Technology Plan School District of Pickens County (SJGmO.JMM 3PBE t &BTMFZ 4$ t Q t G.

Transcription

1 Technology Plan School District of Pickens County (SJGmO.JMM 3PBE t &BTMFZ 4$ t Q t G

2 THE SCHOOL DISTRICT OF PICKENS COUNTY DR. KELLY PEW, SUPERINTENDENT MR. ANDY COLEMAN, DIRECTOR OF TECHNOLOGY 2

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4 I. District Profile Vision: The SDPC will strive to provide a quality 21st century education that prepares all students for success beyond the classroom. Mission: The SDPC promotes high achievement, personal responsibility, and character development to prepare students for college, career, & citizenship opportunities. Beliefs: We believe. Students are our first priority. Safe, engaging learning environments are necessary for student growth. All students must have equitable educational opportunities. A commitment to excellence is essential. Every person is unique and valuable. Cultural diversity promotes full development of the individual and society. All students can learn and contribute to society. The parent is a child s first teacher. Partnerships with families and communities are essential to student growth and success. Education, character, and citizenship are keys to success. Learning and education are life-long processes. Today s students are tomorrow s workforce. The vitality and health of our community is supported by productive schools. Goals: Student Achievement Each student will be academically challenged to reach his or her individual potential growth. Learning Environment Students will be provided safe, supportive environments for learning. Quality Personnel Quality personnel will be recruited, developed and retained in all positions. Communications Clear, frequent communications will increase stakeholders knowledge and support. Resource Management All resources will be managed effectively to provide a quality learning environment. Overview: The School District of Pickens County is a county-wide school system, serving all of Pickens County, and is the 11 th largest school district in South Carolina. Located in the northwestern section of South Carolina, Pickens County contains an area of 504 square miles. The terrain varies from steep mountains in the north, including the state's highest mountain Sassafras Mountain (3548') to gently rolling hills in the south. The waters of Lake Hartwell, Lake Keowee, and Lake Jocassee comprise the western boundary of the county. The district is composed of five (5) attendance areas: Dacusville, Daniel, Easley, Liberty, and Pickens. The district enrolls over 16,000 students in grades K-12 and consists of sixteen elementary schools, five middle schools, four high schools, and one career center. In addition, the district serves students, parents, and citizens in three unique programs: Parenting and Family Literacy Program, C3 At- Risk Initiative, and Adult Learning Center. 4

5 Accredited through the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS- CASI), SDPC is recognized throughout the nation as a Quality School System. Other Requested Data: Number of Schools: 26 (4K-12, including Career Center) Number of Students Enrolled: 16,780 (9/22/2013) Percent on Free/Reduced Lunch: Number of ESL Students: Number of Dropouts: Graduation Rate: District E-Rate Discount: 48.76% (2013 SY Data) 561 (3.5%) ESL 1-4 (2013 SY Data) 134 (.008%) ESL 5-8 (2013 SY Data) 4.1% (2012 Data) 75.2% (four year cohort, on-time, earned diploma; 2012 data) 67% (2013 SY Data) 5

6 II. Executive Summary Technology in the School District of Pickens County The School District of Pickens County currently provides a technology-rich environment in schools and across the district in order to enhance learning opportunities for students and the entire Pickens County community. Features of this environment include: Internet access in all classrooms Computer labs in all schools Interactive board with projection unit for every classroom Networked teacher laptop for every certified teacher Wireless overlay for all schools and working sites Wireless laptops in every elementary and middle school classroom Media centers are well-stocked and well-equipped with technology resources in all schools WAN access to instructional software, including Classworks, edgenuity, Renaissance Place, and Safari Montage Hosted district website that provides ready access to district and school-specific information for use by parents and community in support of student learning including parent portal and on-line grades, as well as messaging capabilities Smart-phones and laptops with wireless Internet access for use by administrators for teacher observations, student information, and Outlook /microsoft Office programs Enrich software available for all certified staff, providing a data warehousing tool and Special Education IEP data SchoolFusion web-based tool for creating web pages, although the district is migrating to SharePoint Instruction throughout Pickens County classrooms routinely include the use of mobile labs, presentation software, document cameras, and other technologies as tools for developing technological literacy and increasing student achievement. The School District of Pickens County currently provides a variety of professional development opportunities for educators to increase their knowledge and skills in the effective uses of technology as a tool for increasing student learning and achievement. These opportunities include graduate recertification courses and workshops that cover a broad spectrum of technology applications and which provide teachers with many options for fulfilling the requirements of Technology Proficiency Proviso Additionally, on-going support to teachers in technology integration on a day-to-day basis is also provided by technology lead teachers and school-based technology team members in each school. The district also provides professional development training in the use of newly adopted technologies (e.g., Safari and Sharepoint). Schools throughout Pickens County have also been successful in obtaining numerous grants to increase their access to technologies such as digital & document cameras, digital camcorders, scanners, tablets, and laptops as well as subject-specific tools such as science probes. The School District of Pickens County currently engages the community in collaborative activities through several venues that involve the use of technology to increase student achievement. The district s Adult Learning Center has partnered with agencies such as the Pickens County Law Enforcement Division to offer GED instruction via computer at the Law Enforcement Center and County Prison, the Department of Social Services to offer computer training classes through its Job Club activities, and other agencies to provide access to its Online GED software. The district and individual schools have also established partnerships with higher education technology projects such as Clemson University s App Inventor, which has provided equipment and training to Pickens County teachers who use Inventor software with higher level math classes. The district has also partnered with Clemson University in numerous technology related grants and workshops. The district has worked diligently to design a community-friendly website that provides clear, transparent, and up-to-date access to a great variety of district and school-based information. School-based information includes school websites and teacher Web pages designed through the district s hosted communications platform School Fusion in order to engage parents and potential community partners in providing appropriate support for students learning. The district continues to seek opportunities to collaborate with community agencies, local businesses, higher education institutions, and parents in an effort to increase the quality of technologyinfused educational opportunities for children and adults throughout Pickens County. Consistent with its strong commitment to assisting educators and learners in meeting SC academic standards, including CCSS, the district acquires and supports a broad variety of technologies to meet the instructional needs of teachers and the learning needs of 6

