Cleveland County Schools Technology Plan

Transcription

1

2

3 Cleveland County Schools Plan July 212

4 Table of Contents Vision 6 Summary of Strategic Priorities and Goals 7 Strategic Priorities Overview 9 A Statewide Shared Services Model 1 Universal Access to Personal Teaching and Learning Devices 15 Statewide Access to Digital Teaching and Learning Resources, Including Digital 21 Textbooks A Statewide Model of -Enabled Professional Development 26 21st Century Leadership for All Schools and Districts 31 Annual Media and District Report 34 Policies 49 Appendices 5 References 55

5 Cleveland County Schools Committee Membership Member Brian Bettis Angela McKee Melba Chandler LaRae Moyer Tim Wease Mike Hunt Donna Senter Cheryl Lutz School Springmore/CTC Kings Mountain Middle School/TF Crest High School/Media Fallston/Classroom District Office/WAN Engineer District Office/Technician District Office/ District Office/ Services

6 Cleveland County Schools Plan Vision Statement Vision Statement Cleveland County Schools is committed to Educating Minds and Developing Futures. As partners for excellence, our schools and communities will assure each student s success in school and in our rapidly changing society. As mandated by North Carolina law GS115C-12.6, North Carolina has developed a state educational technology plan to enhance teaching and learning within all its schools. In keeping with the North Carolina vision of building collaborative partners and leadership, a Media and Advisory Committee provides the optimal medium for creating a system-level technology plan and for implementing a strong educational technology program. Planning is most effective when those responsible for the instructional program are involved in designing, implementing, and making decisions about administrative and educational technology. Students are more likely to be successful in achieving in-depth learning when the administrative and teaching staff and the community build a collective vision for technology that is connected to teaching and learning. The Cleveland County Schools Plan has been designed to reflect the vision statement of Cleveland County Schools. Our vision is to fully equip students by striving to be one of the 1 best performing districts in the state.

7 Summary of Strategic Priorities and Goals Strategic Priority 1: A Statewide Shared Services Model Strategic Priority 1: A Statewide Shared Services Model Strategic Priority 1: A Statewide Shared Services Model Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Strategic Priority 4: A Statewide Model of -Enabled Professional Development Strategic Priority 4: A Statewide Model of -Enabled Professional Development Strategic Priority 4: A Statewide Model of -Enabled Professional Development Investigate and participate in the NC Education Cloud Architectural Blueprint. Continue to upgrade school connectivity with the use of School Connectivity funding and Race to the Top funding. Maximize the use of E-rate funding for all schools. Investigate surrounding and successful one-to-one device implementations. Collaborate with Media and Planning Committee for device research and possible one-toone implementation. Investigate a funding formula and possible implementation plan for personal teacher and learner devices to assure equity of access for all Cleveland County schools. Continue to support and add resources to NC WiseOwl and to Cleveland County curriculum websites. Use expertise in Statewide and Cleveland County teachers to design and implement digital teaching and learning resources. As part of ACRE and NC Career and College Ready, Set, GO! Race to the Top initiatives, support a 21 st Century initiative in the schools and classrooms of Cleveland County. Revise and implement the standards, job description, and evaluation tools for North Carolina's school media coordinators, instructional technology facilitators, and elementary Coordinators. Endeavor to investigate funding models that promote and further the ideals of technologyenabled, 21st century leadership for the administrative and instructional workforce in Cleveland County Schools. As part of ACRE and NC Career and College Ready, Set, Go! Race to the Top initiatives; provide embedded technology-enabled professional development to the teachers and administrators in the LEAs and schools of North Carolina.

8 Strategic Priority 5: 21st Century Leadership for All Schools and Districts Strategic Priority 5: 21st Century Leadership for All Schools and Districts Strategic Priority 5: 21st Century Leadership for All Schools and Districts Continue successful partnerships with state and local leaders that foster 21st century teaching and learning. Endeavor to investigate funding models that promote and further the ideals of technologyenabled, 21st century leadership for the administrative and instructional workforce in Cleveland County Schools. Revise policies, procedures, and legislation to support 21st century leadership.

