Tech Plan for DCSD

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DeKalb County School District (DCSD)

Stone Mountain, Georgia

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SSuuppeerriinntteennddeenntt Dr. Cheryl L.H. Atkinson

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Technology Plan Component Page number(s)

SECTION 1.0 IT MISSION AND VISION FOR TECHNOLOGY USE

Mission 3

Vision 3 District Wide 4 Students 4 Teachers 4 Administrators 4 Parents/Community 4

SECTION 2.0 CURRENT REALITY Access to Technology 6

Computers and Peripherals 6

Green Technology 6

Interactive Boards and Student Response Systems 7

Wireless Technology 7

Internet and Web Content Filtering 7

Telecommunications 7

WAN Infrastructure 7

Technology Support 7

Technology Use 8

Instructional Uses of Technology 8

Administrative Uses of Technology 11

Parent Uses of Technology 12

Gap Analysis 13

Classroom/Administrative Technology 13

Infrastructure 13

Business Applications 14

Professional Development 14

Communications 14

SECTION 3.0 GOALS AND BENCHMARKS Goal 1: Instructional Uses 15 Goal 2: Instructional Uses 16 Goal 3: Instructional Uses 17 Goal 4: Internet Safety 18 Goal 5: Administrative Uses 19 Goal 6: Parent and Community Uses 22 Goal 7: Student Technology Literacy 23

Goal 8: System Readiness (Staff Competencies/Attitudes) Uses 23 Goal 9: System Readiness (Support) 24

SECTION 4.0 COMMUNICATION AND MARKETING Communication and Marketing 26

SECTION 5.0 PROFESSIONAL DEVELOPMENT Professional Learning and Instructional Technology 27

SECTION 6.0 8TH

GRADE TECHNOLOGY LITERACY

Introduction 28

Test Administration 28

Validity and Reliability 28

Results 28

Developing Technology Literacy Skills 29

SECTION 7.0 APPENDICES Policies and Procedures 30

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Components for District-Level Technology Plan

Section 1.0 Vision for Technology Use 1.1 Vision

The DeKalb County School District (DCSD) will be acknowledged as one of the highperforming large school districts in the United States in preparing students to lead and succeed in a rapidly changing world.

1.2 Mission

The mission of DCSD is to prepare 21st Century students to thrive and succeed in a diverse and everchanging world through a partnership of homes, schools and communities. The DeKalb Schools 21st Century student will demonstrate:

Flexibility and adaptability Initiative and selfdirection Social and crosscultural interaction Productivity and accountability Leadership and responsibility Information and technology literacy Critical thinking and problem solving Creativity and innovation

The overarching goal is to transform DeKalb Schools into a School District of Excellence. Every student in every part of our community will have access to a quality educationan education that provides every student the opportunity to actualize their highest potential and become a productive citizen. This is DCSDs sole mission, and all of its actions and decisions will be based on reaching this goal. An Excellence in Education Plan 2012 2017 has been developed in which five major goals were established to ensure Every Childa Winner and Victory in every classroom. The goals are:

Goal 1: Student Achievement and Success Goal 2: Excellence in Leadership and Personnel Goal 3: Operational Effectiveness Goal 4: Safe and Orderly Schools Goal 5: Engaging Stakeholders

Technology is one of the support systems that will foster a culture and learning environment in which teachers and students will be able to perform at high levels, as well as support new innovations. The purpose of the Division of Information Technology is to provide a customer service oriented team of professionals dedicated to the seamless integration and implementation of technology across the district. The divisions philosophy is to expand the walls of the classroom by providing access to information and programs anytime, anywhere for anyone in a 21st century learning environment.

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1.3 Areas Where Technology Will Be Used for Rigorous Academic Courses

District Wide

District will establish a standard baseline for hardware and software distribution across all schools.

District will seek input from end-users during the assessment of hardware and software needs.

District will allow more autonomy for local schools to make technology-based decisions above the standard baseline.

District will ensure that students have the opportunity to utilize textbooks in electronic format.

Students

Students will be involved in authentic learning activities characterized by individual effort and group collaboration, real-world problems, and interdisciplinary curricula with the use of technology as an essential component.

Students will demonstrate skills relative to information retrieval, management, and synthesis from a variety of sources through teacher-made assignments.

Students will have daily access to computers, handheld and other technical devices.

Students will have the opportunity to utilize textbooks in an electronic format.

Teachers

Teachers will utilize interactive boards to actively engage students in the learning process.

Teachers will have access to student response systems to collect real-time assessment data.

Teachers will routinely utilize technology to accomplish administrative tasks such as recording grades and attendance, developing lesson plans, reporting student progress, and communicating with parents thereby reducing the time needed for required administrative tasks.

Teachers will access student achievement data on-line in order to develop student profiles, diagnose learning problems, and prescribe appropriate interventions to correct identified achievement deficiencies.

Teachers will have expanded professional development opportunities through face-to-face, online, and blended formats.

Teachers will use technology to foster interdisciplinary collaboration.

Administrators

Educational leadership personnel will routinely use technology to complete required administrative tasks such as budget management, staff evaluation, student management, and community relations.

School administrators will use the data management system to aid them as instructional leaders and to monitor student progress and teacher effectiveness.

School administrators will encourage the use of technology to enhance the instruction of students and monitor the use of instructional technology in their schools.

Parents/Community

Parents will be empowered to receive electronic information, participate as partners, and engage in decision making opportunities for the support of student achievement.

