Educational Technology Plan.

Transcription

1 Educational Technology Plan for Virginia Beach City Public Schools

2 Educational Technology Plan for Virginia Beach City Public Schools Table of Contents Executive Summary... 3 Process... 5 Summary of Connections to the Virginia Beach City Public Schools Mission, Vision, Strategic Plan: Compass to 2015 and 21 st Century Skills... 6 Summary of the Work of the Compass to 2015 Committee and Its Benchmarks.. 9 Summary of the Evaluation Process and Planned Update Cycle... 9 Conclusions from the Needs Assessment... 9 Actions State Goals and Objectives with Local Strategies and Measures Appendices Appendix 1: Timetable and Budget for Goals, Objectives, Strategies, and Measures Appendix 2: Division Acceptable Use Policy (AUP) Appendix 3: Summary of the Internet Safety Program 2

3 Educational Technology Plan for Virginia Beach City Public Schools Executive Summary In today s digital society, people live and work in ways never before imagined. Over an amazingly short period of time, technology has transformed our lives, and in the process, has created a critical and concomitant need to change the way we deliver, assess, and manage the education of children. To this end, the Virginia Bach City Public Schools (VBCPS) strategic plan Compass to 2015 provides us with a common understanding of where we are with today, a unified vision of where we want to be in the future, and a roadmap for aligning our efforts to get there. In order to fully adapt to the daily advances in technology, it is essential to create a clear vision of how we can leverage technology in helping us to reach our destination. When used effectively, technology can be an enabler for the school division to meet our strategic goal and objectives. The VBCPS Department of Technology (DOT) believes in empowering every student to become a lifelong learner and informed citizen who can be successful in a global society through the effective integration of technology into the K 12 environment. This requires careful and thoughtful planning. The Educational Technology Plan for Virginia Beach City Public Schools is built on the premise that technology is not an add on; rather, it is a critical tool for master craftspeople working with our young people and with each other to transform education and to establish a community of learners and learning, through rigor, relevance, and relationships, one student at a time. Our plan directly supports the VBCPS Strategic Plan Compass to 2015 and outcomes for student success while attempting to amplify the points of convergence between the newly adopted Educational Technology Plan for Virginia and the Draft National Educational Technology Plan 2010 released on March 5, The title of the Draft National Educational Technology Plan 2010 released on March 5, 2010, is "Transforming American Education: Learning Powered by Technology." The draft plan calls for education professionals throughout the United States to engage in "revolutionary transformation rather than evolutionary tinkering." (Executive Summary, p. 3, exec summary.pdf. Retrieved March 15, 2010). The goal areas for this draft plan include: Learning, Assessment, Teaching, Infrastructure, and Productivity. Through thoughtful consideration we aligned the Environment, Engagement, Application, Tools, and Results framework established in Virginia s educational technology plan to Infrastructure, Teaching, Learning, Productivity, and Assessment within the national educational plan and developed strategies and measures that directly support the VBCPS Compass to 2015 five strategic objectives: Engage Every Student, Balanced Assessment, Improved Achievement, Create Opportunities, and Capacity Building. An outline of this alignment follows: 3

4 Educational Technology Plan for Virginia Beach City Public Schools Educational Technology Plan for Virginia: Goal 1: Provide a safe, flexible, and effective learning environment for all students. Goal 2: Engage students in meaningful curricular content through the purposeful and effective use of technology. Goal 3: Afford students with opportunities to apply technology effectively to gain knowledge, develop skills, and create and distribute artifacts that reflect their understandings. Goal 4: Provide students with access to authentic and appropriate tools to gain knowledge, develop skills, extend capabilities, and create and disseminate artifacts that demonstrate their understandings. Goal 5: Use technology to support a culture of data driven decision making that relies upon data to evaluate and improve teaching and learning. 4 Draft National Educational Technology Plan Infrastructure All students and educators will have access to a comprehensive infrastructure for learning when and where they need it. 3.0 Teaching Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. 1.0 Learning All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. 5.0 Productivity Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money and staff. 2.0 Assessment Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement. VBCPS Strategic Plan: Compass to 2015 SO3 Each school will improve achievement for all students while closing achievement gaps for identified student groups, with particular focus on African American males. SO1 All teachers will engage every student in meaningful, authentic and rigorous work through the use of innovative instructional practices and supportive technologies that will motivate students to be self directed and inquisitive learners. SO4 VBCPS will create opportunities for parents, community and business leaders to fulfill their essential roles as actively engaged partners in supporting student achievement and outcomes for student success. SO5 VBCPS will be accountable for developing essential leader, teacher and staff competencies and optimizing all resources to achieve the school division s strategic goal and outcomes for student success. SO2 VBCPS will develop and implement a balanced assessment system that accurately reflects student demonstration and mastery of VBCPS outcomes for student success.

5 Educational Technology Plan for Virginia Beach City Public Schools Process Summary of Connections to the Virginia Beach City Public Schools Mission, Vision, and Strategic Plan: Compass to 2015 The Virginia Beach City Public Schools Compass to 2015: A Strategic Plan for Student Success was adopted in 2009 with one strategic goal: Recognizing that the long range goal of the VBCPS is the successful preparation and graduation of every student, the near term goal is that by 2015, 95 percent or more of VBCPS students will graduate having mastered the skills that they need to succeed as 21st century learners, workers and citizens. VBCPS Outcomes for Student Success will primarily focus is on teaching and assessing those skills our students need to thrive as 21century learners, workers and citizens. All VBCPS students will be: Academically proficient; Effective communicators and collaborators; Globally aware, independent, responsible learners and citizens; and Critical and creative thinkers, innovators and problem solvers. 5

6 Educational Technology Plan for Virginia Beach City Public Schools Vision and Mission Vision: The vision of Virginia Beach City Public Schools is to ensure every student is achieving at his or her maximum potential in an engaging, inspiring and challenging learning environment. Mission: The Virginia Beach City Public Schools, in partnership with the entire community, will empower every student to become a life long learner who is a responsible, productive and engaged citizen within the global community. Leading from our mission as defined by our desired student outcomes, as measured by a system of balanced assessments, leading to our strategic goal that by 2015, 95 percent or more of VBCPS students will graduate having mastered the skills they need to succeed as 21 st century learners, workers, and citizens. We expect to reach this overarching goal through the following strategic objectives: Strategic Objective 1 All teachers will engage every student in meaningful, authentic and rigorous work through the use of innovative instructional practices and supportive technologies that will motivate students to be selfdirected and inquisitive learners. This objective is the heart of the strategic plan because it is truly rigor, relevance and relationships that drive classroom excellence. We firmly believe technology transforms the culture of classrooms and profoundly engages students in their own learning. Strategic Objective 2 VBCPS will develop and implement a balanced assessment system that accurately reflects student demonstration and mastery of VBCPS outcomes for student success. It s easy to talk about rigor, relevance, critical thinking, and higher order learning, but how do you go about measuring them? The challenge before us is apparent: We must develop a new performance assessment and rubric, knowing at the same time that we cannot and will not be abandoning the Virginia mandated Standards of Learning tests. Strategic Objective 3 Each school will improve achievement for all students while closing achievement gaps for identified student groups, with particular focus on African American males. Strategic objective 3 is perhaps our most concrete objective because it involves measures of student achievement and achievement gaps. This objective relies on the need to integrate the teaching of 21st century skills with the information and knowledge needed for high stakes tests. 6

