
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X. Funding Alternatives
GOAL:
Continue to upgrade, maintain, and support the network infrastructure and end-user hardware/software to assure access for administrators, faculty, staff, and all students.
Strategies
Benchmark
Evaluation Method Timeline
Funding Source/Estimated Amount
Person Responsible
Maintain bandwidth to schools: T1 Lines
T1 line to each school not already converted to greater bandwidth
RCBE Annual Technology Inventory
E-Rate $241,223 estimated annually Local $72,053 estimated annually
Rob Jankus, IT Director
INCREASE BANDWIDTH TO ALL SCHOOLS, Main Office, Maintenance, Transportation
FY12: Convert all schools to 1GB FY13: Increase bandwidth, as necessary, up to 10GB FY14: Increase bandwidth, as necessary, up to 10GB
E-Rate FY12: $863,126 FY13: $863,126 minimum FY14: $863,126 minimum Local FY12: $215,781 FY13: $215,781 minimum FY14: $215,781 minimum
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INCREASE SYSTEM BANDWIDTH to INTERNET Augment bandwidth provided by DOE
FY12: 500MB, as necessary FY13: 1GB, as necessary FY14: 10GB, as necessary
E-Rate FY12: $98,542 FY13: $98,542 minimum FY14: $98,542 minimum Local FY12: $24,635 FY13: $24,635 minimum FY14: $24,635 minimum
Maintain sufficient network infrastructure and internet access bandwidth throughout school system
Contracted Network Support
Network Support
$25,000 annually
Rob Jankus, IT Director Kim Stripling, MIT Director Benton Starks, Maintenance Director
Maintain updated switch technology in all schools and departments
Complete annual E-Rate Application
RCBOE Annual Technology Inventory
E-Rate $2,660,800 annually Local $532,732 Annually
Install and maintain sufficient UPSs and SNMP modules to protect servers and
UPSs and SNMP modules upgraded as needed
Costs included in switch and server upgrades Central Office UPS maintenance plan $6,000
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network electronics
annually
Annual Switch Maintenance
BUDGET Review for maintenance annually
Local FY12: $20,000 FY13: $22,000 FY14: $24,000 SmartNet maintenance contract $8,400
Implement Impero Network/ Workstation Monitoring System
Impero reports
Local FY12: $140,000 FY13: $40,000 FY14: $40,000
Kim Stripling, MIT Director Rob Jankus, IT Director
Implement Virtual Servers
Costs included for server upgrades or replacements
Kim Stripling, MIT Director Rob Jankus, IT Director
Maintain updated Firewall Protection for system network
E-Rate Application
Local $10,000 annually
Robert Jankus, IT Director
Maintain CIPA compliant Internet
Renew WebSense hardware license annually
RCBE Annual Technology
Local $91,000
Kim Stripling, MIT Director
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filtering system: hardware and software
Inventory
projected annually
Implement and expand Web-Based Communications System for entire School System
E-Rate Application
RCBE Annual Website Assessment
E-Rate FY12: $189,650 FY13: $189,650 FY14: $189,650 Local $63,000 Annually
Upgrade media center servers every three years
Purchase 20 servers each year
Upgrade Central Office DHCP servers (2) every three years
E-Rate Application
E-Rate $30,000 projected every three years Local $7,500 projected every three years
Upgrade system EMail servers and
E-Rate Application
RCBE Annual Technology
Local $180,000
Rob Jankus, IT Director Page | 31
storage every three years
Inventory
projected every three years
Upgrade CTAE lab servers every 3 years
Purchase 6 servers each year as necessary
CTAE $63,000 estimated annually
Nanette Barnes, CTAE Director
Upgrade Special Ed servers every 3 years
Purchase 2 servers each year as necessary
Special Ed $21,000 estimated annually
Talithia Newsome, Special Ed Director
Standardize network operating system
100% same release Windows NOS as servers are purchased
Local $19,000 per school
Protect, maintain, secure and image instructional computers
Software installed at time of network migration
Local $100,000
Purchase & maintain modern multimedia computers and
5% Decrease in student to computer ratio per year and increase access to
Annual School & System Technology
Local pending SPLOST APPROVAL $1,500,000 estimated annually
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interactive instructional equipment
interactive instructional equipment by 5% each year
Hardware Inventory
Title 6-B $90,000 Local Gifted $10,000 estimated annually
Talithia Newsome, Special Ed. Director
Local $20,000 Perkins $100,500 estimated annually
Local $12,000 estimated annually
Tonethia Beasley, Professional Learning Director
$500,000 estimated annually
Audrey Spry, Title I Director
Maintain student management and financial software
BUDGET for maintenance annually
Local FY12-14 IFAS $232,000/YR Global Scholar $110,000/YR
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Provide Radio, Mobile Telephone, and mobile E-Mail Communications for Central Office, Maintenance, Transportation & Administrative functions GPS and voice communications for school buses
E-Rate Application
Benton Starks, Maintenance Director
Upgrade three MIT Labs every three years
Purchase 25 computers, Promethean board, and projector each year
SPLOST $30,000
Implement Distance Learning system
Add one school per year
Install Media Cast in all new construction and in schools as funding is available
E-Rate Application
E-Rate $2,584,000 projected Local $685,000
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Install VOIP system in schools
E-Rate Application
E-Rate/SPLOST $3,500,000 Local $17,500 per school
GOAL:
Make the use of technology second nature to all students, beginning at the elementary level with curriculum integration strategies and 21st Century standardized equipment and resources for alternative means of remediation, enrichment, instruction, and reaching system-wide goals for student performance. Provide students with technological abilities to bridge the gap between secondary education and the requirements of the job market and/or the essential skills necessary for college preparedness. Assist teachers in the integration of technology into the curriculum. To utilize technology to support, develop, and evaluate the professional growth of administrators, faculty, and staff, which will result in maximum learning for all students
Strategies
Benchmark
Funding Source/Amount
Person Responsible
Teachers and media specialists utilize software programs and accompanying materials that support research-based instructional strategies in each curriculum area.
Review software/materials annually to determine instructional benefits. Increase the % scoring at or above the standard in all content areas annually by 5%.
Semester software usage reports Annual CRCT August -April Review lesson plans and conduct classroom
Title 6-B $2,500 estimated annually
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observations for evidence of utilizing instructional software effectively.
Maria Brown, Student Services Director
Local FY12: $300,000 FY13: FY14: $150,000 estimated annually
Stacey Mabray, Curriculum & Instructional Services Director
Increase the % passing rate by 5% annually in all content areas
Annual GHSGT, SAT Prep August - April
Local $10,000 Perkins
Nanette Barnes, CTAE Director Page | 36
$10,000
Provide students with an increased amount of technologyconnected assignments
5 % increase with student entries in the Media Festival, the Foreign Language TechFest, 5% increase in assignments for authentic projects integrating technology.
Annual System Media Festival, Foreign Language Tech Fest, Participants Computer Literacy Skills Competency Test/Annually in the Spring
Local FY12: $1,000 FY13: $1,000 FY14: $1,000
Teachers & Media Specialists Instructional Technology Specialists Principals Teachers
Provide students with after school and/or Saturday workshops that integrate content with computer skills
Conduct workshops on each school level each year.
Attendance Count Teacher Lesson Plans/Observatio ns Ongoing evaluation of student progress by reviewing student work, and CRCT scores. August - May
Title I $201,800
Talithia Newsome, Special Ed Page | 37
Director
Promote continued use of quality contentrich resources for student academic needs
Train teachers on Instructional component of Global Scholar
Teachers Weekly lesson plans Student Projects
Kim Stripling, MIT Director Media Specialists, Instructional Coaches, Teachers
Purchase additional computers for classroom use (SPLOST approval)