7 students in all of its schools. The district presently supports Internet connectivity and wide-area and local area networks via 135 servers at 31 district locations running Windows Server, Linux and specialty operating systems on hardened appliances; over 8,500 computers, over 1,000 printers; over 500 installations of curriculum and administrative software including PowerSchool, Destiny, Classworks, edgenuity, Safari, Renaissance Place, etc.; and a broadcasting system over IPTV for ETV and other programming. The district also provides a Polyvision Interactive Whiteboard with integrated FrontRow sound system in each classroom. The district prides itself for its development and support of its present infrastructure of technology resources, which forms the foundation of performance and reliability. However, the district also recognizes a tremendous need for continuous expansion and appropriate strengthening of support of those resources in order to ensure continuous improvement in the quality of educational opportunities we offer to students in the School District of Pickens County. Of great concern is our inability to fund our long-term refresh plan. 7

8 III. District Needs Assessment The School District of Pickens County s current Technology Plan is included as an integral component of its Strategic Accountability Plan. Consequently, present activities in preparing a new Strategic Accountability Plan for the review periods also encompass a comprehensive assessment of needs in instructional technology. This latter assessment is conducted in view of the need for continuing to integrate technology literacy goals into the district s overall plans for continuous improvement, as well as the need to prepare a specific Technology Plan for that aligns with the State Technology Plan and its required components, the South Carolina EdTech plan, and No Child Left Behind legislation. With regard to our assessment of technology needs, data has been gathered from our latest school inventory of hardware/software and connectivity access (See Appendix 6 for the district s most current 2013 Technology Inventory); surveys of status with regard to an obsolescence and upgrade schedule for hardware and software; and surveys of professional capacity for utilizing technology as an integral component of teaching and learning. As in prior years of review and updating of Strategic Accountability and Technology Plans, needs have been identified under two major categories of concern: 1) Students, educators, and the community s access to quality technology resources (infrastructure, support services, high quality hardware/software, and digital curriculum resources) 2) Capacity of educators to purposefully design instruction to integrate technology resources effectively through a digital learning platform to increase student achievement Goal 1 The goal for the first area of concern is to improve students, educators, and the community s access to quality technology resources (infrastructure, support services, high quality hardware/software, and digital curriculum resources). The vast majority of teachers in our district are well-versed and trained in utilizing technology on a basic level. Access to technology is our biggest obstacle to integrating technology to the greatest extent. We have a few 1:1 technology initiatives in several at-risk programs in the district (C3 and middle school at-risk programs). The instructors in these programs also have been trained in project-based learning and blended learning strategies. We are piloting Bring Your Own Device (BYOD) at Gettys Middle School this fall. We have recently upgraded our network infrastructure to enable greater student use of technology for project-based learning. One of our greatest weaknesses is our lack of technology resources to adequately use strategies that would benefit students instructional growth in meaningful ways. For 21st Century learning, we need 21st Century learning environments, with greater teacher and student access to the kinds of technologies that will enable students to transform knowledge and skills into products, solutions, and new information. In a recent survey of teachers, the majority of teachers expressed concern over the access to student laptops and mobile labs. Simply put, we do not have adequate student technology devices for our schools. Specific needs for improving access to quality technology resources have been identified to include the following: Network WAN/LAN Infrastructure Upgrade all sites from 100mb Metro-Ethernet circuits to 1GB Metro-Ethernet circuits Upgrade district Internet circuit from 200MB to a higher bandwidth to be determined Servers Upgrade all Windows 2003 servers to Windows 2008/2012 servers Move from SpecOps Deploy to Microsoft System Center Configuration Manager for software deployment Network Support Software/Appliances Upgrade and/or update yearly contracts for: Antivirus software Spam filtering Web filtering Packet filtering Other needed support software Curriculum software Continue to update district curriculum software including: Classworks Renaissance Place 8

