Franklin County Schools District Technology Plan

Transcription

1 Franklin County Schools District Technology Plan South College Street Winchester, Tennessee Dr. Rebecca Sharber, Director of Schools Linda Foster, Assistant Superintendent Diana Spaulding, Instructional Supervisor Finee Downing, Instructional Supervisor Jenny Crabtree, Federal Funding Coordinator Ron Terrill, Special Services Supervisor Dr. Alan Clark, Chief Technology Officer Submitted and approved by

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3 Para CONTENTS Page 1. Mission Statement 1 2. Technology Vision 1 3. Technology Department Mission Statement 1 4. Needs Assessment 1 5. Franklin County Board of Education Goal (#2) Technology Survey of Franklin County Schools Teachers 3 7. Analysis and Interpretation of Results of 2013 Technology Survey Telephone Survey of Franklin County Schools Families 5 9. Analysis and Interpretation of Results of 2014 Telephone Survey Standards Funding General School and Classroom Technology Printers Computer Labs Software Purchases Replacement Schedule Professional Development System Requirements and Costs Parental Involvement Collaboration with Adult Literacy Partners Children s Internet Protection Act (CIPA) Compliance Internal connections and Network Improvements Telecommunications 9 Appendix A: Results Summary Teacher Technology Survey Appendix B: Graphs Teacher Technology Survey Appendix C: Results Summary Franklin County Schools Families Survey

4 1. Mission Statement: 1 The mission of the Franklin County Schools is to provide students the opportunity to achieve their potential in an environment conducive to optimal learning. 2. Technology Vision: It is our vision to establish and maintain a diversified technology-rich environment that will meet the needs of all learners by addressing various learning styles, will increase student achievement, will enrich classroom instruction, will improve our assessment capacity, and will develop 21st century skills for citizens who are prepared to meet the challenges of the future. 3. Technology Department Mission Statement: The Mission of the Franklin County Schools Technology Department is to provide technology leadership and quality support that is conducive to a positive learning environment. 4. Needs Assessments: The foundation for this plan is based upon Goal #2 of the Franklin County Board of Education s Long Range Planning Goals, a 2013 Teacher Technology Survey, a 2014 telephone survey of Franklin County families, the Franklin County School District s Staff Technology Assessment, the Chief Technology Officer s observations, requests from Principals, input of the central office staff, and the annual Inventory of Technology Equipment conducted by the Technology Department. 5. Franklin County Board of Education Goal (#2): The Franklin County School Board met in a workshop in February, 2014, to determine the Board s Long Range Goals. Goal # 2 specifically addressed technology needs. The Goal is as follows: Integrate relevant technology into instruction and management to increase student and teacher learning, enhance efficiency and prepare both students and teachers for the future. 1. Convert from textbooks (hard copy) to an electronic format that will provide the optimal learning experience for the students in the district. a. Determine appropriate device (s) : i. Contact other school systems ii. Survey students iii. Survey families for internet access iv. Remember the details (case, hardiness, etiquette for use, other training ) v. Ensure devices coordinate with online testing requirements vi. Loaners when technology does not work vii. Should the device be able to download textbooks or only attach to textbooks using the internet? viii. Students charge own device at home b. Determine most useful curriculum : i. Contact other school systems. ii. Digital Tools instead of definitive curriculum iii. Software providing online/digital textbook content.

5 c. Determine grade levels or students to begin process d. Determine support and maintenance needs e. Classroom sets of textbooks. f. Reallocate financial resources from current hard copy textbooks to electronic format, 2 2. Provide and equip teachers with the latest technology a. Determine what every teacher needs i. Laptop (teacher survey indicates preference) ii. Document camera (look at those on smart board and wireless options) iii. Interactive whiteboard. iv. Ipad and Apple TV? v. Access to internet (wired or wireless or both?) vi. Ongoing professional development regarding use of technology vii. Apps for ipads viii. Ability to share online 1. Google apps for Education. ix. Stay abreast of changes and stay open minded concerning new and more useful technology x. Access to all teaching resources including monitoring pieces within the curriculum xi. What is the plan when the internet connection goes down? Hot spot for teachers with cell phones? xii. Substitute training b. Sustainability plan including immediate loaners when technology does not work c. Determine current state and where to start d. Maintenance and support 3. Establish a minimum baseline for classroom technology a. Teacher technology as in (2) b. Response system? c. Access to printers d. Student devices determined by grade level i. Elementary ii. Middle iii. High 4. Provide optimal infrastructure for classrooms and facilities a. Current State i. Every classroom is wired with multiple ports 1. Some have four 2. Some have eight ii. Every classroom has wireless access iii. North Middle, FCHS, Huntland 1 GB in and out iv. Remaining schools 500 Mb in and out v. Metro Ethernet hub to central office 1 GB vi. Central Office to www 600 Mb vii. Other facilities

