How To Run A School District System

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1 Baldwin County School System Milledgeville, Georgia Three-Year Plan July 1, June 30, 2015 January 2012 Superintendent Geneva Braziel Tech Director Vickie Harmon

2 TABLE OF CONTENTS SECTION PAGE I. Vision for Use 3-5 District Mission/Vision and Access II. Current Reality 6-14 Access to /Data Sources Use Gap Analysis Goals, Strategies, Benchmarks Goals Strategies Benchmarks Evaluation Plan Budget Responsibility List III. Communications and Marketing Communications/Marketing Integration/Coordination with long-range planning initiatives IV. Professional Development Professional Development V. 8th Grade Literacy Appendices Policies and Procedures and Other Related Documentation A. Internet Acceptable Use B. Baldwin County School District C. Internet Acceptable Use-Administrative Rules D. Internet Safety E. Interoperability and Redeployment Procedures F. Current Teacher Evaluation Forms G. NETS Integration Standards H. Board Policy Purchasing I. Board Policy Bullying J. Minimum Specifications for Classroom Equipment K. Administrator Self-Assessment Tool L. Literacy Self-Assessment (STAFF) M. Teacher CIPA Policy Compliance Statement 2

3 I. VISION FOR TECHNOLOGY USE Mission The mission of the Baldwin County Schools Planning Committee sees the task of building a current three-year technology plan as an opportunity to develop a comprehensive plan that will assist in the planning, funding, and continuous implementation of modern technology in our schools. It will be with an effort from the Department to provide direction, support and leadership in establishing goals and constructing a plan that will ensure constructive use of instructional and administrative technology in our schools and provide professional learning opportunities for students, and faculty and staff personnel. Department Mission Statement Baldwin County Department fully supports the overall mission of the Baldwin County School System to educate students who will graduate from high school and become contributing members of a global society, but furthermore believes the mission of the technology department is to provide a technologically rich student focused blended educational setting that proves to be individually and intellectually stimulating in order to promote the acquisition of 21 st Century skills needed to be competitive in the current work force. Within this mission we also will support the infusion of technology into the learning community as they become technologically literate life-long learners, able to interact successfully in a technologically rich environment to achieve their personal, educational, and workplace goals. We will provide functioning equipment; access to local, national, and international resources; and training for all levels of technology literacy. Department Vision Baldwin County School's vision for system-wide implementation of technology is: to provide access for students, teachers and administrative staff to technologies and informational resources to be used for learning, communication, and collaboration as they strive to achieve personal, system, and community goals; to enhance the quality of teaching by the infusion of technology into the learning community guiding them to revise the teachers' role from traditional instructional delivery to coaching, monitoring and verifying student achievement of learning goals; to provide support and leadership for instructional and administrative usage of technology as they work collaboratively to plan for technology-enhanced and integrated learning experiences. Vision for Use The Director of and the personnel work in close collaboration with all departmental directors and school administrators as they strive to achieve personal, system, and community goals through the access to technologies and informational resources. As all new technologies and resources are implemented, it is imperative that all students and school personnel, regardless of physical or mental challenges, will have equitable access to our available technology. 3

4 We adhere to this comprehensive definition of educational technology (adapted and compiled from several EdTech magazine articles): Educational encompasses knowledge about and use of computers and related technologies in (a) delivery, development, prescription, and assessment of instruction; (b) effective uses of computers as an aid to problem solving; (c) school and classroom administration; (d) educational research; (e) electronic information access and exchange; (f) personal and professional productivity; and (g) computer science education. Using this definition as a guideline we will to continue to make progress in these three areas: Professional Learning: to provide opportunities for all staff members to promote the integration of technology into the learning communities. We strive to provide face-toface, blended and on-line job-embedded professional learning opportunities in order to meet the needs of all learners. Curriculum: to ensure that as the new CCGPS are implemented, academic software, available technology resources, new technologies and best practices are also established and incorporated. School site Design Teams: to assist with school technology related goals and objectives. Leadership personnel will review, evaluate, determine and acquire hardware and content area software on the basis of the correlation with state CCGPS and local instructional objectives. The Department will be available to provide needed information regarding technological capabilities as part of the purchasing process. The system will continue to upgrade and improve the infrastructure and hardware needed to support enhanced communication, including Internet Access. Educators and administrators will utilize technology to communicate with resources beyond the school environment with GaDOE digital resource initiatives such as the Longitudinal Data System, GA Virtual School and GeorgiaStandards.org as well as video conferencing, video streaming, and web based instructional opportunities. Students: Will have access to connected technologies to analyze, collaborate, process, and disseminate multimedia information. Will have access to connected technologies for educational enrichment and/or remediation Will utilize global electronic mail, telecommunications systems, and real time web-based applications, through unique user IDs, in order to effectively communicate with administrators, teachers, specialists, parents, and fellow students. Will reach age-appropriate technology literacy levels. Will be enabled to meet the challenge of a changing society and economy through the use of technology resources. Teachers' role will transition from traditional instructional delivery to coaching, monitoring, and verifying student achievement of learning goals. Teachers and Administrators: Will utilize technology resources, to enhance their ability to deliver effective instruction and disseminate results. Will endorse performance-based standards that define appropriate use of technologies of students at each grade level. Will have access to connected technologies anytime/anywhere to analyze and disseminate multimedia information. 4

5 Will utilize technology resources to actively engage students in their own learning process. Will utilize global electronic mail, telecommunications systems, and real time web-based applications, through unique user ID's, in order to effectively communicate with students, specialists, parents, fellow teachers and administrators. Will utilize technology resources to electronically archive, retrieve, analyze, and produce reports by accessing student, fiscal, standard grade reporting, and authentic assessment data. Will have accessibility via a virtual private network to essential data. Will be supported through appropriate professional learning opportunities to build the effective use of technology resources in order to produce seamlessly integrated technology lessons. Will use technology to set policies, procedures, analyze performance, report and communicate with students, parents, and administrators and manage continuous improvement. Will recognize the benefits of technology resources in all aspects of an educational environment. Parents Will be provided access to grades, homework assignments, attendance, class schedule and other student information through a 24/7 Internet access. Will have access to an on-line translation solution that aids in English language proficiency in several languages. Will be provided web-based opportunities for involvement through the use of the district web page as well as teacher web pages, as a way to disseminate information, and provide information about board policies, school calendars, after school programs, etc. Will be provided web-based instruction for educational enrichment and/or remediation. The technology infrastructure of Baldwin County School System will make it possible for the delivery of rigorous academic courses via Georgia Virtual School, video conferencing, video streaming, web-based instruction. Will provide Internet connectivity with filtering and virus spyware. Will provide technology resources and training to process data. Will provide a robust, stable, and secured network Will standardize modern hardware. Will sufficiently fund technology infrastructure. Will provide for competent technology support. Will provide assistive technology for students with disabilities. Will provide support technology resources for students who are hospital homebound and students who are assigned to alternative school settings. Will provide a convergence of video, voice, and data though network switching upgrade. Working with the vision of technology use for students, teachers, administrators, and parents, the current district technology infrastructure would enable the technological capabilities to: assist students to be proficient with the use of technology devices, digital resources and applications. give students the ability to demonstrate academic achievement at the higher levels of Bloom's taxonomy. allow teachers to model a concept using a variety of techniques and provide more effective instructional differentiation with daily access to technology in the classroom. Enable students to use a variety of technology resources to support academic achievement. 5

6 II. CURRENT REALITY Baldwin County, with vast help from E-Rate funding over the past three years, has made considerable progress in acquiring and maintaining technology assets to allow equitable access to our students and employees. During this time we have also seen a growth in both the use and the quality of the use of instructional technology in our classrooms. We contribute this growth to our efforts in maintaining a reliable technology infrastructure, the acquisition of additional technology to be used in the classroom and providing technology integration training programs for our teachers and staff personnel. We continue to seek out and offer opportunities for teachers to continue to grow and advance the integration and usage of instructional technology in the classroom. Baldwin County network infrastructure enables the school system to provide adequate bandwidth and dependability for the end users. The Internet is routed to the schools within the fiber ring. Within each school and administrative location, the local area network currently distributes gigabit performance. All seven school site classrooms have their student and administrative computers networked via the LAN. System-wide technology department ensure all classroom technologies are functional and can access our network for Internet, instructional and productivity software and other curriculum resources. Our schools currently each have b/g wireless network throughout the building. Access to /Data Sources Baldwin County has a Wide Area Network (WAN) which connects all school as well as the district office buildings. All schools are connected by fiber. File servers are housed in the district maintenance building in a state of the art climate controlled room with easy access by the technical staff. One measurement of access to technology/data sources for our schools is the GADOE Annual Inventory which provides a student to computer ratio. We also collect and maintain data on all available technology in each school. As it is acquired and discarded through the many funding sources, the Department uses an inventory tracking system within the department. This inventory provides us with data on technology that does not meet the definition of "modern" devices so that plans and strategies can be created for upgrading devices. Baldwin County presently does not have a constant funding source for computer purchases but instead relies heavily on school sites purchases using resources through local, state, federal, and grant funding sources. It is anticipated that schools will continue to commit the needed resources to improve the ratio at their site due to the technology rich direction of many curriculum initiatives. Many community partners also donate both used and new equipment to our district. Baldwin County is fortunate to have three major educational 6

7 institutions Georgia College and State University, Georgia Military College and Central Georgia Technical College that have very generously contributed low cost equipment to the schools. At a minimum, each school's technology infrastructure has at least one full computer lab 4-6 data drops per classroom Wi-Fi access coverage in all areas of all schools a local area network providing a gigabit connection for each computer the wide area network gigabit connection a media center equipped with modern equipment as well as equipment such as projectors, peripherals, laptops, etc. for check out provided each teacher and administrative office personnel with a modern computer access to digital resources provided by DOE initiatives such as Georgia Virtual School, The State Longitudinal Data System, GADOE digital resources and GeorgiaStandards.org Baldwin County currently relies on the AT&T GADOE provided Internet access to our district along with a portion from our local Windstream vendor. Our allotment is a 21mb connection from AT&T and a 40mb connection from Windstream for a total of 61 MBs total connection to the Internet. We distribute that amount of bandwidth among our seven school buildings and three administrative buildings. With continued E-rate funding, Baldwin County hopes to increase the provided bandwidth allotment. The District will continue to be aggressive in looking for additional resources to allow more bandwidth connection to support the growing interest in the access to digital resources by students, teachers, and administrative staff. Use Instructional Usages of Teacher Uses of : System- All district teachers use accounts provided through the Department's Exchange server for the use of all staff communication. All messages are scanned by a spam and an anti-virus program. Electronic Attendance: Elementary, Middle and High school teachers are required to submit their daily (elementary schools) or period (middle/high schools) attendance electronically. Electronic Gradebook-Elementary, Middle and High school teachers (elementary will be required with the school year) are required to use electronic gradebooks to submit student grades to the SIS grading module. Electronic Lesson Planning- principals prefer lesson plans delivered to them electronically. They may choose to purchase a web-based product that will organize, share and analyze lesson plans or use an in house created method or template. Response to Intervention (RTI) elementary teachers use the data collected through the STEEP program for early detection of academic weaknesses in order to plan remediation and differentiated lesson plans. RTI service needs are detected using the program Ripple Effects on the secondary level. Baldwin County web page teacher portal has links to several programs, miscellaneous forms, warehouse catalog, human resources handbook, SIS information and necessary information for completion of duties and responsibilities. 7

8 Statewide Longitudinal Data System SLDS is a web based application that is an ongoing project from the Georgia Department of Education that consolidates all historical student information from our SIS program in one convenient portal for easy access by teachers and administrators in order to develop the best academic plan for students. The data includes special program enrollment information, history of standardized test scores, course work grades, attendance among other items. Data is analyzed and used to determine instructional needs as well as to identify students in need of enrichment or remediation. This is an ongoing project funded by federal funds. Many teachers have access to Promethean White Boards with a student response system, interactive slates, along with a projection system and/or amplified sound system. They utilize lesson plans from the Promethean Planet website. Funds received from the ITEE Title II-D grant provided for the purchase of TI graphing calculators for our middle grades and high school math classes which also utilize a computer and web based program. Computer Troubleshooting System-All teachers maintain online accounts on our trouble ticket reporting system. Teachers must report technology problems via this electronic tracking system Online Learning- Online training solutions are available to all teachers and staff with opportunities that will help them to integrate technology into the classroom as well as with their administrative tasks and responsibilities. WebPages- Teachers are given the resources to created classroom websites for instructional purposes. This is also used as a major communication tool for parents. Teachers have also been incorporating more digital content management in their web presence. Student Uses of Computer-assisted learning- the district currently has Success Maker licenses as its computer-assisted learning software. OdysseyWare- a credit recovery curriculum made available to secondary schools via computer-assisted learning software. Accelerated Reader-every student in the system maintains an account in this reading management application and is able to access it daily. STAR computer based program that tests students reading levels which coordinates with the Accelerated Reader Program Keytrain vocation labs use this curriculum program to provide career, technical, and agricultural instruction Read 180 supplements reading instruction on the secondary level Adobe Dreamweaver suite used in web design curriculum on the secondary level Practice Planet is a purchased product that is available to students both at home and at school used to practice for standardized tests. Internet Resources- our content filter reports indicate students make daily use of the large variety of internet resources. Media catalog system-all schools utilize the InfoSource cataloging system, all students have access to the media catalog from their classrooms as well as from home at two schools TI graphing calculator software (middle and high) Vocational Labs- the middle school has the use of two computer labs dedicated to vocational training using technology: business software training (MS Office Suite), multimedia development, desktop publishing, technology exploration, video production, webpage design, etc. Pearson s Ellis Academic Software - ESOL students curriculum software assisting with the English language acquisition. 8