Grades K-12
Annual Technology Hardware Inventory
SPLOST FY11-12 $1,500,000
Kim Stripling, MIT Director PAYG Community Committee Members
Evaluate teachers level of technology integration for all schools.
Increase Promethean Board usage
Kim Stripling, MIT Director Building Level Admin
GOAL
Enhance student achievement on standardized tests repositories through a systematic process of continuous data evaluation. Streamline data collection by providing access to data for all employees and provide extraction and analysis training.
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Strategies
Benchmark
Evaluation Method/ Timeline
Person Responsible
Train administrators in state mandated student information system to access test data for individual students, teachers, and schools
System administrators will be using technology to access available instructional data in FY11 and continuously thereafter
Monthly reports completed by Instructional Administrators and Guidance counselors
Maria Brown, Student Services Director Tonethia Beasley, Professional Learning Director
Provide training to administrators and coordinators on how to manage and use test data to guide the instructional program
Ongoing for new administrators and coordinators
Reports which identifies areas of student strengths and weaknesses/ Fall & Spring
$21,667 estimated annually
Maria Brown, Student Services Director Tonethia Beasley, Professional Learning Director
Train school personnel to generate longitudinal reports to track students' progress
100% of school personnel will show proficiency by FY14 with additional training for new personnel.
Ongoing evaluation of student progress August - May
N/A
Maria Brown, Student Services Director School data Page | 39
research coordinator and test coordinator
Train principals with Ready-reports to reroster student data on the SAT results
100% of school personnel will have current data for FY14 with additional training occurring as needed for new personnel.
Review teacher records annually
N/A
Maria Brown, Student Services Director
Provide training and support for board members to use new systems and software
100% of Board Members, Superintendent, and Board Attorney will use paperless system @ meetings
Wireless laptops used at board meetings 2nd/3rd Tuesday night of each month
N/A
Kim Stripling, Media and Instructional Technology Director Tonethia Beasley, Professional Learning Director
System Administrators will have 'Read Only Access' to their Professional Learning Budget
100% of system administrators will be using website for administrative purposes
Administrative tasks posted to website monthly July to July of each fiscal year.
Professional Learning $1,000 estimated annually
Tonethia Beasley, Professional Learning Director
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Train Administrators and teachers to access and use the CRCT on-line website to provide information for formative and summative assessments on all students.
100% of teachers trained. Training continues annually with new teachers.
Teachers will generate individualized CRCT online assessments August - April of each year
N/A
On-site Administrator
GOAL:
Provide effective and efficient resources for support for community awareness by utilizing technology as a medium to create an interactive partnership between the Richmond County School System, parents, community agencies, and industry and business partners.
Strategies
Benchmark
Person Responsible
Create web-based database of information on all programs purchased and installed on BOE computers
100% software listing from all schools & departments
Annual software Inventory Report
N/A
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Establish conformity of system level website to section 508 of American Disabilities Act
Annual Website Review
Review of website Spring of each year
N/A
Create & maintain the Curriculum websites to include access to the K-12 curriculum, QCC and GPS resources, and links to community agencies that support the curriculum.
Web based activities related to GPS and QCC standards that enhance instructional field trips to local museums and organizations (25% annual increase in usage)
# of Emails to website creators with accurate responses to the activities for the purpose of sharing findings with all participants in an online database August - May of each year
Local $1,650 Title II $3,500 estimated annually
Stacey Mabray, Curriculum & Instructional Services Director Kim Stripling, MIT Director
Volunteer Drives & informal discussions during School Faculty Meetings & New Teacher /Employee Orientations.
A 10% increase in trained volunteers annually. % increase per year of new teacher retention
Observations and professional development to include document Analysis of newly trained teachers and volunteers. August November of each year
Local
Communities In Schools Director Joslyn Fields School Improvement Augusta State University
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Parent Internet Viewer Portal for Student Information
Provide access to student information
On-line real time student information
Title I and SPLOST included in Global Scholar annual maintenance
Rob Jankus, IT Director Audrey Spry, Title I Director
Afford parents meaningful opportunities to participate in the education of their children at home and at school
Train Parent Mentor for Special Ed
Monthly Reports by Mentors, Parents, & Social Workers
Provide ComputerTake-Home Program
Annual Computer-TakeHome Program Report
Title I FY12: $60,000 FY13: $3,000 FY14: $3,000
% field trip increase to Morris Museum of Art, Lucy Laney Museum, & Augusta History Museum
# Of field trips by Richmond County Classes each school year Reviewed Annually in June
Utilize computergenerated charts,
Software programs for posting test data reports
Use of information in
Local $21,667
Maria Brown, Student Page | 43
graphs and reports to summarize, analyze, and interpret test data on system performance.
to website each Fall and Spring for all stakeholders to view
annual instructional planning of GPS and QCC test objectives
estimated annually
Services Director Tonethia Beasley, Professional Learning Director
GOAL:
Assist teachers in the integration of technology into the curriculum. To utilize technology to support, develop, and evaluate the professional growth of students, administrators, faculty, and staff, which will result in maximum learning for all students.
Strategies
Benchmark
Person Responsible
Provide training in the application of technology to improve and support regular instruction as it relates to each curriculum area.
5% increase each year in technology-connected professional development
Professional Learning Registration Data Evaluations are completed at the end of each course. Site observations completed on certified staff. Class participants will complete final projects.
Talithia Newsome Special Education Director
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Perkins $25,000 estimated annually
Tonethia Beasley, Professional Learning Director Kim Stripling, MIT Director
Continue to provide online distance learning professional learning opportunities, to include GPSC approved online courses for teachers & media specialists to strengthen content knowledge and research-based instructional strategies
3% increase annually in teacher participation with distance learning & online professional development
Annual Review of Participants submitting Professional Learning units from distance learning and online classes
Title II $21,000 estimated annually
Tonethia Beasley, Professional Learning Page | 45
Director Talithia Newsome, Special Ed Director
Promote continued use of quality, contentrich Internet resources for instruction, and to find correlated curriculum internet resources
Georgia Standards.Org (GSO), Galileo resources, Discovery Education
Media Specialists Professional Learning
N/A
Provide Professional Learning Instructors with training and equipment for integrating technology in Professional Learning Activities
75% of training activities offered by Professional Learning each year, will include a technology component
Review of course syllabus by July 1, 2011 and annually thereafter
Tonethia Beasley, Professional Learning Director Kim Stripling, MIT Director
Adopted from RCSS (2011)
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XI. School Pilot Projects/Educational Research