9 Cleveland County Schools Plan Strategic Priorities Cleveland County is a regional leader in the use of technology as instructional and administrative tools. The Annual Media and Report, collected in July of 211 (Appendices, Table 1-4), highlights the technology support, student-to-computer ratio, average age of Media collections, and the number of resources available in our Media Centers. It is the responsibility of Cleveland County Schools to provide the best strategic plans to ensure equity is achieved using State School Funds, other state funds, federal funds, and local funds, the Constitution of the State of North Carolina, in Article VII, mandates that...equal opportunities shall be provided for all students. Equal access to technology and 21st century opportunities are critical to ensuring the success of all Cleveland County students. The integration of 21st Century tools will prepare students to be career and college ready. Access to teaching and learning technologies does not necessarily lead to equity for staff and students. These technologies must be accompanied by ample professional development. Likewise, high-quality 21st century school and district leadership must also exist across Cleveland County to fulfill the promise that all students graduate career and college ready. The Commission on School recognizes that for all students to be future ready, they must possess equal opportunities for taking full advantage of information and technology resources and tools, and must be taught in a way that maximizes the effective use of these technologies. For this reason, Cleveland County Schools realizes equitable access should be available throughout our Plan. While many foci are necessary to achieve this goal, five over-arching priorities are stated in this plan: 1) a statewide shared services model for platforms and infrastructure; 2) universal access to individual teaching and learning devices; 3) statewide access to digital teaching and learning resources, including digital textbooks; 4) a statewide model of 21 st century professional development; 5) and 21st century leadership for all schools and districts.

10 Strategic Priority 1: A Statewide Shared Services Model Essential Questions How can Cleveland County Schools leverage collaborative purchasing to pay substantially less for technology services and platforms? Investigate and participate in the NC Education Cloud Architectural Blueprint. The NC Ed Cloud provides a migration from LEA-hosted server infrastructure to cloud-hosted infrastructure as a service. The primary objective of the NC Ed Cloud is to provide a world-class IT infrastructure as a foundational component of the NC education enterprise. Moreover, the NC Ed Cloud will provide for: Equity of access to computing and storage resources; Efficient scaling according to aggregate NC K12 usage requirements; Consistently high availability, reliability and performance; A common infrastructure platform to support emerging data systems; Sustainable and predictable operational costs that will be significantly less than current technology infrastructure expenditures How can a Statewide Shared Services Model assist in shifting primary support from infrastructure to instructional needs? In August of 21, North Carolina was awarded the federal Race to the Top (RttT) grant. This grant brings $399,465,768 to the state, LEAs, and Charter Schools, for use over four years. The RttT funding focuses on providing new and innovative approaches to education. The scope of work consists of state and local initiatives in four pillars: great teachers and leaders, quality standards and assessments, turnaround of lowest achieving schools, and data systems to improve instruction. These pillar activities and initiatives will facilitate accomplishment of high graduation rates, strong student achievement, and career- and college-readiness for North Carolina and Cleveland County students. Cleveland County received $2.7 million dollars to upgrade existing infrastructure among our schools. This 3 year plan includes upgrades to wiring closets and replacement of access points at the school level. The technology component of our plan also involves the purchase of additional computers in preparation of online testing. How can Virtualization improve infrastructure and technology efficiency and sustainability? Cleveland County Schools is on the threshold for implementation of a new data center in our Administrative facility. We envision this transition to be a three step process, comprised of the following: 1) implementation of Avamar, 2) implementation of Cisco Unified Computing System (UCS) with VMWare and EMC SAN, and 3) physically moving the data center to the new location at 4 West Marion Street, Shelby, NC Each step depends on the one before to allow the least amount of downtime during transition.

11 The initial implementation will physically be installed at 13 S. Post Road, Suite 2, Shelby, NC. The purpose of installing Avamar is to reduce backup time and increase reliability of remote site server backups. The second step consists of implementing Cisco s UCS platform with VMWare and EMC SAN for storage. We plan to immediately move 18 servers to VMWare. This process is expected to take a month to complete the server migrations, and would be started once the necessary equipment arrives. The ultimate project goal is to transition Cleveland County Schools to a virtual environment that increases reliability, enhances performance, and interfaces with technology currently in place. Cleveland County Schools will continue to participate in Erate funding as a source for sustainability and efficiency. Priority 1 levels have always been a fixture in our annual budgeting and investigation into Priority 2 will commence as the economic situation begins to affect our schools more deeply. How can a Statewide Shared Services Model provide higher service reliability? A large portion of the remaining RttT funding will be used to provide a highly reliable, highly available, server infrastructure supporting the statewide K12 education enterprise. Further efforts will focus on providing policies and procedures to enable statelevel collaborative procurement for often used online resources and tools. How can a Statewide Shared Services Model facilitate more strategic budgeting models for LEAs and Charter Schools? Recent advances in virtualization and cloud computing have led to competitive service provider offerings of upgrading and supporting public cloud solutions that provide for both persistent (24x7x365) and on-demand hosted infrastructure services. A comprehensive statewide migration to would provide equity of access to highly available services. By aggregating demand from across the K12 enterprise and taking advantage of usage-based cloud offerings the state and Cleveland County Schools can realize dramatic cost savings in infrastructure support.

