asheville city schools technology plan 2012-2014

Asheville City Schools

Technology Plan

2012-2014

Draft November 2011

Final July 2012


Technology Plan

Board Approved 3/26/2012

Table of Contents

Vision Page 6

Strategic Priorities Overview Page 7

Priority 1: Shared Services Model Page 8

Priority 2: Universal Access to Personal Teaching and Learning Devices Page 13

Priority 3: Access to Digital Teaching and Learning Resources, Including Digital

Textbooks

Page 16

Priority 4: Model of Technology-Enabled Professional Development Page 19

Priority 5: 21st Century Leadership for Your LEA 3

Appendix A Page 26


Technology Plan



Technology Planning Committee/MTAC

Member Job Title/Position

Matt Whiteside IT and Media Director

Angie Cathcart ITF

Anndrea Burns ITF

Beverly McBrayer Teacher-Librarian

Crystal Hendrix Teacher-Librarian

Diane Wilson Teacher-Librarian

Helga Graff Teacher-Librarian

Jesse Emry ITF

Jodie Mercier Teacher-Librarian

John Anglin Teacher-Librarian

Keith Pittman ITF

Kelvin Cyrus Assistant Superintendent C & I

Linda Geer Teacher-Librarian

Martha Hayes Teacher-Librarian

Martin Jacobsen Network Administrator

Rebecca Smith ITF

Shannon Baggett ITF

Susanna Smith School Administrator

Theresa Swann ITF

Cathy Sorensen ITF


Technology Plan


Asheville City Schools Technology Plan

2012-2014

Vision Statement

Vision Statement

Asheville City Schools is a diverse community of 21st century learners, teachers and

administrators. Our students and staff use a wide range of technologies to enable and enrich

communication, productivity, creativity, management, collaboration, teaching and learning. Our

students and staff are competent in critically assessing and selecting digital resources and tools.

The Asheville City Schools network infrastructure serves as a cost-effective platform for the

implementation of emerging technologies. Use of technologies in our community allows learners

to contribute in local and global settings as innovative, ethical and productive citizens.


Technology Plan



Strategic Priorities Overview

2012 - 2014

Asheville City Schools is in a state of transition. Current and past teaching and learning tools,

including processes, assessment and content, are all giving way to improvements. This is

facilitated by several initiatives in the state and at the local level, including Common Core and

Essential Standards, Race to the Top and IIS, ACRE, Career and College Ready, Set, Go,

Digitally Literate Asheville, North Carolina Learning Technology Initiative, IMPACT model and

Professional Learning Community processes. All of these change initiatives or reform models

are designed to improve teaching and learning for our 21st century students and prepare them to

be career and college ready when they graduate.

Success in a 21st Century curriculum requires ever-present access to personal teaching and

learning devices and access to quality digital resources. Asheville City Schools is able to provide

this access through savings associated with opting in to the state’s shared services model. As the

devices and resources are in place, technology enabled professional development will provide

instructional staff the pedagogical and curricular support required to make the shift in their

instruction. 21st Century Leadership will create a space for this transition to happen and will

apply the gentle consistent pressure to ensure all students benefit.

Asheville City Schools’ transition process will be to identify the shared services offered by the

state that are more cost effective than those we can provide locally. We will make use of these

services and use funds saved to provide teaching and learning technologies. At the same time, we

will identify and acquire open source and low cost digital resources for use by our instructional

staff and students. As our resources change and access improves, and as our understanding of

21st century teaching and learning develops, we will design, implement and evaluate professional

development offerings to support our teachers and students.


Technology Plan


Strategic Priority 1: A Statewide Shared Services Model

Current Status and Moving Forward

The demands of providing access to technology resources are a challenge for Asheville City

Schools. We are a small district with a limited ability to recruit and retain information

technology professionals that have the range and depth of expertise needed to be nimble and

responsive to emerging needs. We are fortunate that a series of grants has allowed us to develop

a robust infrastructure, including a high-bandwidth WAN and dense wireless infrastructure in

most of our schools, but maintenance and sustainability will be a considerable financial

challenge as grant funding ends.