7 Educational Technology Plan for Virginia Beach City Public Schools A few areas of focus include: Developing a K 12 literacy plan, deploying a response to intervention model to meet student needs, and aligning individual schools plans for continuous improvement with Compass to Strategic Objective 4 VBCPS will create opportunities for parents, community and business leaders to fulfill their essential roles as actively engaged partners in supporting student achievement and outcomes for student success. There will concentration on several key strategies: The development of resources for parents and other stakeholders so they can support our outcomes for student success and implementation of parent training and improving collaboration with city agencies, civic groups, PTA(s) and community organizations that have similar educational missions. Strategic Objective 5 VBCPS will be accountable for developing essential leader, teacher and staff competencies and optimizing all resources to achieve the school division s strategic goal and outcomes for student success. The action will be to foster principal and teacher leadership and expertise by ensuring that the resources needed are in place. At each school, we now have Professional Learning Communities in all core disciplines and we are working to create a professional learning culture across the division. Professional development for administrators and teachers has been and is being designed and delivered with the PLC concept as a delivery vehicle. A long term goal is to redesign teacher evaluation systems to match 21st century skills. Virginia Beach City Public Schools 21 st Century Skills: Our Compass to 2015 strategic plan for Virginia Beach City Public Schools has been designed to equip students with the skills they need to succeed as 21st century learners, workers and citizens. So just what are those 21st century skills? Based on our research and our own experience, we believe the following to be key skills for today s world. Therefore, instruction will be designed to foster the development of those attributes. 7

8 Educational Technology Plan for Virginia Beach City Public Schools Critical and Creative Thinkers, Innovators, and Problem Solvers Critical Thinking: Analyze and evaluate information and ideas to determine appropriate actions or develop a point of view. Creative/Innovative Thinking: Generate original ideas, unique solutions or new associations of existing ideas for an aesthetic or practical purpose. Problem Solving: Anticipate and identify problems and challenges to develop solutions that effectively address them. Effective Communicators and Collaborators Information Literacy: Use digital technology (networks, databases, and print materials) in an ethical manner, to identify relevant sources, evaluate validity, synthesize, analyze, and interpret information. Listening: Construct meaning and demonstrate understanding from verbal and nonverbal cues. Collaboration: Interact with diverse groups to achieve an objective while displaying flexibility and willingness to understand alternate points of view. Communication: Articulate ideas and information clearly and appropriately for the given context, medium, and audience. Globally Aware, Independent, Responsible Learners and Citizens Social Responsibility: Understand the importance of acting with integrity, empathy, and compassion and commit to making a meaningful contribution to the local, national and/or global community by offering time, talents, advocacy, and/or resources to a worthy cause. Sustainability: Foster responsible development and protection of the world s natural environment and resources through individual and collective action. Interdependence: Recognize and understand the social, economic, and political issues and concerns that connect us on all levels locally, nationally and/or globally and commit, when necessary, to using this knowledge to inform decisions and actions. Health Literacy: Make informed decisions based on appropriate sources for a healthy lifestyle. 8

9 Educational Technology Plan for Virginia Beach City Public Schools Summary of Compass to 2015 Strategic Plan Process and Benchmarks Activity Person(s) Responsible Timeline Strategic Plan for student Strategic Plan Steering October 2008 success adopted Committee VBCPS Strategic Plan: Compass to 2015 implemented Strategic Planning Implementation Steering Committee Fall 2009 Reviewing all VBCPS curricula to ensure 21 st century skills were embedded Moving VBCPS curricula into SchoolNet an online system for curriculum resources and assessment Developed an educational technology plan aligned with VBCPS Compass to 2015, VBCPS 21 st century skills, and Virginia s Educational Technology Plan Department of Curriculum and Instruction Fall 2009 Department of Curriculum June 2010 and Instruction Department of Educational Leadership and Assessment Department of Technology December 2010 Summary of the Evaluation Process and Planned Update Cycle The Educational Technology Plan for Virginia Beach City Public Schools will be evaluated annually through the Department of Technology. DOT will visit schools, participate in learning walks, and review artifacts of technology rich learning during the first year of the update cycle. Throughout the school year, DOT Leadership will evaluate data gathered from our measures, establishing baseline targets for each measure. Years three and four of the cycle will consist of reviewing and revising this technology planning document. The plan will be revised during to align with Virginia Beach Public Schools Strategic Plan. Conclusions from the Needs Assessment Crucial to the task at hand was our VBCPS strategic plan steering committee. This committee was presided over by the dean of education for Old Dominion University. It was most assuredly a thoughtful balance of members of the community, and included 31 people representing a wide spectrum of VBCPS stakeholders. Among them were citizens, business people, members of the military, VBCPS teachers and administrators, PTA council members, representatives from higher 9

10 Educational Technology Plan for Virginia Beach City Public Schools education, School Board members, a representative from the city s Department of Economic Development, a Virginia Beach Education Association representative, and several students. The committee s charge was this: Analyze the VBCPS current system and mission. Review community input data and future trends. Identify gaps and strategic priorities. Recommend measurable strategic goals and targets to the School Board. The committee set about to gather data and develop strategies for eliciting community and staff input. A research firm was retained to conduct focus groups because the committee was absolutely committed to hearing the voices of K 12 public education customers. What was unique about these focus groups was that each was composed of homogenous representatives of stakeholders students, both at the high end and at risk; graduates; parents; business partners; the military; teachers; administrators; and community leaders. Led by facilitators, the focus groups met over the course of several days, brainstorming what they believed it was important for VBCPS students to know. In this way, each group was empowered to contribute its own perspective reflective of its particular point of view. At the same time, as each group s responses were compiled, together they formed the nucleus of community input needed to move forward. Subsequently they were used as a jumping off point of discussion at a series of public forums and town hall meetings. It was apparent that our stakeholders truly knew what they wanted. There was also a desire to understand the global and societal trends that are impacting education in today s world. Consequently, the division and the committee sponsored a public forum at our local convention center featuring the nationally recognized futurist, Marvin Cetron, who reported on his findings concerning future trends in education and entertained questions from the community. Additionally, a community town hall meeting was hosted at which 800 stakeholders had the opportunity to further share their perceptions regarding education and identify their priorities. As facilitators continued to lead participants through the process, an amazing thing happened consensus was ultimately achieved despite the fact that this was such a diverse group. Overwhelmingly, the top priority was this: All students, not just those at the top level, should be offered rigorous and relevant instruction focusing on critical thinking, problem solving, and real life skills. 10