9 Safari Montage, including content edgenuity PLTW Software including AutoCAD Administrative Software Update as needed all administrative software including: PowerSchool Student Information System SmartFusion Accounting Software Destiny Library Management-Software Lunchbox Food Service Management Software Enrich Data Warehouse ParentLink Homework/Assignment Web Application Office 365 PDExpress Professional Development Software Support Hire additional computer technicians as needed Continue funding on-site Technology Assistants Training Technical Support Staff Training Certified Dell/HP Technician Microsoft Cisco A+ and Network+ PowerSchool Teacher/District Staff Training Technology Team Leaders and School-based Tech Team Members Proviso 1.25 Requirements Administrative Software Curriculum Software Digital Curriculum Bring Your Own Device (BYOD) and Blended Learning Flipped Classroom Safari Montage Digital Learning Platform Workstations Replace all Windows XP computers with Windows 7 Replace laptops and desktops in all elementary and middle classrooms by the end of Of major concern is the lack of school board support for a capital improvement plan for renewing leases to replace outdated student and teacher laptops and desktops. Dispose of outdated and substandard computers and peripherals Other Printers Replace all administrative printers with networked copiers for cost savings in maintenance and supplies Security Camera Systems Maintain District Wide Security Camera systems at all sites Polyvision Boards & Projection Units Maintain and upgrade as necessary district standard Interactive Whiteboards & Projection Unit solution in all classrooms IP based A/V systems for sound and intercom functions Maintain district-wide FrontRow sound and intercom systems 9

10 Smart Phones/Tablets Continue to incorporate these devices into the instructional program Continue to provide smart phones for administrator use for student data teacher observations, and Exchange . Phone Systems Maintain district-wide VOIP telephone system Digital & Document Cameras Provide additional cameras to all sites Card Access and other emerging security technologies Maintain district-wide card access system IP based LCD panels and digital signage Maintain district-wide IP based television and digital signage systems New and Emerging Technologies Evaluate emerging technologies for use in the district To secure funding for student technologies such as Chromebooks, laptops, or tablets. We also need to pursue our Bring Your Own Device (BYOD) initiative. Current support strategies for improving quality of technology access are coordinated via the district s Office of Accountability, Information, and Technology Services under the leadership of the Director of Technology. Responsibilities of the twelve AIT staff members include the following: Support the district's Internet connectivity, wide-area and local area networks, servers, computers and printers; Maintain district firewall, web filtering, electronic communication ( ), IDS, and other district-wide applications; Support over 100 computer servers at 31 district locations running Windows 2003, 2008 and 2012; Support over 500 installations of curriculum and administrative software including edgenuity, Renaissance Place, Classworks, etc.; Support and maintain over 8,500 computers and over 1,000 printers; Provide VOIP phone support; Provide A/V and interactive board support (over 1,100 devices); Provide central records storage facility for the entire district. The district s Distance Education Learning Center (DELC) provides broadcasts of programs over a four-channel IPTV system for teachers and school personnel to use to enhance student learning. The Director of Technology provides support for the district s student information system (PowerSchool), including assurance of accurate and timely reporting of student data to the SDE, upgrading data programs and providing support for all schools for these programs, training of data entry clerks and other PowerSchool users as needed, utilization of GIS software and the process that identifies the residence address of our students, support for the district s accounting software (CSI Delivery Point), support for numerous instructional software systems, and statistical research assistance to district office staff. Goal 2 The goal for the second category of concern is to strengthen the capacity of educators to purposefully design instruction to integrate technology resources effectively through a digital learning platform to increase student achievement. The majority of our teachers know how to effectively use technology for standards-based instruction, but express a need for some training in ways to integrate technology for project-based learning and for student work involving higher level thinking (Apply, Analyze, Evaluate, and Create). Specific needs for strengthening capacity to integrate technology into learning and teaching through a digital platform include the following: To continue implementing assessment and training procedures necessary for compliance with South Carolina Legislative Proviso 1.25 requiring teachers to demonstrate proficiency in the district s technology standards. 100 % of the faculty of each school will need to demonstrate technology proficiency within their present certificate validation period. 10

