technology plan final 2

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Running head: TECHNOLOGY PLAN ANALYSIS

Carroll County School District (CCSD)

Technology Plan Update FRIT 8132

Scott Price

William Johnson

Richard Dierkes

Georgia Southern University

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Running Head: Technology Plan Analysis

Introduction

Georgias Carroll County School District Three Year Technology Plan was published on

July 1, 2009 for fiscal year 2010 through fiscal year 2012. In general according to the plan,

Carroll County School District (CCSD) strives to provide essential technology resources for its

students and staff members in an effort to prepare all its graduates to compete in a technological

and global society. The plans mission summarizes the districts intentions to ensure that all

students and teachers have access to current technologies in order to provide an excellent

foundation for communication, collaboration and learning.

The CCSD solicits feedback from parents, community leaders, and business owners with

regard to their thoughts and perceptions on technology in the schools through a community

report card. In general, multiple internal and external surveys are used to gather feedback to

make informed decisions with regard to hardware, software, and computer-use surveys for

teachers, students, administrators, and parents (Thompson, 2009).

Demographics

The CCSD serves Carroll County Georgia, which is made up of multiple small

communities that feed into the various schools. Each of these communities is unique in its

demographic makeup. The Villa Rica and Temple areas are high-growth areas on the Interstate

20 corridor, and there is a higher transient rate in this particular area of the county as well. The

Sand Hill and Ithica areas serve many of the residential areas in the northeast part of the county.

The Mt. Zion community is small, primarily agrarian, and consists of no established, public

businesses. The Hispanic population has established residences in the area, there has been

significant housing growth, and a new school will be constructed in this community. All of the


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TECHNOLOGY PLAN ANALYSIS

Bowdon schools are located within Bowdon, a midsized community in this county consisting of

businesses and agricultural interests. Whitesburg and Roopville are small communities with

some businesses, but the primary income is mostly agrarian based. The Central community is

located in the city of Carrollton, which is the heart of the county.

The needs of the schools vary based on the differing populations throughout the county.

Subgroups of students at the schools in the system that affect programs include the following:

Black Students, Students with Disabilities, Economically Disadvantaged Students, and Limited

English Proficient Students. These subgroups have been studied with regard to student

performance and within each schools efforts to meet Adequate Yearly Progress (AYP).

Sharp Creek Elementary school has the highest percentage of African American students

enrolled, and the Mt. Zion schools have the highest percentage of Limited English Proficient

students. CCSDs enrollment includes a total of 58.05% of Economically Disadvantaged

students as well. The performance gap for students in each of the above subgroups is an issue,

and efforts to improve student performance among these subgroups is being met via professional

learning opportunities for teachers, service delivery models such as Team Collaborative, and

instructional technology programs (Thompson, 2009).

Students and Computers

The student-to-computer ratios within CCSD vary across the elementary, middle, and

high schools for various reasons. Newly built schools are initially outfitted with adequate

computers to support technology programs and instruction; however older schools havent

experienced this attention. Over the coming years, these schools will expand the computer

inventory, thereby reducing the ratio through local funding initiatives and/or grants secured.

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The growing student population is also a factor that affects the student-to-computer ratio.

Reconfigurations of grade levels, consolidation of schools, and the addition of ninth grade

academies have also impacted the student-to-computer ratio. Other factors are a result of

variables among schools such as grants, endowments, donations, fundraising efforts, and local

funds.

Major Strengths

CCSDs three-year technology plan is strong in broad areas of leadership infrastructure

that should serve as a reference for future plans for the district. With regard to the mission and

vision, the general vision description and broad learning outcomes reflect a commitment that is

student focused, and technology supported and enhanced. For example, the plan directly

clarifies that the ultimate goal of the technology program is to increase student achievement and

bolster teacher performance. The mission emphasizes that students come first and a premier

learning environment is paramount (Thompson, 2009).

The CCSDs goals are listed in correspondence with time-sensitive, quantitative

benchmarks, an evaluation plan, a succinct strategy and a responsible staff member. All goals are

aligned to National Goals for Educational Technology, and surveys ensure feedback pathways to

inform future decision-making. Future technology plans would do well to follow this intuitive

framework.

The plan clearly shows the essential details linking goals to objectives, and every goal

has supporting strategies to achieve the goal along with timelines, responsible parties and

funding. It also contains benchmarks and an evaluation method. Overall, the action plans

timelines, responsibilities and budget are laid out such that accessing information is very

intuitive and all elements clearly connect to the overall vision of the plan.

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With regard to multi-year planning, the National Goals for Educational Technology that

form the backbone of the plan, outline a multi-year technology timeline that details ongoing

funding, support and overall planning. Continuous evaluation is evident and detailed to ensure

timelines adjust accordingly.

The plan has a well-developed budget that is specific to its goals and objectives. It listed

funding sources for federal, local and state funds, grants, E-rate and SPLOST funds. The

funding is broken down by year and by future funding sources.

The plans vision does state that staff development and training of all faculty and staff is

an essential cornerstone to the success of CCSDs mission, and the first goal of the plan details

the ongoing training opportunities for teachers to help students learn through technology and the

WWW. Resources are mentioned as well for staff development.

Major Weaknesses

The CCSDs critical areas of need in their three-year technology plan spanned across

both technology support to educational technology, and affects all of the Carrolton school

community. With regard to the broad-based stakeholder support, there is not a true list of

contributors in the plan; however, the listed goals do cite the party responsible for a particular

goal. The CCSD does solicit regular feedback from the community about school technology, but

the developmental stages of the plan do not include a planning committee of contributors with at

least minimum participation from representative stakeholders.

There are no specific standards listed in the plan for equipment or software purchases,

other than mention of a continuous review of software programs and online resources and the use

of community business partners to assist in technology developments and curricula. In addition,

there is no specific software policy. The plan does include as a strategy that the school system

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will update and maintain the Microsoft Office suite, but there is no specific information listed for

the Microsoft agreement. The plan does mention other software applications by name such as

TestTrax, NetTreckker and others as well, but no software standards or licensing agreements are

provided.

The final major weakness in CCSDs plan is that it does not provide any initial

assessment or evaluation of facility issues such as electricity, security, lighting and other

infrastructure. Specifically, it does not address the physical security of computers, networks and

software, as well as data encryption standards employed.

Changes and Improvements

Changes in the plan are needed to ensure educational outcome expectations are met,

while maintaining budget and other considerations. The suggested improvements will assure

CCSD technology stakeholders receive the fullest support across all essential areas. While many

of the aspects of the plan are solid, (i.e., such as clarity of mission, vision, and goals), specific

details of support are weak.

Broad-Based Support

This is one of the weakest areas of the plan due to the fact that there is a distinct lack

contributors in the plan. The developmental stages of the plan need to include a planning

committee of contributors and a minimum participation from representative technology

stakeholders in the CCSD. The use of a technology planning committee will promote

collaboration and support for the plan. Time allocation will be required from employee and

community volunteers to participate in the committee; therefore guidance will be required.

Needs Assessment

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The existing plan is moderately strong in this area; however the CRCT findings need to

be further elaborated, with additional details to illustrate implemented procedures such as

methodology of data collection and analysis, eighth grade technology literacy assessment results,

reports of hardware and software usage, budget analyses, and so on. In addition, the plan does

not include approximate details as related to attitudinal surveys, classroom observations, student

skill assessments, or staff development needs. The plan should implement a level of technology

integration questionnaire, classroom observations, parent and student questionnaires, and a

principal-perceived questionnaire. Data should be collected by surveys, questionnaires and

classroom observation and the results used for integration into present and future planning. This

is needed to assess where technology utilization is at presently and how it could be improved.

Administrative time will be needed to develop, administer and analyze the questionnaires,

surveys, and observation tools.

