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Colquitt County School System
Moultrie, Georgia
Three‐Year Technology Plan
July 1, 2008‐June 30, 2011
Submitted to VSU ETTC and the State DOE for approval June 15, 2008
Superintendent
Leonard McCoy
Director of Information Technology
Emily Nichols
(229) 890‐6263
Director of Network Services
Greg Ponder
(229) 890‐6211
Director of VSU ETTC
Mimi McGahee
(229) 249‐2781
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Table of Contents
I. Vision for Technology Use ...................................................................................................................... 3
II. Current Reality ...................................................................................................................................... 4
Data Sources ......................................................................................................................................... 4
Instructional Technology Use ................................................................................................................ 5
Instructional Gap Analysis ..................................................................................................................... 7
Administrative Technology Use ............................................................................................................ 8
Administrative Gap Analysis ................................................................................................................. 8
Parent/Community Uses of Technology ............................................................................................... 9
Parent/Community Gap Analysis .......................................................................................................... 9
Goals, Benchmarks, and Strategies ....................................................................................................... 9
III. Communication and Marketing ..................................................................................................... 14
IV. Professional Development ............................................................................................................. 15
Appendix ................................................................................................................................................. 17
Acceptable Use Policies ...................................................................................................................... 17
CIPA Compliance Requirements ......................................................................................................... 19
Levels of Technology Integration Tool ................................................................................................ 22
Interoperability and Redeployment Procedures ................................................................................ 23
Components for System‐Level Technology Plan ................................................................................. 24
I. Vision for Technology Use ................................................................................................................ 24
II. Current Reality ................................................................................................................................ 24
III. Communication and Marketing ..................................................................................................... 26
IV. Professional Development ............................................................................................................ 26
Appendices .......................................................................................................................................... 27
Usage of Technology Plan for CLIP Questions .................................................................................... 27
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I. Vision for Technology Use Compose an overall mission and/or vision which describes the steps the LEA is taking to ensure all students/teachers have increased access to technology. Include a list of specific vision statements for system educational improvement over a three year period.
The mission of Colquitt County Schools is to educate students to be responsible, productive citizens who through continuous learning will be able to adapt to the ever‐changing global society. We will assist students, educators, parents, and community members in accessing, analyzing, and preparing information so they may become critical thinkers, problem solvers, and productive citizens. We will strive to provide our teachers and students with 21st Century instructional materials, equipment, sustained support, and training. We will utilize members of the Colquitt County Technology Services staff, local experts, and outside experts to provide technology related opportunities to improve student achievement and productivity.
The vision for technology use was developed by educators and community stakeholders and approved by the Colquitt County School System. The vision of the Colquitt County School System for technology use includes the desire to implement the following:
• Offer students, teachers, administrators, and parents mobile and high speed access to current information to empower problem solving, decision making, and collaborative learning;
• Develop authentic models for assessing student achievement and diagnosing data to differentiate instruction and maximize achievement;
• Provide equal opportunities and assistive technologies for students with special needs or disadvantaged sub groups;
• Provide 21st Century standardized equipment and resources in all academic classrooms. • Restructure classroom instruction to make it valid, goal‐oriented, and connected to 21st Century
technology; • Allow students to work on areas of individual interest at their own pace with immediate feedback,
the opportunity for self‐evaluation, and continuous progress and success; • Engage in continuous evaluation of instructional practices and technology integration to monitor
student and teacher technology literacy in accordance with National Technology Literacy standards; • Provide a web‐based grade book and parent interface for the secure access of student attendance,
grades, standardized test results, special accommodations, and other data regarding the students’ academic standing;
• Create baseline standards for classroom technology and initiate system wide purchasing policies; • Implement central distribution of multimedia material to all classrooms; • Provide high performance, web‐based software to administrative personnel that will allow easy data
collection and distribution to school personnel. • Provide current, web‐based information to inform the community of overall student requirements,
performance, and achievement; • Utilize web hosting and design services to provide site consistency, modern functionality and quality; • Extend the availability of school technology resources to the community; • Upgrade network hardware and resources to maximize speed, efficiency, and dependability. In summary, access, training, and support are vital to successful Instructional Technology integration. Therefore, the vision for Colquitt County includes all three. Because of this thorough approach, a visitor
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to a classroom of 2011 would see students moving easily between text resources, software, and online resources to complete assignments. In this classroom, the student will be making many of the decisions about how to complete an assignment or master a standard. The computers, visual presenters, and projectors will allow for choices regarding lesson presentation and acquiring desired student responses. The teacher will be able to differentiate instruction and allow students to create a project using many, varied methods through the use of technology. The students of 2011 will work in groups collaborating on projects, completing parts of a whole, and producing high quality work through the use of the modern technology and instruction provided to them. Learning will go beyond the classroom walls in Colquitt County as assignments become published on the Internet and shared with a world wide learning community. The teacher will be involved as mentor and guide and will participate in ongoing training so that emerging technologies can be immediately introduced into the classroom and used by the students. Administrators will input valuable information into intelligent web‐based software so that stakeholders can make data driven decisions. Software programs will be integrated and work together. Learning will be exciting, authentic, and connected to the real world through technology. The Colquitt County School system believes that the skillful use of technology supports the development of life‐long learning skills such as flexibility, critical thinking, problem solving, and collaboration. All students need to be able to use a wide variety of technological tools in order to be successful citizens in the 21st century.
