HARFORD COUNTY PUBLIC SCHOOLS TECHNOLOGY PLAN. Office of Technology Drew Moore, Janey Mayo, Dina Kropkowski

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1 HARFORD COUNTY PUBLIC SCHOOLS TECHNOLOGY PLAN Office of Technology Drew Moore, Janey Mayo, Dina Kropkowski

2 Contents BACKGROUND INFORMATION... 4 BUILDING A FOUNDATION FOR THE PLAN... 7 STRUCTURE OF THE OFFICE OF TECHNOLOGY OBJECTIVE 1: IMPROVE STUDENT LEARNING THROUGH TECHNOLOGY OBJECTIVE 2: IMPROVE STAFF S KNOWLEDGE AND SKILLS TO INTEGRATE TECHNOLOGY INTO INSTRUCTION OBJECTIVE 3: IMPROVE DECISION-MAKING, PRODUCTIVITY, AND EFFICIENCY AT ALL LEVELS OF THE ORGANIZATION THROUGH THE USE OF TECHNOLOGY OBJECTIVE 4: IMPROVE EQUITABLE ACCESS TO APPROPRIATE TECHNOLOGIES AMONG ALL STAKEHOLDERS 47 OBJECTIVE 5: IMPROVE THE INSTRUCTIONAL USES OF TECHNOLOGY THROUGH RESEARCH AND EVALUATION GLOSSARY LIST OF ACRONYMS APPENDIX A: ALIGNMENT RESOURCES APPENDIX B: MARYLAND ED TECH PARTNERSHIPS APPENDIX C: SAMPLE MEASUREMENT TOOLS APPENDIX D: STAKEHOLDER SURVEY APPENDIX F: TECHNOLOGY LITERACY STANDARDS APPENDIX G: MARYLAND PROFESSIONAL DEVELOPMENT STANDARDS APPENDIX H: PROFESSIONAL DEVELOPMENT PLAN APPENDIX I: DATA COLLECTION AND REPORTING STANDARDS

3 APPENDIX J: BUSINESS EFFICIENCY ENHANCEMENTS APPENDIX K: ACCEPTABLE USE POLICY FOR STUDENTS APPENDIX L: INFORMATION SECURITY PLAN APPENDIX M: FUNDING PROJECTIONS APPENDIX N: BIBLIOGRAPHY APPENDIX O: ACKNOWLEDGEMENTS

4 A Technology Plan for Schools: TECHNOLOGY VISION All members of the Harford County Public Schools' community... students, teachers, administrators, and staff will have access to technology seamlessly integrated into curriculum, instruction, and administration as well as the knowledge/skills to effectively use this technology to enhance personal productivity for success in the demanding information age. Background Information An integrated technology curriculum for grades pre-k to five was approved in April 1999 for system wide piloting and for regular status in May The curriculum was based upon a set of local technology outcomes for pre-kindergarten through grade twelve. For the elementary grades, technology outcomes were matched with the elementary content outcomes for ILA, mathematics, media, and science. Proficiency level charts, a resource guide, and an implementation plan were included in this integrated curriculum plan. Assistive Technology Adaptations were included as part of a collaboration of the offices of Instructional Technology and Assistive Technology, with support from the Center for Technology in Education at Johns Hopkins University. Stay ahead of the game! (Do) not just Great changes are occurring in our world as break-neck try to keep up. (Stakeholder technology advances impact how we learn, work, communicate, comment from HCPS Technology collaborate, plan and think. In The World is Flat, Thomas L. Plan Survey April 2008) Friedman explains how an explosion in worldwide connectivity and software has created a platform where intellectual work and intellectual capital can be delivered from anywhere and at anytime. The playing field is being leveled with competition at a global pace never before seen. Add to this playing field yet more technology advances, many unpredictable even to the most trained eye, and we begin to see the future challenges that our students will face. It is our job to prepare our students with the skills and concepts to not only be successful participants, but global leaders as we enter a whole new era at the dawn of the 21 st century. 4

5 Do not allow current mindsets of what works now influence emerging technologies that may be a better solution. (Stakeholder comment from HCPS Technology Plan Survey April 2008) The Partnership for 21st Century Skills, Learning for the 21st Century, attempts to identify the key skills and concepts that productive workers in the 21st Century need beyond standard knowledge of a subject ( t.pdf). Future workers need to: Understand how to use information and communications technologies effectively Be able to identify and solve problems Seek out, evaluate, and analyze information from a variety of sources Work and communicate well with others Have highly developed interpersonal and self-direction skills Effective technology integration should align, work in harmony, and support these skill sets. Teacherfocused instruction must give way to student-centered learning that is engaging, authentic, meaningful, and interactive. Technology infusion can play a pivotal role in this transition. On January 8, 2002, President Bush signed into law the No Child Left Behind Act (NCLB). This federal legislation recognized the need for American students to develop technology proficiency. Title II, Part D, Goal 2(a) of the NCLB Act states that by eighth grade each student must be technologically literate. A new set of state technology literacy standards for students, teachers and administrators, based upon national standards, were developed and have been accepted by the state. Starting in 2009, local districts will be required to submit reports that identify the level of technology proficiency for its students, teachers, and administrators. The great challenge facing schools in the dynamic world of technology, is to move quickly to adjust and adapt to meet the changes in curriculum, technology, and applications that support teaching and learning. Research from The International Society for Technology in Education s (ISTE) Center for Applied Research in Educational Technology (CARET) indicates that integrating technology into teaching and learning has a positive effect on student achievement. (Cradler and Cradler 2003). All members of the Harford County Public School community must accept that developing technology-rich, authentic and relevant learning environments must be an accepted and crucial part of the instructional program to help to engage the learner and provide students with 21st Century work skills. 5

