technology plan final alignment package 2

2009 – 2015

Cover Page

Division: Spotsylvania County Public Schools

Address: 8020 River Stone Drive

Fredericksburg, VA. 22407

Phone: 540.834.2500

Contact: Mr. Bill Flaherty, Asstistant Superintendent. of Technology

Dr. Jan Streich, Director of Instructional Technology

Effective Dates of Plan: 2009-2015

Three Year Evaluation of Plan: July 2011- July 2012

Tech Plan available at: http://www.spotsyschools.us/tech

Acceptable Use Policy: http://www.spotsyschools.us/tech

Internet Literacy/Safety Program is available online at: http://www.spotsyschools.us/Default.aspx?alias=www.spotsyschools.us/internetliteracy

Table of Contents I. Cover Page ……………………………………………………………………………………………………………………………… 2

II. Table of Contents ……………………………………………………………………………………………………………………………….. 3

III. Executive Summary ………………………………………………………………………………………………………………………………… 4

IV. Process ………………………………………………………………………………………………………………………………… 4

a. Summary of Connections to Division Mission, Vision …………………………. 4‐13

b. Summary of Tech Plan Committee/Benchmarks …………………………. 7‐13

c. Summary of Evaluation Process …………………………. 4, 13‐37

d. Conclusions from Needs Assessments ………………………… 10‐13, Appendix 1

V. Actions ………………………………………………………………………………………………………………………………… 14

a. State Goals and Objectives with local Strategies and Measures ………………. 14‐37

b. Additional Local Goals, Strategies, and Alignment with Local Strategic Plan 14‐37

c. Glossary …………………………. 38‐44

VI. Appendix 1 Data Analysis for Tech Plan & Results from Evaluation …………………………. 45‐111

VII. Appendix 2 AUP ……………………………………………………………….. 111‐121

VIII. Appendix 3 Internet Literacy/Safety Program ………………………………………………………………… 122‐135

Executive Summary

The Spotsylvania County Public Schools Technology Plan is designed to provide a technology-infused “roadmap” for teaching, learning, efficiency, productivity, and communications that supports the mission and vision of the 2008 Spotsylvania County Public Schools (SCS) Strategic Plan. Many terms that may be unfamiliar to readers are linked to the glossary or hyperlinked to supporting web sites. While reviewing this document offline, please refer to the glossary of terms that appears on page 34.

Strategic Plan Mission and Vision Statements

Mission Statement – To prepare all students to excel in a dynamic global society.

Vision Statement – SCS provides a premier education of world class distinction in a positive, collaborative environment with high levels of community engagement. All organizational structures support the primary purpose of preparing students to be responsible and productive citizens.

The Technology Planning Committee: History of the Tech Plan

The Technology Plan Committee, consisting of thirty stakeholders, participated in a series of meetings and reviews of data to insure that the 2009 SCS Technology Plan reflects the needs and wants of students, teachers, administrators, and parent/guardians throughout the school division. The membership of the Technology Plan Committee appears in Table 1.2. Editors representing Technology and Instruction Departments participated in the editing and review process, and their names also appear in the table.

Data was collected by way of online surveys and anecdotal evidence collected from the school division stakeholders during the fall of 2007. Data was reviewed and analyzed and the following needs were identified:

Creating dynamic 21st century learning environments for both adults and students Increasing student engagement in the learning process Fostering authentic learning opportunities for students and teachers Supporting efficient, accurate, and high-quality assessments

The Technology Plan Committee met both face-to-face and online to develop the goals and strategies described in this plan. The plan was aligned with the current Strategic Plan as the review of the draft continued. Several aspects of the plan were enhanced in response to the 2008 Strategic Plan’s focus on 21st Century teaching and learning.