Parents will have access to student, school and district information online and have open channels of communication with schools and teachers via electronic devices.

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Parents will have access to school districts technology hardware and software through parent centers (see 2.2.3).

Parents will have access to online information about their childs performance including daily academic progress, academic history, class assignments, and school activities.

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Section 2.0 Current Reality 2.1 Access to Technology

Data presented in this section was derived from a variety of methods which include: 2010-2011 annual hardware survey, local hardware/software inventory logs, and internal system documentation. 2.1.1 Computers and Peripherals

There are 30,000+ Internet connected desktop and portable computers within DCSD. These computers include both staff and student workstations. There are 1600+ internet connected mobile devices. There are 4,500+ networked peripherals (i.e., printers, scanners, etc.).

Elementary schools have at least one computer lab with 24-33 workstations. Middle schools have at least two computer labs with 33-35 workstations. High schools have at least four computer labs with 28-35 workstations.

All media centers have at least one circulation desk workstation, at least one teacher-librarian workstation, and three or more sets of Thin Client solutions (which allow for four (4) student stations per solution).

All core classrooms have one teacher workstation and many have at least two student workstations. All schools built since 2003 have at least two student workstations in the core classrooms. Six high schools and one elementary school have Thin Client solutions in core classrooms.

Career Technical and Agricultural Education (CTAE) currently supports 6 to 12 computer labs at the high school level, and 1 to 3 computer labs at the middle school level. Within the DCSD there are 217 total computer labs supported by the CTAE department with 5,245 computers, 651 printers, and 156 interactive boards.

2.1.2 Green Technology

Power Conservation

Thin Client solutions are deployed in all schools via the Media Centers. Each Thin Client Solution deployed within DCSD allows for four (4) student workstations to operate using one actual workstation. This solution substantially reduces electrical consumption compared to four (4) standard workstations.

The district uses remote access technology to power off workstations at 8:00 p.m. each night which substantially reduces electrical consumption.

Virtualization Using virtualization software, the district has reduced the number of physical file servers from 450 devices to approximately 120 devices.

Collaborative Classroom DCSDs Collaborative Classroom refers to the collection of tools within our email system that enables teachers to provide electronic resources, facilitate and moderate discussions among students, communicate pertinent information and collect and evaluate student work. This will reduce the usage of paper and printing supplies.

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2.1.3 Interactive Boards and Student Response Systems

There are 3800+ interactive board (IAB) systems within DCSD. All schools built since 2009 have an interactive board in every classroom.

Each interactive board system, provided within DCSD, includes an interactive whiteboard, interactive whiteboard software, and an interactive slate. Additionally, each school is provided with one or more sets of interactive student response systems. The response systems are hand held response devices that allow each student to answer questions that are presented on the interactive boards.

2.1.4 Wireless Technology

Wireless connectivity is available in a portion of every school and center within DCSD. Approximately 20% of schools and centers have wireless connectivity throughout the entire building. Additionally, every new school will have wireless access both inside and outside of the building. The wireless infrastructure is robust enough to allow for future wireless growth. DCSD wireless devices are configured with encryption information that allows access through the wireless infrastructure to the internet. Some sites also offer Guest access so visitors can obtain a wireless connection for their devices. Students have access to mobile technology through the use of mobile carts. Each mobile cart contains wireless devices, a printer, an access point, and a network switch.

2.1.5 Internet and Web Content Filtering

Every school and center within DCSD has internet access. As a part of being CIPA compliant, DCSD uses six web filtering servers that utilize content controlling technology. These web filters block access to potentially harmful internet information and websites.

2.1.6 Telecommunications

DCSDs telecommunications infrastructure provides telephone access to personnel in each school and center, including mobile classrooms. This encompasses 13,000+ telephones, 15,000+ voice mailboxes, 300+ smart phones, and 500+ cell phones. Twenty-one percent of the telephones use voice over IP (VoIP). The telecommunications platform also includes an in-house automated calling system that provides the ability to send notifications/messages to over 2,800 households per minute. The robust telecommunications infrastructure provides a foundation for future growth of the district.

2.1.7 WAN Infrastructure

DCSD owns a fiber based wide area network (WAN). There are three central sites and 16 school (head end) sites that are connected at 10 Gbs bandwidth. Each schools local area network is a 1 Gbs bandwidth connection to a head end site. The WAN supports all instructional and business applications which include, but are not limited to, internet, VoIP, video, and wireless. Security components prevent unauthorized access to the network.

2.1.8 Technology Support

Technology troubleshooting is provided by various support personnel within the Division of Information Technology. A primary avenue for problem resolution is the DCSD Support

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Center. The Support Center utilizes a help desk call management system to provide first and second level support to every school and center. The Support Center receives 30,000+ technical service requests per year via email and phone.

2.2 Technology Use

2.2.1 Instructional Uses of Technology

Instructional Software (Widely Used) Instructional software applications originate from local school and district-level initiatives. The following instructional and administrative software applications are widely used throughout the district.