9 OAS Online Assessment System students may use this site at both school and home to practice for standardized tests. Middle School students also use this system to take the yearly 8 th grade technology literacy test. Schools utilize a variety of paid and free online academic skill sites such as; Sheppard Software, Brain Pop, Spelling City, Education City, Timez Attack, First In Math, StarFall, Raz Kids, Funbrain, Reading Center, Hacourt Math Center, Math Magician, Math Fact, Multiplication Interactive, FreeRice, Think Central, ABC Mouse, Kidsknowit, Earobics, GameQuarium, PBS Kids, BBC-Schools Dance Typing Baldwin High school has implemented several technology related courses that provide opportunities for students explore different interests using technology. For example: Agricultural Landscape & Design Forestry & Natural Resources Plant Science and Horticulture 14 computers Construction 4 computers Transportation Auto Body 28 computers Broadcast Video - 39 computers Business Education - 4 labs with 28 computers Work Base Learning Lab - 1 classroom with 12 computers Business Education Administrative support - 28 computers Computer Applications - 28 computers Financial Management Accounting - 28 computers Financial Management - Services Interactive Media - 28 computers Small Business Development - 28 computers Drafting - 28 computers Culinary Arts - 8 computers Education/Nutrition & Wellness - 8 computers Marketing, Sales & Services - 14 computers Marketing & Management Therapeutic Services - Nursing - 8 computers Healthcare Science CNA and PCA assistant - 8 computers Personal Care Services - Cosmetology - 8 computers All students are provided the opportunity to participate in various technology competitions such as the Tech Fair sponsored by our Regional RESA (Oconee RESA), the GaETC State Fair, and various events sponsored by our local colleges. Administrative Uses of Administrative uses of technology provide the schools and district means of insuring all programs functionalities are in place to meet the data reporting requirements of the Georgia Department of Education and Office of Accountability. Targeted administrative professional learning creates a competent admin ready to lead and evaluate instructional technology in their school environment. We provide internet-based access to our student information system to all faculty and staff to support real time access needed for assisting in improving student achievement. Financial-The district financial software is Tyler: Munis, a decentralized financial accounting program that allows administrators and budget center personnel at the school sites to enter their own requisitions, budget requests, and to receive real-time fund information -All administrative staff maintain and use Microsoft Exchange for interoffice and staff communications 9

10 System Information System-The district maintains the NCS Pearson PowerSchool student information system (SIS). This system decentralizes computer access to the SIS down to the classroom teacher for administrative responsibilities Statewide Longitudinal Data System (SLDS) -Administrators and teachers use web-based product SLDS to disaggregate student test scores and other information. Transportation-VersaTran- The district maintains the transportation information system for transportation and efficient bus routing School Nutrition- Horizon Food and Nutrition Program-Central Office, POS, Inventory and Menu planner Programs for Exceptional Children- Central office, school admins as well as special education teachers use SEMSTracker individualized education plan (IEP) program to aggregate data needed for eligibility for special education services and IEPs RTI identification program STEEPS (elementary) and Ripple Effects (secondary) are used to aggregate data on students that may need RTI (Response to Intervention services) Utility Management and Maintenance Department utilized web-based software: SchoolDesk for their work order documentation and maintenance system Human Resources - axs imaging product is used to scan and archive personnel records, PDExpress program records professional development coursework and professional learning units for all staff All media centers use InfoCenter for student/teacher check out system and inventory Parent/Community Uses of System Web Site-The system maintains an extensive web site featuring web pages for each department (ESOL, social work, gifted program, technology, special education, food services, human resources, after school program (YES), professional learning, and fine arts) as well as an employee page, a system- wide calendar, forms page (employment, field trips, expenses reports, etc), board member/policy page, standardized testing help, specialized homework help links, bus route and general announcement page that features student activities and awards. Parents and community members may request additions to the web based district calendar Parental access to individual student attendance, grade history, assignments, etc is available through our SIS on the web using a secure log in Web based Title I parent surveys are available through the Parent Page Link Electronic registration for all grades for all schools is available through the Parents Page The district s Unified Student Handbook is available electronically on the Parents Page Link Accelerated Reader Test-A listing of tests available within our schools is provided on the school web site for use by the local public library patrons School Web Sites- Each school maintains a web site detailing school-wide goals/mission statement(s) as well as sports/club/social/fundraising activities, events, PTA and school council organizations, academic schedules and resource links for parents/teachers/students for each of the schools. Individual teacher pages are also hyperlinked and s are readily available for parent communication Class/Club Web Sites: Teachers use class and club websites for resources and communication tools. Teachers from each school maintain their own pages that feature homework parental notes, academic help, as well as testing information One Call emergency notification system is used to contact parents for emergencies and general announcements Personnel Applications-Applications for employment in both classified and certified positions are available for download on the district web site. 10

11 Parent Services Program- Title I provides funding for a district coordinator to provide workshops and coordinate parent activities for all school sites. Information about meetings, parent council officers, mission and vision statements are all posted as well as registration forms for various activities. Gap Analysis Baldwin County Schools have exceptional infrastructure to support network connectivity. All schools maintain network access to each classroom with high speed internet services. With financial help from the E-Rate program most switches and servers are adequate at this time at all elementary, middle and high schools. The PreK program is not able to receive E-Rate funding at this time. It is anticipated for the near future that the PreK program (which presently serves approximately 300 students) will be approved to receive these federal funds to upgrade their building s infrastructure. Presently, it is ten years old and has outdated switches and servers. Intercom with video connectivity is presently available in one elementary school and one middle school. We would like to see this product expanded to include all schools. Presently in the other three elementary schools, PreK building, and the high school all rely on regular intercom services. VOIP services need to be investigated as an option for communication in the future. Video production and video distribution studios need expanding at all school sites. Video distribution is available at all K 12 schools. This allows students to broadcast their own news shows as well as any other programs of interest. Classroom televisions need to be replaced with projectors for video use aiding in full class instruction. Although many classrooms are equipped with projectors, screens, and electronic whiteboards, many more are needed to allow for 100% classroom whiteboard instruction and presentations at all schools. Additional electricity will be installed along with new projectors/displays. With the addition of hardware comes a current and ongoing need: staff development for appropriate and meaningful integration of new technologies into the current curriculum. Due to Common Core Performance Standards, integration is now an expected necessity rather than an option. A major weakness in the system is not only the lack of equipment but rather the proper use of it as a teaching tool. With the onset of BYOD Bring Your Own Device initiatives and with blended learning becoming more and more popular, educators need training on how to best take advantage of these new ideas for student achievement. Without additional Instructional support, training has been limited. An informal professional need assessment conducted in the Spring in 2011 indicated a need for more extensive technology training especially in the use of whiteboard training. Our vision for technology literacy and use is focused on assisting students in achieving a wide range of disciplinary and interdisciplinary curriculum goals using technology as a tool for obtaining, analyzing, and presenting information. Using testing results of CRCT, EOCT, GHGST, Baldwin County has documentation that there are achievement gaps between subgroups of students, especially the special needs students and the economically disadvantage students. Procedures along with the implementation and integration of more and better usage of technologies are in place for continuous self-monitoring. The system continues to implement a systemic plan to phase out computers that no longer meet system hardware specifications in order to ensure that computers can be used to access and 11

12 efficiently run all instructional and administrative software and resources. This becomes especially important as the school term approaches bringing the onset of online testing and the College and Career Ready Performance Index. Current computer inventory in the elementary grades and some middle school classes are not ready to support online testing according to the specifications given below by the current vendor. Instructional use is designed to facilitate the curriculum and enhance the learning process. The recently released CCGPS with imbedded technology standards encourages the integration of different technologies available to our schools. Both of our secondary schools have participated in the Georgia Assessment of Performance on School Standards (GAPSS) which identified the strengths and weaknesses of performance as based on the GaDOE Keys to Quality. Using the I2.7 Usage of for Instructional Standard 2: Research-based instruction is standard practice, as a baseline, the schools are currently achieving at the "emergent" level. Limited availability of basic computer stations and other peripherals within the schools restricts opportunities for technology integration of the digital resources to promote students' higher order thinking and to produce evidence of differentiation related to the use of technology. Current data from the annual GADOE district technology inventory survey shows 2.37 students per modern instructional computer. Professional learning opportunities are routinely investigated to find ways to advance our student technology skills while still adhering to the other massive student achievement standards expected of the students. The district is using technology standards to develop and annually update a list of essential student technology skills (by grade level), on which to focus instruction and technology staff development. Productivity applications like word processing, presentation, database, spreadsheet, , digital resources and internet resources are available on all computers to help with the integration of technology into the daily curriculum. Teachers and students use various electronic devices such as digital video, document, digital and/or video cameras, scanners, printers, personal handheld devices (Itouch and IPads) electronic active boards/slates, and student response systems at some schools. More new smaller portable technology devices need to be investigated for further deployment to all schools to enhance instruction. Netbooks, Kindles, small tablets have numerous free educational digital resources for classroom use. imacs have been purchased through the Advanced Placement Handheld Grant at our high school and through the Student Literacy Grant at one elementary school, giving a very small portion of our teacher and student population access to the Macintosh format. This program needs to be expanded due to the ever increasing popularity of Apple products for educational use. Online methods of communication such as blogs, podcasts, and applications such as Twitter and Skype need to be utilized in classrooms and professional learning as methods of sharing information and communicating with others both in our system and abroad. The road block to implementing this 12

13 initiative is too many inappropriate comments and images on these sites for our students. Our content filter program is constantly upgrading to try to include as many sites as possible for students to experience more web 2.0 programs. The technology department reviews many sites for educational purposes, but needs are to develop an overall solution to enable more web 2.0 sites. Although our teachers have acquired technology certification, the technology department continues to collaborate with the school design teams and the curriculum department to make available opportunities for teachers to acquire additional technical skills. More assessments need to be developed and implemented to evaluate teachers, administrators, and support personnel on both basic computer skills and integration into the curriculum. A year-end portfolio assessment allows teachers to chart their own growth through reflective practices. Teachers may also advance skills by publishing technology-linked lesson plans on their teacher web pages. Student skills need to be assessed before the 8 th grade Literacy Test. competencies should be developed that address both the state-mandated standards, and aligned with Baldwin County objectives. These objectives should be established by a committee of teachers. Keyboarding guidelines have been developed that move the teaching of keyboarding down to the third grade. Other basic skills are being developed to be taught in the elementary grades by the computer lab teachers. We need to develop an annually updated list of technology skills that are essential for teacher productivity and instructional delivery on which to focus technology professional development. With the onset of many web 2.0 programs there is a great need to address digital citizenship among both students and teachers. Even though much of our student population does not have access to the internet at home, they are the greatest population that needs instruction on web etiquette and what it means to be a good digital citizen. Baldwin County School System continues to grow in numbers the students with limited English proficiency. Working with the ESOL director, the technology department works with ESOL/ELL teachers to ensure these ESOL students have access to appropriate software for improvement in language skill acquisition. Currently, curriculum software is in place specifically for ESOL students but they also have access to all other school wide instructional software applications and resources. The Special Education department has used various funding sources to ensure inclusion and resource classrooms are equipped with technology. Assistive technologies are also purchased for the district, or school wide or according to individual student needs as determined by individual educational plans (IEPs). Due to the variety and growing population of special needs students in Baldwin County funds are always needed to update technology. There is a need for more Ereaders and more program development in both text to speech and digital text. Special professional development is ongoing with the purchase of products and services. This may occur through the vendor or Georgia Learning Resources Services as well local professional development resources. Administrative technology will undergo many changes in Baldwin County in the near future. As administrators become more familiar and attend more professional development on the benefits of the online Student Longitudinal Data Systems (SLDS), a more analytical analysis of student achievement will help provide data in the daily operations of overall school management to increase student achievement. Updates to our financial and professional development software necessitate the need for administrator training to take full advantage of the enhancements to these products. The technology department has just begun the process of virtualizing many smaller servers and consolidating resources as a way to maximize the use of resources for minimal cost. Virtualization of servers will be ongoing as funding sources 13

14 become available. As more servers are virtualized, the unused servers will be repurposed within the county. Community involvement in the technology progress in Baldwin County could be improved. Many schools provide activity nights to encourage parents to see technology in action. These events are more populated at the elementary level, but more needs to be done to encourage attendance in the upper grades. There are currently two onsite representatives from Communities in Schools organization that bring awareness to the community. There needs to be a representative at each school. Our Title I parent coordinator, along with the district social worker, utilize technology to provide quarterly workshops onsite for parents. More internet specific digital citizenship type workshops are needed. The parent advisory councils also are involved in communicating technology progress and needs in the county. It is through these councils that many of our donations were acquired for the schools. More events need to be planned to bring the community into the schools to showcase current technology in the school system. A county wide web page that ties the community and the school system and publicizes current trends in education as well as technology needs to be coordinated with the local government agencies. 14