The Technology Plan Committee met both face-to-face and online to review data and develop smart goals and strategies. Members of the committee were organized into faculty, administrator, parent, student, and staff interest groups. Three full committee face-to face meetings took place to review progress of subcommittees. In addition, numerous online meetings were organized by the five subcommittees. Progress and drafts were organized and available for review in the collaborative online group in the school division’s learning management system, SCORE, during the 2007- 2008 calendar years. Meetings and work took place from 2007- 2009 as listed in Table 1.1.

Table 1.1

Date Oct. 30, 2007 Online Feb. 19, 2008 Online April 8, 2008 2008-2009

Topic Introduction of Committee Work, structure, and overview of 21st teaching & learning

Subcommittee Work (Oct – Feb)

Identification of focus areas

Subcommittee Work (Feb – April)

Report, Drafting, Review

Draft, alignment with Strategic Plan, Board Presentation

In general, the Educational Technology Plan for Virginia: 2009-2015 builds upon the Technology standards of learning, the Technology Standards for Instructional Personnel (TSIPS), the NETS*S, NETS*T, NETS*A, and the goals for Information and Communication Technology (ICT) Literacy. The development of 21st century skills is emphasized with focus on the learning environment, student engagement, authentic learning opportunities, and assessments.

As a result of building the SCS Technology Plan on stakeholder’s needs, the SCS Strategic Plan, and the state framework for the upcoming State Technology Plan, the SCS Technology Plan does not simply focus on networks, machines, and software applications; this plan supports students, teachers, administrators, and parents who make up our ‘global learning community’ in Spotsylvania County. While it is understood that Technology Services must supply and maintain highly efficient technology networks and equipment to support a global learning community, this Technology Plan places a great deal of emphasis on supporting the four areas of the school division strategic plan:

1) Effective instructional services.

2) A positive and effective learning environment.

3) Parent engagement and dynamic community partnerships.

4) A supportive organizational structure.

Alignment of SCS Tech Plan to SCS Strategic Plan

After the SCS Strategic Plan was completed in 2009, The SCS Tech plan was aligned to the Strategic Plan beginning on pages 14 and appears in the green highlighted columns. After the State Tech Plan was completed, alignment of the SCS Tech Plan to the State plan goals was added and appears in the blue highlighted columns in the action plan.

Evaluation strategies for goals and strategies appear in the farthest right column in the Actions section of the plan and have been developed for each objective by the individual responsible for measuring that strategy.

Updates to Plan, AUP, and Internet Safety Programs

SCS will begin a three year update to the plan, AUP, and Internet Safety program in July 2011- 2012. The AUP and Internet Safety program are updated annually based on need. A 2009-2010 independent study conducted by George Mason University not only provide data for future Tech Plan work, but also provided an evaluation of many of the strategies that appear in this plan and implemented in 2009. The results of the study appear in Appendix 1 .

Table 1.2 TECHNOLOGY PLANNING COMMITTEE 2007-2009 MEMBERS

Staff Member School/Role/Grade Mark Beckett Spotsylvania Middle School, PrincipalCarlene Beegle Riverview Elementary, Instructional Technology Resource TeacherEmma (EJ) Brletich School Board Office, Supervisor, EnglishMichael Brown Massapponax High School, AP History TeacherDonald Bruce School Board Office, Supervisor, Data‐MiningBarbara Cannon ITTC, Assistive Technology Specialist Jessica Carter Cedar Forest Elementary, Instructional Technology Resource Teacher, Editor, Glossary Barbara Dickinson Brock Road Elementary School, PrincipalSteven Fitch Riverbend High School, PrincipalWilliam Flaherty School Board Office, Assistant Superintendent, Technology Ann Fondren School Board Office, Coordinator, Media Services Barbara Gallahan Riverbend High School, SysOpChristopher Hinzman ITTC, Supervisor, Technology ServicesEmily Horne Thornburg Middle School, Instructional Technology Resource TeacherTamah Massey ITTC, Network Analyst, Technology ServicesJulie Mersiowsky Courtland Elementary School, ParentRebecca Mills School Board Office, Supervisor, Social StudiesJodi Moore Smith Station Elementary ,Instructional Technology Resource Teacher, EditorAnnemarie Mulholland Riverbend High School, Instructional Technology Resource TeacherKatrina Negley Brock Road Elementary, Instructional Technology Resource Teacher, Cover Page Adaptation/DesignCarrie Rehberg Spotsylvania High School, Instructional Technology Resource TeacherLinda Rooney School Board Office, Director, Management Information Marguerite Smith Riverview Elementary School, TeacherSherry Smith Salem Elementary School, Instructional Technology Resource Teacher, EditorMarcia Stevens School Board Office, Accounting ManagerJan Streich School Board Office, Director, Instructional Technology, Facilitator, Lead Editor, DesignScott Wilson Freedom Middle School, TeacherMarsha Winebarger Chancellor Elementary School, TeacherJean Young School Board Office, Supervisor, ScienceDenise Zinnecker School Board Office, Editor