6 Measurements 1. Special Services 1.5 Mb 3 2. Townsend 1.5 Mb 3. Maintenance, S&R, TOC 100 MB viii. Adequate Cloud Storage ix. Heavy reliance on computer labs b. Desired State i. Every classroom is wired with multiple ports, and we are satisfied with what is there. ii. Every classroom has wireless access. iii. North Middle, FCHS, Huntland 1 GB in and out iv. Remaining schools 1GB in and out v. Metro Ethernet hub to central office 1 GB vi. Central Office to www 1 GB vii. Other facilities 1. Special Services 100 Mb 2. Townsend 1.5 Mb 3. Maintenance, S&R, TOC 500 Mb viii. Work to get wires off of the floor (Fire Marshall). ix. Help families or community with wireless access needs. x. Adequate Cloud storage xi. One-to-one environment eliminates needs for as many computer labs. Monitor student performance, discipline, attendance Conduct a study using a control group versus a non-control group using technology (perhaps this year s 9 th grade compared to last year s) Develop a financial plan for all costs associated with the movement away from textbooks to electronic devices Monitor the system s budget annually and chart the success of the reallocation of textbook funds Establish a timeframe for completion Outcomes Develop a five year commitment/plan to reduce district s dependency on textbooks and move towards the purchasing of textbooks in an electronic form Technology Survey of Franklin County Schools Teachers: The Franklin County Schools conducted an online survey of 452 teachers at the beginning of the School Year. The purpose of the survey was to gather the perceptions of teachers in Franklin County Schools regarding the effective use of technology in the classroom. 239 (52.8%) completed the questionnaire. Pertinent findings included:

7 Respondents were asked to list all devices useful to them in teaching in your classroom. 84% selected printers, 82% said laptop, 72% selected ipad, 70% selected projector, 66% liked the document camera, 63% responded with desktop computer, and 51% interactive whiteboard. Respondents were asked to choose the one most effective device useful for student learning in the classroom. 39% listed the ipad, and 31% selected the laptop. Respondents were asked to choose the one least effective device for student learning in the classroom. 40% selected the desktop computer. Respondents were asked to select the one online software most effective for student learning in the classroom. 28% chose Discovery Ed, 18% preferred Study Island, and 17% selected Renaissance Learning. When respondents were asked to select the software program least effective for student learning in the classroom, 35% chose TypingMaster. Respondents were asked to assess their understanding level and pattern of technology use. 53.1% counted themselves in either the Integration or Invention Stage, the top two levels of selection. Respondents were asked to identify all the types of technology training they would like to receive. 55% selected Google Apps, while 43% wanted equipment familiarization training. When asked to choose the one best method for delivery of the technology training, 26% preferred whole group training with follow-up to facilitate implementation. When asked to select all content management/idea-sharing tools they used, 62% listed Pinterest, 52% preferred ipads, and 48% preferred Google Docs/Apps. Respondents were asked how often they used technology to enhance teaching, 52% listed regular weekly use for integrated curriculum activities using various instructional settings. Respondents were asked to choose the one method for how technology is used within the curriculum content areas in school, 41% selected integration in core subject areas; activities separated by subject and grade, while 35% chose integration into all subject areas. Respondents were asked to select the one typical pattern of student use of technology in the classroom, 48% said students were involved in regular use on an individual basis to access information and communication on projects. 35% selected occasional use of software apps for drill and practice. When asked to choose the one statement which best describes where you are in your technology professional development, 57% chose integrate into teaching/learning with regular use of internet curriculum resources to enhance instruction, and 5% said they regularly create and communicate new technology-supported, learner-centered projects; vertical alignment, and anytime/anywhere use of internet curriculum. Respondents were asked to select Franklin County Schools responsibility to provide student access to technology at or away from school. 48% believed the system should provide all students with technology, while 26% favored a Bring Your Own Device program. 15% said Franklin County Schools has no responsibility. 7. Analysis and Interpretation of Results of the 2013 Technology Survey of Franklin County Schools. The 52.8% respondent percentage provided an adequate amount of data to consider the findings as representative of the surveyed population. Respondents generally selected the devices already in use in classrooms throughout the system as being useful, although it is puzzling why the printer was the leading device selected by respondents. With 70% of the population surveyed favoring either the ipad or laptop as the most effective device for student learning in the classroom, a definite preference for mobile devices was indicated. This was further reinforced by the 40% who said the desktop computer was the least effective. Respondents showed no significant preference for online software currently available to them as being the most effective. Surprisingly, the relatively large percentage (35%) selecting TypingMaster as the least effective software deserves further investigation. Over half of the respondents (53%) rated themselves in the top two