II. Current Reality Identify your data sources. What data does your technology inventory survey tell you? Compose a narrative analyzing the gap in access to technology across the district. Address the following groups—instructional, administrative, parent/community, system readiness/system support—personnel/resources.
Data Sources Colquitt County Schools utilizes the following data sources to collect valuable data for informed technology planning decisions.
• Annual technology budget which identifies:
o Capital purchases, training, and support expenditures.
o New and alternative funding sources.
• Annual software/technology utilization report that monitors school use of technology equipment.
• Ongoing gap analysis of equality of technology resources between schools.
• Annual technology inventory submitted to State Department of Education which includes:
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o Definition of “modern computer specifications” which leads to replacement of dated equipment.
o Ratio of student to computers to ensure adequate technology access in all school settings.
• Annual technology literacy assessment to evaluate students.
• Annual training needs survey used to determine the quantity and content of technology professional development.
• Levels of Technology Integration tool used to determine a teacher’s effective use of technology in the classroom.
• Quality Website Rubric used to determine if teacher and program websites are current and contain requisite information.
Instructional Technology Use Elementary Schools Each elementary school in Colquitt County has one computer lab with a full time para‐professional to assist students during technology time. Lab instructors utilize a technology literacy curriculum based on National Educational Technology Standards and assist students with using computer programs, internet usage, research, writing reports, skills practice, creating spreadsheets, and designing and creating materials that display understanding and mastery of subject matter. Available software programs include but not limited to:
Accelerated Reader Word, Excel, PowerPoint
Accelerated Math FrontPage, Publisher
STAR Reading Various Educational CD‐Rom programs
STAR Math Nettrekker
Middle Schools The C.A. Gray Middle school has 4 stationary labs, one Instructional, one for the 1:1 teacher, one Media, and one for remediation. Williams Middle School has 3 stationary labs, one Instructional, one remedial, and one vocational. This middle school also has 3 wireless labs—one available for each grade level.
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In both middle schools, the Instructional lab hosts a computer application exploratory class taken by the middle school students which exposes students to a variety of desktop publishing and productivity software including available hardware devices such as digital cameras, scanners, projectors, and Smartboards.
Media and wireless labs are available for teachers to reserve for whole classes of students to complete Internet research, media productions, and login to the Online Assessment System to practice course content skills. A sample of available software programs follows:
• Word, Excel, PowerPoint, Access • Accelerated Reader • Inspiration/Kidspiration • Accelerated Math • Open Court • STAR Reader • Timeliner • STAR Math • Language Arts & Science textbook
software programs • Orchard
High School The high school is equipped with ten computer labs that provide extensive opportunities for students to develop technology skills based on the QCC/GPS standards. The high school has five computer labs in the Business Education Department, one Media Lab, one Automotive lab, and three mobile laptop labs. In addition to the labs, the Media Center has 25 computers and many classrooms have a mini‐lab of 5 to 6 computers. There are 25 computers in each Business Lab; 30 computers in the Media Lab; 20 computers in the Automotive Lab; and 12 computers, one printer, and one projector on each mobile laptop lab. Available software programs include:
Peachtree Accounting Software Geometer Sketch Pad
Micro Type Pro Timeliner
NovaNet Everyday Math
Inspiration STAR Math
Word, Excel, PowerPoint,Access FrontPage
All Schools All Colquitt County Schools are equipped with a common web‐based Media Management system which provides students and teachers easy access to information about all resources available through the Media Center. This system allows students to access information about the resources available in other schools and permits the possible sharing of resources between schools.
All schools in the system are completely networked with fiber connectivity for city schools and T1 connectivity for county schools. Network drops are present in all classrooms, computer labs, media
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centers, offices, conference rooms, auditoriums, cafeterias, and other instructional areas. Classrooms have Internet access along with data and video capabilities through the local area network. All schools have video teleconferencing capabilities with surrounding school systems, universities and colleges, experts all over the country and the world. All of the schools’ networks are maintained by the technology department and Internet connectivity is through CNS (Community Network Services) cable. Colquitt County employs four highly trained Instructional Technology Specialists at the district level that provide academic and instructional support to schools whereas four technicians serve schools on a rotating basis and take care of all trouble‐shooting issues through an online system of work orders.
Instructional Gap Analysis Data collected from fall 2007 gap analysis outlined the current reality of instruction at each school setting in relation to 21st Century technology equipment. Classrooms meeting the baseline standard for a 21st Century classroom had the following components:
Three to five modern computers (laptops or desktops);
A data projector (ceiling‐mounted or cart‐mounted) with at least 1600 Lumens and all necessary cabling to connect to instructional devices;
Interactive whiteboard (wall‐mounted or hand‐held) with accompanying software;
A visual presenter and/or student response system.
Results indicated that while students and teachers are able to use 21st Century equipment on a check‐out or share basis at most locations, most classrooms were lacking some component of a 21st Century classroom. Exceptions occur in those schools/classrooms that had participated in recent Title II‐D grant initiatives. A significant gap in 21st Century technology exists in academic classrooms in all Colquitt County Schools whereas vocational, self‐contained special education, and special program classrooms have adequate technology access. To equalize access in academic classrooms, approximately one million dollars would need to be allocated to this purpose.