11 To develop and enhance technology-related opportunities to maximize student, parent, and community involvement in education. Ongoing assessments of interest among various stakeholders have consistently indicated the need for taking the fullest possible advantage of opportunities for communication and collaboration made possible by the district s communications platforms as well as our digital learning platform for student access to digital curriculum and media resources. To provide on-going training in technology integration and particularly the use of a digital learning platform. Recent teacher survey results show that the majority of teachers report great or some confidence in using technology for various purposes, as illustrated in the table below: Great Confidence Some Confidence Little Confidence No Confidence Rating Average Rating Count Using technology to support standards-based instruction in the classroom. Using technology for projectbased learning. Using technology for higher level thinking (Apply, Analyze, Evaluate, Create) 56.5% (433) 36.5% (280) 44.4% (340) 46.3% (354) 40.2% (309) 48.0% (369) 3.7% (28) 3.4% (26) % (46) 3.3% (25) % (60) 4.0% (31) To promote development and enhancement of opportunities for students to use technology in ways that engage them actively and meaningfully in achieving SC academic standards, including CCSS, and in improving their problem-solving and inquiry skills in collaboration with their teachers and peers. Assessments conducted for planning Title II and related professional development strategies in compliance with NCLB have consistently indicated a need for using classroom pedagogies that are scientifically-based, that address differentiated learning styles and abilities, and that establish a teacher/student relationship and context of project-based learning as well as other active learning opportunities that are conducive to using technology to the greatest effect in the classroom. Informal observations indicate that our teachers do not consistently move students from Depth of Knowledge levels 1 and 2 to higher levels of thinking (DOK 3 and 4). We are addressing this through professional learning with teachers in the core content areas this year, as well as through our teacher walk-through observation tool. We also are modeling a variety of DOK 3 and 4 level strategies during our technology professional learning workshops. Current support strategies for strengthening capacity to integrate technology effectively into teaching and learning are coordinated via the district s Office of Instructional Services under the leadership of the Assistant Superintendent for Instructional Services and the Instructional Technology Coordinator, in coordination with the Director of Technology. Support for assuring compliance with the South Carolina Technology Proviso 1.25 is provided by the Coordinator of Instructional Technology, who, in conjunction with coordinating a broad range of other professional development opportunities to address the district s student achievement goals, provides teachers with access to professional development opportunities in technology integration as appropriate to their assessed need and as outlined in the district s Teacher Technology Proficiency Proviso Professional Development Plan (see Appendix 2). Other instructional support for technology integration is provided by three technology lead teachers. This responsibility is in addition to a regularly assigned 1.0 FTE teaching assignment. Each site also has a lead technology team member and several support members. Supplementary support is provided to Title I schools by the Title I Coordinator, whose resources support additional needs for equipment and high-quality software for diagnosing student needs and accelerating their progress. Additionally, teachers throughout the district are trained in specific instructional software applications and conduct training as needed. (See Appendix 8) Included within the range of the district s assessment of need and design of strategies to address this need are the Five Dimensions as delineated in the state s Technology Plan for These dimensions, as defined in the state s Technology Plan, now provide a more explicit organizational structure for the plans described in the following pages of the School District of Pickens County Technology Plan for The district s accountability measures for student performance as cited in its Strategic Accountability Plan will also represent the goals for student performance as related to activities described in the district s Technology Plan. 11

12 IV. District Instructional Technology Vision and Mission Statements Vision Statement Students will use engaging technologies in collaborative, inquiry-based learning environments with teachers who are willing and able to use technology's power to assist them in transforming knowledge and skills into products, solutions, and new information. Mission Statement In order to fulfill the vision of instructional technology in the 21st Century, teachers will be supported in two ways. First, teachers will have access to a rich variety of appropriate software and hardware that is equitably distributed and adequately maintained. Second, teachers will be supported with high-quality professional development that is (a) hands-on, (b) teacher-led, (c) frequent, (d) on-going, (e) differentiated, and (f) collaborative. Beliefs 1. We believe we need four key elements in order to implement our vision and mission for instructional technology: a. Capable Teachers b. A Supportive Learning Environment c. Engaged Students d. Collaborative Partnerships 2. We believe capable teachers: a. Have access to a rich variety of technologies b. Are well trained in the use of available resources c. Understand when to use technology, and which technology to use, to meet specific learning goals d. Incorporate technology that moves students from basic skills, such as recalling or retelling, to higher levels of thinking, such as creating, evaluating, and synthesizing e. Use technology appropriately to assess students learning 3. We believe learning environments should be: a. Technology-rich b. Collaborative c. Inquiry-based 4. We believe engaged students are: a. Knowledgeable in a variety of technologies b. Capable of choosing appropriate technology to transform knowledge and skills into products, solutions, and new information c. Citizenship ready, college ready, and career ready 5. We believe collaborative partnerships with parents, businesses, and institutions of higher learning are essential in order to realize the vision and mission of instructional technology. Goals & Objectives 100% of our graduates will be college, career, and citizenship ready as measured by HSAP scores. 100% of our graduates will be technologically literate in their selected major, as measured by required computer course completion. 100% of our staff will reach Technology Proficiency requirements by their certification expiration date. 12

