Plan Development and Stakeholders€¦ · • Provide training and services to the community. Evaluation A committee of teachers, tech team members and administration will review

Highland County Public Schools Technology Plan 2004-2009 1 Highland County Public Schools Technology Plan 2004-2009

Plan Development and Stakeholders Highland County Public Schools serve the educational needs of approximately 300 students from Headstart through the twelfth grade who come from a very rural county with a population of about 2500. Our schools are fully accredited and have achieved Acceptable Yearly Progress (AYP) under the No Child Left Behind legislation. The administration and instructional staff total number forty five dedicated professionals, all of whom possess technology skills and the ability to use them to enhance the teaching and learning experience of our students. Highland County Public Schools Technology Plan has been developed and revised by these professional staff members over the course of the school year, 2003-04. Copies of the Educational Technology Plan for Virginia were distributed to those listed below so that the 2004 HCPS Plan would be fully aligned with the state plan. Meetings were held to solicit input from these individual representatives: HCPS Technology Team Members:

• Gwen Cauley, Teacher • Karen Lohr, Teacher • Richard Simmons, Teacher • Gary Lane, Network Technician • Nancy Vance, HES Librarian/Media Specialist

This revision of the Highland County Public Schools 2004 Technology Plan has been shared with the HCPS School Board and has made available for all staff and employees as well as for public review on our website at http://www.highland.k12.va.us

http://www.highland.k12.va.us/

2Highland County Public Schools Technology Plan 2004-2009 10/26/2005 2

Vision

It is our belief that the purpose of education is to prepare young people to be responsible, productive and creative citizens of the home, school and global community. The society in which we live is technology driven and the importance of technology increases daily. Technology is a powerful tool that can be used effectively by teachers to educate of all our students. Further, in order to maximize the effectiveness of education we must integrate technology across the curriculum. In a changing world, all students must be able to utilize the most up-to-date information, technology hardware and software in order to be prepared for their future roles as informed decision-makers and as active, responsible participants in the world community of the 21st century. If we do not prepare our students to effectively and efficiently use technology, we place them at a strategic disadvantage. Mission

Highland County Public Schools must • provide the resources necessary for students and staff to utilize technology as a tool for

independent, active learning, while at the same time, fostering a spirit of teamwork. • provide training and support so that staff can acquire skills in the use of technology, which will

further their effectiveness in the classroom and enhance the presentation of content materials. • provide students with technology skills that will enable them to broaden their knowledge

through independent research and study as well as through cooperative learning activities.


Current Status In August 1997 Highland County completed construction of and opened the new Highland Elementary School, which is located on the same site as and physically joined to Highland High School. The new complex is networked with a 100 BaseT Ethernet network, which provides computer and Internet services to both schools. Network wiring consists of category 5 wire to the classrooms with a fiber backbone connecting the primary and backup servers. Network software includes Windows NT Iprism, Norton Anti-virus, SASIxp and IntegradePro. Other available technologies include: multi-media projectors, camcorders, digital cameras, scanners, high speed networked printers, graphing calculators, TI CBLs, probeware, and calculator view screens (LCD). Every classroom and office in the school complex has at least one networked multi-media PC; most classrooms have 2-5 computers. All PCs run Windows 98, 2000 or XP and MS Office 97, 2000 or Office XP. Individual classroom computers have locally installed content software of the teachers’ choice. Five multi-media projection systems are shared among the classrooms of the elementary, middle and high school. All classrooms are equipped with cable television. Computer labs:

• 20 station lab in the elementary school • 2 19 station labs in the middle/high school area • 7 station mini- lab in the middle school • 12 station lab in the Distance Leaning Lab which also has two way video conferencing

Libraries are equipped with on-line catalog and automated check-out services. Workstations with multi-media computers and printers are available to students and staff.

• 2 workstations in the HES library • 4 workstation in the HS library •

Technology staff: • 1 full-time technician • a four member technology resource team which includes the technician

Administrative Offices The elementary and high school offices continue the use of automated student record keeping and accounting. Standard Software: Microsoft Office 97

SASIxp Norton Anti-virus


EPES accounting software The School Board Office is now housed in the school complex and has been equipped with additional new equipment. Standard Software: Microsoft Office 97 All offices will have access to the network or can work in stand-alone mode. Network

Dell servers running WindowsNT 4.0 Router CSU/DSU APC UPS


Needs Assessment Overview

Current infrastructure will be completed by September 2004 when the last of the hardwiring in the elementary school is completed. HCPS also uses wireless computers in selected areas of the building. More wireless computers and access points are being added during the summer of 2004. Future modifications should include:

• The wiring of additional drops to classrooms and additional electrical outlets if necessary, especially in the middle and elementary school areas:

• Purchase, installation and configuration of a new server • Installation of networked software • Purchase and installation of hardware necessary for multimedia presentation(in every

classroom and HS library)

Technical support and service • Improved technical support of software and hardware

Training will be provided at appropriate levels for

• Staff • Students • Tech team


Strategic Action Plan 2004-2005 During the 04-05 school year, HCPS plans to:

• purchase and install a new primary server and router • continue the use of the current filter and firewall • continue the use of CCC integrated learning software for the elementary school computer

lab. • continue the use of the Schoolwires web-host for the division web site • provide continued funding for hardware, software, maintenance and staff development. • upgrade or replace approximately 20% of the 200 computers in the system • upgrade the present VTEL video conferencing equipment

Abbreviations: L-Local S-State F-Federal G-Grant P-Perkins Item Estimated Cost Funding Source Server $8000 L/S CCC $8000 L/S Router $4500 L/S Filter and Firewall $1500 L/S Computers $84000 L/S Internet Line Fees $24000 L/F Equipment, Supplies $13600 L/S/G/P Maintenance $4000 L/S Staff Development $5200 L/S/E/G/P Technical support $15000 L Upgrade video conferencing $15000 G


2005-2006 During the 05-06 school year, HCPS plans to:

• upgrade or replace approximately 20% of the computers in the system • continue the use of a filter and firewall • continue the use of the CCC program in the elementary school • upgrade or replace about 20% of the computers in the system • provide continued funding for hardware, software, maintenance and staff development

. Abbreviations: L-Local S-State F-Federal G-Grant P-Perkins Item Estimated Cost Funding Source CCC license $8000 L/S Computers $45000 L/S Staff Development $5200 L/S/E/G/P Technical support $15000 L Internet Line Fees $24000 L/F Supplies $13600 L/S/G/P Maintenance $4000 L 2006-2009 During the 06-09 school years, HCPS plans to:

• upgrade or replace approximately 20% of the computers in the system • continue the use of a filter and firewall • continue the use of the CCC program in the elementary school • Provide continued funding for hardware, software, maintenance, and staff development.

Abbreviations: L-Local S-State F-Federal G-Grant P-Perkins Item Estimated Cost Funding Source Tech Support $15000 L Supplies $13600 L/S/G/P Computers $45000 L/S CCC $8000 L/S Internet Line Fees $24000 L/F Equipment, Supplies $13600 L/S/G/P Maintenance, Tech Support $4000 L/S Staff Development $5200 L/S/E/G/P


Goals • Formulate a comprehensive and coordinated plan for helping student’s master the technology

skills specified in the grade level skill matrix as outlined in Appendix B. • Seek and secure funding to support the goals stated in this plan • Provide continued support for the innovative use of technology in the classroom. • Make technology an integral part of the teaching and learning process. • Assist students in developing the ability to analyze, discriminate and interpret information

presented in different formats. • Teach students to express themselves effectively in written and oral form. • Develop a school staff, which uses technology to support the daily management of records and to

enhance instruction. • Empower students and staff to use the most current technologies to access, organize and present

information in a variety of formats. • Provide opportunities for students and staff to be independent learners as well as contributing

team members. • Provide training and services to the community. Evaluation A committee of teachers, tech team members and administration will review progress made in implementation and achievement of the goals stated in this plan. The committee will examine progress made in • The acquisition and installation of hardware and software • The integration of technology and applications into instruction • The extent to which students and staff are using the available technology • The efficiency of network and local hardware • The effect of technology on student achievement in both academic areas and in technology

skills. • Forms of assessment may include interview, written survey, teacher/student narratives,

examination of testing data, etc. Collaboration Technology resources will be used for adult basic education, alternative education programs for at-risk students and for remediation, and for cooperative training programs with local businesses whenever such programs can be arranged.


Goals and Targets for Professional Development Goal 1 Establish partnerships for identifying and delivering effective technology training to assist educators as they help students achieve high academic standards. Target 1 Educator training programs reflect pre-service course work and experiences that include effective approaches to integrating technology into K-12 education. Direct Benefit to Teaching and Learning and Reality

• Due to distance and the isolation of the mountains, HCPS does not currently maintain a partnership with local universities that offer pre-service coursework.

