2012-2014-lea/charter technology plan notes and guidelines
TRANSCRIPT
2012-2014-LEA/Charter Technology Plan
Notes and Guidelines for Completion
Use the state plan as a guide and/or starting point for planning and composing your LEA plan. Please note that this
does not mean that it is as comprehensive and requires the same amount of pages. Your LEA/charter plan MUST
address each of the State School Technology Plan’s Strategic Priorities; however, the Guiding Questions are
intended to provide examples of items that should be addressed locally. Scale the plan narratives and objectives to
fit your LEA/charter school.
Do not plan in isolation. Align and then reference or embed your plan with/within other ongoing initiatives in your
LEA/Charter such as RttT and ACRE. Making the technology plan a part of your strategic planning processes is
also another strategy and high beneficial for implementation and stakeholder utilization.
Utilize the planning time to identify redundancy in applications and programs in your LEA/Charter. Eliminate
duplicates and those less worthy of use.
Seek innovative funding scenarios. LEA/Charters that allow funding models where spending is in isolation within
program areas can be better served by switching to a more blended planning/budgeting model.
Choose evaluation methods that are manageable and provide useful data. Remember that you may have evaluation
processes already in place that are meaningful and acceptable for your plan goals and objectives.
Engaging leadership will be critical for all these processes.
HELPFUL LINKS:
USAC: Questions to Consider NCDPI Instructional Technology Division
4 Basic Requirements NC State School Technology Plan (SSTP)
NCDPI Connectivity Services NC Education Cloud
USAC CIPA Requirement USAC has not yet updated its website to reflect the recent FCC CIPA.
The FCC order gives details concerning the new provisions and requirements.
Technology Integration Plan – Erate Requirements
FOUR REQUIRED ELEMENTS:
The four required TIP components to support the services requested on the Form 470 are available online.
To qualify as an approved technology plan for Schools and Libraries Program discount, the plan must meet [the
following] criteria:
Required element: State/LEA/Charter Priorities
1. The plan establishes clear goals and a realistic
strategy for using telecommunications and information
technology to improve education.
Priority 1, 2 and 3
2. The plan has a professional development strategy to
ensure that staff knows how to use these new
technologies to improve education. Priority 4 and 5
3. The plan includes an assessment of the
telecommunication services, hardware, software, and
other services that will be needed to improve
education.
Priority 1, 2, 3
AMTR serves to document ongoing count and trends.
4. The plan includes an evaluation process that enables
the school to monitor progress toward the specified
goals and make mid-course corrections in response to
new developments and opportunities as they arise
Cloud processes such as interviews and use of
ongoing instruments such as STNA, LoFTI to enable-
monitoring and ongoing adjustments and planning
for all Priorities.
POSTING PLAN:
All referenced/utilized plans including your technology plan must be made available in an easily readable and
accessible format on your LEA/Charter website so as to be accessible by community as well as vendors during the
470/471 processes. Policies should also be displayed in the same location.
Evaluation Guidelines
Required evaluation methods:
The use of all four evaluation method/models listed below are essential in your plan, as well
as other appropriate methods. You may substitute another type equivalent evaluation
method/model if the same/similar outcomes can be accomplished. Use of these essential
evaluation methods will address evaluation requirements as stipulated by Erate guidelines
which require ongoing monitoring and adjustments.
1. School Technology Needs Assessment – STNA
2. Looking for Technology Integration - LoFTI
3. Professional Development Evaluations/Questionnaires/Surveys
4. RttT Evaluation Data
Other suggested evaluation methods: Longitudinal Student Data – Attendance, Discipline, Classroom comparisons, etc.
Longitudinal Data for Teacher Retention
Application reports
Content Filtering reports
Network monitoring reports
Innovative Budgeting Comparisons
NCEdCloud Opt-in Agreements
Professional development plans/outlines/agendas with proof of completion such as sign-in sheets
MCREL Reports
PLC Plans
Formative data from project/initiative
Qualitative measures of success
Conference attendance
21st Century Assessment
AMTR
Rubrics
Exemplars of student work
Network Readiness Assessments
Evaluation Methods not meeting approval standards: Formative, benchmarking or summative assessments
Lab or Cart use logs
Professional Development sign-in sheets without other documentation such as agendas, outlines, surveys,
lessons plans, etc.
Document Retention:
All applicants and service providers are required to retain documents related to the Universal Service
Fund for a period of at least five (5) years from last date of service. The suggested list of documents to
be retained can be found in Paragraphs 45-50 in the FCC's 5th Report and Order (FCC 04-190).
Approval Checklist
This checklist will be used by your consultant while reviewing and approving for movement to the State
Board for approval:
Complete NCSSTP Elements Components
Signature Page
Preliminary Components
Title Page
Table of Contents
Committee List
Vision Statement/Narrative
Strategic Priorities Narrative
Priority 1 Elements Complete*
1. The plan establishes clear goals and a realistic
strategy for using telecommunications and information
technology to improve education.
3. The plan includes an assessment of the
telecommunication services, hardware, software, and
other services that will be needed to improve education.
Priority 2 Elements Complete*
Priority 3 Elements Complete*
AMTR (Annual Media and Technology
Report) Complete and Periodically
updated
Count/Inventory requirement
Priority 4 Elements Complete* 2. The plan has a professional development strategy to
ensure that staff knows how to use these new
technologies to improve education. Priority 5 Elements Complete*
Utilization of Cloud Resources 4. The plan includes an evaluation process that enables
the school to monitor progress toward the specified
goals and make mid-course corrections in response to
new developments and opportunities as they arise
Alignment to 3 key initiatives
Use of required evaluation tools
All objectives measureable
All addressed
Appendix A: Required Policies Current
Board approval dates included
LEA Policy Noted and Posted
*Questions answered in narrative, alignments complete, targets addressed.
Notes:
REQUIRED SUBSTANTIVE COMPONENTS
OF THE
LOCAL SCHOOL DISTRICT TECHNOLOGY PLAN
Schools, school districts, and libraries that want to apply for Schools and Libraries support, commonly referred to as
"E-rate," must first prepare a technology plan. Beginning with FY2011, technology plans are required only for
Priority 2 services (Internal Connections and Basic Maintenance of Internal Connections). An approved technology
plan sets out how information technology and telecommunications infrastructure will be used to achieve educational
goals, specific curriculum reforms, or library service improvements.
A technology plan designed to improve education should cover the entire funding year (July 1 to June 30) but not
more than three years. The plan must contain the following elements:
Goals and realistic strategy for using telecommunications and information technology
A professional development strategy
An assessment of telecommunication services, hardware, software, and other services needed
Ongoing evaluation process
Policies
The technology plan must be approved by a USAC-certified technology plan approver before discounted services
can begin. The state is the certified technology plan approver for libraries and public schools. www.usac.org,
August, 2011.