Because the classroom is the focal point for teaching and learning, the availability of state-of-the-art equipment, resources, and support is essential for technology integration. As teaching has changed from teacher-directed to project-based learning, the need for technology in the classroom has increased. Past research indicated that a ratio of one computer to every four to five students was necessary if technology was to help students make significant gains in student achievement and support the teaching/learning process (Valdez et al, 1999). Current research has switched the focus from a defined computer ratio to the accessibility of various 21st century technology tools such as interactive whiteboards and Web 2.0 tools to enhance teacher instruction and provide engaging lessons for student achievement. One computer in the classroom is no longer adequate or appropriate to ensure student success. According to Marc Prensky, the author of Teaching Digital Natives, Partnering for Real Learning, "digital natives" learn in new and different ways, so educators need new approaches to make learning both real and relevant for todays students"(Prensky, 2010). In keeping with research and best practices, E-Rate funding provides a significant portion of the means for the needed infrastructure while equipment purchases are made through a variety of funding methods to carry out the support of equitable system-wide initiatives. With the provision of equipment, infrastructure, and the inclusion of technical and instructional support, administrators, teachers, and students will be well equipped for the 21st Century.
Promotion of technology integration will be through content curriculum instruction and staff development programs. To this end, the District will apply the following measures:
Analysis of emerging research results to identify promising techniques; sources are likely to include: o ISTE - International Society for Technology in Education - publishes Learning & Leading with Technology and Journal of Research on Technology in Education o Bernajean Porter: bjpconsulting.com o NCREL - North Central Regional Educational Laboratory - this regional lab is particularly strong in its technology in education research o Using Data to Determine Next Steps in Learning Process Victoria Bernhardt o ACTEM - Association of Computer Technology Educators of Maine o SEED - Spreading Educator to Educator Developments (continued availability not certain) Adopted from RCSS (2011) & MSDA (2005)) Page | 47
XII. Model Classroom Configurations