District Widely Used Software

Purpose/Instructional Use

ActivInspire Application designed to use with Promethean ActivClassroom tools (Interactive Whiteboard, Slates, and Student-Response Devices)

Adobe Creative Suite (Acrobat Professional, Dreamweaver, Flash, Photoshop)

Collection of graphic design, video editing, and web development applications

BrainPOP Curriculum-based and standard-aligned animations with activities and assessments to supplement lessons

Career Cruising Online career guidance and planning system that provides tools to find the right career, explore education and training options, and build their a personal portfolio

Classworks Online software that differentiates and personalizes K - 5 curriculums in reading, mathematics, social studies and science

Assessment is embedded in the program providing opportunities for remediation and enrichment

Compass Learning Odyssey Online software that differentiates and personalizes K - 5 curriculums in reading, mathematics, social studies and science


Desire2Learn Course Management System that supports DeKalb Online Academy

Destiny Follett Software Centralized resource management tool that helps libraries in the district integrate and centralize circulation, cataloging, searching and reporting functions into one flexible library management system

Discovery Learning Digital video-based learning resource with content specific video segments and images tied to the Georgia Performance Standards

An Assignment Builder, Quiz Center and Writing Prompt Generator are built-in features

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eSIS (Core, Teacher Assistant and Parent Assistant)

Web-based educational data management solution providing administrators and teachers access to real-time information to effectively assess and support student achievement includes Student Information System, Gradebook, and Parent Portal

ExploreLearning Interactive online simulations for math and science education in grades 3-12 that are aligned to state standards

Georgia Online Assessment System (OAS)

Online assessment tool that provides practice for standardized tests

IDMS - SchoolNet DCSD district-adopted data management system

Microsoft Office Microsoft Office consists of Microsoft Word, Excel, Access, PowerPoint, and Publisher. These software applications are primarily used with students in grades 6-12

netTrekker Educational search engine that yields internet resources evaluated by educators and aligned to state standards

Renaissance Learning(Accelerated Reader, Star Reading, Star Math)

Accelerated Reader (AR) personalizes reading practice to each students current level and assesses students reading with quizzes.

STAR Reading & STAR MATH provide skills-based testing and reporting that provide data for screening, instructional planning based on skills mastery, progress monitoring, and standards benchmarking

Rosetta Stone Language-learning solution allows students to work independently, building their basic speaking, listening comprehension, reading and writing skills

Scholastic Read180 Reading intervention program that is a comprehensive system of curriculum, instruction, assessment, and professional development proven to raise reading achievement for struggling readers in grades 412

Study Island Standards-based assessment software that provides instruction and test preparation

Successmaker Online software that differentiates and personalizes K - 5 curriculums in reading, mathematics, social studies and science


USA Test Prep Online solution that covers the fundamentals of the Georgia High School EOCT/GHSGT test in an easy-to-use interactive online format

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Interactive Boards The districts focus is to transform classrooms into engaging and efficient learning environments. To achieve this goal, interactive board technology in every classroom became critical to creating 21st Century learning environments. In the last three years, the district has more than doubled the number of interactive boards in classrooms. Additionally, there are approximately 1,050 student response sets in our schools. With the increased number of interactive boards in our classrooms, the importance of professional development became apparent. The DCSD Instructional Technology Department created courses to demonstrate beginning, intermediate, and advanced skills as well as to model best practices. Approximately 5,500 teachers and administrators were trained on how to integrate ActivInspire and ActivExpressions efficiently and effectively in the classroom environment during the 2010 2011 school year. In 2010, DCSD Instructional Technology implemented a new initiative to enhance the skills of teachers on the use of the interactive board within their classrooms. The initiative, known as the A Team, consisted of 23 energetic teachers who took the time to complete a challenging curriculum in which they learned how to effectively integrate ActivInspire and ActivExpressions in their respective content area(s). Each year another group of teachers has accepted the challenge to enhance their knowledge of the software and how to engage students. The goal of this initiative is to increase the number of teachers demonstrating and modeling for colleagues best practices on the use of instructional technology while promoting the engagement of students, increasing student achievement, and preparing students to compete in the 21st Century marketplace. Video Conferencing DCSD is exploring the instructional value of video conferencing. These systems were acquired through our S.T.E.M. grant in the 2010-2011 school year. Video conferencing allows students and teachers to engage in distance learning and virtual journeys. Video conferencing will allow students to take classes from multiple locations and interact face to face with distant students and teachers.

Career Technical and Agricultural Education (CTAE) Career Technical and Agricultural Education (CTAE) is an essential component of the K-12 school curriculum. Technology plays a vital role in the success of this program. During the 2010-2011 school year in DCSD, 2,793 high school graduates completed a three-course sequence within a particular area of study of CTAE. These pathway completers often graduate with industry certification credentials that lead to high paying careers. CTAE is a critical component in meeting the needs of students in academic achievement, career exploration, career preparation, and leadership development. Successful transition to postsecondary education, work, or the military is one of the goals of DCSD. The percentage of students making successful transition is a component of the high school accountability index. This index ensures that all students reach proficiency and graduate from high school ready for college and/or careers. DeKalb OnLine Academy DeKalb OnLine Academy (DOLA) is DCSDs virtual program. DOLA is designed to enhance the educational experience for students by providing greater access to learning via online courses. DOLA offers a comprehensive curriculum that includes core courses required for graduation, Advanced Placement courses, as well as elective courses.

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There are three components of DOLA:

During the School Day: There is no charge for the classes when they are scheduled

to be taken during the regular school day. Classes are taken online during the school

day at a designated area in the local school.

Beyond the School Day: This tuition based virtual program allows students to enroll

in courses beyond the school day. Classes may be taken for acceleration and or

remediation. These courses can be taken in addition to the regular school day

schedule.

Credit Recovery: To qualify, students must have earned a grade between 60 and 69

and be in 12th grade. These courses are taken in addition to the regularly scheduled

classes. The classes are free to all students that qualify.