15 Goals, Strategies, Benchmarks All goals, strategies and benchmarks will be aligned to the following belief statements: Mission Statement Baldwin County Board of Education Organizational Foundation Statements EDUCATE TO GRADUATE~STAY IN SCHOOL The mission of the Baldwin County School District is to educate students who will graduate from high school and become contributing members of a global society. Vision Statement The Baldwin County School District will be a system of world-class schools where students acquire the knowledge and skills to be successful as they continue their education and enter the workforce. Belief Statements 1. We believe all individuals can learn. 2. We believe all individuals are inherently unique and valuable and that diversity enhances learning. 3. We believe effective teachers have a profound impact on learning. 4. We believe learning is a life-long process. 5. We believe learning is a shared responsibility school, home, and community, for which we are all accountable. 6. We believe collaboration creates accomplishments greater than the sum of individual efforts. 7. We believe data analysis leads to informed decision making. 8. We believe professional learning should be job-embedded, performance-based, and ongoing. 9. We believe our efforts should be focused, aligned, and responsive to the economic growth of our community. 10. We believe in the personal accountability of all stakeholders in learning. Four Major Strategic Goal Areas and Strategic Objectives 1. Student Achievement a. Improve the Graduation Rate b. Improve Student Mastery of the CCGPS c. Reduce Achievement Gaps 2. Student & Stakeholder Engagement a. Improve Student Attendance and on Task Behavior b. Improve Parent Involvement c. Increase Community Involvement 3. Organizational Effectiveness a. Improve Operational Processes 15

16 b. Improve Personnel Processes c. Improve Financial Processes d. Improve Facilities Services e. Improve Continuous Improvement Processes f. Improve Use of Instructional 4. Team Learning and Growth a. Improve Staff Attendance b. Increase Highly Qualified Teachers 16

17 Goals, Strategies, Benchmarks, Evaluation Plan, Budget, Responsibility List INSTRUCTIONAL USES OF TECHNOLOGY GOAL To improve student achievement through the integration of technology into the curriculum Strategies Benchmark Evaluation Method Funding Source/Amount Person Responsible System will facilitate technology integration in all curriculum areas Enhance existing programs to train certified employees in the use and integration of technology in classroom and administrative offices System will annually incorporate the latest technology resources in curriculum guides All educators will participate in quality professional learning opportunities that are offered throughout each academic year School level curriculum, CCGPS, and state technology standards will be examined through review of lesson plans to reflect added technology enriched resources and integration standards Classroom observations and review of student work will also be utilized as proof of integration NONE NONE Director, Instructional Specialist, Director of Curriculum Instructional Specialist, Educators, Administrators, Director of Curriculum Develop a school technology committee at each school to help make decisions related to technology and instruction System and school sites will identify all available technology resources School and system technology committees will be formed and will meet a minimum of four times annually Inventory updated as items are purchased Attendance Sheets and minutes will be kept by system/school technology personnel Microsoft Excel Spreadsheet templates will be given to all schools and collected quarterly Onsite visits NONE NONE Director, Instructional Specialist, School Principal School Personnel, Media Specialist 17

18 Utilize and analyze software programs and related resources that support research-based instructional strategies, Continue growth of technology infrastructure to remain with technology trends and advancements to improve instruction, to better serve the school systems technology needs and maintain existing technologies. Research and evaluate areas of needs improvement for network maintenance and support, future wireless capabilities, fiber runs and connections, recabling of facilities, VoIP technologies, Video Conferencing, Teacher Webpages and parent access software, filtering and security issues, reimaging software, lab monitoring software as well as other applicable technologies to improve student achievement Current inventory of all technology resources and its availability to teachers Perform annual updates or as needed Training of all new teachers on software throughout the academic year as needed Annual review of existing software and resources to determine further renewals Teacher lesson plan review to determine software usage and correlation with CCGPS Software functioning properly with all current updates Program usage and report logs from training solution Teacher Survey and annual review of software Annual site walk through and GADOE Inventory Survey $ Local/state funds (annual estimate) NONE or local funds if costs are associated with upgrades Local or Title I funds if sufficient training/webinars are not provided by vendor No funds required unless this involves purchasing of new equipment or cost of maintenance which is contingent upon E-Rate funding / program funds and /or financial state of the school system. Instructional Specialist, Educators, Principals, Administrators, Director of Curriculum Director, Instructional Specialist Instructional Specialist, Instructional Specialist Director, Instructional Specialist Increase Storage Area Network (SAN) Monitor for student and teacher use Usage logs and reports from network storage servers $15,000 Local/state funds (annual estimate) Director, Purchasing Director Provide professional development to help teachers integrate the FY13 at least 50% of the teachers will be Document small group and individual training of the No funds required unless this involves Instructional Specialist, Educators, 18

19 CCGPS and the College and Career Ready Performance Index standards to focus on areas of need for resources to integrate technology in areas such as student produced videos, podcasting, internet safety and cyberbullying Training sessions and modeling sessions for teachers to be conducted on their common planning time integrating technology into instruction weekly. FY14 at least 75% so that by FY15 all teachers are integrating technology into instruction at least weekly. Annually provide ongoing professional development for teachers on technology integration integration of technology into the learning environment. Teachers will provide administrators with weekly minutes of their common planning period training sessions. Monthly review of lesson plans, ongoing classroom and planning session observations; annual review of standardized student assessments purchasing of new equipment or cost of maintenance which is contingent upon E-Rate funding / program funds and /or financial state of the school system. Administrators, Director of Curriculum, Local RESA and ETC representatives To implement the inclusion of the CCGPS technology standards and to support the College and Career Ready Performance Index effectively by providing teachers with a checklist and software applications to assist in the implementation of these standards As the CCRP Index and CCGPS are deployed, teachers will address student technology literacy through an annual checklist. Annual review of software to determine what will work best to address the CCGPS technology standards Monitor the progress using checklist for skill development by grade level, as well as document progress on the software through management records. Conduct annual assessment of students and teachers technology literacy skill development No funds required unless additional instructional software is determined necessary. Annual review needed, at which time a budget amount, source, and funding cycle will be established Director, Instructional Specialists, Administrators, Educators Research and provide various digital learning opportunities such as distance learning capabilities, virtual classes and Annual review of software to determine successful outcomes Conduct annual assessment of students and teachers technology literacy skill development. These may involve a cost for purchases. Installation, and/or professional Director, Instructional Specialists, Administrators, 19

20 field trips, blended and flipped classrooms, the integration of etext and digital learning opportunities and bring you own device BYOD - contingent upon funding opportunities Increase attendance in of staff in tech courses: Internet safety course, PowerSchool Parent Portal, My Big Campus Teacher Portal Internet Training, others as needed Improve opportunities for access to technology for special education, English language learners, and students in need of remediation by increasing access and use of assistive and instructional technologies Increase number of participant certificates of course completion based on the requirements of subject taught / course offered Sign in sheets Increase number of entries in PDExpress database Increase in appropriate access and individualized training Annual review of standardized student assessments (benchmarks, survey s, etc) Certificates received for course completion of the requirements established or defined by the course / instructor Sign in sheets and Professional Development credits earned by staff PDExpress PLU Software Database / logs Documentation of use of specific technologies; annual review of standardized tests Annual review of assistive and instructional technologies to determine future needs development and is contingent upon funding and financial state of the school system These may involve a cost for purchases. Installation, and/or professional development and contingent upon funding and financial state of the school system No funds required unless the need arises for equipment purchases or programs to be evaluated and funded by the appropriate program or grant Educators Director, Instructional Specialists, Curriculum Director, Administrators, Educators Director, Instructional Specialists, Curriculum Director, SPED and ESOL Director, Educators 20

21 GOAL To improve, maintain, and support the network infrastructure to ensure reliable access for all students and staff to meet educational needs and support academic achievement Strategies Benchmark Evaluation Method Funding Source/Amount Person Responsible A minimum standard of hardware, technology resources, and networks will be established for all school sites System will maintain and improve school wide LAN for computers to have common access to programs stored centrally on district servers Continue to provide, maintain and upgrade dedicated high-speed WAN fiber-optic lines to promote greater access and reliability Maintain and Increase Infrastructure Requirements for hybrid learning environments, Bring Your Own Device- BYOD services, game-based learning, personal learning environments (PLEs), tablet computing, natural user interfaces (allowing for touch, movement, voice and facial expressions) i.e. upgrading existing internet connection to support network growth and Annual purchases to establish minimum standard hardware, technology resources and network resources at school sites Submit yearly E- rate applications to maximize funding Increase of Internet access bandwidth to 100mb All students will have ongoing and All technology purchases will be reviewed by school administrators and system technology director (daily) District Inventory Tracking System Annual Site Walkthrough and State Inventory Survey E-rate application timelines E-rate application timelines Ongoing with projected cost of $50,000 annually with Local /State funds, Title IID funds, Grant funds for purchasing equipment and technology resources Local annual funds for submitted funding application from E-Rate E-Rate applications for upgrade projects will be determined annually for implementation E-Rate applications for upgrade projects will be determined annually for implementation approx -35, in eerate matching funds To maintain: $30,000 yearly local funds Director, School Administrators, Purchasing Director, System Committee Director, System Committee Director, System Committee 21

22 transmission requirements to prevent latency and lost instructional time Continue growth of technology infrastructure to remain with technology trends and advancements to improve instruction, to better serve the school systems technology needs and maintain existing technologies. Continue to review and upgrade plans and procedures to provide instruction for hospital/homebound, home-schooled, nontraditional, at risk and adult students with access to web based curricula and technology resources System will provide technology and resource services for after school and intersession enrichment and remediation programs appropriate access to and use of technology each year to improve student achievement. Research technology trends and advancements FY15 E-Rate New wireless, cabling, switches, and peripheral equipment for Oak Hill Middle School and Baldwin High School following the 2 in 5 E-Rate funding rules Annual review of School Improvement goals and focus Verify increased use of accessibility through surveys of classroom students and teachers. Annual review of standardized assessments Update all curricula links Evaluations of teacher lesson plans and classroom Upgrades in 2013= $500,000 (90% E- rate funds and 10% local funds) Upgrades in 2014= 500,000 (90% E- rate funds and 10% local funds) Upgrades in 2015= 500,000 (90% E- Rate funds and 10% local funds) E-Rate applications for upgrade projects will be determined annually for implementation Local Funds as needed for program license renewals estimated $100, Director, System Committee, Administrators Director, System Committee, Administrators 22

23 ADMINISTRATIVE USES OF TECHNOLOGY GOAL To increase administrative uses of technology (administrative processes include finance, student data management, employee data management, purchasing, transportation, communication and networking) Strategies Benchmark Evaluation Method Funding Source/Amount Person Responsible Administrative personnel will demonstrate technology integration skills in day to day operations Quarterly review of administrative personnel s ability to demonstrate technology integration skills research and implement processes to enhance automation of administrative duties Survey of all administrative personnel annually to determine technology skills proficiency NONE Director, Instructional Specialist, Director of Curriculum, Personnel Director Assess the use of technology by all staff and administrative personnel Administrative personnel will participate in professional learning targeting internet safety, cyberbullying, and competency to lead and evaluate instructional technology in their schools All will participate in training opportunities focused on understanding the technology piece of teacher evaluation instrument Improve awareness of existing technology and training that is available to employees. Annual Baldwin County Teacher Evaluation Annual technology survey of all certified personnel Based on available funds for professional development and other applicable sources necessary to cover the cost if any cost is incurred, contingent upon funding and financial state of the school system. Educators, Administrators, Director of Curriculum, Personnel Director 23

24 System will maintain and support the use of all administrative management software used in daily operations includes at a minimum: Versatran (transportation), One Source, (food service) Tyler Technologies (finance), SEMS (special education), Powerschool (student information) AxS (human resources) Maintain and upgrade equipment and programs on an as needed basis Periodic evaluations with department heads to determine any flaws or defects in programs Each Department budgets accordingly for all software upgrades approx. $110, local funds Director, Transportation Director, School Nutrition Director, Special Education Director, Finance Director, Human Resources Director System will continue to support board members use of technology, provide training and upgrade equipment as needed Continue upgrades to web based solutions in order to decrease paper production for board meeting information Periodic discussions with board members to determine usage and any needed changes $ estimated local funds Director, Superintendent 24

25 PARENT/COMMUNITY USES OF TECHNOLOGY GOAL To utilize technology as a medium to create partnership with parents, community agencies, industry and business partners. Strategies Benchmark Evaluation Method To improve parent participation in information/training sessions Increase parental awareness of internet safety and cyberbullying FY13 at least 10% of the parents will attend or participate in the information and training sessions, meetings, and workshops FY14 at least 15% FY15 at least 20% Provide more site specific training sessions for parents- Provide learning opportunities at least twice annually update latest internet safety information on parent portal Annual review of parent activities offered at each school along with reviewing participation logs annually to determine success of the parent sessions, meetings, and workshops and to determine future offerings for parents Annual review of parent activities offered at each school along with reviewing participation logs Funding Source/Amount No funds required unless this involves purchasing of new equipment which is contingent upon E-Rate funding, program funds and /or financial state of the school system. No funds needed Person Responsible Director, Instructional Specialist, Director of Curriculum RESA/ETC trainers, Personnel To increase parent access to technology by increasing activities at each school site Provide more site specific training sessions for parents FY13 each school will have at least quarterly technologybased sessions, meetings, or workshops for parents FY14 and FY15 each school will add at least one additional technology-based opportunity annually for parents Annual review of parent activities offered at each school along with reviewing participation logs annually to determine success of the parent sessions, meetings, and workshops and to determine future offerings for parents School funds if needed. These may involve a cost for installation, and/or professional development and contingent upon funding and financial state of the school system School Personnel Media Specialist or School Personnel, Administrators System will continue to provide, maintain and upgrade web based Information will be available to parents throughout the Review of usage logs NONE these services are included in aforementioned Director 25

