Gwinnett County Public Schools Suwanee, Georgia. Three-Year Technology Plan July 1, 2012 June 30, Superintendent J.

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1 Gwinnett County Public Schools Suwanee, Georgia Three-Year Technology Plan July 1, 2012 June 30, 2015 Superintendent J. Alvin Wilbanks Compose an overall mission and/or vision which describes the steps the LEA is taking to ensure all students/teachers have increased access to technology. Include a list of specific vision statements for system educational improvement over a three year period. The plan includes an overall mission statement (usually 3-5 sentences) that communicates the primary purpose, the primary duties, the core beliefs, values and accessibility of system technology. The plan includes specific vision statements (usually bulleted sentences) that communicate specific areas of impact and/or improvement. The plan includes a clear description of how technology will be used to deliver rigorous academic courses (e.g., GA Virtual School, video conferencing, video streaming, and web based instruction). GCPS RESPONSE The Gwinnett County Public Schools Vision, Mission, and Goals Additional emphasis has been added for those sections impacted by technology. Vision Gwinnett County Public Schools (GCPS) will become a system of world-class schools where students acquire the knowledge and skills to be successful as they continue their education at the postsecondary level and/or enter the workforce. Mission The GCPS mission is to pursue excellence in academic knowledge, skills, and behavior for each student, resulting in measured improvement against local, national, and world-class standards. Core Beliefs of GCPS Our core business is teaching and learning. All children can learn at or above grade level. All children should reach their learning potential. The school effect is important and has a profound impact on every child s life. A quality instructional program requires a rigorous curriculum, effective teaching, and ongoing assessment. All children should be taught in a safe and secure learning environment. Commitments of GCPS Goals GCPS will put teaching and learning above all other functions of the organization. All GCPS students will learn at or above grade level. All GCPS students will reach their learning potential. The school effect is important and Gwinnett County Public Schools will have a positive impact on every child s life. GCPS will have a quality instructional program that includes a rigorous curriculum, effective teaching, and ongoing assessment. All GCPS students will be taught in a safe and secure learning environment. Goal 1: GCPS will ensure a world-class education for all students by focusing on teaching and learning the Academic Knowledge and Skills (AKS) curriculum. Goal 2: GCPS will ensure a safe, secure, and orderly environment for all. Goal 3: GCPS will optimize student achievement through responsible stewardship of its financial resources and the proactive pursuit of all resources necessary to meet current and future demands. Goal 4: GCPS will recruit, employ, develop, and retain a workforce that achieves the mission and goals of the organization. Goal 5: GCPS will meet the continuing and changing demand for essential information through technological systems and processes that support effective performance and desired results. Goal 6: GCPS will provide and manage the system's facilities and operations in an exemplary manner as determined by programmatic needs and the best management practices. Goal 7: Gwinnett County Public Schools will apply continuous quality improvement strategies and principles as the way the organization does business. Strategic Priorities 1/27

2 In 2012, GCPS adopted a new set of strategic priorities to address changing educational needs in our community. (To learn more about this initiative, click here.). Below are some excerpts: What should Gwinnett County Public Schools be like in the next decade? That s the question we asked ourselves and our stakeholders as we developed and fine-tuned the school district s Strategic Priorities for Gwinnett County Public Schools is a high-performing school district. To sustain this record of success, we must review our plans and our progress year after year, and envision what the school district must be in the future to educate and prepare students for the demands of the 21st century. The Strategic Priorities for play an integral role in that essential work. They are not a strategic plan, but rather communicate the direction in which the school district is moving for the next five to 10 years. The Strategic Priorities keep the school district focused on its core business teaching and learning and they drive continuous improvement in all that we do. They are one of the foundational pieces of the district s strategic direction, linking its vision, mission, and beliefs to the goals, initiatives, and operational management plans/local school plans for improvement. Most importantly, the Strategic Priorities help ensure the school district will do its part in building a better Gwinnett school system for all of us. The strategic priority for curriculum, instruction, and assessment is a comprehensive approach to teaching and learning. The GCPS core business is teaching and learning with an emphasis on learning. Curriculum, instruction, and assessments will be rigorous, integrated, and aligned. Innovative and challenging learning activities will be student-centered and designed for collaboration and flexibility. Proven, research-based Quality-Plus Teaching Strategies and appropriate technology will be used to engage students and to tailor instruction for different learners and learning styles. In meeting the needs of all students, schools will accelerate instruction not only for students who excel but also for those who are academically behind. Reading, writing, and mathematics the foundations of learning will be integrated into all content areas including languages, arts, sciences, and technology. In addition, Gwinnett s curriculum will emphasize development of media, technology and information-processing skills. A variety of assessments that are appropriate, timely, and ongoing will be employed as essential tools for measuring academic progress, evaluating performance, and guiding instruction. Teachers will use data to improve instruction and to increase academic achievement for each student. Continuous improvements in curriculum, instruction, and assessment will help students develop the skills required for success in a changing, competitive, global environment. The strategic priority for information management and technology supports the instructional and administrative uses of technology throughout the school district. Technology will permeate the education of Gwinnett s learners. Digital tools will expand the walls of the classroom, fostering collaboration and nurturing creativity and innovation in students and teachers. Appropriate technological tools and resources that are part of students everyday, media-rich lives will be incorporated into the school day, making learning real and relevant to a student population that has never known a world without sophisticated technology. The district will provide a robust online environment to meet the evolving needs of students and staff and will promote safe, responsible use of technology. Employees will have the technology-based knowledge, skills, training, and tools they need to be effective in their jobs. Innovative technology will facilitate teaching and learning, enhance communication, strengthen the link between school and home, and ensure operational and analytical excellence in the day-to-day operations of the school system. GCPS is also moving forward with a new approach in education, called "eclass," which will be detailed throughout this document. Gwinnett County Public Schools' Strategic Priorities for call for technology to permeate the education of Gwinnett s learners. eclass is a major school system initiative designed to make this vision a reality. eclass is a digital Content, Learning, Assessment, and Support System that will provide the district an integrated enterprise solution to enhance student engagement and the learning process. This multi-year initiative will provide digital tools that will expand the walls of the classroom, fostering collaboration and nurturing creativity and innovation in students and teachers. It also will ensure appropriate technological tools and resources that are part of students everyday, media-rich lives are incorporated into the school day, making learning real and relevant to a student population that has never known a world without sophisticated technology. What's more, this robust online environment will meet the evolving needs of students and staff, facilitating teaching and learning, enhancing communication, strengthening the link between school and home, and ensuring operational and analytical excellence in the day-to-day operations of the school system. (To learn more about eclass, click here.) While none of these statements address specific programs, the vision statements do provide an opportunity to deliver rigorous academic courses in multiple media, such as through our online campus ( and the provision of video streaming for certain educational resources throughout the district such as a collaborative streaming classroom with the Georgia Institute of Technology and six Gwinnett County high schools to teach advanced calculus courses. However, there are students from other schools that travel to one of the six sites. In total, there are eight schools who have students taking this class. There is a similar internal model which is a calculus class being taught at the Gwinnett School of Mathematics, Science, and Technology (GSMST) with students conferencing in from Lanier High School. Identify your data sources. What data does your technology inventory survey tell you? Compose a narrative analyzing the gap in access to technology across the district. Address the following groups instructional, administrative, parent/community, system readiness/system support and personnel resources. GCPS RESPONSE Current State of Technology Distribution In the past, we have examined the distribution of high-speed networking throughout classrooms in Gwinnett, as well as the creation of a retrofit cycle to maintain high standards of technology deployment throughout the district. The retrofit cycle is currently every five years. New schools and those schools with upgraded technology also receive a "base technology package" that supports the planned activities at the school. For example, each newly constructed or upgraded classroom includes a teacher laptop, a desktop printer, a projector, and four network connections. Additionally, each school receives media center and administrative office equipment that supports the specific school level (elementary, middle, or high). Each school can also purchase specific technology improvements or upgrades with local school funds in the pursuit of local instructional activities. This technology plan focuses on the systemic and systematic upgrade of technology on a rolling basis through our school retrofit process. Retrofits include an extensive network, hardware, and software replacement throughout the school without disruption of instructional activities. Begun in 2002 with the implementation of elementary-level teacher laptops, the retrofit cycle is now replacing those laptops with updated infrastructures throughout the district. Technology Survey Results The following information is presented as a reference point for technology deployed in new GCPS schools. Decisions about technology deployment are made throughout the year, and technology varies as new technologies are produced by industries, so this document is meant as a guideline only. The latest version of the planning document may be obtained from the Information Management Division (IMD) through the office of the Chief Information Officer. In our April 2012 "System Technology Inventory Survey," our system counted a total of 10,277 classrooms, and 100% of those classrooms had broadband network connections. Throughout the district, there are a total of 51,951 modern instructional computers providing an instructional computer for every 3.10 students. The effort to provide instructional technology and high-speed connections throughout the district remains a top priority for the district. To meet the needs of our special education students and teachers, special education software and hardware needs are supported by Individual Education Plans, which are maintained by the local schools and the Department of Special Education. Technology considerations and adaptations for special education students are made through the Information Management Division and the Department of Special Education. Building Connections: The GCPS Go.Gwinnett Staff Portal and the Go2.Gwinnett Parent Portal Another initiative that has been very helpful in meeting district-wide education and communication needs is through two portals, one for staff and one for parents. The Go.Gwinnett portal is a way to reach staff members throughout the district by providing , employee benefits information, professional training resources, and student data tools. In the About Me tab, employees can access useful information about their employment, benefits, and professional training experiences. 2/27