Gap and Progress Measures

• HCPS will strive to develop a working partnership with local universities that offer pre-service coursework.

Target 2 A variety of classes, training, and resources pertaining to integrating technology effectively are available for staff development. Direct Benefit to Teaching and Learning and Reality

• Several teachers have participated in regional training programs involving technology integration including the National Teacher Training Institute supported by WVPT and the SVTC Ed-Tech grant.

• New teachers and returning teachers receive technology training and updates during the pre-school workdays.

• Teachers receive tuition support for graduate level coursework. • All teachers participate annually in a variety of technology integration workshops

throughout the school year. • Teachers are encouraged to work towards NETS-T certification through the process

outlined by the SVTC Ed-Tech Grant. • Courses in technology integration are provided by BRCC in our schools. • Teachers are encouraged to provide links to a variety of instructional websites within

their own website on our HCPS webpage. Gap and Progress Measures

• HCPS will continue to provide a variety of technology integration workshops during the school year.

• HCPS will continue to participate in regional training programs involving technology supported by WVPT and the SVTC Ed-Tech Grant.

• HCPS will provide tuition support for graduate level coursework for teachers. • HCPS will support teachers working towards NETS-T certification through the process

outlined by the SVTC Ed-Tech Grant.


• New teachers and returning teachers continue to receive technology training and updates during the pre-school workdays.

• HCPS will continue to work with BRCC and provide courses in technology integration. • HCPS will continue to encourage instructional links to be placed on individual teacher

classroom websites. Target 3 Technology-related staff development offered by various entities is provided in a variety of topics and delivery methods. Direct Benefit to Teaching and Learning and Reality

• Teachers have participated in regional training programs involving technology integration supported by WVPT and SVTC Ed-Tech Grant.

• Tuition assistance is provided for graduate level coursework at various local universities.

Gap and Progress Measures • HCPS will continue to provide technology integration workshops during the school year. • HCPS teachers will continue to participate in regional training programs involving

technology integration supported by WVPT and the SVTC Ed-Tech grant. • HCPS will continue provide tuition assistance for graduate level coursework. • HCPS will continue to encourage teachers to works towards NETS-T certification

through the process outlined in the SVTC Ed-Tech grant. Target 4 Technology leadership activities are provided to K-12 educational technology stakeholders. Direct Benefit to Teaching and Learning and Reality

• Teachers have participated in regional training programs involving technology integration supported by WVPT and the SVTC Ed-Tech Consortium.

• HCPS is an active participant in the SVTC. • HCPS has taken an integral role in a partnership with surrounding counties in Virginia

and West Virginia to provide a variety of learning experiences via methods such as video conferencing for advanced placement courses and dual enrollment courses.


• HCPS will continue to encourage participation in regional training programs involving technology integration supported by WVPT and the SVTC Ed-Tech grant.

• HCPS will continue to participate in the SVTC. • HCPS will continue to participate in the local partnership with surrounding counties in

Virginia and West Virginia to provide a variety of learning experiences via methods such as video conferencing for advanced placement courses and dual enrollment courses.

• HCPS will encourage attendance at the annual Technology Leadership Conference sponsored by VDOE.


Goal 2 Administer grant programs and financial assistance initiatives that support implementation of educational technology integration. Target 1 Grant programs and alternative sources of funding that support educational technology are administered. Direct Benefit to Teaching and Learning and Reality

• HCPS has participated annually in the federal e-rate program. • HCPS has participated annually in the web-based SOL Technology Initiative. • HCPS has participated in the NCLB Ed Tech competitive grant awarded to the SVTC. • Highland Education Foundation has provided mini technology grant awards to meet

classroom needs. • Various business and individuals have provided used computers, which have been

utilized in various locations through the school system. • HCPS has participated in the NCLB Tech Formula Grant. • HCPS has utilized the VSEN for additional course offerings.


• HCPS will continue to participate annually in the federal e-rate program. • HCPS will continue to participate annually in the web-based SOL Technology Initiative. • HCPS will continue to participate in the NCLB Ed Tech competitive grant awarded to the

SVTC. • HCPS will continue to seek mini technology grant awards to meet classroom needs from

Highland Education Foundation. • Various business and individuals will continue to provide used computers, which have

been utilized in various locations through the school system. • HCPS will continue to participate in the NCLB Tech Formula Grant. • HCPS will continue to utilize the VSEN for additional course offerings.

Target 2 Teacher education institutions, businesses, organizations, and private entities become partners in the implementation of technology-related grants focusing on technology integration. Direct Benefit to Teaching and Learning and Reality

• BRCC has cooperated with HCPS to offer technology integration coursework on site. • Highland Education Foundation has provided opportunities for mini technology grant

awards to meet classroom needs. • Various businesses and individuals will continue to provide used computers to be utilize

in the schools. Gap and Progress Measures

• HCPS will continue to cooperate with BRCC to provide technology integration coursework on site.


• HCPS will continue to seek mini technology grant awards to meet classroom needs from Highland Education Foundation.

• Various business and individuals will continue to provide used computers, which have been utilized in various locations through the school system.

Goal 3 • Establish and maintain instructional technologists (including site—based technology resource teachers) in school divisions. Target 1 Site-based instructional technologists are available to all schools. Direct Benefit to Teaching and Learning and Reality

• HCPS provides a small stipend for key teachers who act and serve as technology role models. These teachers provide local in-service, complete minor troubleshooting and aide in the discovery and use of technology software and websites.

• The need for additional instructional technologists is apparent. Gap and Progress Measures

• HCPS will continue to provide small stipend for key teachers who act and serve as technology role models.

Target 2 Staff development models and activities that are designed for site-based instructional technologists are available for all K-12 schools. Direct Benefit to Teaching and Learning and Reality

• HCPS provides a small stipend for key teachers who act and serve as technology role models. These teachers provide local in-service, complete minor troubleshooting and aide in the discovery and use of technology software and websites.

• HCPS has provided various in-service sessions and assistance to enable teachers to become their own troubleshooter.


• HCPS will continue to provide small stipend for key teachers who act and serve as technology role models.

• HCPS will continue to provide various in-service sessions and assistance to enable teachers to become their own troubleshooter


Goals and Targets for Integration

Goal 1: Improve teaching and learning through appropriate use of technology.

Target 1: Administrators have a vision and plan for technology use and integration.

Direct Benefit to Teaching and Learning and Reality • Teaching and learning are enhanced when administrators communicate a vision and a

plan for technology use and integration. • The administration of Highland County Public Schools embraces a vision of full

technology integration within our classrooms. Gap and Progress Measures • “Full technology integration” needs to be more clearly defined and communicated to

teachers, and made consistent from year to year or teacher to teacher. • Additional training is a necessity to aid in the development of a plan for technology

use and integration of technology into instruction. Training will be made available to HCPS administration through SVTC in 2005.

• HCPS administration and teachers will accept that technology is a part of teaching and will implement its use to the fullest.

• HCPS teachers and administration will accept responsibility for meeting the requirements put forth in the vision statement and integration plan

• HCPS administrators will be encouraged to participate in the VITAL program. Target 2: School leaders provide support for integration of technology into instruction. Direct Benefit to Teaching and Learning and Reality

• Teaching and learning are enhanced when leaders are strong advocates for technology integration.


• Technology leadership tends to lose strength as the chain of command descends from superintendent to principal to teacher.

• HCPS will implement and devise a set of clear, attainable, and measurable expectations for appropriate integration of technology into instruction by providing an easy-to-follow plan that teachers can use to integrate technology into their teaching and learning with input from both teachers and administration.

• Technology integration will be included in the observation/evaluation process. This should include accountability for both teachers and administrators.

• The HCPS technology plan will be posted on the HCPS website so that teachers and other school leaders can have easy access to it


Target 3: Leaders can effectively evaluate instructional uses of educational technology. Direct Benefit to Teaching and Learning and Reality

• Research indicates that learning is enhanced when technology tools are used appropriately and effectively.

• Leaders do not consistently evaluate the degree and quality of technology integration into instruction.


• Leaders will participate in professional development that provides training on the identification and evaluation of effective uses of technology. Training will be made available to HCPS administration through SVTC in 2005.

• Participation of leaders in quality training events will be required on a regular basis. • Locate and/or design training to help principals and teachers identify effective

technology integration strategies. Such training should use a variety of instructional resources and mediums to identify effective technology use.

• Administrators will develop and implement a process to observe and evaluate the effectiveness of educational technology using a technology integration observation tool.

Target 4: Technology integration partnerships are established among educational technology stakeholders. Direct Benefit to Teaching and Learning and Reality

• Collaborative partnerships among educational technology stakeholders are often the most efficient and cost-effective method for providing educators access to up-to-date technology, training based on best practices, and extensive online resources.