At present we are forced to support infrastructure at a substantial cost, in terms of capital and

human resources, to ensure the digital learning technologies we have are viable. As budgets are

limited, the less we spend on infrastructure, the more we have available for user devices.

Through the North Carolina School Connectivity Initiative and E-Rate, we are able to connect to

the internet at little cost. This connection is reliable and has both high–bandwidth and low–

latency. This means we are poised to make use of “cloud” based infrastructure as a service. If

cloud infrastructure is cost effective and easy to manage, we will be able to shift the use of our

limited resources, capital and human, from providing access to technology to supporting

instructional use of technology. The NC Ed Cloud, as a statewide shared services model,

promises to offer infrastructure services that will enable Asheville City Schools to make just this

shift.

Asheville City Schools will evaluate each NC Ed Cloud offering to identify and implement those

that prove to be less expensive, require less human resources, and offer more reliability than we

can offer. The resources that are recouped will be used to provide additional and equitable access

to mobile devices, digital tools, and digital content. We will continue to leverage E-Rate funding

and provide safe, filtered access to Internet content in compliance with CIPA and all other

applicable regulations.


Technology Plan

Board Approved3/26/2012

Alignment to Other Plans and Initiatives:

Strategic Priority 1: A Statewide Shared Services Model

Asheville City Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic

priorities of our plan...

ACRE By participating in the shared services model offerings, Asheville City Schools will better prepare for the transition to online

assessments, digital textbooks and universal access to personal teaching and learning devices.

Career and College Ready, Set, Go! By participating in the shared services model offerings, Asheville City Schools will be more able to provide access to the technologies

required for students to acquire the skills necessary for careers in today’s information economy. Asheville City Schools will also be

able to use resources to provide professional development to teachers.

Race to the Top Local and State Scopes of Work By participating in the shared services model offerings, Asheville City Schools will be able to continue our Race to the Top emphasis on

employing technology facilitators to provide training and instructional support.

ACS 2007 – 2012 Strategic Plan By participating in the shared services model offerings, Asheville City Schools will be able to support strategic plan outcome 1.2: All

ACS students will demonstrate effective use of 21st Century information literacy skills and outcome 5.2: 21st Century technology

learning tools will be available, relevant, and supported by facilities and personnel.

1. Statewide Shared Services Model

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

Continue implementation and

support of 1 to 1 initiative at AHS

and SILSA.

IT Director, School

Administration, District

Leadership

Continue implementation and

support of 1 to 1 initiative at AHS

and SILSA.