6 State s core vision. Through engaging classrooms that have current technology resources available to all students and educators as a part of their daily work, every child will reach his or her potential and achieve success. Not only will technology be available in whatever forms they take in the coming years, but rich, digital content will be available in a variety of formats. The individual learning styles and needs of every child will be addressed by using technology to differentiate instruction and provide accessible resources to all students. The Harford County Public Schools revised Technology Plan: reflects the state s core vision. With the state board of education s acceptance of the Maryland Technology Literacy Standards for Students, Teachers and Administrator, with the provisions of the NCLB, with realignment of local resources and revised models for professional development, and with renewed emphasis on methods of accountability and assessment for success, the Technology Plan creates a systemic environment for continuous growth and success for all stakeholders in technology literacy. This plan recognizes and addresses the ten essential conditions that must be in place for successful technology integration, as identified by ISTE (International Society for Technology in Education 2007) and the need for technology integration to be supported by the entire educational community. ISTE Essential Condition HCPS Technology Plan Shared vision Background Implementation Planning Core initiatives, Growth and Development initiatives, and Innovative initiatives Consistent and Adequate Funding Background Equitable Access Objective 4 Skilled Personnel Objective 2 Ongoing Professional Objective 2 Development Technical Support Objective 4 Curriculum Framework Objective 1 Student-Centered Learning Objective 2 Assessment and Evaluation All Objectives Engaged Communities Objective 1 Support Polices All Objectives Supportive External Context Technology Literacy Standards 6

7 Building a Foundation for the Plan The Maryland Educational Technology Plan for the New Millennium New Golden Age in American Education Maryland Technology Standards for Administrators Maryland Teacher Technology Standards Maryland Technology Literacy Standards for Students County Technology Plan: In the New Golden Age in American Education described in the National Education Technology Plan (2005) eight goals are identified: Strengthen Leadership Innovative Budgeting Improve Teacher Training Support E Learning and Virtual Schools Broadband Access Move Toward Digital Content Integrate Data Systems Universal Access The development of The Maryland Educational Technology Plan for the New Millennium (2007) identifies five separate, but interrelated, objectives that provides the basis for the Harford Objective 1: Improve student learning through technology. Objective 2: Improve staff s knowledge and skills to integrate technology into instruction. Objective 3: Improve decision making, productivity, and efficiency at all levels of the organization through the use of technology. Objective 4: Improve equitable access to appropriate technologies among all stakeholders. Objective 5: Improve the instructional uses of technology through research and evaluation. A Shared Vision Developing a shared vision to address the challenges for technology integration is a complex process that requires the collaborative efforts of many groups working together toward common goals. This plan incorporates the best available research and state and national technology goals and standards to reflect the current context for technology infusion. Contributors to the plan include the Team Leaders in the Office of Technology for Instructional Technology, Applications Development, Client/Server Support, Technical Services, User Support and the Information Security Administrator. Feedback on draft versions of the plan included comments from the General Curriculum Committee in June 2007, feedback from the Technology Liaisons in May 2007, and results from over 1100 stakeholders, including administrators, teachers, 7

8 parents, students and community members participating in an online survey in April 2008 (see Appendix D). The HCPS Technology Plan will be shared at leadership meetings, with Technology Liaisons, and will be posted on the HCPS web site. School personnel, students, parents, and the community must understand and embrace the common goals for technology integration. Through this process, HCPS works toward alignment with the HCPS Bridge to Excellence Master Plan, the HCPS Strategic Plan, the HPCS Technology Plan and the Maryland State Technology Plan. Implementation Planning This plan not only creates a framework of understanding for a shared vision, but also establishes an implementation plan for technology integration. In planning each objective, the current status is identified for a baseline. Each objective is supported by core initiatives that are strategically distinguished from growth and development initiatives and innovative initiatives. The warp drive dynamics of technology create an environment when core initiatives become essential requirements to sustain and maintain existing conditions. Growth and development initiatives support the desire for continuous improvement and adaptations, and innovative initiatives recognize that we must proactively seek solutions that may or may not exist to problems that may or may not even yet be defined. Mil $10 $8 $6 $4 $2 $0 FY03 08 Funding Levels Fiscal Years Capital Funds Requested Capital Operating Funds FY2008 Operating Budget reflects one time purchases for Patterson Mill Middle/High School Consistent and Adequate Funding Funding sources for technology integration resources include the HCPS operating and capital budgets, participation in Federal Communication Commission s E-rate program, and participation in Enhancing Education Through Technology state grant programs. The Director of Technology develops an annual budget, with need projections extended fifteen years beyond (See Appendix M). Aligned with the HCPS Master Plan and Strategic Plan, the technology budget represents the most cost effective approach for strategic growth in technology integration. 8

