Cabarrus County Schools Technology Plan. (Addendum for Updates)

Transcription

1 Cabarrus County Schools Technology Plan (Addendum for Updates)

2 Approval Checklist This checklist will be used by your consultant while reviewing and approving for movement to the State Board for approval: Complete NCSSTP Elements Components Signature Page Title Page Table of Contents Committee List Vision Statement/Narrative Strategic Priorities Narrative Preliminary Components Priority 1 Elements Complete* Priority 2 Elements Complete* Priority 3 Elements Complete* 1. The plan establishes clear goals and a realistic strategy for using telecommunications and information technology to improve education. 3. The plan includes an assessment of the telecommunication services, hardware, software, and other services that will be needed to improve education. AMTR (Annual Media and Technology Report) Complete and Periodically updated Priority 4 Elements Complete* Priority 5 Elements Complete* Utilization of Cloud Resources Alignment to 3 key initiatives Use of required evaluation tools All objectives measureable All addressed Current Board approval dates included LEA Policy Noted and Posted Count/Inventory requirement 2. The plan has a professional development strategy to ensure that staff knows how to use these new technologies to improve education. 4. The plan includes an evaluation process that enables the school to monitor progress toward the specified goals and make mid-course corrections in response to new developments and opportunities as they arise. Appendix A: Required Policies 2

3 REQUIRED SUBSTANTIVE COMPONENTS OF THE LOCAL SCHOOL DISTRICT TECHNOLOGY PLAN Schools, school districts, and libraries that want to apply for Schools and Libraries support, commonly referred to as "E-rate," must first prepare a technology plan. Beginning with FY2011, technology plans are required only for Priority 2 services (Internal Connections and Basic Maintenance of Internal Connections). An approved technology plan sets out how information technology and telecommunications infrastructure will be used to achieve educational goals, specific curriculum reforms, or library service improvements. A technology plan designed to improve education should cover the entire funding year (July 1 to June 30) but not more than three years. The plan must contain the following elements: Goals and realistic strategy for using telecommunications and information technology A professional development strategy An assessment of telecommunication services, hardware, software and other services needed Ongoing evaluation process Policies The technology plan must be approved by a USAC-certified technology plan approver before discounted services can begin. The state is the certified technology plan approver for libraries and public schools. August, LEA/Charter Name: Cabarrus County Schools LEA/Charter Number: 130 Superintendent Name: Dr. Barry Shepherd Superintendent Signature Local Board Chair Name: Mr. Lynn Shue Local Board Chair Signature: Person of Contact: Dr. Katherine Propst Telephone:

4 Contact Table of Contents Vision Page 6 Strategic Priorities Overview Page 7 Priority 1: Shared Services Model Page 9 Priority 2: Universal Access to Personal Teaching and Learning Devices Page 13 Priority 3: Access to Digital Teaching and Learning Resources, Including Digital Textbooks Page 16 Priority 4: Model of Technology-Enabled Professional Development Page 21 Priority 5: 21 st Century Leadership for Your LEA Page 27 Appendices Page 32 4

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6 LEA NAME Technology Planning Committee/MTAC Member Holly Blackwelder Cindy Fertenbaugh Barry Shoemaker Kelly Kluttz Carrie Cox James Carroll Corey Cochran Timothy Farrar Lynn Rhymer Beth Hamilton Steven Johnson Wendy Tomberlin Sherri Kilby Lynda Cloninger Michael Stocks Jennifer Jenkins Patricia Freeman Kelly Propst Jason VanHeukelum Job Title/Position CCS BOE Chair CCS BOE Member Community Liaison CCS Chief Financial Officer CCS Assistant Financial Offer Principal Budget Liaison Principal Elementary (MPES) Principal Middle (NCMS) Principal- High (CCHS) TF Elementary (RBES/BHES) TF Middle (JN Fries) TF High (HRHS) Media Specialist Elementary (ROES) Media Specialist Secondary (JMRHS) CCS Lead Engineer CCS IT Professional Development Coordinator CCS Media/Technology Facilitator Coordinator Assistant Superintendent Assistant Superintendent for Curriculum and Instruction

7 Cabarrus County Schools Technology Plan Vision Statement: To produce globally-competitive, lifelong learners through rigorous and relevant curriculum taught by highly prepared visionary leaders who recognize the importance of engaging a diverse body of learners. To provide 21st Century resources through responsible and efficient use of funding. To ensure success for all students in safe, inviting and healthy learning communities by building upon a foundation of stakeholder support and caring/respectful relationships. Mission Statement: We will value, teach and empower each student in a culture of educational excellence. Belief Statements: We believe in. educating the whole child. personalized educational approaches for each child. caring and respectful relationships. safe, motivating, and inviting learning environments. integrity and honesty. parent and community partnerships. fiscal responsibility and efficient operations. data-driven decisions. achieving success and educational excellence *As you read through this plan please note the official title of the Media Coordinator has been changed to Teacher Librarian. The change will take effect at the beginning of the 2012 school year. 7