E-mail Access for Students All students in grades 5 12 have a district-provided email account. This has enabled more efficient communication between teachers and students as well as an avenue for submission of course work. Mobile Devices There has been a growth in the acquisition of mobile devices for instructional use in DCSD. Mobile devices provide access to technology resources and flexibility to empower learning anyplace, anywhere, and anytime. Along with increased accessibility to technology-rich tools, mobile devices are providing DCSD teachers with additional tools to differentiate instruction by learning style, skill level, language proficiency, etc. Teachers are using the mobile devices to break away from teaching in the middle and utilizing mobile applications that can address specific needs such as remediation/enrichment, problem-based and collaborative learning, and assessment.

2.2.2 Administrative Uses of Technology

Instructional Data Management System (IDMS) During the 2007-2008 school year, the district implemented the Instructional Data Management System (IDMS). IDMS empowers DeKalb educators to make informed instructional decisions and deploy a standards-based curriculum to ensure consistent and rigorous instruction. District and school leadership can identify trends and patterns by analyzing multiple measures of student performance including standardized tests, benchmark assessments and grade book data. Teachers can view and track their students progress for the current school year with access to all historical data dating back to SY 2005-2006. Teachers track class and student instructional progress with formative and summative assessment data and create learning plans for individuals and groups for differentiated instruction. The curriculum component allows teachers to use the resources for instruction and lesson planning. During the 2011-2012 school year, the Professional Development (PD) module was implemented, providing a central online catalog of PD activities across the district from a single web-based interface. All employees use this module to register for activities, create a PD plan and track their completed professional development hours. This module also supports new teachers with a mechanism to create, track and manage mentor/mentee relationships and interactions. Student Information System At the beginning of the 2009-2010 school year, the district implemented a new Student Information System. This application provides for entry, storage and reporting of student demographics, grades, discipline, attendance, schedules, standardized tests, diploma types,

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program services and teacher grade books. Student progress reports, report cards, registration forms, withdrawal forms and transcripts are generated as needed from this application. It also serves as the student information data hub, supplying data to critical systems for mandated State and Federal Reporting, HOPE scholarship determination, transportation services, food services, media services, parent assistance module, textbooks, school choice lotteries, multiple instructional software packages, student individualized education plans and IDMS. Web Conferencing Numerous meetings are held on a daily basis at various locations to conduct day-to-day operations. This has improved the efficiency of time and allows principals, teachers and central office administrators to participate in departmental and district level meetings without leaving their desks. Paperless Payroll System An application referred to as WebPay was implemented in 2009. It is a web-based employee self-service system that allows each employee secure online retrieval of their payroll direct deposit statements and/or copies of checks along with online copies of annual W-2 statements. Approximately 14,500 direct deposit statements per semi-monthly payroll are now delivered electronically. Paperless Applicant Tracking System The Department of Human Resources uses an online job advertisement and application system. This software provides potential employees the ability to view current job postings, apply for jobs and download documents that are required as part of the application process.

Electronic Vendor Payments

In 2010, in association with our partner bank, DCSD began offering our vendors electronic payment versus payment by paper check, with the goal of all vendor payments becoming electronic. This process has greatly reduced the costs and time associated with printing and mailing paper checks.

2.2.3 Parent Uses of Technology

Lottery Automation IT Division, in partnership with the Office of Student Assignment, has automated the lottery selection process for Theme, Magnet, Montessori, Charter and IB schools. The implementation of this initiative allows parents to submit an application online for their child to be eligible to participate in the lottery.

Parent Assistance Application Parents have access to their childs grades and attendance. Once registered and authenticated, parents can view current averages, real-time assignment grades, homework assignments, and daily or period attendance. Teachers and Parents utilize the messaging system to collaborate about student progress. Parents also use the system to request demographic changes such as contact information.

Community Resources DCSD will provide the community with access to technology in their local schools to support student learning and to maximize the benefit of the financial and intellectual investment in student education. A students academic achievement is predicated on the involvement of the community (relatives, neighbors, teachers, mentors, clergy, etc.). This serves to enrich, stabilize, and strengthen any community. DCSD has established eleven parent resource centers throughout DeKalb County. The

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centers are designed to empower parents to assist their children in maximizing their full potential. The centers' resources are focused on instruction, finances, health, and cultural awareness for students in grades Pre-K through 12. There are computers available for use by parents to support student learning and a lending library giving parents the opportunity to checkout resources. Parents benefit from workshops on topics ranging from test prep information for their children, to personal finances for themselves. Resources are developed with the input of all disciplines from departments within DCSD and with the support of the community.

2.3 Gap Analysis

Data in this section was gathered primarily from various focus groups of internal and external stakeholders of DCSD. There were many stakeholders included in this process: Students, Parent Community, Curriculum and Instruction, School Operations, Human Resources, Finance, Communications, Principals, Teachers, and Division of Information Technology. The need for greater end-user involvement in building the requirements for new technology initiatives was a repeated stakeholder concern, because there is wealth of knowledge and expertise among all levels of staff. This will result in more efficient and effective use of technology. The focus groups provided information to the technology planning committee based on:

Classroom/Administrative Technology ~ Instructional and Administrative Groups

Infrastructure Technology ~ System Readiness

Professional Development ~ System Support

Business Applications ~ System Support

Communications ~ Parent/Community

2.3.1 Classroom/Administrative Technology

The most common needs identified were:

Updated desktop and laptop computers

Updated printing technology and solutions

Updated office automation tools such as Microsoft Word, Microsoft Excel, etc.