3 The About Students tab helps teachers and staff members quickly find specific student information for their classes, review assessment data down to the assessment item level, and review systemwide comparison data. In the Tools tab, staff members are able to connect to key resources for class and school planning, use their accounts, and register and attend professional development activities. The Go2.Gwinnett portal is designed to engage parents in the teaching and learning process through data transparency from schools to the home. As you can see in the graphic below, this gives parents a wide range of information, from student performance to attendance to course history. Since teachers use electronic gradebooks, this information is updated nightly so that the most recently entered information is always available for parents to review. The following is an example of the Go2.Gwinnett main page: 3/27

4 The Go2.Gwinnett pages are highly interactive, inviting parents to learn more about the following: Student profile: A summary view of the data on that student. Attendance: A comprehensive summary of attendance throughout the term and the school year. Course History: An online transcript of the courses the student has completed and/or attempted. Current Schedule: The current student schedule and teacher information. Discipline: A cumulative list of discipline incidents involving the student. Test History: A summary page of the student's performance on standardized assessments. Books/Meals: The current balance on library fines and meal-pay accounts. As you can see, the Go2.Gwinnett Parent Portal is a robust communication tool for parents and teachers to share data about student performance. This is in line with the expectations of the community and the schools to keep parents more informed about student progress. Another facet of our current state of technology is the balance between instructional, administrative, parent/community, and system support and personnel resources. Instructional: Instructionally, technology in GCPS is changing, and the full details on this change are detailed in the Gap Analysis portion of this report. However, each teacher is provided with a laptop computer to access online resources, , and instructional support. More information is provided around instructional technology in the areas of instructional support in sections 2A and 2B. There is also a list of technology deployed in schools in Appendix G. Administrative: Administrative technology in the schools and throughout the district varies by function. Each school is provided with administrative machines, such as laptops for administrators and desktop systems for front-office staff, but schools also have the option to add technology through local funds to meet the school's educational goals. Parent/Community: In most high schools, there is a "community school" that serves the broader educational goals of the community. In Title I schools, parent learning centers are also available, many of which include small computer labs. This enables the parents and community members around our schools to take advantage of some of the resources installed in our district. System Support and Personnel Resources: Personnel have been assigned at each school to provide support. Usually in the form of a team, this support includes the school Media Specialist, the Local School Technology Coordinator, and the Technical Support Technician. Schools rely on these personnel to find resources, use them in the classroom, and manage equipment as needed to deliver teaching and learning activities. More information on this team is found in section 2B. Identified data sources (such as annual hardware survey) are collected and cited to determine system members current level of access to computer hardware, instructional software, and the Internet. GCPS RESPONSE Current State of Technology Distribution In the past, we have examined the distribution of high-speed networking throughout classrooms in Gwinnett, as well as the creation of a retrofit cycle to maintain high standards of technology deployment throughout the district. The retrofit cycle is currently every five years. New schools and those schools with upgraded technology also receive a "base technology package" that supports the planned activities at the school. For example, each newly constructed or upgraded classroom includes a teacher laptop, a desktop printer, a projector, and four network connections. Additionally, each school receives media center and administrative office equipment that supports the specific school level (elementary, middle, or high). Each school can also purchase specific technology improvements or upgrades with local school funds in the pursuit of local instructional activities. This technology plan focuses on the systemic and systematic upgrade of technology on a rolling basis through our school retrofit process. Retrofits include an extensive network, hardware, and software replacement throughout the school without disruption of instructional activities. Begun in 2002 with the implementation of elementary-level teacher laptops, the retrofit cycle is now replacing those laptops with updated infrastructures throughout the district. Technology Survey Results The following information is presented as a reference point for technology deployed in new GCPS schools. Decisions about technology deployment are made throughout the year, and technology varies as new technologies are produced by industries, so this document is meant as a guideline only. The latest version of the planning document may be obtained from the Information Management Division (IMD) through the office of the Chief Information Officer. In our April 2012 "System Technology Inventory Survey," our system counted a total of 10,277 classrooms, and 100% of those classrooms had broadband network connections. Throughout 4/27

5 the district, there are a total of 51,951 modern instructional computers providing an instructional computer for every 3.10 students. The effort to provide instructional technology and highspeed connections throughout the district remains a top priority for the district. To meet the needs of our special education students and teachers, special education software and hardware needs are supported by Individual Education Plans, which are maintained by the local schools and the Department of Special Education. Technology considerations and adaptations for special education students are made through the Information Management Division and the Department of Special Education. Collected data is used to determine the following: Instructional uses of technology Administrative uses of technology Parent/community uses of technology System readiness / System Support and Personnel Resources of Technology GCPS RESPONSE Building Connections: The GCPS Go.Gwinnett Staff Portal and the Go2.Gwinnett Parent Portal Another initiative that has been very helpful in meeting district-wide education and communication needs is through two portals, one for staff and one for parents. The Go.Gwinnett portal is a way to reach staff members throughout the district by providing , employee benefits information, professional training resources, and student data tools. In the About Me tab, employees can access useful information about their employment, benefits, and professional training experiences. The About Students tab helps teachers and staff members quickly find specific student information for their classes, review assessment data down to the assessment item level, and review systemwide comparison data. The Tools tab helps staff members connect to key resources for class and school planning, use their accounts, and register and attend professional development activities. 5/27