12 Alignment to Other Plans and Initiatives: Strategic Priority 1: A Statewide Shared Services Model Cleveland County Schools will utilize and align with the following key initiatives/plans

13 to reach for the vision and complete the strategic priorities of our plan. ACRE Investigate and update the analysis of the technology infrastructure needed to support a 21st century curriculum and assessment system and to move additional testing to appropriate technology formats. This analysis will allow the transition from a paperbased assessment system to one that takes greater advantage of technology. Career and College Ready, Set, Go! Put more technology into the hands of students and teachers to increase individualized learning options. Investigate device options and funding sources in which to implement this initiative. Race to the Top Local Scope of Work Investigate, compare, and possibly incorporate the state infrastructure blueprint into technology plans. Implement the infrastructure blueprint. Investigate, compare, and possibly incorporate student, teacher, and administrator access to a Learner Management System, Learning Object Repository, and web collaboration tools at each school. Provide access to effective, high-quality, job-embedded, data-informed professional development and support for educators. Continue erate program for Priority 1 and investigate Priority 2 as our schools become eligible. Common Core / Essential Standards Promote opportunities for training of common core and essential standards at all grade levels 21 st Century Professionals All learners will have engaging and empowering learning experiences in school that prepares them to be active, creative, knowledgeable, and ethical participants in our globally networked society. Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement. Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners. All students and educators will have access to a comprehensive infrastructure for learning when and where they need it. 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.

14 1. Statewide Shared Services Model Suggested Goals/Targets Investigate initiatives in the NC Education Cloud for budget savings of 5% or better over two years Investigate funding models by utilizing NCEdCloud offerings and alternatives and compare pricing options Reduce operating costs by 5% over two years by facilitating a more strategic budgeting model Provide equitable and additional access to digital resources for all schools Maximize E-rate in support of instructional programs Provide content filtering in accordance with the Children's Internet Protection Act (CIPA) on all digital resources in CCS. Year 1 July 1, 212 June 3, 213 Investigate offerings available in NCCloud Services Compare and analyze current budget with options in NCCloud Services Data Center Virtualization Services and Facilities Management Provide more computers in preparation for online testing Services Apply for Priority 1 and 2 Services Renew support contract with Lightspeed or Cloud Services Year 2 July 1, 213 June 3, 214 Investigate offerings available in NCCloud Services Compare and analyze current budget with options in NCCloud Services Physical movement of Data Center to new Central Services Buildings Services and Vendor Provide more computers in preparation for online testing Services Apply for Priority 1 and 2 Services Renew support contract with Lightspeed or Cloud Services Yearly Evaluation Evaluation DPI Use Method(s) NCEdCloud Opt-in Agreements NCEdCloud Opt-in Agreements Data Center installed and operational AMTR annual data Erate applications and correspondence Content filtering reports

15 Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices Essential Questions What is universal access to personal teaching and learning devices? Universal access to personal teaching and learning devices refers to a computing device assigned to all members of the school, including administrators, teachers, and students. While this has most often been referred to as "a laptop for every child" or a one-to-one laptop implementation, today's mobile technologies mean that a laptop is only one option as a personal learning device. Many of these initiatives provide both teachers and students access to these devices both at school and at home, however, some schools choose to only allow access to students while at school. While a digital learning device can be a powerful learning tool when not connected to the school or home network, the true potential is realized when network/internet connectivity is consistently available. Regardless of the device, this initiative can provide access to the Internet along with multiple means of communication and the ability to run avariety of applications for specific purposes. Why do teachers and students need access to personal teaching and learning devices? Much research has been commissioned and completed on the outcomes and effectiveness of one to-one implementations of personal teaching and learning devices. Results show that: Students tend to be more engaged in schools that have implemented one-to-one initiatives (Bebell & Kay). In schools that have implemented one-to-one programs, teacher and student use of technology increases dramatically across the curriculum (Bebell & Kay). Students become better researchers, have access to expanded classroom, and benefit from 'systemic and ubiquitous use of technology, as opposed to idiosyncratic and sporadic use of technology (Bebell & O'Dwyer). Students become better collaborators (Bebell & Kay). Teaching fundamentally shifts, in particular, teaching strategies, curriculum delivery, and classroom management (Bebell & Kay). Student achievement is positively affected, especially in reading and math (Shapely et al). immersion requires a comprehensive approach that transforms the school culture, changes the nature of teaching and learning, and expands the education boundaries of the schools and classrooms. (Shapely et al). Professional development is the keystone to successful implementation (Drayton et al). Clearly, one-to-one personal teaching and learning device implementations can greatly foster the 21st century skills necessary for future-ready learners and teachers.