26 parent portal for parents secure access of student attendance, assessment, academic performance, discipline and any other data concerning students academic performance. academic year through PowerSchool Parent Portal program upgrades to the programs System will maintain informational websites that extend services and pertinent information relating to the schools to the community Annual renewal of web hosting program District and school pages continually monitored for current information Review of usage logs Approx. $ as system s 10% portion of E-Rate funding commitment Director, School webmasters System will create tools and resources used to plan, prepare, and deliver consistent, positive messages to further engage community involvement and support Continuous improvement on facilities plan and individual school improvement plans Annual updates to communications NONE Director, Department Directors, Superintendent 26

27 SYSTEM READINESS GOAL To promote and increase the use and informational postings to the school system s website and to use this website as a tool for communication and available resources to teachers, staff, students, parents, and the community Strategies Benchmark Evaluation Method Funding Source/Amount Person Responsible The system and all schools will have continuously updated WebPages beginning FY13 and continually thereafter. FY14 The system, all schools and at least 50% of the teachers will update their WebPages at least weekly. FY15 75% of the teachers, the district site, all schools, and all teachers will update their websites/pages at least weekly to maintain effective communication and updated informational postings. Monthly, quarterly, and/or annual review of using the district/school websites and teacher web pages to determine effectiveness of the web based mode of communication. This can be analyzed using the following: Site counter or Quarterly and/or annual student and parent surveys Teacher administrator observations NONE Director, Instructional Specialist, School Principal, Educators, After School Program Personnel 27

28 GOAL To improve, maintain, and support the network infrastructure to assure access for all students and employees to meet educational needs System will offer professional learning to teachers, staff and administrative personnel on the implementation and integration of technology. Continue apprenticeship and intern program for growth in technical expertise within the student base Continue participation in student intern program with Central Georgia Technical College and Georgia College and State University of Milledgeville All educators will participate annually in tech professional learning opportunities throughout each academic year Program enrollment of Interns each academic year Weekly review of projects and activities to determine merit of Intern program to school site. Provide specification of technical expertise needed Quarterly placement of Interns A Professional learning needs assessment will be distributed at each school (90% return) A calendar of all scheduled classes and learning opportunities will be made available (local, RESA/ETC offerings) Increase in program enrollment Annual review of program Analysis of the Tech Work tickets Analysis of the evaluation sheet from site supervisors Evaluation of performance during placement Analysis of the web tickets $25000 Local/state funds estimated NONE NONE NONE Director of Curriculum Director Instructional Specialist Educators, Administrators, Director of Curriculum Director, School Administrators Representatives from GCTC and GCSU, Director Analysis of event logs (for network outage and down time) 28

29 System will employ and assign appropriate technical support personnel Additional school based Instructional technology specialist as budget allows Network Specialist personnel. Maintenance and support contracts on E- Rate eligible items applied for each year Analysis of efficient use of all eligible equipment switches, servers, etc. Analysis of work ticket logs (for promptness and completed work ticket requests) Approx.$400,000 Local/State funds annually $150,000 yearly support contracts 10% local funds and 90% E-rate funds Director, Board of Education, Personnel Director Continue use of online web technology trouble ticket system for all staff to decrease and minimize interruption of instructional time Provide specification of technical expertise needed as promptly as possible Annual hardware survey (to include all technologies and resources for school sites and district buildings) Matching E-Rate 90% funding with 10% local funding Director, Staff System will designate a system level method of assurance for hardware and software purchases to meet minimum standards and to monitor implementation of the technology plan. Procedural process for ordering and acquiring new technology resources during the academic year Annual inventory of software and report of its usefulness to its curriculum goals $ estimated local funds Director, Staff System will provide teachers, staff and administrators with information Pre-planning : teacher access and login accounts to SIS created (annually July/August) Teacher Evaluation to reflect accurate usage of SIS functions and management of data estimated (average over Director 29

30 management resources to maintain student attendance, grades, discipline referrals, and other student related data. Expand curriculum server farm for additional access Increase user of virtual servers to provide more effective server structure. System will maintain Cisco ASA 5520 Firewall and content filter applications to monitor inappropriate sites and to insure that student access to the Internet will be safe from external threats to maintain educational focus Yearly ongoing training of information management as needed Purchase, install and configure 1-3 servers yearly System will review and acquire technical resources as needed to support instruction in all curriculum areas Renewal of Smartnet for Cisco ASA Renewal of Content Filter Licenses Administration evaluation and meeting report timelines(attendance reports and report cards) Annual technology inventory survey Yearly analysis and review July 1 st if each year July 1 st if each year last two years' spending) $26,000 yearly support fees local funds plus yearly staff training of $ estimated 10, (average over last two years' spending) local funds or if Title I funds are available or as schools apply for specific grant funding E-Rate funding applications of eligible items at 80% funding Estimated 18, local funds annually Director Director Maintain network and computer status with monitoring programs. Renewal to maintain virus protection July 1 st if each year 5, estimated local funds All personnel will have access to technical support necessary to maintain technology resources Training for all personnel in using web ticket support system District website for FAQ about common Analyze usage of ticketing system and turnover NONE Director, Tech Staff, School Administrators, Educators 30

31 technology applications and installation of common programs web site updated as needed rate of completed requests All personnel will utilize global electronic mail and web applications through unique user IDs to be maintain at the district level Training for all personnel in using system on as needed basis and annul training for new teachers/staff Ongoing review of use by employees to determine any procedural changes needed NONE Director, Tech Staff, School Administrators, Educators 31

32 III. Communications and Marketing Communication/Marketing It is the responsibility of the Department to bring focused attention to the technology mission and vision to the awareness of all of the stakeholders in the District's mission: students, parents, faculty, and citizens. Our primary strategy for publicizing and promoting technology integration is to showcase our students using the technology every day during the learning process via a web presence or in printed media exposure. The Baldwin County School system has partnered with our two local newspaper organizations The Baldwin Bulletin and The Union Recorder - to share news and promote positive media for the school system. The reporters for these newspapers attend Board of Education meetings, local sporting events and the occasional PTO/PTA meetings. The school system also contributes to The Union Recorder s quarterly newsletter The School Zone. This newsletter shares information about the school system and each school s individual accomplishments. The county s Title I Parent program also publishes a quarterly newsletter which is posted to the Baldwin County website. Individual teachers at every school create either a printed or electronic parent newsletter containing various school wide events, as well as homework help links and a variety of student accomplishments. Communications and marketing are accomplished in a variety of media resources used for dissemination of Baldwin County initiatives: Multimedia presentations Baldwin County School System Website postings and links to a vast variety of information Calendar events (web calendar has the capability to post supplementary documentation such as agendas and links) Achievement presentations School Spotlights Surveys/forum/discussion and posting of comments Individual School Websites Individual Teacher Websites Media print in local newspapers Charter Communications Public Channel 4 The schools of Baldwin County each have at least two business partners that serve on their local School Council. This significant community involvement serves to broaden the involvement from the community. Through various departmental stakeholder meetings (Title I, Special Education, etc.) the role of technology in helping to increase student achievement is often on the agenda. We maintain an extensive interactive Web Site with numerous resources for the public. This is our main communication tool featuring each department (ESOL, social work, gifted program, technology, special education, food services, human resources, professional learning, and fine arts) as well as an employee page, a system-wide calendar, forms page (employment, field trips, expenses reports, etc), board member/policy page, bus route and general announcement page that also features student activities and awards. Additionally, we include a FAQ along with links to all administrators and teacher s to provide easy access for comments from visitors to the site. Stakeholders are encouraged to create sites and 32

33 link them to the Baldwin County home web page. In turn, the Baldwin County site is linked from several other county websites. Efforts have been successful in facilitating our community leader forums using computers, projectors and graphic organizing software. Speakers regularly present Baldwin County's initiatives at school functions. Presentations are also made at local and regional organizational meetings such as, school faculty meetings, PTO/PTA, local School Councils, Chamber of Commerce and its various entities and subcommittees, Rotary, Kiwanis, Public Library, Baldwin County Retired Educators Association and Oconee RESA. Since the recent implementation of the CCGPS, there is no data that specifically addresses the success of technology as it relates to the CCGPS. There is a major push for all sample lesson plans to include a technology component. It is a goal that the many efforts to incorporate technology tools will result in the advancement of students CCGPS skill acquisition. Data needs to be compiled to document the improvement of student achievement with regard to CCGPS skills and their relationship to the use of technology in Baldwin County. Teachers are evaluated on how well they incorporate technology into all lesson plans. Teachers are given many examples and opportunities to constantly improve technology integration into the CCGPS standards to improve student achievement. Integration/Coordination with other local planning initiatives planning is evident in all areas of county planning from the building construction level to student engagement. needs in Baldwin County Schools are clearly addressed when any planning initiatives are discussed. Local initiatives and technology grants support the use of self assessments and teacher evaluations to monitor technology implementation in the classroom as well as a vertical alignment for technology skills. One of the major initiatives the 2011 E-Rate proposal was the support for technology infrastructure to keep Baldwin County School current with technology trends. The funds requested were to provide the latest wireless technology to encourage the use of teacher owned personal devices and 1:1 computing with wireless devices such as the IPad. The technology director along with the cooperative planning by all stakeholders plans for future hardware and software needs. This also enables all groups to be well informed with a shared vision and focus. Grants funds are aggressively pursued to enhance teaching and learning. Many Title II-D competitive grants were recently completed that support technology integration; the emath Grant and the Wireless Grant at Oak Hill Middle and Baldwin High School as well as a Science Grant at Baldwin High. The Student Literacy Grant at Midway Elementary is in its second of a three year implementation. This school term is the last year for the AP HandHeld Grant that brought Apple products into the county. Other AARA funds were used to purchase computer workstations, laptop carts and whiteboards throughout the county s schools. is an integral part of every planning initiative in the county especially considering future plans for the College and Career Ready Performance Index. All district administrators and principals value the implementation of all levels of technology from district level infrastructure, to school wide, to classroom, to individual student. 33

34 Professional Development Professional Development The strategic path for professional development is to provide learning communities to update existing programs and to implement new ones. One strategic objective is to extend opportunities for enhancement of skills related to the use of technology in administrative and instructional areas. Baldwin County will try to utilize existing data and frequently assess needs to plan courses, conferences, workshops, site visitations and related activities for all personnel in the area of technology. Budget for professional learning is based on the financial resources at the district and school level. Professional development for technology is provided at both levels. Productivity courses and webinars using online training solutions provide teachers and staff with learning opportunities that will help them integrate technology into the classroom as well as improve management of their administrative tasks and responsibilities. Current and future training focuses on specific instruction for products and courseware in: Electronic supports that provide access to print for struggling students (i.e, text-to-speech) supports that build background knowledge in all curriculum areas Using technology software/programs that support universal designs for learning Software that supports RTI (response to intervention) Integrating in the Classroom Managing a 1:1 computer environment Integrating NETS-S standards into various subjects Navigating through the various GADOE technology resources Managing handheld devices, including personal devices Understanding technology integration in the classroom Using educational resources on the web Using word processing applications Using spreadsheets in the classroom Developing electronic classroom presentation Understand and use web 2.0 components Integrating specific technologies into the College and Career Ready Performance Index Technologies to support earning a Georgia Science,, Engineering and Math (STEM) Program Certification Courses are designed to contain classroom instructional best practices for integration and assessments. Courses are also offered to provide training that promotes instructional best practices. The instruction is research-based to actively engage students to be independent learners and to help teachers incorporate CCGPS. Courses also address technology integration standards for improved student achievement. All course objectives are created based on the need to provide the resources and tools necessary to meet NETS-S. Training will use two approaches: self-directed and instructor-directed. The self-directed training will be mainly web-based. The instructor-directed training will consist of sessions using available technology in a hands-on environment. 34

35 Self-Directed Training Web-based and interactive Webinars Computer overview to include troubleshooting, general maintenance, and operation Windows XP Operating System Windows 7.0 Operating System Microsoft Office Suite Internet use to include security, internet safety, cyberbullying and appropriate use Management of a technology rich classroom Planning for instruction that integrates technology and the curriculum Creating presentations for instruction Various web based video tutorials from purchased vendor products Instructor-Directed Training Self-directed topics Basic computer literacy skills Computer overview to include troubleshooting, general maintenance, and operation Planning for instruction that integrates technology and the curriculum Management of a technology rich classroom Internet use to include security, internet safety, cyberbullying prevention and appropriate use 8th Grade Literacy Baldwin County School System has made a rigorous effort to ensure that technology is a part of the classroom and its curriculum. Baldwin County's students have seen a slow decreasing ratio of student to computer. It is our goal to also have a corresponding increase in essential technology literacy skills with the acquisition of more equipment. Our system has standardized operating systems and major productivity suites so every student, teacher, and administrator can function without having to learn new programs and procedures as they change grade levels or schools. These physical hardware improvements have led to improved student technology literacy skills: Through interaction with Pearson's Success Maker software and other curriculum software within computer labs and in classrooms, our elementary students can function effortlessly through all of the multimedia components of this curriculum. The presence of computers and computer labs in the elementary/middle schools assist in a system wide effort to meet the keyboarding standards. Typing tutorials and programs are offered in every lab class at the elementary and middle school level. Keyboarding instruction takes place before the student arrives at high school, allowing concentration on more advanced application use. Teachers regularly inform parents of the many free web based keyboarding programs. All system students K-12 participate in the Accelerated Reader program and have daily access to the testing and reading management functions of that program. Information gathering is a daily activity stretching from the media center catalog lookup capability in every classroom to more detailed research through use of online search engines on the Internet. Access and interaction with the OAS - Online Assessment System, a web-based assessment tool for all grade levels that provides critical, ongoing information about student proficiency and progress relative to content standards to administrators, teachers, students, and parents. 35