8 Cabarrus County Schools Technology Plan Strategic Priorities Cabarrus County Government has engaged in a strategic partnership with the three agencies, Cabarrus County Schools (CCS) and Kannapolis City School System (KCS) for collaborative technology services (CTS). An interagency agreement between each Local Education Agency (LEA) and Cabarrus County government was executed in October An inter-agency team was formed with financial and technology representatives from the above three agencies to ensure that funds for technology are directed toward the agencies enterprise priorities related to strategic projects. The team works to implement IT strategies and resource allocations that support the strategic vision and goals of Cabarrus County and the LEAs. Cabarrus County Schools and Kannapolis City School System identified a need for improved technology disaster recovery and high availability in a qualified data center. Cabarrus County has invested in two qualified data centers with the flexibility, scalability, support and capacity to offer managed colocation to the LEAs. Migration to the managed data center infrastructure will allow the LEAs to achieve several goals noted in the NC Education Cloud Work Plan and position each for consumption of additional cloud services as they become available. Increase LEA IT Reliability Increase LEA IT Efficiency Improve disaster recovery and high availability for LEAs using existing County resources Provide secondary Internet connection to eliminate an LEA single point of failure Servers hosted in data centers with reliable and resilient power, cooling and network Data backed up and distributed across two data centers Server infrastructure secured physically and logically Reduce redundant costs and promote the use of Green IT by reducing the overall energy and real estate footprint of multiple agency data centers Leverage virtualization and data center technologies to reduce data center operational costs Allow the County and LEAs to make future IT investments in shared computing platforms and technologies Align technology infrastructure investments with LEA, County and State strategic business line objectives The collaborative LEA cloud computing with Cabarrus County Government and CCS will allow full featured technology services without the need for additional funding. Collaboration of personnel with technical expertise and sharing of infrastructure permits us to efficiently employ the technology services required by our citizens, staff and students. CCS invested in the Bradford Appliance which will allow the school system to create a guest network for our students, staff, and parents without compromising CCS network security within our infrastructure. We believe the bring your own device initiative will allow all CCS customers/partners to have access to personal 21 st century devices including but not limited to laptops, tablets, mobile phones, and MP3 devices. 8

9 CCS is committed to moving forward to provide teachers and students with digital tools, resources and textbooks. This commitment will lead to increased access to updated resources and curriculum that will produce 21 st century learners. CCS will also promote free digital resources available to all students and staff and provide equity across the LEA. CCS is looking to NCDPI to provide cloud based resources to meet our growing needs of diversity and equity. We can no longer live in a digital based 21 st Century and teach with mediocre equipment and localized software programs. Students are digital learners and our LEA is committed to changing the way we instruct our learners. In addition, we are hosting servers with vendors if the cost of leasing hosted space is fiscally beneficial for CCS. In order for CCS to meet the needs of these digital learners, all CCS employees (certified and noncertified) will need just in time technology professional development. In order to prepare students we must prepare the adults who influence student learning on a daily basis. CCS will focus staff development on the adult learner. With the help of Instructional Technology Facilitators, we are committed to providing technology professional development throughout the school year, as well as during the summer months. The Technology Facilitator and the Teacher Librarian play critical roles in preparing students for 21 st century. The training model used by CCS for many years has been a train the trainer design. Professional development is essential. In order for CCS to provide technology professional development to staff, we need to keep the train the trainer model. CCS is moving to a blended-learning environment which includes a 1:1 and available digital content for all curricular areas. CCS Timeline for 100% BYOD/1:1 Implementation: Year: Continue to Support BYOD in the classroom 2. Develop/implement training for non-supporters (teachers) Year: Continue to Support BYOD in the classroom 2. Ensure 100% of teachers receive training on understanding personalized/blended Technology Integration in the classroom Year: Continue to Support BYOD in the classroom 2. Implement 1:1 at High Schools % of teachers will practice personalized/blended Technology Integration Year: Continue to Support BYOD in the classroom 2. Implement 1:1 at Middle Schools % of teachers will demonstrate proficiency at using personalized/blended Technology Integration in their classrooms daily (middle and high). 9