11 Educational Technology Plan for Virginia Beach City Public Schools The other four top priorities that are reflected in our strategic plan are these: Teach students 21st century skills that will allow them to succeed in college, work, and as citizens in this global Information society. Encourage students to develop ownership for their own education and learning. Intensify parental involvement and their accountability in schools to ensure student success. Close the achievement gap or, in other words, eliminate gaps by race, class, and gender. Identification of the Virginia Beach version of 21 st skills was paramount if our work was to have significance. The committee researched 21 st century skills on the national level by talking extensively to organizations such as the Partnership for 21 st Skills and school districts that had gone down that road before us. They also convened focus groups of stakeholders teachers, administrators and business and community members for the discussion. Eleven 21 st century skills that we want to foster in Virginia Beach students were identified: Critical thinking, creative/innovative thinking, problem solving, information literacy, listening, collaboration, communication, social responsibility, sustainability, interdependence, and health literacy. To support the work of the strategic plan steering and implementation committees and the strategic objective subcommittees, DOT conducted several needs assessments in the form of SharePoint surveys to assess what we need to have in place to consistently meet the VBCPS Strategic Plan: Compass to 2015, the five strategic objectives, and eleven 21 st century skills. The surveys were distributed to Department of Technology, all computer resource specialists, and all library media specialists. Recommendations from DOT Needs Assessments: Develop a plan for implementation of the 21 st Century Interactive Whiteboard Classroom Project. Ensure computer resources specialists are using a framework to effectively integrate technology and align with the curriculum. Ensure instructional staffs are aware of technology and information literacy resources available to move students along the 21 st century skills continuum. Increase the technological competence of all end users. Ensure staff remains abreast of current technologies. 11

12 Educational Technology Plan for Virginia Beach City Public Schools Actions States Goals and Objectives with VBCPS Strategies and Measures Goal 1: Provide a safe, flexible, and effective learning environment for all students Objective 1.1: Deliver appropriate and challenging curricula through face to face, blended, and virtual learning environments. Strategies 1. Deliver existing online courses to students through Virtual Virginia Beach e Learning during summer school and the regular school year 2. Expand course offerings for students, in a sequence determined by the superintendent, to be delivered in Virtual Virginia Beach e Learning. 3. Revise existing online courses to meet changing SOL objectives and local course designs. 4. Enhance Virtual Virginia Beach e Learning online courses to promote curricular objectives of the school division in terms of engagement, responsive instruction, and performance assessment. Key Measures and Evaluation Strategies 1. Analyze the pattern of student registrations in course offerings in Virtual Virginia Beach e Learning for each school session. 2. Analyze the sequence of course offering development in Virtual Virginia Beach e Learning. 3. Match online course revision cycles to the SOL revision timetable and to changes in the local face to face course delivery. 4. Utilize local curriculum content specialists and online learning specialists as reviewers during the course development and revision phases, which will strengthen the alignment of all course components to division standards. Objective 1.2: Provide the technical and human infrastructure necessary to support real, blended, and virtual learning environments. Strategies Key Measures and Evaluation Strategies 1. Train certified content teachers in the 1. Evaluate enrollment demands in terms of pedagogy of online learning in adequate the 25:1 ratio of students to teachers numbers to assure the availability of established for Virtual Virginia Beach e qualified teachers for current and future Learning and historical availability of online courses. trained online instructors. 2. Provide resources and support to assist 2. Number of professional development 12

13 Educational Technology Plan for Virginia Beach City Public Schools teachers in integrating technology into teaching and learning. 3. Meet or exceed the Standards of Quality staffing requirements. 4. Meet or exceed state standards for infrastructure necessary to participate in on line SOL testing. 5. Evaluate current infrastructure against next generation standards. 6. Increase the number of 21 st century classrooms (interactive whiteboard, multimedia system, document cameras, student response systems) at all levels. opportunities, conduct surveys, the number of communications/resource disseminations, and conference attendance, number of times computer resource specialist collaborate with teachers to integrate technology 3. DOT Staffing Plan provides for 101 FTE Computer Resources Specialists one position at each elementary school, six middle schools, and the Career and Tech Ed Center and two positions at the remaining middle and high schools. 4. Maintain 500 Mbps school division connection to the Internet, the fiber Wide Area Network connecting all campuses and service facilities, and full wireless coverage in all schools. 5. Number of recommendations implemented or addressed in budget initiatives 6. Number of 21 st century classrooms by level Objective 1.3: Provide high quality professional development to help educators create, maintain, and work in a variety of learner centered environments. Strategies 1. Identify, develop, disseminate, and maintain resources aligned to the VBCPS Strategic Plan: Compass to 2015 to support teaching and learning in the 21 st century. 13 Key Measures and Evaluation Strategies 1. Continue to monitor computer resource and library media specialists monthly reports and conduct periodic needs assessments. 2. Continue to partner with the WHRO 2. Number of participants enrolled in courses Consortium for Interactive Instruction (CII) to provide professional development opportunities. 3. Continue to partner with Virginia s 3. Number of participants enrolled in courses

14 Educational Technology Plan for Virginia Beach City Public Schools Community of Anytime Knowledge, online professional development powered by WHRO & VSTE and featuring Virginia s PBS TeacherLine. 4. Continue to implement the Educational Technology Team program model to enable, encourage, and support the effective integration of technology as a tool for teaching and learning. 4. Continue to monitor computer resource and library media specialists monthly reports for professional development activities at each school. Goal 2: Engage students in meaningful curricular content through the purposeful and effective use of technology. Objective 2.1: Support innovative professional development practices that promote strategic growth for all educators and collaboration with other educators, content experts, and students. Strategies 1. Equip instructional staff with the necessary tools to develop students research skills in the 21 st century. 2. Implementation of the Vanguard Technology School Project. 3. Provide opportunities for experts in the fields of technology integration, 21 st century learning, and project based learning to present to the division s instructional staff. 4. Develop the capacity for virtual professionals learning communities and virtual student project work. 5. Provide computer resource specialists with professional development opportunities to strengthen their collaboration and coaching skills 14 Key Measures and Evaluation Strategies 1. The number of participants attending the training, instructional research projects shared through a division wide SharePoint site and collaborative planning sessions to plan research based activities 2. Vanguard team members become trainers of innovative technologies for other schools through professional development workshops. 3. Number of presentations 4. Number of users trained through WebEx or Live Meeting, number of virtual hosted sessions 5. Number of professional development workshops and sessions 6. Provide both computer resource and 6. Agendas from computer resource and

15 Educational Technology Plan for Virginia Beach City Public Schools library media specialists with opportunities to build capacity in professional learning communities to examine student work and develop reflective practice. library media specialists monthly training sessions and reflective SharePoint blog entries Objective 2.2: Actualize the ability of technology to individualize learning and provide equitable opportunities for all learners. Strategies 1. Continue implementation of the VBCPS Strategic Plan: Compass to 2015 to support teaching and learning in the 21 st century. 2. Provide resources and support for computer resource specialists to assist teachers in integrating technology in to their teaching and learning and create lessons that are aligned with the VB Computer/Technology Student Proficiencies 3. Ensure technology tools are consistently used throughout the division to elevate the learning of content, the ability to transfer knowledge, and the acquisition of 21 st century skills 4. Provide a media storage system for students to save media rich projects using a variety of technologies to enhance creative and innovative thinking 5. Provide anytime/anywhere curriculum resources and applications, at school and at home, for all students through a centralized program Key Measures and Evaluation Strategies 1. Continue to monitor Department of Educational Leadership and Assessment (ELA) metrics for this strategy. 2. Computer resource specialists are employed on an 11 month calendar in order to review specialized training during the month of August. Technology leadership training and technology integration training are provided to computer resource specialists on a monthly basis. Number of communications/resource dissemination through SharePoint, and number of technology integration related conference attendance 3. Number of activities/projects/learning plans that represent the use of a variety of technology and information resources by all grade levels/departments 4. Evidence of essential equipment and training to enable students to create authentic media projects 5. List of online databases, subscription applications, student SharePoint Portal accounts, and SchoolNet Parent Portal 15