LEA/Charter Name: Mitchell County Schools
LEA/Charter Number: 610
Superintendent Name: Dr. M. Brock Womble
Superintendent Signature
Local Board Chair Name: Mr. Roger Burleson
Local Board Chair Signature:
Person of Contact: Dr. Morgen A. Houchard
Telephone: (828) 766-2232
Contact Email: [email protected]
Mitchell County Schools
Technology Plan
2012-2014
Draft November 2011
Final July 2012
Table of Contents
Vision Page 8
Strategic Priorities Overview Page 9
Priority 1: Shared Services Model Page 11
Priority 2: Universal Access to Personal Teaching and Learning Devices Page 18
Priority 3: Access to Digital Teaching and Learning Resources, Including Digital
Textbooks Page 22
Priority 4: Model of Technology-Enabled Professional Development Page 27
Priority 5: 21st Century Leadership for Your LEA Page 34
Appendices Page 39
References Page #
Mitchell County Schools
Technology Planning Committee/MTAC
Member Job Title/Position
Casey Johnson
Tracy Deyton
Technology Facilitator
Media Coordinator – Mitchell High School
Betsy Herrell Media Coordinator – Gouge Elementary School
Sam Deyton Media Coordinator – Harris Middle School
Shana Cook Media Coordinator – Bowman Middle School
Dan Konzelman Media Coordinator – Deyton Elementary School
Felicia Spurling Media Coordinator – Greenlee Primary School
Marie Hunnicutt English Language Arts – Mayland Early College
Angie Marlowe IT Specialists – E-Rate Specialists
Bradley Stevens IT Specialist – One to One Engineer
Tony Parker IT Specialist
Vince Ward IT Specialist
Debbie Blevins Special Education Teacher – Harris Middle School
Greg Franklin Music Teacher – Greenlee Primary School
Kim Hodshon CTE Coordinator/One to One Director
Renee Johnson Teacher – Gouge Elementary School
Robyn Street Parent – Mitchell County
Rodney Slagle Principal – Harris Middle School
Wendy Jenkins Teacher – Bowman Middle School
Amelia Wilson Student – Mitchell High School
Morgen Houchard Dir. Curriculum, Instruction & Technology
Mitchell County Schools Technology Plan
2012-2014
Vision Statement
Vision Statement
Mitchell County Schools is committed to educating all children
to be productive workers, responsible citizens, and lifelong
learners, enabling them to be globally competitive and prepared
for life in the 21st century. With rigorous and relevant
curriculum, skilled teachers in 21s century content, and inviting
supportive technology rich classrooms, students will be fully
prepared the life and the workplace.
Mitchell County Schools Technology Plan
Strategic Priorities
2012 - 2014
Mitchell County Schools will take advantage of and utilize the many opportunities
offered through a shared services model so that all teachers, students and parents may benefit.
Through leveraging NCEdCloud offerings, statewide initiatives and programs, service and
reliability should increase for all stakeholders. We may now be able gain opportunities and
services that we may otherwise would never have been able to obtain. The overall impact of a
statewide shared services plan with technology is an important tool to maximize strategic
budgeting and purchasing power. Which in turn yields better teacher and student contact with
21st century technology tools and services. Mitchell County Schools will consider any feasible
technology products or services offered as part of a statewide shared services model in order to
leverage more effective use of capital, with the ultimate goal of enabling 21st century faculty to
provide 21st century instruction to 21
st century students.
In order to promote universal access to personal teaching and learning devices teachers
and students will be provided access to personal devices equitably throughout our system.
Technology is a critical part of student learning which expands the classroom beyond the
traditional limits of time and space. In order to expose teachers and students to these expanded
opportunities, all teachers and students will be provided the opportunity to work in a technology
rich environment. Universal access to personal devices also allows teaching and learning to
respond to a more effective and unique learning styles of today’s students. The use of personal
learning devices also helps foster and expand our sense of community by changing the way
teachers, students, and parents interact with each other.
Access to digital teaching and learning devices allows access to foster and enhance 21st
century learning skills and knowledge. To better prepare students for higher education and
workforce preparedness, it is imperative for students and teachers to have access to these digital
devices. Mitchell County teachers and students need, more than ever, to be immersed in a digital-
rich learning environment will allow our students and teachers to be competitive locally and
globally. Teachers and students must not only have access to resources but also appropriate
professional development and training with them. Training and time to plan for effective use of
these resources is essential and an active part of our technology plan and programs. Our LEA
still requires teachers to earn 3.0 CEUs in technology per renewal cycle, which encourages
teachers to attend professional development offered in technology. We are very excited about
the move to more digital resources and hope to lead the way with digital textbooks.
Professional Development is the key to our successful implementation of and use of
technology for both our teachers and students. Mitchell County Schools is dedicated to
providing the time and resources for a complete and comprehensive process of professional
development. Many strands of professional development are being developed to meet the needs
of our LEA, schools, disciplines, grade levels and classrooms. Through our Race To The Top
Grant we see the move to Common Core and Essential Standards as an opportunity to integrate
and implement a system-wide K-12 Technology plan and infrastructure. We are partnering with
the North Carolina Department of Public Instruction to become better at technology-enabled
professional development. Teachers, administrators, and staff will continue to work with
colleagues to guide our LEA toward more effective uses of 21st Century tools for teaching,
learning, and managing instruction by supporting teachers’ desire for intrinsic learning as well as
providing grade and content specific resources to integrate technology across the curriculum.
Mitchell County School leaders are creating visions and leading for 21st century teaching
and learning. Our leaders lead by example and continually strive to improve their role in the
learning environment. All strive to create and maintain a robust 21st century learning culture in
their schools and our system. Targeted professional development for leadership, teachers, and
the community is planned to support all grade levels and abilities. Administrative and leadership
meetings are scheduled throughout the year to help ensure that all leaders continue to support
and lead in 21st century ways.
Strategic Priority 1: A Statewide Shared Services Model
Essential Questions for Mitchell County Schools
How will we leverage collaborative purchasing to pay substantially less for technology
services and platforms?
How can a Statewide Shared Services Model assist in shifting primary support from
infrastructure to instructional needs?
How can a Statewide Shared Services Model enable increased infrastructure and
technology efficiency and sustainability?
How can a Statewide Shared Services Model provide higher service reliability?
How can a Statewide Shared Services Model facilitate more strategic budgeting models for
our LEA/Charter School?
Current Status and Moving Forward
In order to provide for equitable and additional access to 21st century instructional tools
and resources and devices, Mitchell County Schools is currently required to make significant
investments in connectivity, infrastructure, devices, and digital resources. While grant assistance
for devices and the Federal E-Rate program certainly do enable initiatives that would have
otherwise been financially unattainable, it is important to note that this assistance does not
necessarily account for the entirety of the cost of implementing these initiatives. Mitchell County
Schools is still responsible for a portion of hardware, majority of software, and entirety of
support costs. During a time of less-than-favorable conditions regarding the state budget for
public education, it is becoming ever more difficult to retain the level of fiscal efficacy required
to deliver access to 21st century instructional tools, resources and devices which students need to
remain competitive in tomorrow’s workplace and post-secondary education environments.