Mission and Vision

The general vision description and broad learning outcomes are student focused, and

technology supported and enhanced. For example, the plan directly clarifies that the ultimate

goal of the technology program is to increase student achievement and bolster teacher

performance. However, the specific items outlined within the vision indulge too much on a

technology focus. The descriptors that focus on technology support and infrastructure need to be

minimized. This commitment will help center the mission and vision on curriculum integration

and student achievement, and will require eliminating the specific technology-focused

descriptors from the mission and vision statement.

Goals and Objectives

This area is already very strong and no changes are needed.

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Action Plan/Multi-Year Planning

This area is already very strong and no changes are needed.

Program Integration

Although the plan makes efforts to connect educational, support and financial goals with

timelines and responsible parties, connections to actual accountability documents is lacking. A

formal evaluation process should be implemented and followed and cover all relevant areas of

the CCSDs overall mission and vision. This process of integration will require time to develop,

implement and analyze for future improvement.

Curriculum Integration

Although the technology integration standards found in the Georgia

Quality Core Curriculum and Georgia Performance Standards are followed,

and the instructional uses of technology are described, specifics are needed

to enhance technology across all curricular areas, and what students would

do with technology in these areas as well. The plan could be improved by

describing educational technology use that promotes student achievement

and outlines strategies of instruction that can be enhanced with technology

integration. Although the current plan has two goals listed under

instructional uses of technology, more specific goals should be added for

curriculum integration. Improved curriculum integration should bolster

student achievement and support the districts mission and vision statement.

This will require expanded teacher input, collaboration, and support, as well

as administrative assistance to successfully implement in a timely manner.

Evaluation

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The evaluation part of the plan lacks detail and comprehensiveness. The evaluation

process should primarily focus on educational outcome expectations while maintaining an

important, but secondary emphasis on traditional testing, student feedback and administrative

preferences. Supportable evaluation methods require additional details about the evaluation

process, such as links to learner objectives with goal guidelines set by Georgia Department of

Education Performance Standards, and other educational outcome expectations. Assessing a

technologys effectiveness would be substantial asset to the evaluation process. Student

performance as well as other aspects of educational outcomes such as cost to implement,

training, required maintenance, etc. should be reviewed and aligned to the respective technology.

To break out of this recurring cycle, as described by Ehrmann (2002), the implementation

of a new continuous process (Educational Outcome Aligned-Technology) is being proposed so

that data are collected, reviewed and applied to inform the evaluation of a CCSD technology

plan. The implementation of the Educational Outcome Aligned-Technology process will foster

an unbiased, data-driven technology plan development for the CCSD.

Standards

There are no specific standards listed in the plan for procurement procedures, support of

equipment or software, this includes the absence of maintenance schedules, maintenance history

and other related information beneficial to favorable up-time percentages. In addition, no

hardware or software update procedures were found, other than a continuing review of software

programs and online resources, while community business partners are stated to assist in

technology development and curricula. Specifically, there is no standardized software policy.

However, the plan does include a school system strategy to update and maintain the Microsoft

Office Suite, but there is no specific information listed for the Microsoft agreement. The plan

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does mention other software applications by name such as TestTrax, NetTreckker and others, but

again, no software standards or licensing agreements are provided.

The implementation of standards will help ensure that the technology used is relevant to

the curriculum, needed, and cost effective. This will take time to develop a standardized policy

with proper delegation of responsibilities to existing staff members.

Funding Alternatives

The plan has a well-developed budget that is specific to its goals and objectives.

Essentially, the plan is very strong and does not need many improvements in this area. The plan

could be improved by exploring fund-raising from parent-teacher associations and emergency

funding from state emergency funds, especially since the plan addresses specific areas of the

district that are experiencing significant growth. In addition, reallocation of resources should be

addressed in the plan. This would require administrative time to look at reallocation of resources

and the support of volunteers to help with fund raising.

Model Classroom Configurations

Although the plans vision outlines a broad philosophy for student learning and

technology, and mention of Internet access, LCDs, video etc. in classroom exist, more details are

needed to ensure optimal and actual classroom configurations that foster student achievement in

a technology setting (Burke, 2009). Specifically, accessibility, interactivity, and flexibility are

needed to ensure all students experience the optimal technological setting for academic growth.

This will require administrative time to research best practices and/or the enlistment of

consultation from other professional resources.

Facilities

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The plan needs to provide an initial assessment of facility utilities such electricity,

security, lighting, climate control and other support infrastructure. The plan should include an

analysis of specific utilities to ensure each school meets or exceeds required codes. Facility

support requirements for implemented technologies should be in place and reviewed to

determine proper operating conditions, including ventilation and temperature requirements for

servers and other critical system equipment. The physical and data security of computers,

networks and software, as well as current data encryption standards employed should be

reviewed to ensure safety and integrity. These support items would require hiring the

appropriate vendors and contractors to help review, design and implement changes in each

facility area. This would have to be budgeted as an additional expense.

Maintenance/Support

The only reference to software upgrades is to review the programs and online resources

annually for effective and engaging programs for use in the classroom. (Thompson, 2009).

Additionally, the plan does not provide any preventative maintenance schedule, backup

procedures, disaster recovery, or help desk support. The plan could be improved by

implementing a call center; FAQ automated system, regular software upgrade schedule, cleaning

and maintenance schedule for hardware, global system software back-up procedure, an UPS

(Uninterruptable Power Supply) infrastructure based on critical computer system failure points,

and disaster policy.

These additions will help increase the longevity of the technology being used, and

provide user support, privacy and disaster recovery. This would require administrative time to

write specific policies and a set-up of help desk support.

Software Agreements

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The plan lacks software agreements and policies. There are no specific standards listed

in the plan for the purchase of software, other than an ongoing review of applications and online

resources and that the use of community business partners will assist in technology

developments and curricula. The plan does mention other software applications by name such as

TestTrax, NetTreckker and others, but no software standards or licensing agreements are

provided.

The plan could be improved by the addition of a commercially available on-line software

revision application to monitor current software revision history. This is necessary to maintain

proper site-specific licensing. This would require administrative time to track and maintain an

application list for the district.

Copyright/Acceptable Use Policy

The plan has an acceptable use policy.A comprehensive and current copyright policy

should be added to the plan. A specific copyright policy is necessary to guarantee no federal

laws are broken that may put the district at risk for lawsuits or litigation. No additional resources

are needed for this to be accomplished, other than incorporating a policy into the technology

plan.

Gifts and Disposal

The plan has a redeployment policy for the evaluation of equipment for re-usability when

equipment is replaced in whole or in part. If the equipment is not deemed usable it is transported

to a recycling center. A policy is needed as well for the acceptance of gifts. Specifically, it

would be good to add a policy for how and when gifts of software or hardware can be accepted.

Adding this policy will help guarantee that technology accepted meets district standards. This

will require a policy to be written and a designated person to be responsible for approving gifts.

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Staff Development

Resources for professional development are mentioned but not elaborated. More details

are needed to provide a clearer picture and stronger commitment to training. Specifically,

relevant training, flexible scheduling, regularly-contracted professional consultants, available

materials, and stipends are needed. Future planning should be based on actual needs,

comprehensive in scope, and include incentives for educational staff and teachers in professional

development (Burke, 2009).

Resulting Improvements

With the addition of the suggested improvements, the expectation is that the resulting

technology plan would meet or exceed projected educational outcomes that cover a broad

spectrum of targeted objectives and goals, ranging from financial budgets to learner

achievements to improved community involvement. A more robust, varied and larger support

base would provide for a more collaborative and supportive environment and build capacity

throughout the CCSD over future years. The focus of the plan would shift to a curriculum-

driven plan which would be more supportive of student achievement and encourage teachers to

astutely integrate technology in lesson planning to promote student achievement. An established

evaluation process will help produce better learning strategies and eliminate technologies or

strategies that are not effective.