16 Educational Technology Plan for Virginia Beach City Public Schools Objective 2.3: Facilitate the implementation of high quality Internet safety programs in schools. Strategies 1. Provide resources and support for parents, teachers, computer resource specialists, library media specialists, instructional specialists, and administrators to assist in ensuring Internet safety. 2. Keep pace with the most current information available on Internet safety and communicating these updates to students for their protection and well being. 3. Ensure instructional staff awareness of the division wide Internet Safety Plan that is incorporated into the K 12 curriculum in every school. 4. Employees are required to sign an Acceptable User Policy (AUP) as part of the contract signing process 5. Require acceptance of the Acceptable User Policy (AUP) for students annually 6. Develop Internet safety lesson materials for students Key Measures and Evaluation Strategies 1. Number of Internet safety web sites made available, internet safety workshops, and communications disseminated 2. Continue to monitor and evaluate resources available. 3. Continue to monitor computer resource specialists monthly reports for activities at each school. 4. Signed forms are retained in the employee files in Human Resources. Work with Human Resources to review current status of staff AUP documentation and process. Policies are kept updated and changes, if any, are communicated to employees electronically. 5. Acceptable use of computers systems is included in the Student Code of Conduct document signed each year. Work with School Admin and Office of Student Leadership to review current status of student AUP documentation and process. Policies are kept updated and changes, if any, are communicated to students via Student Handbook. 6. The number of Internet safety lessons delivered by computer resource specialists at the school level 16

17 Educational Technology Plan for Virginia Beach City Public Schools Goal 3: Afford students with opportunities to apply technology effectively to gain knowledge, develop skills, and create and distribute artifacts that reflect their understandings. Objective 3.1: Provide and support professional development that increases the capacity of teachers to design and facilitate meaningful learning experiences, thereby encouraging students to create, problem solve, communicate, collaborate, and use real world skills by applying technology purposefully. Strategies 1. Continue implementation of the VBCPS Strategic Plan: Compass to 2015 to support teaching and learning in the 21 st century. 2. Develop professional development workshops and courses that support integrating technology/information literacy skills into teaching and learning utilizing the TPACK Framework and Big6 Problem Solving Process 3. Identify, develop, disseminate, and maintain resources to support teaching and learning using SchoolNet Align 4. Develop building level capacity through the use of interactive whiteboard Power Users to support the 21 st Century Classroom Project Key Measures and Evaluation Strategies 1. Continue to monitor Department of Educational Leadership and Assessment (ELA) metrics for this strategy. 2. Number of inclusions on internal workshop agendas, Number of communications/resource disseminations, and number of technology integration related conference attendance. 3. Monitor and evaluate progress made on Department of Educational Leadership and Assessment (ELA) metrics related to this strategy and evidence of discussions within Professional Learning Communities. 4. Schools develop site based training plans and the number of instructional resources shared through a division wide SharePoint site. 17

18 Educational Technology Plan for Virginia Beach City Public Schools Objective 3.2: Ensure that students, teachers, and administrators are ICT literate. Strategies 1. Ensure all instructional staff and administrators are knowledgeable with the VB Essential Information Literacy Skills (EILS) and the library media specialists integrate the EILS into their lessons to support the VB 21 st Century Skills Continuum. 2. Ensure all teachers and administrators are TSIP certified. 3. Continue to provide opportunities for teachers to become ISTE NETS*T certified. 4. Continue to provide technology leadership training aligned with the ISTE NETS*A for all administrators. 5. Develop and administer an ISTE NETS*Sbased assessment to be completed by students prior to entering high school. Key Measures and Evaluation Strategies 1. The number of learning plans in SchoolNet Align and number of collaborative planning sessions at schools with library media specialists 2. The percentage of teachers and administrators achieving TSIP certification 3. The number of teachers pursuing and achieving NETS*T certification 4. The number of administrator workshops and Principals Collaborative meetings 5. The percentage of students achieving proficiency Objective 3.3: Implement technology based formative assessments that produce further growth in content knowledge and skills development. Strategies 1. Continue implementing local online diagnostic assessments. 18 Key Measures and Evaluation Strategies 1. The number of division level assessments, percent of students mastering 80% or more of objectives on the local assessments 2. Continue implementing SchoolNet Assess. 2. The number of school level and divisionlevel assessments administered via SchoolNet Assess 3. Develop and/or adopt varied assessments, including performance based assessments saved in cross curricular digital portfolios, to create a balanced assessment system that measures VBCPS outcomes for student success. 3. The number of authentic assessments, performance tasks and digital portfolios

19 Educational Technology Plan for Virginia Beach City Public Schools Goal 4: Provide students with access to authentic and appropriate tools to gain knowledge, develop skills, extend capabilities, and create and disseminate artifacts that demonstrate their understandings. Objective 4.1: Provide resources and support to ensure that every student has access to a personal computing device. Strategies 1. Develop the capacity to support student use of personal devices at school 2. Continue to provide a Content Keeper secured guest wifi at every school Key Measures and Evaluation Strategies 1. Number of personal devices being used in schools 2. Monitor the VBPSChannel access Objective 4.2: Provide technical and pedagogical support to ensure that students, teachers, and administrators can effectively access and use technology tools. Strategies 1. Provide resources and support to assist teachers in integrating technology into teaching and learning. 2. Focus principal conversations on engaging every student in meaningful, authentic and rigorous work through the use of innovative instructional practices and supportive technologies that will motivate students to be self directed and inquisitive learners. 3. Meet or exceed the Standards of Quality staffing requirements. 4. Provide students in grades 3 12 with network accounts, SharePoint Portal sites, and network home directories. 5. Provide students in grades 9 12 with accounts. 19 Measures and Evaluation Strategies 1. Continue to monitor computer resource and library media specialists monthly reports for professional development activities at each school. 2. Number of explicit agenda topics for leveled administrator meetings, learning walk data 3. DOT Staffing Plan provides for 101 FTE Computer Resources Specialists one position at each elementary school, six middle schools, and the Career and Tech Ed Center and two positions at the remaining middle and high schools. 4. The number of students utilizing resources 5. The number of students utilizing accounts

20 Educational Technology Plan for Virginia Beach City Public Schools Objective 4.3: Identify and disseminate information and resources that assist educators in selecting authentic and appropriate tools for all grade levels and curricular areas. Strategies 1. Instructional technology/information literacy activities developed in collaboration will be designed to meet the specific goals of the curriculum, be an integral part of student instruction, and include research based best practices. 2. Continue to provide Instructional Resource Center (IRC) services and expand media streaming capabilities. 3. Continue to provide Planetarium services at Plaza Middle School. Key Measures and Evaluation Strategies 1. Learning walks, observations, school portfolio evaluation, teacher and student surveys 2. Number of resources, services, streaming capabilities provided, and participants utilization 3. Number of resources, services and participants Goal 5: Use technology to support a culture of data driven decision making that relies upon data to evaluate and improve teaching and learning. Objective 5.1: Use data to inform and adjust technical, pedagogical, and financial support. Strategies 1. Continue implementing the School Board balanced budget approach. 2. Continue with ongoing consulting and staff support, possible end of year funds for capital purchases. Key Measures and Evaluation Strategies 1. Instructional technology accounts balanced, updated and presented to School Board % of the recommendations are implemented or addressed in budget initiatives. 3. Continue with ongoing professional development funds % of all proposed professional development will be delivered on time and at or under budget. 20