• A partnership exists between Highland County Public Schools and the Highland County Public Library to provide easy access to books used on the school’s Accelerated Reader program.

• Various members of the professional staff attend the Virginia Educational Technology Leadership Conference each year.

• HCPS is an active participant in the Shenandoah Valley Technology Consortium (SVTC) and the SVTC Ed-Tech Grant.

• HCPS is active in WVPT educational technology programs, such as United Streaming.

• Most teachers have received training in using the MarcoPolo Foundations Internet site for integrating Internet resources into the curriculum.

• The annual Virginia Educational Technology Leadership Conference, the MarcoPolo Foundation training in the use of Internet resources in the classroom, the Bill and Melinda Gates Foundation Grant to provide leadership training for administrators to


promote the integration of technology, the Virginia Community of Learning, and Virginia’s public television stations are examples of partnerships that promote and support technology integration.


• HCPS will continue to be an active participant in the Shenandoah Valley Technology Consortium and will be represented at monthly meetings.

• HCPS will continue to be an active participant in the Shenandoah Valley Technology Consortium's Ed-Tech Grant which is focused on technology integration into the classroom.

• HCPS will continue to be an active participant in all WVPT educational technology programs, particularly those involving United Streaming.

• Work with the public library and the Library of Virginia to provide access to electronic educational resources beyond the school day.

Target 5: Teachers effectively integrate instructional technology. Direct Benefit to Teaching and Learning and Reality

• HCPS has had teacher participate in regional training programs involving technology integration esp. those supported by WVPT and SVTC Ed-Tech Grant.

• Some teachers effectively integrate technology into their teaching and learning. They use technology tools (such as word processing, databases, spreadsheets, presentation software, and internet resources) to assist in classroom management, lesson planning, and evaluation of student progress. They also incorporate these and other technology tools into their lessons, teaching students to use them as well.


• Effective integration of technology should be encouraged and expected through a written plan of implementation and observation/evaluation.

• Participation in professional development that focuses on training K-12 teachers to identify and effectively use appropriate technology should be encouraged and supported.

• Conduct peer observations of classroom instruction using a technology integration observation form to determine levels o technology integration and effective uses of technology.

• Appoint a team that includes administrators, technology personnel, and library media specialists to collaborate with teachers on improving and enriching instruction through the use of technology.


Target 6: Teachers collaborate to improve and enrich instruction using technology. Direct Benefit to Teaching and Learning

• Instruction is improved when teachers, library media specialists, and technology specialists collaborate to develop instructional activities that optimize the use of a variety of resources.

• Some teachers use a collaborative approach to plan for and deliver effective, technology-rich instruction.

• HCPS has had some teachers participate in regional training programs involving technology integration supported by WVPT and SVTC Ed-Tech Grant.


• HCPS will continue to have teachers participate in regional training programs involving technology integration supported by WVPT and SVTC Ed-Tech Grant.

• Explore alternative scheduling arrangements that support collaboration. • Collaborate with library media specialists, technology specialists, and community

services that can enhance the use of technology in the classroom • Develop lessons and learning environments that integrate technology into everyday

learning. Target 7: Teachers use technology-based intervention strategies to improve student achievement. Direct Benefit to Teaching and Learning and Reality

• Improvements in student learning occur when technology is used as a tool for remediation.

• HCPS has installed a variety of technology tools, such as ePat, for students to help prepare them for SOL tests.

• Some teachers use technology tools for remediation, such as CCC lab, Flannigan, Geometers Sketchpad, and Accelerated Reader.


• Identify additional technology tools for instruction and remediation of the Standards of Learning.

• Establish a software review and selection process that identifies appropriate software for instruction and remediation

• HCPS will evaluate software appropriate for SOL skills and effective technology integration.

• Provide time for teachers to become proficient in using such tools. • Explore and develop alternative schedules that allow students to make good use of such

tools for remediation.


Target 8: Teachers understand and model the acceptable use of technology in teaching and learning. Direct Benefit to Teaching and Learning and Reality

• Evaluation and selection of Internet sites identify resources appropriate for K-12 instruction.

• All teachers are aware that state legislation requires each school division to have an Acceptable Use Policy (AUP) on file with the Department of Education.


• Teachers will ensure that they are applying the guidelines established in the school division’s AUP in all teaching and learning activities.

• Teachers will evaluate and select appropriate Internet sites for use in their lessons, and to develop effective lessons that integrate Internet use into the learning process.

• Annual communication of AUP to all staff, students and community will take place. This document will be reviewed at least every two years.

Target 9: Students routinely use technology in a variety of learning activities across the curriculum. Direct Benefit to Teaching and Learning and Reality

• Students will have basic technology skills. • Student learning resources are extended beyond the classroom. • Students will be better prepared to become member of tomorrow’s workforce through the

use of technology in HCPS via everyday technology use. Gap and Progress Measures

• Gradually, teachers need to develop technology-based lessons that use a variety of technologies.

• Models of technology-based lesson plans and activities need to be shared and widely publicized.

• HCPS will expand technology opportunities for teachers and students by providing additional training and purchasing additional equipment such as projectors and wireless technologies.

Target 10: Students will have information literacy skills. Direct Benefit to Teaching and Learning and Reality

• Students learn and utilize information literacy skills (e.g., conduct research to locate, collect, organize, and evaluate information; electronically exchange information and collaborate with others external to the classroom) and become lifelong consumers of information.

• HCPS eighth grade students complete a keyboarding course and a computer concepts


course. • HCPS fourth, fifth and sixth graders are introduced to proper positioning of fingers

and acceptable keyboarding habits. • HCPS students learn technology skills beginning in Kindergarten through the use of

the CCC programs and Accelerated Reader. Gap and Progress Measures

• Training is needed to provide teachers with an understanding of and the ability to incorporate information literacy skills across the curriculum.

• HCPS will continue to require eighth grade students to complete a keyboarding course and a computer concepts course.

• HCPS will continue to introduce fourth, fifth and sixth graders to proper positioning of fingers and acceptable keyboarding habits.

• HCPS students will continue to progress with technology skills beginning in Kindergarten through the use of the CCC programs and Accelerated Reader.

• HCPS will evaluate and utilize the 8th grade technology assessment resources made available by the SVTC.

Target 11: Student learning and achievement will be enhanced through the effective integration of technology. Direct Benefit to Teaching and Learning and Reality

• Student achievement increases when students participate in technology-facilitated activities that involve peer collaboration, higher order thinking, and problem-solving skills.

• HCPS Teachers participate in various training opportunities in technology integration such as the NTTI which is supported by WVPT and the SVTC Ed-Tech grant.

• HCPS has purchased several multimedia projectors, laptops, etc. which are available for use throughout the network.

Gap and Progress

• Teachers need to develop technology-based lessons that incorporate one or more of the following characteristics: self-directed learning, multidisciplinary activities, peer collaboration and interactions, and higher order thinking skills to solve real problems.

• HCPS will continue to participate in regional training programs involving technology integration including programs such as the NTTI supported by WVP and the SVTC Ed-Tech grant.


Target 12: Student learning and achievement will be enhanced through the use of advanced technologies. Direct Benefit to Teaching and Learning and Reality

• Some teachers incorporate advanced technologies into some of their lessons such as those made available through the use of probes, wireless technology, Elmo document camera, SmartBoard, and the Distance Learning Lab which also has full audio/video capabilities.

Gap and Progress Measures • Procure funding to provide teachers and student access to advanced technologies. • HCPS will encourage teachers to achieve NETS*T certification through the process

outlined by the SVTC. • Participate in training for the use and curriculum integration of advanced technologies.

Target 13: Computer/Technology Standards of Learning (SOL) are fully integrated across all curriculum areas. Direct Benefit to Teaching and Learning and Reality

• HCPS has developed a matrix of technology skills for each grade level. • HCPS does not have a means of assessing technology skills at the present time • HCPS maintains that the current eighth grade computer technology requirement will

enable students to continue to develop their skills in their high school course work. Gap and Progress Measures

• HCPS will ensure the matrix of technology skills for each grade level is distributed to teachers and students alike. Additional training may be required.

• HCPS will include a technology integration section in the School Improvement Plan. • HCPS will investigate other tools for assessing technology skills such as the one

provided for the end of course testing for eighth grade by the SVTC. Target 14: Instructional personnel meet Technology Standards for Instructional Personnel (TSIP). Direct Benefit to Teaching and Learning and Reality

• Nearly all administrators and teachers possess skills required by HCPS for the Technology Standards for Instructional Personnel.


• Monitor compliance of the TSIP requirements. • Continue to provide training to instructional personnel who need to meet the TSIP. • All teachers and administrators will complete TSIP requirements by 2008.