Increased access to computers for all students

Increased access to mobile technology for students

Mobile devices for administrators to perform classroom observations and teacher evaluations with data stored for later retrieval

There is a need for a system that integrates all of the following:

Teacher keys

Leader keys

Formative and summative assessments

Teacher grade book

Course management system

Textbook management system

Collaborative virtual communities

Universal screeners

2.3.2 Infrastructure

To adequately provide support for future DCSD instructional and business objectives,

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components of the wide area network (WAN) and local area network (LAN) infrastructure need to be upgraded. For example: proliferation of instructional tablet devices, additional voice over IP phones, and increased video conference use, will require upgrading internal LAN/WAN switches and security components. Wireless accessibility throughout all buildings within the district is not a luxury, but a necessity. With the growing acquisition of handheld devices for students, teachers and administrators, better access is a must in order for these devices to be used as they are intended--anytime, anywhere for anyone. Currently, every schools media center is wireless; only 20% schools are completely wireless. In accordance with this acknowledgement, a repetitive theme has been the need to open the filtering system to make teaching web tools more available to masses. There is a need to have the most open access possible, while protecting our students and without violating any security policies and procedures.

2.3.3 Business Applications

Across the district in both offices and schools, the need for a document management system has been echoed. There are years of paper documents that should be converted to digital format. Many of the districts processes can benefit from the improved workflow realized through implementation of a district-wide document management solution. Schools and central office personnel have also identified the need for an updated in-school financial accounting system that integrates with the districts central financial system. This system should also include an electronic payment system for fee payments and purchases made by parents and students. Also identified was the need for an electronic time and attendance recording system used by employees to clock in and out. This recording system needs to integrate with the human resources and payroll systems.

2.3.4 Professional Development

Technology training is of paramount importance to DCSD. As new technology applications and systems (both hardware and software) are acquired, the need for training is inevitable and should be administered throughout the life cycle of each system. However, what is lacking globally is having multiple mediums for administering training and having ways to measure the adoption rate for usage in order to determine its effectiveness. It has been a frequent concern that a lot of initiatives are being implemented in silos across the districttraining included. Throughout the district, technology training has been focused more on teachers and administrators. There is a great need for technology training for students to be infused into the curriculum.

2.3.5 Communications

Our current telecommunications calling system has benefitted DCSD with vital communications to parents. The district would also benefit by harnessing the power of social media to further enhance communication and collaboration.

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Section 3.0 Goals and Benchmarks

GOAL 1: INSTRUCTIONAL USES

Increase student engagement through analytical and critical thinking and experiences using digital tools and resources to achieve content standards, explore real world issues and solve authentic problems.

Strategies Benchmark

Evaluation Method Funding Source/Amount

Person Responsible

Establish a district wide refresh cycle for student desktops, laptops, mobile devices, printing solutions, operating system, and production applications.

Refresh plan has been established and documented by Year 3

Completed plan TBD IT Division/School Operations/ C&I/Operations (Plant Services)

Develop and implement a plan that provides additional access to electronic devices and resources.

One-to-one initiative and eBook access

Ratio of student to device TBD IT Division/School Operations/ C&I/Technology Advisory Team/Local School Resident Experts

Include students in a newly created Technology Advisory Committee.

Participation from 40% of the secondary schools

Technology Plan that is in the CSIP

N/A IT Division ITS Department

Provide training/support for teachers to integrate technology K-12 in the core curriculum.

100% of the schools will commit to 8 hours of technology professional development training based on school technology plan needs

Training logs

N/A

IT Division ITS Department/C&I/ Local School Resident Experts

Train teachers to appropriately incorporate technology into instructional activities that address real world issues and authentic problems.

By Year 3, 100% trained

# participants trained

N/A

IT Division ITS Department/C&I/ Local School Resident Experts

Use of websites (i.e., Web 2.0 tools) that integrate technology skills required for the 21

st century

workplace (e.g. handheld devices).

By Year 3, 100% trained

Usage reports

N/A

IT Division ITS Department

Acquire new audio/video conferencing system that will integrate with the current telecom system.

25% of Administrators using the system

Trial phase complete by Year 1

TBD/E-rate

IT Division Telecom

Assess all 8th grade students

technology literacy skills for proficiency per 21

st skills assessment

(GaDOE).

100% by Year 1 Number of students assessed

TBD IT Division ITS Department/ C&I/Local School Resident Experts

Continue to create and/or update policies (i.e., AUP, Board, etc.) to address internet safety.

Policy review in years 1, 2 & 3

Documentation from review process

TBD IT Division/ Technology Advisory Committee

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Increase teacher use of technology for administrative and instructional uses to promote data-driven instructional decisions.

Strategies Benchmark Evaluation Method

Funding Source/Amount

Person Responsible

Create an online professional learning community (PLC) for teachers to share strategies for using technology in the classroom.

40% of teacher participation by Year 3

Development of the PLCTeacher contributions to PLC

N/A IT Division ITS Department/ C&I/Local School Resident Experts

Provide training on the use of classroom performance system as a form of assessment.

100 % of schools who have these devices will be trained

Number trained

N/A IT Division ITS Department/ C&I/Local School Resident Experts

Begin a district-wide telephone refresh.

25% of classrooms migrated to soft phones

Number of phones replaced

TBD

IT Division Telecom

Upgrade current system to the next generation of absentee and broadcast message system.

50% schools active

Acquisition of the system

TBD/E-rate IT Division Telecom

Implement an employee electronic time and attendance recording system that integrates with the districts payroll system.