21 Educational Technology Plan for Virginia Beach City Public Schools Objective 5.2: Provide support to help teachers disaggregate, interpret, and use data to plan, improve, and differentiate instruction. Strategies 1. Use of SchoolNet Align to access curriculum guides, pacing charts, learning plans and assessments to plan, improve, and differentiate instruction. 2. Use of SchoolNet Align to access VBCPS curriculum objectives, 21 st century skills, Essential Information Literacy Skills (EILS), and the Computer/Technology Student Proficiencies to plan instruction. 3. Identify and provide specialized instructional technology resources for atrisk students and for remediation needs. Key Measures and Evaluation Strategies 1. The number of learning plans, resources, curriculum documents and assessments entered into SchoolNet Align 2. Number of learning plans in SchoolNet Align 3. List of specialized instructional technology resources Objective 5.3: Promote the use of technology to inform the design and implementation of next generation standardized assessments. Strategies 1. Use of SchoolNet Assess to create formative and summative common assessments. 2. Provide parents via secure systems access to their child s comprehensive assessment data through SchoolNet Parent Portal. Key Measures and Evaluation Strategies 1. The number of school level assessments administered via SchoolNet Assess 2. Number of parents applying for SchoolNet accounts 21

22 Appendix 1: Timetable and Budget for Goals, Objectives, Strategies and Measures

23 Appendix 1: Timetable and Budget for Goals, Objectives, strategies, and Measures Funding Source Requested Estimated State Grant (VPSA) $2,300,000 $2,300,000 State Grant (VPSA) Local Match $460,000 $460,000 Computer Replacement Cycle $2,900,000 $2,900, Instructional Technology $1,600,000 $1,600, Library Media $1,400,000 $1,400, Technology Maintenance $3,800,000 $3,800,000 Total $12,460,000 $12,460,000 Strategies Timetable Budget Source Measures Annually 1600 Instructional Technology Annually 1600 Instructional Technology By Semester 1600 Instructional Technology Quarterly 1600 Instructional Technology Quarterly 1600 Instructional Technology Quarterly 1600 Instructional Technology Annually 1600 Instructional Technology Annually 8400 Technology Maintenance Annually 8400 Technology Maintenance Annually 1600 Instructional Technology Monthly 1600 Instructional Technology By Semester 1600 Instructional Technology By Semester 1600 Instructional Technology Monthly 1600 Instructional Technology and 2000 Library Media Monthly 2000 Library Media Monthly 1600 Instructional Technology By Semester 1600 Instructional Technology and 2000 Library Media Ongoing 1600 Instructional Technology and 2000 Library Media Monthly 1600 Instructional Technology Monthly 1600 Instructional Technology and 2000 Library Media Ongoing 1600 Instructional Technology Ongoing 1600 Instructional Technology Ongoing 1600 Instructional Technology Annually 1600 Instructional Technology Annually 1600 Instructional Technology and 2000 Library Media Annually 1600 Instructional Technology Quarterly N/A By Semester N/A 2

24 Appendix 1: Timetable and Budget for Goals, Objectives, strategies, and Measures Ongoing N/A Ongoing N/A Annually N/A Ongoing 1600 Instructional Technology Monthly 1600 Instructional Technology and 2000 Library Media Ongoing SchoolNet is funded through 8400 Technology Maintenance Monthly N/A Ongoing SchoolNet is funded through 8400 Technology Maintenance Annually TSIP Compliance is determined through the Office of License Renewal By Semester 1600 Instructional Technology Annually 1600 Instructional Technology By Fall Instructional Technology Quarterly Local assessments funded through the Department of Educational Leadership and Assessment (ELA) Ongoing SchoolNet is funded through 8400 Technology Maintenance Ongoing Funded through Departments of Educational Leadership and Assessment (ELA) and Curriculum and Instruction (C&I) By Fall Instructional Technology Annually 8400 Technology Maintenance Monthly 1600 Instructional Technology and 2000 Library Media Monthly 1600 Instructional Technology Annually 1600 Instructional Technology Annually 8400 Technology Maintenance By Fall Instructional Technology Quarterly 1600 Instructional Technology and 2000 Library Media Annually 1600 Instructional Technology Annually 1600 Instructional Technology Annually N/A Annually N/A Annually N/A Ongoing SchoolNet is funded through 8400 Technology Maintenance Ongoing SchoolNet is funded through 8400 Technology Maintenance Ongoing 1600 Instructional Technology Ongoing SchoolNet is funded through 8400 Technology Maintenance Ongoing SchoolNet is funded through 8400 Technology Maintenance 3

25 Appendix 2: Division Acceptable Use Policy (AUP)

26 School Board of the City of Virginia Beach Policy 6-64 Updated June 2010 Acceptable Use Policy INSTRUCTION The School Board provides a computer system to promote educational excellence, resource sharing, innovative instruction and communication and to prepare students to live and work in the 21st century. The Division s technological tools include, but are not limited to, all hardware, software, data, communication lines and devices. Inappropriate use of the computer system may result in disciplinary and/or legal action. The Division s Computer System shall not be used to conduct illegal activities, or to send, receive, view or download illegal materials. Use of the Division system and resources must be: in support of education and/or research for school business in support of the mission of the Virginia Beach City Public Schools in accordance with all School Board Policies and Division Regulations. Access to the Division System and resources is a privilege, not a right, and the Superintendent shall establish regulations containing the appropriate uses, ethics and protocol for the Division System. These regulations shall include some measure for preventing students from accessing information that the division determines to be harmful or inappropriate to students. All computer system users: employees, non-employees, and students (hereby referred to as users), must comply with the requirements defined under the Acceptable Use of the Division technological tools. Any user who fails to comply with the terms of this policy or the regulations developed by the Superintendent may lose system privileges. Employees may also be disciplined by the Superintendent up to and including termination depending upon the nature of the violation of this policy or the implementing regulations. Students may be disciplined in accordance with the Code of Student Conduct or other School Board Policies and Division Regulations governing student discipline. Users may also be the subject of appropriate legal action for violation of this policy or implementing regulations. Use of the Division System must be in accordance with the parameters stated in this policy and the implementing regulation and, therefore, school officials reserve the right to review Division System use at any time to determine if such use meets the criteria set forth in School Board Policies and Division Regulations, this policy and any regulation the Superintendent may promulgate under this policy. Accordingly, users have no right of privacy and should have no expectation of privacy in materials sent, received or stored on School Board-owned resources or systems. The Superintendent or designee shall notify users of the terms of this policy and any regulations promulgated hereunder.