Target 15: Students meet Computer/Technology Standards of Learning (C/T SOL). Direct Benefit to Teaching and Learning

• HCPS has developed a matrix of technology skills based on SOL’s for each grade level. • HCPS does not have a means of assessing technology skills based on SOL’s at the

present time • HCPS maintains that the current eighth grade computer technology SOL requirement will

enable students to continue to develop their skills in their high school course work. Gap and Progress Measures

• HCPS will ensure the matrix of SOL technology skills for each grade level is distributed to teachers and students alike. Additional training may be required.

• HCPS will include a technology integration section based on SOL’s in the School Improvement Plan.

• HCPS will investigate other tools for assessing SOL technology skills such as the one provided for the end of course testing for eighth grade by the SVTC.

Goal 2: Improve school wide equity in the implementation of technology-enhanced teaching and learning. Target 1: Educators and students have access to technology to support instructional goals. Direct Benefit to Teaching and Learning and Reality

• HCPS maintains a ratio of networked, multimedia computers to students is approximately one computer to every 1.75 students.

• Highland County classrooms are equipped with at least one or two computers and a printer.

• HCPS maintains three computer labs (one wireless) which are available for use by teachers and students. .

• A Local Area Network (LAN) serves K-12 classrooms, providing Internet access and access to library catalogs and Accelerated Reader and other programs such as SASIxp.

• Teachers have easy access to digital cameras and TV/VCRs. Digital scanners, video recorders, portable keyboarding devices, graphing calculators, and scientific probes/sensors are not as plentiful.

• LCD projectors are available in both schools. • A distance learning lab, including laptop computers is in place with full audio/video

capabilities. • HCPS maintains a T1 connection to the Internet • School libraries have multiple computers for research and general purpose use.


Gap and Progress Measures • Adequate personnel to maintain and repair equipment are needed. • Enforcement of the AUP, along with relevant consequences, would help reduce the

amount of maintenance required. • Teachers need to take responsibility for learning more troubleshooting techniques. • HCPS will work to increase the number of wireless labs and computers available in

classrooms. • HCPS will work to adhere to the system’s replacement of computers that are at least five

years old.

Target 2: Appropriate technology-based instructional strategies are used for students with unique needs. Direct Benefit to Teaching and Learning and Reality

• HCPS participates in TTAC and Project Return for assistive technology and at-risk students.

• HCPS maintains an open relationship with Woodrow Wilson Rehabilitation Program for students with special needs.


• HCPS will continue to participate in TTAC and Project Return for assistive technology and at-risk students.

• HCPS will continue to maintain an open relationship with Woodrow Wilson Rehabilitation Program for students with special needs.


Goals and Targets for Connectivity

GOAL 1 • Ensure that all public schools have access to integrated instructional and administrative services across interoperable high-speed networks. Target 1 Every instructional and administrative area in every school has a sufficient number of network connections to support the high bandwidth requirements of current and future instructional and administrative applications. Direct Benefit to Teaching and Learning and Reality

• All classrooms, administrative offices, libraries and computer labs throughout HCPS are wired with high bandwidth connections.

• Each of the three computer labs have been wired for minimum of 20 computers for each, as well as the ability to connect up to three networked laser jet printers.

• We have incorporated wireless technology into one lab for the 2003-2004 year with additional labs to be implemented in the summer of 2004.

• Computers are replaced on an average of a five year cycle. • Current student -to-computer ratio for HCPS is approximately 1.75 to 1 as of June 2004. • All hubs were replaced with gigabit switches in summer of 2003.


• All classrooms, libraries, labs and administrative facilities will be wired with a minimum of four drops per room, plus the necessary electrical and structural upgrades to accommodate these additions.

• We are conducting studies to pinpoint appropriate placement of wireless access points throughout HCPS to ensure constant connectivity of wireless computer additions to be purchased in summer 2004.

• HCPS to replace all antiquated computers and equipment on a five year basis whenever budget will allow.

Target 2 Each school division connects all school facilities through a wide area network with sufficient bandwidth to accommodate instructional and administrative needs.

Direct Benefit to Teaching and Learning and Reality • All of HCPS has a T1 Connection to the Internet • All of HCPS uses a DS1 connection to Network Virginia. Gap and Progress Measures • HCPS is planning to install new router during summer 2004 to a Cisco 2610XM. • HCPS will utilize a second T1 line for video conferencing.


• Participate in the Web-based SOL Technology Initiative to develop school division wide area network connectivity that will support increasing bandwidth needs.

• Follow state and local standards for designing and supporting wide area networks. • Establish and maintain a wide area network connecting all schools at either l gigabyte

Ethernet over private fiber or T1 over leased lines. Target 3 Each school local area network has reliable high-speed access to the Internet capable of supporting instructional and administrative applications and initiatives. Direct Benefit to Teaching and Learning and Reality

• HCPS uses only switches in all wiring closets throughout building. • HCPS has Ethernet backbone connecting between each wiring closet • HCPS has one wireless computer lab with one access point located in that lab.


• HCPS will be connecting our closets through a fiber backbone in the near future. • HCPS will be installing a new Dell 2600 Server with Windows 2003 Server installed

which will increase speed and utilize existing 3550 series Gigabit switches to their full potential.

• Participate in Web-based SOL Technology Initiative to develop high-speed LAN in Schools that can be replicated in middle and elementary schools.

• Follow industry standards for designing and supporting local area networks in all schools.

• Lease two (TI) lines to the Internet that can be shared by all schools over the wide area network. Seek to significantly upgrade Internet service in the next budget year.

Target 4 An integrated suite of instructional and administrative applications supported by standards-based enterprise architecture for K-i2 schools is in place. Direct Benefit to Teaching and Learning and Reality

• HCPS currently uses these applications throughout the entire school facility in varying degrees including: Microsoft Word, Microsoft Excel, Microsoft Power Point, Microsoft Publisher, Adobe Acrobat, SASIXP, IGPRO, and Flannigan

• HCPS make use of applications including Accelerated Reader, CCC Success Maker and Geometers Sketch Pad.

• HCPS High School uses HTML Programming applications together with MS Front Page. Gap and Progress Measures

• HCPS will continue to purchase new software for its growing needs such as the software listed above.

• HCPS will look for additional software to meet the SOL initiatives and challenges for academic excellence now and for the future.


Goal 2 • Ensure sufficient support for ongoing, reliable network operations. Target 1 Adequate support personnel are in place to operate and support the K-12 school technology infrastructure. Direct Benefit to Teaching and Learning and Reality

• HCPS has one Systems Administrator / Computer Technician to oversee four servers and approximately 220+ systems as well as peripherals and network printers.

• HCPS has a SASIxp specialist who is a full time biology teacher. • HCPS has a tech team comprised of three full time teachers, an elementary librarian, and

the systems administrator / computer technician. • HCPS has employed a student during the past few summers to help with technology

implementation. Gap and Progress Measures

• HCPS has a plan to include the hiring of part a time computer technician for school year 2004-2005 based on feasibility of the budget.

• HCPS will retain a student for independent studies as a technician if the budget is unable to provide it with a technician.

• HCPS utilizes outsourcing of network engineers as specific needs arise during the school year, and on a block of time allotted for on call help, as in summer implementation of new network servers, switches etc. to ensure SOL Initiative specific goals have been met.

• Develop or offer technician training programs. • Train teachers to identify and fix minor technical problems. • Share technical staff among divisions.

Target 2 Support personnel for K-12 school infrastructure have appropriate technical skills. Direct Benefit to Teaching and Learning and Reality

• HCPS Tech Team consists of persons who maintain numerous technical skills. • HCPS has asked for teachers and staff to become more technologically literate to

troubleshoot some of the more day to day technical problems.

Gap and Progress Measures • HCPS will continue to offer on-site technology classes to its teachers and staff to

improve their technical expertise. • The systems administrator will participate in courses on technology to provide HCPS

with the latest technology available, as well as some of the latest and best troubleshooting skills that are being implemented throughout the technical field.

• Target appropriate funding per technical support employee for additional training in division’s technology budgets.


Target 3 School systems have customer support systems in place to address technical problems in a timely and efficient manner. Direct Benefit to Teaching and Learning and Reality

• Quick response towards K-12 network problem resolution reduces interruption of educational technology activities.

• HCPS has a Technical Work Order Form which is accessible from the HCPS Network as well as the Systems Administrator.

• Each technical problem is to be reported through this form for the Systems Administrator to prioritize each technical incident based on severity

• HCPS also uses its e-mail system to contact each of the Tech Team members and to share vital information concerning system or network problems.


• HCPS plans to implement remote logging onto Servers for the Systems Administrator to enable the Technician to view problems when not on-site.