Another instructional area requiring more attention is the group of students identified as having special needs. According to Georgia law, students with IEP’s (Individual Education Plan) must have the appropriate assistive technology and sufficient support while using the equipment.
The Colquitt County Program for Exceptional Children has established an Assistive Technology Committee that meets on a regular basis to address the needs of these students and their teachers. Current assistive technology initiatives include a specialized website and special education teacher/parent workshops. Future needs include regular education teacher training and modeling, an assistive technology section in the IEP referral process, adding an Assistive Technology/Differentiation teacher, creating a system inventory of AT equipment, and the establishment of a model AT classroom. To accomplish these goals, approximately $100,000 would need to be allocated to this purpose.
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Administrative Technology Use Administrative applications are installed and supported at the district level. These applications are available to all schools and include student information management, food services, personnel information, employee attendance and applications, district finances, and purchasing.
All teachers and administrators access web‐based data through a high speed data connection. City schools connect through a fiber backbone, whereas county schools connect through a T‐1 line. School personnel are provided web‐based e‐mail accounts to promote better communication between the schools, staff, and parents. They can also use a web‐based program to access information about professional learning units and training opportunities.
The student information system used in Colquitt County is SASI. Currently, SASI is running on servers at each of the 13 schools, which upload data overnight to a district server. At the district level, data is consolidated into the District Integration copy of SASI, which also runs the SASI task server that facilitates district‐wide enrollment. SASI is a widely used student information system and user‐friendly for secretaries and administrators, but the system has performance problems at the district level. As a result Colquitt County Schools has purchased a centralized, web‐based system from Tyler Technologies to eliminate many of these problems.
All teachers in grades 3 – 12 maintain an electronic grade book. Student demographics and schedules are exported by school registrars to populate the grade book.
Special education teachers use Tranquility, a special education program designed to manage data on special education students and electronically generate and document required paperwork such as Individual Education Plans as well as parent contacts. Basic demographic data, including enrollment in special education, is transferred in an overnight upload from SASI. Currently, the data exchange to export special education data back to SASI for state and federal reporting does not work. As a result, the Colquitt County Schools’ special education department will upgrade to a web based package that allows for real‐time updates to the student information system.
Administrative Gap Analysis In the administrative offices of the schools, the baseline standard was the presence of modern computers. In this area, more consistency was seen in the provision of modern computers.
Though all schools connect to the Internet, county schools connect at a much slower speed. The data connection to county schools needs to be increased through the local Internet Service Provider.
Most administrative software packages have been in use by the system for quite some time. However, the software that manages professional learning units and training opportunities is new and still needs more data entry in order to have all the current information for the instructional staff.
While most administrative departments utilize some sort of software to manage information, the Colquitt County Transportation department still relies on paper‐pencil management. This department is investigating possible software solutions.
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Parent/Community Uses of Technology Colquitt County Schools utilizes e‐mail, websites, and newsletters to promote better communication between schools, staff, parents and community members. Student attendance, demographic information, and grade book files connect to the Parent Portal. Using a secured password, parents and guardians can access the information on their own children. The Colquitt County school system has taken measures to accommodate parents with limited English skills by providing documents in Spanish as well as English. Federal program funding also provides computers at various school locations for parents who do not have home computers. An automated phone calling system allows schools and district administrators to relay school event notices and emergency information in English and in Spanish.
Parent/Community Gap Analysis Although problems with the parent portal and teacher websites are not significant barriers to communication, these are targeted areas of improvement.
At this time, the parent portal relies on multiple overnight uploads of data from two different sources located on each of 13 different servers. As a result, there are 26 chances that an upload will fail overnight, resulting in lost data for that school and potentially all schools if the ParentConnect server locks up. In addition, the grade information comes from teacher grade books. Teachers need ongoing training and reminders to maintain current grades in the correct format to facilitate the upload. These problems should be eliminated with the installation of a web based student information system and real‐time parent portal.
While the system website features upcoming events, recent school news, the school calendar, lunch menus, a message board, and special pages with links and information exclusively for parents, students, and community members, each teacher is responsible for maintaining his/her own website. The intent is that teachers will post information specific to their classroom, club, or school‐sponsored activities, but some teachers are not comfortable with web page management and design. Increased training and assistance should eliminate this problem over time.
Goals, Benchmarks, and Strategies Instructional Goals
Goal 1: Continually update and improve 21st Century technology access. Strategies:
Benchmark Evaluation Method
Funding Source/Estimated Amount
Person Responsible
Provide LAN/WAN and wireless access robust enough to handle streaming video, voice over IP, and distance learning applications.
All classrooms will have high speed access to online resources and some wireless access 2011.
Annual technology inventory
ESPLOST Local Funds E‐Rate awards Amount: $10,000
Director of Information Technology Director of Network Services
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E‐rate applications will be filed to apply for discounted rates for leased lines, Internet connectivity, and the district's phone system.
E‐rate applications will be filed annually for any eligible services.
Annual technology budget
Eligible E‐Rate awards excluding end‐ user equipment. Local Funds Amount: Awards contingent upon USAC
Director of Information Technology
Provide access to updated computer workstations, data projectors, student response systems, and other multimedia equipment for instructional purposes.
Schools in the system will review and acquire, as appropriate, 21st Century equipment for each classroom by 2010.