The creation of standard policies for copyright and software licensing including software

upgrades, data encryption standards, and gifts and disposal will help reduce associated costs and

legal liability. Addressing facility support infrastructure areas such as lighting, electrical,

ventilation, fire protection, and emergency response will provide for the increased security of

technology and optimize the usage of technology in the most productive environment.

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Finally, the usage of classroom observations, surveying, and questionnaires will aid in

identifying current weakness in the plan, including staff training, identifying waste, suggestions

for improvements, and other helpful feedback. This source of feedback would also be beneficial

in the evaluation of how technology is actually being used across different educational settings.

Plan Update

The following sections will serve to analyze the Three Year Technology Plan (July 1,

2009 to June 30, 2012) of the Carroll County School District (CCSD) of Carrollton, Georgia.

The Superintendent is John F. Zauner.

Broad-Based Support

The suggested team to provide the best support possible for the district technology plan

begins with the Superintendent, John F. Zauner. Directly under him is the Chief Technology

Officer, Dennis M. Thompson (770-832-3568, [email protected]).

Under Mr. Thompson, broad-based support is covered through the following District Technology

Committee Members: school board members, district administrators, technology specialists/staff,

principals, teachers, community representatives, parents, and student representatives.

Needs Assessment

Data sources and access to technology. The CCSD uses multiple data sources to assist

in measuring technology goals and planning. The annual technology inventory submitted to the

Georgia Department of Education. The information identified in this inventory includes the

number of computers meeting the definition of a modern computer as defined by the Georgia

Department of Education, the ratio of students to computers to identify areas of improvement for

technology accessibility, and results documented through the eighth grade technology literacy

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assessment. Reports reflecting analysis of hardware and software usage for purchased and/or

contracted technology services are examined. The annual budget for the technology department

is used as a data source due to the opportunity to identify system needs for technology (e.g.,

hardware, software, training, and support of technology).

Technology use instructional uses of technology. The following data sources were used

to determine the current instructional uses of technology in CCSD.

1. Levels of Technology Implementation (LoTi) questionnaire. The LoTi (Level

of Technology Integration) questionnaire (Sanderson, 2009):

Do your instructional materials include adequate resources for student use of technology?

What do you perceive as your greatest obstacle to further technology in your instructional

setting?

How many computers do you have for instructional use in your classroom?

Approximately how often do students use computers in your instructional setting?

Approximately how often do you use computers to do your job as an educator?

I design units/lessons that provide opportunities for students to work on the skills that are

addressed by the technology standards for students.

Do you feel like technology is relevant to your instructional setting?

Which of the following best describes the 21st Century Classroom technology tools

available to you?

A. I have a LCD projector in my class.

B. I have an interactive whiteboard (with projector) and/or student response in my

classroom.

C. I can check some of these items out.

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D. Other

Do you participate in formal or informal technology sharing sessions, such as faculty

meetings, in-service training, lunchtime discussions, before or after school meetings, or

common preparation time within your instructional setting?

2. Teacher Survey Questions for professional development priority areas.

3. Classroom Observations for student and teacher skills assessment and curriculum integration

level

4. Parent, Staff, Student Survey Items

5. Eighth grade Technology Literacy Assessment Scores

6. Assistant Principal Perceived Needs Survey to determine the current instructional uses of

technology in CCSD (Sanderson, 2009).

Administrative uses of technology hardware. All system and school level

administrators, counselors, media specialists and secretaries have a modern computer and access

to the system-wide personnel and student data base with Internet access and e-mail. The Chief

Technology Officer and all school principals will be the implementation coordinators. School

funds and local funds will provide for the hardware and the estimated cost is $35,000 per year

over an ongoing timeline.

Administrative uses of technology software. Thepreferred administrative software is

Microsoft Office. The Student Information System (SIS) from Infinite Campus is in place. A

portal is utilized to provide parents and students with web based access to student records and

information. A managed firewall service and content filter is in place and maintained, and an

electronic board meeting program, E-board, is utilized to communicate with the community and

system staff. The Chief Technology will be the implementation coordinator. Local funds and

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grants including E-Rate will provide for the software and the estimated cost is $150,000 per year

for licenses and support over an ongoing timeline.

Telecommunications. All schools have telephone systems and fax lines with local and

long distance service. A long-range goal is to use the fiber network for intersystem phone calls

and provide voiceover IP service. This capability is currently in place in 65% of the schools.

The system and school administrators have mobile devices for cellular and data services, and a

telephone messaging system is in place to notify parents of absences and important school

information. The Chief Technology will be the implementation coordinator. Local funds and

grants including E-Rate will provide for the software and the estimated cost is $350,000 per year.

This is a future project which will not be completed in this three-year plan.

Parent/community uses of technology software. Parents have access to the student

portal so that they may monitor student grades and attendance through Infinite Campus. The

Carroll County Board of Education has moved to E-Board technology in order to provide parent,

community, and stakeholder access to school system information. The school system website is

provided and used as a communication tool to access the aforementioned items as well as

additional information. All school websites are linked to the system website for easy access.

Websites are in place to provide teachers, students, and the community with access to

information. This includes online human resource applications, online survey capabilities, and

potential professional learning registration and tracking. The Chief Technology will be the

implementation coordinator. Local funds and grants including E-Rate will provide for the

software and the estimated cost is $45,000 per year. This is an ongoing project.

Gap Analysis. All classrooms have a minimum of one modern computer.

Approximately 90% of the systems computers meet the states current definition of a modern

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computer. A replacement cycle is planned as a means to continue cycling out computers that do

not meet the criteria of a modern computer according to the states current standards.

Recognizing that those standards are likely to increase in future years, the system will adjust the

replacement plan accordingly.

The school system currently has 51 computer labs system-wide and is in need of 13 more.

Nine of these are at the elementary level, one at the middle school level, and three at the high

school level. Funding will be secured through local, state, and federal funds as well as grants to

add these labs over the next three years.

Disparities exist among schools in regard to student-computer ratios. These differences

occur among elementary, middle, and high schools for various reasons. The newly built schools

in the system are initially outfitted with adequate computers to support technology programs and

instruction. Over the coming years, these schools will expand the computer inventory, thereby,

reducing the ratio, through local funding initiatives and/or grants secured.

Additionally, Carroll County is experiencing growth in areas along the Interstate 20

corridor. The student population is increasing at a faster rate, thereby, off-setting the student to

computer ratio. Reconfigurations of grade levels, consolidation of schools, and the addition of

ninth grade academies have also impacted the student to computer ratio. Other disparities are a

result of variables among schools such as grants funds, endowments, donations, fundraising

efforts, and local funds.

Schools are targeted for upgrades on a rotation basis. The district uses the state inventory

system to identify computers that do not meet the state definition of a modern computer. Those

identified units are replaced as funds become available.

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Carroll County is made up of small communities that feed into the community schools.

Each of these communities is unique in its demographic makeup. The Villa Rica and Temple

areas are high growth areas on the Interstate 20 corridor. There is a higher transient rate in this

particular area of the county. The Sand Hill and Ithaca areas serve many of the residential areas

in the northeast part of the county. The Mt. Zion community is small, primarily agrarian, and

consists of no established, public businesses. There is significant housing growth in this area,

and a new school is slated to be constructed in this community. The Hispanic population has

established a residential area in the Mt. Zion district. The Bowdon schools are located in

Bowdon, which is a midsized community in this county, consisting of businesses and agricultural

interests. Whitesburg and Roopville are small communities with some businesses, but the

primary income is mostly agrarian based. The Central community is located in the city of

Carrollton, the heart of the county.