9 Equitable Access As digital natives, students expect to routinely use technology tools in their classrooms, just as they routinely use technology tools in everyday life. Teachers, staff, and school leaders must also have reliable and equitable access to essential technology tools and resources. Rather than powering down in the school environment, both educators and students must have access to their own computer and other appropriate technologies that support an engaging, interactive, relevant learning environment. Access to rich curricula and digital resources is a part of this package that will enable students to attain the content knowledge and skills they need to prepare for their future. The NetDay 2007 Speak Up Event surveyed students, teachers, school leaders and parents across the nation. The results show that Harford county participants recognize the need for equitable access to technology resources: 1:1 Laptops: o Of the 95 Harford County teachers responding, 65% indicated that 1:1 laptops for students hold the most potential for increasing student achievement and success. o Of the 373 Harford County middle school students responding, 65% indicated that a personal laptop for each student would have the greatest impact on learning. o Of the 95 Harford County high school students responding, 78% indicated that a personal laptop for each student would have the greatest impact on learning. o Of the 76 students in grades 3-5 responding, 71% indicated that a personal laptop for each student would have the greatest impact on learning. Technology Use: o Of the 213 Harford County parents responding, 57% indicated that using all kinds of technology as part of the typical school day was the best way to acquire technology skills needed to be successful in the 21 st century. o 83% of middle school students responding indicated that they use technology for schoolwork by checking assignments or grades online. o 93% of high school students responding indicated that they use technology for schoolwork by checking assignments or grades online. Many children are already exposed to the newest technology but are using older technology in the schools. (Stakeholder comment from HCPS Technology Plan Survey April 2008) 9

10 o 74% of students in grade 3-5 indicated that they use technology for schoolwork playing educational games. Skilled Personnel and Student-Centered Learning Educators and support staff must be technologically proficient, according to their job responsibilities. The role of the teacher remains critical. They must embark on a course of continuous improvement in the area of technology proficiency, and to shift from a teachercentered learning environment to a student-centered learning environment. Empowered with a technology skill set based upon the Maryland Technology Literacy Standards for Teachers (see Appendix F), teachers can transition from the sage on the stage, to the guide on the side, effectively using technology tools to improve their teaching and instruction to support the individual needs of student learners. Students will benefit by having the technology skills they need to better learn course content, be better prepared to be successful in the academic and work related worlds, and to continue their own learning as they grow into adults. Cognitive science points us in the direction teachers need to move. In How People Learn: Brain, Mind, Experience, and School, by Bransford et al. ( the following types of conditions support student learning: The learning environment (classroom) is student-centered. Learning is based on students' prior knowledge and experiences. The teacher serves as a guide who provides timely feedback. Students construct their own learning. Emphasis is on high order learning Today s teaching methods regarding skills. technology have not changed in many years. Meta-cognition and reflection are Students need to be taught in a different encouraged. manner more related to emerging Several multi-media and multi-modal technological advancements, and teachers need resources are used. to be proficient in these skills. (Stakeholder Emphasis is on discussion, comment from HCPS Technology Plan collaboration, and shared Survey April 2008) understanding. Learning is applied to the real world. Learning activities are centered in projects and collaborative learning. Students report the results of their learning to the class. 10