In order to remain competitive as a LEA with regard to providing access to technology
and 21st century instructional tools and resources, it is the aim of Mitchell County Schools to
take full advantage of the economies of scale provided for by collaborative purchasing in order
to pay substantially less for technology services and platforms. As an individual LEA, we require
certain technology products and services that are often prohibitively expensive. By recognizing
these needs among a substantial number of LEAs at the state level and arranging collaborative
purchasing, the statewide shared services model allows rural LEAs like Mitchell County Schools
access to technologies and services that would have been otherwise unattainable. Mitchell
County Schools will begin to implement projects that utilize the statewide shared services model
and collaborative purchasing by identifying and communicating potential processes, software,
hardware and infrastructure needs that could benefit from enterprise-class solutions which are
only feasible to obtain through collaborative purchasing. Potential candidates for projects that
could take advantage of the statewide shared services model are a district-wide LMS, E-mail,
Content Filtering and Virtualization Resources.
In addition to mitigating the initial investment required to procure technology products
and services, it is important to point out that with the adoption of products and services acquired
through collaborative purchasing or offerings provided through the NC Education Cloud,
Mitchell County Schools also stands to significantly reduce ongoing support and expansion costs
of the hardware and software that would otherwise have been needed had these products and
services been procured individually and hosted in-house. These reduced costs will be easy to
express in fiscal terms, but it is also important to note that there will be a significant reduction in
time required to support these products and services as well. Currently, a great deal of time and
effort is spent supporting in-house infrastructure. By allowing technicians to spend less time on
supporting infrastructure, offerings adopted as part of the NC Education Cloud will enable more
time to be spent each day addressing the technology needs of instruction. Instead of supporting
hundreds of individual devices in addition to instructional needs, support personnel would only
be required to support a minimum level of hardware required for connectivity when utilizing
NCEdCloud offerings such as Virtual Desktop Infrastructure, Virtualization Resources, Hosted
E-mail, Hosted Content Filtering, and a Hosted Learning Management system.
Because of the reduced investment on hardware platforms and applications in addition to
reduced support costs and a shift in the primary support focus of technology personnel, Mitchell
County Schools would be able to enable increase infrastructure and technology efficiency and
sustainability. This would be accomplished by re-allocating a portion of the investment that
would otherwise have been spent on in-house infrastructure applications and hardware to
advanced connectivity and access devices. By moving the hardware and software required to
provide instructional tools, resources, and business functions to the cloud and investing in better
methods to access the NCEdCloud, Mitchell County Schools would provide more efficient
services that take advantage of far more computing capacity, connectivity and redundancy than
could ever have been attained if hosted in-house or if purchased individually. This would also be
a sustainable model for our LEA to choose because of the fact that the same economies of scale
that make initial procurement feasible also allow for very effective maintenance and expansion
of the services offered in the future.
Another obvious benefit of leveraging NCEdCloud offerings is enterprise-scale capacity
and redundancy, which work hand-in-hand to provide unparalleled service reliability. Currently,
Mitchell County Schools has made significant investments in providing limited failover
capability and backup of services, but the cost of implementing true redundancy often proves to
be prohibitive. Even with best faith efforts made, single points of failure still exist. Namely,
connectivity proves to be a major single point of failure – the base cost of implementing and
maintaining fiber-optic connectivity between schools and providing for connectivity to NCREN
is very expensive. MCS does receive E-Rate and DPI assistance for these connections, but there
are currently no provisions for providing redundant connectivity. Services hosted within the
MCS network currently become unavailable if the connection to the Internet fails. NCEdCloud
offerings will by nature provide for both high-availability and redundancy, so this proves to be
yet another benefit of leveraging these offerings – even if access connectivity via the MCS
network fails or becomes congested these services would still be able to be accessed via other
providers and the public internet.
The overall impact of the statewide shared services model for enabling effective use of
technology in instruction for Mitchell County Schools cannot be underestimated. It undoubtedly
provides for a much more strategic budgeting model, much more effective use of funds, and
helps to even the playing field between rural and much larger LEAs who have access to much
more funding. Moving forward, Mitchell County Schools will consider any feasible technology
products or services offered as part of the statewide shared services model as a possibility for
implementation in order to leverage a much more effective use of capital with the ultimate goal
of enabling 21st century faculty to provide 21
st century instruction to 21
st century students.
Using the chart below, briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other
plans/ initiatives being implemented in your LEA.
Alignment to Other Plans and Initiatives:
Strategic Priority 1: A Statewide Shared Services Model
Mitchell County Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the
strategic priorities of our plan...
ACRE
Mitchell County Schools will participate in the shared services model offerings, which will better prepare for the transition to online
assessments, digital textbooks and universal access to personal teaching devices.
Career and College Ready, Set, Go!
Mitchell County Schools will build upon technology-enabled educations initiatives to support and build technology to support our
next generation.
Race to the Top Local and State Scopes of Work
Mitchell County Schools will leverage the work RTTT is providing with shared services in a “cloud” environment to ensure we access
and pay for only software applications that are needed.
Other LEA initiatives/plans
Other LEA initiatives/plans
Other LEA initiatives/plans
1. Statewide Shared Services Model
Goals should be precise and measurable. See notes/guidelines regarding evaluation.
Suggested Goals/Targets Year 1
July 1, 2012 – June 30, 2013
Year 2
July 1, 2013 – June 30, 2014
Yearly Evaluation
Evaluation
Method(s) DPI Use
Provide equitable and
additional access to mobile
devices and
● Continue 1:1 initiative at MHS
● Implement 1:1 day use at
middle schools
● Deploy laptops to middle
school teachers to reach a ratio
of 1:1
● Responsible: Administration,
One to One Engineer, One to
One Director, Technology
Facilitator, Director of
Technology
● Continue support of
initiatives, ensure adequacy
and garner fiscal support for
acquisition of new devices &
device replacement.