16 How do LEAs and Charter Schools provide ample access to individual teaching and learning devices? As statewide implementation plans are drafted, they must provide for sustainability, (including professional development, support, and hardware refresh), as well as important details like home and community connectivity, internet safety, ethical use and insurance and liabilities. What models can be used for implementing universal access to personal teaching and learning devices to ensure sound 21st century educations for the students of North Carolina? While several implementation and professional development models for one-to-one implementations exist, through the evaluation of North Carolina's own implementations, the North Carolina Learning Initiative (NCLTI) has developed a Framework for Implementation. This NCLTI Framework includes structures and tools to facilitate planning, communicating, implementing, providing professional development, and evaluating school- and LEA-based one-toone implementations. Funded through the state pilots, SAS, the Golden Leaf Foundation, and IMPACT, this model is currently "housed" at the NCSU Friday Institute for Educational Innovation. However, as more schools and LEAs begin moving toward full-scale one-to-one implementations, the NCLTI Framework and the processes, personnel, and resources required to support it can be deployed regionally through the NCDPI Statewide System of Support and Roundtable structure.

17 Alignment to Other Plans and Initiatives: Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices Cleveland County Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic priorities of our plan... ACRE Create a comprehensive, customized professional development system to provide teachers and administrators with the skills and understandings needed to use data to inform instructional practice and make formative assessments a daily practice in the classroom. Update the analysis of the technology infrastructure needed to support a 21st century curriculum and assessment system and to move additional testing to appropriate technology formats. This analysis will allow the transition from a paper-based assessment system to one that takes greater advantage of technology. Career and College Ready, Set, Go! Implement Diagnostic Assessments using hand held technology that allow teachers to check where each child is with reading, writing and math basics throughout the year so they have a solid foundation for continued learning. Develop more international schools and learning partnerships with other countries for global awareness-especially with second languages - Students will need to compete, communicate, and collaborate globally. Increase virtual learning opportunities so every child no matter where they live can reach his or her potential. Put more technology into the hands of students and teachers to increase individualized learning options. Increase the use of technology for providing professional development opportunities for teachers. Race to the Top Local and State Scopes of Work Incorporate the state infrastructure blueprint into technology plans. Implement the infrastructure blueprint. Provide and support student, teacher, administrator access to Learner Management System, Learning Object Repository, and web collaboration tools. Utilize LEA school technology funds to enhance school and technology infrastructure to facilitate online real-time assessments at each school. Provide access to effective, high-quality, job-embedded, data-informed professional Common Core / Essential Standards Promote opportunities for training of common core and essential standards 21 st Century Professionals All learners will have engaging and empowering learning experiences in school that prepares them to be active, creative, knowledgeable, and ethical participants in our globally networked society. Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement. Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners. All students and educators will have access to a comprehensive infrastructure for learning when and where they need it. 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. Disadvantaged Student Supplemental Fund Provide schools with funding to purchase instructional technology Provide 21 st Century training

18 Low Wealth Income Grant Provide opportunities for technology grants applicable to classroom teachers using funding from Low Wealth Grant. Provide 21 st Century training Title I Work with Title I teachers to implement technology Provide 21 st Century training Closing the Achievement Gap Continue to work with local African American churches for Summer Math Academy and their technology needs

19 Priority 2: Universal Access to Personal Teaching and Learning Devices Suggested Goals/Targets Investigate and implement a comprehensive sustainable LEA plan for student access to learning devices. Resources: NCDPI, NCLTI, Educator Recruitment & Development, and District & School Transformation committee researches devices, programs, plans, and grade levels for universal access. Increase overall access for possible personal learning devices. Begin possible implementation of Personal Learning Devices to promote student owned learning in the form of a 1:1 or a BYOD initiative Year 1 July 1, 212 June 3, 213 Visit successful rollouts in other school systems Services Committee Implement a BYOD initiative or comparable plan Committee experiments with devices and offers suggestions for implementation Committee Services Title I Facilitators Coordinators Stakeholders Upgrade infrastructure and place access points where needed based on density study Services Vendor Place devices in schools and with stakeholders Investigate funding formulas for equity of access for all Services Facilitators Year 2 July 1, 213 June 3, 214 Visit successful rollouts in other school systems Services Committee Implement a BYOD initiative or comparable plan Committee experiments with devices and offers suggestions for implementation Committee Services Upgrade infrastructure and place access points where needed based on density study Services Vendor Place devices in schools and with stakeholders Investigate funding formulas for equity of access for all Services Yearly Evaluation Evaluation DPI Use Method(s) Visits, Plan, Device recommendations by Stakeholders AMTR data, Visits, Plan, Device recommendations by Stakeholders APs in place, Density saturation report Devices implemented, AMTR data