10 Strategic Priority 1: A Statewide Shared Services Model Current Status and Moving Forward Cabarrus County Schools (CCS) has applied for filtering and firewall with the state. (Note: As of March 2012 we are on the state s filtering and firewall). By working with the state and the local government, any savings can be applied to supporting hardware, software, and inherent infrastructure needs. CCS is moving toward virtual desktop integration, VDI (limited areas) and we plan on using the funds saved in collaborative infrastructure programs to support virtualization of servers and desktops. The following are two of CCS strategic goals for the next three years: CCS Goal 4.1: By June of 2014, CCS will consolidate curriculum and administrative software on all system- wide and school computer devices to achieve a 50% reduction Baseline to be established. -20% -35% -50% CCS Goal 4.2: By June of 2014, CCS will fully implement a tiered technology improvement plan for student, staff, and infrastructure technology as measured by quantity, age, and/or capacity of end point devices, servers, switches, and cabling/wiring Approach Design a tiered tech improvement plan for students and staff, and infrastructure. Implement Tier I of plan including developing technology replacement strategies Implement Tier II of plan including increasing student endpoint devices. Establish technology baseline as of Incorporate infrastructure, age and capacity. Note: 2015 would be Tier 3. This is the year the state indicates all testing will be online. In the spring of 2013, we added 4,500 end point devices for students. We have moved from a 1:4 ration (computer:students) to a 1:2 ratio, which is above the state s average. In addition our BYOD program is moving along and students/staff bring personal devices to enhance their learning experiences. 10

11 Using the chart below, briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other plans/ initiatives being implemented in your LEA. Alignment to Other Plans and Initiatives: Strategic Priority 1: A Statewide Shared Services Model Cabarrus 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 By participating in the shared services model offerings, our LEA/Charter will be prepared for the transition to online assessments, digital textbooks and universal access to personal teaching devices. Career and College Ready, Set, Go! We currently have two high schools with 1:1 initiatives. The guest network as well as expansion of virtual desktops will make sure all high school students have access to technology infrastructure. We are also increasing bandwidth at each school site (1MB to 1GB) in order to meet future demands. Race to the Top Local and State Scopes of Work RttT initiatives include Smart Boards in all classrooms. We currently have 86% of our classrooms equipped. Renewal Cycle for Wireless, Servers, and Switches CCS has a strategic goal of updating connectivity, servers, and switches at all sites no later than June Budget alignment will be used to meet this new strategic objective. Controlling Software CCS is exploring a virtual control system supporting virtual desktop integration (Citrix and VMWare). These solutions will also allow Objective 4.1 (CCS Strategic Plan) CCS to meet another strategic goal of deleting 50% of software by

12 Priority 1: Statewide Shared Services Model Suggested Goals/Targets Provide equitable and additional access to mobile devices and computers Year 1 July 1, 2012-June 30, 2013 Annual Renewal Cycle & Bring Your Own Devices: Phase 1 Responsible: Katherine Propst Year 2 July 1, 2013-June 30, 2014 Annual Renewal Cycle & Bring Your Own Devices: Phase 2 Responsible: Katherine Propst Yearly Evaluation Evaluation Methods Increased Ratio of Student: Computer/Mobile Devices DPI Use Provide additional and equitable access to digital and mobile resources Annual Renewal Cycle & Bring Your Own Devices: Phase 1. Responsible: Katherine Propst Annual Renewal Cycle & Bring Your Own Devices: Phase 2. Responsible: Katherine Propst # of schools with BYOD # of schools with updated infrastructure Reduce operating costs by facilitating a more strategic budgeting model CCS IT Merger with CC Government IT Responsible: Katherine Propst Collaborative Purchasing with CC Government Responsible: Katherine Propst Budget ROI AMTR Report Facilitate a more strategic budgeting model utilizing blended funding and reducing isolated programmatic spending Promote/maintain innovative funding model by utilizing NCEdCloud offerings and alternatives Move to Operating Budget, including shared purchasing w/ CC Government IT Responsible: Katherine Propst Create transparency with funding options to all stakeholders Responsible: Entire Technology Committee Blend NC Cloud Services with CC Government Services Responsible: Katherine Propst Create transparency with funding options to all stakeholders Responsible: Entire Technology Committee Operating Budget (currently not) AMTR Report Implementing to All NC CLOUD offerings 12

13 Priority 1: Statewide Shared Services Model Suggested Goals/Targets Maximize E-rate in support of instructional program. Year 1 July 1, 2012-June 30, 2013 Continue Increase in Requested/funded E-rate dollars Responsible: Katherine Propst Year 2 July 1, 2013-June 30, 2014 Continue Increase in Requested/funded E-rate dollars Responsible: Katherine Propst Yearly Evaluation Evaluation Methods E-rate dollars received DPI Use Provide content filtering in accordance with this Children s Internet Protection Act (CIPA). Maximize SAN capacity and decrease site servers Move to NC Cloud Filtering Responsible: Katherine Propst Move Main School Servers to CC SAN: Phase 1 Responsible: Michael Stocks Continue NC Cloud Filtering Responsible: Katherine Propst Move Main School Servers to CC SAN: Phase 2 Responsible: Michael Stocks Filtering $ with NC CLOUD AMTR Report 13