● Responsible: Administration,
One to One Engineer, One to
One Director, Technology
Facilitator, Director of
Technology
Equity survey
for MCS
Evaluation of
middle school
One to One
program
Provide equitable and
additional access to digital
resources
● Conduct planning and pilot for
implementation of a district-
level learning management
system
● Encourage and facilitate
increased adoption and use of
digital resources such as
Discovery Education / United
Streaming & NCWiseOWL
● Responsible: Administration,
One to One Engineer, One to
One Director, Technology
Facilitator, Director of
Technology
● Investigate feasibility of
adoption of digital textbooks or
viable alternatives
● Responsible: Administration,
One to One Engineer, One to
One Director, Technology
Facilitator, Director of
Technology
Number of
teachers and
classrooms
utilizing digital
resources
Evaluation and
progress of
LMS
deployment
Reduce operating costs by
facilitating a more strategic
budgeting model
● Explore alternatives to
antiquated systems (AS400,
SEA System, Policy Hosting)
● Encourage migration of these
systems to cloud-based
alternatives
● Responsible: Director of
Technology, Technology
Engineer, IT Staff, Finance
Officer
● Minimize dependence on in-
house applications and find
ways to utilize the purchasing
power and economies of scale
of state initiatives to replace
these applications and
implement ones applications
going forward
● Responsible: Director of
Technology, Technology
Engineer, IT Staff, Finance
Officer
Projected
versus actual
budget figures
Facilitate a more strategic
budgeting model utilizing
blended funding and reducing
isolated programmatic
spending
● Focus on infrastructure
spending to allow adoption
of cloud-based initiatives.
Cloud-based initiatives
provide for a vast reduction
in hardware and support
costs required for in-house
applications
● Responsible: Director of
Technology, Technology
Engineer, IT Staff, Finance
Officer
● Realize savings by actively
adopting feasible NC
Education Cloud offerings
● Responsible: Director of
Technology, Technology
Engineer, IT Staff, Finance
Officer
Actual number
of cloud based
services
utilized
Cost savings
analyses
Promote/maintain innovative
funding model by utilizing
NCEdCloud offerings and
alternatives
● Explore options provided
by NCEdCloud as a means
to effectively utilize
economies of scale and
minimize local financial
responsibility for IT
Projects.
● Responsible: Director of
Technology, Technology
● Formulate concrete plans for
adoption and begin
implementation of
NCEdCloud offerings to
realize cost savings.
● Responsible: Director of
Technology, Technology
Engineer, IT Staff, Finance
Officer
Actual number
of cloud based
services
utilized
Cost savings
analyses
Engineer, IT Staff, Finance
Officer
Maximize E-rate in support of
instructional programs
● Ensure equitable and
additional access to
instructional tools through
effective delivery by
investing in infrastructure
expansion.
● Maintain cell phone service
for quick access to support.
● Maintain and implement
plans for capacity expansion
and redundancy of fiber-
optic WAN (wide area
network).
● Maintain and implement
plans for capacity expansion,
redundancy, and upgrades of
telecommunications service
and equipment.
● Collaborate with MCNC and
DPI to maintain and plan for
capacity expansion and
redundancy of Internet
access, given 1 to 1 initiative
deployments and migration
to cloud solutions.
● Maintain web hosting for
district and school websites.
Explore opportunities for
using NCEdCloud for
hosting.
● Plan and implement
● Continue to provide for
effective delivery of 21st
century educational resources
and tools through continued
infrastructure maintenance
and upgrade projects.
● Continue to maintain cell
phone service for quick
access to support.
● Continue to maintain WAN
and implement capacity
expansion projects.
● Continue to maintain
telecommunications service
and equipment and
implement upgrade projects.
● Continue to maintain Internet
Access in addition to
monitoring usage threshold
and implementing capacity
upgrades as necessary.
● Continue maintenance of web
hosting for district and school
websites. Implement hosting
in the NCEdCloud if offering
is available.
● Continue planning and
implementation of
infrastructure upgrades to
ensure adequate access to
cloud solutions.
Evaluate
internal
connections
and services
Collaborate
and work with
MCNC for
stress testing
and evaluation
infrastructure upgrades to
ensure readiness for cloud
based solutions.
● Video conferencing cost /
benefit analysis and project
selection
● Plan and implement
virtualization projects and
resources for applications
not feasible for the cloud
● Plan and implement
infrastructure upgrade
projects specific to
facilitating wireless access in
the community
● Responsible: Administration,
One to One Engineer, One to
One Director, Technology
Facilitator, Director of
Technology
● Video-conferencing project
planning and implementation
● Continue implementation of
virtualization projects and
resources for applications not
feasible for the cloud
● Continue implementation of
infrastructure projects
specific to facilitating
wireless access in the
community
● Responsible: Administration,
One to One Engineer, One to
One Director, Technology
Facilitator, Director of
Technology
Provide content filtering in
accordance with the
Children's Internet Protection
Act (CIPA).
● Continue to maintain on-
premise content filtering
solutions
● Plan for adoption of feasible
NCEdCloud offerings
● Responsible: One to One
Engineer, One to One
Director, Technology
Facilitator, Director of
Technology
● Move to cloud-based filtering
with NCEdCloud if available,
otherwise continue
maintenance of on premise
solutions.
● Responsible: One to One
Engineer, One to One Director,
Technology Facilitator,
Director of Technology
Continually
monitor
content filter
reports for
CIPA
compliance
Strategic Priority 2: Universal Access to Personal Teaching and Learning
Devices
Essential Questions
What is universal access to personal teaching and learning devices?
Why do our teachers and students need access to personal teaching and learning devices?
How will we provide ample access to individual teaching and learning devices?
What models can be used for implementing universal access to personal teaching and
learning devices in our LEA/Charter.
Current Status and Moving Forward
Universal access to personal teaching and learning is providing access to a technological
device (i.e. desktop, laptop, iPad, etc) in grades kindergarten through eighth during school hours
and during and after hours for ninth through twelfth graders in Mitchell County Schools. Grades
ninth through twelfth will have twenty-four access through a 1:1 learning environment using
MacBooks. Middle schools will have access to 1:1 learning during school hours by using
netbooks. iPads will be provided for all Exceptional Children’s classrooms. We will explore the
options of going 1:1 in kindergarten through fifth grade by visiting successful models of 1:1 at
these grade levels as well as researching devices most suitable for primary and elementary
schools.
Teachers and students need access to personal teaching and learning devices in order to
provide an equitable opportunity for all students to experience a technology-rich environment
and to ensure our students are prepared for the workplace and life. Technology is a critical part
of learning, expanding the classroom beyond traditional limits of time and space. Technology
enables teachers to respond more effectively to the unique learning styles of today’s students.
Technology expands our sense of community by changing the way teachers, students, and
parents interact with each other.
We will provide access to individual teaching and learning devices by providing ninth
through twelfth graders with MacBooks for twenty-four hour access, netbooks for grades sixth
through eighth during school hours, and computer labs and classroom computers for
kindergarten through fifth grade until a decision is reached providing access on a personal level
for each student.
Project based and inquiry based learning models can be used for implementing universal
access to personal teaching and learning devices in Mitchell County Schools. In addition,
Mitchell High School will utilize the SOAR program to teach responsible use of technology as
well as to continually train students on use of MacBooks and updates for this device.
Using the chart below, briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other
plans/ initiatives being implemented in your LEA.
Alignment to Other Plans and Initiatives:
Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices
Mitchell County Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the
strategic priorities of our plan...
ACRE
Mitchell County teachers and students will utilize online state and federal resources to support the movement to the Common Core
and Essential Standards.