75% of employees using by Year 3

Usage report

TBD

IT Division

Assess teacher technology literacy skills for proficiency per 21

st skills

assessment (GaDOE).

100% by Year 3 Number of teachers assessed






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Increase virtual learning opportunities for students and staff.



Person Responsible

Provide a variety of online virtual learning opportunities for students and staff by implementing a district wide course management system.

Years 13: Develop new online courses each year Year 1: Identify course management system Year 2: Train staff, students and parents Year 3: Full immersion

Number registered for online classes Local school training logs District training logs

Professional Learning for staff classes

IT Division ITS Department/ DOLA/C&I/Local School Resident Experts

Train and encourage the use of collaborative classroom for students and teachers.

Begin using the districts email/collaboration tool instructionally for all teachers (Grades 5-12) Year 1: 40% Year 2: 70% Year 3: 100%

Number of teachers/students trained on email/collaboration tool and through virtual classrooms

N/A

IT Division ITS Department/ DOLA/C&I/Local School Resident Experts

Increase advanced placement course offerings for online schools.

Develop two or more classes each year

Number of courses offered

TBD Principal of Online School

Offer middle school online courses (per Senate Bill 289).

Develop two or more classes each year

Number of courses offered TBD Principal of Online School

Research and develop elementary school online courses (per Senate Bill 289).

Develop content completed: Grade 5 - Year 1 Grade 4 - Year 3

Number of students enrolled

TBD Principal of Online School

Implement a mass video conferencing system.

Deploy in at least 10 schools

Successful completion of the first 10 schools

TBD/E-rate IT Division T&S





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GOAL 4: INTERNET SAFETY

All stakeholders will participate in cyber-safety and cyber-ethics training to ensure the safety of our students.



Person Responsible

Make cyber safety and ethics training part of the annual mandatory professional learning.

Year 1 100%

Annual ethics training Attendance verification forAcceptable Use training

TBD

ITS/IT Division/PL

Implement a virtual cyber safety class for students that will be delivered by school staff

100% of district-wide Year 1 train experts Year 2 implement training to students

Number of resident experts trained at each school to redeliver training to students

TBD ITS/IT Division/PL/Local School Resident Experts

Provide community education opportunities for all key stakeholders on cyber safety.

PTA Participants, Parent Centers, Parental Involvement Fairs, etc.

Parent logs (i.e., schools, parent centers, parental involvement fairs, etc.)

TBD Local Schools/IT/PL





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GOAL 5: ADMINISTRATIVE USES

Increase effective uses of technology for data-driven environments to increase student achievement and maximize business operations.



Person Responsible

Establish a district wide refresh cycle for administrative desktops, laptops, mobile devices, printing solutions, operating system, and production applications.

Refresh plan has been established and documented by Year 3

Completed plan TBD IT Division and all Central Offices Division Heads

Increase the use of Instructional Data Management System (IDMS) and State Longitudinal Data System (SLDS) by administrators and teachers.

100% usage

Usage report

Funded IDMS Certified Trainers

Increase communication and collaboration with staff to support use of IDMS reporting tools.

100 % participation (Staff not yet trained)

History documentation of reporting tools usage

TBD

IDMS Certified Trainers

Train and support teachers on the use of the electronic grading system.


Number of teachers trained

TBD

IT Division ITS Department

Develop and implement a plan that provides administrators additional access to electronic devices and resources to observe and evaluate teachers.

One-to-one initiative implemented by Year-3

Ratio of administrator to device

TBD

Train and support teachers on the use of 21

st Century classroom (all

components) methodology.


Number of teachers trained; adoption rate

TBD

C&I/IT Division ITS Department/ Local School Resident Experts

Train and support teachers and administrators on the use of mobile and hand-held devices for administrative and instructional use.

60% participation (Staff with access to equipment)

Number of teachers trained; number of mobile applications purchased; adoption rate

TBD C&I/IT Division ITS Department/ Local School Resident Experts

Purchase GPS tracking system for buses.

Pilot systems implemented on 20% of the buses

Successful use of the GPS features

TBD/E-rate IT Division/Transportation

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GOAL 5 (cont.): ADMINISTRATIVE USES




Person Responsible

Implement enhanced 9-1-1 technology.

100% DCSD locations 9-1-1 calls can be identified down to room location: office/cubicle/classroom number

Local budget IT Division Telecom

Purchase a district-wide document management system with adequate storage.

Year 1: Define and implement the system and organize a plan for relocating the documents from the schoolhouse to the document retention center Year 1: Organize and plan how each central office department will utilize the system Year 2: All active students permanent folders will be digitized Year 2: 20% of central office documents digitized Year 3: 20% of inactive student permanent folder will be digitized Year 3: 40% of central office documents digitized

Reduction in documents that are stored in paper form

TBD IT Division/Operations

Establish a central records retention center for student records.

Year 1: Identify a location and personnel requirements Year 2: Develop the plan around the document management system Year 3: Have all student records in a central locations

All student records in one central location

TBD IT Division/School Operations/ Operations (Plant Services)/HR/Finance/C&I/

Deploy flat panel monitors. 20% Lower carbon footprint

Decrease energy consumption

TBD IT Division

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GOAL 5 (cont.): ADMINISTRATIVE USES




Person Responsible

Deploy generators at all head-end sites.

70% reduction in downtime

More time on task for students

TBD/E-rate IT Division

Evaluate the need for a self-auditing tool that will alert the Finance Department of potential compliance issues.