36 All students are provided the opportunity to participate in various technology competitions such as the Tech Fair sponsored by our Regional RESA (Oconee RESA), the GaETC State Fair, and various sponsored events by our local colleges. Students and teachers have been provided the opportunity to collect and download video streaming via to meet CCGPS requirements. Publishing written work and journals using Microsoft Office products are a standard part of today's curriculum. With more teachers using project-based learning, electronic graphic organizers, presentation software, and other modes of technology are used for student self-expression and evaluations The technology department coordinates with school site leadership groups that focus on school needs in areas of curriculum, technology, professional development, etc. These teams help determine the current level of student experiences with essential technology literacy skills as those defined by Georgia NETS. The NETS-S are the National Educational Standards for Students, adopted by the Georgia State Board of Education at the April 2011 Board meeting. The NETS were developed by ISTE (the International Society for in Education) and are widely used across the globe. The 6 standards are: Creativity and Innovation, Communication and Collaboration, Research and Information Fluency, Critical Thinking, Problem Solving and Decision Making, Digital Citizenship and Operations and Concepts. Baldwin County will work to ensure all National Educational Standards for Students are addressed in order to prepare students for mastery of 8 th grade literacy, in order to be successful when entering high school. Baldwin County School District is presently using the Georgia Online Assessment System (OAS) technology assessment survey to measure student progress in attaining technology literacy skills. Proficiency is measured near the end of the 8 th grade school term and included with the GADOE annual technology inventory survey. As a part of the middle school curriculum, students are offered technology lab classes in core content areas which are technology skills oriented. Skills are taught in isolation as well as integrated into the regular curriculum course work. Pictured is the latest th grade literacy test data. 36

37 APPENDICES 37

38 A. IFBG - Internet Acceptable Use The Board of Education authorizes the use of the Internet in instructional programs as an educational tool that facilitates communication, innovation, resource sharing, and access to information. Due to the complex nature of accessible networks and the magnitude of potential information available to students and staff utilizing the Internet, the Board believes comprehensive guidelines in the form of administrative procedures and rules are warranted in order best to serve the educational needs of student/staff. Staff/students using the Internet shall comply with the administrative rules provided by the Superintendent regarding Internet use. The Board, through its administrative staff, reserves the right to monitor all computer and Internet activity by staff/students. Staff and students must be advised that privacy in the use of the Internet is not guaranteed. In addition, use of the Internet is a privilege, not a right. Students violating the Board s policy and administrative rule(s) shall be subject to revocation of privileges and potential disciplinary and/or appropriate legal action. The Board makes no assurance of any kind, whether expressed or implied, regarding any Internet services provided. The School System or individual schools in the System shall not be responsible for any damages that staff/student users may suffer. Use of any information obtained via the Internet is at the student s own risk. The School System specifically denies any responsibility for the accuracy or quality of information or software obtained through its services. This paragraph shall be incorporated verbatim in any school s or district s adopted Internet access agreement. In order for student to gain access to the Internet, the student and student s parent(s)/guardian(s) must sign the appropriate school s Internet network access agreement. The Superintendent is authorized to amend or revise or enlarge upon the following Boardapproved administrative rules, as he/she deems necessary and appropriate consistent with this policy. It must be understood by all concerned that the global and fluid nature of the Internet network s contents makes it extremely difficult for the Board to completely regulate and monitor the information received or sent by staff/students. As such, the Board cannot assure parents that students will be prevented from accessing undesirable materials or sending or receiving objectionable communications. It shall be the policy of the Baldwin County Board of Education that the school district shall have in continuous operation, with respect to any computers belonging to the school having access to the Internet: 1. A qualifying "technology protection measure," as that term is defined in Section 1703(b)(1) of the Children s Internet Protection Act of 2000; and 38

39 2. Procedures or guidelines developed by the superintendent, administrators and/or other appropriate personnel which provide for monitoring the online activities of users and the use of the chosen technology protection measure to protect against access through such computers to visual depictions that are (i.) obscene, (ii.) child pornography, or (iii.) harmful to minors, as those terms are defined in Section 1703(b)(1) and (2) of the Children s Internet Protection Act of Such procedures or guidelines shall be designed to: a. Provide for monitoring the online activities of users to prevent, to the extent practicable, access by minors to inappropriate matter on the Internet and the World Wide Web; b. Promote the safety and security of minors when using electronic mail, chat rooms, and other forms of direct electronic communications; c. Prevent unauthorized access, including so called "hacking," and other unauthorized activities by minors online; d. Prevent the unauthorized disclosure, use and dissemination of personal identification information regarding minors; and Restrict minors access to materials "harmful to minors," as that term is defined in Section 1703(b)(2) of the Children s Internet Protection Act of Cf: IFBGA and IFBGB BALDWIN COUNTY BOARD OF EDUCATION Adopted: August 13, 1996 Revised: July 9,

40 B. IFBGA - BALDWIN COUNTY SCHOOL DISTRICT Purpose The Baldwin County School District established and maintains an electronic mail system to assist in the conduct of school district business and to facilitate communication for students and staff. The electronic mail system is also a learning platform that provides students and staff with experience in the use of contemporary technology. Regulatory Provisions Since the Baldwin County School District owns and ope-rates the electronic mail system, it must establish policies and guidelines for its use by students and staff. The following provisions shall govern how the electronic mail system may be used. Any persons who discover a violation of the following provisions should notify the Director of for the Baldwin County School District. The electronic mail system is provided to assist in the conduct of business within the Baldwin County School District. Hardware and software are the property of the Baldwin County School District. All messages composed, sent, or received on the electronic mail system are and remain the property of the school district. They are not the private property of any student or employee. Use of the electronic mail system is reserved primarily for educational or business purposes. The electronic mail system may not be used to solicit or proselytize for commercial ventures, political causes, outside organizations, or other non-job-related solicitations. Pursuant to the establishment clause of the First Amendment of the U. S. Constitution, use of the Baldwin County School District electronic mail system to promote particular religious causes shall be prohibited. The electronic mail system shall not be used to create any offensive or disruptive messages. Such messages include, but are not limited to, sexual innuendos, racial slurs, gender-specific comments, or comments that offensively address someone s age, sexual orientation, religious beliefs, political beliefs, national origin, or disability. The electronic mail system shall not be used to send (upload) or receive (download) unauthorized copyrighted materials, trade secrets, proprietary financial information, or similar data. The Baldwin County School District reserves the right to review, audit, intercept, access, and disclose all messages created, received, or sent over its electronic mail system. Contents of electronic mail, properly obtained for legitimate business purposes, may be disclosed without the permission of the system subscriber. Confidentiality of any electronic mail message should not be assumed. Use of passwords for security does not guarantee confidentiality. All passwords must be disclosed to the Baldwin County School District or they become invalid and shall not be used. Notwithstanding the stated limits on confidentiality of electronic communication, electronic messages shall be treated as confidential by all students and employees. Students and staff are not 40

41 authorized to retrieve or read any messages that are not addressed to them. Exceptions to this provision must have prior approval of the Superintendent of the school district or his/her designee. Subscribers to the electronic mail service shall not use a code, access a file, or retrieve any stored information, unless authorized to do so. Neither shall they attempt to gain access to another subscriber s message without that subscriber s permission. No pass code may be used that is unknown to the Baldwin County School District. Employees that violate this policy or use the electronic mail system for improper or prohibited purposes shall be subject to discipline up to and including discharge. Students that violate this policy or use the electronic mail system for improper or prohibited purposes shall be subject to discipline and revocation of electronic mail service. Adopted: November 9, 1999 Revised: July 9, 2002 BALDWIN COUNTY BOARD OF EDUCATION 41

42 C. IFBG-AR INTERNET ACCEPTABLE USE ADMINISTRATIVE RULES The School District will enforce the following administrative rules for internet use. Although some specific examples of prohibited uses by staff/students are stated they are intended as illustrations only and do not purport to be an all inclusive list of inappropriate behaviors. Failure to comply with these administrative procedures shall be deemed grounds for revocation of privileges, potential disciplinary and/or appropriate legal action. TERMS AND CONDITIONS I. ACCEPTABLE USE Access to the school s Internet is provided for educational purposes and research consistent with the school system s educational mission and goals. Parents shall be required to sign the appropriate school s Internet network access agreement form allowing their students to access the Internet. All students shall also be required to sign said form affirming that they have read and understand the provisions of the Student Internet and Acceptable Use Policy and understand the consequences for the violation of these provisions. II. PRIVILEGES Students in all grades may be granted access to the internet provided all provisions of these rules have been met. The use of the school system s Internet is a privilege, not a right. Inappropriate use may result in the cancellation of those privileges. The Superintendent or designee(s) shall make all decisions regarding whether or not a user has violated these provisions and may deny, revoke, or suspend access at any time. III. UNACCEPTABLE USE The user is responsible for all his/her actions and activities involving the network. Examples of prohibited conduct include, but are not limited to, the following: A. Accessing material or communications that are 1. Damaging to another s reputation, 2. Abusive, 3. Obscene, 4. Sexually oriented, 5. Threatening, 6. Contrary to the school s policy on harassment, 42

43 7. Harassing, or 8. Illegal. B. Sending or posting materials or communications that are 1. Damaging to another s reputation, 2. Abusive, 3. Obscene, 4. Sexually oriented, 5. Threatening, 6. Harassing, 7. Illegal, or 8. Contrary to the school s policy on harassment. C. Using the network for any illegal activity, including violation of copyright or other contracts or transmitting any material in violation of U.S. and State regulation; D. Copying or downloading copyrighted material on any system connected to the School System s hardware/software without the owner s permission. Only the owner(s) or individuals specifically authorized by the owner(s) may copy or download copyrighted material to the system; E. Copying or downloading copyrighted material for the student s own use without the owner s permission. Staff/students may redistribute copyrighted programs only with the owner s permission. Such permission must be specified in the document or must be obtained directly from the owner in accordance with applicable copyright laws, Board policy, and administrative rules; F. Failing to comply with resource quotas or disk usage quotas (memory) as set by the (superintendent, principals, and their designees OR appropriate staff. A user who is not in compliance of disk space quotas after five (5) calendar days of written notification may have their file removed by the Superintendent, principals, and their designee OR appropriate staff; G. Using the network for private financial or commercial gain; H. Wastefully using resources; I. Utilizing any software having the purpose of damaging the school technology system or other user s system; 43

44 J. Gaining unauthorized access to resources or entities; K. Invading the privacy of individuals; L. Using another user s account or password; M. Posting material authorized or created by another without his/her consent; N. Posting anonymous messages; O. Using the network for commercial or private advertising; P. Forging of electronic mail messages; Q. Attempting to read, delete, copy or modify the electronic mail of other system users and delibe-rately interfering with the ability of other system users to send/receive electronic mail; R. Using the network while access privileges are suspended or revoked; and S. Using the network in a fashion inconsistent with directions from teachers and other staff and generally accepted network etiquette. IV. STAFF SUPERVISION Staff members should become familiar with this procedure and should enforce the rules concerning appropriate use when their duties include supervision of students using the Internet. When in the course of their duties staff members become aware of student violation of this policy, they should correct the student and address the matter in accordance with this procedure and the Board of Education s general disciplinary policies and procedures. V. COMPENSATION The student and/or student s parent(s)/legal guardian(s) shall be responsible for compensating the school system for any losses, costs, or damages incurred by the school system relating to or arising out of any student violation of these procedures. VI. SECURITY Network security is a high priority. If the student identifies or perceives a security problem or a breech of these responsibilities on the Internet, the user must immediately notify the principal, his/her designee OR other appropriate staff. The student must not demonstrate the problem to other student users. User accounts and passwords are to be kept confidential. Any student identified as a security risk may be denied access to the network. VII. VANDALISM Vandalism will result in cancellation of privileges and other disciplinary action. Vandalism is defined as any malicious attempt to harm or destroy the school unit s equipment or materials, 44

45 data of another student, the Internet network or agency. This includes, but is not limited to, the uploading or creation of computer viruses. VIII. TELEPHONE CHARGES The Board of Education assumes no responsibility for any unauthorized charges or fees including, but not limited to, long distance charges, per minute surcharges and/or equipment or line costs. VIX. ACCEPTABLE USE FORMS are attached and made a part of these rules. BALDWIN COUNTY BOARD OF EDUCATION Approved: July 9,