IT Director, School


Leadership

MTAC minutes, PD

Evaluations, Help Desk

Records, Deployment

records


Technology Plan


Evaluate tablet pilot for student

use (30 at Dickson, 10 in EC

classes) and administrators

(principals and department

directors) and standardize on

tablet platform by March 2013 IT Director, Network

administrator

Use resources recouped from

infrastructure provided via

statewide shared services to

provide tablet devices to faculty

and students

IT Director, Network

administrator

Tablet Evaluation

Report, Purchase Order

if ordered and

Deployment Plan

Develop viability assessment and

implementation plan by June of

2013 for "bring your own

technology" program, leveraging

collaborative purchasing and

statewide shared services model. IT Director, Network

administrator

Implement "bring your own

technology" program as possible

in all schools, leveraging


statewide shared services model. IT Director, Network

administrator

Assessment Report,

Implementation Plan,

Budget Comparisons

Continue implementation of

student staffed laptop help desk to

maintain student laptops

IT Director, Principal

Continue implementation of

student staffed laptop help desk to

maintain student laptops

IT Director, Principal

Help desk work order

report, help desk

procedures manual

Provide equitable and

additional access to

digital resources

Identify digital resources ,

including “eBooks”, aligned with

Common Core and NC Essential

standards during fall of 2012 IT Director, C& I

Continue identifying digital

resources , including “eBooks”,

aligned with Common Core and

NC Essential standards IT Director, C& I

Identification Process,

list of resources, RttT

Evaluations/Reports

Partner with NCDPI staff to

incorporate the IIS into the daily

operational aspects of the school

IT Director, C& I




IT Director, C& I

Meeting Dates and

results report


Technology Plan


Promote/maintain

innovative funding

model by utilizing

NCEdCloud offerings

and alternatives

Reduce expenses by utilizing web

content filter offered by

NCEdCloud

IT Director, Network Admin

Reduce expenses by utilizing web

content filter offered by

NCEdCloud


Budget Analysis

Evaluate and implement cost

effective offerings presented by

NCEdCloud IT Director, Network Admin

Evaluate and implement cost

effective offerings presented by

NCEdCloud IT Director, Network Admin

Budget Analysis

Continue transition to Open

Source and low cost cloud

services as appropriate, for

example Moodle, Google apps for

education, LibreOffice


Continue transition to Open

Source and low cost cloud

services as appropriate, for

example Moodle, Google apps for

education, LibreOffice


List of open source

resources and dates

implemented,

Professional

Development Plan

Develop infrastructure to support

virtual computing capability such

as virtual applications and virtual

desktops


Develop infrastructure to support

virtual computing capability such

as virtual applications and virtual

desktops


Project Plan

Documentation,

Planning meeting

minutes

Annually assess the

telecommunication services,

hardware, software, and other

services we have in place to

support improved teaching and

learning.


Administrator

Annually assess the

telecommunication services,

hardware, software, and other

services we have in place to

support improved teaching and

learning.


Administrator

Assessment report

analysis


Technology Plan


Maximize E-rate in

support of instructional

programs

Apply for E-Rate for all eligible

services, including priority 2

internal connections hardware to

increase wireless density IT Director

Apply for E-Rate for all eligible

services, including priority 2

internal connections hardware to

increase wireless density IT Director

Erate Application

Provide content

filtering in accordance

with the Children's

Internet Protection Act

(CIPA).

Utilize Z-scaler content filter

through bundled service with

School Connectivity

IT Director

Utilize Z-scaler content filter

through bundled service with

School Connectivity

IT Director

Z-scaler Filtering Report


Technology Plan


Strategic Priority 2: Universal Access to Personal Teaching and Learning

Devices


Asheville City Schools has been transformed by a series of IMPACT Grants. Thus, we have the

IMPACT model in all our schools at various levels of adoption, but in place and functioning in

each. This research based model is one vehicle we can use to implement best practices for the

instructional use of universal access to personal teaching and learning devices. Asheville High

School, SILSA, and Hall Fletcher Elementary have implemented one to one programs which

provide this universal access. The North Carolina Learning Technology Initiative at NC State’s

Friday Institute has provided planning and implementation support for our one to one programs

at the high school level. DPI consultants have also been integral to this transformation.

Asheville City Schools will build on our experiences with one to one as we move forward to

implement our universal access initiative called “Digitally Literate Asheville”, or DLA. The

initiative calls for one to one, universal access to learning technologies, starting at the high

school level and pushing down as funds and technical capacity allow. The overarching goal of

DLA is to transform student learning by engaging all with digital learning devices. Universal

access here is used in a comprehensive sense to describe not just ubiquitous access to learning

technologies (laptops, tablets, smartphones, handhelds, etc.), but also access to a 21st Century

curriculum with social-constructivist theoretical underpinnings implemented by highly skilled

educators.

Universal access can be broken down to include devices, pedagogy, professional development,

and infrastructure. Asheville City Schools anticipates shifting resources from infrastructure

maintenance to device acquisition over the next 2 years. This shift will allow for ample access to

devices and thus our faculty will need support and professional development in developing the

teaching strategies to engage all our students in 21st Century learning.

Another strategy to providing universal access is “bring your own technology”. In this approach,

students and staff are able to access our wireless infrastructure and internet connection on tablets

or laptops that they own. We will develop a plan for moving forward with “bring your own

technology”.