Standard Technology Configurations by Level Elementary
o o o o o
o o o
Laptop for all classroom teachers, music, art, physical education, instructional technology, library, ELL, and learning center teachers 1 up-to-date desktop computer per classroom 5 laptops per classroom in grades 3-5 1 mobile cart of 18 wireless laptops per 4 classrooms w/minimum of OS 10.4 Suite of interactive tools (interactive board with LCD projector and software, teacher tablet, and student response systems) for every classroom and large instructional space Software consistency and online subscriptions for each grade level 4 digital cameras per school 2 digital video cameras per school
Library:
o o o o o o o o
15 student computers w/minimum of OS 10.4 (laptop or desktop) 1 desktop for processing and circulation 1 teacher laptop 1 document camera 1 durable, high-volume laser printer 1 color laser printer 1 interactive board with short-throw projector 1 digital camera
Middle School
o
o o o o o o
Laptop for all classroom teachers, music, art, physical education, instructional technology, library, World Language, ELL, and learning center teachers Suite of interactive tools (interactive board with LCD projector and software, teacher tablet, and student response systems) for every classroom and large instructional space 1 mobile cart of 15 laptops per team with printer 1 mobile cart of 30 laptops for World Language Software consistency on all computers for each grade level/discipline 4 digital cameras per school 3 digital video cameras per school Stationary labs: 2 Multimedia Labs Technology and Engineering Lab
Library: Page | 48
o o o o o o o o
1 durable, high-volume printer 1 color laser printer 1 desktop for processing and circulation 1 document camera 27 student desktop computers (or combination desktop/laptop) 1 interactive board with short-throw projector TV with DVD/VCR player 1 digital camera
High School
o o o
o o o o
Laptop for all classroom teachers and specialists 1 mobile cart of 20 wireless laptops with printer per department (larger departments have 2) Suite of interactive tools (interactive board with LCD projector and software, teacher tablet, and student response systems) for every classroom and large instructional space Software consistency on all computers for each discipline 5 digital cameras per school 5 digital video cameras per school Stationary labs: World Language Lab PC Business Lab Mac Business Lab CAD Lab Graphic Design Lab Visual Design Lab Math Lab Music Lab General classroom Lab (x2) Library classrooms (2): 20 student use computers (either laptops or desktops) 1 teacher/presenter computer (laptop preferable) 1 interactive board with short-throw projector for each library classroom 1 document camera for each classroom 1 DVD/VCR player 1 digital camera 1 digital video camera
Library floor/study rooms:

o o o
40 desktop computers 4 durable, high-volume laser printers TV with DVD/VCR player
Library processing and administration:

o o
3 desktop computers for librarians 2 desktop computers for processing and circulation Page | 49
o o
o o
1 desktop for monitoring Internet use 1 desktop computer for multimedia creation (iMovie, flash movies, podcasting, advanced web design, etc.) 1 laser printer 1 color printer for library publications
Optional: Document camera (ELMO) for classrooms at all levels Adopted from NPS (2008)
XIII. Facilities
The RCSS is comprised of various educational facilities: District Master Hardware Inventory, an internal inventory system, to determine our current reality. All facilities have technological hardware available which allows connectivity to the Districts Wide-Area Network (WAN). Schools typically have three to four 28-workstation computer labs. The classrooms also contain am minimum 5 student desktop workstations with the exception of science which has a minimum of 3 workstations in our older facilities due to space. Our older middle schools, because of space limitations, rely heavily on mobile laptop technology to facilitate technology access for students where some schools have as many as 14 mobile carts available. Assess existing needs within all subject areas and allow teachers to suggest the best technologies needed in the school and their classroom environment Students will have increased access to technologies in a facilities and have full access and functionality to necessary resources by 2011 Wireless access technologies in all facilities and upgrade existing technology to comply with current standards- provide schools with full wireless access using current technology and identify facility issues and how they affect/support the integration plans. Adopted from CCSC (2008)
XIV. Maintenance/Support
The overall maintenance is as follow: Technology Maintenance policy an plans In-house maintenance support and vendor support are provided districts technicians complete repairs on site when possible vender support are contracted annually Page | 50
adding 3 year extended warranty to computers i.e. laptops purchased purchase extended warranties of computers purchased in 2011 Apple Inc.computer three year coverage
The detailed description of the maintenance and support is outlined in the funding section of this plan. Adopted from WBOE (2007) & RCSS (2011)
XV. Software Agreements

All software shall be used in accordance with the license agreements. Users will not place any software on any district electronic equipment that is not authorized by the district for such placement, including downloaded freeware, shareware, and other internet-related software (i.e. weather programs, stock tickers, screen savers, toolbars etc.).
SOFTWARE POLICY Software policies, guidelines and selection must take into account: educational needs and objectives need for efficient exchange of information and collaboration over the emerging District network (i.e.: cross platform (Mac & PC) support) maintenance and support feasibility budgetary constraints, budget cycles and current practice
OBJECTIVE: To facilitate the development of an environment that allows for the efficient utilization of the Districts information technology resources.
CATEGORIES: A.SUPPORTED Tool Software: Programs with District wide applications/impact. The Director of Information Services will regularly publish a list of Tool software that is approved for purchase and use on District computers and networks.
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This category includes application software for: Text Processing Spreadsheets Data base management Presentation Software Desktop & Web publishing Communication/collaboration: Including but not limited to - First Class (Mac & PC) Graphics, Video & Sound Editing Internet browser Teacher Productivity Utilities
B. SUPPORTED Instructional Content Software: Programs with District wide instructional impact. This category includes application software that provides computer aided instruction and/or content.
Purchase of computer aided instructional content programs will be handled in the same way as the purchase of textbooks with the added requirement of technical approval by the Director of Information Services. 1. Integrated Learning Systems: Including but not limited to CCC, Accelerated Reader, Accelerated Math, Scholastic Wiggleworks, Scholastic Literacy Place Courseware, Breakthrough to Literacy. 2. Classroom/Computer Lab Instructional Software: Including but not limited to Apple Learning Series (all kits), AutoCad, Typing Tutor, existing legacy software that falls within the guidelines stated herein. C. SUPPORTED Digital Reference Software: Programs with District wide instructional impact.This category includes but not limited to Media Center based reference software that provides computer aided instruction and/or content. Purchase of digital reference materials will be handled in the same way as purchase of printed reference materials, with the added requirement of technical approval by the Director of Information Services.
CRITERIA FOR SUPPORTED SOFTWARE:
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The District will standardize on specific software packages and versions and will place them on District owned computers where the software is necessary for instruction and meets hardware requirements. The District will purchase standardized software, which will be installed and configured by the Information Services Department support staff or their TSR designees on district owned hardware only. Library Media Specialists will be responsible for cataloging software manuals and placing them in their collection. Information Services Department support staff or their TSR designees will be available to troubleshoot problems with use and configuration of fully supported software programs. The Information Services Department will organize staff training on an ongoing basis in the use of supported programs. The District Technology Committee (DTC) and the Information Services Department may recommend software programs that meet perceived needs. Time-line for selection of software purchases must be done with consideration to the current budget cycles and practices, or suggests alternatives. Central purchasing, continuous maintenance, and support. (At a minimum level support requires the availability of: documentation at a widely accessible location tutorials and workshops a designated local consultant with appropriate training continuous technical support by the software developers) Available to all District users via the network or local installations 1. Only software that is purchased by or for RCSS will be installed on RCSS computers. 2. License requirements regarding the method and number of installations will be strictly followed. Shareware programs if allowed must be registered. 3. Software purchased for RCSS will be installed under the following conditions: o All license requirements are met and are on file in the District Information Services Department office. o Software is approved by the appropriate Curriculum Coordinator and/or the Building Administrator and the o Director of Information Services (see software request form). o Original program media (diskettes, CD-ROM(s)) are kept in the possession of the building media specialist or in the District Information Services Department office. o Software must be certified to run under a currently supported operating system including: PC Novell 5.x,Win XP, Win 2000 and Win 2000 server or Mac OS X or Mac OS X server. Page | 53
4. Software may be installed by only the following technology personnel: o RCSS Information Services Department Director. o RCSS Information Services Department Technician. o Building TSR with prior Information Services Department approval. o Information Services Department personnel will check that software: o Is approved by the appropriate Curriculum Coordinator and/or by the Building Administrator and the Director of Information Services. o Meets all license requirements. o Is free from any viruses. o Is compatible with building computers and networks. o Is certified to run under a currently supported operating system. Software found on RCSS computers or networks in violation of this policy will immediately be erased and reported to the appropriate administrator.
D.BUILDING/PROGRAM/DEPARTMENT: Software programs needed in cases were applications in the supported category cannot satisfy the needs of a building/program/department. The requesting individual/building/program/department will articulate the reasons for the request. Identify needs (see software request form) Identify proposed utilization (see software request form) Purchased through departmental budget when possible or through prior arrangement with the Information Services Department. Support provided where feasible through prior arrangement with the Information Services Department. Installation procedure: 1. In building labs: arranged with the Information Services Department at least 30 days prior to need. 2. Over the network: arranged with Information Services Department at least 15 days prior to need. 3. Individual copies: arranged with the Information Services Department at least 5 days prior to need. In all cases ensure adherence to copyright laws. Software found on RCSS computers or networks in violation of this policy will immediately be erased and reported to the appropriate administrator. E.INDIVIDUAL:
Purchase through departmental budgets when possible or through prior arrangement with the Information Services Department; approved by the Page | 54
appropriate Curriculum Coordinator and/or by the Building Administrator and the Information Services Department; support is the responsibility of the user. In all cases ensure adherence to copyright laws. Software found on RCSS computers or networks in violation of this policy will immediately be erased and reported to the appropriate administrator. Adopted from RC (2010) & JCSD (2007)
XVI. Copyright/Acceptable Use Policy