6 The Go2.Gwinnett portal is designed to engage parents in the teaching and learning process through data transparency from schools to the home. As you can see in the graphic below, this gives parents a wide range of information, from student performance to attendance to course history. Since teachers use electronic gradebooks, this information is updated nightly so that the most recently entered information is always available for parents to review. The following is an example of the Go2.Gwinnett main page: Student profile: A summary view of the data on that student. Attendance: A comprehensive summary of attendance throughout the term and the school year. Course History: An online transcript of the courses the student has completed and/or attempted. Current Schedule: The current student schedule and teacher information. Discipline: A cumulative list of discipline incidents involving the student. Test History: A summary page of the student's performance on standardized assessments. Books/Meals: The current balance on library fines and meal-pay accounts. The Go2.Gwinnett pages are highly interactive, inviting parents to learn more about the following: Student profile: A summary view of the data on that student. Attendance: A comprehensive summary of attendance throughout the term and the school year. Course History: An online transcript of the courses the student has completed and/or attempted. Current Schedule: The current student schedule and teacher information. Discipline: A cumulative list of discipline incidents involving the student. Test History: A summary page of the student's performance on standardized assessments. Books/Meals: The current balance on library fines and meal-pay accounts. As you can see, the Go2.Gwinnett Parent Portal is a robust communication tool for parents and teachers to share data about student performance. This is in line with the expectations of the community and the schools to keep parents more informed about student progress. Another facet of our current state of technology is the balance between instructional, administrative, parent/community, and system support. Instructional: Instructionally, technology in GCPS is changing, and the full details on this change are detailed in the Gap Analysis portion of this report. However, each teacher is provided with a laptop computer to access online resources, , and instructional support. New schools and those schools with upgraded technology also receive a "base technology package" that supports the planned activities at the school. For example, each newly constructed or upgraded classroom includes a teacher laptop, a desktop printer, a projector, and four network connections. Each school receives media center and administrative office equipment that supports the specific school level (e.g., elementary, middle, or high). Each school can also purchase specific technology improvements or upgrades with local school funds in the pursuit of local instructional activities. This technology plan focuses on the systemic and systematic upgrade of technology on a rolling basis through our school retrofit process. Retrofits include an extensive network, hardware, and software replacement throughout the school without disruption of instructional activities. Begun in 2002 with the implementation of elementary-level teacher laptops, the retrofit cycle is now replacing those laptops with updated infrastructures throughout the district. For more information on the technology installed in schools during the retrofit process or the opening of a new school, please see Appendix G: New School Technology Information. Administrative: Administrative technology in the schools and throughout the district varies by function. Each school is provided with administrative machines, such as laptops for administrators and desktop systems for front office staff, but schools also have the option to add technology through local funds to meet the school's educational goals. As teachers and administrators strive to support students in achieving the Quality Core Curriculum (QCC) and the Georgia Performance Standards (GPS), they will have a variety of technology tools that enhance proven educational practices. By making the most of available technology tools, teachers and administrators will improve their skill sets and stay on top of current best practices and instructional methods to support student learning. To access and manage GCPS data resources for the effective and efficient management of instruction, a number of system-, school-, and classroom-level data resources are available to monitor and adjust student learning activities. Teachers and administrators are currently provided with a combination of tools to help them in their tasks. With an enhanced network, GCPS administrators and teachers will be provided with world-class technology tools that will readily accept the evolving resources available in electronic formats. 6/27

7 Networked grading tools Broadband internet access Student Assessment Reporting Tool (MyStudents) Student Information System Instructional software (such as Inspiration, NCS Learn SuccessMaker, textbook-related software) Productivity software (the GCPS standard is Microsoft Office) Testing item banks developed in correlation with the Academic Knowledge and Skills (AKS) Lesson plans at every grade level in every subject with video vignettes of differentiated instructional approaches that address multiple learning styles. Web-based multimedia resources coordinated with the AKS Web-based media catalog Online research resources, separated by grade level While this list is not comprehensive, GCPS is constantly working to improve and augment the electronic resources available to the local schools and teachers. By upgrading the district's infrastructure and providing administrators and teachers with enhanced instructional technology resources, the above items will become district standards. Parent/Community: In most high schools, there is a "community school" that serves the broader educational goals of the community. In Title I schools, parent learning centers are also available, many of which include small computer labs. This enables the parents and community members around our schools to take advantage of some of the resources installed in our district. Parents and community members are invited to use technology to support student learning through a variety of activities and resources. Many schools host Technology Nights to showcase student technology use. Some schools with diverse ethnicities are also hosting "family" literacy classes that include the whole family in the use of ESOL software. Still other schools provide parents-only training on basic technology concepts so that parents have enough skills to encourage the use of technology in the home. A recent addition to technology resources includes CRCT Online, which supports the Criterion-Referenced Competency Test (CRCT). Schools use the CRCT Online resource to help students get comfortable with the content and style found on the CRCT by taking mini-assessments. Some other technology-related resources available through GCPS include the following: GCPS Web site information covers a wide variety of school-related information, including instructional resources for parents to use with their children. School Web pages provide local community information for parents and students, as well as instructional information for specific classes. Live Homework Help, a tutoring resource for students funded bythe GCPS and the Gwinnett County Public Library. NCS Learn's SuccessMaker-at-Home is a program available at all elementary schools that allows students to continue working on learning activities outside the school using SuccessMaker software. At least one school, Riverside Elementary School, has even partnered with a local grocery store to provide a kiosk for students to use while their parents shop for groceries. Community school courses using GCPS technology provide classes on technology topics at each high school in the evening. Technology Nights are hosted by many schools to involve parents in school technology activities. Parent Messenger/Calling systems, which broadcast messages to students' home phones from the school. , paper and electronic newsletters, and communications from teachers and administrators to and from parents. SAT Prep software available to all high school students at home. Video orientation in multiple languages for high school parents and students System Support and Personnel Resources: Personnel have been assigned at each school to provide support. Usually in the form of a team, this support includes the school Media Specialist, the Local School Technology Coordinator, and the Technical Support Technician. Schools rely on these personnel to find resources, use them in the classroom, and manage equipment as needed to deliver teaching and learning activities. Below is a graphic to describe the functions of these three team members in the school environment. 7/27

8 Collected data is analyzed to determine the gap between what levels of technology access is needed to achieve the vision and what is currently available. Analysis includes trends across sub groups in the school system. GCPS RESPONSE As noted previously in the initial discussion of the retrofit process, all GCPS schools are either new, retrofitted within the last five years, or in the process of being retrofitted. This means that schools are consistently operating modern computers, have the highest level of network available, and are able to accommodate instructional software throughout the schools. (For more information on the technology installed in schools during the retrofit process or the opening of a new school, please see Appendix G: New School Technology Information.) What are the Gaps? There are two major gaps that GCPS is addressing through this section, Access to Technology and Instruction through Technology. These are two systemic approaches that are central to classroom support throughout the district. Each of these gap analysis are detailed below. GAP 1: Access to Technology. The technology in the classroom becomes outdated over time, and the retrofit problem addressed this gap in the previous technology plans. With refreshed networking capability, new equipment deployed, and teacher support through professional development, the access to classroom technology is a gap that will always be part of our plan. Since retrofits have been ongoing for a number of years, the process to identify school instructional needs, select appropriate technology, deploy updated networking capabilities, and provide professional learning, are all now part of the school district culture. Other districts recognize that GCPS is a benchmark for technology retrofitting and school board support for instructional technology. GAP 2: Instruction through Technology. As our culture has grown and adopted many technology-supported instructional measures, the district recognizes that there is a great opportunity around the corner. GCPS has worked with groups of administrators, teachers, and community members through interviews, focus groups, and perception surveys, to identify the best ways to use the school technologies and redesign the teaching and learning process. Initial goals included the use of learning tools 24/7/365, at-home access to learning resources, use of online textbooks and resources for instruction, transparency of assignments and grades, and extending the work begun with the staff and parent portals. What resulted was a new approach called eclass, which includes a variety of unique resources connecting student learning, staff development, student data, teacher collaboration, and student access to technology: Gradebooks and attendance Professional growth and development for staff members Digital content delivery Portal-based access to content for staff, students, and parents Staff collaborating tools Curriculum support and enhancements GAP 1: ACCESS TO TECHNOLOGY Prior to each retrofit, an analysis is completed of the hardware, software, and network upgrades needed to bring the school up-to-date. Since many schools have hardware that varies in age and capability, the immediate reuse of technology is also considered. Newer technology not at the state-of-the-art level of the retrofit but still useful for instructional purposes is immediately redeployed in the schools with the oldest technology awaiting retrofits. Details regarding the items installed in a retrofitted school can be found in Appendix: New School Technology Information. On the following chart, the plan for addressing the gap in technology for schools is identified. Schools that receive retrofit-level technology are: 8/27