Career and College Ready, Set, Go!
Mitchell County students, teachers, parents and administrators will access data and resources to inform decision-making related to
instruction, assessment, and career and college goals.
Race to the Top Local and State Scopes of Work
Mitchell County Schools now employs a technology facilitator through RTTT funding which will help foster universal access for
teaching and learning.
One to One Laptop Initiative
The Mitchell High School Laptop Initiative will support universal access to personal teaching and learning devices inclusively.
One to One Day Use – Middle School
Both Middle Schools will begin to roll out and support a one to one day use program where universal access to personal teaching and
learning devices will be supported during the school day.
iPad Day Use – Exceptional Children’s Program
Exceptional Children in Mitchell County will have access to personal teaching and learning devices through our IPad day use
program.
Priority 2: Universal Access to Personal Teaching and Learning Devices
Goals should be precise and measurable. See notes/guidelines regarding evaluation.
Suggested Goals/Targets Year 1
July 1, 2012 – June 30, 2013
Year 2
July 1, 2013 – June 30, 2014
Yearly Evaluation
Evaluation
Method(s) DPI Use
Develop a comprehensive
sustainable LEA plan for
universal access. Resources:
NCDPI, NCLTI, Educator
Recruitment & Development,
and District & School
Transformation
● Continue universal access
to grades 9-12 with one to
one learning environment
● Introduce one to one day
user model at middle
schools
● Exceptional Children’s
Program to utilize iPads
● Promote public wireless
access in the community
(parks, businesses) in
order to support student
access needs of 1:1
initiative
● Responsible: Directors for
Curriculum, Technology
and Exceptional
Children’s Program and
teachers and
administrators
● Continue to support and
build capacity for our one
to one environment
● K-5 Model for universal
access and one to one
environment
● Visit successful models of
K-5 one to one programs
● Continue to encourage
public wireless access in
the community
● Responsible: Directors for
Curriculum, Technology
and Exceptional
Children’s Program and
teachers and
administrators
Faculty and
staff training
evaluations
Monitor and
evaluate usage
of devices and
services
Communicate your plan to all
stakeholders.
● Report to business and
community
● Re-Report out to county
commissioners, education
board, faculty, staff and
parents
● Responsible:
● Professional Development
for better communication
for administrators
● Continue to build
relationships with
stakeholders
● Communication and
Survey results
of trainings
Semi-annual
meetings
Golden Leaf
Interim reports
News letters to
Superintendent, Directors
of Curriculum,
Instruction, Technology
and administrators
learning classes for parents
concerning technology
● Responsible: School
Administrators, Director
of Instruction and
Technology
parents and
community
Board of
Education and
County
Commissioner
Meetings
Increase overall access to
personal learning devices.
● Explore devices that are
most effective in
classroom
● Continue to learn more
about “bring your own
devices”
● Responsible: Classroom
Teachers, Administrators,
Technology Facilitator,
Directors of Curriculum,
Instruction and
Technology
● Implementation and use of
“bring your own devices”
● Responsible: Director of
Technology, Technology
Facilitator, Technology
Engineer
Percentage of
students with
personal
learning
devices
Annual survey
and
measurement
Utilize Personal Learning
Devices to promote student
owned learning.
● Project based learning
● Inquiry based learning
Methods
● Responsible use of
technology
● Promote the SOAR
Program 9-12
● Responsible: Directors of
Curriculum, Instruction,
Technology and
Technology Facilitator,
Administrators and
Teachers
● Project based learning
● Inquiry based learning
Methods
● Responsible use of
technology
● Promote the SOAR
Program 9-12
● Responsible: Directors of
Curriculum, Instruction,
Technology and
Technology Facilitator,
Administrators and
Teachers
Student and
teacher survey
assessing
applications,
web sites and
other inquiry
techniques
Student
products:
podcasts,
movies,
reports, online
portfolios
Strategic Priority 3: Statewide Access to Digital Teaching and Learning
Resources, Including Digital Textbooks
Essential Questions
What are digital teaching and learning resources? What are digital textbooks?
Why do teachers and students need access to digital teaching and learning devices?
What are the benefits of digital textbooks?
What are open educational resources and how can they is used?
How can access to these resources be increased in our LEA?
Current Status and Moving Forward
Digital teaching and learning resources improve the supply of content and types of
assessments offered to students and teachers. These resources are generally delivered through an
electronic device connected to the Internet. Digital textbooks are powerful resources for students
and teachers as well. Content, which was traditionally delivered via printed copy, is now offered
by most publishers in a digital format. Benefits to this format include extra resources that may
not be available in print, less damage occurs in the digital format, and digital copies are easier to
replace.
Teachers and students need access to digital teaching and learning devices to foster and
enhance 21st Century Learning Skills. To better prepare students for higher education and
workforce preparedness, it is imperative for students and teachers to have access to these digital
devices. Our students are competing now more than ever for college enrollment. Additionally,
they are competing with displaced workers for entry-level type jobs that in the past were readily
available. Being immersed in a digital-rich learning environment will allow our students and
teachers to be competitive locally and globally.
Open educational resources are resources primarily available online that does not require
licensing agreements. Many times these open resources are free to the user. Open resources
such as “Open Office” can be used to help students and teachers access software needed to
produce documents for assessment and evaluation. Other open resources, such as Web 2.0 tools,
can be utilized to excel in project-based learning opportunities. Moreover, content specific
curriculum is also available as an open educational resource. Basically, teachers can create their
own content with open resources, aligning it with Common Core Standards. Some content
changes so rapidly; therefore, the only way to ensure students are receiving the most up-to-date
information is to continually update the content.
Although many teachers are using these digital and open educational resources, the use
can be increased in our LEA. By providing teachers with appropriate professional development,
they will be more likely to use these resources. In addition, allowing teachers time to plan for
effective use of these resources is essential. Our LEA still requires teachers earn 3.0 CEUs in
technology per renewal cycle. This encourages teachers to attend any professional development
offered in technology. Moreover, training is necessary for school administrators. Many are
unsure of what to look for in a more digitally-rich classroom.
Using the chart below, briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other
plans/ initiatives being implemented in your LEA.
Alignment to Other Plans and Initiatives:
Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks
Mitchell County Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the
strategic priorities of our plan...
ACRE
Mitchell County Schools will utilize digital teaching and learning resources to support the Accountability and Curriculum Reform
Effort.
Career and College Ready, Set, Go!
Utilize digital teaching and learning tools and resources to support all the initiatives in Career and College: Ready Set Go!
Race to the Top Local and State Scopes of Work
Mitchell County Schools will utilize the NC Education Cloud to support digital teaching and learning through cost effective
networking and sharing.
One to One Laptop Initiative
Mitchell High School Students will have continuous access to digital learning resources through the one to one laptop initiative.
Other LEA initiatives/plans
Other LEA initiatives/plans
3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks
Goals should be precise and measurable. See notes/guidelines regarding evaluation.