The populations vary throughout the county; therefore, the needs of the schools vary.

Subgroups of students at various schools in the system that affect programs include the

following: Black students, Students with Disabilities, Economically Disadvantaged students,

and Limited English Proficient students. These subgroups have been studied in regard to student

performance and system and schools efforts to meet Adequate Yearly Progress (AYP). Sharp

Creek Elementary school has the highest percentage of African American students enrolled, and

the Mt. Zion schools have the highest percentage of Limited English Proficient students. The

school systems enrollment includes a total of 58.05% of Economically Disadvantaged students.

The performance gap for students in each of the above mentioned subgroups is of great concern

to the school system, and efforts to improve student performance in the subgroups continue.

Professional learning opportunities, service delivery models such as Team Collaborative, and

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instructional technology programs have been implemented to address weaknesses among the

subgroups.

The system plans to continue formulating online strategies to provide teachers, students,

and the community with access to information. Goals include the use of electronic board

meetings and a parent portal for student information online. A call center message program for

emergency notification and informational purposes is also used in the system to promote

communication. Plans to implement a professional learning program that will provide web based

class registration and professional learning unit tracking for teachers and administrators are in

development. A feature rich online human resources program is in place to more effectively

receive and process job applications. Ultimately, the system seeks to enrich classrooms across

the district with technology upgrades such as interactive boards, projectors, and other small

technologies.

The district recognizes the importance of wireless networks in its facilities. Currently, all

schools are outfitted with wireless access that range from limited saturation at the elementary

schools to total saturation at the high schools. It is an ongoing project to reach complete

saturation at all of the schools.

Areas such as special education, ESOL, gifted, connections, and other elective courses

are given the same access to technology as other classrooms. In order to provide a free and

appropriate public education, special needs students have access to assistive technology which is

needed for them to access their curriculum in school, community and home environments. If the

required technology is not currently available, the school system is committed to obtaining the

required technology solution (Thompson, 2009).

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An assessment of current curriculum will be conducted during the school year to ensure

that all technology curriculum indicators are included in the instructional program. Any needed

modifications will be implemented by the start of each school year.

A committee of professionals will review new software for district use. They will

evaluate and select software at age and skill appropriate levels in the content areas being

reviewed. Criteria for software selection include instructional value, training of staff, ease of

use, cost, compatibility with current hardware, and adaptability to students of all levels and

abilities.

Student needs and trend analysis. Student academic achievement needs are identified

through the study of data charts generated after test results arrive in the system. At elementary

schools, county scores on the CRCT are competitive with state scores in reading, language arts,

and mathematics. The middle school data indicates a slight decline by grade eight in the areas of

reading and language arts. Significant declines in mathematics scores are noted at grade eight.

High schools report county scores on the GHSGT that are quite comparable to state averages in

the areas of language arts, math, science, and social studies. Carroll County students tend to

perform well in academic events involving these content areas, i.e., Young Georgia Authors

Competition, Science Fair, Geography Bee, Social Science Fair, Governors Honors, etc.

The test data for grade eight suggests that Carroll County middle schools are lagging in

student achievement with CRCT scores below the state average. Mathematics (52% of 8th

graders do not meet expectations on the mathematics CRCT) is a particular area of weakness and

concern, and one strategy to support students in these schools is the placement of mathematics

labs (computers and software). Curriculum specialists trained in mathematics curriculum,

instructional strategies, and technologies unique to mathematics are in place at each middle

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school. Based on CRCT mathematics scores, students are scheduled into mathematics labs

during connections time. Students also have access to these labs during after-school programs.

Computer literacy skills must be improved so that students may capitalize on the use of

technologies available. CRCT and GHSGT results also indicate a deficit in student achievement

in the area of Science which is a serious concern in regard to technology and society. However,

science scores are consistently rising in the high schools. Other academic areas are also in need

of improvement as the school system seeks to achieve Adequate Yearly Progress (AYP).

In reviewing the disaggregated test results for the system, there are subgroups that

demonstrate a lower performance level in the academic areas of mathematics, language arts, and

reading. In grades one through eight, the subgroups of Students with Disabilities (SWD) and

Limited English Proficient (LEP) are the lowest performing subgroups in mathematics across the

system. Black students and Economically Disadvantaged (ED) students also demonstrate low

performance in mathematics; although, the performance of these two groups in not as poor as the

SWD and LEP subgroups. This trend appears to be an ongoing trend within the school system,

and efforts are being made to provide opportunities that will address individual student needs.

In regard to Language Arts and Reading, a review of grades one through eight across the

system revealed that two subgroups performed significantly lower than the other subgroups. The

students with Disabilities (SWD) subgroup had more than 40% of the students who did not meet

the performance target on the CRCT while the Limited English Proficient (LEP) subgroup had

28% of the students in the Does Not Meet category. Black students, Hispanic students, and

Economically Disadvantaged (ED) students had approximately 17% of the students in these

subgroups who also did not meet the target.

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In high school the system-wide trends reflecting student performance are similar to that

of grades one through eight. The two subgroups in mathematics performance that demonstrate

poor academic performance include Black students, Hispanic students, and Students with

Disabilities (SWD). Students in the Economically Disadvantaged subgroup also did not perform

well on mathematics. Of these subgroups, the lowest performing group is the SWD subgroup.

This identified trend has moved the system to provide more professional learning opportunities

for special education and regular education teachers in areas that provide understanding of these

subgroups as well as mathematics content. Also, a move to include these students in regular

education classrooms in a Team Collaborative model has assisted in improving student

performance in mathematics.

English Language Arts academic performance in high school indicates that students in

the following subgroups tend to perform lower: Black students, Students with Disabilities

(SWD), and Economically Disadvantaged. Of these subgroups, the lowest performing group is

the SWD subgroup. Collaborative model and tutoring has assisted in improving student

performance in English Language Arts as well.

These areas of identified academic need are addressed in each schools improvement plan

as completed through the NSSE self study for SACS-CASI accreditation. Additionally, each

school improvement plan specifies student academic achievement deficits particular to that

school population. Action plans and Test Utilization Plans are generated at grade levels by

teacher teams and individual teachers that are even more specific to grade and student academic

achievement needs. Students are also identified for augmented services through tests and teacher

evaluation.

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The System Leadership Team and Instructional Services personnel are placing emphasis

on addressing achievement deficits as well. System initiatives include revising curriculum,

setting benchmarks for achievement, and reviewing software systems that assist with diagnostic

assessments and prescriptive learning paths. The school system seeks to establish consistent use

of resources, curriculum, assessments, and instructional initiatives across the system. All schools

use the same adopted textbook programs, and it is a priority of the system to provide every

student an issued textbook and online access to textbooks in all core content areas of study.

Additionally, the system is engaged in thorough professional learning in the instructional

initiative of Learning Focused Schools and curriculum development and implementation. An

extension of this initiative is to develop appropriate formative assessments that assist in guiding

instruction (Thompson, 2009).

Mission

The Carroll County Schools Technology Plan is an effort to ensure that all students and

teachers will have access to and use technology as a tool for learning, communication, and

collaboration. Engaging students in meaningful learning, which involves challenging, authentic

experiences using technology, is embedded in Carroll County Schools mission to provide a

premier learning environment while placing students first through quality and excellence.

Professional development to support teachers with integrating technology and curriculum to

meet instructional goals is a key component of this plan. As the system moves toward meeting

the goals of this plan, all stakeholders will become more invested in technology and its benefits

(Thompson, 2009).

Vision

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Educators must be proactive in their approach to preparing students for success in the

twenty-first century. Instructional designs must include the concept of preparing students for

technologies not yet invented. Therefore, technology is not only a tool to facilitate the quality

and excellence of the students, faculty, and staff, but also an abstract concept that must be

developed in the minds of all stakeholders, including community and parent partners.