It is our belief that providing our faculty and staff with the tools, resources, training and support

to engage all students in learning that is relevant and meaningful will result in greater student

learning and a more academically intriguing environment for all.


Technology Plan



Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices



ACRE

By moving to provide universal access to personal teaching and learning devices, Asheville City Schools will better prepare for the

transition to online assessments, digital textbooks and other digital resources such as IIS and others.

Career and College Ready, Set, Go!

By moving to provide universal access to personal teaching and learning devices, Asheville City Schools will be more able to provide

access to the technologies required for students to acquire the skills necessary for careers in today’s information economy.

Race to the Top Local and State Scopes of Work

Asheville City Schools will be able to continue our Race to the Top emphasis on employing technology facilitators to provide training

and instructional support through the use of personal teaching and learning devices.

ACS 2007 – 2012 Strategic Plan moving to provide universal access to personal teaching and learning devices, Asheville City Schools will be able to support strategic

plan outcome 4.1: School professionals will collaborate with local, state, national, and international partners to discover innovative

strategies to facilitate change and remove barriers to 21st Century learning and outcome 5.2: 21st Century technology learning tools

will be available, relevant, and supported by facilities and personnel.

Priority 2: Universal Access to Personal Teaching and Learning Devices

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, IMPACT

Model

Develop a “digital conversion

planning framework” to define

scope, resources and goals of a

comprehensive plan for district-

wide digital conversion by June

of 2013.

Develop district-wide digital

conversion plan by June of 2014 digital conversion

planning

framework, digital

conversion plan,

RttT

Evaluations/Reports


Technology Plan


Communicate your plan to all

stakeholders.

Disseminate “bring your own

technology” plan to stakeholders

in the following venues: District

MTAC meetings, District Admin

Team meetings, School MTAC

meetings, School SPMT

meetings, PTO meetings and

School Board meetings.

IT Director, School


Leadership

Disseminate “bring your own

technology” plan to stakeholders

in the following venues: District

MTAC meetings, District Admin

Team meetings, School MTAC

meetings, School SPMT

meetings, PTO meetings and

School Board meetings.

IT Director, School


Leadership

Meeting minutes

and agendas

Increase overall access to

personal learning devices.

Develop viability assessment

and implementation plan by June

of 2013 for "bring your own

technology" program, leveraging


statewide shared services model.


administrator

Implement "bring your own

device" program as possible in

all schools, leveraging


statewide shared services model.


administrator

Tablet Evaluation

Report, Purchase

Order if ordered

and Deployment

Plan

Evaluate tablet pilot for student

(30 at Dickson, 10 in EC classes)

and administrator use (principals

and department directors). Upon

successful evaluation and

recommendation, standardize on

tablet platform by March 2013


Administrator

Use resources recouped from

infrastructure provided via

statewide shared services to

provide tablet devices to faculty

and students IT Director, Network

Administrator

Tablet Evaluation

Report, Purchase

Order if ordered

and Deployment

Plan


Technology Plan


Strategic Priority 3: Statewide Access to Digital Teaching and Learning

Resources, Including Digital Textbooks


With universal access to learning technologies, economies of scale come in to play that make

acquiring digital resources an attractive option. The digital resources referred to include digital

text books and eBook readers, online reference materials and databases, subscriptions to content

rich websites, digital video content (Discovery Streaming), online assessment services, student

response systems, text book supplementary material, original document repositories (Library of

Congress American Memory project), etc. The tools and features of eBooks allow digital

textbooks to go far beyond the scope of traditional print text books. Digital text books can

incorporate features that allow for more interactive and participatory learning with embedded

multimedia, better differentiation, and learning management system tools (assigning tasks,

benchmarking and assessment, collecting student feedback, etc).

The promise of digital teaching and learning resources, including digital textbooks, is significant.