Annual gap analysis
Title I Title II ESPLOST Local Funds E‐Rate awards Amount: $1,000,000
Director of Information Technology Director of Network Services School Technology Contacts Instructional Technology Specialists
Goal 2: Improve student academic performance, technology literacy, and motivation. Strategies:
Benchmark Evaluation Method
Funding Source/Amount
Person Responsible
Utilize motivational, instant feedback test practice materials both in print and online to assist students in preparation for state testing.
Students passing the CRCT and GHSGT will increase 5% in all subject areas over the next three years.
Annual software/technology utilization report.
Title I Local Funds Amount: $20,000
Instructional Coaches Technology Contacts Instructional Technology Specialists
Utilize software to disaggregate data for the purpose of differentiating instruction and increasing student achievement in all subgroups including special education.
The District will evaluate available software and implement by 2010.
Annual gap analysis
Title I Title II Local Funds Amount: $50,000
Director of Information School Technology Contacts Instructional Technology Specialists Instructional Coaches
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Ensure that technology is an integral component of the instructional program and assess student technology achievement.
Schools in the system will update technology curriculum and assess technology literacy in relation to NETS technology standards.
Annual technology literacy assessment
Local Funds Amount $7,000
Director of Information School Technology Contacts Instructional Technology Specialists
Implement central distribution of multimedia material to all classrooms
All media centers will have central distribution capabilities by 2011
Annual gap analysis
Local Funds E‐Rate Amount: $47,000
Director of Information Technology Director of Network Services
Goal 3: Utilize technology to support the professional growth of all staff to maximize student learning. Strategies:
Benchmark Evaluation Method
Funding Source/Amount
Person Responsible
Increase technology trained staff members to increase teacher training and technical support.
The system will add at least one full or part‐time technology position by 2010.
Annual gap analysis
Local Funds Amount: $12,000
Director of Information Technology Director of Network Services
Develop 10 hour technology training courses that align with technology goals and teacher requests.
The level of technology integration will increase by 30% from level 3 to level 4 in relation to the LOTI evaluation instrument.
Annual training needs survey LOTI Report
Local Funds Amount $5,000
Director of Information School Technology Contacts Instructional Technology Specialists
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Administrative Goals Goal 4: Increase the application and use of technology to enhance job performance and productivity. Strategies:
Benchmark Evaluation Method
Funding Source/Amount
Person Responsible
Provide teachers and administrators technology equipment using system wide purchasing.
75% of technology purchases will be coordinated by Central Office Technology Department by 2010.
Annual Gap Analysis Annual Technology Inventory Annual software/hardware utilization report
Local FundsTitle I, II, VI Eligible E‐Rate awards excluding end‐ user equipment. ESPLOST Amount: $100,000
Director of Information School Technology Contacts Instructional Technology Specialists
Include a section in faculty/staff evaluation form to include technology proficiency.
All faculty/staff will attain intermediate proficiency levels in job related technology applications by 2010.
LOTI Software/Hardware utilization report.
Local Funds $100,00
Director of Information School Technology Contacts Instructional Technology Specialists Instructional Coaches
Provide current information about Professional Learning Units and training opportunities using web‐based software.
All faculty/staff will be able to access current and complete information regarding PLUs by 2010.
Annual software/hardware utilization report
Local Funds $20,000
Curriculum Department Human Resource Department
Provide transportation software that will manage school zone data and bus routes.
Parents will be able to access bus route information via the web by 2010.
Annual software/hardware utilization report
Local Funds $20,000
Transportation Department Human Resources
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Parent/Community Uses of Technology Goals Goal 5: Utilize technology to enhance community communication and provide additional standards based material. Strategies:
Benchmark Evaluation Method
Funding Source/Amount
Person Responsible
Provide parents access to the homework assignments and assistance through teacher and standards based websites.
Implement web hosting service and monitor teacher use by 2011.
Quality Website Rubric Nettrekker Usage Report
Local Funds E‐Rate $20,000
Director of Information School Instructional Technology Specialists
Involve Parent Coordinators in all technology training to increase use of instructional technology after school hours.
Increase parent coordinators’ and parent knowledge of available technology by 50% over the next three years.
Monitor content and participation in Parent Coordinator workshops.
Title II Amount: $50,000
Director of Information Instructional Technology Specialists Director of Federal Programs/Parent Coodinators
System Readiness Goals Goal 6: Insure that all system personnel and stakeholders are educated and involved in the implementation of the vision for the use of technology Strategies:
Benchmark Evaluation Method
Funding Source/Amount
Person Responsible
Adopt a “train the trainer” model to more fully implement the vision of the use of technology.
Increase knowledge of the district’s vision for technology use 50% over the next three years.
Review of system website, newsletters, and training presentations.
Local Funds Amount: $100,000
Director of Information Instructional Technology Specialists Instructional Coaches
Upgrade the data connectivity speed from T‐1 to fiber in all schools outside the city limits.
All county schools will have fiber connection by 2010.
System analysis with local Internet service provider.
Local Funds E‐Rate Amount: $200,000
Director of Information Director of Network Services City Officials
Replace dated network hardware to increase speed and performance
All schools will have modern network equipment by 2010.