Acceptable Use Policies Child Information Protection Act Compliance
INTERNET SAFETY POLICY Introduction It is the policy of Richmond County Schools to: (a) prevent user access over its computer network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of direct electronic communications; (b) prevent unauthorized access and other unlawful online activity; (c) prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and (d) comply with the Childrens Internet Protection Act [Pub. L. No. 106554 and 47 USC 254(h)]. Definitions Key terms are as defined in the Childrens Internet Protection Act. Access to Inappropriate Material To the extent practical, technology protection measures (or "Internet filters") shall be used to block or filter Internet, or other forms of electronic communications, access to inappropriate information. Specifically, as required by the Childrens Internet Protection Act, blocking shall be applied to visual depictions of material deemed obscene or child pornography, or to any material deemed harmful to minors. Subject to staff supervision, technology protection measures may be disabled or, in the case of minors, minimized only for bona fide research or other lawful purposes. Inappropriate Network Usage To the extent practical, steps shall be taken to promote the safety and security of users of the Richmond County Schools online computer network when using Page | 55
electronic mail, chat rooms, instant messaging, and other forms of direct electronic communications. Specifically, as required by the Childrens Internet Protection Act, prevention of inappropriate network usage includes: (a) unauthorized access, including so-called 38 Hacking, and other unlawful activities; and (b) unauthorized disclosure, use, and dissemination of personal identification information regarding minors. Supervision and Monitoring It shall be the responsibility of all members of the Richmond County Schools to supervise and monitor usage of the online computer network and access to the Internet in accordance with this policy and the Childrens Internet protection Act. Procedures for the disabling or otherwise modifying any technology protection measures shall be the responsibility of the Director of Educational Media and Technology or designated representatives. Adoption This Internet Safety Policy was adopted by the Board of Richmond County at a public meeting, following normal public notice, on January 24, 2002, and was updated and approved on (insert date when approved). CIPA DEFINITION OF TERMS: TECHNOLOGY PROTECTION MEASURE. The term ``technology protection measure'' means a specific technology that blocks or filters Internet access to visual depictions that are: 1. OBSCENE, as that term is defined in section 1460 of title 18, United States Code; 2. CHILD PORNOGRAPHY, as that term is defined in section 2256 of title 18, United States Code; or 3. Harmful to minors. HARMFUL TO MINORS. The term ``harmful to minors'' means any picture, image, graphic image file, or other visual depiction that: 1. Taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion; 2. Depicts, describes, or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and 3. Taken as a whole lacks serious literary, artistic, political, or scientific value as to minors. SEXUAL ACT; SEXUAL CONTACT.
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The terms ``sexual act'' and ``sexual contact'' have the meanings given such terms in section 2246 of title 18, United States Code. 39
Richmond County Student Internet Access Policy

It is the policy of the Richmond County Board of Education that teachers and students should be furnished educational opportunities and resources to have access to programs and services available for "online" computer services offered by various vendors. In this connection, the Department of Instructional Technology is authorized to provide for procedures with various online suppliers to ensure that these online services do not cost the student or the school system any funds; to ensure that there is access limited to instructional and curriculum related matters; and to provide procedures for other similar matters to ensure that the rights of the online provider and the school system are protected. Particular attention should be given to ensuring that the students are not granted access to anything other than educational and instructional materials and resources.
Richmond County Procedures for Access to the Internet

Access to the Internet provides teachers and students with educational opportunities and resources that are unsurpassed by any other means. It brings worldwide multimedia resources (articles, books, maps, photographs, etc.) to the classroom, provides extensive research tools and methods for global communications. Internet access will increase the information and resources to classrooms, aid students in becoming more responsible and independent learners. The Internet is an electronic highway connecting thousands of computers all over the world with millions of individual subscribers. The student has access to: electronic mail communication around the world, information and news from NASA (for example) as well as the opportunity to discussions with scientists at NASA and other research institutions, public domain and shareware software of all kinds, "chat" groups on a wide range of topics, and access to many University Library Catalogs, the Library of Congress and ERIC. With this access to computers and information also comes the availability of material that may not be considered to be of educational value in a school setting. The valuable information and interaction available on this worldwide network-far outweighs the materials that a user could obtain that is not consistent with the educational goals for Richmond County. This requires efficient, ethical and legal utilization of all network resources. Proper conduct by the students and adherence to the guidelines stated below are essential.
Acceptable use policy

1. Internet is accessed only for support of the instructional program and the curriculum as outlined in the Richmond County Curriculum Guides.
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2. Transmission of any material in violation of any US or state regulation is prohibited, including copyrighted material, threatening or obscene material or material protected by trade secret. 3. Use for commercial activities is prohibited. 4. Use for product advertisement or political lobbying is prohibited. 5. Netiquette - Generally accepted rules of network etiquette shall include, but not limited to the following; Be polite, use appropriate language, no swearing or vulgarities; E-Mail is not necessarily private, therefore be careful about what you say about others; no disruptive use of the network, such as "chain letters" or other non-educational traffic; remember statements offered by the user are a personal opinion and do not necessarily reflect the views of Richmond County Schools. 6. Internet usage is a, privilege, not a right, and inappropriate use will result in a cancellation of those privileges and may result in disciplinary action. 7. Security - Students are not to reveal their personal information (home address, telephone number, social security number, etc.) to other individuals on the Internet. On E-Mail, use only school addresses. 8. Vandalism - Vandalism is defined as any attempt to harm or destroy hardware, software or data of another user, Internet or any agencies or other networks that are connected to the Internet. This includes, but not limited to, the uploading or creation of computer viruses. Vandalism will result in the immediate cancellation of privileges and disciplinary action. 9. No software of any kind may be brought from the student's home for use on any school computer. 10. Each school media/ technology committee shall establish an individual school Internet policy in accordance with this Richmond county policy.
Internet Acceptable Use Policy