Digital resources:

can be kept up to date

can be portable and shareable

are available in a wide range of content and difficulty levels

offer great opportunities for differentiation

have interactive components that are engaging to many students

are frequently more cost effective than traditional print resources

The adoption of Common Core and Essential Standards will act as a catalyst in the proliferation

of open digital resources as more educators are working toward common goals, at the same time

that our ability to classify, repackage and share digital resources is increasing.

We have Moodle in place for teachers to organize student access to digital resources for grades 6

to 12. The younger grades rely on SharePoint and various other platforms (Wikispaces, blogs,

Edmodo, etc.) to distribute digital resources.

Moving forward, we find a need to establish funding to sustain technologies purchased with

grant funds. We are in the process now of developing a sustainability study in our district MTAC

to present to leadership. This will include projector lamps, print materials, replacement

keyboards, headphones, etc. Currently, these needs are being met differently at each school.

Grant funding is coming to an end and we are concerned with the impact on other programs if

funds are not allotted specifically for maintaining our existing technology resources.


Technology Plan



Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks



ACRE

By moving to provide access to digital teaching and learning resources, Asheville City Schools will better prepare for the transition to

online assessments, digital textbooks and other digital resources such as IIS and others.


By moving to provide access to digital teaching and learning resources, including digital textbooks, Asheville City Schools will be more

able to provide interaction with the resource types that will be required for careers in today’s information economy.



and instructional support in the use of digital teaching and learning resources, including digital textbooks.

ACS 2007 – 2012 Strategic Plan By moving to provide access to digital teaching and learning resources,, Asheville City Schools will be able to support strategic plan

outcome 4.1: School professionals will collaborate with local, state, national, and international partners to discover innovative

strategies to facilitate change and remove barriers to 21st Century learning and outcome 5.2: 21st Century technology learning tools

will be available, relevant, and supported by facilities and personnel.

3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks


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 quality

online resources and platforms

such as Discovery Streaming,

Moodle, Google docs, SharePoint

and “eBooks” subscriptions

IT Director

Continue to support quality online

resources and platforms such as

Discovery Streaming, Moodle,

Google docs, SharePoint and

“eBooks” subscriptions

IT Director

Evaluation of

online resources

offered


Technology Plan


Utilize procured resources such

as NC WiseOwl, and other

open education resources

Provide professional

development to teachers

regarding available online

resources such as NC Wiseowl,

NC Ed Cloud learning Object

Repository, Thinkfinity, IIS and

others.

IT Director; ITF

Provide professional development

to teachers regarding available

online resources such as NC

Wiseowl, NC Ed Cloud Learning

Object Repository, Thinkfinity,

IIS and others.

IT Director; ITF

Professional

development

evaluation

analysis

Use digital content aligned

specifically to Common Core

and NC Essential Standards

Identify and acquire digital

resources, including “eBooks”,

aligned with Common Core and

NC Essential standards during

fall of 2012

IT Director, C& I

Continue identification and

acquisition of digital resources,

including “eBooks”, aligned with

Common Core and NC Essential

standards

IT Director, C& I

Analysis of

resource lists

Ensure equity to digital

teaching and learning

resources from school to school

in your LEA.

Advocate for school technology

budget to provide sustainability

of technology related consumable

items (projector lamps, blank

media, headphones, etc)

District MTAC

Advocate for school technology

budget to provide sustainability of

technology related consumable

items (projector lamps, blank

media, headphones, etc)

District MTAC

Meeting notes,

School

technology

budget request

Set minimum guidelines for

amount of access (number and

type of computers) provided by

the district to schools by October

2012

District MTAC, IT Director

Apply minimum guidelines for

amount of access (number and

type of computers) provided by

the district to schools

District MTAC, IT Director

Access

guidelines


Technology Plan


Strategic Priority 4: A Statewide Model of Technology-Enabled Professional

Development


The shift to digital teaching and learning requires technical knowledge, content knowledge and

pedagogical knowledge. When teachers and administrators have sufficient knowledge in these

realms they are able to make the best decisions regarding integration of digital teaching and

learning resources to their practice. This is the TPACK model which will be a framework for

professional development and collaborative planning in our district. This is to say, we understand

that for teachers and administrators to change practice they need to develop knowledge in all

three areas.