9 Schools receiving retrofits (# of retrofitted schools) Schools being constructed (# of new schools) Schools being constructed to replace existing school buildings (# of replacement schools) GAP 2: INSTRUCTION THROUGH TECHNOLOGY Educational needs do not stand still, and GCPS is constantly working to improve our current models of technology use for teaching and learning, and build better processes for distributing technology. Gwinnett County Public Schools' Strategic Priorities for call for technology to permeate the education of Gwinnett s learners. eclass is a major school system initiative designed to make this vision a reality. eclass is a digital Content, Learning, Assessment, and Support System that will provide the district an integrated enterprise solution to enhance student engagement and the learning process. This multi-year initiative will provide digital tools that will expand the walls of the classroom, fostering collaboration and nurturing creativity and innovation in students and teachers. It also will ensure appropriate technological tools and resources that are part of students everyday, media-rich lives are incorporated into the school day, making learning real and relevant to a student population that has never known a world without sophisticated technology. What's more, this robust online environment will meet the evolving needs of students and staff, facilitating teaching and learning, enhancing communication, strengthening the link between school and home, and ensuring operational and analytical excellence in the day-to-day operations of the school system. eclass will bring together curriculum and instructional resources, assessment items, professional development for teachers, student information, and gradebook functions in one place. eclass integrates a number of core curricular functions: instructional calendars, resource for lessons, assignments for students who need enrichment or extra help, quizzes and tests automatically populated the gradebook, analytics data that shows students how they are doing on specific Academic Knowledge and Skills, or AKS. Some examples of the eclass initiative include the following: Online books are piloted to different clusters sucessfully Pilot of curriculum and instructional resources in five clusters in Year 1: Archer, Berkmar, Duluth, North Gwinnett, and Shiloh Initial modules will cover language arts, mathematics, science, social studies, elementary visual arts, and Spanish I Electronic gradebook used by all teachers in the fall of 2012 Expansion of a more robust, secure, wireless environment is underway at the pilot schools Professional development resources for teachers will be coming online Anticipating students will use their own technology as part of teaching and learning process. District is researching how to best integrate personal tech devices into classroom; 9/27

10 exploring different devices such as cellphones, tablets, laptops, ereaders, etc. District will likely invest in resources that could be shared among classes in school eclass is a different way to conduct teaching and learning using technology as a medium for instruction throughout the district. Unlike previous initiatives, the long-term retrofit process has enabled GCPS to move to a new step of technology use, not just access. The following documents are several communications that have been distributed to help the district understand the move to eclass and the benefits it can provide for teaching and learning. Link: video on eclass: a. Goals Based on the vision, data collection, and the gap analysis, clear and concrete goals are established in the following categories: Instructional uses of technology Administrative uses of technology Parent/community uses of technology System readiness (staff technical competencies/attitudes) b. Benchmarks Each goal is accompanied by benchmarks that serve as tangible indicators of successful progress toward goal completion. c. Evaluation Plan d. Budget Data collection strategies to monitor progress for each technology GOAL/BENCHMARK are provided. Responsibility for collecting and analyzing data on each technology GOAL/BENCHMARK is assigned and documented. (Titles are sufficient.) Evaluation plan includes specific methods to determine how technology program successes affect (1) student achievement, (2) student technology literacy; and (3) the quality of students learning experiences. A budget figure and a funding source or a projected funding source is provided for each strategy. When the purchase of technology is present in the budget, the type of technology is specified. e. Responsibility List A list of persons responsible for the implementation of each strategy is included. GCPS RESPONSE The following files provide the detail requested in the rubric. The strategic plan is a table describing strategies, benchmarks, evaluation methods, funding sources, and responsible groups for system-wide instructional technology strategies. Additional information related to E-Rate funding is provided for years of our E-Rate program. The GCPS Race to the Top (RT3) statement of work is also included to provide key details to our RT3 program and activities. Describe strategies to share system progress, disseminate evaluation results, encourage broad stakeholder involvement, and market the role technology can have in helping students achieve in innovative ways. How are we sharing what we are doing? How can we show that the way we are sharing is meeting our needs? How are we encouraging more people to be actively involved with the system? GCPS RESPONSE With over 162,000 students and 20,000 employees, managing communications within Gwinnett County Public Schools is a significant challenge. Communication is an essential task for our success as a district. The following two examples are demonstrations of our strong interest in effective communications throughout the district with the school community, including students, parents, staff members, and community members. GCPS Perception Surveys Gwinnett County Public Schools (GCPS) employs a comprehensive communication and marketing plan that promotes the concept of introducing technology into the classroom environment 10/27

11 to parents, staff, community members, and businesses. By creating a well-developed communication system, GCPS generates the enthusiasm necessary to bring technology into the hands of Gwinnett students. We employ the following multi-dimensional marketing plan to effectively communicate our technology plans and initiatives. One of the key activities for GCPS' success in the community is our long history of involving parents, staff members, students, and community members in the decision-making process. A key mechanism for obtaining district feedback is through "perception surveys" that provide local and district-wide insight for GPCS' improvement processes. A random selection of parents, staff members, and students are asked to complete the perception survey each year, and the results are used to plan improvements for the following year. The survey also asks for feedback on technology topics in several items: Parent 8. I am satisfied with the technology available for use at my student's school. 9. I am satisfied with my student's computer skills. Staff 9. During this school year, I increased technology use in the classroom or continue to make extensive use of it as in prior years. Student 9. My computer skills are getting better at school. 10. My teachers help me to learn more about how to use a computer to find information I need for reports and research. 19. My school has the furniture, tools, computer, lab materials, and equipment I need for learning. Here are examples of the resulting data, aggregated to the district level: GCPS Communications Database In addition to perception surveys, there are a number of internal-to-gcps communication tools for reaching out to the school communities in a consistent manner. These tools are collected in the GCPS Communications Database, which is maintained by the Superintendent's Office and the Communication and Media Relations Department. For example, the eclass initiative, discussed in Section 2C: Gap Analysis, is of interest to the entire GCPS community, so communication resources are distributed through this database to all leaders in the district. Having all of these communication tools serves two purposes, to provide standard information throughout the district, and to reinforce a strategic-communication culture. Strategies for the following are provided: sharing progress, disseminating evaluation results, encouraging broad stakeholder involvement, and marketing the role technology can play in helping students achieve the CCGPS in innovative ways. Multiple methods of dissemination and marketing are used (for example, web based resources, newsletters, meetings, local media, etc.) GCPS RESPONSE In addition to the perception surveys and communication database mentioned in Section 5, there are specific strategies used to share the technology availability throughout the school district, marketing technology innovations, and encouraging feedback and involvement from our parents and community members. Through this Technology Plan. Once this Technology Plan has been approved, it will be made available to the entire school system (and the world) via our district web site. Through the GCPS Web Site. The GCPS web site provides a public information distribution point with official school information, planning proposals, budget summaries, board meeting agendas, and many other resources, along with instructional technology information. A quarterly technology newsletter featuring articles on technology in the service of teaching and learning is published online and in hardcopy formats. 11/27