Hardware analysis
Local Funds E‐Rate Amount: $200,000
Director of Network Services, Director of Information Technology
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III. Communication and Marketing
Describe strategies to share system progress, disseminate evaluation results, encourage broad stakeholder involvement, and market the role technology can have in helping students achieve in innovative ways. How are we sharing what we are doing? How can we show that the way we are sharing is meeting our needs? How are we encouraging more people to be actively involved with the system?
The Colquitt County School System uses a Department of School and Community Relations to help disseminate information to community stakeholders. Regular press releases, Internet articles, and staff newsletters all combine to keep the community informed about school activities and progress. System, schools, and teacher websites are used extensively to communicate with parents and the community. The websites contain school start and release times, announcements, assignments, course syllabi, and announcements among other information. The system website features upcoming events, recent school news, the school calendar, lunch menus, a message board and special pages with links and information for parents, students, and community members.
The parent portal allows parents and guardians to view academic progress, discipline incidents, and attendance. Test results and progress within schools and the system are also presented on the system website, in the local newspaper and in newsletters sent out monthly.
Colquitt County High School maintains an automated phone system that calls the home telephone of students who are absent from school. All schools have a Crisis Communication System that can alert parents of emergencies, announcements, changes of schedule, or other important information through a phone line.
Pertinent news articles and announcements are also published in a monthly newsletter from the system level (Colquitt Connections) as well as school and class newsletters which are sent home on a regular basis. School related articles regularly appear in the local town newspaper, The Moultrie Observer, which also includes a monthly section written by the students in the Colquitt County High School Journalism Class.
Because of the large Hispanic population in Colquitt County, much of the written information is presented in Spanish as well as English. Phone announcements are also bilingual in an effort to involve as many families as possible.
Throughout the school year, activities that involve students in innovative learning activities are promoted by the Information Technology Department. The Colquitt County Technology Fair involves hundreds of students, volunteers, and parents as the students who create and display technology projects from twelve different categories. The winners of the local fair move on to the state fair. Many other students are involved in a webpage competition sponsored by the local Educational Technology Training Center at Valdosta State University. These students work in teams to complete a website and present their work at the annual Showcase Conference. All of these activities are publicized through the
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system website, local newspaper, and through newsletters. The students often present work at the local board of education meetings and the Georgia Educational Technology Conference. Technology staff members also make presentations at this prestigious event and will continue as appropriate.
Regular and consistent technology planning occurs through collaboration between the Colquitt County School System technology department and system‐level staff development, curriculum, media, Title I, special education, and ESOL personnel. Monthly meetings allow stakeholders to develop successful strategies to insure that all stakeholders have input into a System‐level plan. Colquitt County Schools also communicates regularly with other area district personnel to share ideas and best practices through video conferencing, consortia meetings, and e‐mail.
IV. Professional Development Describe how the local educational agency will provide professional development and ensure that specific funds like E‐Rate and other sources are spent on scientifically and/or evidence based practices in relation to the purchase of technology and technology tools.
The bodies of research on technology integration should be disaggregated to allow policy makers, school administrators, and classroom teachers access to the most consistent data to make informed decisions. These decisions should revolve around two critical components,
(1) the type of technology‐focused professional development needed for classroom practitioners to integrate technology in a manner that would result in increase student achievement and
(2) the type of hardware and software needed to maximize achievement.
Colquitt County School System seeks to provide high‐quality professional development programs with follow‐up and support that promotes knowledge and enhances skills related to the use of technology for productivity, teaching, and learning. To accomplish these goals, courses, conferences, workshops, site visitations and other related activities are results‐driven, standards‐based, job‐embedded, and aligned with system level goals. Aiding in this endeavor are staff members of the Valdosta Educational Technology Training Center. Available through out the year for assistance with grant writing and training, and development, involvement with the ETTC insures that the Colquitt County School System complies with current best practices in educational technology. Professional development in the technology area is provided through the ETTC, at each school, and at the system level. At the system level, experienced trainers facilitate professional development opportunities in the area of technology for all Colquitt County personnel. Trainers consider curriculum standards when designing classes that will be offered to the teachers and administrators. These classes are offered on a regular basis. In addition, any school or group (and even an individual) within a school can request specific training on any and all technology applications available within the classroom. Course participants may view course offerings, register, and print transcripts through a web based professional development software system. Professional learning courses are offered that promote current system initiatives, increase skill and productivity in specific applications, provide strategies for using technology to enable or enhance learning, and provide hands‐on training of emerging technologies in accordance with the Georgia Performance Standards.
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The following chart outlines courses that address system initiatives and system departments that are involved in course planning and deployment:
Course Content Department(s) Involved
Student Information System Technology, School Classified Staff and Administrators
Electronic Grade Book Technology, School Certified Staff and Administrators
Parent Portal Technology, Parent Coordinators and All School Personnel
Special Education Program Technology, Special Education and Administrators
Media Center Program Technology and Media Personnel
Cafeteria Program Technology and Food Services Staff
Productivity Programs (Microsoft Office) All Departments
Emerging Technologies (CPS, Smartboard, Digital Cameras, Web‐based Software, Wireless Connectivity)
All Departments
Funding for technology equipment, software, and training comes from a variety of sources including Title program funding and local funds. Using best practices research, curriculum standards, technology plan documentation, and recommendations from technology department members, school personnel make decisions about system‐level equipment purchasing that will maximize student achievement.