Suggested Goals/Targets Year 1
July 1, 2012 – June 30, 2013
Year 2
July 1, 2013 – June 30, 2014
Yearly Evaluation
Evaluation Methods(s) DPI Use
Shift from traditional print
and paper-based resources to
affordable, current online
resources
● Continue to support
electronic resources for
teachers and learning
● NC Learn – education
of other online
resources
● NC TIES – share best
practices and new and
innovative resources
● Responsible:
Technology Directory,
Technology Engineer,
Director of Curriculum
and Instruction,
Technology Facilitator,
Media Specialists
● Electronic textbooks
● Responsible:
Technology Directory,
Technology Engineer,
Director of Curriculum
and Instruction,
Technology Facilitator,
Media Specialists
Analyses of cost
reduction for
paper based
resources
Effectiveness of
subscriptions to
online testing
programs and
resources
Utilize procured resources
such as NC WiseOwl, and
other open education
resources
● Resource Listing –
Explanation of them all
● Present to faculty
● Present to parents
● Gain Access to United
Streaming, PBS online
free resources, NC Live
through public libraries
for all schools and
students
● Responsible:
Technology Directory,
● Partnership better with
public library and
Mayland Community
College
● Share Resources better
● Responsible:
Technology Directory,
Technology Engineer,
Director of Curriculum
and Instruction,
Technology Facilitator,
Media Specialists
Monitor usage of
open educational
resources
Evaluate
available open
source resources
Continue to
update
resources:
faculty, media,
MTAC meetings
Technology Engineer,
Director of Curriculum
and Instruction,
Technology Facilitator,
Media Specialists
Use digital content aligned
specifically to Common Core
and NC Essential Standards
● Curriculum Mapping
with ELA and Common
Core
● DPI Information and
support
● Race To The Top
support
● Support materials for
Common Core – Roll
Out Year
● National associations
and organizations
● Responsible:
Technology Directory,
Technology Engineer,
Director of Curriculum
and Instruction,
Technology Facilitator,
Media Specialists
● Better digital resources
at all levels and
disciplines and sharing
of ideas
● Sharing and
Communicating of Ideas
● Responsible:
Technology Directory,
Technology Engineer,
Director of Curriculum
and Instruction,
Technology Facilitator,
Media Specialists
Monitor usage of
digital Common
Core and
Essential
Standards
content
Evaluate
Common Core
and Essential
Standard digital
content for its
effectiveness
and usefullness
Ensure equity to digital
teaching and learning
resources from school to
school in your LEA.
● Repository for class
content on our learning
management system
● Equitable distribution of
electronic devices
● Responsible:
Technology Directory,
Technology Engineer,
Director of Curriculum
● Learning Management
System – System-wide
● Responsible:
Technology Directory,
Technology Engineer,
Director of Curriculum
and Instruction,
Technology Facilitator,
Media Specialists
Progress monitor
inventory
records
Monitor and
evaluate
implementation
and usage of
digital resources
and Instruction,
Technology Facilitator,
Media Specialists
Strategic Priority 4: A Statewide Model of Technology-Enabled Professional
Development
Essential Questions
What skills are needed to transition to digital teaching and learning resources?
How can these skills be delivered and sustained to our LEA teachers and administrators?
How do teachers, administrators, and staff work with colleagues to guide our LEA toward
more effective uses of 21st Century tools for teaching, learning, and managing instruction?
How are teachers, administrators, and staff prepared to understand, implement, and assess
the span of skills and processes that students need to succeed in the 21st Century?
How are teachers, administrators, and staff prepared to apply 21st Century assessment
systems to inform instruction and measure 21st Century knowledge, skills, performance,
and dispositions?
Current Status and Moving Forward
The skills needed to transition to digital teaching and learning resources will be gained
through professional development. MCS will provide time and resources to promote more
participation by setting aside time for monthly faculty meetings to educate and support teachers
on Common Core and Essential Standards for Technology Implementation. We will also keep
our LEA requirements of 3.0 CEUs to keep teachers up-to-date with using technology in the
classroom.
Teachers, administrators, and staff work with colleagues to guide our LEA toward more
effective uses of 21st Century tools for teaching, learning, and managing instruction by
supporting teachers desire for intrinsic learning as well as providing grade and content specific
resources to integrate technology across the curriculum. We will continue to educate our
leadership in the use of the IMPACT model. Administrators will encourage flexible access with
media center and media specialists and collaborate between media, technology, and teachers.
Resources will be provided through online support through DPI, Common Core and Essential
summer training, and fall leadership trainings at WRESA.
Teachers, administrators, and staff will understand, implement, and assess the span of
skills and processes students need to succeed in the 21st Century by communicating about and
sharing pros and cons of instructional resources. MCS will use online testing programs, such as
ClassScape for formative and summative assessments, Work Keys, Quia, and Google Docs to
make and share tests and data.
Teachers, administrators, and staff will apply 21st Century assessment systems to inform
instruction and measure 21st Century knowledge, skills, performance, and dispositions by
providing professional development for data informed decision making using ClassScape, Quia,
EVASS, etc. This data will be used to close the disconnect between what data tells us and the
information we teach. Teaches will then be assessed on how they are using data to dictate what
is taught.
Using the chart below, briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other
plans/ initiatives being implemented in your LEA.
Alignment to Other Plans and Initiatives:
Strategic Priority 4: A Statewide Model of Technology-Enabled Professional Development
Mitchell County Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the
strategic priorities of our plan...
ACRE
Mitchell County Schools teachers will participate in technology enabled professional development as we transition through the
Common Core/Essential Standards and our accountability and curriculum reform efforts.
Career and College Ready, Set, Go!
Mitchell County Schools endorses and support all professional development that supports 21st century learning skills, which is the
critical component of being career and college ready.
Race to the Top Local and State Scopes of Work
Mitchell County Schools will benefit from the instructional resources that have been designed through the RTTT funding to help
educators develop a deep understanding of the new standards in an effort to increase student outcomes.
One to One Laptop Initiative
Teachers with their one to one devices are able to support and access electronic professional development opportunities more readily.
Other LEA initiatives/plans
Other LEA initiatives/plans
4: A Statewide Model of Technology-Enabled Professional Development
Goals should be precise and measurable. See notes/guidelines regarding evaluation.
Suggested Goals/Targets Year 1
July 1, 2012 – June 30, 2013
Year 2
July 1, 2013 – June 30, 2014
Yearly Evaluation
Evaluation Method(s) DPI Use
Implement a plan for
embedded technology-enabled
professional development for
teachers and administrators.