14 Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices Current Status and Moving Forward Cabarrus County Schools (CCS) has a computer renewal budget of $1,000,000 a year. Renewal funding was established eight years ago and has remained the same. It purchases approximately 900 computers a year. Seven years ago, CCS had 6,000 computers; in we had 15,000 computers and smart boards. At the end of the 2013 school year, CCS had 19,000 devices. There has been no additional funding from local government to support buying additional endpoint replacement. Current funding resources are not enough to meet the needs of aging endpoints. According to the NC Report Card, CCS has a student computer ratio of 2 to 1. This is below the state average of 2.4 to 1. All CCS certified staff has access to a networked desktop computer, but not all certified staff has access to a laptop that he/she may take off campus. CCS has eight schools/programs with 1:1 programs: CCS-Kannapolis Early College, Performance Learning Center, Opportunity School, STEM at Central Cabarrus High, JN Fries Magnet STEM/IB Programs, Wolf Meadow Elementary, Royal Oaks and Coltrane Web Magnet STEM. The Early College has a 1:1 with laptops, and students may take their laptops home during the school year. The school system does provide internet access at home for these students. The STEM/IB programs and PLC have 1:1 access to technology devices which include desktops, laptops, ipads, and ipods. Students are not allowed to take these devices home. With the new i3 grant, we plan enhancing the 1:1 programs at additional STEM programs like Patriots. This will be our 9 th 1:1 school. We plan on bring a system provided 1:1 to all high school students in CCS adopted a policy where students can bring their own devices (BYOD) to school. Personal Learning devices are defined as portable, individual access tools, and connectivity to the Internet. These devices could include ipads, ipods, iphones, laptops, Kindles, Nooks, and E-readers. In , we want to expand the wireless access/guest network to all schools. In order to accomplish this objective, schools will need wireless access hardware. (Not only will students be allowed to bring their devices from home, but so will staff). In order for this to work, Cabarrus County Schools must supply the connectivity, train the end user, and maintain ongoing support. As of the Fall of 2013, all sites have full wireless access, a guest network, and an implemented BYOD program. In addition to the guest network, we Virtual Desktop Integration at three sites: JM Robinson (2 labs) and CCS Technology Center. We have VDI solutions for all TimeKeeper machines, as well as point of sale achiness in the cafeterias. The VDI solution is hardware agnostic. We believe the virtual desktop solution, with hosted virtual servers at the CC Government IT location, will allow us to move to a renewal cycle that can be extended beyond our current 7-8 years. (Note industry standards recommends every four years.) With the VDI solution, the actual length of time before the need for computer replacement will increase and have no effect on the end user experience. 14

15 Using the chart below, briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other plans/ initiatives being implemented in your LEA. Alignment to Other Plans and Initiatives: Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices Cabarrus 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 Students will have access to computers/tablets and other devices (wireless availability needed to support) to take on-line testing and assessments when required from the state. Career and College Ready, Set, Go! Students will have access to computers and other types of technology, current or trending, so they are familiar with all types of technology as they enter the work force and/or attend post K-12 educational institutions. Race to the Top Local and State Scopes of Work Students will have access to computers/tablets (wireless availability needed to support) to take on-line testing and assessments when required from the state. 15

16 Priority 2: Universal Access to Personal Teaching and Learning Devices Suggested Goals/Targets Year 1 July 1, 2012 June 30, 2013 Develop a comprehensive sustainable LEA plan for universal access. Resources: NCDPI, NCLTI, Educator Recruitment & Development, and District & School Transformation Communicate your plan to all stakeholders. Implement Phase 1: CCS Strategic Plan Goal 4.2 Responsible: Katherine Propst Update BOE at Public Meeting Responsible: Technology Committee Year 2 July 1, 2013 June 30, 2014 Implement Phase 2: CCS Strategic Plan Goal 4.2 Responsible: Katherine Propst Update BOE at Public Meeting Responsible: Technology Committee Yearly Evaluation Evaluation Methods Strategic Plan Objective Met, includes data points with progress are each site BOE Minutes Channel 22 Tape YouTube Content DPI Use Increase overall access to personal learning devices. Implement Bradford Solution Responsible: Technician Implement Bradford Solution Responsible: Technician Bradford Availability % of CCS sites Utilize Personal Learning Devices to promote student owned learning. Implement VDI and availability to take technology home Implement VDI and availability to take technology home VDI Solution & % of devices Responsible: Allen Frady Responsible: Allen Frady 16

