Running Head: LIBERTY COUNTY SCHOOL DISTRICT - CTP 1

Liberty County School District

Collaborative Technology Plan (CTP)

KeAmber Booker, Doreen Dixon, and David Weaks

EDUC 638-B02 Liberty University Online

Dr. Vonda Beavers

March 6, 2016

Running Head: LIBERTY COUNTY SCHOOL DISTRICT - CTP 2

Liberty County School District

Mission

Our mission is to provide proper access for all students and staff to high-tech resources.

These high-tech resources promote the critical thinking, problem solving, and communication

skills that are required for students to become lifelong learners and productive citizens in a

technologically complex, multicultural, and global environment. We will redefine and transform

the way students learn and communicate in the 21st century by promoting innovation, creativity,

and collaboration.

Vision

The vision of Liberty County School District is an environment that is rich in technology,

supports high achievement for all students, and values learning as the most important factor in

the educational process. Our district is one in which:

● High expectations are held for all students.

● Students, parents, and educators work collaboratively to create positive learning

experiences involving both content and technology.

● A variety of technology tools and skills are used to solve problems and extend academic

learning.

● Students and teachers are empowered to use innovative and progressive thought.

Value Statements

Our core values drive us as we serve the Liberty County School District. As members of

the ITS committee we commit to accomplishing the following:

Collaboration: We are dedicated to a collaborative environment, gathering various

perspectives of others, sharing knowledge and building partnerships with major

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stakeholders.

Improvement: We strive for excellence through ongoing development of the staff and

the school district as a whole.

Innovation: We encourage creative and critical thinking skills in the buildup of

technology services.

People: We listen, appreciate, and care for faculty, staff, students, and one another, both

professionally and personally.

Service: We strive to provide excellent service by being consistent, sharp, reliable, and

accessible to all.

Transparency: We have open communication and thoughtful business actions to be

accountable in our interactions and our work.

SMART Goal #1

The Liberty County School District has decided to move to a 1:1 environment and by

July 1, 2017, it will have evaluated its network infrastructure and done the essential maintenance

and upgrades to ensure that the network meets the level of reliability and security necessary to

support the stakeholder’s needs for this move. The district wide network will maintain a 98%

uptime and mobile broadband access will be added to offer data speeds of at least 600 Kbps.

Faculty, staff and students will be trained and devices will be issued accordingly.

Strategies to Support Goal #1

1. Partner with Verizon, and E-rate to develop an elite wireless technology topology

infrastructure that will accommodate wireless technology use for the students, faculty,

administration, and support staff.

[2.] Partner with Apple and Verizon to provide tablets for every student and teacher with an

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additional 1,000 floating tablets for administration and support staff. We would develop

a tablet that would have robust and scalable features. Our infrastructure would will(?)

provide for remote support, remote printing, extranets, and intranets for the district. The

tablets will be setup with mobile broadband connectivity that provides home access

equity.

21st Century Learning Skills Addressed (Collaboration, Communication, Creativity, and/or Critical Thinking)

Collaboration- The value of digital collaboration will include but not be limited to: work

products, classroom management, innovation, assessment and strategic planning.

Communication - Email, social media, extranet, intranet, clouds all forms of

communication that will allow everyone in the district to perform more efficiently and effective.

Creativity- Increased broadband and enhanced Wi-Fi will increase opportunities for

collaboration which influences creativity, allowing for many forms of technology that teachers

and students in the district can use to stay informed, work together, and create tremendous value

in class assignments.

Critical Thinking-This allows students to interact and evaluate themselves, allows

teachers to share ideas and plans, administrators to make better decisions, and the district to

measure their success and failures to other states, and districts.

Rationale Including Research to Support Goal #1 and Strategies

Education has traditionally been delivered face-to-face in a classroom setting where a

teacher is lecturing to students who remain in their seats for most of the class time. As we move

further into the 21st century, the image of the traditional setting is changing. Learning is now

interactive and collaborative. One-to-one initiatives provide opportunities for learning that

“teaches students to be self-directed, allows them to receive personalized instruction, and gives

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them valuable digital age skills” (Mortensen, 2011, p. 16). Students are encouraged to explore

ideas and discuss beliefs with not only those in close proximity, but also other students around

the globe.