• HCPS will explore the possibility of fine tuning the composition of its support personnel for technical problem solving in the upcoming school year and the following school years, so that as technology becomes more the norm for students, faculty and staff, it can take care of the ever increasing demand on its technical staff. Some possible solutions could include the hiring of additional technical personnel, training of additional teachers in minor problem shooting skills, as well as training students to serve as technical aides.

Target 4 School divisions plan for the total cost of ownership (TCO) associated with K-12

technology.

Direct Benefit to Teaching and Learning and Reality • Technology investments are fully supported and utilized when the total costs of

ownership and operation are understood. • HCPS has purchased Dell or Gateway computers over the last four years or more.

Consequently our technical staff is much more adapted to working on these and have their skills honed accordingly. The teachers and students have been trained on these along with the compatible software; therefore the TCO or total cost of ownership is minimized.

• HCPS purchases name brand hardware and software to coincide with PC use. Gaps and Progress Measures

• HCPS can best spend its allotment of technology budget money on name brand hardware and software and will continue on that path for the reasons stated above.

Goal 3 • Provide leadership and resources to promote efficient procurement of


infrastructure, including the identification and procurement of emerging technologies. Target 1 The K-12 school technology procurement process is efficient and cost effective. Direct Benefit to Teaching and Learning and Reality

• Efficient and cost-effective technology procurement can result in significant savings for school divisions.

• HCPS consistently purchases technology based on state contracts. • HCPS solicits multiple quotes from a variety of reputable vendors in order to obtain the

best prices available for all purchases. • HCPS purchases computers and components through purchase orders.


• HCPS will continue to seek multiple quotes from a variety of vendors for future savings for the school.

• HCPS will continue to purchase on state contracts to make the best purchases available at the best pricing available.

• HCPS will be seeking a more automated system for purchasing in the not to distant future.

Target 2 School divisions are regularly informed about emerging technologies for instruction and administration. Direct Benefit to Teaching and Learning and Reality

• Educational technology stakeholders need timely information to make critical decisions about using emerging technologies for teaching and learning.

• HCPS conducts in-service and technology classes on a continual basis to upgrade the skills of teachers, administrators, and tech team members and keep them informed of advances in technology.


• HCPS will send a representative to the annual technology leadership conference as a continuing effort to keep all school staff and faculty enlightened about new technology advances.

• HCPS will continue holding technology in-services to perfect the skills and increase the awareness of administrators, teachers and staff of the ongoing strides and changes in technology.

• HCPS will continue in communicating information regarding emerging technologies for instruction and administration purposes to the tech team members.

Goal 4 • Ensure that school divisions have in place network security, filtering, and disaster


recovery plan. Target 1 Policies, procedures, and technologies are in place to ensure that computing resources are secure and recoverable. Direct Benefit to Teaching and Learning and Reality

• HCPS has in place a Cisco Pix515 Firewall • HCPS has implemented Norton Enterprise Virus Protection • HCPS has a daily incremental backup scheduled on all servers, as well as a weekly full

backup of all servers. • HCPS has a full monthly backup off site.


• HCPS will continue to employ firewall on its network • HCPS will continue to perform daily, weekly and monthly backups. • HCPS will continue to upgrade enterprise version of Norton. • HCPS will continue to follow Microsoft best practices when implementing network

safeguards. Target 2 School divisions maintain an up-to-date Acceptable Use Policy (AUP) and effectively use network filtering solutions. Direct Benefit to Teaching and Learning and Reality

• HCPS has had an active AUP in place since 1998 for Internet and all technology use. • HCPS has modified the AUP on a yearly basis as needed. • HCPS employs Internet Filtering through IPRISM without which no one in the school

can access the Internet.

Gap and Progress Measures • HCPS will revise its AUP every two years. • HCPS will continue to use IPRISM Internet filtering. • HCPS will look at additional Internet filtering as an option.

Target 3 School divisions have appropriate and effective network and data security policies and systems. Direct Benefit to Teaching and Learning and Reality

• Access to confidential student, staff, and vital administrative data supports instructional decisions and design.

• HCPS uses managed client network on limited bases. • HCPS uses Windows System Policy Editor on its student, staff, and administrator PCs.


Gap and Progress Measures • HCPS will purchase a new server in summer 2004 with Windows Server 2003 and will

use Microsoft best practices of managed client networks for all users throughout the school district.

• HCPS will inquire into Windows desktop management products such as Deep Freeze, Winlock, Opsware Oversight and other software which is best suited for HCPS.

• HCPS will review its data security procedures in our school technology plan yearly to make necessary modifications to real or perceived security breaches.


Goals and Targets for Educational Applications Goal 1: Improve teaching and learning through the appropriate use of network-accessible educational applications.

Target 1: Teaching and learning resources that effectively support the Virginia Standards of Learning (SOL) have been identified, communicated, and developed. Direct Benefit to Teaching and Learning and Reality

• Teachers and administrators will have ready access to SOL resource materials. • Information regarding the quality of resources will be shared. • Some educators are not aware of SOL resources that have been identified and developed. • Not all resources are available through online delivery methods. • HCPS purchased network version of Geometer’s Sketchpad, CCC curriculum for

elementary and middle school student individual assessment, Accelerated Reader for K-12 for reading progress.

• HCPS has installed various technology tools, such as ePat, to help students prepare for the SOL tests.

• HCPS has subscribed to the Flanagan SOL Review Material for review in math, science, social studies, and language arts.

• HCPS participates in Project Return, which provides individualized curriculum for at risk students via NOVA net.


• Online delivery methods that are available are not used by all technology stakeholders. • Monitor the use of updated and online items in Virginia’s Public Television Instructional

Video Resource Database. • Seek evidence that indicates teachers are significantly integrating technology-based

resources to support the Virginia Standards of Learning • Identify and use high-quality SOL-aligned, content-based lessons or classes over the

Internet and via satellite. • Promote regular use of the Department of Education Web site for resources to integrate

into the classroom. • Evaluate of software to determine correlation with the Virginia SOL. • Make use of emerging technology resources that enhance effective teaching and learning. • Provide staff development and training opportunities that address the identification,

evaluation, SOL correlation, and selection processes for technology-based materials, including those for remediation.

• HCPS will continue to evaluate and purchase software for SOL remediation. • HCPS textbook adoption committees will investigate curriculum materials that can be

delivered electronically to students.


Goal 2: Promote and develop Web-based applications, services, and resources. Target 1: Participate successfully in the Virginia Web-based SOL Technology Initiative. Direct Benefit to Teaching and Learning and Reality

• Teaching and learning are enhanced by Internet-based applications for instruction, remediation, and testing.

• School test coordinators and teachers have been trained in their role in the Web-based SOL Technology Initiative.

• HCPS has completed Stage 1 certification for the Web-based SOL Technology Initiative. Gap and Progress Measures

• Improvements need to be made to support Internet-based instructional activities and online testing.

• Evaluate the network infrastructure that is in place to support applications of the Virginia Web-based SOL Technology Initiative at all school levels.

• Evaluate the number of times DOE Web-based SOL instructional or remediation application resources are accessed or downloaded.

• Evaluate the successful operation of Web-based SOL online testing applications • Develop, implement, and evaluate applications of the Virginia Web-based SOL

Technology Initiative. • Provide assistance for those struggling with the goals of the Web-based SOL Technology

Initiative. • Computer-based and Web-based instructional materials committees conduct regular

needs assessments and identify materials to correlate with local instructional needs and the SOL.

• Share information about materials found to be effective for instruction and remediation. • HCPS will continue to test 75% of high school students EOC tests online. • HCPS will complete Stage 2 certification for all schools.

Target 2: School divisions use Web-based applications for state data collection, warehousing, and reporting. Direct Benefit to Teaching and Learning and Reality

• Reports can be completed in a timely manner and/or reduce reporting requirements. • Information is not readily available to school divisions and changes frequently. • HCPS has staff members who have been trained to use SASIxp reporting system. • HCPS teachers are trained in Integrade pro grading systems and utilize their reports.

Gap and Progress Measures • Requirements for reports change often requiring constant updating of reporting method. • Data warehousing capability and data collection systems need to be developed to provide


efficient services to educational stakeholders. • The SASIxp software and Web-based resources to fulfill state reporting requirements of

HCPS. • Provide all administrators with appropriate training to maximize the utilization and

analysis of Web-based data and information available from local and DOE sources. Target 3: Use of a common set of data definitions allows standard communication and interpretation of student information. Direct Benefit to Teaching and Learning and Reality

• DOE and HCPS are able to send and receive data reports using common protocols. • Information is available and accessible for planning and instruction. • Information cannot always be transmitted electronically in a standard communication

format using commonly defined terms. Gap and Progress Measures

• Evaluate the ability of HCPS to communicate with state-operated data collection and data warehouse applications pertaining to transmitting and referencing student information.

• Implementation of SASIxp is ongoing as well as other intranet systems such as Diploma Check that use a common set of data definitions.