Technology professional development is ongoing and includes considerations of new pedagogy

allowed or facilitated by technology. Content alignment is not the goal of technology

professional development but is the fundamental element of the collaborative planning process.

Teachers and administrators need traditional technology skills (file management, application

skills) but also need skills in using newer cloud based resources. Pedagogical approaches

afforded by web 2.0 tools need to be understood in order for the use of the tools to have the

transformative effect on teaching and learning in our schools. We will continue to offer a two

pronged approach to technology professional development. One, topical workshops aimed at

developing technology skills and new pedagogies, and two, collaborative planning, a form of

job-embedded professional development in which curriculum is developed using technology as

tool for teaching and learning.

We are moving toward using Moodle district-wide as a vehicle for technology-enabled

professional development.

Common Core and Essential Standards present new content and also present some specific

technology use and suggests pedagogical approaches. 21st Century Skills as defined by P21.org

are a bridge that connects these changes. The P21 Common Core Toolkit can be used to

highlight the common goals of the changes represented in Common Core and Essential

Standards and technology integration.


Technology Plan



Strategic Priority 4: A Statewide Model of Technology-Enabled Professional Development



ACRE

Professional development will facilitate the transition to online assessments, digital textbooks, IIS and other digital resources aligned

with ACRE.


21st Century Skills alignment with Common Core and Essential Standards and instructional technology tools will provide teachers

with the ability to deliver the skills necessary for careers in today’s information economy.



and instructional support in the use of digital teaching and learning resources, including digital textbooks and personal teaching and

learning devices.

ACS 2007 – 2012 Strategic Plan By utilizing technology-enabled professional development, Asheville City Schools will be able to support strategic plan outcome 2.3:

Every ACS professional will have 21st Century preparation and access to ongoing, research-based, high-quality professional

development aligned with local and state goals.

4: A Statewide Model of Technology-Enabled Professional Development


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.

Instructional Technology

Facilitators, with MTAC

guidance and based on STNA,

walk through data and other data,

will develop, implement and

assess school technology

professional development plan

Instructional Technology

Facilitators, with MTAC

guidance and based on STNA,

walk through data and other data,

will develop, implement and

assess school technology

professional development plan

School

professional

development

plans and

assessment

reports


Technology Plan


annually

IT Director, ITF

annually

IT Director, ITF

Support models that promote

and further the ideals of

technology-enabled and

integrated professional

development

Implement TPACK model

district-wide to guide technology

use in planning and

implementing professional

development.

IT Director, C&I

Continue to implement TPACK

model district-wide to guide

technology use in planning and

implementing professional

development.

IT Director, C&I

School

professional

development

plans and

assessment

reports

STNA


development on TPACK model

to personnel tasked with

delivering professional

development

IT Director

Continue to provide professional

development on TPACK model to

personnel tasked with delivering

professional development

IT Director

Professional

development

schedule, School

professional

development

plans and

assessment

reports

Prepare media specialists and

instructional technology

facilitators to support digital

reform.


development on the new draft

standards for teacher-librarians

and instructional technology

facilitators

IT Director


development on the new draft

standards for teacher-librarians

and instructional technology

facilitators

IT Director

Evidence of new

standards in

evaluation

Deliver Common Core and

Essential Standards training to

teachers using integrated

technology as a model for

further classroom integration.

Introduce the P21 Common Core

toolkit to teachers using Moodle

and web 2.0 resources.

IT Director, ITF

Continue with P21 Common Core

toolkit as appropriate.

IT Director, ITF

Analysis of

teacher attitudes

21st Century

Skills survey

Prepare staff for online

assessment delivery.


development and support to


development and support to

Analysis of

online


Technology Plan


implement Race to the Top and

other assessments required by the

state.