The Liberty County School District must be in step with these educational trends and

update the network infrastructure to support the technology these changes require. Although the

classrooms are currently outfitted with a number of desktop computers, learning now involves

the use of mobile devices which are connected to the network more often than not. The wireless

infrastructure within the schools must be capable of handling the load of thousands of devices

hitting the network at any given moment. Any lag or delay in the access can alter the outcomes

anticipated by the teacher and/or student.

Evaluation Measures

The Director of Technology has the responsibility of monitoring the overall status of

project and budgets to ensure things are moving according to the plan. Supporting the

technology efforts will be Network Administrators who will be responsible for maintaining the

integrity of the network, server deployment, and security. Members of the Help Desk Support

team will be responsible for issuing and maintaining the hardware used by staff and students.

These team members will also track the number of equipment losses and damages through their

call tickets. Finally, contractors will install the wireless network and any necessary upgrades.

They will also be responsible for ensuring the networks are working at their highest capacity

after installation.

Professional Development Plan

At the end of the current school year, contractors will begin surveying the buildings to

map the exact layout for access points and switches.

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By August 2016, all equipment related to the network upgrade will be sent out for quotes

and requisitioned. Installation wireless network at the first school will begin by October 2016.

Timeline for Implementation

The upgrades to the network infrastructure will be completed by July 1, 2017. By this

date, systems will have been tested and ready for professional development and other training to

begin in August.

Itemized Budget

Smart Goal #1 BudgetAruba S2500 Mobility Access Switch 25 x $ 3,000 $ 75,000Aruba S3500 Mobility Access Switch 10 x 12,000 120,000

Aruba Multi-Service Controller Module 1 x 25,000 25,000Aruba AP-228 Access Point 365 x 1,000 365,000Aruba 220 Series Access Point Mount Kit 365 x 25 9,125 $594,125

SMART Goal #2

By the end of the 2017-18 school year, each class within the school district will have

access to and openly utilize school-owned tablets and personal mobile communication devices to

foster collaboration, content engagement, and increase student achievement on classroom

assessment measures by at least 10%.

Strategies to Support Goal #2

1. School technology leaders will promote the use of school provided tablets to use Google

platforms of Docs, Slides, Sheets, and Classroom to aid in providing opportunities for

collaboration from student-to-student, student-to-teacher, and teacher-to-teacher.

2. The district technology committee will implement a plan for student and teacher-owned

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devices to be used for content access and collaboration in a Bring Your Own Device

movement. This will allow for students and teachers to create additional avenues of

communication regarding specific content or learning activities.

3. Teachers will utilize formative/summative assessment applications that are compatible

with the district selected tablet, such as Socrative, Khan Academy and Kahoot! to assist

with progress monitoring of student achievement.

21st Century Learning Skills Addressed (Collaboration, Communication, Creativity, and/or

Critical Thinking)

Collaboration - The use of Google platforms using school-owned devices and those that

are personal MCDs will allow for students and teachers to work with each other in a digital

format both within and outside of the classroom walls. This transparency of collaboration will

encourage students to extend their depth of knowledge to a sill and, ultimately, product based

exemplification of their learning. (ISTE Student Standard 2)

Communication - The use of school-owned tablets and personal communication devices

will provide students and teachers with communication options to include instant messaging,

cloud-based document sharing, email, and video conferencing. These additional forms of

communication will help to increase an atmosphere of open dialogue amongst student learners

and educators.

Critical Thinking - The extensive resources available through access to the internet

allow for students and teachers to connect to content in ways that would be unavailable

with the limited resources provided by traditional curriculum measures. This increased capacity

for content involvement will facilitate more opportunities to work with content and further

individual and group content learning.