20 Distribute funding from grants like DSSF and RLW to schools and classrooms for infusion of technology Support Summer Math Academy Coordinators Title I Stakeholders Work with schools to create shopping menu for purchases Facilitators Coordinators Stakeholders Provide internet access and technology support for the three weeks of Summer Math Academy at two church locations Facilitators Coordinators Community Stakeholders Local Churches Facilitators Coordinators Work with schools to create shopping menu for purchases Facilitators Coordinators Stakeholders Provide internet access and technology support for the three weeks of Summer Math Academy at two church locations Facilitators Coordinators Community Stakeholders Local Churches Grants, Budget Spreadsheets, Observations of appropriate use Successful Camp evaluations Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks

21 Current Status and Moving Forward What are digital teaching and learning resources? What are digital textbooks? Providing a digital teaching or learning device is only the beginning of the educational journey. While productivity suites, like Microsoft Office, Apple iwork, or open source OpenOffice, are key tools to use for preparing reports, creating presentations, or developing spreadsheets, providing these tools alone limits the power and potential of these devices. The true power of technology in the hands of Cleveland County s teachers and learners is unlocked by the adequate access and proper use of digital resources. Digital resources are provided in a variety of online formats: encyclopedias, catalogs of multimedia assets, periodicals, collaborative tools, etc. Why do teachers and students need access to digital teaching and learning devices? North Carolina's digital online teaching and learning resource repository, NC WiseOwl, provides free online resources for the public and charter schools in North Carolina. The NC WiseOwl program ensures that all students have access to quality research tools, periodicals, and curriculum support materials regardless of the economic status of their local school districts. All of the reference sources on WiseOwl are available for student and parent use at home, as well as at school. Because the WiseOwl offerings are procured and managed at the state level for the benefit of LEAs and schools, economy of scale drives the price models lower, and saves both the state and LEAs critical funds. Cleveland County Schools hosts several curriculum websites that provide our teachers with a wealth of resources, lesson plans, projects, support materials, and countless links to any and everything instructional. What are the benefits of digital textbooks? Today's student body is significantly different than that of even one-half generation removed. All students in the schools of North Carolina were born since the beginning of the information age; none of the students remember a time that the Internet wasn't prevalent. Most of our students have never heard music played through a tape cassette player; many haven't ever bought or listened to music on a CD. For this generation, music and movies are delivered to their MP3 player, their computer, or their game console through 1% online providers like NetFlix or Apple itunes Store. Using traditional resources and models of instruction is increasingly more difficult and inherently less relevant for the learners in North Carolina's schools. It is critical that our schools shift from traditional print and "technology-disabled" resources to digital and technology-enabled teaching and learning resources. Traditional books and textbooks are examples of resources that can be delivered via digital mediums. Benefits of this model include access to current information, the ability to easily customize the curriculum, and the ability to offer quality materials at a much lower cost. For example, consider the publishing cycle of a textbook is typically three years. While three years may seem like a short amount of time, imagine a World History textbook that is three years old by the time it reaches the hands of our students in North Carolina. In today's classroom, this now dated textbook would not include the election of the first minority president in the United States, the collapse and crumble of the world economy, the civil unrest leading to new forms of government in Middle Eastern nations, or the untold devastation of generations due to natural disasters in Haiti,