17 Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Current Status and Moving Forward Technology has changed the way education is being taught across the world. Teachers are now turning to technology devices for ways to enhance their education. These digital teaching and learning resources are web-based, electronic and virtual software that provides online curricula. (With these electronic devices, come digital teaching and learning resources). Instead of software and printed resources that becomes obsolete, outdated, and a technical nightmare, students and teachers will lean toward digital resources. These online resources provide the educational community with access from anywhere in the school and also allows access to the teacher and student at home. The benefits of having digital textbooks and other digital resources would be cost efficiency and content currency. The benefits of using digital resources are abundant. The digital resources are readily available and are constantly updated. Textbooks as we know them are a thing of the past. Printed textbooks are limited in interactivity and ability to be updated. Now, we have digital textbooks and digital teaching and learning resources that can stay updated and provide current information. These resources come in a number of different formats. Digital resources are online and are available as encyclopedias, online databases, collaborative tools, periodicals, ebooks, and a number of other formats. These digital learning tools, along with updated technology devices, will be imperative for student engagement. Digital textbooks will be more cost effective. Teachers will also be able to provide differentiation for students with online digital resources. Web-based digital tools are readily available and are less expensive (often free) than purchased software that has to be loaded on machines. The state provides North Carolina LEA s with NC WiseOwl, which provides educators with online resources. Partnering with other units such as NCDPI and other LEAs would allow for bulk pricing. These resources also allow teachers and students to have the most current information and have available access to multiple applications at the same time. This tool allows students and teachers to integrate valuable resources into their lessons and assignments with access both at home and at school. Cabarrus County Schools (CCS) has also invested in Discovery Education. This tool provides enriched media curriculum to our district. Both of these resources are aligned to the new Core Curriculum Standards and are easily accessible. In addition grades 3-8 are using Gaggle. Gaggle is a filtered program which provides students with , social wall for collaboration and a digital locker to store documents. Teachers have a Gaggle account, and they are able to communicate with students in a safe and filtered environment. In order for students and teachers to become 21st century learners and educators, it is essential to have access to digital learning devices and digital media resources. Students can now virtually attend field trips and learn about other countries through digital learning. Cabarrus County School s has a Google Apps for Educators domain. This allows collaboration among staff members. In the spring of 2012, Cabarrus will create a Google Apps domain for students. This will allow high school students to have a Google Apps account and a robust set of collaborative tools. We have contracted with Knovations and Discovery Ed to create digital content for curriculum area. Biology is being piloted in the spring of We want all high school cores developed by CCS must put more focus on the 21st century learning styles. Students are technology natives, and educators must adapt teaching and learning by using these technology tools and resources. CCS, the Department of Public Instruction, and other K12 institutions, are moving toward the Open Education Resource movement. This technology-enabled initiative is an effort to create and share teaching and learning content that is free and open on a global level. 17

18 Using the chart below, briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other plans/ initiatives being implemented in your LEA. Alignment to Other Plans and Initiatives: Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Cabarrus County Schools will utilize and align with the following key initiatives/plans to reach the vision and complete the strategic priorities of our plan... ACRE Update the analysis of the technology infrastructure needed to support a 21 st century curriculum and assessment system 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 system that includes formative, benchmark and summative assessments based on the new standards. Career and College Ready, Set, Go! Increase virtual learning opportunities so every child can reach his or her potential regardless of where they live. Put more technology into the hands of students and teachers to increase individualized learning. Race to the Top Local and State Scopes of Work Ensure certified and non-certified staff understands the new Standard Course of Study, including the Common Core and Essential Standards, and related assessments. 18

19 Priority 3: : Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Suggested Goals/Targets Year 1 July 1, 2012 June 30, 2013 Shift from traditional Utilize free online resources print resources to currently available to Cabarrus affordable, current County Schools. SAS, NC online resources, in WiseOwl, LearnNC and Kahn addition to a quality and Academy. current print collection Responsible: Instructional in the school s library Technology Facilitators, media center. Teacher Librarians, Assistant Superintendent and Instructional Technology Staff. Utilize procured resources such as NC WiseOwl, and other open education resources. Use digital content aligned specifically to Common Core and NC Essential Standards Utilize Cabarrus Apps (Google) for Education as a platform to collaborate and communicate. Responsible: Instructional Technology Facilitators, Teacher Librarians, Assistant Superintendent and Instructional Technology Staff. Utilize Discovery Education Resources and increase usage by 10% for staff and students. Responsible: Instructional Technology Facilitators, Teacher Librarians, Assistant Superintendent, Instructional Technology Staff, Curriculum & Instruction and classroom teachers Year 2 July 1, 2013 June 30, 2014 Continue to find online resources that encourage the transition from print resources to online resources. Responsible: Instructional Technology Facilitators, Teacher Librarians, API and Lead Teachers, Assistant Superintendent and Instructional Technology Staff. Identify and implement additional procured resources. Responsible: Instructional Technology Facilitators, Teacher Librarians, Assistant Superintendent, and Instructional Technology Staff. Increase Discovery Education usage by 30% for staff and students. Purchase state standards for Destiny. Responsible: Instructional Technology Facilitators, Teacher Librarians, Assistant Superintendent, Instructional Technology Staff, Curriculum & Instruction and classroom teachers. Yearly Evaluation Evaluation Methods CARE System data, SAS usage reports. Inventory of print and electronic books as shown on the AMTR Report. Observation data related to program effectiveness Usage reports from Cabarrus Apps (Google), PLC Documentation Logs, & TeachScape. Usage reports from Discovery Education to determine activity. DPI Use 19