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Rationale Including Research to Support Goal #2 and Strategies

Modern research suggests that the use of computing devices, both at school and in the

home environment, can have a positive impact on student academic achievement (Cheema &

Zhang, 2013). Although socio-economic status remains as the single largest predictor of overall

achievement, the incorporation of high quality technology experiences into the curriculum has a

significant impact on achievement for all students regardless of student subcategories (p. 104).

With this in mind, it is the suggestion of the Liberty County School District Technology Action

Committee that mobile technologies be purchased to provide all of our students with the

opportunity to leverage technology as a resource to improve individual achievement levels. With

this in mind, the committee suggests the purchase of iPad minis as the preferred tablet for

student use due to the device’s ease of use for students and teachers and the variety of

applications available for collaboration and assessment. iPads also provide learners with

tactile, visual, and auditory sense engagement during the learning process, incorporating

additional learning modalities that may not be employed otherwise (McEwen & Dubé,

2015).

Regarding collaboration, applications such as the Google suite including docs, sheets,

slides, drive, and classroom are all available for teachers and students to utilize inside and

outside of classroom walls to create extended learning environments. Topper and Lancaster

(2013) identify the need for collaboration from all stakeholders is a must for school districts to

overcome the difficulties that can be experiences in a one-to-one device adoption initiative.

These applications serve this collaborative need and are easily used on the selected tablet.

Assessment opportunities are also increased through the use of mobile technologies

within the classroom. The use of assessment tools and applications such as Kahoot!, Socrative,

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Nearpod, etc. provide teachers with new methods of determining student content mastery.

These applications are useable for both formative and summative assessment types. The value of

any assessment lies in its ability for teachers to provide to learners feedback on their learning

(Shirley & Irving, 2014). With mobile technologies and applications designed specifically for

assessment this feedback can be provided more quickly and allow for intervention or enrichment

to take place to take students to the next level in their individual learning paths. With such an

increase in the scope of assessment opportunities, the district expects that student achievement,

as per Cheema and Zhang (2013), will increase by at least 10% by the end of the 2017-18 school

year.

Expected Outcomes in Terms of Student Learning / Achievement

The use of technology within the classroom has demonstrated an increase in student

engagement and time devoted to content related tasks (). This increase in student engagement

lends one to extend the impact of student engagement to a possible increase in student focus on

content, with a greater possibility for knowledge attainment. If such a connection is to follow, it

is expected that students will achieve proficiency and mastery within content area standards at a

level higher than peers that may not have the benefit of the district provided technology.

Utilizing progress monitoring tools such as Socrative, Khan Academy, Edulastic, etc. will

provide for students and teachers a way to measure learning and evaluate growth and potential

for growth effectively. An overall increase in student classroom content performance is expected

for the majority of students within the district, saving the possibility of anomalies resulting from

students that may be habitually absent or have other circumstances that affect their performance.

Regarding student achievement, it is expected that a 10% achievement growth will be

made by each student for each content area. This growth may be measured from the start of one

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academic year to the conclusion of that academic year or by measuring specific instructional

units within a content and determining the growth made on each content unit focus. This will

allow for a demonstration of growth within the content and will also allow for students and

teachers to have an accurate measurement of growth regarding specific content standards. The

calculation of achievement growth will be performed using progress monitoring tools, as

mentioned above, and will be recorded using a Google sheet. This sheet will be individualized

for each teacher and his/her classroom roster and will be shared with and maintained, for record,

by the building technology leader.

Evaluation Measures (Include Job Titles of Persons Responsible)

To ensure that this goal is met, Building Technology Leaders (BTL) for each school

building will provide staff with instructional support on tablet use and possible opportunities to

include student collaboration and utilize formative/summative assessment measures involving

tablet supported applications. Grade band intervention specialists will assist with the

implementation of these technologies in the classroom for students with disabilities as needed.