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14 V. Plans for the Five Individual Technology Dimensions Technology Dimension 1: LEARNERS AND THEIR ENVIRONMENT GOAL: TD #1 The School District of Pickens County will use research-proven strategies to provide school environments conducive to our students graduating college, career, and citizenship ready, and technologically literate in their selected major. SNAPSHOT OF CURRENT TECHNOLOGY USE The School District of Pickens County currently provides a technology-rich environment in schools and across the district in order to enhance learning opportunities for students and the entire Pickens County community. Features of this environment include: Wireless Internet access in all classrooms Computer labs in all schools Wireless mobile labs in all schools A Polyvision Board with projection unit, along with FrontRow sound system in every classroom Networked teacher laptop for every certified teacher Well-stocked and well-equipped media centers with technology resources in all schools WAN access to instructional software, including Renaissance Place, edgenuity, Safari Montage, and benchmarking/remediation software such as Classworks District hosted website that provides ready access to district and school-specific information for use by parents and community in support of student learning. Website uses SIF technology to populate student class, grade, and teacher information from the student information system. Instruction throughout Pickens County classrooms routinely include the use of mobile labs, presentation software, document cameras, and other technologies as tools for developing technology literacy and increasing student achievement. OPERATIONAL PLAN: TD #1 I. OBJECTIVES AND STRATEGIES: TD #1 GOAL: TD#1 The School District of Pickens County will use research-proven strategies to provide school environments conducive to our students graduating college, career, and citizenship ready, and technologically literate in their selected major. OBJECTIVES 1.1 Students will use technology to acquire and demonstrate communication, collaboration, and engagement skills that are aligned with SC academic standards, including CCSS, across the curriculum to increase their level of academic achievement. 1.2 Students will engage in authentic learning activities that are aligned with SC academic standards, including CCSS, and that integrate technology, including assistive technology, into the core content. STRATEGIES A. Promote classroom implementation of activities that involve students in communication and collaboration using technology in the core subject areas (See Appendix 9) B. Promote the integration of technology into instruction throughout the curriculum. C. Provide appropriate assistive technologies for students with special needs. (See Appendix 6) A. Promote the use of portfolios which document students growth in acquiring key knowledge and skills in the core subject areas, including competencies in technology as integrated into those subject areas. 14

15 1.3 Students will select the appropriate tools to complete authentic, real-life multidisciplinary tasks and will demonstrate technology competence. 1.4 Students and teachers will have 24 hours a day/seven days a week access to an enhanced learning environment through technological tools including Web 2.0 tools, assistive technology, and instructional hardware/software that are designed to promote high academic achievement. B. Develop a network of technology teacher leaders who work with district technology lead teachers and tech team members to assist teachers in designing instructional purposefully to incorporating appropriate technologies into lesson plans, classroom instruction, and accommodations for special needs. (See Appendix 8) A. Promote the use of classroom activities that involve students in completing multidisciplinary and interdisciplinary tasks, integrated with technology. B. Measure student technology proficiency by using annual surveys and performance-based assessments once Smarter Balanced is in place. (See Appendix 10) C. Provide all students, including those with special needs, with access to a variety of technologies, including software, peripherals, and other tools, from which to select in completing authentic tasks. (See Appendix 6) A. Using AUP Online, students in 5K through 12th grade will learn Internet Safety best practices. B. Teachers will integrate best practices and guidelines for Internet Safety as appropriate for the content area and standards/skills being taught throughout the year. C. Refresh technology in all schools on a five year basis (See Appendix 7). D. Continue to provide all classrooms with interactive whiteboards, projection units, and sound systems. E. Continue to provide quality instructional software to meet academic needs. F. Continue to offer opportunities for initial credit by participating in SC Virtual High School and other coursework. G. Continue to offer opportunities for credit recovery programs to recover lost credit and stay on track to graduate. 15

16 II. IMPLEMENTATION ACTIONS: TD #1 Identify and provide appropriate training and other support for technology teacher leaders and technology team members who will provide support to teachers in creating classroom instructional environments and digital learning platforms conducive to the use of technology for completing authentic, collaborative, multidisciplinary tasks. Identify database resources and promote regular and widespread access to databases of technology-infused lesson plans and classroom examples across the core content areas in alignment with the state academic standards. Promote use of available databases of technology-infused lesson plans and classroom examples across the core content areas in alignment with the state academic standards, including CCSS; e.g., via the SCTLC Web portal, the Marco Polo Internet Content for the Classroom website, and other digital resources. Continue opportunities for distance learning to enhance the curriculum, such as South Carolina Virtual Schools. Implement distance learning technologies as appropriate to enrich curriculum opportunities. Conduct on-going assessments of need for assistive technologies and provide appropriate technologies to support students with disabilities in the core content courses at all grade levels. Continue to recognize best-practice demonstrations and special accomplishments of teachers and students which feature the use of technology in teaching and learning the SC academic standards, including CCSS. District Level Special Revenue Funds Technology erate funds Technology SDE funds General Revenue Grants SC Virtual High School III. FUNDING/RESOURCE CONSIDERATIONS: TD #1 School Level Professional Development Funds Special Grants School Funds General Revenue 16