22 New Zealand, and Japan. Digital resources, delivered over the Internet, can be updated continuously, and information being used by North Carolina's learners can include the most recent, up-to-date content. Similarly, the traditional textbook model is fixed with little or no room for differentiation. As students excel and need more challenging content, using a traditional textbook affords little flexibility. Similarly, for struggling readers, a textbook might present challenges in decoding and comprehension. Differentiation to meet the needs of individual learners using a traditional textbook, is problematic. Conversely, appropriately selected and deployed digital resources make differentiation a reality. Digital resources can be made modular so that level-specific content can be used in one publication. Another benefit of the modular approach to online, digital resources is the ease with which they can be used in cross-curricular instructional approaches. Today, many high school teachers might struggle with teaching cross-curricular units simply because they (and their students) may not have adequate access to the textbooks utilized in other classes and subjects. When textbooks are moved online, this limitation is lifted. Simply stated, digital textbooks and resources allow both teachers and learners to "re-mix" content in ways that provide differentiation for all students and promote a cross-curricular approach to instruction and learning. What are open educational resources and how might they be used? Finally, digital resources of the past have not been within the financial reach of K12 institutions. However, this is no longer the case. One of the driving forces behind making digital textbooks affordable is the Open Education Resources movement. A technology-enabled initiative, the OER movement is an effort to create and share teaching and learning content that is free and open on a global level. Online resources, like OERs, provide a real service for traditional textbook alternatives, and while it is free, this content still needs to be aligned with the Common Core and North Carolina's Essential Standards to be useful as instructional tools. One such aligned resource is the LEARN NC digital history textbook model, which is free for use in North Carolina classrooms. This initial offering from LEARN NC utilizes "primary sources, multimedia, readings, and lesson plans to tell the many stories of North Carolina's past". The model is not a static textbook converted to text; as the description implies, the LEARN NC North Carolina history digital textbook includes interactivity in the form of sound clips, video samples, online maps, and historical news articles. The framework on which this content is delivered can now be used for other subjects and grade levels. It can include resources to which our schools have access at the state level (like WiseOwl), as well as OER content. Because this model is developed and managed in North Carolina, it is possible to align offerings to state Essential Standards and Common Core, unlike traditional textbook adoptions, which are often aligned to the standards of other states. Another factor that makes digital content both more affordable and accessible is the advent of lessexpensive, very-capable technologies. Universal access to a personal learning device is critical. Luckily, the devices available today are more affordable to schools and LEAs than ever. The advent and popularity of touch-enabled internet-ready devices like MP3 players and tablets has made handheld access truly affordable. Due to advances in the creation of miniaturized and more affordable internal technology, small (yet full-featured) inexpensive laptops, often referred to as netbooks, have become authentic options in our schools.

23 How can access to these resources be increased in our schools and LEAs? The benefits of digital resources, digital textbooks, and virtual instruction are many. For this reason, many groups in the state are interested in making sure our schools and classrooms can take full advantage of these benefits. Members of the legislature have taken an interest in providing online resources and textbooks because of cost savings and possible health benefits for students; The NCDPI and NCVPS see digital-enabled instruction as a critical part of 21st century skills to ensure future-ready graduates; The US Department of Education, in the National Education Plan 21 advocates for using technology and digital resources to build a new educational model that "puts students at the center and empowers them to take control of their own learning by providing flexibility on several dimensions."

24 Alignment to Other Plans and Initiatives: Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Cleveland County Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic priorities of our plan... ACRE Update the analysis of the technology infrastructure needed to support a 21st century curriculum and assessment system and to move additional testing to appropriate technology formats. This analysis will allow the transition from a paper-based assessment system to one that takes greater advantage of technology. Develop a next generation assessment system which includes formative, benchmark and summative assessments based on the new standards. Career and College Ready, Set, Go! Provide virtual learning opportunities so every child no matter where they live can reach his or her potential. Put more technology into the hands of students and teachers to increase individualized learning options. Race to the Top Local and State Scopes of Work Provide and support student, teacher, administrator access to Learner Management System, Learning Object Repository, and web collaboration tools. Ensure teachers and staff understand the new Standard Course of Study, including the Common Core and Essential Standards, and related assessments. Common Core / Essential Standards Promote opportunities for training of common core and essential standards

25 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Suggested Goals/Targets Shift from traditional print and paper-based resources to affordable, current online resources Utilize procured resources such as NC WiseOwl, and other open education resources Use digital content aligned specifically to Common Core and NC Essential Standards Ensure equity to digital teaching and learning resources from school to school in your LEA. Year 1 July 1, 212 June 3, 213 Tech committee to investigate/implement mobile devices for textbook use Services Directors CTCs TFs Encourage CTCs, TFs, and Media Coordinators to advertise, model, and continue use of CCS webpages along with NCWiseOwl Services Directors CTCs TFs Utilize CTCs and TFs for design and implementation of digital content and learning resources Services Directors CTCs TFs Technical Support for 21 st Century classrooms by Services Technicians, Curricula Support by Directors CTCs and TFs Year 2 July 1, 213 June 3, 214 Tech committee to continue implementation of mobile devices for textbook use Services Directors CTCs TFs Encourage CTCs, TFs, and Media Coordinators to advertise, model, and continue use of CCS webpages along with NCWiseOwl Services Directors CTCs TFs Utilize CTCs and TFs for implementation of digital content and learning resources Services Directors CTCs TFs Technical Support for 21 st Century classrooms by Services Technicians, Curricula Support by Directors CTCs and TFs Yearly Evaluation Evaluation DPI Use Methods(s) Devices being implemented and online textbooks agreements Filter logs, observations of appropriate use CCS webpage, Pacing Guides, observations of appropriate use Budgets, Inventories, Video Inventories