Teachers will report results of pretests for the academic year and unit pretests to the BTL using a

Google sheet tracker. This Google sheet will also allow for teachers to indicate times during an

instructional unit that they specifically used tablet supported technologies for collaboration and

assessment as to help measure the impact of technology usage on achievement measures. At the

conclusion of each unit, or at the end of the academic year, teachers will report posttest results in

the same sheet and percentages of increase will be calculated. A summative increase in

achievement of 10% over the course of the academic year or a 10% increase for any 5 or more

units of instruction will meet the mandate of 10% achievement growth.

Professional Development Plan

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Building technology leaders (BTL) will provide bi-weekly professional development

opportunities in a half hour block of instruction following the school day. During this time,

BTLs will share with staff tools and applications that are available for download on

teacher/student devices. These applications and strategies for use in the classroom will be shared

and discussed so that staff are able to be familiar with and utilize a variety of technology

resources within the classroom. Teachers, will also have an opportunity to use these applications

during these professional development sessions, so that they can experience their use prior to

attempting to incorporate them into the classroom

During monthly building staff meetings the BTL will share with staff the overall efficacy

of utilizing technology for collaboration and assessment within the classroom by giving up-to-

date achievement growth calculations to each staff member regarding instructional unit cycles.

This will allow for teachers to understand their current level of growth and impact of the

technology measures that they are incorporating into the classroom.

Timeline for Implementation

The end point of the lifecycle for goal 2 is the conclusion of the 2017-18 school year. By this

point, all teachers and staff will be trained on and incorporating collaborative opportunities for

students and will utilize progress monitoring applications to monitor student achievement,

raising student achievement by 10% or greater. Along the process to this end state, there will be

checkpoints at which certain pieces of the goal will be partially accomplished.

● By the start of the 2016-17 school year, building technology leaders will have created a

cycle of bi-weekly professional developments to be conducted during the school year.

● By January 1, 2017, the BTL for each school will have a Google sheet tracking system

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created for teachers to input pretest/posttest results for the academic year or instructional

unit cycles.

● May 15, 2017, summative growth calculations for the year will be available to teachers to

demonstrate the efficacy of technology incorporation and achievement growth for each

student.

● At the start of the 2017-18 school year pretest results for the summation of academic

content will be input.

● During the 2017-18 school year, continued professional development opportunities will

take place

● January 1, 2018, calculations for mid-year achievement growth will be provided

● May 15, 2018, summative calculations for achievement growth will be available for the

academic year/all instructional unit cycles

Itemized Budget

Smart Goal #2 Budget

iPad mini 3 with Wi-Fi 8,000 x $299.00 $ 2,393,000iPad mini 3 case - ACEGUARDER 8,000 x 24.99 199,920Okra OK-HUB7P-01 7-Port Hub USB 1,150 x 54.99 ____63,238

$ 2,656,158

SMART Goal #3

By August 11th, 2016 all 10 schools in the district will have Twitter accounts and Google

Drive accounts. Google Drive will ensure that students and teachers are collaborating with each

other digitally. Twitter will allow schools to post updates, news, and information about

upcoming events to inform parents and the community. This will be completed through the

summer months by the technology department. Technology specialist in all schools will be

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trained and available to answer questions relating to Twitter and Google Drive. They will also

hold a PD on these resources during teacher planning time over the summer.

Strategies to Support Goal #3

1. Committee members will work together during the summer months to set up student,

teacher, and administrator accounts for Google Drive. Teachers will receive their login

information and their student’s login information prior to receiving professional learning

on Google Drive. Technology specialist will work with building leaders to discuss the use

of Twitter for their school.

2. District will host summer professional learning days to train teachers and administrators

on how to use Google Drive (e.g. amongst colleagues, and student usage) and Twitter.

21st Century Learning Skills Addressed (Collaboration, Communication, Creativity, and/or Critical Thinking)

Collaboration - Student and teachers will be able to collaborate using Google Drive.

Teachers will be able to complete lesson plans with colleagues at the same time on the same

document using Google Docs. Students will also be able to work on documents with fellow

students and collaborate with one another. Teachers will also be able to easily share documents

with students and colleagues using Google Drive.