Richmond County Board of Education Employee Internet Acceptable Use Policy Approved by Board action on March 14, 2002 A. Purpose 1. Richmond County Board of Education is providing employees and students with access to the District's electronic communication system, which includes Internet access. 2. The purpose of the District system is to assist in preparing students for success in life and work in the 21st century by providing them with electronic access to a wide range of information and the ability to communicate with people from throughout the world. Additionally, the system will be used to increase District intracommunication, enhance productivity, and assist District employees in upgrading their skills through greater exchange of educational information with their peers. The District system will also assist the District in sharing information with the local community, including parents, social service agencies, government agencies, and businesses. 3. Users may not use the District system for commercial purposes, defined as offering or providing goods or services or purchasing goods or services for Page | 58
personal use. District acquisition policies will be followed for District purchase of goods or services through the District system. 4. Users may not use the system for political lobbying, as defined by Richmond County Board of Education. For educational purposes District employees and students may use the system to communicate with their elected representatives and to express their opinion on political issues. 5. The term "educational purpose" includes use of the system for classroom activities and professional or career development. 6. Employees shall comply with the Uniform Code of Ethics for Educators set forth by the Georgia Professional Standards Commission. B. District Responsibilities 1. The Richmond County Board of Education Director of Educational Media and Technology will serve as the coordinator to oversee the District system and will work with other regional or state organizations as necessary. 2. The building principal will serve as the building-level coordinator for the District system, will approve building-level activities, ensure teachers receive proper training in the use of the system and the requirements of this policy, establish a system to ensure adequate supervision of employees using the system, maintain executed user agreements, and be responsible for interpreting the District Acceptable Use Policy at the building level. 3. The Richmond County Board of Education Director of Educational Media and Technology and the Director of Data Processing will establish a process for settingup individual accounts, set quotas for disk usage on the system, establish a retention schedule, establish a District virus protection process, and other activities. 4. At Least annually, school level and departmental level administrators shall review this policy with all staff members and obtain written confirmation that this policy was discussed. C. Technical Services Provided through District System 1. E-mail. E-mail will allow employees to communicate with people from throughout the world. Users will also be able to subscribe to list serves to engage in group discussions related to educational subjects. 2. World Wide Web. The Web provides access to a wide range of information in the form of text, graphics, photographs, video, and sound, from throughout the world. The Web is a valuable research tool for students and employees. 3. Telnet. Telnet allows the user to log in to remote computers. Note :( Telnet is no longer used but remote access is obtained through Windows XP Professional) 4. File Transfer Protocol (FTP). FTP allows users to download large files and computer software. 5. Newsgroups. Newsgroups are discussion groups that are similar to mail lists. The District will provide access to selected newsgroups that relate to subjects that are appropriate to the educational purpose of the system. 6. Chat. Chat provides the capability of engaging in "real-time" discussions, such as "The Jason Project". The District will provide access to Chat only for specifically defined educational activities. 7. Blocking software. The District will maintain software designed to block access to certain sites. Page | 59
D. Access to the System 1. The District's Acceptable Use Policy, set forth in Section K will govern all use of the District system. 2. World Wide Web. All District employees will have access to the Web through the District's networked computers. The agreement required would be guidelines stated in Section K: The District's Acceptable Use Policy. 3. Individual E-mail Accounts for District Employees. District employees may access individual e-mail accounts through free accounts or issued accounts from Data Processing. The agreement for using these accounts during school hours will be the same as outlined in Section K the District's Acceptable Use Policy for using the Internet. 4. Guest Accounts. Guests may receive an individual account with the approval of a District administrator if there is a specific, District-related purpose requiring such access. Use of the system by a guest must be specifically limited to the Districtrelated purpose. The agreement for using these accounts will be the same as outlined in Section K: the District's Acceptable Use Policy for using the Internet. E. District Limitation of Liability 1. The District makes no warranties of any kind; either expressed or implied that the functions or the services provided by or through the District system will be error-free or without defect. The District will not be responsible for any damage users may suffer, including but not limited to, loss of data or interruptions of service. The District is not responsible for the accuracy or quality of the information obtained through or stored on the system. The District will not be responsible for financial obligations arising through the unauthorized use of the system. F. Due Process 1. The District will cooperate fully with local, state, or federal officials in any investigation concerning or relating to any illegal activities conducted through the District system. 2. In the event there is an allegation that an employee has violated the District Acceptable Use Policy, the employee will be provided with a written notice of the alleged violation and an opportunity to present an explanation before the Superintendent of Schools or his designee. The Superintendent may discipline employees in accordance with his authority and local policies and procedures. Certified employees shall have such due process rights as are provided by the grievance policy and the laws of the State of Georgia. 3. Employee violations of the District Acceptable Use Policy will be handled in accord with Richmond County Board of Education District policy. 4. The District administrator may terminate the account privileges of a guest user by providing notice to the user. Guest accounts not active for more than 30 days may be removed, along with the user's files without notice to the user. G. Search and Seizure 1. System users have a limited privacy expectation in the contents of their personal files on the District system. Page | 60
2. Periodic maintenance and monitoring of the system may lead to discovery that the user has or is violating the District Acceptable Use Policy, the Richmond County Board of Education code of conduct, or the law. 3. An individual search will be conducted if there is reasonable suspicion that a user has violated the law or the Richmond County Board of Education discipline procedures, code of ethics or the law. The nature of the investigation will be reasonable and in the context of the nature of the alleged violation. 4. District employees should be aware that their personal files are discoverable under Georgia state public records laws. H. Copyright and Plagiarism 1. District policies on copyright will govern the use of material accessed through the District system. Because the extent of copyright protection of certain works found on the Internet is unclear, employees will make a standard practice of requesting permission from the holder of the work if their use of the material has the potential of being considered an infringement. Teachers will instruct students to respect copyright and to request permission when appropriate. 2. District policies on plagiarism will govern use of material accessed through the District system. Teachers will instruct students in appropriate research and citation practices. I. Academic Freedom, Selection of Material, Student Rights to Free Speech 1. Board policies on Academic Freedom and Free Speech will govern the use of the Internet. 2. When using the Internet for class activities, teachers will select material that is appropriate in light of the age of the students and that is the relevant to the course objectives. Teachers will preview the materials and sites they require or recommend students access to determine the appropriateness of the material contained on or accessed through the site. Teachers will provide guidelines and lists of resources to assist their students in channeling their research activities effectively and properly. Teachers will assist their students in developing the skills to ascertain the truthfulness of information, distinguish fact from opinion, and engage in discussions about controversial issues while demonstrating tolerance and respect for those who hold divergent views. J. District Web Site 1. District Web Site. The District will maintain a Web site and links that will present information concerning the Richmond County Board of Education system and pertinent educational resources. The Webmaster, appointed by the Director of Educational Media and Technology, will be responsible for maintaining the District Web site. Departments will be responsible for maintaining their Web information and make quarterly updates. Web information may be updated more frequently if necessary. 2. School Web Pages. Schools may establish Web pages that present information about the school activities. The building principal will designate an individual to be responsible for managing the school Web site. The principal, or his/her designee, is responsible for the appropriateness/accuracy of content and the continuous review of the pages. Principals will give final approval before posting. Page | 61
3. Extracurricular Organization Web Pages. With the approval of the building principal, extracurricular organizations may establish Web pages. The principal will establish a process and criteria for the establishment and posting of material, including pointers to other sites, on these pages. The principal, or his/her designee, is responsible for the appropriateness/accuracy of content and the continuous review of the pages. K. District Acceptable Use Policy The following uses of the District system are considered unacceptable: 1. Illegal Activities a. Users will not attempt to gain unauthorized access to the District system or to any other computer system through the District System, or go beyond their authorized access. This includes attempting to log in through another person's account or access another person's files. These actions are illegal, even if only for the purposes of "browsing". b. Users will not make deliberate attempts to disrupt the computer system performance or destroy data by spreading computer viruses or by any other means. c. Users will not use the District system to engage in any other illegal act or criminal activity, such as arranging for a drug sale or the purchase of alcohol, weapons or pornographic paraphernalia, threatening the safety of a person, or persons, and sexual harassment... d. Users will not download any internet sites that contain illegal activities or content that may bring embarrassment to the Richmond County Board of Education. 2. System Security a. Users are responsible for the use of their individual account and should take all reasonable precautions to prevent others from being able to use their account. Under no conditions should a user provide their password to another person. b. Users will immediately notify their building principal, who in turn will notify Richmond County Board of Education's system administrator if they have identified a possible security problem. Users will not go looking for security problems, because this may be construed as an illegal attempt to gain access. c. Users will avoid the inadvertent spread of computer viruses by insuring that virus protection software is installed and updated routinely. 3. Inappropriate Language a. Restrictions against Inappropriate Language apply to public messages, private messages, and material posted on Web pages. b. Users will not use obscene, profane, lewd, vulgar, rude, inflammatory, threatening, or disrespectful language. c. Users will not post information that, if acted upon, could cause damage or a danger of disruption. d. Users will not engage in personal attacks, including prejudicial or discriminatory attacks. e. Users will not harass another person. Harassment is persistently acting in a manner that distresses or annoys another person. If a user is told by a person to stop sending those messages, they must stop. Page | 62
f. Users will not knowingly or recklessly post false or defamatory information about a person or organization. 4. Respect for Privacy Users will not post private information about another person. 5. Respecting Resource Limits a. Users will use the system only for educational and professional career development activities recognizing appropriate time considerations. Sites are to represent high-quality content. b. Users will not download large size files unless absolutely necessary. If necessary, users will download the file at a time when the system is not being heavily used and immediately remove the file from the system computer to their personal computer. c. Users will not post chain letters or engage in "spamming". Spamming is sending an annoying or unnecessary message to a large number of people. d. Users will check their e-mail frequently, delete unwanted messages promptly, and stay within their designated e-mail quota. e. Users will subscribe only to high quality discussion group mail lists that are relevant to their education or professional/career development. f. Users will not send email for the purpose of personal advertising, soliciting or selling. g. Users email content, must comply with the Georgia Professional Standards Commission's Uniform Code of Ethics for Educators. 6. Plagiarism and Copyright Infringement a. Users will not plagiarize works that they find on the Internet. Plagiarism is taking the ideas or writings of others and presenting them as if they were original to the user. b. Users will respect the rights of copyright owners. Copyright infringement occurs when an individual inappropriately reproduces a work that is protected by a copyright. If a work contains language that specifies acceptable use of that work, the user should follow the expressed requirements. If the user is unsure whether or not they can use a work, they should request permission from the copyright owner. 7. Inappropriate Access to Material a. Users will not use the District system to access material that is profane or obscene (pornography), that advocates illegal acts, or that advocates violence or discrimination towards other people (hate literature). District employees may access the above material only in the context of legitimate research. b. If a user inadvertently accesses such information, they should immediately disclose the inadvertent access in a manner specified by their school. This will protect users against an allegation that they have intentionally violated the Acceptable Use Policy. Adopted from RCSS (2011))
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XVII. Gifts and Disposal