Target 4: Every school has an efficient, automated library media center connected to the Internet and networked to appropriate learning areas. Direct Benefit to Teaching and Learning and Reality

• HCPS students and teachers have online access to carefully selected resources through the library media center.

• HCPS schools have up-to-date library media centers with access to carefully selected electronic resources. All school learning areas are connected to the library media center. All school library media centers are connected to the Internet.

• HHS’s library catalog is available throughout the school.

Gap and Progress Measures • Review the library media centers to ensure continued use of: automated card catalog,

automated circulation system, and access to an electronic reference system and the Internet

• Review to ensure that library media centers are networked to all appropriate learning areas and the Internet

• Review that plans are in place for the systematic upgrade and replacement of library media center software and hardware.

• Identify and communicate minimum technology specifications for school-based library media services.

• Identify a procedure for regular library media center equipment and software upgrades,


replacements, and expansions as part of each school division’s technology plan. • Explore the possibility of providing video resources for distribution across each school

division’s wide area network.

Goal 3: Offer digital learning opportunities. Target 1: Participate in Web-based courses and staff development activities. Direct Benefit to Teaching and Learning and Reality

• Students and staff have access to more courseware and staff development. • There is a need to update current use and offerings in this area. • Community groups have held demonstrations, meetings, etc using a variety of

technological multi-media resources including video conferencing. • Career and Technical Education has held an Open House night where parents and

community members may visit, view, and experience resources made available to our students.

• HCPS has audio/video conferencing capabilities which are available to students, staff, and community members to utilize for meetings, courses, etc. To this date, the DLL has had limited use.


• Record use of staff development delivered through distance learning and web-based courses.

• Determine quality and availability of staff development activities using distributed/distance learning technologies.

• Utilize teleconferencing, distributed/distance learning, and Web-based delivery. • HCPS will provide tuition assistance for courses and staff development activities and

models conducted by other educational entities. • Explore, procure, and/or develop a wide range of e-learning opportunities for students

and staff development. I

Target 2: Receive digital television broadcast signals and effectively utilize the enhanced capabilities. Direct Benefit to Teaching and Learning and Reality

• Schools can receive a wider variety of programming formats and resources. • Some schools cannot receive broadcast signals in digital format.

Gap and Progress Measures • We are not currently receiving broadcast signals in digital format. • The use of a variety of informational and programming services available to K- 12

schools.


• Develop an implementation plan to provide each classroom with access to digital public television broadcast signals.

• Develop a division plan for the utilization of public television digital broadcast informational and programming services.


Accountability: An Implementation Plan Goal 1 Assess the value that information technology (IT) adds to teaching and learning. Target 1 Identify elements of technology integration that benefit the teaching and learning environment. Direct Benefit to Teaching and Learning and Reality

• The use of technology in the classroom by both students and teachers enhances the teaching and learning experience. Use of computers, multi-media presentations, graphing calculators and other technologies adds a hands-on aspect to classroom activities making them active learning situations.

• HCPS has found that a permanent mini-lab consisting of three or more computers in each room along with mobile lab carts of computers is a cost effective way of providing access to computers. A growing number of multi-media projectors are shared by the teaching staff. Each math teacher has been provided with a classroom set of calculators.


• More technology resources are needed at all levels. • Results of the needs assessment will be used to help determine future purchases.

Target 2 Readiness to integrate technology into teaching and learning has been assessed for each school. Direct Benefit to Teaching and Learning and Reality

• Hardware readiness-In the elementary school every classroom has 1 to 3 computers; middle and high school classrooms have 3 or more computers. There is a 20 station lab in the elementary school and two nineteen station labs in the Middle and High school area.

• Software readiness-All computers are networked and have Internet access. MS Office Professional is installed locally on every computer along with other software specific to the needs of the teacher and students using that classroom.

• All teaching staff has received training in the use of technology and has already begun to integrate it into teaching and learning activities.

• Schools are in various stages of determining their readiness to integrate technology into teaching and learning.


• Some classrooms need more computers and content specific software. • The results of the survey will be used to plan future upgrades and purchases of equipment

and software and to determine the type of additional training required to make the


integration of technology more effective. Target 3 Instructional technology integration has been assessed in schools and classrooms. Direct Benefit to Teaching and Learning and Reality

• The use of technology has provided teachers and students with a wide range of research opportunities through use of the Internet. Instruction in mathematics and science classrooms has been enhanced through the use of calculators and probeware. Many activities and on-line practice and assessments offered on the websites of textbook publishers are utilized by students and teaching staff..

• No guidelines have been developed for teachers and administrators to assess the level of technology integration implementation.


• Guidelines or models for assessing the level of technology integration implementation will be developed and shared.

• Teachers are keeping records of technology integration in their lesson plans and in portfolios of the lessons they have prepared as well as examples of student produced work.

Target 4 Technology-rich environments and effective technology-based instructional strategies support student learning. Direct Benefit to Teaching and Learning and Reality

• HCPS already possesses a technology rich environment. It is now our goal to make more effective use of this environment to further student achievement.

• Teachers are using innovative and effective methods to include the use of technology and to inspire student achievement through its use. They are always seeking information on how technology can be used to promote high academic achievement.


• More research is needed to identify best practices related to technology’s role in achieving high academic standards.

• There is a need to develop an effective method for evaluating the impact of technology on student achievement.

Goal 2 Provide appropriate decision support capabilities for all stakeholders.


Target 1 Information systems provide comprehensive information about student learning progress. Direct Benefit to Teaching and Learning and Reality

• Information Technology can provide the necessary information for educational stakeholders to make critical and timely decisions about the learning progress.

• HCPS uses SASIxp and IntegradePro, CCC and Accelerated Reader software to provide information about the learning and achievement of students.


• Administrative and teaching staff needs training in the appropriate use of software to interpret student data in making decisions about learning progress.

• HCPS will continue to provide training in the use of these and other information programs.

Target 2 Information systems interface to provide staff members the ability to use appropriate and effective data to make decisions. Direct Benefit to Teaching and Learning and Reality

• The Student Information Systems currently in use have the potential to provide a wealth of information regarding student records and achievement.

• Information Technology is not fully utilized to assist instructional staff , guidance counselors and administrators by providing appropriate date to support decision-making..

Gap and Progress Measures and Progress Me sures

• There is a need for training on how to utilize the decision-support value of information technology systems.

• HCPS will continue to provide advanced training in the uses of student information systems and in ways to utilize that information for decision-making.

Goal 3 Assess information technology (IT) literacy. Target 1 All students are technology literate. Direct Benefit to Teaching and Learning and Reality

• Students will be effective users of technology for personal use and lifelong learning. • Technology and keyboarding skills are taught in the 4th, 5th and 6th grades where the

programs Read, Write and Type and Mavis Beacon are used. All 8th grade students are required to complete two semester courses: keyboarding and computer


applications. Gap and Progress Measures

• Elementary and middle school teachers are proficient in their course content; however, they need training in methods of teaching keyboarding and other technology skills

• HCPS plans to use the SVTC technology assessment in the 8th grade. Target 2 All instructional personnel are technology literate. Direct Benefit to Teaching and Learning and Reality

• Nearly all teachers and administrators of HCPS have completed training to meet the TSIP requirements.

• Each division has its own definition and means of assessing Information Technology literacy for its instructional personnel.

• Teachers are at various levels of proficiency. Gap and Progress Measures

• Teachers are at various levels of proficiency. Technology skills need to be reviewed periodically.

• Teachers are encouraged to continue technology training at more advanced levels as well as continuing training in content areas to enhance their effectiveness.

• HCPS will continue to offer and fund advanced training in technology and content areas.

Target 3 All paraprofessionals and support staff are technology literate. Direct Benefit to Teaching and Learning and Reality

• All paraprofessionals have basic technology skill; school and School Board secretaries are advanced users of the primary software programs in use in their respective offices.

• Training is not being consistently provided to all paraprofessionals and support staff. Gap and Progress Measures

• Models of support staff training in appropriate technology need to be reviewed and shared.

• HCPS will continue to offer support staff the opportunity to gain more advanced technology skills.

Target 4 Students meet expectations for technology utilization pertaining to their subject


and grade level as described by school division technology plans. Direct Benefit to Teaching and Learning and Reality

• HCPS has a matrix of technology skills expected at each grade level (see appendix B). Students are expected to utilize technology as a learning tool within the context of their subject and grade level.

• Not all teachers are aware of or adhered to student technology literacy expectations by subject and grade level.