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21 Priority 3: : Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Suggested Goals/Targets Year 1 July 1, 2012 June 30, 2013 Year 2 July 1, 2013 June 30, 2014 Yearly Evaluation Evaluation Methods DPI Use Ensure equity to digital teaching and learning resources from school to school in your LEA. Determine appropriate digital database programs to purchase for all schools, specific to school levels, and to ensure equity in the LEA. Increase usage of purchased programs. Usage reports from purchased program. Responsible: Teacher Librarian, Instructional Technology Staff and Assistant Superintendent. Responsible: Teacher Librarian, Instructional Technology Staff and Assistant Superintendent. Sustain Gaggle as an online student tool to master effective use of online digital resources such as , digital locker space, social networking. Continue using Gaggle for grades 3-8. Responsible: Technology Facilitators, Technology Professional Development Coordinator, Assistant Superintendent, classroom teachers, and students. Continue using student , digital locker, and social network program. Responsible: Technology Facilitators, Technology Professional Development Coordinator, Assistant Superintendent, classroom teachers, lead teachers, Administrators and students. Usage reports and end user survey. 21

22 Priority 3: : Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Suggested Goals/Targets Year 1 July 1, 2012 June 30, 2013 Year 2 July 1, 2013 June 30, 2014 Yearly Evaluation Evaluation Methods DPI Use Mobile devices for all students and teachers. Increase accessibility of mobile devices (district owned & BYOD) for students and teachers county wide by 10%. Hardware: tablets, ereaders and/or any other handheld device. Increase accessibility of mobile devices (district owned & BYOD) for students and teachers county wide by 20%. Hardware: tablets, ereaders and/or any other handheld device. AMTR Report BYOD Inventory Bradford Report Responsible: Superintendent, Assistant Superintendent, School Board and Instructional Technology Staff Responsible: Superintendent, Assistant Superintendent, School Board and Instructional Technology Staff Evaluate online assessment software to determine the best program to meet instructional and technical requirements. Evaluate ClassScape to determine effectiveness and technical reliability. Determine assessment that will be used for the school year. Continue to use online assessment program as determined in the previous year. ClassScape Data Responsible: Curriculum & Instruction and Technology Responsible: Curriculum & Instruction and Technology 22

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24 Strategic Priority 4: A Statewide Model of Technology-Enabled Professional Development Current Status and Moving Forward The skill set for effective teaching in the 21st Century has changed. In today s society the influence of technology is transforming the operations of education. In order for classroom teachers, administrators and district staff personnel to support student achievement, all professional development must target digital literacy skills and integration of these skills into daily teaching and operations of the school. Students must be critical thinkers and good problem solvers no matter what path they choose in life; digital literacy at all levels is key. If students are to be prepared for future challenges, schools and districts must recognize that teachers need to expand their skill set and receive professional development to infuse new skills into the classroom (21st Century Skills Professional Development, 2007). Currently we live in a digital age. We have tools that allow us to communicate instantly and to have access to information using a variety of sources 24/7. When students arrive at school, they are leaving a multitasking environment and entering a traditional teacher lead classroom. In order to compete globally, teachers need to master digital pedagogy. Digital literacy for educators means to facilitate and inspire student learning and creativity, design and develop digital-age learning experiences and assessments, model digital age work and learning, promote and model digital citizenship and responsibility and engage in professional growth and leadership (NETS for teachers). Cabarrus County Schools (CCS) has Technology Facilitators and Teacher Librarians at each school. At their respective schools, each serves as an instructional technology leader. The Technology Facilitator is able to provide training for all school staff and work with the Teacher Librarian to teach the NC Essential Standards for Media and Technology. District leaders and school administration support technology professional development, but it is competing with mandated district level professional development. Teachers are expected to meet regularly for PLCs, SIT, and Common Core, leaving little or no time for technology workshops. CCS technology professional development workshop attendance has dropped significantly in the past two years as a result of NCDPI removing the technology renewal credit requirement. In order to truly raise digital literacy skills, an emphasis from the district level down is critical. In order to transition to digital teaching and learning, educators must be open minded, creative, flexible, and innovative thinkers. They need to develop a broad set of technology skills to better understand our Digital Natives. Digital Literacy skills must be embedded and emphasized in all district and school meetings, PLCs and throughout the instructional day rather than a technology workshop. They must be included in all operations of our district. At this time Technology Facilitators are prepared to provide quality technology professional development. Technology Facilitators should become more instructional and less break fix, changing their focus to ongoing professional development and becoming part of an instructional leadership team. However, teachers still need to take ownership for their own development of digital literacy skills. CCS must provide a formative model to assess, transfer and measure the impact professional development is having on student performance. We need to identify district technology resources and establish a professional development track to ensure training matches district strategic priorities. Due to the changes in the state model of accountability (ACRE) and the new Common Core standards, teachers are being asked to change their teaching practices. Using benchmark assessments, teachers will evaluate student progress and then identify strategies and resources to target weak areas. This is when technology can be valuable. CCS must provide staff development that clearly gives teachers alternative 24