11 Most of these conditions can be well-supported by effective use of technology that is seamlessly woven into the teaching and learning process. (Dirr, 2003) In Building the School of the Continuous Relevant Adaptive Future, Microsoft identifies three critical principles for the learning environment that support the cognitive science: continuous, relevant, and adaptive. Teachable moments must be continuous, and extend beyond bricks and mortar walls. The digital age offers learning that can occur anytime, anywhere. Relevant, real world learning becomes feasible through interconnectivity and collaboration. And adaptive instructional model supports individual students learning in individual ways using technology for multi-modal resources that is student-centered. Administrators can maximize the impact of technology in their schools by sustaining a vision to support the effective use of technology and promote technology literacy at all levels. Administrators should not only model effective use of technology but just as importantly, provide leadership in creating a risk-taking environment for adapting to student-centered learning. Classroom expectations for the effective use of technology must be clear, supported through a variety of professional development opportunities, and be rewarded. To help administrators increase their own technology literacy, Maryland has developed The Maryland Instructional Leadership Framework, the Maryland Technology Standards for Administrators (see Appendix E), and the Online Technology Toolkit for Administrators. These resources assist administrators in understanding the importance of technology infusion, and in increasing their own knowledge and skills to improve efficiency and productivity. A checklist of skills for Harford County administrators is included in this plan and provides a framework for development of technology proficiency (see Appendix C). Ongoing Professional Learning A comprehensive plan for technology integration must address high-quality professional development opportunities in a variety of formats. The Maryland Teacher Technology Standards and the Maryland Teacher Professional Development Standards Planning Guide (see Appendix G) provide the foundations for establishing effective professional development opportunities. One size fits all can no longer be the accepted model for professional learning. The Office of Technology supports a multi-tiered approach for professional learning that includes school-based training through the Technology Liaison Program and Super User 11

12 Program, county-wide trainings specific to Master Plan goals, Continuing Professional Development Courses for Teacher Technology Literacy, workshops designed to enhance technology skills to support student achievement, and the creation of Professional Learning Communities related to technology integration. Support staffs are eligible to participate in an ongoing series of trainings, rotated by topics that are crucial to their work. See attached Office of Technology s Professional Development Plan (see Appendix H). Technical Support/Infrastructure Consistent and reliable technical support is critical to maintaining technology resources. A team of network administrators monitor wide and local area networks use on a daily basis. The User Support team provides just-in-time software support. Highly skilled computer technicians assigned to schools sustain the local needs of the desktop environment. And a team of programmer/analysts and database administrators support the tremendous flow of data within the system. HCPS follows a four-year refresh cycle to replace outdated equipment. Continuous upgrades to the infrastructure address bandwidth needs as the digital demands expand to provide opportunities for rich applications of voice, video and data. As HCPS staff and students increasingly rely on technology infrastructure for daily operations, productivity down time must be avoided by ensuring that support staff is available to troubleshoot equipment failures and provide timely technical assistance. Curriculum Framework HCPS uses the MSDE approved technology literacy standards for students, teachers, and administrators. The teacher and administrator standards set the framework for professional development. Maryland Technology Literacy Standards for Students is a guide to ensure that every student becomes technologically literate, building 21st century skills needed to succeed in this information driven society. (See Appendix F) The student standards, when embedded within content curriculum, offer the most authentic forms of technology integration. A separate statement may clarify the development of keyboarding skills. This skill enhances the ability of students to use the computer as a tool to reflect on new learning, document new findings, express new knowledge in a variety of ways, and to show evidence of learning through 12

13 various forms of local and online assessments. The implementation of these skills starts in kindergarten with embedded curricular activities and builds through embedded activities in all grades into high school. Standard home row keyboarding practice begins in third grade, with the goal of proficiency achieved by eighth grade. Assessment and Evaluation Assessing technology proficiency must become an element of good practice. In 2009 the first state assessment of technology literacy will occur for students, teachers and administrators. The results of these assessments will identify areas of need and provide data for decision-making about future professional development and technology projects. Accessing and processing volumes of data related to instruction and operations, and the ability to drill down to root cause cannot be done effectively without the use of technology. Whether it is a classroom teacher interested in the reading ability of a student, or a facilities manager seeking ways to reduce energy consumption, operational efficiency is enhanced when technology tools are used effectively to process data. As fiscal gatekeepers, personal beliefs should neither justify nor refute the investment of time, money, and human resources spent in I personally think too much emphasis is put on computers in the classroom. (Stakeholder comment from HCPS Technology Plan Survey April 2008) integrating technology into instruction. Does technology integration make a difference in the classroom? is a question that must be continually asked, researched, and reviewed. Working together as part of the Maryland educational community, HCPS stakeholders can build internal capacity to understand and apply research and evaluation studies and to create a single repository of effective practices. In Measuring the Impact of Technology on Classroom Teaching and Learning, Dr. Peter Dirr, suggests that other indicators beyond student testing can be used to determine the effectiveness of technology in teaching and learning. The indicators might include: An increase of student engagement in learning 13