8 levels of understanding and patterns of technology use, either in the Integrative Stage or the Invention Stage, reflecting a positive attitude toward their self-assessment. In line with announced plans to integrate Google Apps for Education into the school system, 55% indicated a desire for Google Apps training, while 43% also favored equipment familiarization. One possible interpretation of this is that the equipment is present in the classroom, but the familiarity with it is low. When it comes to content management and idea-sharing tools used by teachers, there is an indication of robust involvement with tools such as Pinterest (62%), ipads (52%), and Google Docs/Apps (48%). Over half of the respondents (52%) use technology weekly and regularly for integrated curriculum activities using various instructional settings, which would indicate a level of comfort with online digital instructional technology curricula. This would be vital in the transition to a 1:1 initiative. The active use of technology within curriculum content areas in schools is indicated by the 41% who integrate in core subject areas, with activities separated by subject and grade, coupled with the 35% using technology integrated into all subject areas, resulting in 76% of all respondents. Again, good news for a system considering a 1:1 initiative. The respondents perceptions of typical patterns of student use of technology indicated that close to half (48%) used technology on a regular basis to access information and communicate on projects, while 35% were occasionally using software apps for drill and practice. This would come close to matching the 52% of teachers who are using technology weekly for curriculum activities. 62% of respondents listed themselves on the upper end of professional development, with 57% integrating technology into teaching and learning with regular use of internet curriculum resources to enhance instruction, and 5% regularly creating and communicating new technology-supported, learner-centered projects, vertically aligned, available anytime/anywhere with the use of internet curricula. As to the support for a 1:1 initiative in which the school system provides all students with technology, 48% of respondents favor this approach, while only 15% feel the system has no responsibility, clearly indicating a preference for District-provided access to technology, even if it means allowing a BYOD approach (26%). Summary: In the final analysis, this survey would indicate that Franklin County s teachers perceive that we are halfway to a goal of feeling good about technology usage in the classroom. They believe they are professionally ready (62%), using technology within content areas (76%), and prefer mobile devices in the classroom (70%). They are unsure about the most effective software available, and are only halfway sure about their understanding level and pattern of use (53%). They appear to be eager for Google Apps training (55%) and equipment familiarization (43%), but are not overwhelmingly certain about how it should be delivered. Just over half of them (52%) are using technology regularly each week in the classroom to enhance education, and see their students pattern of usage as either regular (48%) or occasional (35%). About half (48%) feel a responsibility to provide students with the technology tools they need to overcome any digital divide Telephone Survey of Franklin County Schools Families. In March of 2014, the Director of Schools utilized the School Messenger telephone survey feature to conduct a survey of Franklin County Schools Families. The purpose of the survey was to gather data on the availability of internet access in the homes of Franklin County Schools students, and to determine if the students would be able to use it for school work. 4,634 homes were contacted by the automated recorded survey, with 2,232 participating (48.1% return rate). The results are as follows: In response to the survey question, Do you have internet access at your home? 82.2% answered yes and 17.8% responded no. In response to the survey question, How is your internet service provided? 3% answered Dial-Up, 36.6% answered Cable, 17.2% answered Wi-Fi, 11.1% answered Cell, 11% answered DSL, 8.3% answered Other, and 5.1% answered No Access. In response to survey question, Would your student be able to use the internet access at your home for schoolwork, 78% responded Yes, 11% said No, and 9% were unsure.