Summary

Technology in Spotsylvania County Public Schools: Where We Are

There has been tremendous growth and change in technology services and infrastructure over the last three years. The Spotsylvania County community passed the Technology Bond in November 2006. The bond referendum has provided the technological infrastructure to support a data-rich and student-centered focus in the teaching and learning processes throughout SCS. A data warehouse (Quarry), a formative assessment analysis (Standards of Learning Online -SOLO), and Literacy Assessment (system that tracks elementary student achievement in literacy-LITASSES) deliver student achievement data division-wide. Now teachers can review formative assessment results the same day of assessment administration, plan for remediation, enrichment, or re-teaching for individual students and/or student groups in a timely manner. Leadership is focused on data-driven instructional planning, leadership, and classroom application.

Students are producing more products using text, tables, databases, pictures, graphics, and video at their level of learning. Internet usage is soaring as both teachers and students conduct daily research and tap into valuable learning sites and resources available to them at school. Interactive whiteboards have boosted student engagement and interactivity during lesson delivery. Simulations, video, audio, and online discussion boards are now available in every classroom to meet the various learning styles and instructional needs of our students.

Teachers, students, and parents across the school division are leveraging the power of updated networks and telecommunications to extend teaching, communication, and learning beyond the school walls and schedule. Spotsylvania County Online Resource for Education (SCORE) is a web-based learning management system that allows teachers to post content, such as syllabi, assignments, web links, and activities for students to access online. SCORE also has interactive features, such as discussion forums, chat, surveys, and online assessments. The Parent Access for Student Success (PASS) System is a reporting system available to parents and students which includes student schedules, grade history, teacher announcements, attendance information, disciplinary data, and current lunch account balance.

Instructional Technology Resource Teachers (ITRTs) provide embedded and traditional professional development by way of collegial collaboration, coaching sessions, lesson demonstration, resource delivery, and before- and after-school workshops. Now, teachers learning with digital tools takes place on-the-job and in the classroom during the instructional day. Traditional professional development is offered in the form of division-wide and school-based professional development courses. More recently, there has been a collaborative effort between Instruction and Instructional

Technology to expose teachers to 21st Century technologies while learning about content and pedagogical practices that are tied to specific instructional initiatives.

System Operators (SysOps), Field Technicians, Data Specialists, and Engineers make up the human technology support infrastructure that is essential to maintaining high quality, efficient networks, and computers to support the growth and emphasis on data delivery, productivity, and efficiency in all aspects of the school division’s operations.

Advancements in technology both inside and outside the school division have delivered new tools and improved services to teachers and staff throughout the school division. As an adult learning community, we are still learning how to leverage these tools to improve teaching, learning, and organizational productivity for all students.

Our students are ready for these tools and understand the value of information collected on CDs, MP3 players, and the Internet. They communicate, connect, and reach out beyond the Spotsylvania community to connect with others around the globe. We understand that today’s Spotsylvania County student represents a new learner. These students come from diverse backgrounds and experiences, they are natural users of technology, and they teach themselves easily as they are introduced to new devices that both entertain and provide authentic opportunities to learn about the fast-changing world they live in.