27 The School Board shall not be responsible for any information that may be lost, damaged or unavailable when using the division system or for any information retrieved from the Internet. Further, the School Board is not responsible for any unauthorized charge or fee resulting from the use of the Division System. Legal References: Editor s Note See Regulation Acceptable Use of the Division Computer System. Code of Va , as amended, Acceptable Internet use policies for public and private schools. No Child Left Behind Act of 2001 Title II: Preparing, Recruiting, High Quality Teachers and Principals, Part D: Enhancing Education through Technology, Subpart 4: Limitation on Availability of Certain Funds for Schools. Section 2441 Internet Safety. Adopted by School Board: July 18, 1995 Amended by School Board: November 16, 1999 Amended by School Board: August 5, 2003 Amended by School Board: June 6, 2006 School Board of the City of Virginia Beach Regulation INSTRUCTION Acceptable Use of the Division Computer System: Users A. Purpose This regulation defines the responsibilities of Virginia Beach City Public School users of computer systems, telecommunications, network, Internet resources, and other technological devices. Effective performance of computer and telecommunications networks, whether local or global, relies upon end users adhering to established standards of proper conduct. This regulation defines the responsibilities of Virginia Beach City Public School users of network and Internet resources. In general, this requires ethical, and legal utilization of the division system. If a user violates any of these provisions, his or her access to the division resources may be denied and disciplinary action may be taken. This resource, as with any other public resource, demands those entrusted with the privilege of its use be accountable. Use of the division system resources must support education and/or research or school business, and the mission of the Virginia Beach City Public Schools and be in accordance with all School Board Policies and Regulations. Use of the

28 division system is limited to educational and school related purposes. Access to the Virginia Beach City Public Schools division system resources is a privilege, not a right. B. Division Responsibilities The Chief Information Officer shall serve as the administrator overseeing the division system. The principal or department head shall serve as the site coordinator overseeing the system within a school or department/office. Filtering levels for all students are determined by the Associate Superintendent for Curriculum and Instruction. The Department of School Administration determines filtering levels for school employees. C. Access to the System The prohibitions set forth in School Board Policy 6-64 and herein will govern all use of the division system. Student use of the system will also be governed by the Code of Student Conduct and School Board Policies and Division Regulations governing student discipline. D. Parental Notification and Responsibility The Acceptable Use Policy (hereby referred to as AUP) is integrated into the Code of Student Conduct, which parent or guardian must sign annually, acknowledging that they have read and understand the Policy and Regulations. Implicit in this acknowledgment is that they have reviewed these policies and regulations with their child. A wide range of material is available on the Internet, some of which may not fit with the values of particular families. The division recognizes that parents bear primary responsibility for transmitting their family values or beliefs to their children. Therefore, the division encourages parents to specify to their child(ren) what material is and is not acceptable to access through the division's system. It is not possible for the division to monitor and enforce social values in student use of the Internet. E. Division Limitation of Liability The division makes no warranties of any kind, either express or implied, that the functions of the services provided by or through the division's system will be error-free or without defect. The division will not be responsible for any damage users may suffer, including but not limited to, loss of data or interruptions of service. The division is not responsible for the accuracy or quality of the information obtained through or stored on the system. The division will not be responsible for financial obligations arising through the unauthorized use of the system. F. Due Process (Maybe Legal can Modify) The division will cooperate fully with local, state and federal officials in any investigation concerning or relating to any illegal activities conducted through the division's system.

29 In the event that there is an allegation that a student has violated the division's Acceptable Use Policy or the provisions of this regulation, the student will be provided with a written notice of the alleged violation and his/her account privileges may be suspended immediately. The student will be given an opportunity to present an explanation for a final determination regarding continuing access to the system (see Code of Student Conduct). Disciplinary actions will be tailored to meet the specific concerns related to the violation and to assist the student in gaining the self-discipline necessary to behave appropriately on an electronic network. If the alleged infraction involves a violation of other provisions of the Code of Student Conduct or other School Board Policies and Division Regulations governing student discipline, the violation will be handled in accordance with School Board Policy 5-21 and its implementing regulations. Employees violating the Acceptable Use Policy and the provisions of this regulation are subject to disciplinary action by the Superintendent or designee. Violations of the Acceptable Use Policy and the provisions of this regulation may subject the employee to disciplinary action up to and including dismissal, depending upon the nature of the violation. Violations of the Acceptable Use Policy and this regulation may result in immediate suspension of access privileges to the system. The employee will be given notice of violation and given an opportunity to provide explanation for determination regarding continuing access to the system. Non-employees violating the Acceptable Use Policy and the provisions of this regulation shall have their access privileges immediately suspended and shall be subject to legal action and prosecution to the fullest extent of the law. At the school level, non-employees will obtain approval from and be monitored by the school principal and/or designee. G. Search and Seizure System users have no right of privacy and should have no expectation of privacy in materials sent, received or stored in School Board controlled technological devices or on the division system. School officials reserve the right to review division system use at any time to determine if such use meets the criteria set forth in School Board Policies and Division Regulations. Routine maintenance and monitoring of the system may lead to the discovery that the user has or is violating the Acceptable Use Policy and this regulation, the Code of Student Conduct or other School Board Policies and Division Regulations governing student discipline or the law. Once a problem is discovered, an individual search will be conducted when there is a reasonable suspicion that the user has violated the law, the Code of Student Conduct or School Board Policies or Division Regulations governing student discipline. The nature of the search/investigation will be reasonable and in keeping with the nature of the alleged misconduct. Employees should be aware that their personal files may be subject to public inspection and copying under the Virginia Freedom of Information Act.

30 H. Copyright, Plagiarism and Attribution School Board Policies and Division Regulations will govern the use of material accessed through the division system. Because the extent of copyright protection of certain works found on the Internet is unclear, employees will make a standard practice of requesting permission from the holder of the work if their use of the material has the potential of being considered an infringement. Teachers will instruct students to respect copyright and to request permission to use copyrighted material in an instructional setting when appropriate. School Board Policies and Division Regulations on plagiarism will govern the use of material accessed through the division system. Teachers will instruct student in appropriate research and proper methods of attribution. I. Academic Freedom, Selection of Material, Student Rights to Free Speech School Board Policies and Division Regulations on academic freedom and free speech will govern the use of the Internet. When using the Internet for class activities, teachers will select material that is appropriate and relevant to the curriculum. Teachers will preview the resources that students are required to use in the course in order to determine their appropriateness. Teachers will provide guidelines and lists of resources to assist their students in focusing their research activities effectively and properly. Teachers will assist their students in developing the skills to evaluate Internet resources using the following criteria: Author Audience Scholarship Bias Currency Links J. Political Use of the Division System Employees may not use the division system to engage in political activities as defined in Division Regulation Employee associations may not use the division system to conduct association business. K. Division Requirements of Acceptable Use: Students The following acceptable use requirements will be stated in the division's Acceptable Use Agreement as part of the Code of Student Conduct, and will be reinforced to students. Personal Safety (Restrictions are for students only): o Students will not post personal contact information about themselves or other people. Personal contact information includes home, school or work addresses, telephone numbers, etc. o Students will not agree to meet with someone they have met online without the approval of their parents or legal guardians.