25 methods to differentiate instruction aligned with ACRE, RttT, Common Core Essential Standards, and NCSCOS. Student assessment must be measured by a reliable system provided by CCS. Professional Development cannot focus solely on the skills to use or manipulate the equipment. There must be an integration component so teachers have a clear understanding of how technology is integrated into a lesson and not treated as an addition. Educators are change agents who directly influence children, and it is important they serve as technology role models inside the classroom. Quality technology-infused professional development is key to successful digital literacy. CCS Technology is requesting each school have an Instructional Technology Facilitator at each site, as well as a Break Fix Technician beginning in the school year. 25

26 Using the chart below, briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place with other plans/ initiatives being implemented in your LEA. Alignment to Other Plans and Initiatives: Strategic Priority 4: A Statewide Model of Technology-Enabled Professional Development Cabarrus 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 understanding needed to use data to inform instructional practice, and make formative assessments a daily practice in the classroom. Career and College Ready, Set, Go! Increase the use of technology for providing professional development opportunities for teachers, administrators, and support staff. Race to the Top Local and State Scopes of Work Objective (B) (3) 1.1 Ensure teachers and staff understand the new Standard Course of Study, including the Common Core and Essential Standards, and related assessments. To support this objective, Technology Facilitators and Teacher Librarian are members of District Common Core teams. They will work with team members to support technology integration in Common Core and Essential Standards professional development. Objective (C) (3) 1.1 Create a transition plan for schools and LEAs to begin using the online IIS for the school year. CCS Instructional Technology Department will provide support to training teams for professional development of the use of common formative assessments and data analysis. Objective (D)(5) 1.1 Provide access to effective, high-quality, job-embedded, data-informed professional development and support for educators with objectives aligned to the Race to the Top Initiatives. CCS Technology Professional Development Coordinator and the Technology Facilitators will provide technology professional development to district staff to support RttT initiatives. Objective D(5) 1.2: Measure, evaluate and improve professional development and support. CCS will monitor electronic evaluations from the CARE system and responses from the Stena Survey to evaluate professional development. Blooms Taxonomy The Instructional Technology and Curriculum and Instruction will work together to provide professional development on Digital Bloom s Technology. 26

27 Priority 4: Statewide Model of Technology-Enabled Professional Development Suggested Goals/Targets Year 1 July 1, 2012 June 30, 2013 Year 2 July 1, 2013 June 30, 2014 Yearly Evaluation Evaluation Methods DPI Use Implement a plan for embedded technologyenabled professional development for teachers and administrators. Technology and Curriculum & Instruction will form a partnership to develop a professional development model to support Bloom s Revised Taxonomy, Student Engagement and High Yield (Marzano strategies). Establish a web site with resources to support Bloom s Revised Taxonomy, Student Engagement, and High Yield. CARE System data Responsible: CCS Instructional Technology Team, Technology Facilitators, and Curriculum & Instruction. Responsible: CCS Instructional Technology Team, Technology Facilitators, and Curriculum & Instruction. Support models that promote and further the ideals of technologyenabled and integrated professional development Use NETS for teachers and administrators to guide design of professional development. Responsible: CCS Instructional Technology Department and Technology Facilitators. Provide technology professional development during PLC meetings. Responsible: CCS Instructional Technology Department and Technology Facilitators. CARE System data 27

28 Priority 4: Statewide Model of Technology-Enabled Professional Development Suggested Goals/Targets Year 1 July 1, 2012 June 30, 2013 Prepare teacher Allow Teacher Librarian and librarians and Technology Facilitators to instructional technology attend conferences that will facilitators to support increase their knowledge of digital reform. digital technology. Responsible: CCS Technology Department. Year 2 July 1, 2013 June 30, 2014 Allow Teacher Librarian and Technology Facilitators to attend conferences that will increase their knowledge of digital technology. Responsible: CCS Technology Department. Yearly Evaluation Evaluation Methods Sharing at Technology Facilitator & Teacher Librarian meetings, presentation evaluation logs & CARE System Data DPI Use Provide continuous technology professional development to support Technology Facilitators and Teacher Librarian. Responsible: CCS Technology Department. Provide continuous technology professional development to support Technology Facilitators and Teacher Librarian. Responsible: CCS Technology Department. Deliver Common Core and Essential Standards training to teachers using integrated technology as a model for further classroom integration. 1. Place Technology Facilitators and Teacher Librarians on district Common Core Teams. Responsible: CCS Instructional Technology and Curriculum and Instruction. 1. Maintain representation on Common Core teams. Responsible: CCS Instructional Technology and Curriculum and Instruction. Attendance Documentation & TeachScape classroom walkthroughs 2. Develop a web-based portal with technology resources to support Common Core and Essential Standards training. Responsible: CCS Instructional Technology Department. 2. Maintain the Common Core and Essential Standards Portal. Responsible: Technology Facilitators, Curriculum & Instruction. Common Core/Essential Standards Website is online 28