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Appendix
Acceptable Use Policies
Board Policy Descriptor Code: IFBG
Internet Acceptable Use
The Board recognizes that as telecommunications and other new technologies shift the ways that information may be accessed, communicated and transferred by members of the society, those changes may also alter instruction and student learning. The Board generally supports access by students to rich information resources along with the development by staff of appropriate skills to analyze and evaluate such resources. In a free and democratic society, access to information is a fundamental right of citizenship.
Telecommunications, electronic information sources and networked services significantly alter the information landscape for schools by opening classrooms to a broader array of resources. In the past, instructional and library media materials could usually be screened‐‐prior to use‐‐by committees of educators and community members intent on subjecting all such materials to reasonable selection criteria. Board Policy IFAA requires that all such materials be consistent with district‐adopted guides, supporting and enriching the curriculum while taking into account the varied instructional needs, learning styles, abilities and developmental levels of the students. Telecommunications, because they may lead to any publicly available fileserver in the world, will open classrooms to electronic information resources which have not been screened by educators for use by students of various ages.
Electronic information research skills are now fundamental to preparation of citizens and future employees during an Age of Information. The Board expects that staff will blend thoughtful use of such information throughout the curriculum and that the staff will provide guidance and instruction to students in the appropriate use of such resources. Staff will consult the guidelines for instructional materials contained in Board Policy IFBC and will honor the goals for selection of instructional materials contained therein. Staff will establish classroom and media center guidelines for student use of network services in accordance with Title XVII of federal code known as “Children’s Internet Protection Act”.
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Students are responsible for good behavior on school computer networks just as they are in a classroom or a school hallway. Communications on the network are often public in nature. General school rules for behavior and communications apply. The network is provided for students to conduct research and communicate with others. Access to network services will be provided to students who agree to act in a considerate and responsible manner.
Independent student use of telecommunications and electronic information resources will be permitted upon submission of permission forms and agreement forms by parents of minor students (under 18 years of age), and by students themselves. Regional networks require agreement by users to acceptable use policies outlining standards for behavior and communication.
Access to telecommunications will enable students to explore thousands of libraries, databases, and other sources available on the web while exchanging messages with people throughout the world. The Board believes that the benefits to students from access in the form of information resources and opportunities for collaboration exceed the disadvantages. But ultimately, parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources. To that end, the Colquitt County School System supports and respects each family's right to decide whether or not to apply for independent access.
The Board authorizes the Superintendent to prepare appropriate procedures for implementing this policy and for reviewing and evaluating its effect on instruction and student achievement.
ADOPTED: November 22, 1999
LAST REVISED: December 10, 2001
Colquitt County Board of Education
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CIPA Compliance Requirements
Board Policy Descriptor Code: IFBGE
Internet Safety Policy
Introduction
It is the policy of Colquitt County School System to: (a) prevent user access over its computer network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of direct electronic communications; (b) prevent unauthorized access and other unlawful online activity; (c) prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and (d) comply with the Children’s Internet Protection Act [Pub. L. No. 106-554 and 47 USC 254(h)].
Definitions
TECHNOLOGY PROTECTION MEASURE. The term "technology protection measure'' means a specific technology that blocks or filters Internet access to visual depictions that are:
1. OBSCENE, as that term is defined in section 1460 of title 18, United States Code;
2. CHILD PORNOGRAPHY, as that term is defined in section 2256 of title 18, United States Code; or
3. Harmful to minors.
HARMFUL TO MINORS. The term "harmful to minors'' means any picture, image, graphic image file, or other visual depiction that:
1. Taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion;
2. Depicts, describes, or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and
3. Taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors.
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SEXUAL ACT; SEXUAL CONTACT. The terms "sexual act'' and "sexual contact'' have the meanings given such terms in section 2246 of title 18, United States Code.
Access to Inappropriate Material
To the extent practical, technology protection measures (or “Internet filters”) shall be used to block or filter Internet, or other forms of electronic communications, access to inappropriate information.
Specifically, as required by the Children’s Internet Protection Act, blocking shall be applied to visual depictions of material deemed obscene or child pornography, or to any material deemed harmful to minors.
Subject to staff supervision, technology protection measures may be disabled or, in the case of minors, minimized only for bona fide research or other lawful purposes.
Inappropriate Network Usage
To the extent practical, steps shall be taken to promote the safety and security of users of the Colquitt County School System online computer network when using electronic mail, chat rooms, instant messaging, and other forms of direct electronic communications.
Specifically, as required by the Children’s Internet Protection Act, prevention of inappropriate network usage includes: (a) unauthorized access, including so-called ‘hacking,’ and other unlawful activities; and (b) unauthorized disclosure, use, and dissemination of personal identification information regarding minors.
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Supervision and Monitoring
It shall be the responsibility of all members of the Colquitt County School System staff to supervise and monitor usage of the online computer network and access to the Internet in accordance with this policy and the Children’s Internet Protection Act.
Procedures for the disabling or otherwise modifying any technology protection measures shall be the responsibility of the Director of Network Services or designated representatives.