There is a recognized gap between our students (digital natives) and the adults (digital immigrants) who grew up in an analog world. While most teachers recognize that their students are very proficient at accessing the tools, they know that they are responsible for blending the content and pedagogical knowledge with these tools to ensure learning that is highly active and student-centered. Changing teacher practice to meet the demands of the 21st Century classroom is challenging and takes time. High quality professional development that includes instructional technology has the potential to bridge the gap and improve the way that we guide, inspire, and support our students as they learn in our schools.

Teaching in a 21st Century classroom looks very different from the traditional classroom setting. The teacher guides students to use technology resources, prior knowledge, and problem solving to teach mastery of new concepts and content. Teachers can now employ creativity, innovation, and technology to deliver content learning at any time during the day and in a context that is authentic and connected to the real world. By planning for continued improvements in how we deliver and use technology in the classroom, instruction will become more student-centered, active, and successful for all students.

Technology in Spotsylvania County Public Schools: Planning for the Future

The Spotsylvania County Schools Strategic Plan emphasizes 21st Century skills and continuous growth and improvement towards providing successful 21st Century teaching and learning opportunities for all students. In support of this focus, the Technology Plan emphasizes the importance of providing our students, teachers, and administrators with the technical infrastructure, human infrastructure, and learning opportunities to become highly skilled users of 21st Century tools, proficient consumers of information, and 21st Century thinkers.

In order to provide our students with opportunities to learn 21st Century skills across all content areas, our teachers must continually increase their knowledge and understanding of using existing and emerging technologies as part of their instructional practice. Teachers must adopt pedagogical processes that support a 21st Century curriculum and continue to work towards improved performance for all students in all content areas as outlined by No Child Left Behind (NCLB).

Working towards a 21st Century curriculum and promoting 21st Century literacy for all students requires a technology infrastructure that is both service-oriented and efficient in delivering productivity, application, communication, and organizational tools. These tools assist teachers and students in understanding how to leverage technology to support knowledge of content, pedagogical practices, and individual productivity and growth to improve student learning.

In order to accomplish this for our students, all stakeholders must work together to implement efficient and productive technology services locally and plan globally if we are to meet the needs of today’s students as well as future students. Our administrators must provide leadership in transforming schools into high-performing, collaborative learning communities. We will accomplish this when students, teachers, instructional support staff, technology support personnel, and building and district leaders collaborate to incorporate 21st Century teaching and learning practices into daily instructional processes. This process begins with the end in mind and a Technology Plan based on this vision.

The four main areas of the 2008-2009 Technology Plan include:

1) Technology and the Instructional Process

2) Technology Professional Development

3) Technology Services and Support

4) Technology and Accountability

Technology and the Instructional Process

An effective and appropriate teaching and learning environment includes technology tools and opportunities to maximize student learning, build student proficiencies in 21st Century skills and literacies, and improve individual student achievement.

Goals and strategies outlined in this section of the plan focus on:

Improving student academic performance

Increasing the integration of 21st Century applications for student use

Increasing technologies that promote student engagement and motivation

Increasing the accessibility to collaboration technologies for students, teachers, staff, and the community

Technology Professional Learning

An effective Instructional Technology professional development program is aligned with the National Staff Development Council (NSDC) standards of professional development and offers flexible and varied professional development delivery models, supports goals outlined in the SCS Strategic Plan, the SCS 6-year Technology Plan, and the individual professional development needs of the school and participant.

Goals and strategies in this section emphasize:

All teachers, administrators, and staff have access to effective learning opportunities necessary to perform their administrative, instructional, and organizational duties.