17 Objectives 1.1 Students will use technology to acquire and demonstrate communication, collaboration, and engagement skills that are aligned with SC academic standards, including CCSS, across the curriculum and will thereby increase their level of academic achievement. 1.2 Students will engage in authentic learning activities that are aligned with SC academic standards, including CCSS, and that integrate technology, including assistive technology, into the core content. Possible Baseline Data Statewide achievement test scores District report cards Technology surveys Student portfolios School technology and improvement plans District, school, and community surveys AOP Online Data Safari Montage reports IV. EVALUATION: TD #1 Possible Data Sources to be Used for Ongoing Evaluation and End-of-Program Report Statewide achievement test scores District report cards Technology surveys Student portfolios Observations and interviews Anecdotal records Documented access to on-line resources Listing of recognition programs Reports from Instructional Software (Safari Montage, Classworks, edgenuity, Accelerated Reader, Destiny, SC VHS, etc.) May 2014 Outcomes May 2015 May Students will select the appropriate tools to complete authentic, real-life multidisciplinary tasks to demonstrate technology competence. Other instructional software reports 1.4 Students and teachers will have 24 hours a day/seven days a week access to an enhanced learning environment through technological tools including Web 2.0 tools, assistive technology, and instructional hardware/software that are designed to promote high academic achievement. 17

18 Technology Dimension 2: PROFESSIONAL CAPACITY GOAL: TD #2 The School District of Pickens County will provide curriculum development and professional development to increase the competency of all educators so that research-proven strategies and the effective integration of instructional technology systems can be used to increase student achievement. SNAPSHOT OF CURRENT TECHNOLOGY USE The School District of Pickens County currently provides a variety of professional development opportunities for educators to increase their knowledge and skills in the effective uses of technology as a tool for increasing student learning and achievement. These opportunities include graduate recertification courses and workshops that cover a broad spectrum of technology applications and which provide teachers with many options for fulfilling the requirements of Technology Proficiency Proviso Additional, on-going support to teachers in technology integration on a day-to-day basis is also provided by lead technology teachers in each school. The district also provides professional development training in the use of newly adopted technologies (e.g., Safari Montage a digital learning platform; SchoolFusion a teacher/parent/student communication portal-website, and Internet-based benchmarking and academic acceleration programs). OPERATIONAL PLAN: TD #2 I. OBJECTIVES AND STRATEGIES: TD #2 GOAL: TD#2 The School District of Pickens County will provide curriculum development and professional development to increase the competency of all educators so that research-proven strategies and the effective integration of instructional technology systems can be used to increase student achievement. OBJECTIVES 2.1 SDPC will enable educators to achieve and demonstrate proficiency in integrating instructional technology standards (ISTE NETS-S, NETS-T, and NETS-A) into their specific area of professional practice to increase student achievement. STRATEGIES A. At each school site and at the district level, maintain and support technology team members, lead technology teachers, and technology trainers to help teachers learn to integrate technology effectively into instruction and meet district proficiency standards. B. Encourage and support on-going assessment and improvement of technology professional development opportunities for teachers and administrators. C. Conduct periodic assessments to determine professional development course needs and other opportunities to accommodate individual teachers growth in learning to integrate technology into instruction. (See Appendix 11) D. Offer courses, workshops, and other specialized assistance in accordance with results of the needs assessments. (See Appendix 12) E. Implement and showcase specific programs and pilot projects to illustrate and serve as model of proficient use of technology integrated into classroom instruction to increase student achievement. F. Continue to develop and maintain Tech Savvy workshop modules, along with other web resources. (See Appendix 12) 2.2 By their next recertification period, teachers will meet district and SC state standards, including CCSS, for instructional technology proficiency. A. Conduct on-going evaluations of recertification needs for teachers to meet the requirements of Technology Proficiency Proviso

19 2.3 The SDPC will enable educators to fully utilize a digital learning platform for 24 hours a day/seven days a week teacher and student access to digital instructional resources. B. Communicate options for meeting the requirements of Technology Proficiency Proviso 1.25 through graduate courses and technology workshops. C. Offer courses and workshops in technology skills and applications as necessary to enable targeted teachers to meet proficiency standards. A. Train teachers in the technical features of Safari Montage as a digital learning platform. B. Train teachers to design instruction with purpose for the 21 st Century classroom model. II. IMPLEMENTATION ACTIONS: TD #2 Provide technology and appropriate training for teachers to collaborate and share ideas within and across schools. Conduct professional learning needs assessment surveys periodically Provide technology courses and workshops to enhance teachers knowledge and skills in technology-integration in accordance with assessed needs and interests. Continue to monitor the technology proficiency status of professional staff according to the requirements of Proviso Develop and maintain a system for identifying, coordinating, and providing appropriate support for a network of lead teachers across the district. Provide training to building-level administrators as needed in order to effectively assess a teachers ability to integrate technology, including assistive technology, into the curriculum. District Level Title 2 Funds Lottery Funds State Professional Development Money Special Revenue Funds Technology SDE funds General Revenue Grants School Level Professional Development Funds Special Grants School Funds General Revenue III. FUNDING/RESOURCE CONSIDERATIONS: TD #2 19