46 D. IFBGB INTERNET SAFETY Introduction It is the policy of the Baldwin County School District to: (a) prevent user access over its computer network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of direct electronic communications; (b) prevent unauthorized access and other unlawful online activity; (c) prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and (d) comply with the Children's Internet Protection Act (CIPA), as amended by the Protecting Children in the 21 st Century Act.. Definitions Key terms as defined in the CIPA are: TECHNOLOGY PROTECTION MEASURE. The term "technology protection measure" means a specific technology that blocks or filters Internet access to visual depictions that are: 1. OBSCENE, as that term is defined in section 1460 of title 18, United States Code; 2. CHILD PORNOGRAPHY, as that term is defined in section 2256 of title 18, United States Code; or 3. Harmful to minors. HARMFUL TO MINORS. The term "harmful to minors" means any picture, image, graphic image file, or other visual depiction that: 1. Taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion; 2. Depicts, describes, or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and 3. Taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors. SEXUAL ACT; SEXUAL CONTACT. The terms "sexual act" and "sexual contact" have the meanings given such terms in 2246 of title 18, United States Code. Inappropriate Network Usage To the extent practical, steps shall be taken to promote the safety and security of users of the Baldwin County Schools online computer network when using electronic mail, chat rooms, instant messaging, and other forms of direct electronic communications. Specifically, as required by the Children's Internet Protection Act, prevention of inappropriate network usage includes: (a) unauthorized access, including so-called 'hacking,' and other unlawful activities; and (b) unauthorized disclosure, use, and dissemination of personal identification information regarding minors. Providing Internet Use to Students 46

47 The Baldwin county School district provides limited access to the Internet in a non-public forum as a service to our students. The Internet is a resource that enables students to connect to information beyond that contained in the District s libraries. It is the district s policy to provide Internet access to students within the limits of available space, equipment, time, personnel, and other resources. The District cannot guarantee access to the Internet at any given time. The District may recommend interesting, useful, and legal Internet destinations and resources for students to access and explore. However, the Internet is currently an ungoverned and unregulated source of both verified and unverified information. While the Internet does contain a wealth of useful material, it also provides access to sites containing material that some students and employees may find offensive or objectionable as well as access to sites that may be illegal, unlawful, or obscene. Therefore, the District adopts this internet Safety Policy which requires the use of technology protection measures (TPM) on all internet use within the school system. Such TPM s will only be disabled for bona fide research or other lawful purposes. The Director of shall enforce this Policy with the backing of the Superintendent. As a part of the enforcement, the Director of shall monitor the online activities of students and employees. The Student Internet Safety Policy is intended to affirm and advance the following governmental interests: a. The protection of children from exposure to obscene material, child pornography, or material harmful to them; b. The aid and support of parents and/or guardians of children in the discharge of their primary responsibility for their children s well-being; c. The prevention of the creation of a sexually hostile work environment for students and employees, and the prevention of discriminatory conduct; d. The maintenance of discipline and order, and the limitation of disruptions in the schools; e. The minimization of providing access to illegal pornography; f. The promotion of respect for authority and traditional values, be they social, moral, or political; and g. With respect to minors, the exclusion of material which is pervasively vulgar or educationally unsuitable for the respective recipient age group. In providing computer access as an information resource, such as the use of or providing access to or through the internet, World Wide Web, or an interactive computer service (as defined in 47 U.S.C. 230 (f) (1) and (2) and 231 (e) (1) and (3)), the district realizes that electronic display is more public in nature than other print media. It also recognizes that while it is impossible to totally control and monitor all the information or images that can be accessed on the Internet, some amount of control can be exercised. The dissemination of obscene material or child pornography is inconsistent with public policy, District policy and community standards. The District also seeks to avoid and minimize the opportunity that 47

48 unrestricted access to the internet would result in exposure to and exhibition of offensive sexual materials that could contribute to a hostile work place or other sexual harassment or discipline problems within the District. The District has evaluated, tested, used, and implemented software and network control and filter mechanisms (TPM s) designed to limit or restrict access to sources of information or images deemed inappropriate for District dissemination or access, including electronic mail, chat rooms and other forms of electronic communication. These TPM s also guard against hacking and other unlawful online activities. The District reserves the right to restrict or attempt to restrict entry into the district s computer terminals or network of any materials that could or would be outside the District s policy for the use of the Internet. This policy is especially designed to protect students and carries out the requirements of the Children s Internet Protection Act. Prohibited Access Criteria #1 The District has implemented software and/or network control mechanisms designed to limit or restrict access to sources of information or images that could be believed to be obscene, including but not limited to hard-core pornography depicting sexual conduct where penetration of the genitals is clearly visible and other explicitly sexual pornographic representations of sexual conduct ( ultimate sexual acts, normal or perverted, actual or simulated, masturbation, excretory functions, and lewd exhibition of the genitals ) within the scope of federal and state obscenity laws, including Children s Internet Protection Act. Prohibited Access Criteria #2 The District has implemented software and/or network control mechanisms designed to limit or restrict access to images that could be believed to be child pornography, containing a visual representation of a minor under 18 years of age engaging in sexually explicit conduct, as defined in 18 U.S.C a. There is an inference, which may be rebutted, that a participant in sexual activity depicted as a minor through its title, text, visual representation, or otherwise, is a minor. b. As used herein, sexual conduct includes sexual acts by minors such as intercourse, oral sex, and includes lascivious exhibition of the genitals or pubic area. In determining when genital or pubic area exhibitions are lascivious, guidance shall be drawn by the following factors discussed in United States v. Dost, 636 F. Supp. 828, 832 (S.D. Cal. 1986), affirmed sub nom, United States v. Wiegand, 812 F.2d 1239, 1244 (9 th Cir., 1987), cert. denied, 484 U.S. 856 (1987): 1. Examples of sexually suggestive or lewd photographs of children would be those in which the child is depicted as half or partially clothed, posed in such a way as to depict or suggest a willingness to engage in sexual activity or a sexually coy attitude. 2. In determining whether a visual depiction of a minor constitutes a lewd or lascivious exhibition of the genitals or pubic area, the 48

49 following factors, among any others, may be relevant in the particular case. (a) (b) (c) (d) (e) (f) whether the focal point of the visual depiction is on the child s genitalia or pubic area; whether the setting of the visual depiction is sexually suggestive, i.e., in place or pose generally associated with sexual activity; whether the child is depicted in a natural pose, or in inappropriate attire, considering the age of the child; whether the child is fully or partially clothed, or nude; whether the visual depiction suggests sexual coyness or a willingness to engage in sexual activity; whether the visual depiction is intended or designed to elicit a sexual response in the viewer. A visual depiction need not involve all of these factors to be a lewd or lascivious exhibition of a minor s genitals or pubic area. A determination may be made based on the overall content of the visual depiction, taking into account the age of the minor and the nature of the work and its context, promotion or marketing. Prohibited Access Criteria #3 The District has implemented software and/or network control mechanisms also designed to limit or restrict access to sources of pornographic information or images that could be believed to be obscene as to minors or harmful to minors, as that term is used in 47 U.S.C. 231 (e) (6) and similar state laws, for the age groups of minors who may be exposed to such materials. Unblocking Procedures To the extent practical, technology protection measures (or "Internet filters") shall be used to block or filter Internet, or other forms of electronic communications, access to inappropriate information. Specifically, as required by the Children's Internet Protection Act, blocking shall be applied to visual depictions of material deemed obscene or child pornography, or to any material deemed harmful to minors. Subject to staff supervision, technology protection measures may be disabled or, in the case of minors, minimized only for bona fide research or other lawful purposes. a. Any District student or employee who finds himself or herself blocked from an internet site he or she believes contains material that does not meet the criteria listed in Sections 1, 2, or 3, above, and which has a primary education purpose may make a request that the District unblock the specified site. If the district Director determines that the site does not fall within the criteria listed in Sections 1, 2, or 3, and is primarily for educational purposes and does not 49

50 conflict with the District s Internet Acceptable Use Policy (IFBG), the District may unblock said Internet site. b. The Director will be responsible for unblocking the Internet site under these circumstances. Disclaimers Regarding Internet Use The District has not control over the information contained on the Internet and is not responsible for its content. The district cannot verify or be held responsible for the accuracy, reliability, quality, timeliness, or legality of information found on the internet. The District cannot be held liable for the conduct of Internet users. The district may not be able to control access to materials or protect users from materials they may find offensive. Users access the Internet at their own discretion and risk, and they are responsible for evaluating the validity and appropriateness of information accessed. Users should be aware that the internet is not a secure or private medium and that third parties may be able to obtain information regarding users activities. However, the District will not release information on the use of specific internet resources by any users except as required by law or as is legally permitted and necessary for the proper operation of the District. Responsibility of the District Supervision, Education and Monitoring It shall be the responsibility of all members of the Baldwin County Schools staff to supervise, educate and monitor usage of the online computer network and access to the Internet in accordance with this policy and the Children's Internet Protection Act. Baldwin County Schools will educate minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms and cyberbullying awareness and response as required by the Children s Internet Protection Act. Procedures for the disabling or otherwise modifying any technology protection measures shall be the responsibility of the Baldwin County Schools Director or designated representatives. As a condition of internet use at the District, each user must agree to comply with all applicable laws, rules, and regulations, including without limitation, all rules and regulations which may be established from time to time by the District. The District reserves the right to refuse access to the Internet to any person or persons for the violation of this or any other policy of the District, in accordance with applicable law. Severability If any section, subsection, sentence, clause or any part of this Policy is for any reason, held or declared to be unconstitutional, inoperative or void, such holding or invalidity shall not affect the remaining portions of this Policy; and it shall be construed to have been the District s intent to pass this Policy, after the exclusion of such part or parts, shall be held and deemed to be valid as if such excluded parts had not been included herein. REF.: Neighborhood Children s internet protection Act, 47 U.S.C. 254 Children s Internet Protection Act, P.L , 1701, et sec. Protecting Children in the 21 st Century Act 50

51 CROSS REF.: IFBG Acceptable Internet Use Policy Adopted August 13, 1996 IFBGA Use Policy Adopted November 9, 1999 BALDWIN COUNTY BOARD OF EDUCATION Adopted: July 9, 2002 Revised: June 12,

52 E. Interoperability and Redeployment Procedures 1. Baldwin County Schools' technology purchases and operations are governed by the local Board of Education resolutions that dictate standardization of equipment and network operating systems. With that caveat, we maintain a system of 99% PC-based workstations and servers. All nodes operate on a network operating system tied to Windows 2003, 2008 R2, Windows XP, Windows 7, SQL and TCP/IP standards. 2. School sites should consult with the Department to insure that a computer, peripheral, or software purchase will work properly and not cause a service disruption before completing a purchase. 3. The Department maintains computer equipment by upgrading parts until a workstation can no longer support the software demands made upon it. In some cases, workstations deemed unable to support heavy graphic requirements are relegated as media center catalog lookup stations and as Accelerated Reader testing units. Units unable to operate at minimum levels are salvaged for usable parts; e.g., NICs, power supplies, RAM, and video cards. The unusable parts are recycled or sold to bidders as part of pallet lots. 52

53 F. Current Teacher Evaluation Summary Report Forms Baldwin County Board of Education Annual Teacher Evaluation Summary Report Teacher's Name: School: Subject / Grade Level: Administrator's Name: Year Standard Observation: Formative Observation: Summative Totals Instruction Assessment of Student Progress Management I. Content Aligned IX. Student Participation XIII. Use of Class Time II. Student Test Data X. Monitoring for Understanding XIV. Classroom Climate III. Appropriate Level XI. Appropriate Feedback XV. Behavior Mgt IV. Professional Development XII. Questioning Skills V. Instructional Strategies VI. Use of VII. Content Knowledge VIII. Transfer/Linking GTOI Rating: (Place an "X" in the correct box) Satisfactory Needs Improvement Not Applicable GTDRI Rating: (Place an "X" in the correct box) 53

54 Satisfactory Unsatisfactory Annual Summary Rating Satisfactory Unsatisfactory Unsatisfactory rating on GTDRI = Unsatisfactory overall Less than 5 NI's = Satisfactory overall 5 or more NI's = Unsatisfactory overall Signatures: Primary Evaluator: Teacher: Principal: Date: Date: Date: Sign and return copy to principal's office. Signature acknowledges receipt of form, not necessary concurrence. Written comments may be provided and/or attached. Initial and date here if comments are attached. 54

55 G. The National Educational Standards (NETS) The National Educational Standards (NETS) are the standards for learning, teaching, and leading in the digital age and are widely recognized and adopted worldwide. A major component of the NETS project is the development of a general set of profiles describing information and technology (ICT) literate students at key developmental points in their precollege education. The profiles highlight a few important types of learning activities students might engage in as the new NETS S are implemented. The profiles are divided into four grade/age ranges. The numbers in the parentheses after each item identify the standards (1 6) most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced. NETS STANDARDS: 1) Creativity and Innovation 2) Communication and Collaboration 3) Research and Information Fluency 4) Critical Thinking, Problem Solving, and Decision Making 5) Digital Citizenship 6) Operations and Concepts Grades PK 2 (Ages 4 8) The following experiences with technology and digital resources are examples of learning activities students might engage in during PK 2 (ages 4 8): 1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1,2) 2. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1,3,4) 3. Engage in learning activities with learners from multiple cultures through and other electronic means. (2,6) 4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1,2,6) 5. Find and evaluate information related to a current or historical person or event using digital resources. (3) 6. Use simulations and graphical organizers to explore and depict patterns of growth, such as the life cycles of plants and animals. (1,3,4) 7. Demonstrate safe and cooperative use of technology. (5) 8. Independently apply digital tools and resources to address a variety of tasks and problems. (4,6) 9. Communicate about technology using developmentally appropriate and accurate terminology. (6) 10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and websites. (6) Grades 3 5 (Ages 8 11) The following experiences with technology and digital resources are examples of learning activities students might engage in during grades 3 5 (ages 8 11): 55