Director of Accountability, IT

Director, ITFs

implement Race to the Top and

other assessments required by the

state.

Director of Accountability, IT

Director, ITFs

assessment

implementation

Prepare students for online

assessment delivery.

Through technology infused

lessons and projects, as well as

Internet safety, students will have

ample opportunity to develop

skills in reading, writing,

comprehending, and thinking in

the online milieu.

IT Director, ITF

Through technology infused

lessons and projects, as well as

Internet safety, students will have

ample opportunity to develop

skills in reading, writing,

comprehending, and thinking in

the online milieu.

IT Director, ITF

ITF collaborative

planning report

Provide support for teacher

and administrator progress

and evaluation according to

MCREL standards.

Develop and communicate

technology integration tiers

describing a continuum of

technology enable instruction for

each grade span, K – 5, 6 – 8, and

9 to 12 aligned with MCREL 4

part D.

IT Director, C& I

Continue to refine and

communicate technology

integration tiers describing a

continuum of technology enable

instruction each grade span, K –

5, 6 – 8, and 9 to 12 aligned with

MCREL 4 part D.

IT Director, C& I

Tiered continuum

of technology

integration

practices

MCREL Reports


Technology Plan


Strategic Priority 5: 21st Century Leadership for All Schools and Districts

Current Status/Moving Forward

Asheville City Schools is in the process of developing a new strategic plan this year.

Instructional Technology is strongly represented in this process through the district commitment

to “Digitally Literate Asheville” or DLA. This is the name of our one to one learning device

initiative. DLA is not just about providing a 1:1 ratio of learners to devices, but also about using

the devices to engage all learners with 21st century skills. The DLA vision, the in-process district

vision for the strategic plan and the continuation of the IMPACT model at our schools is

evidence of our commitment to sustaining and further developing our media and technology

leadership.

Asheville City Schools is committed to the PLC model of teachers supporting one another in

their work to assure student learning. This develops a culture of focusing on student learning

outcomes as measured through a variety of formal and informal methods. Instruction and

interventions are developed collaboratively to raise student achievement. The TPACK model

will be used to include integration of technology in PLC processes.

ACS is investing in the professional growth of the new Director of Instructional Technology and

Media Services, as well as the continued growth of the Superintendent. These leaders have

enrolled in a joint leadership program at the School of Government at UNC Chapel Hill. The

Director of Instructional Technology and Media Services’ program is titled “Certified education

Chief Technology Officer (CeCTO)” program and the Superintendent’s program is titled

“Leaders for the 21st Century”. The Director of Instructional Technology and Media Services is

also participating in the “new technology director’s boot camp” that NCDPI has developed.


Technology Plan



Strategic Priority 5: 21st Century Leadership for All Schools and Districts



ACRE

By providing for 21st

Century leadership, Asheville City Schools will move teachers to identify critical information and skills and

prepare students to show learning in evolving learning measures.


By providing for 21st

Century leadership, Asheville City Schools will develop a culture of excellence in providing students skills

necessary for success in 21st Century careers and college work.


Professional Learning Communities will support the Race to the Top detailed scope of work in providing curricular support in new

standards, improving professional development, and use of EVAAS data for instructional program decision-making.

ACS 2007 – 2012 Strategic Plan By providing for 21

st Century leadership, Asheville City Schools will be able to support strategic plan outcome 1.2: All ACS students

will demonstrate effective use of 21st Century information literacy skills, outcome 2.3: Every ACS professional will have 21st Century

preparation and access to ongoing, research-based, high-quality professional development aligned with local and state goals, outcome

4.1: School professionals will collaborate with local, state, national, and international partners to discover innovative strategies to

facilitate change and remove barriers to 21st Century learning, and outcome 5.2: 21st Century technology learning tools will be

available, relevant, and supported by facilities and personnel.

5: 21st Century Leadership for All Schools and Districts


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

Continue to develop the vision

for DLA and communicate it to

all stakeholders through meetings

and social media.