20 Objectives 2.1 The SDPC will enable educators to achieve and demonstrate proficiency in integrating instructional technology standards (ISTE NETS-S, NETS-T, and NETS-A) into their specific area of professional practice to increase student achievement. 2.2 By their next recertification period, teachers will meet district and SC state standards for instructional technology proficiency. 2.3 The SDPC will enable educators to fully utilize a digital learning platform for 24 hours a day/seven days a week teacher and student access to digital instructional resources. Possible Baseline Data Statewide achievement test scores District report cards Records of attendance and completion levels of professional development courses, participation in technology initiatives/pilot projects, and results of proficiency assessments Teacher selfassessment data, reported individually, school-wide, and district-wide Safari Montage reports IV. EVALUATION: TD #2 Possible Data Sources to be Used for Ongoing Evaluation and End-of-Program Report Statewide achievement test scores District report cards Professional development tracking and surveys Teacher Technology Proficiency Forms Observations and interviews Anecdotal records Documented access to on-line resources Safari Montage reports May 2014 Outcomes May 2015 May

21 Technology Dimension 3: INSTRUCTIONAL CAPACITY GOAL: TD #3 The School District of Pickens County will use current and emerging technology to create learner-centered instructional environments that enhance academic achievement. SNAPSHOT OF CURRENT TECHNOLOGY USE Over the past seven years, the School District of Pickens County has made outstanding progress in acquiring instructional technologies. All classrooms in Pickens County are equipped with interactive whiteboards, sound systems, and classroom computers and peripheral equipment. All elementary school classrooms are equipped with 2-4 wireless laptops for small group instruction. Middle and high schools have mobile and fixed computer labs, dispersed in a 1 to 250 student ratio. Schools throughout Pickens County have also been successful in obtaining numerous grants to increase their access to technologies such as digital & document cameras, digital camcorders, scanners, personal digital assistants, and laptops as well as subject-specific tools such as science probes. Of serious concern is the lack of a budgeted line item to implement the technology refresh schedule. (See Appendix 7) OPERATIONAL PLAN: TD #3 I. OBJECTIVES AND STRATEGIES: TD #3 GOAL: TD#3 The School District of Pickens County will use current and emerging technology to create learner-centered instructional environments that enhance academic achievement. OBJECTIVES 3.1 The SDPC will conduct an on-going process of local planning that ensures the continuous development of a technology-rich learning environment in each of its schools that will foster increased achievement by all students, including those with special needs. 3.2 The SDPC will provide teachers with the technology resources (including a variety of multimedia equipment and software and hardware) necessary to increase academic achievement by engaging all students in active learning. 3.3 The SDPC will provide students with access to current and emerging technology resources that will extend their learning beyond the traditional classroom setting and schedule. STRATEGIES A. Ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to significantly impact teaching and learning. B. Facilitate the use of technologies to support and enhance instructional methods (including the use of multimedia hardware, software, and assistive technology) that develop decision-making, and problem-solving skills. A. Provide teachers with access to knowledgeable personnel, productivity tools, on-line services, media-based instructional materials, and primary sources of data in settings that enrich and extend teaching goals. (See Appendices 6, 7, and 8) A. Provide students with access to digital learning platforms, on-line services, and other digital instructional materials, allowing them to select appropriate tools that will enrich and extend their learning. B. Fully implement Safari Montage for 24 hours a day/seven days a week teacher and student access to digital curriculum resources. 21

22 II. IMPLEMENTATION ACTIONS: TD #3 Conduct technology planning meetings to address curricular design, instructional needs of all teachers, instructional strategies, and appropriate learning environments. Conduct technology planning meetings to address needs for incorporating appropriate assistive technology into curricular design, instructional strategies, and learning environments (general and special education). Encourage use of student portfolios that display products resulting from the integration of technology into the core curriculum areas. Review the content and follow-on instructional effects of technology courses and other professional development opportunities for their value in contributing to improving instruction and increasing student achievement in all district schools. Pursue funding opportunities such as grants to provide funds to acquire and maintain hardware and software for use in classroom instruction. Pursue funding opportunities such as grants to acquire and maintain assistive technology for use in classroom instruction and home access when appropriate. Fully implement Safari Montage as a digital learning platform, fully integrated with all digital resources owned by the district such as ebooks, digital textbooks, purchased content, and teacher and student-created content. District Level Lottery Funds Special Revenue Funds Technology SDE funds General Revenue Grants Free Resources III. FUNDING/RESOURCE CONSIDERATIONS: TD #3 School Level Special Grants School Funds General Revenue Free Resources 22