56 1. Produce a media-rich digital story about a significant local event based on firstperson interviews. (1,2,3,4) 2. Use digital imaging technology to modify or create works of art for use in a digital presentation. (1,2,6) 3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3,4) 4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3,4,6) 5. Identify and investigate a global issue and gene-rate possible solutions using digital tools and resources. (3,4) 6. Conduct science experiments using digital instruments and measurement devices. (4,6) 7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (4,6) 8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5) 9. Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5,6) 10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (4,6) Grades 6 8 (Ages 11 14) The following experiences with technology and digital resources are examples of learning activities students might engage in during grades 6 8 (ages 11 14): 1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1,2) 2. Create original animations or videos documenting school, community, or local events. (1,2,6) 3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1,4) 4. Participate in a cooperative learning project in an online learning community. (2) 5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (3) 6. Employ data-collection technology, such as probes, handheld devices, and geographic mapping systems, to gather, view, analyze, and report results for content-related problems. (3,4,6) 7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3,4,6) 8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2,3,4,5) 9. Integrate a variety of file types to create and illustrate a document or presentation. (1,6) 10. Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4,6) Grades 9 12 (Ages 14 18) The following experiences with technology and digital resources are examples of learning activities students might engage in during grades 9 12 (ages 14 18): 56

57 1. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1,4) 2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1, 2) 3. Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3, 6) 4. Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4) 5. Identify a complex global issue; develop a systematic plan of investigation, and present innovative sustainable solutions. (1, 2, 3, 4) 6. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (4, 5, 6) 7. Design a website that meets accessibility requirements. (1, 5) 8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3, 5) 9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1, 5) 10. Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4, 6) 57

58 H. DJEE Purchasing The Baldwin County School District through the Superintendent of Schools is responsible for purchasing and contracting to purchase materials, supplies, equipment or services, and lease of equipment or services that may be required for the efficient operation of the school system. All purchases shall be strictly in accordance with this policy and in accordance with the policies of the State Board of Education and in compliance with the laws of the State of Georgia. This policy applies to all purchases made by or on behalf of the school district, regardless of the funding source. No purchase or obligation to purchase may be made or confirmed without a duly authorized purchase order or contract. Any attempt to obligate the school district without a duly authorized purchase order will be the sole responsibility of the person placing the order, and that person may be held liable for the amount of the obligation. All purchases and/or contracts shall be awarded contingent upon an appropriation having been made and the availability of funds at the time of purchase. All requests for purchases or contracts not provided for in the budget require prior approval of the Board of Education or the Superintendent of Schools, whichever is appropriate according to the dollar level of the purchase. Purchases from board members or companies in which the board member or a member of his/her immediate family has a controlling interest (51%) are prohibited. 1. Selection Criteria: a. All purchases shall be based upon acquisition of goods and services at the lowest cost while being best suited to meet the School District s need. b. Vendors are at liberty to quote on alternative competitive products and services when a particular brand or model is specified, provided items quoted are fully compatible and of equal or better quality as determined by the School District. c. Vendors are placed on notice that lowest price alone will not be the sole determining criteria in the selection process. d. The Purchasing Department will maintain a current listing of qualified bidders. Information identifying the procedures for prospective bidders to use to be placed on the bidder list will be provided by the Purchasing Department. e. The School District reserves the right to award purchases on an individual item or combined item basis, whichever is in its best interest. 2. Bid Limits and Price Quotations Acquisition of all goods and services from budgeted funds shall be subject to the following limits unless a clear emergency or potential work stoppage exists or when a particular item may be obtained from only one source of supply. Purchases must not be divided into smaller units in order to circumvent the following limits: 58

59 a. Purchases shall be made from state and local existing bids, and/or state approved vendor discounts when feasible and in the best interest of the district. b. Purchase of items with a total estimated value of $ or less shall be made with only one quotation, which may be verbal, and with the least expense to the District. c. Purchase of items of a total estimated value of $ to $ shall be made on the basis of two or more quotations, which may be verbal but documented, or on the basis described in 2a. above. d. Purchase of items with a total estimated value of $ to $10, shall be made on the basis of three or more written quotations or on the basis described in 2a. above. Faxed or ed quotations qualify as written quotations. Principals or Department Heads will develop specifications and bids and obtain written quotes or will send specifications to Purchasing for Purchasing to obtain written quotes. With input from originator award is made and Purchase Order generated by Purchasing. If lowest bid not chosen Dept. Head/Principal will justify in writing to Purchasing Department. e. Purchase of items with a total estimated value of $10, or more shall be made on the basis of a formal sealed bid or proposal with a minimum of three written quotations. Faxed or bids are not accepted. Specifications from the using school/department shall be sent to Purchasing. Quotations for Fuel will be accepted from the sealed bid process when the bid is over $10, Fuel quotations may be written, faxed, or ed. An Invitation for Bid (IFB), or a Request for Proposal (RFP) will be prepared and mailed to vendors by Purchasing. Vendors will be given a minimum of twelve (12) working days from the date of the bid document to complete the bid and return it to the purchasing department by the date and time requested. All IFB s and RFP s will be advertised in the legal ads of the local or area newspaper two (2) times during the twelve (12) day period or placed on the school web site to allow for the widest dissemination of solicitations. IFBs and RFPs will be opened and publicly read aloud at the time and date stated. 3. Purchases Without Competitive Bid The following items, regardless of amount, shall be purchased upon approval by the proper school official designated by the Superintendent. a. Textbooks, films, slides, video tapes, newspapers, library books, reference materials, subscriptions, computer programs or other instructional media from the publisher, distributor or agent. b. Test and test scoring services of a standardized examination from the publisher or licensed agent. 59

60 c. Agreements for maintenance service from the original vendor or authorized agent of the installed equipment or products if the same cannot be competitively bid. d. Continuance of an existing purchase agreement, bid, request for proposal, time and material contract, rent, lease or purchase order duly authorized by the Board or its agent. e. Additional purchase of like equipment, material, supplies, services, rentals or leases previously approved may be made provided the additional order is at the same terms and conditions and at the same or less price. Additional purchases should be restricted to one time and at no more than 50% of the original order. f. Perishable items for use in the School Lunch Program may be purchased utilizing quotations obtained by the School Food Service Director. g. Items from an existing contract or bid from another local, state, or federal governmental agency including the state bid contracts for Georgia. h. Sole Source Purchases: Based upon evidence that a particular commodity or service may be obtained from only one source and no similar commodity or service is available from a different source that will adequately meet the department requirements and specifications, the Purchasing Director may recommend to the Finance Director that the commodity or service be purchased sole source based upon supporting documentation from the requesting department/principal. The Board of Education will approve all sole source purchases where cost is $5,000 or greater. 4. Approval Limits: a. Purchases from budgeted funds in the amount of $ or less for any item or group of items shall be made with the approval of the Department Head or Principal and the Purchasing Director. b. Purchases from budgeted funds for items with a value from $ to $1, shall be made upon approval of the Department Head or Principal, Purchasing Director, and Director of Finance after obtaining required bid pricing. c. Purchases from budgeted funds for items with a value from $1, to $5, shall be made only after all requirements of 4b. above are met and with the approval of the Superintendent. d. Purchases from budgeted funds above $5, shall be made only after all bid requirements are met and upon approval by the Board of Education. e. Emergency purchases above $5, may be made if critical to the continued operation of the School District upon approval by the Superintendent or his designee. Such action shall be reported to the Board of Education at the next regularly scheduled meeting. 5. Donations: 60

61 The Superintendent or a designee of the Superintendent must approve all donations to the system or school. No donations may be accepted without prior approval. If donations are approved the receiving school or individual is responsible for transportation, installation, storage and disposal. The school system will not be responsible for transportation, installation, storage or disposal. Purchasing shall establish the value of the donation and Finance shall issue receipt for same. 6. Local Purchasing: Local purchasing will be favored whenever the following factors are equal between local and non-local vendors: 1. Quality of product 2. Suitability of product 3. Price 4. Conformance of specifications 5. Convenience of delivery 6. General reputation of business firms 7. Past services to school system 8. Equal opportunity/affirmative action policies and practices BALDWIN COUNTY BOARD OF EDUCATION Approved: April 10,

62 I. JCDAG BULLYING The Baldwin County Board of Education believes that all students can learn better in a safe school environment. Behavior that infringes on the safety of students will not be tolerated. Bullying, as the term is defined in Georgia law, of a student by another student is strictly prohibited. Such prohibition shall be included in the Student Code of Conduct for all schools within the school system. Bullying is defined as follows: An act which occurs on school property, on school vehicles, at school bus stops, or at school related functions or activities, or by use of data or software that is accessed through a computer, computer system, computer network, or other electronic technology of a local school system, that is: 1. Any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present ability to do so; 2. Any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm; or 3. Any intentional written, verbal, or physical act, which a reasonable person would perceive as being intended to threaten, harass, or intimidate, that: a. Causes another person substantial physical harm within the meaning of O.C.G.A. Code Section or visible bodily harm as such term is defined in O.C.G.A. Code Section ; or b. Has the effect of substantially interfering with a student's education; or c. Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; or d. Has the effect of substantially disrupting the orderly operation of the school. Any teacher or other school employee who, in the exercise of his or her personal judgment and discretion, believes he or she has reliable information that would lead a reasonable person to suspect that someone is a target of bullying shall immediately report it to the school principal. Any report will be appropriately investigated by the administration based on the nature of the complaint in a timely manner to determine whether bullying has occurred, whether there are other procedures related to illegal harassment or discrimination that should be implemented and whether any other steps should be taken. Any report of retaliation for reporting bullying will also be investigated and addressed as called for in this policy and in accordance with school procedures. Acts of bullying shall be punished by a range of consequences through the progressive discipline process, as stated in the Code of Student Conduct & Discipline. However, upon a finding by the disciplinary hearing officer, panel or tribunal that a student in grades 6-12 has committed the offense of bullying for the third time in a school year, the student shall be assigned to an alternative school. Upon a finding by a school administrator that a student has committed an act of bullying or is a victim of bullying, the administrator or designee shall notify the parent, guardian, or other 62

63 person having control or charge of the student by telephone call or through written notice, which may be done electronically. Students and parents will be notified of the prohibition against bullying and the penalties for violating the prohibition by posting information at each school and by including such information in the student/parent handbooks. Adopted: June 14, 2011 BALDWIN COUNTY BOARD OF EDUCATION 63

64 J. Minimum Specifications for Classroom Equipment All Baldwin County Classrooms should be equipped with this minimum technology equipment: 2-4 Student computer stations with minimum 512 RAM and 80GB hard drive along with 1 GHz or faster processor One Teacher computer station with 2GB RAM and 160 GB hard drive along with 1 GHz or faster processor with a flat screen monitor Input Devices (Keyboard, Mouse, and Other Accessories) Headphones for audio support 1 Projection system 1 Digital camera 1 Classroom printer Operating Systems used Windows XP, Windows 7, Mac 10.7 All computer stations have the capability to: Support the use of current word processing, spreadsheet, multimedia presentation, database, and graphic organizer software; Support current anti-virus and security software; Connect to the building's network and sharing network resources such as servers, printers, and connections; and Effectively access multimedia contents such as network and server-based videos and streaming video. Access the Internet 64

65 K. Administrator Self-Assessment Tool rev.2012 The 20 item checklist on this page is provided to assist administrators in determining their own levels of technology proficiency and professional development needs in relation to national standards. I know how to... Basic Skills Manage documents: save, locate, and organize files on a local computer and remote network spaces. Resolve commonly occurring technology problems (e.g. printer jam, toner cartridge replacement, and frozen computer screen). Use the editing and formatting features of a word processing program (e.g. centering, changing fonts, setting margins, copy and paste, spell check). Create an original spreadsheet, entering simple formulas. Use databases and spreadsheets for analysis and decision-making. Use to communicate with students, staff, parents, and the community. Create an address book in an program (e.g. Microsoft Exchange). Manage network resources to share information Use presentation tools (e.g. PowerPoint) to communicate with students, staff, parents and the community. Create a simple multimedia presentation using a design template As a leader I... Leadership Skills Maintain currency and competency in the use of technology in order to model these practices for the staff. Support and work toward providing equitable access (across the district/within the school building) to technologies that enhance student learning and facilitate staff productivity. Support and work toward providing high quality professional development opportunities and ongoing support to promote the use of technology in instruction and to increase student technology literacy. Make informed budget decisions that consider technology needs. Assess and evaluate staff technology use for teaching and learning, communication, and productivity. Support the use of technology to collect and analyze data to improve instructional practice and student learning. As a leader I... Social, Ethical, and Legal Issues Support technology acceptable use policies, addressing issues such as online safety, access to inappropriate sites on the Internet, copyright law, etc. Communicate these policies to staff and students and ensure that they adhere to these policies. Ensure that staff and students adhere to the Children's Internet Protection Act (CIPA) regulations 65