Year 1: Complete needs assessment and research possible solutions Year 2: Acquisition based on needs assessment and budget Year 3: Plan

Milestones met TBD IT Division/Finance

Provide a local school financial accounting system that integrates with the districts central financial system. This system should also include an electronic payment system for fee payments and purchases made by parents and students.

Year 1: Complete needs assessment and research possible solutions Year 2: Acquisition based on needs assessment and budget Year 3: Plan

Milestones met TBD IT Division/Finance

Provide a media catalog and retrieval system for video and audio recordings.

Year 1: Complete Needs assessment and research possible solutions Year 2: Acquisition based on needs assessment and budget Year 3: Plan

Milestones met TBD IT Division/Communications

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GOAL 6: PARENT AND COMMUNITY USES

Increase consistent collaboration between stakeholders that supports teaching and learning.



Person Responsible

Include parents in a newly created Technology Advisory Committee.

100% participants meet periodically

Number of participants (one per region)

N/A IT Division

Provide training/support to parents in use of electronic grade book.

80% participation

Number trained; training logs; online training URL statistics

TBD IT Division ITS Department

Provide training/support to teachers in webpage development and/or development of group email lists for increased community communication.

80% participation

Observation of number of participants


Provide real-time information on local and district-wide events and emergencies using an electronic parent communication system.

60% participation Participation reports

TBD IT Division/Communications/School Operations

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GOAL 7: STUDENT TECHNOLOGY LITERACY

Increase information and technology literacy competency skills.



Person Responsible

Provide training to teachers on ISTE NETS technology literacy competency skills.

100% of teachers by Year 3

# of participants trained

TBD

IT Division ITS Department/ C&I/Local School Resident Experts

Provide training to administrators on ISTE NETS technology literacy competency skills.

100% of administrators by Year 3

# of participants trained

TBD


Assess teachers and administrators technology literacy competency skills.

100% of all by Year 3 # of participants assessed

TBD


Establish, communicate and implement DCSD technology standards and goals to ensure technology literacy.

Year 1: establish standards Year 2-3: Communicate and Implement

Documentation of the technology standards and goals Results of the technology literacy assessment


GOAL 8: SYSTEM READINESS (STAFF COMPETENCIES/ ATTITUDES) USES

Increase staff competency to implement technology related initiatives identified by the district.

Strategies

Benchmark

Evaluation Method


Person Responsible

Provide virtual and face-to-face professional development to improve technical skills and meet certifications.

40% of staff Number of certifications; number of certificates

Funded IT Division

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GOAL 9: SYSTEM READINESS (SUPPORT)

Adequately support DCSD applications, bandwidth and security needs to support expanded uses of wireless, mobile, and hand-held devices.



Person Responsible

Provide more power over Ethernet (POE) network switching equipment to support VoIP phones, security devices and wireless access points.

50% of switches are replaced with Gb speed POE switches

Switch Installations completed between Year 1- 3

TBD/E-rate IT Division I&S Department

Provide equipment to support the needs of higher speed interactive devices (ex: ebooks, tablets, video conferencing units).

50% of switches are replaced with GB speed switches



Upgrade WAN/LAN switches to provide fast access to internet.

60% of layer 3 switch devices will be upgraded



Provide equipment to support video tracking devices used by Transportation department.

60% of layer 3 switch devices will be upgraded



Provide hardware and software needed to secure devices and applications within the district infrastructure.

Implement device(s) and software that provide network access control: Year 2 50% complete Year 3 100% complete

Installation completed between Year 1- 3


Upgrade software and hardware to monitor WAN/LAN to maintain optimum network access by students and staff.

Complete implementation of network management device(s) by Year 3

Installation completed between Year 1- 3


Provide better remote access capabilities from outside of DCSD.

Upgrade/replace all VPN devices by Year 3

Device Installations completed between Year 1- 3


Maintain CIPA compliance. Upgrade web filtering, email filtering, antivirus, and anti-malware software and hardware: Year 2 50% complete Year 3 100% complete

Upgrades completed between Year 1- 3

TBD/E-rate IT Division Department

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GOAL 9 (cont.): SYSTEM READINESS (SUPPORT)

Adequately support DCSD application, bandwidth and security needs to support expanded uses of wireless, mobile, and hand-held devices.



Person Responsible

Support district business and student systems (i.e, SIS, ERP systems, etc.), and support electronic data archives.

Install new/upgraded blade servers: Year 2 50% Year 3 100%

Installations/Upgrades completed between Year 1- 3


Develop disaster recovery plan. Year 2 Develop plan Year 3 Establish implementation methods

1 develop plan 2 Implementation methods 3 - Cost Analysis and Testing 5 - Implementation


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Section 4.0 Communication and Marketing

Communication, Integration/Coordination with Long Range Planning Initiatives

Focus groups were formed and stakeholder meetings held to include internal school/department staff, students, parents and community members to inform, get buy-in, and participate in development of the three-year plan.

The DCSD Public, Press & Media Relations Department will coordinate press coverage of technology-related news and updates.

DCSD staff will make presentations at forums and conferences regarding technology integration throughout the district.

Parent centers throughout the district will hold classes in the use of technology for families and citizens in the community beyond the school day.

Technology information will be communicated through the DCSD website which is updated regularly with current information.

Educational Access Channel (Cable Television) PDS 24 will share updates on technology information.