23 Objectives 3.1 The SDPC will conduct an ongoing process of local planning that ensures the continuous development of a technology-rich environment in each of its schools that will foster increased achievement by all students, including those with special needs. 3.2 The SDPC will provide teachers with the technology resources (including a variety of multimedia equipment and software and hardware) necessary to increase academic achievement by engaging all students in active learning. 3.3 The SDPC will provide students with access to current and emerging technology resources that will extend their learning beyond the traditional classroom setting and schedule. Possible Baseline Data Statewide achievement test scores District report cards Teacher Technology Proficiency Forms Teacher and administrator portfolios School Renewal Plans (including plans for effective technology integration) Documentation of offerings provided via innovative delivery methods IV. EVALUATION: TD #3 Possible Data Sources to be Used for Ongoing Evaluation and End-of-Program Report Statewide achievement test scores District report cards Teacher Technology Proficiency Assurance Forms Teacher and administrator portfolios School Renewal Plans (including plans for effective technology integration) Documentation of offerings provided via innovative delivery methods Safari Montage reports May 2014 Outcomes May 2015 May 2016 Safari Montage reports 23

24 Technology Dimension 4: COMMUNITY CONNECTIONS GOAL: TD #4 The School District of Pickens County will enhance the overall education experience and academic achievement through the use of technology, including assistive technology, by maximizing community involvement and community partnerships. SNAPSHOT OF CURRENT TECHNOLOGY USE The School District of Pickens County currently engages the community in collaborative activities through several venues that involve the use of technology to increase student achievement. The district s Adult Learning Center has partnered with agencies such as the Pickens County Law Enforcement Division to offer GED instruction via computer at the Law Enforcement Center and County Prison; the Department of Social Services to offer computer training classes through its Job Club activities; and other agencies to provide access to its Online GED software. The district and individual schools have also established partnerships with higher education technology projects such as Clemson University s App Inventor, which has provided equipment and training to Pickens County teachers who use Inventor software with higher level math classes. The district has also partnered with Clemson University in numerous technology related grants and workshops. The district has also worked diligently to design a community-friendly website that provides clear, transparent, and up-to-date access to a great variety of district and school-based information. School-based information includes school websites and teacher webpages designed through the district s hosted communications platform SchoolFusion in order to engage parents and potential community partners in providing appropriate support for students learning. This platform includes the ability for all students/parents/teachers to have secure access to grades and activities; as well as pertinent district forms and resources. This platform uses SIF technology to automatically update information obtained from the student information system. ParentLink is used to communicate messages via phone, text, and for emergencies and school related information. ParentLink delivers lunch balance, attendance, and general school announcements. The district continues to seek opportunities to collaborate with community agencies, business, higher education, and parents in an effort to increase the quality of technology-infused educational opportunities for children and adults throughout Pickens County. 24

25 OPERATIONAL PLAN: TD #4 I. OBJECTIVES AND STRATEGIES: TD #4 GOAL: TD#4 The School District of Pickens County will enhance the overall education experience and academic achievement through the use of technology, including assistive technology, by maximizing community involvement and community partnerships. OBJECTIVES 4.1 The SDPC will facilitate local business and industry partnerships for the purpose of improving education through formal structures such as advisory boards and the SDPC Business Education Alliance and informal partnerships within the community. (The term community includes parents, businesses, state and local agencies, nonprofit groups, and institutions of higher education.) 4.2 The SDPC will fully utilize all available resources by fostering collaboration and cooperation among statesupported organizations, institutions, and initiatives. STRATEGIES A. Form district-community partnerships to provide students with real-world experiences and apprenticeships that enhance academic achievement. B. Provide and enhance parents electronic access to school and district information for interactive collaboration in support of their children s learning. C. Write community-collaborative technology grants to develop and fund the use of technology to improve teaching and learning. D. Form district-community partnerships to facilitate the use of technology in the public schools and to improve outcomes for students transitioning from school to work or higher education. E. Ensure that all teachers maintain and update class webpages on a weekly basis. F. Teachers will use PowerTeacher (and ParentLink) to communicate student achievement. G. Identify schools and programs where after-hours community access to technology facilities can be provided, and publish schedules of after-hours access and training for students, parents, teachers, and community members. A. Identify organizations, institutions, programs and initiatives that may offer partnership opportunities to increase student achievement through technology-integrated activities. B. Ensure that all buildings are linked by the Internet to the State Library s DISCUS databases and to other websites for access to high quality curriculum materials. II. IMPLEMENTATION ACTIONS: TD #4 Identify organizations, institutions, programs, or initiatives with which partnerships might be created in order to increase student achievement through technology-integrated learning opportunities. Review and enhance, as necessary, parents electronic access to school and district information for interactive collaboration with teachers in support of their children s learning. Encourage and provide flexible lab, media center, and classroom hours for community access to technology facilities in schools to every practical extent. Initiate partnerships with community entities and other school districts to create greater access to technology and a community learning environment. Review district technology facilities and websites to determine and address needs for appropriate linkages to high quality websites for curriculum enhancement. Include members of the community in writing technology grants to develop and fund better teaching and learning through technology, including assistive technology. 25