26 Strategic Priority 4: A Statewide Model of -Enabled Professional Development Current Status and Moving Forward What skills are needed to transition to digital teaching and learning resources? Teachers are recognized as change agents who have the power to make a difference in classroom practices (Hurst, 1999). Research on classroom use of technology has determined that teacher skills are fundamental for effective use of instructional technology and that professional development is the catalyst to transform teaching practices that successfully use technology (Grove, Strudler, and Odell, 24). As more technology becomes part of the K12 environment, the need for knowledgeable teachers to use these tools appropriately and effectively becomes paramount. professional development no longer means learning technology skills in isolation. A more integrated approach must be used in order for teachers to better understand the application of technology skills in the delivery of instruction. Education personnel currently receive professional development through a variety of resources including state and national conferences, on-line courses, one-on-one instruction, and system-level training opportunities. Evaluation of IMPACT Model Schools indicates that teachers in schools with technology facilitators who model technology use for teachers and provide follow up support to training use technology for instruction more effectively. How can these skills be delivered and sustained in North Carolina's K12 instructional workforce? As a component of ACRE, professional development opportunities are essential and are planned to assist LEAs and Charter Schools in the transition to new Common Core and Essential Standards. These face-to-face and blended sessions begin the summer of 211. It is critical that what has been learned about effective professional development on integrating information and technology skills be woven seamlessly into all of the professional development being delivered to support ACRE and RttT initiatives. This cannot be a stand-alone effort; research on IMPACT Model initiatives informs us that this integrated approach to professional development must be applied at every opportunity. As this NCDPI-delivered professional development continues through RttT scope of work implementation, it will include training on the effective use of technology to assess and evaluate student and teacher performance. The IIS will include modules for formative, benchmark, and summative assessments. This professional development must continue to utilize strategies that integrate technology; to ensure sustainability, technology must also be used as a delivery mechanism for this training. Efforts like the North Carolina's Formative Assessment Learning Community's Online Network (NC FALCON) are an important precursor to the types of professional development that can be delivered both more effectively and more efficiently in virtual and blended fashion.

27 How do teachers, administrators, and staff work with colleagues to guide their school system toward more effective uses of 21st Century tools for teaching, learning, and managing instruction? New standards, job descriptions and evaluative tools must be implemented to ensure alignment between what our instructional support personnel are trained to do and what our classroom teachers need to be successful. This includes feedback and alignment effort from the higher education community, practitioners in the field, the NCDPI Division of Instructional, and the North Carolina Professional Teaching Standards Commission. This alignment starts by reframing the focus and responsibilities of media coordinators and instructional technology facilitators. In the recent past, many of the individuals filling these roles have not been utilized effectively to provide instructional support for teachers. Rather, these positions are often used to facilitate providing release time for the teaching staff in the school. Merely cycling students through the media centers and computer labs of the schools of North Carolina provides little support to the goal of graduating all students future-ready, prepared to succeed in the 21st century world. Also, technical support for the school has often relied too heavily upon the media coordinators and instructional technology facilitators. It is true that technology must work in order for instruction to be digitally-enabled. However, if these instructional specialists spend their time serving as technicians, the change in instructional methodology will not occur. Instead, the media coordinators in our schools should be considered first and foremost facilitators of information skills. While assuring the school has suitable and appropriately managed collections of resources is important, the major role of the media coordinator should be that of information and curriculum expert, to assist teachers with designing, co-teaching, and co-assessing lessons and units of study that promote literacy across multiple formats, the use of informational text, higher order and critical thinking, and research-based, problem-solving activities in classrooms across North Carolina. Similarly, instructional technology facilitators should be concerned, first and foremost, with assisting teachers in seamlessly integrating technology into curriculum-based lessons and instructional units. Additionally, because collaboration inside and outside of the building, campus, LEA, region and state ultimately relies upon technology-enabled means, media coordinators and instructional technology facilitators should be assisting with efforts to provide these critical 21 st century learning experiences. How are teachers, administrators, and staff prepared to understand, implement, and assess the span of skills and processes that students need to succeed in the 21st Century? As experts in information and instructional technology, the media coordinators and instructional technology facilitators in schools must provide the first level of professional development in integrating these skills into all curricular areas. Because the individuals in these roles cannot be in every classroom on a campus at once, classroom teachers, through both planned and just-in-time professional development opportunities, must be trained to support the integration of information and technology standards into their own instruction. Media coordinators and instructional technology facilitators can provide this critical professional development role.