14 An increase in school attendance An increase in time-on-task Lower dropout rates and higher course and school completion rates An increase in students completing advanced courses Increased achievement of 21st Century learning skills (many of which are not measured in today's state assessments). These additional indicators can provide a broader conceptual framework for examining learning impact and can guide evaluations that are likely to identify and measure impacts that standardized tests, by themselves, might miss. Engaged Communities Partnerships and collaboration with the community will foster a shared vision and goals and help drive the support and funding needed for technology resources. HCPS works closely with the county government and libraries, especially in the area of development of a metropolitan area network infrastructure to support increasing bandwidth needs. The Director of Technology is a member of the local community college technology advisory committee, helping to forge bonds that will promote goal alignment and a shared vision. Beginning in , the Maryland State Department of Education formed partnerships with Local School Systems through the federal Enhancing Education through Technology (Ed Tech) Program to meet the objectives of the Maryland Technology Plan. Each year, HCPS has participated in the Ed Tech Grants to work toward implementing the shared goals for technology integration. Through participation in the MDK-12 Digital Library partnership, a collective purchasing consortium consisting of all 24 school systems working in collaboration with the public library community provides online, searchable and safe, databases for all schools. As a member of the Technology Literacy by 8th Grade partnership, HCPS has contributed to the development of the Maryland Technology Literacy Standards for Students (see Appendix F). These standards were the basis for the pilot of the HCPS Middle School Technology Literacy Curriculum. Participating in the Teacher and Administrator Technology Profile partnership, HCPS has contributed to the development of the Administrator Technology Literacy Standards, as well as the technology literacy profile tools for both teachers and administrators. 14

15 Support Policies HCPS has policies to support the ongoing and updated use of technology in the learning and operational environment. Acceptable Use Policies exist for employees and for students. The Information Security Administrator monitors daily use of the Internet, keeping a vigilant watch for the safety and security of the online environment. Existing security controls include: Firewall filters internal and external network traffic for security Access control lists on routers a local filter for internal and external network traffic for security Web filter - a content filter configured to block all unknown websites by default to protect against anonymous proxies designed to bypass the security devices Packeteer provides the ability to control the flow of specific traffic through network Anti-virus software detects viruses and spyware that may be harmful to the network Password policies industry standards are supported and practiced Intrusion Prevention automatically alerts and blocks possible illegal entries to the network SSL VPN provides authenticated remote access to secure systems Iron Port filter: protects against spam and viruses in s The network administrative team monitors daily use of the network and desktop environment to ensure that the integrity of this shared work space remains healthy and strong. The Technology Plan is a blueprint for helping to accomplish these state goals, as well as those of No Child Left Behind and the National Education Technology Plan, through intelligent planning and innovative applications of technology in Harford County Public Schools. 15

16 The Plan also includes a Glossary to define and clarify technological and educational terms and a List of Acronyms. In addition, there are 15 Appendices: A. Alignment Resources (with web links to Standards) B. Maryland Ed Tech Partnerships (with links to additional information) C. Sample Measurement Tools D. Stakeholder Survey E. Net Day SpeakUp 2007 F. Technology Literacy Standards G. Maryland Professional Development Standards H. Professional Development Plan I. Data Collection and Reporting Standards J. Business Efficiency Enhancements K. Acceptable Use Policies L. Information Security Plan M. Funding Projections N. Bibliography O. Acknowledgements 16

17 Development and Implementation of the Technology Plan The development of the HCPS Technology Plan involved input from a variety of sources. The ideas, projects and recommendations of various internal and external groups were collected and assimilated into the plan. The Technology Steering Committee is integral to the planning and validation process. The committee is comprised of Office of Technology staff, teachers representing the various grade levels, school based administrators, curriculum supervisor, parents, business members, local government, public library and higher education representatives. Office of Technology personnel will continue to communicate and collaborate with the stakeholders with regard to status and implementation of the plan and the alignment to the district s Master Plan and the Harford County Board of Education s Strategic Plan. The list below identifies the variety of stakeholders solicited for input: Harford County Students, Parents and Community Members Harford County Public Schools Teachers and Staff Board of Education members Harford County Regional Association of Student Councils town meeting with Superintendent and Senior Staff Board of Education s Citizen Advisory Committees Director of Technology s meetings with Harford Community College Curriculum Advisory Panel Office of Technology s Technology Liaisons Technology Plan Development The plan is aligned to MSDE s state technology plan; HCPS response to MSDE s Bridge to Excellence Master Plan; and Harford County Board of Education Strategic Plan. 17

18 Continuous Improvement The Office of Technology continually evaluates improvement to the entire Harford County educational system through business driven performance evaluation. No other department interfaces with all aspects of the school system which provides unique insight to using this business approach in order to maximize support to students, teachers, administrators, staff, school board members, parents and community. This continuous improvement will provide consistent, standardized business processes throughout the entire system. Several business efficiencies recently established are located in Appendix I. 18

19 Structure of the Office of Technology Chief Technical Officer Instructional Technology Team Applications Development Team Client/Server Support Team Technical Services Team User Support Team The Office of Technology is committed to supporting the effort enabling the highest level of achievement by HCPS students through the application of technologies integrated into all instructional, administrative and support programs. The office is organized into five teams with specific functions to meet the mission of HCPS. Office of Chief Technical Officer The chief technical officer provides support to the Superintendent and senior leadership team, develops vision and direction for implementing/integrating technology relative to instructional and administrative missions of the district, and serves as a liaison between external stakeholders and the district relating to technology. Additional responsibility involves the design and operation of information security. Instructional Technology Team Instructional technology is focused on supporting all teachers and administrators to be proficient and confident implementing and integrating technology into curriculum and the 19