31 o Students will promptly disclose to a school employee any message they receive that is inappropriate. Illegal/Inappropriate Activities o Users will not attempt to gain unauthorized access to the division's system or to any other computer system through the division's system, or go beyond their authorized access. This includes attempting to log in through another account or accessing or attempting to access another person's files without authorization. Unauthorized access is illegal, even if only for the purpose of browsing. o Users will not deliberately attempt to disrupt the division's system performance or destroy data by spreading computer viruses or by any other means. o Users will not use the division's system to send, receive, view or download any illegal materials or engage in any other illegal act. o Restrictions against inappropriate activity apply to public messages, private messages and material posted on Web pages. Students and employees will conduct themselves in a manner that is appropriate and proper as representatives of the school division. o Users will not post private information about another person. (what does this mean exactly?) System Security o Users are responsible for the use of their individual account and should take all precautions to prevent others from accessing their account. o Users will immediately notify the DOT or designee if they have identified a possible security breach. Editor s Notes The provisions listed below can be accessed through the School Division Website at See Policy 6-62 Computer System See Regulation Computer System See Policy 6-64 Acceptable Use Policy See Policy 4-32 Employee Associations See Policy 5-39 Publications See Regulation Student Publications No Child Left Behind Act of 2001, Title II: Preparing, Training, and recruiting, etc. See Code of Virginia et seq. Virginia Freedom of Information Act Virginia Beach City Public Schools Code of Student Conduct. Approved by Superintendent: July 18, 1995 Revised by Superintendent: August 18, 1997 Revised by Superintendent: December 29, 1999 Revised by Superintendent: August 25, 2003

32 Appendix 3: Summary of Internet Safety Program

33 Virginia Beach City Public Schools Internet Safety Plan Revised June 2010 Goal: The goal of Internet Safety Plan is to provide strategies and resources for integrating Internet safety into the instructional program, to assist in protecting our students from online dangers, to foster responsibility among all stakeholders, and to insure compliance with House Bill 58 by developing and incorporating an Internet safety policy into the existing Acceptable Use Policy (AUP). Students The Guidelines and Resources for Internet Safety in Schools (pp. 7-9) identifies that students need to know or be taught the following: Not all Internet information is valid or appropriate so students must know specifically how to maximize the Internet s potential while protecting themselves from potential abuse. Internet messages and the people who send them are not always what or who they seem. When sending s or instant messages, students should understand the consequences they may face for inappropriate messages. Predators and cyberbullies anonymously use the Internet to manipulate students How to avoid dangerous situations and get adult help. Which Internet activities are safe and legal Goal: Ensure compliance with House Bill 58 by developing and incorporating strategies and resources for integrating Internet safety into the instructional program and for fostering the protection of our students from online dangers. Strategies: All Levels o Recommend instruction during student orientations to include the VB Technology Proficiencies and The Essential Information Literacy Skills where appropriate. o Provide consistent reinforcement of age appropriate and grade level topics through collaboration among the CRSs, LMSs, and classroom teachers o Design and develop visual aids to reinforece Internet Safety Strategies. o Create a reminder of appropriate Internet safety messages that display on a computer upon startup. o Sponsor Internet safety poster contest through the Department of Technology. o Provide instruction detailing appropriate usage of Online Resources. o Promote Cyber Security Awareness Month activities (October). o Develop a plan to provide new students with Internet Safety Training. 1 P a g e

34 Secondary Level o Reinforce the responsibilities that come with sending and receiving s through a school account. o Incorporate Internet Safety into discipline guidelines presentations. Parents, Grandparents, and Caregivers Goal: Ensure that parents, grandparents, and caregivers are informed of the Virginia Department of Education mandates set forth by state law on Internet safety along with guidelines established by the school division in support of these state mandates. Strategies: Promote the current page Computer Safety Tips for Students and Parents currently available on vbschools.com. Continue to provide an Internet safety link on the OPRAA (Online Parent Resource for Academic Achievement) page of the school division s Web site. Include Internet safety tips/guidelines on the Back-to-School page on vbschools.com and the back-to-school issue of The Virginia Beach Beacon in preparation for the start of the school year. Partner with the Virginia Beach Police Department to schedule and produce Internet safety forums throughout the school year. Include a contact for Internet Saety in the Speaker s Bureau. Publish tips on Internet safety in issues of Apple-A-Day. Feature Internet safety tips under the Headline News section of vbschools.com. Include an Internet Safety link on the home page of all school Web sites. Instructional Staff The Guidelines and Resources for Internet Safety in Schools (pp ) identifies that instructional staff members need to know or receive training about the following: Classroom Internet use can be exciting, rewarding, and challenging; and how students use should be tailored to their ages. Monitoring is crucial. Student technological interactions in the virtual world can be negative and spill over into the real world. Exchanging information with others is a great way to use the Internet but also possesses inherent dangers. Students need to hear the rules often. The Ad Hoc Committee for this target audience acknowledged that although the Virginia Beach Technology Proficiencies and Essential Information Literacy Skills (EILS) provide age appropriate and grade level appropriate standards that enable teachers to integrate technology instruction and online literacy instruction throughout the instructional program, additional 2 P a g e

35 strategies for ensuring interdisciplinary integration were necessary. Therefore, the committee came to a consensus on the following goal and strategies. Goal: All instrucitonal staff will provide age and grade level appropriate instruction on topics related to Internet safety, including cyberbullying. Strategies: Provide resources to CRSs and LMSs to present to teachers during building level training sessions and/or collaboration sessions. Train guidance counselors on the topics of Cyberbullying and Sexting. Provide consistent reinforcement of age appropriate and grade level appropriate topics throughout the year as CRSs and LMSs are collaborating and planning instruction with teachers. School Administrators The Guidelines and Resources for Internet Safety in Schools (pp ) identifies that the School Administrators need to know or receive training about the following: How to oversee all aspects of the Internet safety program. That the Internet as with all tools, can be misused and dangerous, and that the Internet constantly changes. That communication among all stakeholders is imperative for safety and security policies to be effective, and that school leaders can help prevent tragic situations by ensuring that parents and students are well informed. That school s legal responsibility does not extend to home Internet use. Goal: Ensure compliance with House Bill 58 by developing and incorporating strategies and resources for instructional staff integrating age appropriate and grade level appropriate instruction on Internet safety into the instructional program. Additionally, school administrators should insure that Internet safety is integrated into instructional programs andfoster the protection of our students from online dangers. Strategies: Schedule professional development with division-wide Internet safety message as part of each school s site-based Professional Development Plan (PDP) focus on instruction. Create community outreach via PTA s Juvenile Protection Committee. Consider including Internet safety training in an online training format. Allow time for CRSs and LMSs to give face to face Internet safety instruction during the pre-service week. Provide annual updates for administrators through Principals League meetings. Have principals sign off each year that all stakeholders have received information and training. Include review of policies and procedures in annual update to Principals League meetings. 3 P a g e

36 o Include Safe Schools and Risk Management and the Office of Student Leadership in annual updates. Address security issues at annual CRS Conference and monthly meetings for CRSs to bring information back to their buildings. Include Internet safety tips and guidelines in student handbook. Create standardized messages for parents and public; make the message the same division-wide. Create a primary version of AUP for early elementary students. ( ) Showcase Best Practices during Principals League meetings School Boards The Guidelines and Resources for Internet Safety in Schools (pp ) identifies that the School Boards need to know or receive training about the following: The Internet is invaluable, educationally and administratively; however, as with all tools, it can be misused and dangerous.the division must have clear and effective policies and procedures to protect students,prevent misuse, and for crisis management. Communication among all stakeholders is imperative for safety and security policies to be effective; and that school legal responsibility may not extend to home Internet use, but school staff can help prevent tragic situations by ensuring parents and students are well informed. Goal: Ensure that the School Board is informed of the Virginia Department of Education (VDOE) mandates set forth by state law on Internet safety along with guidelines established by the school division in support of these state mandates. Strategies: Secure School Board approval of a policy change. Inform the School Board of Steering Committee and Ad Hoc Committees strategy proposals for meeting the instructional and training needs of all identified target audiences based on the Guidelines and Resources for Internet Safety in Schools and the Virginia Department of Education mandates set forth by state law. 4 P a g e