Communication - Schools will be able to communicate with parents and the community

using their school Twitter accounts. Schools will post school announcements, updates, and news

about their school. Google Drive will also be used as a form of communication from teacher to

student. Teachers will be able to give feedback to student’s work on Google Doc and Slide

presentations.

Creativity - Students and teachers will be able to use creativity through the Google Drive.

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Teachers will be able to create assessments, activities, and assignments that are no longer paper

based. This will allow students to use their creativity to add to projects and assignments using the

internet. Building leaders and technology specialist can also use Twitter in creative ways by

posting videos to their Twitter accounts moving away from regular school newsletters.

Rationale Including Research to Support Goal #3 and Strategies

Studies have shown that the use of Google Drive features such as Google Docs has

motivated learners. It has also become a way of engaging students in their learning and

motivating them to complete assignments and task through the use of technology. Technology is

rapidly growing and teachers are moving away from paper based assignments because they no

longer motivate or engage students to want to learn. There has have been studies conducted on

students who used Google Docs in the classroom. These studiesy showed: When the use of

Google Docs was required, students showed enriched learning experiences compared to the

assignment without Google Docs. Additionally, introducing Google Docs changed the means by

which students communicated during their collaborative writing (Zhou, Simpson & Domizi,

2012). This shows that our schools will benefit greatly from the use of Google Docs.

Social Media is also a good tool to use in a school setting. As we move away from paper

based assignments we also need to move away from paper based announcements. We can now

communicate with the parents, students and the community more effectively and efficiently

through the use of technology and social media. Teachers can post homework assignments and

share news and resources with the student community (Blazer, 2012). Not only does Twitter

benefit schools with communication, but it can also be used eventually for classroom use so that

teachers can communicate with their students.

Expected Outcomes in Terms of Student Learning / Achievement

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Students and teachers will be able to move away from using paper based assignments and move

towards a more digital world of learning. Teachers no longer will need to write comments on

student assignments by hand. They will be able to communicate with their students using the

comments tool and assist with editing students work. Students will also learn to collaborate with

other classmates online conducting group projects. Both teachers and students will have more

digital experiences in the classroom with this new implementation. Schools will also become

more connected with the community and with parents through the use of social media. They will

be able to deliver school news, updates, and announcements at a much quicker rate.

Evaluation Measures

Building leaders (principal, assistant principal, and academic support specialist) will

monitor lesson plans to ensure that teachers are creating lessons using these new resources

(Google Drive and other Google features). These leaders will also collect data from observations

and walkthroughs to see if teachers are implementing these digital resources in the classroom.

Technology specialist and school leaders will collect data from parents and from the community

through surveys to see how effective the communication through Twitter is.

Professional Development Plan

During the summer on teacher work days (two weeks before school starts), teachers will

receive professional development on how to use Google Drive. Teachers will also be trained on

how to use Google Docs, Google Slides, Google Sheets, Google Forms, and Google Drawing.

Teachers will have professional learning on how to collaborate with their fellow colleagues using

the Google resources. Teachers will also receive tips on how to have students collaborate with

classmates and with the teacher on assignments using Google resources in the classroom. School

building leaders will also work with the technology specialist over the summer to receive

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professional development on how to use Twitter as a communication tool.

Timeline for Implementation

Google Drive student and faculty accounts need to be set up a week before August 3rd,

2016 to ensure the accounts are ready to be utilized during professional development (teacher

planning week). Twitter accounts for each school will need to be set up before August 3rd 2016.

Itemized Budget

Twitter and Google Drive accounts will be free of cost.

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

The Children’s Internet Protection Act (CIPA) is a regulation that requires schools and

libraries to have internet filtering on all computers if they receive federal funds for computer or

internet access. CIPA also requires that these organizations must certify that here is an internet

safety policy established. The policy should address “the use of internet filters, monitoring

children’s online activities, and dealing with child hackers” (Cannon, 2001, p. 40). There is no

strict guideline for the policy, but it must be readily available to the FCC upon request.