20 classroom. Student, teacher, and administrative technology literacy standards provide the foundation for effective and relevant professional development delivered in a flexible way to meet the needs of all learners. Applications Development Team Applications Development Team bridges the gaps between design of new systems and the redesign/migration/integration of legacy systems. Development of administrative applications to support business practices, integration of best in breed commercial off the shelf applications, and data mining/analysis. Major systems supported include student information system (SIS), enterprise resource planning (ERP) system, and e-communities web portals. Client/Server Support Team Responsible for the design, installation, daily operations, maintenance of the enterprise infrastructure including the wide and local area networks; instructional and administrative support servers such as messaging system, SIS, ERP. Additionally, a team of regionally based computer technicians provide just in time support for all end user computers. Technical Services Team The Technical Services team is responsible for installation, maintenance and repair of communications infrastructure such as network cabling, voice systems, two-way mobile devices and public address systems; project management for the installation, maintenance and repair of LCD projectors, interactive whiteboards, LCD TVs; and maintenance of legacy audio/visual equipment. 20

21 User Support Team Three key focus areas for the User Support team is customer support for system wide administrative software systems/applications; training for a variety of administrative productivity software applications, student information system and associated reporting applications; district wide print operations. 21

22 The HCPS Technology Plan (Based upon the Maryland Educational Technology Plan for the New Millennium: ) Goal: Improved student learning will be achieved in all content areas and in the technology knowledge and skills critical to students ability to contribute and function in today s information technology society. STUDENT LEARNING Objective 1: Improve student learning through technology. PROFESSIONAL DEVELOPMENT Objective 2: Improve staff s knowledge and skills to integrate technology into instruction. ADMINISTRATIVE PRODUCTIVITY AND EFFICIENCY Objective 3: Improve decision making, productivity, and efficiency at all levels of the organization through the use of technology. UNIVERSAL ACCESS Objective 4: Improve equitable access to appropriate technologies among all stakeholders. RESEARCH AND EVALUATION Objective 5: Improve the instructional uses of technology through research and evaluation. The following terms are used to identify time frames of targets in the HCPS Technology Plan. Current Status: Targets which are currently under way and/or continuous. Core Initiatives: Targets that are identified as projects with anticipated initiation within the next 12 months. Growth and Development Initiatives: Targets that are identified as projects with anticipated initiation within the next months. Innovative Initiatives: Targets that are forward thinking beyond 36 months. 22

23 Objective 1: Improve student learning through technology Alignment to Five Year Strategic Plan The Board of Education s Strategic Plan, Goal 5, Every child graduates ready to succeed. Focus Area 5.3, Enable children to live in and contribute to a contemporary world. Alignment to Bridge to Excellence Master Plan HCPS Board of Education Goal 3, "Ensure the effective use of all resources focusing on areas of technology, fiscal and budgetary management, and community services." Strategy: To prepare students for the workforce of the 21 st century, student technology literacy standards are seamlessly embedded within curriculum and instruction, and technology resources are leveraged to promote learning environments that are student-centered, relevant, authentic, and flexible. Current Status: The Voluntary State Curriculum includes technology-related indicators for student learning and critical skills necessary for student success. All students and educators have been provided access to curriculum resources and to statewide online digital content through HCPS participation in the MDK-12 Digital Library federal grant partnership with access to a suite of eleven online databases. 23

24 The Maryland Technology Literacy Standards for Students was accepted by the Maryland State Board of Education in February 2007 to address the NCLB requirement that all students be technologically literate by the end of eighth grade. o Elementary Technology Liaisons have received awareness training on the standards with the expectation to provide awareness training at the school level by the end of o A resource library to accompany the standards is under development on SharePoint and available for teachers A School Library Media Voluntary State Curriculum has been developed and aligns to the Maryland Student Technology Standards. The Office of Technology, in collaboration with the Office of Library and Media Services, have provided training for all media specialists K-12 on Internet Safety ( ) A pilot for United Streaming occurred in 7 schools during the school year. Results of the pilot will help determine future uses for digital content delivery. A two-year pilot of the Middle School Technology Literacy Curriculum, based upon the Technology Literacy Standards for Students, ends school year. Technology integration planning occurs at the school/classroom level. Implementation is a function of teacher interest and proficiency. Core Initiatives: Expand access to curricula and support related to Maryland standards for students and staff Expand student access to instructional resources that incorporate universal design. Continue to collaborate with Assistive Technology Team to promote and share effective practices in implementing digital content that accommodate diverse learning needs of all students. Promote purchasing of MEEC products for staff. Provide technology to students whose Individual Education Programs and 504 plans recommend or require additional technologies. 24