12 In the OMPs Gwinnett County Public Schools requires each of its divisions to develop an Operational Management Plan (OMP). The goals articulated in this Technology Plan are included fully in the OMP for the Information Management Division. In the AKS. The pivotal role of technology in the successful implementation of Gwinnett County s Academic Knowledge and Skills (AKS) curriculum is clearly stated and fully accepted across the system. Parents, community members, and students all review these standards at several points during the school year and are provided opportunities to give feedback and/or suggest new standards. Through Perception Surveys. Valuable feedback from stakeholders and strategic partners is obtained on a regular basis through community feedback tools and GCPS-developed perception surveys. These instruments generate feedback from parents, teachers, and students throughout the county. Examples of feedback from these perception documents are in Section 03. Through School Councils. Every school within GCPS has its own school council with regular meeting dates. A school council must be comprised of at least two members from the community, multiple business partners, parents, teachers, and an administrator. One of the regular items on a school council s agenda is a discussion of what the local school is doing to maximize the educational use of technology. School councils not only provide excellent community feedback, but also are powerful avenues for involving community support for technology additions and improvements above and beyond the scheduled district rollouts. Through Business Partnerships. Virtually every GCPS school has a business partner. Those business partnerships involve a lot of back and forth efforts. Business partners give of their time and expertise, but usually become so involved in what is going on in the schools that they become major communicators to the public about technology activities in the schools. For example, Norcross High School is partnered with several technology companies. The companies help the Norcross robotics team create robotics for engineering-related projects and competitions for students seeking experience in engineering fields. Through Technology Fairs and Competitions. LSTCs have been responsible for organizing and promoting technology fairs at most schools. Some are major, all-day affairs. In addition, GCPS provides significant resources in supporting and organizing the State Media Festival held in conjunction with GPTV. All create opportunities for parents to see firsthand the teaching and learning that is happening through technology in their local schools. Through Monthly Public School Board Meetings. The GCPS Board of Education conducts monthly meetings which are open to the public. Work sessions, also open to the public, are held before the Board of Education meetings. The board also has an address so the public can ask questions of the Board. GCPS staff come to the work sessions and make presentations. There have been presentations on the district Student Assessment Reporting Tool, or MyStudents. There have been presentations on the technology plan to help the board understand the different areas of technology and information management and how all that comes together. At the board meetings, citizens have the opportunity to address the board. Through Area Board Meetings. Every spring, the Board holds meetings in the five County districts to talk about teaching and learning, future plans, and budget. Information on technology is especially critical in the discussion of building plans. Proposed technology expenditures are major costs of every new construction project. Through s to Parents. Technology has been a helpful enabler of ongoing parent-teacher communication. The system s online capabilities have made it possible for teachers to send out regular s to inform parents on their children's progress. Through that same medium, parents can ask specific questions of the teacher instead of just wondering about homework, projects, or test grades. Through GCPS-TV. Technology advances within the school system are featured regularly on GCPS-TV. This publicly broadcast television channel provides internally- and externallydeveloped programming 24/7. In an average year, GCPS-TV carries programs or segments on technology aspects within the schools. Through School Accountability Reports. The GCPS central office takes every opportunity to include technology advances and achievements in its School Accountability Reports. Particularly in the Highlights section, local schools report positive strides and innovative methods for using technology. School Accountability Reports are distributed in print and are available on the system s web site. Through District Newsletters. The school district provides a number of newsletters that have technology features for a wide variety of purposes: GCPS enews - For the public, parents, and community GCPS Communiqué - For the public, parents, and community IMD Connection Newsletter - For leadership teams, technology teams, and staff members GCPS News Releases - For the public and the metro Atlanta area Through Public Libraries. GCPS also partners with the public libraries of Gwinnett County. Each spring, elementary and middle school levels partner with the public library to encourage students to participate in the Summer Reading Program. This program is highly dependent on a technology connection between the schools and the libraries. Additionally, the online homework assistance resource is based on a partnership between GCPS and the Gwinnett County Public Library system. Through the News Media. Press releases are placed on the GCPS web site and made available to local newspapers and media broadcasters that showcase new technology as it is purchased and applied within the district. Through Industry and Civic Presentations. The IMD CIO frequently addresses civic organizations on the topics of GCPS technology plans and the District Technology Plan and Vision for technology in the schools. Annually IMD staff provides presentations to the Georgia Education Technology Conference on emerging technologies, technology integration, and acceptable use of education technology. There is evidence that a regular and consistent technology plan results from intra-system collaboration between the technology department and system level staff development, curriculum, media, Title I, special education, and ESOL personnel. GCPS RESPONSE To improve student performance, collaborative partnerships are encouraged and supported between IMD and district level staff as well as with educational personnel. These partnerships provide access to materials and resources that support the use of technology in teaching, learning, and instructional management. To date, existing partnerships and pending initiatives in support of the technology plan are: Working closely with Title I Parent Instruction School Coordinators at local schools, IMD continues to support the parent education classes in various computer related skills. These classes give parents information on the applications used by students; educates parents on the advantages of computers; and provides parents with access to the GCPS portal. A quarterly newsletter featuring articles on technology uses that support teaching and learning, software usage tips, and emerging technologies is published and distributed to all administrative staff and technology support teams in each school. An additional two page newsletter is also distributed to all staff members with laptops just prior to the summer break. District level staff is very much involved in this publication through contributions of articles and resources that illustrate technology developments and utilization. The district exercised its option under the Microsoft Software Assurance contract to activate the Home Use Program for Microsoft Office Suite software. A team of technicians and staff coordinated the program that allows school staff to purchase discounted copies of the software. This program provides LEA staff access to self-paced interactive training designed for end-users and IT Professionals; promotes self-directed learning; enables development of technology skills at home; and encourages teachers to discover innovative instructional uses for the software. At the request of the media specialists, an in-depth training program was established to extend and strengthen their skills on school broadcast equipment. As a result of this program, a new learning model that reinforces the AKS curriculum was developed. It will be applied to future training sessions for media equipment. 12/27