66 through the monitoring of student technology use by staff. Uphold policies and procedures to protect the rights and confidentiality of students and staff. Ensure equitable access to technology activities so that every student engages in technology-rich learning experiences. This rubric is based on the Sample Administrator Self-Assessment Tool developed by the Massachusetts Department of Elementary and Secondary Education. The Massachusetts assessment tool is in turn is based on the National Educational Standards for Administrators. 66

67 L. Literacy Self-Assessment (STAFF) Literacy Self-Assessment Name: School: Please judge your level of achievement for each of the following skill areas. This tool is to help you do a self-analysis, determining strengths and weaknesses as well as which areas you could serve as a resource to other staff members. Learning Styles Which of the following three methods best match your technology learning style? ( ) I use the tutorials that accompany the software program, help functions, and manuals. I take notes that I can reference later. ( ) I like to have a simple project or task to complete that doesn t have deadline pressure and I can play with the software to discover how to use it. ( ) I like to be able to ask other users questions or call a help line ( ) I like to have another user show me how it works ( ) I like to take a formal hands-on training workshop with an outside trainer ( ) I like to take a hands-on workshop lead by someone on staff ( ) I like use an exercise book in a computer lab with someone there I can ask questions when I need it. ( ) I like to watch a video ( ) I like online web-based classes ( ) Other: (describe) 67

68 REFLECTIONS: TECHNOLOGY LEARNING STYLE Based on your responses to the questions in this section, how would you learn technology best? What would be the ideal professional development format to meet your needs? 68

69 Mouse Skills Basic Computer Operations I know that the mouse is used for interacting with objects on the screen. I can point, click, drag, and double-click with the mouse. I know the different functions of a single- and double-click and when to use each. I know keyboard shortcuts to several mouse actions and I regularly use them. I can adjust mouse settings in the control panel. I know the functions of the right mouse button and when I can use it (PC users only). Graphical User Interface Skills I know how to pull down a menu and how to click a radio button or check box. I can resize windows or drag them from one screen location to another. I can open or close a window or folder. I can minimize/maximize windows and launch programs using the desktop shortcuts I can launch programs using the Start button (Windows) or Apple drop-down (Mac). I can scroll both horizontally and vertically, and I can use different scrolling methods. I can arrange and re-name icons and identify different types of icons. I know how to use keyboard shortcuts to accomplish tasks. I can adjust the appearance of the desktop and create shortcuts. I can change the views in the windows. File Management/Operating System I know how to insert/eject a CD/DVD. I can format a disk and I know how to write protect a disk. I can save a file to a new location from inside the application. I can copy a file to a new place using the file manager. I can copy a file to a new place from almost anywhere using a shortcut & dragging. I know the best place to save a file (i. e. cd/dvd, hard drive, network drive). I know the difference between closing/minimizing/hiding a window and quitting a program. I know how to go back to open files when I can t see them on the desktop. I know how to quickly 'find' a file. I can copy and paste between documents from different applications. I can work comfortably in at least one operating system: I can locate and use control panels. I understand the directory tree of multiple disks. I know how to organize the directory tree for efficiency. I know how to monitor the space remaining on a drive. I can work comfortably in more than one operating system (List: ) I delete unnecessary files from the computer when appropriate. I know how to backup data and have a systematic plan in place to backup files regularly. I also know how to restore files from a backup. 69

70 I understand file extensions and differences between file types. Setup and Basic Troubleshooting I can power-up and shutdown a computer appropriately. I know how to check computer, monitor, and wall outlet for power connections. I can set up a stand-alone computer. I can install stand-alone application software. I can perform a soft reboot of the operating system. I regularly use utilities such as defragmenter, scan disk, or rebuilding the desktop. I recognize typical symptoms of software problems and I can often diagnose. I know how to tell if the network is available to a computer. I know to check the cable. I know how to find out how much RAM and hard drive storage space a computer has. I can troubleshoot basic things before contacting the technology specialist. I know when it is time to call a technology specialist. I can connect a projection device such as a TV or LCD projector to a computer. I can install new hardware such as a Bluetooth device, external hard drive, or speakers. Printing Skills I can determine if a machine has a printer and cable attached. I can load paper and change the ink cartridges.. I understand how to change the default printer. I can change print parameters (i.e. paper orientation, margins, proportions, etc). I can troubleshoot local printer problems. I can troubleshoot a network printer job. I understand what a print spool does and how to manage it. I can install a print driver. I can add a new printer to a local computer. Ethical Use Understanding I am not aware of any ethical issues surrounding Internet use. I know that some copyright restrictions apply to some software and web documents. I clearly understand the difference between freeware, shareware, and commercial software and the fees involved in the use of each. I know the programs for which my organization holds a site license. I understand how I can use information gathered from the Internet without violating copyright laws. I am aware of other ethical issues involving technology use such as privacy and cyberbullying and can explain the issues to colleagues. I understand and have read the Baldwin County District (IFBGB) Internet Safety Policy that includes references to CIPA (Child Internet Protection Act) I understand and have read the Baldwin County School District (IFBGA) Policy I understand and have read the Baldwin County School District (IFBG) Internet Acceptable Use 70

71 REFLECTIONS: BASIC COMPUTER OPERATIONS Based on your responses to the questions in this section, what are your technology professional development goals? How would improving your skills and knowledge in this area help you do your job more efficiently? Do you feel that you could serve as a mentor or coach to other staff members in this area? 71

72 Internet Use Browser Operation I can start up the browser, but because I don t regularly use it, I m not sure where to click or how to get different Web sites. I can start up my browser and use the basic commands to surf the Web, but I m not very efficient. I am able to bookmark Web sites that I have visited and would like to revisit. I can organize by bookmark into folders and make educated guesses at many URLs. I can over-ride default page colors to facilitate printing. Can navigate web site quickly without getting lost or accidentally leaving the site. I can use the web browser's 'Find' tool to search contents of a given page. I know the name and version of the browser software. I can save local copies of Web pages and graphics on my hard drive. I know how to collect portions of text or images from Web pages for inclusion in presentations or other documents. I know how to clear my browser cache and customize the settings. I know how to use keyboard shortcuts to make navigating more efficient. I know when I have to download a plug-in application. I understand almost all the error messages from the browser and can continue browsing without problem. Internet Research I know how to do a basic search on at least one search engine, but I don't know how to narrow and refine my search. I often get lost, distracted, or overwhelmed. I know how to do Boolean searches and use more than one search engine. I can find almost anything I need that is available on the Internet quickly and efficiently and I can evaluate the quality of the information. I can use meta-search engines. I can teach others how to conduct power searches. I know the strengths and weaknesses of various search engines. I regularly scan the Internet for new resources related to my job and let others on staff know about them. Use I use infrequently because I don t have access to the Internet from my desktop or most of my communication is done through phone or face-to-face. I sometimes feel intimidated by using to communicate. I know the basic mechanics of using my program to send and receive messages from colleagues, parents, or friends. I know how to send documents as attachments. I know how to use the address book and send entries as attachments. I know how to use folders to organize my . I know how to sort messages by sender, date, or subject. I feel confident using text to communicate with many different people on a variety of topics. I know how to write for the medium. I know how to create and use a contact distribution list. Discussion-Style Listservs 72

73 I do not use listservs because I am not aware of any good work-related resources. I have subscribed to a couple of lists or participated in a couple of conferences, but I don't know how to make using them efficient. I often get overwhelmed with too many messages and end up deleting them. I know how to use filters to put listserv messages in sub-folders before they hit my inbox. I have found that lists can be an efficient and economical way to collaborate with colleagues. I have seen listservs that work and listservs that don t, and I feel that I have some understanding of what distinguishes a list that efficiently fulfills its goal from one that doesn t. Web Publishing Skills I can create documents using a word processor and use the word processor's save as command to create HTML documents. I know basic HTML codes and how to use them in a simple HTML editor or textpad program. I can view source code from others' pages and modify codes for my use. I can convert graphic/image formats and do some basic graphic/image editing. I know how to optimize graphics or images for web display. I know how to create standard navigation features for a web site. I can design the flowchart of how the information will be linked for the end user. I can write HTML from scratch. I can create a form to put on a website and set up an action for the submit button. I know how to use an FTP program to move files from my desktop to the Web. I am proficient with using at least one web design program (such as GoLive, Dreamweaver, or MSExpressions) I am fluent in HTML code and I have some understanding of other webprogramming methods such as Javascript, Java, etc. REFLECTIONS: INTERNET USE Based on your responses to the questions in this section, what are your technology professional development goals? How would improving your skills and knowledge in this area help you do your job more efficiently? Do you feel that you could serve as a mentor or coach to other staff members in this area? 73

74 Office Productivity Software Word Processing I can use a word processor sort of like I would use a typewriter. I can apply fonts, change font sizes, use features like bold or underline, and use the spell checker. I can customize the indentation of paragraphs, set margins and page properties, and use the formatting ruler. I can set and customize tabs and adjust the viewing percentage on the screen. I can insert page breaks and create columns. I can create headers and footers, and add automatic page numbers. I can create text boxes and insert files, objects and tables. I can customize how tables and columns appear, including text wrapping, background colors, etc. I can export to different file formats and I understand how to save a file so that I can it to somebody who doesn t have the same program I have. I can do a mail merge to create customized letters that include information from a spreadsheet or database. I can create templates. I can create and print an envelope. I can use a word processor to format a flier, brochure or eye-catching document in complex ways and make it look professional. I know when it s okay to format a document in Word and when I should consider using a page layout program instead. Presentation Software I am unlikely to use presentation software to make formal presentations. I know how to storyboard a multimedia presentation. I know how to create a simple presentation using my own text and images. I can format the slides to look the way I want and I can import slides from other presentations I know how to add multimedia effects such as animations, videos, and sounds. I know how to apply good design using restraint with movement and amount of text, choosing light text on dark backgrounds, etc. I can produce speaker's notes, print outs, and screen versions of a presentation. I know how to create and use a presentation effectively without relying on each slide to provide all the information I m talking about. Spreadsheets I do not use a spreadsheet, nor can I identify any uses or features it might have which would benefit the way I work. I understand the use of a spreadsheet and can navigate within one. I can create a simple spreadsheet which adds a column of numbers. I can use a spreadsheet to make a simple graph or chart. I use a spreadsheet and I know how to add labels, formulas and cell references. I can change the format of the spreadsheets to anything I need or want. 74

75 I know how to export spreadsheet data into other file formats or insert or insert into word processing documents. I know how to program multiple spreadsheets with macros to do advanced financial analysis. Database Use I do not use a database, nor can I identify any uses or features it might have which would benefit the way I work. I can locate information in a database that somebody else made. I can add or delete data in a database. I use databases to collect and analyze data. I can create a simple database from scratch defining fields and creating layouts to support queries. I can sort and print the information in layouts, which are useful to me. I use databases to track information about my program or curriculum area. I can automatically generate appropriate letters or forms. I understand how to use and structure a relational database. I know how to import/export data into other file formats. Graphics Use I do not use graphics in my word processing or presentations, nor can I identify any uses or features they might have which would benefit the way I work. I can open, create and place simple pictures into documents using painting, drawing or image editing programs. I can open, create, modify and place graphics into documents. I can manipulate and interpret graphics using professional design software (such as Photoshop). I can create and draw graphics using software such as Photoshop, or webbased free applications like Picasa and I know when to use which type of program. I understand when to save a file in a particular format (e.g. png, tif, jpg, gif, bmp) 75

76 REFLECTIONS: OFFICE PRODUCTIVITY TOOLS Based on your responses to the questions in this section, what are your technology professional development goals? How would improving your skills and knowledge in this area help you do your job more efficiently? Do you feel that you could serve as a mentor or coach to other staff members in this area? This was revised, edited, and adapted from a tool developed by the New York Foundation for the Arts. 76

77 M. Teacher CIPA Policy Compliance Statement: Baldwin County STAFF CIPA Compliance Agreement Please complete, sign, and date this Staff Use Agreement Form which confirms your agreement to follow the obligations and responsibilities according to the Intent Safety Policy. The key obligations and responsibilities are: All technology use must be appropriate to the school environment Passwords will be kept confidential The principles of confidentiality, privacy and copyright apply. If you have any queries about the agreement, you are encouraged to discuss them with the technology director or the principal before you sign. Once signed, this form will be passed on to the technology director for filing with staff records. If requested, a copy of the signed form will be supplied to you. Additional information can be found on the NetSafe website Please check one - I believe that I have sufficient knowledge to safely supervise the use made by students in my care of the school s computer network, Internet access facilities, computers and other school technology equipment/devices. I require additional training/professional development in order to safely supervise the use made by students in my care of the school s computer network, Internet access facilities, computers and other school technology equipment/ devices. Use agreement: I have read and am aware of the obligations and responsibilities outlined in this Staff Cybersafety Use Agreement document, a copy of which I have been advised to retain for reference. These obligations and responsibilities relate to the cybersafety of students, the school community and the school environment. I also understand that breaches of this Staff Cybersafety Use Agreement will be investigated and could result in disciplinary action, and where required, referral to law enforcement. Name: Date: Role in the school: Signature: 77

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