Technology should not be thought of as a separate entity, but instead an integral tool used in the

classroom to individualize, enhance, and motivate student learning.

Technology should support learning in the classroom, preparing students through

authentic experiences for the real world. Integration of technology is the inclusion by teachers

and students of appropriate technology that facilitates, individualizes, enhances, and enriches

teaching and learning of state and local curricula. The staff development and training of all

faculty and staff is an essential cornerstone to the success of Carroll County Schools mission

(Thompson, 2009).

Goals and Objectives

All goals are aligned to National Goals for Educational Technology. The following areas

are covered by one or more goals: The area of Access to Technology has two goals described in

Tables 1 and 2. The area of Instructional Uses of Technology has two goals described in Tables

3 and 4. The area of Administrative Uses of Technology has one goal described in Table 5. The

area of Parent/Community Uses of Technology has one goal described in Table 6. The area of

System Readiness is described in Table 7.

Action Plan/multi-year planning

The CCSD has developed a three-year plan to address six areas of technology: Access to

Technology, Instructional Uses of Technology Strategies, Administrative Uses of Technology,

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Parent/Community Uses of Technology and System Readiness. Each area is elaborated further

into the following five sections: Benchmarks, Evaluation Method, Funding Source/Amount,

Person(s) Responsible. Projected budgets for fiscal years 9-10, 10-11, and 11-12, with strategies

and the person(s) responsible are provided as well. A full description of the multiyear planning

can be seen in Tables 1 through 14.

Program integration

A formative evaluation of the implementation of the technology plan is conducted

annually to assure that all aspects of the CCSD (e.g., logistics, legal, IT, education, human

resources, training, etc.) are in proper alignment. This process aims minimize discrepancies

between the plan and reality, ensure that the program remains true to its design or modifies it

appropriately, and provides feedback to the CCSD Technology Team for continual improvement

to the plan (Burke, 2009).

Curriculum integration

The CCSD will add the following goal for curriculum integration:

Improve student academic achievement through the use of technology in elementary and

secondary schools.

Train media specialists and implement new Information, Communication and

Technology Literacy (ICT) curriculum.

Participate in curriculum review to ensure the integration of technology throughout all

content areas.

Require teachers to design and implement at least one lesson featuring technology skills

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per semester/marking period.

Improve student technology literacy as measured by the 5th, 8th and 10th grade

technology literacy assessment.

Refine and build on the successful integration of technology skills through grade-level

assured experiences.

Ensure library media specialists and teachers have common planning time to

collaboratively plan units and enforce appropriate media scheduling to meet the needs of

the curriculum.

Provide teachers with a toolbox of mini-lessons, graphic organizers and benchmark

assessments on technology skills.

Continue to implement the incorporation of high-quality digital resources such as video

streaming, web 2.0 technologies.

Continue and complete implementation of the SMART Board with a goal of outfitting

every classroom with a SMART Board of A/V presentation system.

Explore and adopt open source and open content curricular resources and online textbook

materials.

Infuse technology to improve achievement in reading and writing through the use of

digital storytelling, multimedia, video documentaries, audio books, eBooks and other

resources (Greenwich public schools, 2009).

Evaluation

All applied instructional technology effectiveness is influenced by intrinsic and extrinsic

factors, it cannot be avoided. These factors have direct influence on all aspects of educational

outcomes, such as learner achievement, education and training of all involved (teachers, students

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and technical administrators), cost to purchase said technology and to implement, and so on.

Over the last 40 years, many technology investments have been justified partly by hopes that

educational outcomes would be improved (Ehrmann, 2002).

Initially this new process, Educational-Outcome Aligned Technology, will be developed

from data collected from surveys, check-list, learner achievement, accounting records for all

cost, and so on to identify the implemented technology as related to grade, subject, and learner

achievements. Indirect and direct cost will also be identified and aligned with the responsible

technology. Educational-Outcome Aligned Technology will become an integral part of

evaluating technology and assist in directing the way to better than expected educational

outcomes.

Standards

Identification of appropriate technologies. Through the use of needs assessment

survey and goal setting, the CCSD will identify appropriate technologies to meet the goals of the

districts instructional program. The CCS District Technology Committee, which represents all

school district peer groups, also evaluates and recommends new technologies, software and

implementation plans to the CCSD IT staff. This group is instrumental in helping to write and

formulate the CCSD annual Technology Plan (Burke, 2009).

District plans to acquire software and technology-based resources. The CCSD will

acquire software and technology-based educational materials. The district plans to acquire

software and technology-based materials, which are usable by students with the widest range of

abilities to deliver curriculum-based programs using the most appropriate technology to support

the Georgia Performance Standards (Burke, 2009).

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The CCSD will ensure purchases of software and/or technology will be consistent with

the districts technology plan. The Chief Technology Officer and the appropriate district

curriculum program specialist must approve all software purchases. The Chief Technology

Officer must approve all technology purchases. Any request for hardware or technology that is

not a part of this plan will be reviewed by the IT Department. The CCSD will keep current with

emerging software and technology, and will develop and implement an equipment replacement

program (Burke, 2009).

Technical assistance for strategic technology planning. The CCSD Technology

Committee will work with the Georgia DOE, vendors, business partners and the community to

ensure that strategic planning takes place as it relates to technology purchases. All purchases

will follow district standards. The CCSD will ensure that software and technology purchased

will be properly supported and maintained (Burke, 2009).

Funding Alternatives

All goals are aligned to National Goals for Educational Technology. The following areas

are covered by one or more goals: The area of Access to Technology has two goals described in

Tables 8 and 9. The area of Instructional Uses of Technology has two goals described in Tables

10 and 11. The area of Administrative Uses of Technology has one goal described in Table 12.

The area of Parent/Community Uses of Technology has one goal described in Table 13. The

area of System Readiness is described in Table 14.

The plan will examine fund-raising via various stakeholder groups (e.g., parent-teacher

association) and research emergency funding sources from state and federal sources to address

especially areas of significant growth. Resource areas will be better identified and managed as

well.

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A. Recurring Funding (Burke, 2009):

1. Local and State Taxes

2. School Allocations - salaries for technical support, technology resource teacher

supplements

3. School and department general operating fund budgets

4. State funding

5. Instructional textbook funds - that portion which is used for educational

software

6. E-Rate Funding

B. Non-recurring Funding (Burke, 2009):

1. Competitive grant and special fund opportunities

2. Business and Community partnerships - providing equipment, technical

support and training

3. University, state, and private agencies

4. Parent and business partner donations

5. Reallocation of unused funds

6. State emergency funds

Model classroom configurations

In education especially, technology should not be thought of as a separate entity, but

instead an integral tool used in the classroom to individualize, enhance, and motivate student

learning and prepare students through authentic experiences for the real world. An essential

classroom technology configuration consists of a robust network infrastructure with wired and

wireless access to the Internet and appropriate network resources. Accessible and interactive

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audio-visual distance learning capabilities are available within each classroom. Additional small

technologies (e.g., graphing calculators, interactive boards, LCD projectors, etc.) will be

provided throughout the system (Burke, 2009).

However, technology in an environment that is not optimized for learning will not fulfill

its role in student achievement. Well-designed classrooms are essential so that individual, small-

group, and large-group activities take advantage of the power and potential offered by

technology for learning. Classrooms are flexible to accommodate a variety of academic

functions with a variety of learning technologies. Student seating, classroom temperature,

lighting, and ambient noise are informed by research to ensure optimal learning with technology.