Superintendent, IT Director

Continue to develop the vision for

DLA and communicate it to all

stakeholders through meetings

and social media.

Superintendent, IT Director

Analysis of

vision, listing of

communication

events


Technology Plan


Create 21st century learning

cultures

Continue to implement

Professional Learning

Communities

Principals, C & I

Continue to implement

Professional Learning

Communities

Principals, C & I

Meeting minutes

Prepare teachers and

administrators to lead 21st

century learning environments




IT Director, C& I




IT Director, C& I

Meeting Dates

and results report

Superintendent and Technology

Director will successfully

complete the 21st Century Leader

and CeCTO programs at UNC

School of Government

November 2012

Certificate of

completion


Technology Plan


Appendix A: Policies and Procedures


Policy, Procedure, & Guidelines Implementation Chart

Policies, Procedures, & Guidelines

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)) 3200 10/2/2006

B. Disposal of Equipment / Replacement of Obsolete Equipment (GS §115c-518) 9400 3/2/1998

C. Hardware and Software Procurement (GS § 115c-522, 115c-522.1) 3200 10/2/2006

D. Copyright and Plagiarism Policy (PL §94-553, 90 Stat. 2541), 3230 5/11/1998

E. Responsible Use Policy (PL §106-554) 3225 2/2011

F. Equipment/Materials Donation Policy (GS §115C-518) 5010 9/14/1998

G. Data Privacy Policy (20 U.S.C. § 1232g; 34 CFR Part 99 (FERPA)) 4700 10/4/2010

H. Inventory Control Policy (GS §115c-539, 115c-102.6A-C(5))

ACS Fixed

Asset

Procedures 1/10/12

I. Access to Services Policy (GS §115c-106.2) 1730 12/6/2010

J. Online Assessment and Instruction Policy

DPI

Guidelines

K. Advertising and Commercialism Policy (GS §115c-98) 3200 10/2/2006

L. Internet Safety and Ethical Use including Cyberbullying and Harassment

(Protecting Children in the 21st Century Act, CIPA, FERPA, GS 115C-407) 3225 2/2011

Procedures

A. Hardware and Software Deployment

ACS IT Dept

Guidelines

B. Equipment maintenance and repairs

ACS IT Dept

Guidelines

C. Outdated Resources and Equipment Replacement

ACS IT Dept

Guidelines

D. Disaster Recovery of Data and Hardware

ACS IT Dept

Guidelines

E. Administration of Online Courses

ACS IT Dept

Guidelines

F. Administration of Online Assessment

ACS IT Dept

Guidelines

http://www.ncga.state.nc.us/enactedlegislation/statutes/pdf/bysection/chapter_115c/gs_115c-98.pdf



http://www.ncga.state.nc.us/enactedlegislation/statutes/pdf/bysection/chapter_115c/gs_115c-522.1.pdf

http://www.copyright.gov/title17/circ92.pdf

http://www.gpo.gov/fdsys/pkg/PLAW-106publ554/pdf/PLAW-106publ554.pdf


http://ed.gov/legislation/FedRegister/finrule/2004-2/042104a.pdf

http://www.ncga.state.nc.us/EnactedLegislation/Statutes/PDF/BySection/Chapter_115C/GS_115C-539.pdf

http://www.ncleg.net/enactedlegislation/statutes/html/bysection/chapter_115c/gs_115c-102.6a.html

http://www.ncga.state.nc.us/EnactedLegislation/Statutes/HTML/BySection/Chapter_115C/GS_115C-106.2.html


http://transition.fcc.gov/Daily_Releases/Daily_Business/2011/db0819/FCC-11-125A1.pdf

http://www.usac.org/sl/applicants/step10/cipa.aspx

http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S526v5.pdf

http://www.ashevillecityschools.net/depts/itt-media/Documents/Forms/AllItems.aspx













Technology Plan


Guidelines

A. Policy Translation -

B. Use of Digital Media and Resources 3200

C. Instructional Use of Videos 3200

D. Development of Online Resources 3225P