• The technology skills matrix will be shared with all teachers. • HCPS will train teachers regarding the technology expectations for students. • Results of school division assessment of grade and subject technology utilization

competencies and skills will be used to revise the matrix as needed. Goal 4 • Ensure that local technology plans are consistent with the state technology plan. Target 1 School divisions will have technology plans that are consistent with the components of the state technology plan. All schools will have technology plans that are consistent with the components of their division technology plan. Direct Benefit to Teaching and Learning and Reality

• The HCPS technology plan contains current status, a needs assessment that relates to the technology goals of the HCPS Plan and a system wide assessment of technology integration implementation.

• The division is lacking a tool of assessment to effectively evaluate ongoing technology integration implementation.


• The division will develop a tool of assessment to effectively evaluate ongoing technology integration implementation and share it with all stakeholders.

• HCPS will assure that the technology plan that contains (1) accurate information on the current status of technology, (2) a needs assessment related to division objectives, and (3) a system wide assessment plan to measure the progress toward meeting technology planning objectives

Target 2 All schools and school divisions will evaluate annually the progress and effectiveness


of their technology plans. Direct Benefit to Teaching and Learning and Reality

• Educational technology stakeholders will be able to determine the effectiveness (as related to teaching and learning) of educational technology investments.

• Evaluation components of most technology plans need refinement and additional research and development, particularly in relation to determining the effectiveness of technology integration implementation.


• HCPS will review and revise its technology plan annually to reflect changes in technology and changes made to the state technology plan.

• HCPS will assess levels of technology integration by utilizing a variety of methods: evaluation of lesson plans, teacher and student portfolios , interviews, questionnaires, etc.


• Fiscal Analysis-Funding

Local funding • Local funding consists of $20400 matching funds required by the SOL Technology

Initiative in addition to local moneys appropriated for the support of technology which are part of other categories such as repair and replacement, capital improvements, etc.

• Local funds are used to purchase supplies, salaries and stipends for the technician and technology team, technical consultants, staff development and for software purchases. In order to integrate technology fully into teaching and learning, more local funding will be required for the purchase of appropriate curriculum software.

• HCPS is seeking additional funding through a variety of grants.

State funding • The Commonwealth of Virginia contributes $102000 for technology through the SOL

Technology Initiative. Federal funding

• The No Child Left Behind Ed Tech (formula) Grant provides $2046 for classroom equipment and staff development.

• Another source of funding comes from the ERATE program. The annual cost of telecommunications for the school system is about $18000.

Fiscal Analysis-Needs • Each year HCPS makes strides toward improving the state of technology in the school

system. Computers are replaced, network devices are up-graded, and support fees are paid in order to keep the system up and running. Future budgets must consider the impact of these major expenditures.

Replacement of equipment and basic software-

• The average life of a computer is five years. Considering this, an attempt is made to replace 20% of the 200 computers and the basic productivity software on them every five years. At the present time the cost of a computer is about $1300 and the software upgrade about $115; the cost for this would be a total of $56600 per year.

Purchase of appropriate curriculum software

• In order to integrate technology into the classroom, appropriate software must be purchased. Teachers and students cannot rely solely on information from the Internet even though it is up-to-date and “free”. An allocation for curriculum software should be added to the technology budget.


Infrastructure up-grades and technical support

• In order to maintain the network operating efficiently, servers, switches, routers and other network devices must be upgraded. Consideration must be given to additional funding for consulting and installation expenses. In addition, there is a need to purchase more multi-media projection systems, digitals cameras, scanners, SmartBoards and other new technologies as they become available.


Executive Summary

Highland County Public Schools have made great progress in the establishment of an effective system-wide computer network. Since 1998 all Apple computers have been replaced with PC’s and the network itself has been expanded from the original seven stations to over two hundred stations consisting of Dell or Gateway multi-media machines with full T1 Internet access. Staff and students enjoy the benefits of high-speed connectivity and reliable access to research materials for educational purposes. Staff utilizes email for both educational and personal communications. Over the years emphasis has been placed on and will continue to focus on the following areas:

• Providing appropriate technology hardware and software to all staff and students. • Providing training for all staff in the operation of technology devices and in the use of

software for productivity and creativity. • Upgrading the infrastructure to maintain a working pace with emerging technologies. • Aligning the division technology plan with the current state plan.

All teaching staff and administrators have completed a technology survey in order to provide data regarding the areas addressed in this plan In addition, administrators and selected instructional staff were interviewed regarding technology issues.

s


Appendices Appendix A Technology Standards for Instruction Personnel Portfolio Appendix B Technology Skills Matrix Appendix C Technology Resources Supported by HCPS Appendix D Acceptable Use Policy

Appendix A Technology Standards for Instruction Personnel Portfolio

Highland County Public Schools Individual Technology Portfolio

Office Copy Name: Evidence showing completion of the State Technology Standards must be completed by May, 2002. You may satisfy the requirements for any or all of the Standards prior to the above date. You are urged to complete the requirements of at least three Standards a year until all have been passed. Date Approved Standard 1 Operate a computer system and utilize software. 2 Apply knowledge of terms associated with educational computing and technology. 3 Apply productivity tools for professional use. 4 Use electronic technologies to access and exchange information. 5 Identify, locate, evaluate, and use appropriate instructional technology-based resources to support SOL's and other instructional objectives. 6 Use educational technologies for data collection, information management, problem solving, decision making, communications, and presentations within the curriculum. 7 Plan and implement lessons and strategies that integrate technology to meet the diverse needs of learners in a variety of educational settings. 8 Demonstrate knowledge of ethical and legal issues relating to the use of technology.

Individual Technology Portfolio Requirements Technology portfolios will contain evidence of mastery of all Standards by May, 2002. Again, it is suggested to submit approval for at least three Standards yearly. Additional standards may be met at any time in advance of this requirement. Portfolios will be reviewed by school administrators with assistance from

designated personnel. This document is not all inclusive and may be modified at any given time as technology becomes available.


To qualify as "Evidence of Mastery" submissions must consist of items specified under each Standard. Place a check mark by the items submitted under each Standard. Submissions must be labeled with your name, the number(s) of the Standard(s) it supports, and the letter(s) of the activity. The same sample may be submitted for mastery of more than one Standard if it combines elements of more than one lettered activity. For example, one document may incorporate word processing and a spreadsheet and will satisfy two items. Final judgment will be made by the administrator reviewing the submissions. STANDARD 1: Operate a computer system and utilize software.

a. Boot a computer and its peripherals. b. Operate a mouse. c. Identify or label the parts of the desktop. d. Insert and eject diskettes and CD-ROM's. e. Format a blank diskette. f. Create folders g. Name and/or rename files and folders. h. Identify or label parts of a window. I. Interact with a computer using menus and dialog boxes. j. Save files to the hard drive and floppy disk. k. Move and/or copy files from the hard drive to a floppy disk. l. Show understanding of file hierarchy, pathname, and directories.

m. Install and Select a printer. n. Print a document using print options. o. Demonstrate two ways to close a program. p. Delete files from a floppy or the hard disk drive. CAREFULLY! q. Remove or Delete software from the hard drive -- don't just trash. r. Use manuals to assemble components of a computer and its peripherals s. Use manuals to install programs. t. Determine a computer's installed RAM, operating system and available hard drive storage space. u. Shut down using correct procedures. Even in a lock up. v. Use a compression utility to extract and compress files.

STANDARD 2: Apply knowledge of terminology associated with educational computing and technology. analog technology Internet scroll bar authoring program Memory kilobyte binary Monitor megabyte bit Mouse gigabyte boot Multimedia clipboard byte Network select/highlight CD-ROM OCR drag cellular technology OLE icon Compression Output menu bar Courseware parallel port title bar CPU Peripheral zoom


Defrag Platform directories digital technology Port distance learning RAM LAN ROM LCD projector scan converter Login Scanner Download SCSI E-mail Serial Port expansion port Server fiber optics Software floppy Telecommunications format Teleconferencing FTP Videoconferencing electronic portfolio Videodisk graphic organizers video microscope hard disk Virus HTML WAN Hypermedia Window image processing wireless technology input Zipdrive integrated learning system Backup interactive Browser STANDARD 3: Apply productivity tools for professional use. WORD PROCESSING Start a new document. Open an existing document. Identify / Label screen parts. Enter text. Change font and font size. Apply text styles. (bold, italic, underline, color, etc.) Revise or edit a document (delete, add to, etc.) Utilize spell-check. Import a graphic and center (position) it. Set margins, tabs, and line spacing. Set text alignments (right, left, center, justified) Cut, copy, paste. Import a graphic, resize, and wrap text. Insert headers and footers. Change page setup. Indent paragraphs and enumerated items. Save the document to a floppy diskette. Create bulleting and numbering. Print the document.