● Provide time and
resources to promote
more participation
● Train better and more in
depth on devices
● Keep LEA CEU
Requirement
● Monthly faculty
meetings to support
Common Core and
Essential Standards
Technology
implementation
● Responsible:
Administrators,
Technology Facilitator,
Technology Director,
Director of Curriculum
and Instruction
● Embedded technology –
enable professional
development for all –
technology only going to
grow
● Responsible:
Administrators,
Technology Facilitator,
Technology Director,
Director of Curriculum
and Instruction
Continue to
monitor faculty
CEU
requirement
Training
evaluations
Support models that promote
and further the ideals of
technology-enabled and
integrated professional
development
● Continue to support the
teacher for intrinsic
learning
● Integrate technology
across the curriculum
● Training and support
from the Friday Institute
– NC State
● Responsible: Teachers,
● Teacher leadership to
build capacity for
integrated professional
development
● Training and support
from the Friday Institute
– NC State
● Responsible: Teachers,
Administrators,
* Evaluate and monitor
the integrated
professional
development process
provided by DPI and
other sources of
technology tools and
resources
Administrators,
Technology Facilitator,
One to One Director,
Media Specialists,
Director of Curriculum
and Instruction
Technology Facilitator,
One to One Director,
Media Specialists,
Director of Curriculum
and Instruction
Prepare media specialists and
instructional technology
facilitators to support digital
reform.
● Improve to educate our
leadership and use of the
impact model in our
schools
● Encourage flexible
access with media center
and media specialists
● Use of technology
facilitator
● Encourage collaboration
between media,
technology and teachers
● Responsible: Teachers,
Administrators,
Technology Facilitator,
One to One Director,
Media Specialists,
Director of Curriculum
and Instruction
● Improve to educate our
leadership and use of the
impact model in our
schools
● Encourage flexible
access with media center
and media specialists
● Use of technology
facilitator
● Encourage collaboration
between media,
technology and teachers
● Responsible: Teachers,
Administrators,
Technology Facilitator,
One to One Director,
Media Specialists,
Director of Curriculum
and Instruction
Evaluate media
and technology
facilitators PDP
Professional
development
evaluations
IMPACT
Model survey
ISTE Model
survey
Deliver Common Core and
Essential Standards training
to teachers using integrated
technology as a model for
further classroom integration.
● Roll out training
conducted school year
2011-12
● Teacher support though
the use of online
resources: DPI,
Common Core and
Essential summer
● Create Modules by LEA
for continued teacher
learning and support
● Connect educators in
Mitchell with teachers
from other LEA by
means of blogs, wikis
and other shared spaces
Evaluate
professional
development
opportunities
and training
Measure
teacher usage
of Common
training, RESA fall
leadership trainings
● Use of online modules
as provided by DPI
● NC Falcon, ELA
Common Core Mapping
– WRESA\
● Responsible: Teacher
Leadership Team,
Curriculum Director,
Technology Facilitator
● Begin a technology
integration for the month
– 10 in all for technology
across the curriculum
● Responsible: Teacher
Leadership Team,
Curriculum Director,
Technology Facilitator
Core and
Essential
Standards web-
based resources
Prepare staff for online
assessment delivery.
● Communicate with other
LEA to see what they
are doing
● Share resources with
other LEA’S
● Field testing online
● Sign up for pilot
programs
● ClassScape – formative
and summative
assessments
● Work Keys
● QUIA Subscription
● Google Docs to make
and share online
classroom testing
resources
● Responsible: Testing
Director; Director of
Curriculum and
Instruction; Technology
Facilitator,
● Continue to Field Test
online assessments
● Support Online
Resources and continued
testing
● Responsible: Testing
Director; Director of
Curriculum and
Instruction; Technology
Facilitator,
Administrators, Teachers
Monitor
Professional
Development
SEA System
Administrators,
Teachers
Prepare students for online
assessment delivery.
● Field testing online
● Sign up for pilot
programs
● ClassScape – formative
and summative
assessments
● Work Keys
● QUIA Subscription
● Google Docs to make
and share online
classroom testing
resources
● Responsible: Testing
Director; Director of
Curriculum and
Instruction; Technology
Facilitator,
Administrators,
Teachers
● Continue to Field Test
online assessments
● Support Online
Resources and continued
testing
● Responsible: Testing
Director; Director of
Curriculum and
Instruction; Technology
Facilitator,
Administrators, Teachers
Interim practice
assessments
delivered
online
Monitor and
measure
student success
with online
assessments:
ClassScape;
QUIA;
Elements;
Work Keys;
Plan
Provide ongoing support and
professional development
necessary for use of data to
inform instruction.
● Provide professional
development for data
informed decision
making
● ClassScape, QUIA,
EVAAS
● Close the disconnect
between what data tell
us and how we teach
and use the data
● Data Informed Decision
Making Training
● Continue to train and
develop data making
decision process
● Teachers and schools to
share data and process
● Data walls
● Student data notebooks
system-wide
● Responsible: Teachers;
Director of Curriculum
and Instruction; Testing
Director, Administrators;
Monitor
effective usage
of: EVAAS;
ClassScape;
PLAN results;
Work Keys;
Explore
Evaluate
effective
implementation
of Curriculum
Based
● Responsible: Teachers;
Director of Curriculum
and Instruction; Testing
Director,
Administrators;
Technology Facilitator;
Technology Director
Technology Facilitator;
Technology Director
Measurement
Evaluate
effective
implementation
of the Problem
Solving Model
Provide support for teacher
and administrator progress
and evaluation according to
MCREL standards.
● Continued support and
professional
development with the
new evaluation
instrument
● How can we leverage
this process
(information) to
improve teaching and
learning
● Support teachers and
administrators in this
process
● PD on the Technical
side of the new
evaluation process
● Responsible: Personnel
Director;
Superintendent;
Administrators; Director
of Technology
● Continue to update and
train teachers on the
evaluation instrument
● Review specific
requirements and goals
as needed with teachers
● Continue to support the
technical side of the
evaluation process
● Responsible: Personnel
Director;
Superintendent;
Administrators; Director
of Technology
Measure
successful
usage of the
MCREL
evaluation
process
Teacher
Working
Conditions
Survey
Strategic Priority 5: 21st Century Leadership for All Schools and Districts
Essential Questions
Are your LEA/Charter leaders prepared to lead and create a vision for 21st century
education?
Are mechanisms in place for school leaders to create 21st century learning cultures?
Are professional growth programs/opportunities available to prepare teachers and
administrators to lead 21st century learning environments?
Current Status/Moving Forward
Our leaders are prepared to lead and create a vision for 21st century education. Leading
by example, many school leaders are utilizing digital resources such a Google Docs to
communicate and collaborate with faculty and students. In addition, mechanisms are in place for
school leaders to create 21st Century learning cultures. With implementation of the 1:1 learning
environment in grades 9-12, resources from those grades (netbooks) have been shared with
grades 6-8. Targeted professional development is planned for teachers in grades K-8 as
resources find their way to their classrooms. Classrooms K-12 are equipped with data
projectors; many are also outfitted with document cameras. Connectivity speed is adequate to
support our needs.