For gift acceptance and disposal, board policy is taken into consideration. Acceptance of gifts will be discussed between the administrator and technology coordinator. The technology coordinator and administration will determine which technology equipment will need to be disposed of annually. Recommendations will be made to the board of education in order for them to approve disposal. Adopted from KSDOEL (2011)
XVIII. Professional Development

Over the past few decades, the focus in the classroom has shifted from teachers dispensing knowledge in a strict lecture model to a model of facilitating the acquisition of knowledge. Jerome Brunner (1986, 1990) has set forth a theory of learning that supports this shift. Constructivism presents learning as an active process in which learners construct new ideas or concepts based upon their current knowledge and experiences. The technologies of today and tomorrow are well suited to implementing a teaching strategy based on this constructivist approach. John Kosakowski writes, "The new technologies allow students to have more control over their own learning, to think analytically and critically, and to work collaboratively," (Kosakowski, 1998). Thus, it is part of the RCSS vision and goals to make the use of technology second nature to all students with embedded technology in the curriculum. In order for technology implementation to become an integral part of the curriculum, it is essential that administrators and system leaders embrace technology as a tool for enhancement and learning. Special workshops using eChalk and Outlook have been offered to the Cabinet and school principals, per the Superintendents request. This enables the Superintendent to communicate electronically via email. Few administrators had the skills to take full advantage of this technology; however, progress has been made in this area. The need to focus on data-driven decision making outlined in the SACS Review, GAPSS State Review, and the MGT Performance Review has helped to reinforce technology use at the administrative level. Professional learning sessions are continually offered to all system and school level administrators. One example of training offered is in the use of Global Scholar/Pinnacle. This tool helps to disaggregate a huge range of data to provide longitudinal tracking and reporting of student assessments and demographics. Another system-wide initiative to promote the use of technology is the Georgia School Board Association (GSBA) eBoard communication tool. All Board members, Superintendent, Cabinet and Leadership Team members have received training on this tool. eBoard is supported by a system technology specialist to ensure continued use and success of this vital communication tool. 36 Classes directly related to job performance are available upon request for all central office staff. Media specialists and Textbook Distribution Center support staff are offered on-going training for the system library and textbook management system. Media specialists meet once a month for job-related training on various Page | 64
issues. Student Data Collection Specialists meet for job-related training with more concentrated training planned for the new student information system. All professional learning classes are scheduled through an on-line learning management system. Course descriptions are created and posted for teacher access. Parties interested in offering classes through the Professional Learning Department must submit course information for approval to the Director of Professional Learning. Survey results, submitted requests, informal and formal observations are used to determine course offerings. Professional Learning is looking into new venues for training opportunities, to include on-line course offerings. With the increased use of our web-based communication system, eChalk, there is a need for additional support. Central office administrators receive training and updates in conjunction with our continual improvement process. At the present time, approximately 63% of RCSS teachers have been trained to maintain teacher web pages using the eChalk system. As we move to a more data-driven system to support instructional best practices, a variety of programs are becoming available for system leaders, teachers and administrators. In-depth training will be provided for those programs. Adopted from RCSS (2011)
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XIX. Appendix
Appendix A. Staff Assessment Survey
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XX. Resources
Cherokee County School District. (2008). Three year technology plan. Retrieved from: http://review-technology-plancommit.itech.departments.pwcs.edu/modules/locker/files/get_group_file.phtml?gid= 2166806&fid=9878710&sessionid=224c58b7a07b6aedd0580840a0ee4d18 DeKalb County School System. (2009). Three-year technology plan. Retrieved from: http://www.dekalb.k12.ga.us/mis/files/DCSS2009-2012TechPlan.pdf Greenfield Central Community School Corporation. (2009). 3- year technology plan checklist. Retrieved from: http://www2.gcsc.k12.in.us/technology/docs/GCSC3YTP09-12REV.pdf ISTE. (2011). International society for technology education. Retrieved from: http://www.iste.org/standards.aspx Jamestown City School District. (2007). Software policy. Retrieved from: http://www.jamestownpublicschools.org/pdf/TechPlan/DistrictSoftwarePolicy.pdf Jefferson City Schools. (2011). Three-Year technology plan. Retrieved from: http://www.jeffcityschools.org/JCS%20Improvement%20Plan/JCS%20Technology%20 Plan%20_2011-2014_[1].pdf
Kansas State Department of Education. (2011). Kansas State Department of Education technology plan. Retrieved from: 15.pdf Kansas State Department of Education. (2011) Technology plan. Retrieved from: ?fid=14326279&gid=88716 Microsoft in Education. (2012). Microsoft education licensing options. Retrieved from: http://www.microsoft.com/education/en-us/buy/Pages/licensingOption.aspx http://www.ksde.org/Portals/21/General%20Content/TechPlanScoringRubric_2012-
http://technology.usd298.groupfusion.net/modules/locker/files/get_group_file.phtml
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MSAD. (2005). Three-year technology plan. http://shakespeare.mvhs.sad40.k12.me.us/files/Tech_Plan_Final.pdf Newton Public Schools. (2008). Instructional technology plan. Retrieved from: http://www3.newton.k12.ma.us/sites/default/files/newtontechplan2012.pdf Peninsula School District. (2010). Technology and learning plan. Retrieved from: technology-standards-budget Richmond County Board of Education. (2011). Quick facts about the Richmond County School System. Retrieved from: http://www.rcboe.org/www/rcboe/site/hosting/AboutUs/RCSS%20Quick%20Facts%20 2010%20-%20November.pdf
https://sites.google.com/a/edtools.psd401.net/psd-technology-planning/district-
Rumson Charter. (2010). Three-year local school district/charter school technology plan. Retrieved from: http://www.rumson.k12.nj.us/rumson/Technology/3%20Year%20District%20Techn ology%20Plan%202010-2013.pdf
The White House. (2011). Fact Sheet: Repairing and modernizing America's schools. Retrieved from: http://www.whitehouse.gov/the-press-office/2011/09/13/fact-sheetrepairing-and-modernizing-americas-schools
Watchung Board of Education. (2007). Watchung Borough three-year technology plan. Retrieved from: pdf http://www.watchungschools.com/watchung/Docs/WatchungBorough3YearTechPlan.
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Tech Plan Update Project

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Technology Plan Update

Kathy Hathcock & Patrycja Manning

Administrator Board Member Director of Instruction Curriculum Director Board Chair

District Business Manager

Technology Coordinator Technology Teacher

Adopted from WBOE (2007) Page | 15

II. Needs Assessment

Parents will use on-line resources to better communicate with teachers.

V. Goals and Objectives

VI. Program Integration

VII. Curriculum Integration

District Software Applications

Evaluation Method Timeline

Funding Source/Estimated Amount

Maintain bandwidth to schools: T1 Lines

T1 line to each school not already converted to greater bandwidth

RCBE Annual Technology Inventory

E-Rate $241,223 estimated annually Local $72,053 estimated annually

Rob Jankus, IT Director

INCREASE BANDWIDTH TO ALL SCHOOLS, Main Office, Maintenance, Transportation

RCBE Annual Technology Inventory

Rob Jankus, IT Director

INCREASE SYSTEM BANDWIDTH to INTERNET Augment bandwidth provided by DOE

FY12: 500MB, as necessary FY13: 1GB, as necessary FY14: 10GB, as necessary

RCBE Annual Technology Inventory

Rob Jankus, IT Director

Contracted Network Support

Maintain updated switch technology in all schools and departments

Complete annual E-Rate Application

RCBOE Annual Technology Inventory

E-Rate $2,660,800 annually Local $532,732 Annually

Rob Jankus, IT Director

UPSs and SNMP modules upgraded as needed

RCBE Annual Technology Inventory

Rob Jankus, IT Director

Annual Switch Maintenance

BUDGET Review for maintenance annually

RCBE Annual Technology Inventory

Rob Jankus, IT Director

Implement Impero Network/ Workstation Monitoring System

BUDGET Review for maintenance annually

Local FY12: $140,000 FY13: $40,000 FY14: $40,000

Kim Stripling, MIT Director Rob Jankus, IT Director

Implement Virtual Servers

BUDGET Review for maintenance annually

RCBE Annual Technology Inventory

Costs included for server upgrades or replacements

Kim Stripling, MIT Director Rob Jankus, IT Director

Maintain updated Firewall Protection for system network

RCBE Annual Technology Inventory

Local $10,000 annually

Robert Jankus, IT Director

Maintain CIPA compliant Internet

Renew WebSense hardware license annually

RCBE Annual Technology

Kim Stripling, MIT Director

filtering system: hardware and software

RCBE Annual Website Assessment

Kim Stripling, MIT Director

Upgrade media center servers every three years

Purchase 20 servers each year

RCBE Annual Technology Inventory