25 Review policies and procedures for student digital access for currency and relevancy to student need. Re-design the HCPS website so that it is organized with dynamic and relevant information, searchable, and user friendly, according to stakeholder feedback. Work with the Technology Steering Committee to guide the resource development of and policies for site. Monitor effectiveness of the Website. Participate in the state measurement for student proficiency on the Maryland Technology Literacy Standards for Students. Develop and implement a cross curricular tool roadmap by grade and subject area to publish model lesson plans and assessment items to measure technology-related knowledge and skills. Develop a digital showcase of student and teacher work. Develop a model to promote and share best practices for technology integration. Implement and publish effective practices that use new and emerging technologies, especially as they relate to sustaining and enhancing a learning environment that is relevant, continuous, and adaptable. Ensure that School Improvement Plans include technology plans with strategies that incorporate the Maryland Technology Literacy Standards for Students into regular instruction. Facilitate the collaboration of library media specialists with classroom teachers, other educators, and public libraries to provide authentic learning experiences that develop proficiency in information literacy, communication, and technology literacy skills. Develop and publish model learning activities to support the development of keyboarding skills. Explore methods to support after school digital access and home resources by the parental community, including collaboration with public libraries Participate in the middle technology literacy assessment. 25

26 Growth and Development Initiatives: Develop and provide digital content in every learning environment. Develop digital content into all instruction as appropriate. Offer access to digital resources, including digital textbooks, after school hours for students, staff, and Adult Education Programs Strive for 100% student technology literacy proficiency for all students. Develop an e-learning Community web site to provide access to: o approved curriculum o learning management system o employee resources o parent and student resources Innovative Initiatives: Require all high school students to complete an online course to support development of technology literacy, higher education preparedness, disaster preparedness, and work force skills. Develop and implement a virtual school to address the unique learning needs of all students. 26

27 Objective 1: Improve student learning through technology. Targets for 2013 Recommended Actions Data Sources 1.1 Digital content will be available before, during and after school to support teaching and learning. Develop policies and procedures and seek funding opportunities to provide digital resources to educators, students, parents, and communities before and after school hours, including collaboration with public libraries. (Office of Technology/Technology Steering Committee) Steering Committee Minutes Promote purchasing of MEEC products for staff. Explore methods to support after school digital access and home resources by the parental community. Number of MEEC purchases 1.2 Digital content will be integrated into all instruction, as appropriate, to support teaching and learning. Establish a process, rubric, and criteria for developing electronic toolkits that provide lesson seeds and other instructional resources that incorporate technology and information literacy, and that are aligned to the Maryland Voluntary State Curriculum (VSC and HCPS curriculum). (Office of Curriculum and Instruction/OTIS) Curricular documents that demonstrate integration of information literacy and technology Identify and promote instructional delivery models that use current and emerging technologies to support student learning. (Technology Liaisons, Content Supervisors, IF and mentors) Unit lesson plans Teacher observations and evaluations ( see Appendix: C) Develop a digital showcase of student and teacher work. Number and quality of student and teacher work displayed at district digital showcase Develop a model to promote and share best practices for technology integration. 27

28 Objective 1: Improve student learning through technology. Targets for 2013 Recommended Actions Data Sources Implement and publish effective practices that use new and emerging technologies, especially as they relate to sustaining and enhancing a learning environment that is relevant, continuous, and adaptable. (OTIS) Professional development plans that use current and emerging technologies to support student learning implemented 1.3 Students and staff will have expanded access to curricula and support related to Maryland standards through online courses, content, collaboration, and support. Continue partnerships with existing digital libraries such as Maryland Public Library Electronic Resource Consortium (MPLERC), Maryland Digital Library (MDL), and MDK12 Digital Library Consortium. (OTIS, Library and Media Services) Provide student, staff, and parent access to digital textbooks beyond the school day. Develop an e-learning Community web site to provide access to: approved curriculum learning management system employee resources parent and student resources Online databases available in each school. Digital textbooks accessible online and/or mobile media available for home use. e-learning community user survey 1.4 All students will have access to instructional resources Develop a support structure for local schools to provide adult education using digital resources. Continue to collaborate with Assistive Technology Team to promote and share effective practices in implementing digital content that accommodate diverse Digital resources are available for adult education. Effective practices published on the e- Learning community 28

29 Objective 1: Improve student learning through technology. Targets for 2013 Recommended Actions Data Sources that incorporate universal design. learning needs of all students. (Assistive Technology/OTIS) Provide technology to students whose Individual Education Programs and 504 plans recommend or require additional technologies. (Assistive Technology Team/OTIS) IEPS supported by budget and technologies implemented 504 Plans supported by budget and technologies implemented 1.5 HCPS website will provide coordinated access to information and resources through collaboration with and linkages to other portal providers. Review policies and procedures for student digital access for currency and relevancy to student need. Re-design the HCPS website so that it is organized with dynamic and relevant information, searchable, and user friendly, according to stakeholder feedback. (OTIS) Re-design the HCPS technology website so that it is organized with dynamic and relevant information, searchable and user friendly, according to stakeholder feedback. (OTIS) Annual policy and procedure review with necessary updates Content provided on the Website including how to features, FAQs, and crisis information. Content provided on the technology website including diverse resources and tools Work with the Technology Steering Committee to guide the resource development of and policies for site (OTIS) Minutes of Technology Steering Committee 1.6 All students will demonstrate mastery of technology literacy as Monitor effectiveness of the Website. (OTIS) Participate in the state measurement for student proficiency on the Maryland Technology Literacy Standards for Students (OTIS and ORE) The number of visits to the Website and stakeholder feedback School measures reported to state 29