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30 Priority 4: Statewide Model of Technology-Enabled Professional Development Suggested Goals/Targets Year 1 July 1, 2012 June 30, 2013 Year 2 July 1, 2013 June 30, 2014 Yearly Evaluation Evaluation Methods DPI Use Prepare staff for online assessment delivery. Coordinate with Accountability to assist as needed with professional development. Coordinate with Accountability to assist as needed with professional development. CARE System data. Responsible: CCS Instructional Technology and Accountability Department. Responsible: CCS Instructional Technology and Accountability Department. Prepare students for online assessment delivery. Technology Facilitators will assist the Accountability department with studentcentered professional development for online assessments. Technology Facilitators will assist the Accountability department with studentcentered professional development for online assessments. Student completion of online assessments Responsible: CCS Instructional Technology and Accountability Department. Responsible: CCS Instructional Technology and Accountability Department. Maintain and support the CARE System for management and evaluation of professional development. Continuation of funding for the CARE online professional development management system. Responsible: CCS Instructional Technology Department Continuation of funding for the CARE online professional development management system. Responsible: CCS Instructional Technology Department CARE System is online 30

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32 Strategic Priority 5: 21st Century Leadership for All Schools and Districts Current Status/Moving Forward Cabarrus County School s (CCS) strategic plan includes providing students a 21st century education. The question remains, how effective are we as leaders to produce 21st century classrooms and education? Cabarrus County Schools, as an LEA of North Carolina s public school system, needs to take the responsibility of leadership at the district level to define, implement and evaluate 21st century learning. CCS has 95 % of the classrooms equipped with Smartboards, document cameras, and other devices such as response systems and airliners. However, being equipped with these technologies does not solely create, prepare and foster 21st century students. Funding of the technology facilitators is essential to provide training on these items to ensure 21st century leaders and learners. Schools in Cabarrus County are continuously striving to produce 21st century students. There have been many new initiatives in CCS that have required the collaboration of the Curriculum and Instruction and Technology Departments to offer training for staff. These two departments will work together to determine best practices to create 21st century leaders, teachers, and students. Historically, Cabarrus County Schools has been a leader in Instructional Technology by employing a Technology Facilitator at each school. Because of the recent budget cuts in employee reductions, two of these positions were cut. The months of employment were also cut for Technology Facilitators. It is the goal of the county to reinstate these positions and provide an additional month of employment. In addition, a full-time Teacher Librarian should be maintained at each school along with a Media Assistant. With these strategies Cabarrus County Schools will continue to provide the administrators, teachers and staff with the instructional expertise that these positions provide. The Instructional Technology Facilitators and Teacher Librarians are instructional leaders in Cabarrus County Schools. All the Teacher Librarians have a master s degree in Library and Information Skills and all of the Technology Facilitators have either a Master s Degree in Instructional Technology or a Technology endorsement. Cabarrus County Schools depends on these instructional leaders to provide quality training that will enable teachers to integrate technology and to promote the North Carolina Technology Essential Standards and the Common Core Standards. CCS will develop partnerships with local businesses to provide student funding, school visits, and activities lead by professionals and student internships. Cabarrus County s Technology Department will work with vendors to provide day-long trainings for students and staff. These will include Discovery Education (Day of Discovery) and a Smart Board User s Conference. 32

33 Strategic Priority 5: 21 st Century Leadership for All Schools and Districts Current Status/Moving Forward In order for CCS to support NCDPI initiatives to assure that the schools create a culture that embraces change as dynamic, continuous improvement, the system must: Promote the ISTE NETS for all educators. Promote Technology Facilitators and Teacher Librarians as instructional leaders in the schools. Create avenues for developing the skills of educators in Cabarrus County Schools to facilitate teaching, learning, and working in a 21st century education environment. Establish policies and procedures that support 21st century work and learning environments. Develop appropriate accountability tools and assessment measures for 21st century learning environments. Utilize performance management processes and tools throughout an employee s career that reward and maximize the productivity and continuous improvement appropriate for 21st work environments as designated by NCDPI. Establish processes and management techniques (i.e., scheduling, meeting facilitation, and shared decision making) that allow educators to collaborate and work as a team in a technology-enabled environment. Provide tools for planning and implementing change in a manner that minimizes resistance and increases participation of the education workforce in the move to a 21st century learning environment. Determine techniques and practices for interpersonal skills used in virtual, high technology environments. Promote the importance of a quality school library media center in each school, staffed with a certified Teacher Librarian and full time media assistant. Continue to work with RCCC to support network engineer internships with CCS. Hire a full time Teacher Librarian Coordinator for Cabarrus County Schools. CCS will make the commitment to prepare ALL leaders to create a vision for 21st century education and provide professional growth programs/opportunities to create 21st century environments. 33