13 Describe how the local educational agency will provide professional development and ensure that specific funds like E-Rate and other sources are spent on scientifically and/or evidence based practices in relation to the purchase of technology and technology tools. Professional Development programs are clearly outlined. Funding sources of professional development are provided. Local staff development programs are consistent with nationally established criteria for quality professional development, with such characteristics as incentives, self-directed learning, and authentic connections to actual work. Professional development programs promote research-supported instructional practices that actively engage students in their own learning. Professional development programs help teachers target their instructional practices toward student achievement of CCGPS (Common Core GA Performance Standards). GCPS RESPONSE Effective professional development improves the learning of all students. Gwinnett County Public Schools (GCPS) believes that learning is a lifelong venture and embraces a professional development program that has an articulated relationship with the educational goals identified by the Gwinnett School Board and District schools. GCPS acknowledges through published policies and procedures that quality professional developmental strategies are central to student learning and essential to improving student performance. Attached are copies of GCPS policies and procedures that support professional development. Professional development is a key component of instructional success in GCPS. The ultimate goal of professional learning is to improve student learning, but as there are many different job functions within the district, there are many types of training and professional development being conducted throughout the year. While striving to meet the goal of student achievement, the Department of Professional Learning provides professional growth opportunities to all employees--opportunities designed to advance the system direction, enhance employee performance, and develop employee capacity to lead in a system of world -class schools. Leadership Development GCPS recognizes that technology competencies for District leadership also need to be identified and addressed to enable them to effectively model technology use and to evaluate the success of integration efforts of their instructional staff. To meet this need, GCPS launched the Quality-Plus Leader Academy (QPLA) initiative which is a multi-stage principal preparation program. The QPLA process focuses on developing high-quality principals who possess the knowledge, skills, and leadership training that will maximize our use of eclass and other instructional technology resources. Acknowledging the strength of the QPLA program, the Broad Foundation committed $3.5 million to help fund GCPS leadership development which is expected to yield improved student performance through effective leadership and the appropriate use of technology. Professional Development The Department of Professional Learning exists to serve our customers by providing the processes, products and services needed for high quality professional learning that leads to desired results. A goal of the department is that every employee experiences high quality professional learning as part of his or her daily work. The Department of Professional Learning supports best practices for professional learning/adult learning as suggested by the National Staff Development Council and the Georgia Staff Development Council. GCPS is closely affiliated with the University of Georgia and its Educational Technology Training Center (ETTC), which provides a large number of technology training sessions for staff members at all levels. The Information Management Division (IMD) works with the ETTC to support Local School Technology Coordinators (LSTCs), Technology Support Technicians (TSTs), and Media Specialists and Clerks. Below is a graphical representation of how these roles interact at the schools to improve student performance. 13/27

14 In addition to the ETTC offerings, the following staff development resources are available for teachers to further integrate technology into their daily instruction: National Educational Technology Standards for Students (NETS-S). The GaDOE Division of Technology Services offers a comprehensive suite of customized, standards-based, and assessment aligned resources available to the teacher's desktop. The online site provides teachers access to standards aligned, technology integrated, teaching and learning resources. Partnership with the Educational Technology Training Center. This partnership provides technology training sessions for LSTCs, media specialists, and media clerks. Partnership with the Gwinnett Public Library Program. GCPS works closely with the local library system to provide online resources designed to support students after hours. Available on the Gwinnett Public Library website, these resources are separated by grade level (elementary - middle - high) and are accessible via the library system's web page. More information is available here: Train-the-Trainer program (for upgrades and new school technology deployment and laptop rollouts). The Train-the-Trainer initiative demonstrates a consistent process-based approach to educate LSTCs on how to provide basic training to teachers during laptop rollouts. Train-the-Trainer models were used as part of the deployment model in which LSTCs were organized together into groups and taught how to present training to their local faculty. They received manuals as education material and were given timeline schedules. The program concluded when the LSTCs sign off that training was complete. Identify technology needs for media specialists and LSTCs. Each year, media specialists and LSTCs fill out surveys to describe their experience and opinion of the types of technology training they have received. The purpose of these surveys is to evaluate the functions that these groups perform in the school system and, based on the results, determine ways to increase their instructional support role. From those surveys, professional development planning sessions are designed or the ETTC is contacted to supplement training activities. The Scholastic Aptitude Test (SAT) Online. As a result of gaps existing in high school instruction, such as critical reading on the SAT, the State DOE has provided The SAT Online, which is a prep course. It is a generic tool that can help students with math and writing. The administrator of the course has the ability to select focus areas. Prior to using the course, a five-member team (including an administrator, department chairs, and School Improvement Executive Directors) trains a team from every high school who return to their associated school to work with teachers on how to use this tool. This process enables cross-divisional cooperation and support (between Leadership, Technology and Assessment divisions) to help schools have tools that they need to improve instruction and test scores. By the conclusion of the sessions, the team is provided with an electronic format and paper format of the instructions to deliver to teachers. Online Assessment System (OAS) tool. This tool enables schools the ability to generate practice tests and other activities that help students to prepare for taking the CRCT test. The capabilities include: ongoing, year-long work using online tools, practicing the assessment, tracking and monitoring student status, and assessing for student improvement over time. Local School Plan for Improvement (LSPI) template (to evaluate student data). A standard local plan for improvement exists for each school in Gwinnett County. There is a crossfunctional effort on behalf of the principal, administrative team at the school, teacher leaders, department chairs, and grade level chairs to evaluate the data to include in the LSPI template. Data is reviewed using MyStudents to analyze CRCT and SAT data. Based on the identification of gaps in current instruction, this group of individuals develops the plan of improvement for the following year to enter into the standard template. Additionally, CRCT Online is a way to help meet goals set for the Local School Plan for Improvement. Technology Competencies identified for K-8. The State is moving from the Quality Core Curriculum (QCC) to the Georgia Performance Standards (GPS), and GCPS is working to integrate the new standards into the lesson plans, instructional models, and technology activities at the local schools. Staff development to support these standards is provided by the Organizational Advancement Division's Professional Learning Department. The GCPS Operations Budget provides the necessary funding to support proven research-based professional development that will assist teachers in effectively integrating advanced technologies, including emerging technologies, into the curricula and instruction to ensure student success. Local School Professional Development To promote competency-based professional development, schools often develop instructional technology education programs for staff members. An implementation plan containing specific measurable activities for technology training is placed within each school s Local School Plan for Improvement (LSPI). To support instructional technology use in the classroom, teachers are given specific staff development training in a number of areas by the Local School Technology Coordinator (LSTC). The LSTC is a certified teacher whose main responsibility is to assist teachers in the integration of curriculum and technology. As noted in the graphic above, the LSTC and Media Specialist are both important resources in the local school for integrating technology and instruction, providing staff development, and giving teachers concrete learning support when using technology in the classroom. 14/27

15 The following list is an example of some of the recent offerings for local school personnel: Instructor-Led Classes Online Classes 101 Ways to Use Your Ceiling Mounted Projector eclass Collaboration Tools Animoto eclass Gradebook Classroom Response Systems for Elementary Schools Adobe Acrobat X Copyright and Fair Use Adobe Dreamweaver CS5 Creating Classroom Assessments Computer Literacy Destiny Library Manager Destiny Library Manager Destiny Textbook Manager Etiquette Digital Photo Editing IMD Program Management Office Overview Dreamweaver and Fireworks Lotus Notes 8.5 Fundamentals ebooks Training Microsoft Access 2007 Elluminate Microsoft Access 2010 Google Calendar Microsoft Excel 2007 Google Docs Microsoft Excel 2010 Gradebook Training Microsoft Excel 2010 Adv Formatting Hypersnap Microsoft Excel 2010 Adv Formulas and Functions Implementing ISTE's NETS for Students Microsoft Excel 2010 Power Shortcuts Instructional Strategies for Using Interactive Technology Tools Microsoft OneNote 2010 Instructional Strategies for Using Mimio Microsoft PowerPoint 2007 Integrating Technology in the Elementary Science Room Microsoft PowerPoint 2010 It's Online and It's Free Microsoft Project 2007 Lotus Notes 8.5 Microsoft Project 2010 Make Lessons Pop with BrainPOP Microsoft Publisher 2010 Microsoft Access 2010 Microsoft What's New in Windows 7 Microsoft Excel 2010 Microsoft Word 2007 Microsoft OneNote 2010 Microsoft Word 2010 Microsoft PowerPoint 2010 I NetSupport School Microsoft Publisher 2010 III PeopleSoft Textbooks Microsoft Word 2010 I Photoshop Elements 9 Mimio Certification Level 1 - Core Skills Web Design Fundamentals Mimio Certification Level 2 - Advanced Skills Netsupport Notebooks, Airliners and Clickers Online Course Development Online Forms Online Research Databases SMART Lesson Activity Toolkit SMART Notebook and Response Student Response Systems Successmaker Teaching with Blogs Teaching with Wikis Technology Competencies in Elementary Tips and Tricks for Windows 7 Tips for Using Subscription-Based Web Sites Triptracker Field Trip Training Uses of OnMyCalendar 15/27