CIPA BACKGROUND
Full text of the Children’s Internet Protection Act http://www.fcc.gov/ccb/universal_service/chipact.doc
FCC regulations implementing CIPA; FCC 01‐120 http://www.fcc.gov/Bureaus/Common_Carrier/Orders/2001/fcc01120.doc
SLD’s FAQ on E‐rate certification procedures and timing http://www.sl.universalservice.org/reference/CIPAfaq.asp
Colquitt County Schools Date Adopted: 11/14/2005
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Levels of Technology Integration Tool 1 Students using computer games, software, or the Internet as a reward after their “real work”
is finished. 2 Teachers dropping their students off at the lab to learn technology skills from another
instructor. Teachers teaching students how to use word processors, spreadsheets, the Internet
3 Teachers using technology to present content to students or to stimulate teacher‐led discussions. Students using drill and practice software, games, and tutorials while teachers monitor their use and gauge their progress in mastering concepts. Students taking computer‐based quizzes on the content of books they’ve read or lessons they’ve learned.
4 Students using the Internet or electronic databases to research information, access primary resources, and download graphics related to a topic of study. Students doing “web quests” Students using software to draw geometric shapes Students using spreadsheets to record and chart data from a science lab or a textbook activity. Students using software to write a research paper. Students using computer design software or drawing software to complete a project. Students using graphing calculators to solve problems or to complete a learning activity provided by the teacher. Students constructing a PowerPoint presentation to present to their class. Students participating in a computer‐based simulation that encourages decision making and problem solving. Students using technology to prepare materials for a mock trial or to document evidence found at a mock crime scene. Students recording nutritional information on what they’ve eaten in a spreadsheet. Students using probes to monitor their heart rate.
5 Students creating, administering, and analyzing results from online surveys about current social issues. Students participating in online projects which safely connect students to authentic learning experiences and to peers and mentors in other locations. Students creating and posting podcasts on topics relevant to achieving the GPS. Students generating questions/pursuing answers on standards‐based learning topics that are of the most interest to them. Students participating in web blogs for the purposes of learning. Students creating and publishing products that both demonstrate mastery of content and are of interest to an audience other than the students’ teachers and immediate classmates. Students learning marketing strategies and math skills by engaging in an actual online virtual business venture. Students posting their school newspaper stories online and engaging in conversations with other students across the country and around the world.
6 Teachers designing the instruction tools such as websites, databases, tutorials, and simulations that they need for their classes. Students designing technological solutions to current problems and issues, for example, creating an interactive web‐based database to help ESOL student understand local culture and language. Students designing a new type of scanner that optimizes 3‐D Graphics
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Interoperability and Redeployment Procedures Colquitt County Schools
Procedures for Ensuring Interoperability and for Deploying of Older Equipment
The Colquitt County School system has practiced standardization of system software and hardware for eight years. Hardware specifications are written and re‐evaluated every eighteen months. An attempt is made to purchase high end equipment because technology changes and advances so quickly. Once specifications are written they are submitted to a list of approved vendors for bids. Bids are evaluated in regard to price but more importantly warranty, return procedures and shipping charges. The technology staff recommends a vendor to the Board of Education. It is not necessarily the lowest bid. The approved vendor is used for eighteen months only and the process starts again. All purchases in Colquitt County Schools are made from the approved vendor.
Software purchases are also standardized. Major purchases are selected through a committee of interested parties. The software applications are viewed, evaluated, tested and compared to other applications. The Microsoft line of office applications has been used for seven years. All schools use Winnebago’s Spectrum for media automation, SASI for student information, STAR for math and reading analysis, AR for motivation of reading, plus others. Smaller applications are selected by individual schools.
Network applications are selected with SIF (Schools Interoperability Framework) compliance in mind. A long time and long range goal has been to have an integrated system for student information and fund accounting.
The technical staff keeps equipment in working order through routine maintenance and repair. Parts are salvaged for rebuilding older equipment when possible. Due to warranties of five years on computers, three years on monitors, and lifetime on switches, Colquitt County currently has an agreement with a vendor to pickup and discard all computer related equipment that is no longer in use. This method is environmentally friendly and Colquitt County does not find that selling old equipment to the community to be a responsible act.
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Components for System-Level Technology Plan Peer-Response Rubric
II. Current Reality Identify your data sources. What data does your technology inventory survey tell you? Compose a narrative analyzing the gap in access to technology across the district. Address the following groups—instructional, administrative, parent/community, system readiness/system support—personnel/resources.
Component
a. Access to Technology/Data Sources
Identified data sources (such as annual hardware survey) are collected and cited to determine system members’ current level of access to computer hardware, instructional software, and the Internet.
b. Technology Use
Collected data is used to determine the following:
Instructional uses of technology Administrative uses of technology Parent/community uses of technology
c. Gap Analysis
Collected data is analyzed to determine the gap between what levels of technology access is needed to achieve the vision and what is currently available.
Analysis includes trends across sub groups in the school system.
I. Vision for Technology Use
Compose an overall mission and/or vision which describes the steps the LEA is taking to ensure all students/teachers have increased access to technology. Include a list of specific vision statements for system educational improvement over a three year period.
Component
a. District Mission/ Vision and Access
The plan includes an overall mission statement (usually 3-5 sentences) that communicates the primary purpose, the primary duties, the core beliefs, values and accessibility of system technology.
The plan includes specific vision statements (usually 10-15 bulleted sentences) that communicate specific areas of impact and/or improvement.