Facilities

Physical security. Critical equipment and systems and equipment are housed in locked,

secured cabinets and/or rooms with proper ventilation and A/C to ensure the longevity and

protection of equipment. Cabinet keys and room keys are secured in the main office safe in the

key lockbox of every CCSD school. The CCSD Information Technology (IT) Department will

handle all technology security problems and expedite new security issues with the individual

school administration when needed (Burke, 2009).

Electrical infrastructure. According to local, state and federal electrical codes, schools

will be evaluated for electrical infrastructure to support technology. Optimal placement of

electrical outlets for media centers, student centers, and classrooms will be evaluated as

technology needs change and strive for uniformity over time. Whiteboards will be positioned on

the center of the teaching wall and located on wall free from vibrations of air conditioning

ductwork. Additional classroom electric per DOE specification or every eight feet on every wall

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there should be duplex outlets, not tied into computer panel. Each classroom will have zoned

lighting for optimum projection viewing (Burke, 2009).

Maintenance and Support

All technology has a limited useful life. CCSD shall consider technology equipment older

than three years since purchase as due for immediate replacement. To achieve this result, it is

prudent and necessary to budget for the replacement of up to 30% of the districts technology

equipment each year. Disbursement or disposal of technology equipment will be done in

accordance with the CCSD. An inventory database of technology equipment will be kept and

used for the long-range budget planning of hardware, infrastructure, and rotation. Equipment is

evaluated for replacement on an annual basis. A regular cleaning and maintenance schedule will

be followed to promote longevity of all equipment (Vincent, 2008).

Technology hardware and software includes but is not limited to the following (Vincent, 2008):

LCDs

TVs video/audio equipment

computer / laptops

interactive boards

hardware/software servers

LAN switches

printers

servers

Each fiscal year through targeted strategies and distinct points of contact, the CCSDs

goal is to acquire and maintain adequate hardware with effective, engaging software and online

resources as an integral part of every schools curriculum. See Table 9 for more details.

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User support. A help desk will be available Monday through Saturday from 7:30 AM to

4:30PM. An emergency phone call system will be in place for off-hour support. A FAQ area

can be accessed via the districts website.

Security policy/data retention policy. CCSD maintains a firewall and filtering services.

A filtering service is purchased annually. LAN-based security includes server authenticated user

identification and pass wording. Each user identification and password is unique and

confidential (Vincent, 2008).

All data servers will be backed up by tape on a daily basis, Monday through Friday. There

is an UPS (Uninterruptable Power Supply) infrastructure based on critical computer system

failure points. Each building has an electronic alarm system to prevent theft (Vincent, 2008).

Software Agreements

A committee of professionals reviews new software for district use. They evaluate and

select software at age and skill appropriate levels in the content areas being reviewed. Criteria

for software selection include instructional value, training of staff, ease of use, cost,

compatibility with current hardware, and adaptability to students of all levels and abilities.

With regard to copying and licensing software, the CCSD will have a license for any

software application that is installed on a computer. Use or possession of unlicensed software is

a felony and can result in fines (Technology Recommendations, 2003).

Employees should not copy the organizations software for personal use.

Employees should not bring in personal software for business use unless approved by

Chief Technology Officer.

Chief Technology Officer will approve new software requests.

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If an employee needs to use software at home for work purposes, they should check with

their system administrator for licensing restrictions or permissions before copying

software.

In order to meet and track site specific site licensing, the plan will be improved by

researching and implementing a commercially-available, on-line software purchase and revision

tracker to monitor software life cycles. This web-accessible database of software will meet site-

specific licensing requirements and allow for improved software planning.

Copyright/Acceptable Use Policy

The CCSD uses an Acceptable use policy (AUP) to mandate responsibilities for Internet

and school network use for students. The CCSD strongly believes in the educational value of

using electronic services (such as the Internet) and recognizes their potential to support

curriculum and student learning by facilitating resource sharing, innovation, and communication.

The CCSD makes every effort to protect students and teachers from any misuses or abuses as a

result of their experiences with this information service. Inappropriate and/or illegal interaction

with the information service is strictly prohibited. The CCSD must have a students signature

and that of their parent/guardian before computer access can be provided.

Listed below are the provisions of this contract. If any user violates any of these

provisions, access to the information service may be denied and the student user will be subject

to disciplinary action. The terms and conditions of the contract cover six sections.

The section Personal Responsibility requires that the user only uses Internet sites that

have been directed to be used by their teacher. As a representative of this school, the student

accepts personal responsibility for reporting any misuse of the network to their teacher. This

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includes looking at sites that have not been approved or sending or receiving inappropriate or

unauthorized e-mail messages. Misuse may come in many forms, but it is commonly viewed as

any message(s) sent or received that indicate or suggest pornography, unethical or illegal

solicitation, racism, sexism, inappropriate language, and other issues described below.

The Acceptable Use section covers the use of the Internet, e-mail, or any other electronic

communication. Such use must be in support of education, research, and the educational goals

and objectives of the CCSD. Users are personally responsible for this provision at all times

when using the school computer resources. Only computer software purchased for use by

Carroll County Schools may be installed or utilized on a school computer. Adherence to

copyright/licensing agreements is required.

The Services section states that the CCSD does use a content filter on its Internet

services; however, the CCSD makes no assurances of any kind, whether expressed or implied,

for the service it is providing. Best efforts and reasonable precautions are employed to ensure

safe use of the Internet and websites. The CCSD specifically denies any responsibility for the

accuracy of information obtained through Internet services.

The Security section indicates that on any computer system is a high priority because

there are so many users. If a student identifies a security problem, they are to notify the system

administrator at once. Students should never demonstrate the problems to other users; never use

another individual's login/password.

The Trespassing section defines trespassing as a violation of, or intent to violate,

computer or network restrictions. Any trespassing will result in the loss of computer services,

disciplinary action, and possible legal action.

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The Vandalism defines vandalism as any malicious attempt to harm or destroy data,

applications and/or equipment connected to the system. This includes, but is not limited to, the

uploading or creation of computer viruses. Any vandalism will result in the loss of computer

services, disciplinary action, and possible legal action.

The CCSDs Board Policy of Internet acceptable use for Internet safety states that the use

of telecommunications, including the Internet, in instructional programs is an educational

strategy that facilitates communication, innovation, resource sharing, and access to information.

Use of the Internet must be in support of education and research and consistent with the

educational mission, goals, and objectives of the school system. It shall be the policy of the

Carroll County Board of Education that the school district shall have in continuous operation,

with respect to any computers belonging to the school having access to the Internet:

1. A qualifying technology protection measure, as that term is defined in Section 1703(b)

(1) of the Childrens Internet Protection Act of 2000; and

2. Procedures or guidelines developed by the Superintendent, administrators and/or other

appropriate personnel which provide for monitoring the online activities of users and the

use of the chosen technology protection measure to protect against access through such

computers to visual depictions that are (i) obscene, (ii) child pornography, or (iii)

harmful to minors, as those terms are defined in Section 1703(b)(1) and (2) of the

Childrens Internet Protection Act of 2000. Such procedures or guidelines shall be

designed to:

a. Provide for monitoring the online activities of users to prevent, to the extent

practicable, access by minors to inappropriate matter on the Internet and

the World Wide Web;

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b. Promote the safety and security of minors when using electronic mail, chat

rooms, and other forms of direct electronic communications;

c. Prevent unauthorized access, including so-called hacking, and other

unauthorized activities by minors online;

d. Prevent the unauthorized disclosure, use and dissemination of personal

identification information regarding minors; and

e. Restrict minors access to materials harmful to minors, as that term is defined

in Section 1703(b)(2) of the Childrens Internet Protection Act of 2000.