District will communicate via social networks (i.e., Twitter.com). DCSD WebPages with technology-related information: http://www.dekalb.k12.ga.us/ (DCSD Website) http://www.dekalb.k12.ga.us/mis/ (Division of Information Technology) http://www.dekalb.k12.ga.us/administration/mis/it/ (Instructional Technology) http://www.dekalb.k12.ga.us/mis/telecom/ (Telecommunications) http://www.dekalb.k12.ga.us/parent-resource-centers (Parent Resource Centers)

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Section 5.0 Professional Development

Describe how the local educational agency will provide professional development and ensure that specific funds like E-rate and other sources are spent on scientifically and/or evidence based practices in relation to the purchase of technology and technology tools. Over the next three years it is our goal to create collaborative experiences amongst school-based staff that are job-embedded through the implementation of Professional Learning Communities that are face to face and online. A professional learning community (PLC) is comprised of educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. PLCs operate under the assumption that the key to improving learning for students is continuous job-embedded learning for educators (Dufour, 2008). The most powerful form of staff development occurs in ongoing teams that meet several times a week, for the purposes of learning, joint lesson planning, and problem solving. These teams operate with a commitment to the norms of continuous improvement and experimentation and engage their members in improving their daily work to advance the achievement of school district and school goals for student learning (National Staff Development Council, 2007) Through intense training and research, PLC has developed an eight-week training curriculum model that works with the local school to take a deeper look at the current school culture, student data, systemic interventions, and teacher practices that currently exist. In addition to local support of the schools, we offer extended learning for the entire district using the virtual classroom. One method to provide direct support of professional learning activities is through school-based coaching and mentoring.

DCSD PL Coaches design professional learning experiences to help instructional leaders boost achievement.

DCSD Instructional Technology Specialists (ITS) design and model best practices for integrating technology-rich tools.

DCSD uses expert developed course content, and engaging online course activities to offer Professional Learning courses to ALL employees.

DCSD will implement a new rubric-based evaluation system for our teachers and leaders in 2012-2013. DCSD also uses a professional development management tool which allows all employees to register online for courses, track PLUs, participate in surveys and have immediate access to their transcript.

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Section 6.0 8th Grade Technology Literacy

Introduction DCSD has assessed 8th grade students in each middle school to measure student technology literacy annually from 2007 until 2012. Each assessment measured the percent of students that had mastered the ISTE NETS Technology Foundation Standards for Students (ISTE NETS-S). All questions address the six categories in the ISTE NETS-S including:

Creativity and Innovation

Communication and Collaboration

Research and Information Fluency

Digital Citizenship

Technology Operations and Concepts

Critical Thinking

Test Administration

From 2007 until 2011, DCSD Instructional Technology Department created and administered a 25-question

survey. During the 2011 12 school year, DCSD adopted the Georgia 21st Century Skills Assessment by

Learning.com for all middle schools. This web-based assessment was administered to a class selected by the

administration from each middle school and proctored by a designated teacher. Two DCSD middle schools

tested all 8th grade students to meet the requirements for a grant.

Validity and Reliability

The validity and reliability of the Georgia 21st Century Skills Assessment (2012) was established by the

Georgia Department of Education (GaDOE). Scores can range from 100 to 500 and proficiency is set at 300.

Results

Results are reported to the GaDOE yearly as required on the Annual School Technology Inventory Survey.

The District Summary Report from Learning.com revealed the following proficiency data for DCSD 8th graders

tested during the 2011 - 12 school year:

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There were a total of 1182 8th grade students tested and the average proficiency score was 261. This score falls four points below the state of Georgia average (265) and 19 points below the global average (296). According to the data, over half of the students tested were not proficient in meeting the ISTE NETS-S standards. The data is not as conclusive as it could be because DCSD only tested a sample of the 8th grade students. DCSD needs to test all 8th grade students for a complete district-wide assessment of technology proficiency. Developing Technology Literacy Skills Embedding technology into the learning experience in all curricular areas is critical to developing technology skills and literacy at all grade levels. In order to increase access to technology, DCSD continues to invest in updating the districts infrastructure as well as tools such as workstations, mobile devices, interactive whiteboards, student response devices, and curriculum-aligned web-based instructional software. Understanding that the curriculum always dictates the use of technology, the DCSD Instructional Technology and Curriculum and Instruction departments continue to collaborate to identify and model strategies for integrating technology into instruction. Although progress has been made to ensure technology literacy by the 8th grade and beyond, DCSD still has areas of improvement that need to be addressed. These areas include:

Expand isolated victories by ensuring equity and access to up-to-date technology district-wide.

Identify and communicate DCSD technology standards and goals for ensuring technology literacy to all stakeholders (staff, students, parents, community).

Assess teacher technology literacy and provide training, modeling, and resources on best practices for using technology-rich activities.

Train administrators on how to detect and evaluate best practices for using technology-rich activities. More in depth examination and proposed strategies to address these action items are included in the current reality, gap analysis, and goals sections of this technology plan.

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Section 7.0 Appendices

Policies and Procedures need to attach:

A copy of the DeKalb County School Districts acceptable use policy can be found at https://eboard.eboardsolutions.com/epolicy/policy.aspx?PC=IFBG&Sch=4054&S=4054&RevNo=1.44&C=I&Z=P

A copy of the DeKalb County School Districts purchasing policy can be found at https://eboard.eboardsolutions.com/ePolicy/policy.aspx?PC=DJE&Sch=4054&S=4054&RevNo=1.96&C=D&Z=P

Documents

Tech Plan for DCSD