30 Objective 1: Improve student learning through technology. Targets for 2013 Recommended Actions Data Sources specified in the: Maryland Student Technology Literacy Standards; School Library Media Voluntary State Curriculum; Technology Education Voluntary State Curriculum. Develop and implement a cross curricular tool roadmap by grade and subject area to publish model lesson plans and assessment items to measure technology-related knowledge and skills. (OTIS/Office of Curriculum and Instruction) Ensure that School Improvement Plans include technology plans with strategies that incorporate the Maryland Technology Literacy Standards for Students into regular instruction. (Teachers, School Administrators, Technology Liaisons, OTIS, Media Specialists) Grade level planning tool to measure tech literacy (Appendices) School Improvement Plans align with the Technology Literacy Standards (see appendix: F) Library media specialists collaborate with classroom teachers, other educators, and public libraries to provide authentic learning experiences that develop proficiency in information literacy, communication, and technology literacy skills. (Library Media Services/OTIS) School Library Media Supervisor of Library Media Services monthly reports Develop and publish model learning activities to support the development of keyboarding skills. Model Lesson Plans Available 30

31 Objective 2: Improve staff s knowledge and skills to integrate technology into instruction Alignment to Five Year Strategic Plan The Board of Education s Strategic Plan, Goal 4, Every child connects with great employees. Focus Area 4.3, Encourage employee knowledge and creativity to advance learning. Alignment to Bridge to Excellence Master Plan HCPS Board of Education Goal 3, "Ensure the effective use of all resources focusing on areas of technology, fiscal and budgetary management, and community services." Strategy: Instructional staff embarks on a course of continuous improvement in the area of technology proficiency using technology standards as a framework for improvement, and shift from a teacher-centered learning environment to a student-centered learning environment. Current Status: The Maryland Instructional Leadership Framework includes a technology component. This framework forms the basis for training for principals, assistant principals and potential leaders in the state Leadership Development Program. Maryland Technology Standards for School Administrators is used to drive professional development for administrators in the use of technology. 31

32 Professional development has been provided to teachers and library media specialists on how to use online digital resources through the MDK-12 Digital Library federal grant partnership. Core Initiatives: Incorporate technology standards into professional development plans. Incorporate technology requirements into all instructional staff and administrative job descriptions Develop evaluation criteria and standards-based tools that can be used to evaluate the competency of instructional and administrative staff competency related to the Standards. Build internal capacity in SharePoint to support technology-related professional development using district and school administrators, county or school-based technology infusion specialists, school library media specialists, teachers, and other knowledgeable partners. Continue to develop high-quality professional development hybrid and online resources and e-communities to provide anytime, anywhere course opportunities and support for technology standards. Consider ways to reward teachers that have achieved proficiency on meeting the standards, including professional credits, local awards, and conference attendance. Adopt and implement the Maryland Technology Standards for School Administrators. Align the Maryland Technology Standards for School Administrators with the Maryland Instructional Leadership Framework to guide professional development for administrators. Seek funding to move toward 1:1 mobile laptop computing model Develop a job description for technology infusion specialist. Explore funding models to move toward meeting the instructional technology support target. 32

33 Growth and Development Initiatives: Expand 1:1 mobile laptop computing model Seek funding for one instructional technology support person for every 100 instructional and administrative staff Integrate the Maryland Teacher Technology Standards (MTTS) and Maryland Technology Literacy Standards for Students (MTLSS) into all professional development programs, including courses for recertification and continuing professional development, and content specific professional development coordinated through the Office of Curriculum and Instruction. Use multiple measurements to collect quality, consistent data in measuring the progress of teachers and administrators in mastering technology standards. Use the Maryland Online Profile Tool to measure teacher technology literacy and shape professional development opportunities at the system and school levels. Develop a standard for staff to structure their individual professional development plans for meeting the Standards with requirements tied to recertification Extend professional development resources to Adult Education Programs as appropriate. Share models of successful professional development that address the Maryland Teacher Technology Standards through strategic partnerships and the Professional Development Coordinators. Evaluate the effectiveness of instructional technology support Innovative Initiatives: Develop a pool of trained and experienced online teachers. Provide a full-time technology infusion specialist for every 60 teachers. 33

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