16 Using Interactive Technology Tools Web 2.0 Tools for Schools The Broadcasting & Distance Learning department also offers training for staff during the summer on media software and equipment. Following is a current list of courses offered in 2012 for teachers, Media Specialist, and local school technology specialists: Adobe Premiere Elements Already using Windows Movie Maker or some other editing software with your video? Learn how to use Premiere Elements to add editing capability to the videos you create. Topics covered include importing, editing, adding titles & effects, and sharing your videos. This is a great class for media specialists, LSTC s, TST s and teachers comfortable with computers and video. Please make sure your computer hasor the school is willing to purchase the Adobe Digital School Collection (ADSC) with Adobe Premiere Elements before you enroll for this class. Casablanca & Beyond In this two-day hands on workshop you'll learn tips to make your Casablanca video editing more efficient and your projects more creative. Casablanca Expert Chet Davis will coach you through a number of short assignments to master intermediate operations and teach you some clever new tricks. You'll also learn how to import and work with media from different video and still cameras, document cameras, and other sources. Included will be ways to share video and media between the tools you have access to like Windows Movie Maker, Adobe Premier Elements, and PowerPoint. Bring your real-world questions and needs, and learn a lot! NOTE: this session requires a basic competency on the Casablanca but both novice and intermediate levels are welcome. Chet Davis is an international instructor for non-linear editing Studio Xi Tips and Tricks Learn tips and tricks from the creators of Studio Xi as well as your colleagues. This one day class is not adetailed overview of Studio Xi. It is intended for current users of Studio Xi that want to learn all of the powerful features. There will be a Q & A portion - so feel free to bring questions. Using Video in the Classroom Want to use video in the classroom but not sure how to get started? This class is intended to help teachers learn some of the basics. We'll cover using video resources in classroom presentations; go over different cameras found in our schools; show how to get video footage into the computer; and show how to edit your video using Windows Movie Maker. This is a beginner's class-but will be filled with tips and tricks for advanced users. A collaborative training approach has been adapted to maximize the number of training opportunities in the district and to promote 21st Century leading, teaching and learning. Local School Technology Coordinators (LSTC) play a critical role in schools by working with other teachers to ensure the best uses of technology to improve student achievement. The following are examples of successful professional development training programs achieved at schools throughout the district. They are representative of the types of professional learning accomplished at each school around technology. The following examples are provided by the local schools as sample programs supporting instructional technology use and student achievement. Each school determines their own professional development focus, in addition to system-wide training. EXAMPLE 1: Jones Middle School Jones Middle School (MS) implemented a Peer Coaching Program. This recognized and highly effective staff development strategy provided an environment for teachers to consult with one another, discuss and share teaching practices, observe one another's classrooms, promote mutually respectful support, and help ensure quality teaching for all students. The Assistant Principal, Kimberly Lipe, chose to follow the Collegial Coaching Model with emphasis on technology integration. Collegial Coaching is built on a trusting relationship between teachers within a group that is designed to be noncompetitive and respectfully focused on the continual improvement of their teaching methods. Collegial peer coaching consists of three basic parts: A pre-conference teachers meet and discuss the elements that the teacher being observed wants to focus on. They discuss the specific lesson planned, its context, and other relevant factors that influence student outcomes. An observation teachers acting as peer coaches observe other teachers classrooms as a collegial observer. The coaching teacher observes and records behaviors and actions of the teacher in the classroom teaching the identified focus area for the lesson. A post-conference teachers and the peer coach meet to debrief the observed lesson. The coach helps the teacher become more reflective about the learning that has happened by asking questions, providing data, and facilitating the teacher s own evaluation of the lesson. Study groups of four to eight staff members were formed at Jones MS. The groups were cross curricular and cross grade level. Participants felt this made the coaching groups more interesting and easier for teachers to observe each other. The LSTC at Jones MS, Julie Richardson, served as a technical guide for teachers within the coaching groups. Each participant committed to: 1. Read selected articles. 2. Schedule a time twice during the school year to meet with the LSTC to share ideas for new uses of technology and to practice using the technology. 3. Attend two study group discussions to highlight and question critical issues from the articles. 4. Observe a member s lesson and provide feedback on Peer Coaching Observation Form. 5. Be observed by a member and receive feedback on Peer Coaching Observation Form. 16/27

17 6. Lead a conversation with colleagues to collect input on a lesson or unit plan prior to teaching it. 7. Lead a conversation with colleagues around a piece of students work or assessment, and gather suggestions for next steps. The LSTC chose articles that provided practical ideas for using technology as well as research based articles describing roadblocks to using technology or types of technologies that are cutting edge. Each group met once with their own group members and twice with the LSTC during the school year to brainstorm ways that each of them could improve teaching and learning using technology. Then each teacher could implement that technology directly into their classrooms when they felt the technology was meaningful to the learning environment. If a group could not meet regularly, the members would blog and the LSTC responded to blog postings. Each teacher would observe someone and be observed using new technologies. After the observation, teachers completed the Peer Coaching Observation Form focusing on the technology chosen. Artifacts used in the Peer Coaching program are attached. Participants found the program helpful and expressed how much they enjoyed having the freedom to find their own technology weaknesses to work on. It was a nice change from the prescribed technology lessons offered with staff development training. Other schools have expressed interest in a Peer Coaching program. In addition to the Peer Coaching program, Jones MS conducted a series of classes on using Web 2.0 resources in the classroom this year. The handouts used with teachers are attached. Week 1: Three sessions of Part 1 on 3 different days (1 hour each of the same class) Week 2: Three sessions of Part 2 on 3 different days (1 hour each of the same class) Week 3: Three sessions of Part 3 on 3 different days (1 hour each of the same class) The classes were very successful at Jones Middle School. The teachers found them very useful. The LSTC taught a Web 2.0 class at the District LSTC conference for many of the middle and high school LSTCs. Many of these free sites were embedded within the Onmycalendar or Edmodo sites used by Jones MS staff. This enabled the teachers to have ready access to the resources. These are interactive sites that can be accessed with student/teacher smartphones, tablets, or GCPS laptops. Many of them had accompanying apps. EXAMPLE 2: Brookwood High School Brookwood High School (BHS) chose a creative and innovative approach to technology professional development. The school year began with a "kick-off" session at a faculty meeting during pre-planning. At the kick-off the Tech Team (LSTC and Media Specialists), along with the principal, did a skit in which they became a SWAT team and introduced the technology program for the year around the theme: Sharing What We've Achieved with Technology (SWAT). Attached is the presentation used to introduce the model. 17/27

18 At the kick-off session some of the staff were inducted as "charter members" of the Brookwood SWAT team. The inductees included the principal, AP for Technology, and teachers who led Technology Lunch 'N Learn sessions the previous year. Each member of the SWAT team was presented with a golden fly swatter. New members to the SWAT team were nominated based on how they integrated technology in the classrooms and their efforts to share their knowledge and experiences with various tools and strategies. During faculty meetings teachers were inducted as new SWAT members and recognized as teachers who are not only using technology in meaningful ways that encourage students to use higher level critical thinking, but who are also sharing what they are doing with other teachers through Technology Lunch 'n Learn sessions, Brookwood Instructional Team meetings, and other venues. Attached is a schedule of the training sessions for the school year. 18/27