37 Appendix A Background: In 2006, the Commonwealth of Virginia enacted a law (House Bill 58) concerning Internet safety in public schools, and the Virginia Department of Education (VDOE) developed a guidance document to assist school divisions in addressing Internet safety issues. This document was released in October The requirements of House Bill 58 establish that each school division must develop and incorporate an Internet safety policy into its existing Acceptable Use Policy (AUP). Additionally, each division must include a component on Internet safety for students that is integrated in a division s instructional program (Guidelines and Resources for Internet Safety in Schools, October 2006, p. 20). This Bill resulted in Chapter 52, an Act to amend and reenact the Code of Virginia , which requires each school division, public and private, to file an updated AUP to DOE biennially, and the next AUP must include an Internet safety component. 5 P a g e

38 Appendix B As a result of this Act to amend and reenact the Code of Virginia , the revised policy is to be governed by the following laws related to Internet safety: Acceptable Use Policies (AUP) for Public and Private Schools (Code of Virginia ) This law reflects the circumstances unique to school or division and the electronic system used; it clearly defines responsible use of information networks. Family Involvement in Technology (FIT) Program (Code of Virginia :3) This program promotes parental and family involvement in children s education, including increased and appropriate supervision of children using the Internet. Children s Internet Protection Act (CIPA) Congress enacted this law in December 2000 to address offensive Internet content on school and library computers. It imposes specific requirements on any school or library that receives funding support for Internet access or internal connections from the E-Rate Program. In February 2007, an Internet Safety Steering Committee was formed for Virginia Beach City Public Schools. This committee was comprised of members from various Central Office departments and principals from each level. The charge of the committee was to offer guidance, provide feedback, and approve sections in the plan. In March of 2010, an Internet Safety Committee was formed to update the current Internet Safety plan to meet the updates mandated by the state. The Virginia Department of Education, Division of Technology & Human Resources, Office of Educational Technology created the Guidelines and Resources for Internet Safety in Schools. This document identifies target audiences for which Internet safety training and instruction are to be provided; therefore, Ad Hoc Committees for each of these target audiences were developed. The target audiences identified by the Guidelines and Resources for Internet Safety in Schools are as follows: Students; Parents, Grandparents, and Caregivers; Teachers, Instructional Technology Resource Teachers (referred to as Computer Resource Specialists in Virginia Beach), Library Media Specialists, Counselors, and Resource Officers; School Administrators; and School Boards. The Lead for each of these Ad Hoc Committees was a member of the Internet Safety Steering Committee; additionally, the Ad Hoc committee members also included Instructional 6 P a g e

39 Technology Coordinators (ITCs), Computer Resource Specialists (CRSs), and Library Media Specialists (LMSs). It was the decision of the Steering Committee to combine the Students and the Teachers, Instructional Technology Resource Teachers (referred to as Computer Resource Specialists in Virginia Beach), Library Media Specialists, Counselors, and Resource Officers Ad Hoc committees; therefore, the Lead and the committee members for this committee are the same as those listed for the Students Ad Hoc committee. In compliance with the Guidelines and Resources for Internet Safety in Schools, each target audience must receive instruction and/or training on Internet safety topics that have been designated as topics of need for that particular audience. In other words, each school division is charged to provide strategies for implementing instructional and training needs identified by the Guidelines and Resources for Internet Safety in Schools. Based on those identified needs, each Ad Hoc committee determined the current status of instructional and/or training needs. For those areas of need not currently being addressed, each committee proposed possible strategies and resources for ensuring the target audience would receive the appropriate instruction and/or training. 7 P a g e

40 Appendix C 2007 Steering Committee Members Department of Technology Bill Johnsen, Director of Instructional Technology Paul Roxer, Computer Security Specialist Lori Ann Buterbaugh, Middle School Instructional Technology Coordinator Janene Gorham, Elementary School Instructional Technology Coordinator Michelle Miller, Elementary School Instructional Technology Coordinator Joan Schlegelmilch, Elementary School Instructional Coordinator Lloyd Thomas, Coordinator Library Media Services. Department of Curriculum and Instruction Lonnie Clement, Director Elementary Instructional Services Ann Shufflebarger, Coordinator K-12 Remediation Department of School Administration Elizabeth Taylor, Assistant Superintendent Elementary School Education Mardy Massey, Assistant Superintendent Middle School Education Hazel Jessee, Assistant Superintendent High School Education Mike McGee, Director of Student Leadership Principals Greg Furlich, Principal at Woodstock Elementary School Lauralee Grim, Principal at Princess Anne Middle School Brian Matney, Principal at Cox High School Department of Media & Communications Kathleen O Hara, Assistant Superintendent Communications Nancy Soscia, Coordinator Public Relations. Students Ad Hoc Committee 8 P a g e Ad hoc Committee Members Lead Greg Furlich, Principal, Woodstock Elementary School Members - Joan Schlegelmilch, Instructional Technology Coordinator Cathy Rogers, Principal, Brandon Middle School Heidi Mealy, Assistant Principal, Green Run High School; Kim Winingear, Computer Resource Specialist, North Landing Elementary School Patricia Agolini, Library Media Specialist, Woodstock Elementary School; Al Doss, Computer Resource Specialist, Glenwood Elementary School;

41 Kelly Miller, Library Media Specialist, Salem Elementary School; Mitzy Cromwell, CRS at Brandon Middle School; and Gail Gossage, CRS at Salem Middle School. Parents, Grandparents, and Caregivers Ad Hoc Committee Lead - Kathleen O Hara, Assistant Superintendent Communications Designated Point of Contact - Nancy Soscia, Coordinator Public Relations Members - Janene Gorham, Instructional Technology Coordinator Carl Peake, Computer Resource Specialist, Ocean Lakes Elementary School Diana Mond, Library Media Specialist, Center for Effective Learning School Administrators Ad Hoc Committee Lead - Lauralee Grim, Principal at Princess Anne Middle School Members - Michelle Miller, Instructional Technology Coordinator Brian Matney, Principal, Cox High School Chris Tsitsera, Assistant Principal, Kings Grant Elementary School Marie Booz, Computer Resource Specialist, Landstown Elementary School Kevin Johnson, Computer Resource Specialist, Cooke Elementary School Ellen Nesbit, Computer Resource Specialist, Brandon Middle School School Board Ad Hoc Committee Lead - Bill Johnsen, Director of Instructional Technology Members - Lori Ann Buterbaugh, Instructional Technology Coordinator Lloyd Thomas, Coordinator Library Media Services 2010 Update Committee Members Lead - Charles Hinsch, Instructional Technology Coordinator Members - Kimberly Adams, Distance Learning Teacher Specialist Mitzy Cromwell, Computer Respirce Specialist, Brandon Middle School Kevin Johnson, Computer Resource Specialist, Cooke Elementary School Lee Mitchell, Computer Resource Specialist, Princess Anne High School Ellen Nesbit, Computer Resource Specialist, Brandon Middle School Kristie Patton, Library Media Specialist, Salem High School 9 P a g e