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GOALS,BENCHMARKS, AND STRATEGIES Component
a. Goals
Based on the vision, data collection, and the gap analysis, clear and concrete goals are established in the following categories:
Instructional uses of technology Administrative uses of technology Parent/community uses of technology System readiness (staff technical competencies/attitudes)
b. Benchmarks
Each goal is accompanied by benchmarks that serve as tangible indicators of successful progress toward goal completion.
c. Evaluation Plan
Data collection strategies to monitor progress for each technology GOAL/BENCHMARK are provided.
Responsibility for collecting and analyzing data on each technology GOAL /BENCHMARK is assigned and documented. (Titles are sufficient.)
Evaluation plan includes specific methods to determine how technology program successes affect (1) student achievement, (2) student technology literacy; and (3) the quality of students’ learning experiences.
d. Budget
A budget figure and a funding source or a projected funding source is provided for each strategy.
When the purchase of technology is present in the budget, the “type” of technology is specified.
e. Responsibility List
A list of persons responsible for the implementation of each strategy is included. (Titles are sufficient.)
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III. Communication and Marketing Describe strategies to share system progress, disseminate evaluation results, encourage broad stakeholder involvement, and market the role technology can have in helping students achieve in innovative ways. How are we sharing what we are doing? How can we show that the way we are sharing is meeting our needs? How are we encouraging more people to be actively involved with the system?
Component
a. Communication/ Marketing
Strategies for the following are provided: sharing progress, disseminating evaluation results, encouraging broad stakeholder involvement, and marketing the role technology can play in helping students achieve the QCC in innovative ways are provided.
Multiple methods of dissemination and marketing are used (for example, web-based resources, newsletters, meetings, local media, etc.)
b. Integration/ coordination with long-range planning initiatives
There is evidence that a regular and consistent technology plan results from intra-system collaboration between the technology department and system-level staff development, curriculum, media, Title I, special education, and ESOL personnel.
IV. Professional Development Describe how the local educational agency will provide professional development and ensure that specific funds like E‐Rate and other sources are spent on scientifically and/or evidence based practices in relation to the purchase of technology and technology tools.
Component
a. Professional Development
Professional Development programs are clearly outlined. Funding sources of professional development are provided. Local staff development programs are consistent with nationally established
criteria for quality professional development, with such characteristics as incentives, self-directed learning, and authentic connections to actual work
Professional development programs promote research-supported instructional practices that actively engage students in their own learning.
Professional development programs help teachers target their instructional practices toward student achievement of GPS/QCC standards.
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Appendices Component
a. Policies and Procedures
Copies of the system’s Acceptable Use Policy, and CIPA policy are provided. Copies of any other policies that govern action (for example, purchasing policies, contract awards and management, redeployment of old equipment, minimum specifications for classroom equipment, etc.) are provided.
Usage of Technology Plan for CLIP Questions
I. Vision for Technology Use ‐Copy and paste the entire answer for this section into the following CLIP question:
CLIP Question # 28. A description of how the LEA will take steps to ensure that all students and teachers have increase access to technology. Include the strategies to be implemented to increase or maintain access to technology and to establish or maintain equitable technology access.
II. Current Reality ‐Copy and paste the entire answer for this section into the following CLIP question:
CLIP Question # 28. A description of how the LEA will take steps to ensure that all students and teachers have increase access to technology. Include the strategies to be implemented to increase or maintain access to technology and to establish or maintain equitable technology access.
Goals, Benchmarks, and Strategies Will be formatted as pre‐constructed table and will include:
GOAL: Increase the use of technology by…..
Strategies Benchmark Evaluation Method
Funding Source/Amount
Person Responsible
1st Strategy
Measurable Benchmark(s) for 1st Strategy
Evaluation method(s) for 1st
Strategy
Funding Source/Amount/and Schedule for 1st Strategy
Person Responsible for 1st Strategy
2nd Strategy
(add other table rows as appropriate for this goal)
Measurable Benchmark(s) for 2nd Strategy
Evaluation method(s) for 2nd Strategy
Funding Source/Amount/and Schedule for 2nd Strategy
Person Responsible for 2nd Strategy
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Goals, Benchmarks and Strategies Table‐‐ ‐Copy and paste the entire answer for this section into the following CLIP question: CLIP Question # 28. A description of how the LEA will take steps to ensure that all students and teachers have increase access to technology. Include the strategies to be implemented to increase or maintain access to technology and to establish or maintain equitable technology access. CLIP Question # 29 A description of the LEA’s long‐term strategies for financing technology to ensure that all students, teachers, and classrooms have access to technology, technical support, and instructional support.
III. Communication and Marketing Copy and paste the entire answer for this section into the following CLIP question:
CLIP Question #4. How are you sharing what you are doing within your system? What are your system’s plans to demonstrate that these means of communication are meeting your needs? How are you encouraging more people (community, parents, and business) to be more actively involved with the system? (CLIP question #4)
IV. Professional Development (question #8, CLIP) ‐Copy and paste the entire answer for this section into the following CLIP question:
CLIP Question #8. A description of how the local educational agency will ensure that funds are spent on scientifically and/or evidence based practices in relation to the purchase of technology and technology tools. (specifically items purchased with eRate funding).
V. Appendix‐ Required for E‐Rate and Local School Board Policies—will not be copied into the CLIP
a. Acceptable Usage Policy b. CIPA Policy (attach) c. Other documents cited in the technology plan as necessary.