Quit or close the application SPREADSHEET Create a new document. Insert delete cells. Enter data. Create a formula. Format text. Paste a function. Format data. Make a chart. Sort cells. Modify a chart. Adjust column/row size. Print information. Integrate into a wp file. DATABASE Define fields. Create layouts. Modify fields. Create reports. Enter data. Merge data. Sort data. Print reports. Search data. STANDARD 4: Use electronic technologies to access and exchange information. Use and Internet Browser Use button bar. Enter URL. Make and use bookmarks. Copy text. Save images. Print a copy of the screen. Effectively use an E-Mail account Provide a copy of an E-Mail message. Receive, send, and reply to messages. (cc, bcc) Create address book, groups. Send, find, and open attachments. Research information on the Internet Provide a printed copy of search engine results. Understand search engines vs. directories, keywords. Consult on-site help. Access electronic encyclopedias Provide a printed copy of research results. Conduct keyword searches. STANDARD 5: Identify, locate, evaluate, and use appropriate instructional technology-based


resources to support the SOL's and other instructional objectives. Survey and list relevant electronic resources available in our system. Print a copy. Survey and list relevant software available to enhance instruction. Print a copy. Provide an example of student work produced while using a program cited above. Provide a second example of student work produced using a different program. Survey and list relevant video resources available to enhance the instruction of the SOL's. STANDARD 6: Use educational technology for data collection, information management, prob-- lem solving, decision making, communication, and presentations within the curriculum. Provide an applicant created document of any type designed to accomplish one of the above. Provide a second example of a different type to accomplish an additional purpose. Provide an example of student generated work produced. Provide a second example of student generated work. STANDARD 7: Plan and implement lessons and strategies that integrate technology to meet the diverse needs of learners in a variety of educational settings. Provide documentation in the form of a lesson plan or supplementary material which exemplifies your integration of the following forms of technology into your instruction. Computers Telecommunications automated library Provide a second source of documentation which exemplifies your integration of technology into your instruction. Computers Telecommunications automated library STANDARD 8: Demonstrate knowledge of ethical and legal issues relating to the use of technology in today's world. Attend a staff development session that reviews the use of copyrighted materials and submit a statement that you will agree to abide by the law.


Appendix B Technology Skills Matrix

Highland County Public Schools Student Technology Skills

I = Introduce D = Develop R = Review

Skills K 1 2 3 4 5 6 7 8 9 - 12 Keyboarding/Data Entry Key Identification I I/D I/D I/D D D D D R R Spacing Rules I I/D I/D D D D D R R Touch Typing I D D D D R R Basic Computing & Theory Identify Computer Parts & Functions I I/D I/D I/D D D D D R R Operations I I/D I/D I/D I/D I/D I/D I/D R R Terms I I/D I/D I/D I/D I/D I/D I/D R R Care & Proper Use I I/D I/D I/D D D R R R R Mouse Pointer Skills I I/D I/D D D R R R R R Storing / Retrieving Data I I/D D R R R R R Selecting Appropriate Software to Task I I/D I/D D D R R File Management I I/D D R R R Word Processing Create Documents I I/D D D D D D/R D/R R Import Text & Graphics I I/D I/D D D D D/R R R Name / Save / Edit Documents I I/D D D D/R D/R R R Set Margins / Tabs / Page Orientation I I/D I/D D/R D/R R R Bibliography / Works Cited I I/D I/D D/R D/R R R Rename Document / Save As I I/D I/D D/R R R Integrating Environments I I/D D/R R R Endnotes / Footnotes I I/D D/R R R Spreadsheet Plan / Create / Edit I I/D I/D D D D/R R Mathematical Operations I D D D/R R Graphing I D D D/R R Database Search I I/D I/D D D D/R R Create / Edit / Sort I I/D D D D/R R Merge Data I I/D D/R R Create a Report I D/R R Graphics Drawing Tools I I/D I/D I/D D D D D/R D/R R Edit I I/D I/D D D D D/R R R Desktop Publishing I I/D I/D D D D D/R R R Import Text & Graphics / Export I I/D I/D I/D D D D/R R R Multimedia / Presentations CD-ROM I I/D I/D I/D I/D D D D/R R R Presentation Skills Organize I I/D D D D D/R R Design / Layout I I/D D D D D/R R


Authoring Skills Graphics / Text / Sound I I/D I/D D D D D/R D/R R Telecommunication & Information Use WWW Browser I I/D D D D D D/R D/R R R Use Search Engines I I/D I/D D D D/R D/R D/R D/R Use Library Information Resources I I/D I/D I/D I/D I/D I/D I/D R Understand E-mail I I/D D D D D D/R D/R D/R Ethics Respect Copyrights & Work of Others I I/D I/D D D D D D D D Understand AUP's I I/D I/D D D D D D D D Virus Protection I I/D I/D D D D D D D D Related Concepts Careers in Technology I I/D I/D D D D D D D D Social / Economic Impact I I/D I/D D D Group Decision Making I I/D I/D D D D D D Peer Teaching I I/D I/D D D D Accessing LAN I I/D I/D I/D D D D D Networking I D


Appendix C: Technology Resources Supported by HCPS

Highland County Schools recognize the need to provide appropriate technology hardware, software and services to the students and staff of its schools. The word “technology” does not refer solely to computer related resources; the list below includes but is not limited to the types of technology resources offered by our division. The list will be revised as new technologies become available in our schools. Technology hardware Technology hardware includes, but is not limited to, the following: two way video equipment camcorders tape recorders telephone- land and wireless computers printers network devices-hubs, switches, servers, routers, firewall, uninterrupted power supply devices, data backup devices, etc. scanners copiers surge protectors digital cameras multi-media projectors overhead projectors document cameras graphing calculators CBLs and probeware Software Software appropriate to the needs of students and staff must be provided in order to encourage and support research, learning situations and productivity. Software provided includes, but is not limited to, the following: Microsoft Office Pro Microsoft Publisher SASIxp Integrade Pro Follett Library software Accelerated Reader Geometers Sketchpad CCC EPES


IPrism Services Services include the following and will be upgraded periodically. LAN Internet-dedicated T1 videoconferencing-dedicated T1 telecommunications internal wiring-Cat-5 to the classrooms with a fiber backbone connecting the HS wiring closet to the ES. cable tv service (WVPT) filtering and firewall website (Schoolwires) wireless access for computers facsimile transmission and reception


Appendix D: Acceptable Use Policy

Networks of computers, whether they are linked in one classroom, an entire school (a local area network LAN), a school system (a wide area network, WAN) or the world wide network (the Internet) are powerful educational tools. These networks facilitate communications, and the exchange and analysis of information and data. While the school board has written this policy for the Internet, the expectations would generally apply to all types of networks. The Internet is an international system of interconnected electronic networks that supports a common set of data communication protocols, allowing world communications between computers. Individuals, educators, businesses, organizations, governments, and the military use the Internet across the world. It is an excellent source of information that has the power to change how schools relate to the world around them, and facilitates communication, and innovation. Due to the dynamic nature of the Internet network’s content, it is extremely difficult for the school board to completely regulate and monitor the information employees or students receive or send. The school board cannot assure parents that students will be prevented from accessing undesirable materials or sending or receiving objectionable materials or communications. The Internet and all networks are provided for educational and administrative purposes only and employees and students are expected to conform to policies and regulations defining acceptable use. The board, via the superintendent, and his designees, reserves the right to monitor all computer and Internet activity. Neither employee nor student is guaranteed privacy. The use of the Internet and all computers is a privilege, not a right. Any individual in violation of the board’s policies and regulations shall be subject to revocation of privileges and potential disciplinary and/or appropriate legal action. The school board makes no assurances, either expressed or implied, regarding the quality of Internet services provided. Neither the school division nor school will be responsible for any damages the student/user suffers nor the quality of information or software downloaded. Use of any information obtained over the Internet is at the students/users risk. In order for a student to gain access to the Internet, the supervising teacher and the parent must sign an Internet agreement.


Sponsoring teachers of students with online access privileges are responsible for teaching proper techniques and standards for participation and for guiding student access to appropriate sections of the Internet. Particular concerns exist related to privacy, copyright infringement, e-mail etiquette, computer viruses, and the intended use of Internet resources. Acceptable use of on-line services is activities that support and enhance instructional and administrative activities and take advantage of the functions available. Unacceptable use includes, but is not be limited to: Violating the rights to privacy of students and employees. Using profanity, obscenity, or other language, which may be offensive to another user. Re-posting personal communications without the authors consent. Copying commercial software in violation of copyright laws. Using the services for financial gain of commercial or illegal activity. Failing to check downloaded files for viruses. Deliberately attempting to degrade or disrupt system performance.

Downloading, storing or printing files or messages that are profane, and/or obscene or that use language or images that offend or tend to degrade others. Downloading, storing or printing files or messages that promote violence, or materials relating to illegal or unsafe use or manufacture of weapons and hazardous substances. Downloading, storing or printing files or messages which offend the civil liberties and rights of others, including hate literature, pornography, or racially prejudiced materials.