19 Based on comments from teachers and the number of requests for classes on the digital tools introduced this year, the program resulted in increased awareness and interest on the part of Brookwood teachers. The Brookwood Tech Team also found that teachers are now more likely to communicate with the Tech Team and each other about how they and their students are using technology. Teachers are eager to use these new digital tools which enable students to create their own end products and build critical thinking skills. The Brookwood Tech Team provided an overview of this program at a Cluster Tech Team meeting that was well-received. The success of SWAT persuaded the Tech Team and Brookwood leadership to continue with and build upon this program. EXAMPLE 3: Gwinnett School of Mathematics, Science, and Technology Gwinnett School of Mathematics, Science, and Technology (GSMST) utilized a variety of programs to integrate technology in the curriculum, classroom, and home. Attached is a summary of the efforts conducted during the school year by the Tech Team. Evidence of the tools and strategies defining technology literacy are clearly outlined. An estimation of the students school-based experiences with developing technology skills and technology literacy at all grade levels. Evidence of the tools and strategies the LEA is implementing to ensure that all students are technologically literate by end of 8th grade. GCPS RESPONSE The instructional materials for Grades K-8 provide all students and teachers with the resources they need to gain digital technology knowledge and skills while improving learning in English language arts/reading, mathematics, science, and social studies. Other strategies provided to schools are formulated from the adopted instructional materials for technology applications. Planning to meet the needs of over 160,000 students isn't easily defined or accomplished. Gwinnett County Public Schools (GCPS) works diligently, though, to meet the instructional needs of every student, whether that student is a straight-a fourth-grader or a special-needs student graduating next year. A number of tools are used to report, evaluate, and plan for student academic success, and the common goal is to provide these tools to every teacher throughout the school system. Evidence of the tools and strategies defining technology literacy are clearly outlined. An estimation of the students school-based experiences with developing technology skills and technology literacy at all grade levels. Evidence of the tools and strategies the LEA is implementing to ensure that all students are technologically literate by end of 8th grade. 19/27

20 GCPS RESPONSE Defining the Standards GCPS continues to support the use of the Quality Core Curriculum (QCC) and the Georgia Performance Standards (GPS). Based on community and educator input, GCPS has developed an enhanced curricular model that includes the QCC and GPS standards, and adds additional other standards. Gwinnett County Public Schools' curriculum for grades K-12 is called the Academic Knowledge and Skills (AKS). The AKS objectives for each grade level (or subject area at the high school level) spell out the essential subject areas and tasks students are expected to know and be able to do in that particular grade or subject. They offer a solid base on which teachers build rich curricular experiences. Teachers use curriculum guides, textbooks, technology, and other materials to teach the AKS and to make sure every student is learning to his or her full potential. Because the AKS detail exactly what a child is expected to learn, teachers can tailor the classroom experience to meet each child s individual needs. The AKS are developed by our teachers, with input from parents and community. Since 1995, teams of teachers have met each year to review the AKS for their grade levels and/or subject areas. The teams review the existing curriculum to propose what was essential knowledge and skills for each grade level kindergarten through 12th grade and every course. These knowledge and skills are reviewed for correlations with state-required curriculum and assessments as well as local, national, and world-class educational standards. Teachers, parents, and community members throughout the district then evaluate the proposed AKS, providing feedback on what they believe to be the essential curriculum for all students. The final proposed versions of the AKS are presented to the Gwinnett Educational Management System (GEMS) Oversight Committee, comprised of representatives from the community and school system, for validation. This standards revision process is repeated each year to address any revisions or enhancements that teachers and/or the community believe are needed to improve our curriculum. The GEMS Oversight Committee studies the input gathered from community members, parents, and faculty as they review the AKS. They then recommend the validated revisions to the superintendent, who presents recommendations to the Board of Education for adoption and implementation in the subsequent school year. With this process for curriculum development and improvement in place, parents can be assured that the curriculum their children are learning in a Gwinnett County classroom will be essential to his or her learning and sanctioned by our educators, parents, and the community. To date, the Board of Education has adopted AKS in all subject areas and grade levels with input from over 7,500 teachers, parents, and community members. The AKS review process is repeated annually as new courses are developed and/or changes are recommended for existing courses. Each year, the GEMS Oversight Committee studies the input gathered from community members, parents, and faculty as it reviews the AKS. The AKS are the standards for academic excellence for all students in GCPS. They are what teachers are to teach and students are to learn. All AKS standards are available publicly on the GCPS web site, and teachers can also access the standards in a Lotus Notes database that is integrated with other instructional resources. Parents are provided with a printed copy of the AKS, and teachers send periodic updates on their class instruction and AKS objectives covered. Attached is a sample of a Parents' AKS Booklet available on the GCPS Web site. The All AKS booklets provide details about the AKS curriculum areas for a student's grade level. AKS booklets also are available for the full high school curriculum as well as the courses available through Gwinnett School of Mathematics, Science, and Technology (Charter) and technical education programs at Grayson High and Maxwell High School of Technology. The school media program contributes to each student's academic achievement and prepares him or her to live and work in our information-rich society. Available resources include books and magazines for pleasure reading and research, an online catalog for locating materials, and computers that provide access to online instructional resources that are age appropriate. In a GCPS Media Center, students have access to a state-certified, full-time media specialist who supports teaching and learning and encourages lifelong reading. The media specialist collaborates with teachers to help each child learn to locate, analyze, evaluate, interpret, and communicate information and ideas. Tools and Strategies: Every school is provided multiple computer labs and a standard set of instructional software applications such as: Microsoft Office Successmaker Destination Math Stratalogica The complete lists of GCPS provided software for each grade level are attached below: In addition, Gwinnett provides a wide variety of online research databases accessible at school and at home. Examples include: World Book Sirs Researcher PebbleGo ABC-CLIO WebPath Express 20/27

21 These hardware, software and online resources are provided to ensure equitable access for all students. Every school is staffed with a Local School Technology Coordinator and a Media Specialist who collaborate with teachers on units about technology literacy and technology integration. These staff members also teach technology skills through direct classes with students. Throughout the district, GCPS' Department of Media Services and Technology Training offers ISTE NETS staff development and resources to the Local School Technology Coordinators and Media Specialists. ISTE NETS resources are also available to school principals. Elementary and Middle Schools have vertical team meetings to ensure consistent teaching of technology literacy skills in grades K-8. The state of Georgia provides the 21st Century Skills Assessment from Learning.com. At this time GCPS middle schools have the option to give this assessment to eighth grade students. As part of the standard annual school evaluation process conducted by the Division of School Leadership and Operational Support, all schools are assessed on a tool that includes points for technology literacy. Many schools participate in programs and regular Internet use to demonstrate and encourage technology literacy: Student electronic portfolios PTA Technology Nights Participation in Student Media Festival 21/27

22 Teacher web pages Student web pages GCPS AKS standards are linked to the International Society of Technology in Education (ISTE) standards via the Elementary Technology Competencies curriculum. This curriculum was created by a team of GCPS Elementary LSTCs. Below is a view of the site in the Lotus Notes database where these competencies are located. Within an academic subject's online regular lesson plans are embedded technology lessons that enable students to learn the skills and information required for 21st Century success. Attached is an example of technology lesson plans available for Grade 3 teachers. GCPS strives to create instructional materials that integrate technology across a range of standards-based subjects. Successful student mastery and understanding of technology is best achieved when the teachers incorporate technology into their curriculum. Computer concepts introduced at this level serve as a foundation upon which more complex computer skills can be built in later grades. Below is a table of the technology lessons embedded in GCPS AKS standards for elementary, middle, and high school students. These examples describe the knowledge and skills students must know and demonstrate as a competency. 22/27