The CCSDs copyright policy describes that while digital and/or electronic resources can

or may fall under fair use doctrine that provides limited exemptions for students and teachers,

the Carroll County School Board requires that staff and students conform to existing United

States copyright law, as per Carroll County District Policy. (Vincent, 2008)

In order to ensure copyright law compliance, the district and the technology staff will

endeavor to insure that the terms and limits of all licensing agreements are observed, update

licenses when necessary, install most software applications within their respective buildings, and

track software and hardware. Educating the staff and students about copyright compliance is an

ongoing process. The CCSD believes that is essential that all staff and students are ethical and

responsible users of information and technology (Vincent, 2008).

Gifts and Disposal

Interoperability is being ensured by the CCSD through the standardization of software

and operating systems. Servers are Microsoft Windows 2003 and desktops are Microsoft XP

Professional. Various versions of Microsoft Office are in use on system computers. The school

system will seek to upgrade all computers to a common Microsoft Office version during the next

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three years. The CCSD will seek to continue standardizing their network infrastructure with

3Com switching equipment.

When equipment is replaced, the technology department evaluates the re-usability of

equipment in whole or in part for value. The CCSD reuses those components of value and

disposes of the equipment that is deemed of no value. Parts are transported to a recycle center.

Technology related items must meet minimum technology standards and computers must

meet the states current definition of a modern computer. The Chief Technology Officer and

Superintendent must approve all gifts through a formal and documented process that ensures

fairness and coherence within the mission and vision of the CCSDs technology plan.

Staff Development

Professional development and training of all faculty and staff is an essential cornerstone

to the success of the CCSDs mission. The district supports ongoing, accessible staff

development opportunities to integrate educational technology into instruction. Relevant

training is based on field observations and feedback to integrate technology into subjects and

lessons. The CCSD commits to flexible scheduling possibilities, including early release days, in

order to provide opportunities for staff development at optimal times and locations. Adequate

facilities, instructors, materials, stipends and equipment are ensured for all staff development as

well.

Via a web-accessible portal, all teachers are able to view training offerings, register, and

manage their professional development portfolios. Web-based and distance learning

opportunities for teachers to participate in on-line learning opportunities and collaborate with

other professionals are available as well.

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Consultants support all new courseware and software initiatives to ensure the fullest

support for professional learning (Burke, 2009).

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References

Allen, P. (n.d.). Technology planning analysis rubric. Retrieved from

http://homepages.wmich.edu/~lenewayr/Technology%20Plan%20Rubric.htm

Burke, J. (2009). Monroe county school district information, communication, and technology

plan. Retreived from http://www.monroe.k12.fl.us/tech/

Ehrmann, S. C. (2000). Computer-intensive academic programs: How to evaluate, plan, support

and implement (in that order) your campus technology investments.AAHE

Bulletin, 53(3), 7-11. Retrieved from

http://www.tltgroup.org/resources/F_Eval_Computer-Intensive.htm

Ehrmann, S. C. (2002). Technology changes quickly but education changes slowly: A

counter-intuitive strategy for using IT to improve the outcomes of higher education.

Retrieved from http://www.tltgroup.org/resources/visions/Outcomes.html

Greenwich public schools technology plan. (2009). Retrieved

fromhttp://www.greenwichschools.org/page.cfm?p=820

Kimbell, C. & Sibley, P. (1998, February 6). Technology planning analysis rubric. Retrieved

from http://course1.winona.edu/shatfield/air/rubrics.htm

Simon, L. (2010). Classroom physical design influencing student learning and evaluations of

college instructors: A review of literature.Education, 131(1), 128-134. Retrieved from

http://findarticles.com/p/articles/mi_qa3673/is_1_131/ai_n55819307/

Technology planning analysis rubric. (2011).

Retrieved from http://www.electrovista.com/edu/techPlanRubric.pdf

Technology recommendations for organization. (2003). Retrieved from

http://www.ecqnet.org/ecq/HeadStart/Technology/0511_SampTechPlan.pdf

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http://www.monroe.k12.fl.us/tech/http://www.tltgroup.org/resources/visions/Outcomes.htmlhttp://course1.winona.edu/shatfield/air/rubrics.htmhttp://www.monroe.k12.fl.us/tech/http://www.tltgroup.org/resources/visions/Outcomes.htmlhttp://course1.winona.edu/shatfield/air/rubrics.htm


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Thompson, D. (2009, July 30). Carroll county school system three-year technology plan.

Retrieved from http://www.carrollcountyschools.com/LinkClick.aspx?

fileticket=PYfyVCudaZM=&t

Vincent, N. (2008). Barrington school district technology plan. Retrieved from

http://www.barrington.k12.nh.us/Documents/TechPlan2008-2011.pdf

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http://www.barrington.k12.nh.us/Documents/TechPlan2008-2011.pdfhttp://www.barrington.k12.nh.us/Documents/TechPlan2008-2011.pdf


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Tables

Table 1Goals and Objectives, Access to Technology, Goal 1: Every Classroom will be Connected to the Internet through

Network Wiring and Wireless Access.

Strategies Benchmark Evaluation Method Funding

Source/Amount

Person(s)

ResponsibleAll schools will havecomplete networkwiring and beinterconnected by afiber network.

All schools will be wiredand interconnected to thefiber network.July 1 2009 - June 302010July 1 2010 - June 302011July 1 2011 - June 302012

Site survey and SystemTechnology InventorySurvey

Local Funds$56,856 annuallyE-rate Funds$190,334 annually

ChiefTechnologyOfficer

Internet access isprovided in allclassrooms and willcontinue to be apriority as newclassrooms,including mobiles,are added to facilitiesor new schools arebuilt.

100% of all buildingclassrooms will beconnected to the Internet.100% of all mobileclassrooms will beconnected to the Internet.FY10 Maintaining FY11 Maintaining FY12 Maintaining

Site survey and SystemTechnology InventorySurvey

SPLOST FundsLocal Funds$150,000 over 3year period


The system willprovide campus widewireless access toenhance learningopportunities bothinside and outside ofthe classroom.

100% of all schools willbe equipped with adequatewireless access points toprovide campus widecoverage.FY10 MaintainingFY11 Maintaining FY12 Maintaining

Site Survey Local Funds andGrants$20,000 annually


The system will seekto establishadditionaleducationalprogrammingutilizing the systemsWAN.

Educational programmingand online learningsystems will be reviewedfor purchase annually.

Committee review State Funds &Local Funds$100,000 annually

InstructionalServicesPersonnel

All teachers willhave communicationthrough the school

system web-basedemail server.

100% of school systemteachers will have emailaccounts assigned.

FY10 MaintainingFY11 Maintaining FY12 Maintaining

School survey Local Funds$5,000 annually


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Table 2Goals and Objectives, Access to Technology, Goal 2: Acquire and Maintain Adequate Hardware with Effective,

Engaging Software and Online Resources as an Integral Part of Every Schools Curriculum.

Strategies Benchmark Evaluation Method FundingSource/Amount

Person(s)Responsible

Replacing outdatedcomputers will occuron an annual schedule

95% of school systemcomputers will meet statescurrent definition of amodern computer.FY10 1/3FY11 1/3FY12 1/3

Site Survey andSystem TechnologyInventory Survey

Local, State, &Federal Funds200,000 annually


All schools will haveadequate technologylabs to support thecurriculum of theschool system.

100% of system schoolswill have a minimum of 2computer labs.FY10 MaintainingFY11 MaintainingFY12 Maintaining

Site Survey andSystem TechnologyInventory Survey

Local Funds;SPLOST Funds;Federal Funds;Grants$270,000 over 3year period

ChiefTechnologyOfficer &School LevelAdministrators

All media centers willhave adaptivehardware andsoftware toaccommodate specialpopulations.