Although funds are limited, we are providing an abundance of train the trainer-type
opportunities. The technology facilitator for our LEA will continue providing bi-weekly
“Technology Tuesdays” which are open to the entire district. Many administrators have
earmarked funds for media specialists and classroom teachers to attend the NC TIES Conference
in the spring. This professional development opportunity is vital in keeping up with the latest
instructional tools and integration possibilities. We have also implemented a local requirement of
CEU’s for all teachers and administrators.
Briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other plans/ initiatives being
implemented in your LEA.
Alignment to Other Plans and Initiatives:
Strategic Priority 5: 21st Century Leadership for All Schools and Districts
Mitchell County Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the
strategic priorities of our plan...
ACRE
Mitchell County teachers and administrators will continue to participate in the various leadership institutes provide by the
Department of Public Instruction through the Accountability and Curriculum Reform Effort
Career and College Ready, Set, Go!
Mitchell County Schools will build upon technological educational initiatives to support and build technology leadership to support the
demands and requirements for our next generation students
Race to the Top Local and State Scopes of Work
Mitchell County School Leadership will utilize the Race to the Top Evaluation process to further develop and foster 21st century
leadership.
Other LEA initiatives/plans
Other LEA initiatives/plans
Other LEA initiatives/plans
5: 21st Century Leadership for All Schools and Districts
Goals should be precise and measurable. See notes/guidelines regarding evaluation.
Suggested Goals/Targets Year 1
July 1, 2012 – June 30, 2013
Year 2
July 1, 2013 – June 30, 2014
Yearly Evaluation
Evaluation Method(s) DPI Use
Create and lead a vision for
21st century education
● Provide training for
leadership regarding
the culture of a
technology-rich
learning environment.
● Offer experiences in
technology driven
classrooms to solidify
the vision of 21st
Century learners.
● Continue professional
development
assessment and
evaluation regarding
1:1 implementation.
● Responsible:
Administrators,
Technology Facilitator,
Technology Director,
Director of Instruction,
Personnel Director,
Superintendent
● Begin to access
technology integration
in the classroom using
MCREL and offer
support for teachers
when needed.
● Responsible:
Administrators,
Technology Facilitator,
Technology Director,
Director of Instruction,
Personnel Director,
Superintendent
Survey results
Measure and
monitor classroom
usage of 21 century
technologies
Create 21st century learning
cultures
● Continue placement of
netbooks in grades 6-8
and provide targeted
professional
development for those
grades.
● Explore devices for
grades K-5 and visit
schools with successful
models for those
grades.
● Responsible:
Measure and
monitor placement
and usage of one to
one devices 6-8
(100%)
Evaluate teacher
● Continue to monitor
teacher turnover rates
to ensure stronger
learning culture
● Responsible:
Administrators,
Technology Facilitator,
Technology Director,
Director of Instruction,
Personnel Director,
Superintendent
Administrators,
Technology Facilitator,
Technology Director,
Director of Instruction,
Personnel Director,
Superintendent
turnover rates
Prepare teachers and
administrators to lead 21st
century learning
environments
● Provide training for
project-based learning
for all grade levels.
● Complete STNA
assessment for faculty
and administration in
grades K-12.
● Responsible: Director
of Curriculum and
Instruction,
Technology Facilitator,
Administrators, Lead
Teachers
● Implement project-
based learning
● Integrate technology
into each curriculum
using LOFTI
● Responsible: Director
of Curriculum and
Instruction, Technology
Facilitator,
Administrators, Lead
Teachers
Develop strategic
partnerships with
community and business to
promote 21st Century
learning.
● Continue sharing
vision to local civic
organizations
government agencies.
● Communicate student
results, data, and
projects to show
evidence of importance
● Provide students the
learning opportunities
geared specifically to
workforce preparedness
using Microsoft IT
Academy
● Responsible:
Administrators,
Measure community
and business
partnerships
Evaluate the number
of hot spots in the
community
Measure the number
of students earning
of 21st Century
learning
● Responsible:
Administrators,
Technology Facilitator,
Technology Director,
Director of Instruction,
Personnel Director,
Superintendent
Technology Facilitator,
Technology Director,
Director of Instruction,
Personnel Director,
Superintendent
credentials/certificat
ions
Appendix A: Policies and Procedures
Mitchell County Schools Technology Plan
Policy, Procedure, & Guidelines Implementation Chart
Policies, Procedures, & Guidelines
All Policies, procedures and guidelines should be updated to include the fundamentals
of 21st Century Education and Information & Technology Skills. Policies should be
translated into predominant languages of students and parents. Policies, procedures
and guidelines should be displayed along with the STP and other referenced
LEA/Charter plans. Make sure links have navigations that are user friendly.
LEA Policy
Code or
Procedure
LEA
Adoption,
Implementati
on or
Revision
Date
Policies Required
A. Materials Selection Policy including internet resources (GS §115c-98(b)) 3220 1/11/2010
B. Disposal of Equipment / Replacement of Obsolete Equipment (GS §115c-518) 6440 10/19/2009
C. Hardware and Software Procurement (GS § 115c-522, 115c-522.1) 6440 10/19/2009
D. Copyright and Plagiarism Policy (PL §94-553, 90 Stat. 2541), 3230/7330 10/19/2009
E. Acceptable Use Policy (PL §106-554) (including existing 1:1, bring your own device)
3225/4312/
7320 09/21/2009
F. Equipment/Materials Donation Policy (GS §115C-518) 5010 2/21/2000
G. Data Privacy Policy (20 U.S.C. § 1232g; 34 CFR Part 99 (FERPA))
3225/4312/
7320 09/21/2009
H. Inventory Control Policy (GS §115c-539, 115c-102.6A-C(5)) 6510 10/19/2009
I. Access to Services Policy (GS §115c-106.2) 3220 1/11/2010
J. Online Assessment and Instruction Policy Code Name/# Month/Year
K. Advertising and Commercialism Policy (GS §115c-98) (Procurement and gifts ethics) 6401 6440 05/16/2011
L. Internet Safety and Ethical Use including Cyberbullying and Harassment
(Protecting Children in the 21st Century Act, CIPA, FERPA, GS 115C-407)
3225/7320
1710/4021/
7230
1/11/2010
12/19/2011
(Locally identified policies)
Procedures
A. Hardware and Software Deployment 3220 1/11/2010
B. Equipment maintenance and repairs 3220 1/11/2010
C. Outdated Resources and Equipment Replacement 6500 6560 1/11/2010
D. Disaster Recovery of Data and Hardware 6524 1/11/2010
E. Administration of Online Courses
F. Administration of Online Assessment
(Locally identified procedures)
Guidelines
A. Policy Translation 2430 2/21/2000
B. Use of Digital Media and Resources 3220 1/11/2010
C. Instructional Use of Videos 3200 1/11/2010
D. Development of Online Resources 3220 1/11/2010
(Locally identified guidelines)