9 In response to the survey question, Would you be able to make a technology device available to your student at your home? 40.9% said Yes, 24.4% said No, and 22.9% were unsure. NOTE: The n for respondents per questions dropped from 2,230 for question 1, to 2,067 for question 2, 2,011 for question 3, and 1,971 for question Analysis and Interpretation of Results of the 2014 Telephone Survey of Franklin County Schools Families. 82% of families with internet access in their homes indicated a higher percentage than was previously reported in the Technology for Education Survey System (60%) and anectdotal information discussed among schools department personnel. While internet access is provided in 82% of respondents homes, only 36.6% have Cable Speeds, while the rest are significantly lower. This should be taken into consideration in the final decisions concerning use of internet outside the school system. District internet access speeds are much faster (Metroethernet fiber at 500 MBps 1GBps, with 600 MBps out to the world wide web.) Only 11% indicated their student would not be able to use their home internet access, for reasons unknown. The relatively small number of respondents able to make a technology device available to their students at home (40.9%) does not bode well for a BYOD program. 10. Standards Technology standards for Franklin County students, teachers, and administrators are based upon the International Society for Technology in Education s National Educational Technology Standards (ISTE- NETS) and the Tennessee Department of Education. Those standards are listed at Appendix C. As a minimum, students must be able to demonstrate mastery of Technology Operations and Concepts by the time they complete the 8th grade. 11. Funding Funding for this Technology Plan will come from the Federal Government E-Rate discount program for network access and telecommunications, Title II (Ed Tech) funds, State of Tennessee DOE funds provided to augment E-Rate dollars, local funds, and available grants. 12. General School and Classroom Technology All elementary schools will have at least one technology lab with 28 computers. New technology labs will be composed of laptop/mobile technical devices. Classrooms can have a maximum of five computers or mobile devices to augment teaching strategies. Use of mobile carts with devices will enable a classroom to become a temporary lab with up to 30 devices. All middle schools will have at least two technology labs with at least 30 computers each. Mobile technology units will be acceptable. New technology labs will be composed of laptop/mobile technical devices. Classrooms may have up to a maximum of five computers or mobile devices to augment teaching strategies. Mobile carts with devices will enable a classroom to become a temporary lab with up to 30 devices. All high schools will have at least one technology lab with at least 30 computers. Mobile technology units will be acceptable. New technology labs will be composed of laptop/mobile technical devices. Mobil carts with devices will be used to augment teaching strategies. Beginning in the ninth grade, each student will be issued a mobile device with which to access digital curricula and conduct research. As these devices proliferate, the need for computer labs will lessen, until all students possess a mobile device provided by the District.

10 All teachers will be equipped with a computer (mobile technical device in the future), an updated projection device, Interactive White Board where appropriate, and a document camera. K-8: Up to five student computers (mobile technical device in the future), will be made available in classrooms for these grades. 9-12: Students will make maximum use of available portable computing devices with the goal of each student having a school-provided device for his/her use. Google Apps for Education will be the content management and collaboration tool for grades 3-12 students and all teachers. The use of such capabilities as Google Drive, Google Mail, Google Calendar, and Google Apps will become the norm for everyday communication and collaboration among students, faculty, administration, and support staff. Storage of documents, files, and folders will be within each user s Google account up to 30GB per user. Other than administrative files on a single shared data server for Central Office use, there will be no server-based storage of these documents. 13. Printers: New printer purchases for replacement of current printers will be made by the individual schools from the standard items list. Networked printers with a greater printing and color capacity may be purchased and installed by the District per grade level for all teachers to share. Computer Technicians will not provide support to non-fcboe owned printers. Replacement of printer consumables is the responsibility of each site. 14. Computer Labs will rotate computers on a seven-year replacement cycle. Consideration must be made for elimination of continued use of computer labs in a 1:1 environment. 15. Software Purchases: Supervisors will coordinate with the Chief Technology Officer to approve software purchases in order to ensure compatibility with district hardware and computer Operating Systems. 16. Replacement Schedule: New computers will routinely replace, not augment, older equipment in the school system. Computers more than seven years old that are using non-supported operating systems will cease to be supported by Computer Technicians and will be surplused when no longer usable. The lifecycle of ipads, Chromebooks, and other mobile devices will be determined by continued operational readiness, and will be replaced when end of life occurs on an as needed basis. 17. Professional Development In order to provide ongoing, sustained professional development opportunities for administrators and teachers, the district will make technology training a focus of our professional development program. The ISTE standards outlined above will serve as the framework for professional development opportunities. All training will be focused upon the improvement of the technology literacy skills of administrators and teachers as well as an increase in student achievement. Training will be designed to accommodate all levels of ability and to encourage and motivate teachers to effectively incorporate technology into the daily curriculum. Teachers and administrators will receive a minimum of six hours of professional development in the area of technology annually. Professional development sessions will consist of both small group and individual instruction and assistance.