100% of system mediacenters will have adaptivehardware and software.FY10 MaintainingFY11 MaintainingFY12 Maintaining

Site Survey Federal Funds$25,000 annually

ExceptionalStudentServicesPersonnel

System high schools,the alternative school,and the eveningprogram will haveaccess to onlinecourses to enrich the

curriculum andprovide opportunitiesfor advanced learning.

100% of high schools,including the alternativeschool and the eveningschool, will have access toonline courses/programswith a minimum of 3

vendors/providers.FY10 MaintainingFY11 MaintainingFY12 Maintaining

Site Survey andSystem InstructionalTechnology Survey

Local Funds$100,000 annually


Onlineresources/programswill be utilized toassist with improvingthe graduation rate forall high schools.

85% of high schoolstudents will completegrades 9-12 as a result ofadditional onlineresources/programs.FY10 1/3FY11 1/3FY12 1/3

System BalancedScorecard ContinuousImprovement PlanAYP 2nd Indicatoras Graduation Rate

Local & StateFunds $50,000annually


Continuous review ofsoftware programsand online resourceswill be conducted toprovide teachers andstudents with effectiveand engagingprograms for use inthe classroom.

Software programs andonline resources will bereviewed annually.FY10 1/3FY11 1/3FY12 1/3

System TechnologySurvey Local & StateFunds $50,000annually


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The school systemwill maintain system-wide virus protection.

100% of system computerswill have virus protectioninstalled.FY10 MaintainingFY11 MaintainingFY12 Maintaining

Site Survey andSystem TechnologySurvey

Local Funds$12,000 annually


The school systemwill maintain asystem-wide firewalland content filter.

100% of school networktraffic will be accessedthrough the system firewalland content filter.July 1 2009 - June 30 2010July 1 2010 - June 30 2011July 1 2011 - June 30 2012

Review of NetworkReports Local Funds$11,385 annually;E-rate Funds$38,115 annually

ChiefTechnologyOfficer &SystemNetworkAdministrator

The school systemwill update andmaintain system-wideMicrosoft Officeapplications.

90% of system computerswill have Microsoftapplications.FY10 ImplementingFY11 MaintainingFY12 Maintaining

Site Survey andSystem TechnologySurvey

Local Funds$100,000 over 3year period.


A communicationsystem will beimplemented toprovide automatedphone calls foremergencynotification andinformationalpurposes.

An automated phonesystem will be operationalfor the school system.FY10 MaintainingFY11 MaintainingFY12 Maintaining

System TechnologySurvey; systemreports will begenerated

Local, State, &Federal Funds$20,000 annually


The school systemwill provide onlinestudents with afiltered email account.

100% of online studentemails will be filtered.FY10 MaintainingFY11 MaintainingFY12 Maintaining

Student AccountReview

Local Funds$1500 annually


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Table 3Goals and Objectives, Instructional Uses of Technology, Goal 1: All teachers will have ongoing Training

Opportunities to Help Students Learn through Technology and the world-wide web.



InstructionalTechnology will bealigned to studenttechnology standardsand academic contentareas as defined bythe GeorgiaPerformanceStandards (GPS).

Local curriculumguides, aligned to GPSand incorporatingtechnology standards,is electronically postedfor all content areas.FY10 MaintainingFY11 MaintainingFY12 Maintaining

Curriculum Guideswill be posted on theschool system website.Verification that guidesare in place will bedone by checking theschool system website.System TechnologySurvey.

Local, State, andFederal Funds$20,000 annually.

InstructionalServicesPersonnel PDSource: LEA

All administrative andinstructionalpersonnel will makeyearly progress in

obtaining all teachertechnologycompetencies asdefined by the SpecialGeorgia TeacherCertificationRequirements for thepurpose of improvinginstruction andstudent learning.

100% of alladministrators andteachers will havecompleted technology

training.FY10 MaintainingFY11 MaintainingFY12 Maintaining

Documented throughattendance verificationrosters andprofessional learning

transcripts.

Local, State, &Federal Funds$20,000 annually

Director ofProfessionalLearning PDSource: LEA;

ETC; WGRESA

All teachers will betrained on newsystem-wide software

programs andhardware that arepurchased.

Teachers will betrained on new system-wide software

programs, i.e., StudentInformation System,electronic grade books,Interactive Boards, etc .FY10 MaintainingFY11 MaintainingFY12 Maintaining

Documented throughattendance verificationrosters.

Local & StateFunds $20,000annually

Director ofProfessionalLearning PD

Source: LEA

Technology trainingand professionallearning in theintegration ofinstructionaltechnology will be an

ongoing process forall staff members.

Professional Learningfor the integration ofinstructionaltechnology will beprovided annually.FY10 Maintaining

FY11 MaintainingFY12 Maintaining

Registration recordsand sign in sheets.

Local, State, andFederal Funds$10,000 annually

Director ofProfessionalLearningPD Source:LEA;ETC;

WG RESA

The system will seekto provide online stafftraining andprofessional learningfor administrators,faculty, and otherstaff members.

The system willcontinue to offer onlineprofessional learning.FY10 MaintainingFY11 MaintainingFY12 Maintaining

Registration recordsand sign in sheets.

Local, State, andFederal Funds$9,000 annually

Director ofProfessionalLearning PDSource: LEA;ETC; WGRESA

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Table 4Goals and Objectives, Instructional Uses of Technology, Goal 2: All Teachers and Students will have Modern

Technology in their Classrooms.



Every classroomwill have aminimum of twocomputers capableof internet access.

100% of all classroomswill have a minimum oftwo computers withinternet access.FY10 1/3FY11 1/3FY12 1/3

Site Survey and SystemTechnology InventorySurvey

Local, State, FederalFunds, and Grants$150,000 over 3year period


InteractivePresentationDevices will beacquired for use inclassrooms forimprovement of

instruction andstudent learning.

Schools will incorporateadditional InteractivePresentation Devices forInstruction.FY10 1/3FY11 1/3

FY12 1/3

Site Survey Local, State, andFederal Funds andGrants$100,000 annually

School LevelAdministrator

Classroominstructors willincorporate smalltechnologies inlesson design.

By SY2008, middleschool and high schoolmath and scienceclassrooms willincorporate the use ofgraphing calculatorsand/or CBLs in lessondesign.FY10 1/3FY11 1/3FY12 Maintaining

Site Survey Local, State, andFederal Funds$10,000 annually

School LevelAdministrator

The system willmaintain andenhance webpresence as aninformative andinteractive tool forall stakeholders.

The system websiteincorporates a parentportal, a professionallearning registrationfeature, and access to allschool websites.July 1 2009June 30 2010July 1 2010-June 30 2011July 1 2011-June 30 2012

System TechnologySurvey Report fromweb host identifyingweb page activity.

Local, State andFederal Funds$7,268 annuallyE-rate Funds$24,333 annually

ChiefTechnologyOfficer;Director ofProfessionalLearning

The system willseek to develop,adapt, or expandexisting and new

applications oftechnology tosupport schoolimprovementefforts.

The system willincorporate newinstructional technologyapplications. FY10

Implement FY11 Maintaining FY12 Maintaining

System TechnologySurvey

Local, State andFederal Funds$10,000 annually


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Table 5Goals and Objectives, Administrative uses of Technology: All Administrative Personnel will Enhance Program

Operation and Communication through the use of Technology.



All administrativepersonnel will makeyearly progress inobtaining technologycompetencies as definedby the Special GeorgiaTeacher CertificationRequirements for thepurpose of improvinginstruction and studentlearning.

100% of alladministrators willhave completedtechnology training.FY10 MaintainingFY11 MaintainingFY12 Maintaining

Documented throughattendance verificationrosters andprofessional learningtranscripts.

Local, State andFederal Funds$3,000 annually

Director ofProfessionalLearning PDSource: LEA;ETC; WG RESA