28 Alignment to Other Plans and Initiatives: Strategic Priority 4: A Statewide Model of -Enabled Professional Development Cleveland County Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic priorities of our plan... ACRE Conduct a random assessment of teachers to determine staff development needs Career and College Ready, Set, Go! Identify through a random assessment of students, skills that students need to learn Work with CTE and local industries to identify skills that work for student implementation Race to the Top Local and State Scopes of Work Implement the infrastructure blueprint. Provide and support student, teacher, administrator access to Learner Management System, Learning Object Repository, and web collaboration tools. Utilize LEA school technology funds to enhance school and technology infrastructure to facilitate online real-time assessments at each school. Provide access to effective, high-quality, job-embedded, data-informed professional Common Core / Essential Standards Promote opportunities for training of common core and essential standards Other LEA initiatives/plans

29 4: A Statewide Model of -Enabled Professional Development Suggested Goals/Targets Implement a plan for embedded technologyenabled professional development for teachers and administrators. Support models that promote and further the ideals of technologyenabled and integrated professional development Prepare media specialists and instructional technology facilitators to support digital reform. Deliver Common Core and Essential Standards training to teachers using integrated technology as a model for further classroom integration based on training from Summer Institutes. Prepare staff for online assessment delivery. Year 1 July 1, 212 June 3, 213 Professional Development conducted by Services, Maps created by Directors CTCs TFs Professional Development conducted Services, by Maps created by Directors CTCs TFs, PLCs at school level Staff development for Media Coordinators on implementation of technology Services Media Coordinators CTCs TFs Post training schedules online and delivered by Services Directors CTCs and TFs Post training schedules online Year 2 July 1, 213 June 3, 214 Professional Development conducted by Services, Maps created by Directors CTCs TFs Professional Development conducted Services, by Maps created by Directors CTCs TFs, PLCs at school level Staff development for Media Coordinators on implementation of technology Services Media Coordinators CTCs TFs Post training schedules online and delivered by Services Directors CTCs and TFs Post training schedules online Yearly Evaluation Evaluation DPI Method(s) Use Schedules staff development sessions, Maps Teacher Working Conditions Survey Results, Maps, PLC groups Media Coordinator Evaluations/ walkthroughs Classroom walkthroughs Survey

30 Prepare students for online assessment delivery. Provide ongoing support and professional development necessary for use of data to inform instruction. Provide technical and curricular support for teacher and administrator progress and evaluation according to MCREL teacher evaluation standards. Services Directors CTCs TFs Insure adequate access to computers for online assessments Services Directors CTCs TFs Maintain software for data analysis Services Directors CTCs TFs Maintain software for data analysis by Instructional Services, Services, and Human Resources Services Directors CTCs TFs Insure adequate access to computers for online assessments Services Directors CTCs TFs Maintain software for data analysis Services Directors CTCs TFs Maintain software for data analysis by Instructional Services, Services, and Human Resources Survey Evaluation Results Evaluation Results Provide technical and curricular support to Administrators and Directors for MCREL s PowerWalkthrough Training. Maintain software for data analysis by Instructional Services, Services, and Human Resources Maintain software for data analysis by Instructional Services, Services, and Human Resources Evaluation Results

31 Strategic Priority 5: 21st Century Leadership for All Schools and Districts Current Status/Moving Forward Are North Carolina school leaders at the state-, district- and local- levels prepared to lead and create a vision for 21st century education? It is the responsibility of leadership at all levels in North Carolina's public school system to define, implement, and evaluate 21st century learning. Creating 21st century learning environments is not about investing only in technology but also investing in people and creating a culture appropriate for 21st century learning. Clearly these planning efforts must begin at the state level. In order to assure that schools create a culture that embraces change as dynamic continuous improvement, the NCDPI must create avenues for developing the skills of North Carolina administrators to facilitate teaching, learning, and working in a 21 st Century education environment. Are professional growth programs/opportunities available to prepare teachers and administrators to lead 21st century learning environments? Cleveland County will identify, promote, and provide opportunities for educators to upgrade professional skills and certifications. Additionally, opportunities for educators to develop skills needed for participation in the online learning community need to be implemented.