11 18. System Requirements and Costs. 8 Regardless of Operating System Platform (Windows, Chrome, ios, etc,), the Chief Technology Officer will establish minimum standards for equipment purchases and donations in order to achieve standardization as much as possible and publish a standard equipment list. The CTO will review these standards annually with Instructional Supervisors to ensure that equipment is compatible and supports the curriculum. In accordance with Franklin County Government Finance Office Policy, a bid process will be established and used in order to achieve the highest quality technological system at the lowest possible price. Projector lamps, laptop batteries, and replacement 1:1 devices will be provided by the District as need arises. Warranty repair and replacement of technology items will be coordinated by the CTO. Repairs of items no longer under warranty will be at the discretion of the CTO, who will determine the serviceability and economic reparability of products. Equipment no longer economically repairable will be processed for declaration of surplus and auctioned on govdeals.com or some other public auction venue in accordance with TCA statutes. All other purchases in support of technology devices will be the responsibility of each site. 19. Parental Involvement The involvement of parents and the community is an important component of the educational process. Accordingly, the Franklin County School District will promote its schools and communicate with parents using a variety of media, to include the District web site, individual school web sites, teacher web sites, and parental notification system. The web site will provide up-to-date information on all schools in the district, central office and FCBOE information and policies, as well as news and upcoming events. Each school is encouraged to expand the quality and quantity of information available on their web sites including individual teacher web pages. Report cards will be digital in nature for all schools. 20. Collaboration with Adult Literacy Providers The Franklin County School System will work cooperatively with adult literacy providers in providing the necessary tools to achieve their goals. Adult education equipment and instructional techniques will be consistent with those of the Franklin County Schools. 21. Children s Internet Protection Act (CIPA) Compliance In compliance with the Children s Internet Protection Act (CIPA), Franklin County Schools uses Internet connectivity services provided by the State of Tennessee NetTN backbone. Content filtering and firewall protection are provided through NetTN and prevents access to inappropriate material as defined by CIPA requirements. Local system policy does not allow the filters to be disabled or bypassed without the permission of the CTO. Teachers can request that a site be reviewed for appropriate content should the need arise. Teachers are required by FCBOE Policy to monitor the online activities of students, regardless of grade levels. The Technology Department monitors the wide area network (WAN) for evidence of inappropriate usage, evidence of hacking, or other unauthorized activity. All students and parents must sign an Acceptable Use Policy at the beginning of each school year. The FCBOE has also implemented a Use of Electronic Mail policy.

12 22. Internal Connections and Network Improvements: 9 Maintenance on internal connections (switched network) will be regularly scheduled through the term of this plan subject to the availability of funds. Network improvements will continue to be made by the IT Department to streamline operations and reduce overhead for both wired and wireless operations. Backups will automatically be performed using a cloud computing storage concept or offsite storage. The system will function under a single domain and be configured for maximum efficiency under Active Directory capabilities. Use of virtual network servers and a virtual environment for core network functions will be the standard for the foreseeable future Telecommunications. Convergence to Voice over IP technology has replaced the older telecommunications network wherever it has proved to be more cost-effective, and has become the standard. Franklin County Schools will continue with legacy telecommunications systems only insofar as deemed more cost effective than the switch to a converged telecommunications network in which both voice and data are merged. Maintenance and improvement of the VoIP system will be ongoing, and enhanced by the use of mobile telecommunications devices where and when appropriate.