E-rate is a program offered through the Federal Communication Commission that aid

schools and libraries in obtaining technology. “Funding may be requested under two categories

of service: category one services to a school or library (telecommunications,

telecommunications services, and Internet access) and category two services that deliver Internet

access within schools and libraries (internal connections, basic maintenance of internal

connection and managed broadband services)” (Federal Communications Commission, 2016).

The discounts on eligible services can range from 20 to 90 percent based on demand, up to the

pre-determined cap.

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Schools and libraries have to meet and maintain compliance with CIPA to receive federal

funding. If a school or library falls out of compliance by not certifying, they will no longer

receive funding. Under E-rate, “if a school or library is found not to be in compliance, it can be

required to reimburse the FCC for the subsidy” (Cannon, p. 44)

Children’s Online Privacy Protection Act

The Children’s Online Privacy Protection Act (COPPA) is a federal law that became

effective in 2000. Its goal is to control the collection and use of children’s personal information.

This law was passed in 1998 after it was discovered that much of the information collected via

websites were from children. Many of the website operators could not explain what happened to

the information after it was collected. With COPPA in place, operators are required to post

privacy policies on their homepage as well as a link back to the policy anywhere personal

information is gathered. (Folsom, 2011) Parents must also be granted access to the information

and given the opportunity to decide if it should be disclosed to other parties.

The Children’s Online Privacy Protection Act has an impact on the Liberty County

School District because of its use of web-based applications. According to Virgil Burton and the

Encyclopedia of Small Business (2011), “the arm of COPPA is very long because it applies to

general audience websites that have actual knowledge that they are collecting personal

information from children (p. 229)”. The District must ensure that it has parental permission

from all students before they are given access to the various applications being used.

District Acceptable Use Policies (AUP) / Rational Unified Process (RUP) Top Five List

This policy provides the procedures, rules, guidelines and codes of conduct for the use of

the technology and information networks for Liberty County Schools. Use of such technology is

a necessary, innate element of the LCS educational mission, but technology is provided to staff

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and students as a privilege, not a right. LCS seeks to protect, encourage and enhance the

legitimate uses of technology by placing fair limitations on such use and sanctions for those who

abuse the privilege. The reduction of computer abuse provides adequate resources for users with

legitimate needs.

The following will be focused on in our AUP:

1. Online safety

2. Unacceptable Use and consequences

3. Respect for self and others (includes photo, video and audio recording)

4. Home use of technology

5. Responsible Internet protocols

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Infographic

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Committee Members

Liberty County School District Technology Action Committee

Member Title Constituency

Alfonso Dejesus Director, Technology District

Cassie Mendoza Coordinator, Media & Technology District

Leila Conrad Media (IT) Specialist District

Alec Massey Coordinator STEM District

Karla Dale Coordinator, FLES and ESL District

Anissa Yang Building Technology Leader/Teacher Newpark Elementary

Edward Cross Building Technology Leader/Teacher Southeast Elementary

Felipe Bird Building Technology Leader/Teacher Willow Elementary

Isiah Hurley Building Technology Leader/Teacher Park Ave. Elementary

Madison Hewitt Building Technology Leader/Teacher Urlanger Elementary

Sierra Jennings Building Technology Leader/Teacher Summit Elementary

Connor Stevenson Building Technology Leader/Teacher Moore Elementary

Connie Galloway Building Technology Leader/Teacher Hillcrest Mid. School

Karli Hardin Building Technology Leader/Teacher Fulton Middle School

Julian Byrd Building Technology Leader/Teacher BLANK High School

Jacoby Garner Intervention Specialist Elementary

Glenn Barnes Intervention Specialist Middle School

Jody Carson Intervention Specialist High School

Lawrence Paul PTA/PTO Technology Rep. PTA

Nancy Henderson High School Student Student Body

Leland Greene High School Student Student Body

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References

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Policy Considerations; And Current Practices, Information Capsule Research

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Federal Communications Commission. (2016, February 1). E-Rate - Schools & Libraries USF

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one computing program work calls for more than just placing a computer on

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everyone's desk. It takes a complete transformation of learning and teaching.

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