Expanding opportunities to the SCS community to participate in educational technology professional development and trainings

Increasing participation and the scope of educational technology professional development opportunities

Maintaining support for high quality embedded learning in the classroom by ITRTs and other professional development staff

Technology Services and Support

An effective technology support system addresses both the human and technical infrastructure necessary to provide superior network connectivity, accessibility, scalability, and customer service.

Goals and strategies related to services and support include:

Maintaining bandwidth utilization, network infrastructures, and improved services in the management processes of the school division

Improving customer service technology support throughout the school division

Improving communication within the Technology Services Department and among all stakeholders about technology support and initiatives

Improving the physical (computer labs and classroom technology) and online learning environments

Accountability

An effective Technology Services Office provides the technological framework and processes to ensure that data, information, and networks are secure and accessible to the appropriate stakeholders responsible for the fiscal, administrative, communications, and instructional programs aimed at improving student learning and performance.

Goals and strategies in this section emphasize:

Compliance with school board, federal, and state regulations regarding reliable, safe, and secure access to the technology resources

Increasing communication and collaboration among all stakeholders with regards to technology projects and initiatives

Increasing awareness and knowledge about the return on technology investments and advancements made on behalf of students’ academic careers and futures

The following pages contain the goals and strategies for each of the above described sections. Also included is a timeline, position responsible for the goal, budget implications, references to both the SCS Strategic Plan and the future State Technology Plan, and a status column on accomplishing the described strategy.

GOALS AND STRATEGIES: 1.TECHNOLOGY AND THE INSTRUCTIONAL PROCESS

An effective and appropriate teaching and learning environment includes technology tools and multiple opportunities to maximize student learning, differentiate instruction, build student proficiencies in 21st Century skills and literacies, and improve individual student achievement.

Status Indicators: = Met Target; = Improved Over Baseline, But Did Not Meet Target;

$$ = On Hold Due To Budget Issues; XX = Did not Meet Target; DP = Data Pending; NN = New; AR= Audit Response

GOAL 1.A.1

By 2015, develop appropriate 21st Century applications and integration of educational technologies for all students in the school division in an effort to promote student learning, thinking skills, and preparation for a dynamic global society.

BASELINE DATA: STRATEGY PERSON(S)

RESPONSIBLETIMELINE Beginning/ Ending Dates/Status

BUDGET STAFFING IMPLICATIONS

REFERENCE TO SCS PLAN/VA STATE PLAN

EVALUATION STRATEGY

Strategy 1.A.1.a: Promote the use of relevant, educational technology resources (hardware, web-based resources, and applications) that teachers can utilize to create learning opportunities that inspire creativity and innovation among all students when applied to authentic real world contexts, collaborative projects, and problem-based exploratory activities.

Director Instructional Technology

Begin: 2009-10 Complete: 2014-15 Status:

None 1.A.2.g 1.A.1.e 1.B.2.c

Obj. 1.1.

Strategy 1.1.3. 1.1.4.

Analyze use data in SCORE, Blended learning, Web 2.0 tools, NSTAR, and

other projects

Strategy 1.A.1.b: Promote the integration of 21st Century skills and ICT literacy in the teaching/learning process and explore ways to design and deliver opportunities to learn these skills through a content-driven initiative.


Begin: 2009-10 Complete: 2014-15

Local & Ed Tech Title II

Part D for professional

learning

1.A.1.e 1.A.1.h 1.B.2.c 1.B.5.c

Obj. 3.2

Strategy 3.2.1 3.2.2

Document ICT activities and 21st

century professional

learning.

Strategy 1.A.1.c: Work collaboratively with instructional content area specialists to ensure that 21st Century teaching and learning practices, ICT literacy objectives are blended with curriculum and pedagogical initiatives in all content areas.





learning

1.A.2.e 1.A.1.h 1.B.2.c 1.B.5.c

Obj. 3.2

Strategy 3.2.3

Survey instructional and staff 2010-

2011

Attendance notes

Strategy 1.A.1.d: Incorporate International Society for Technology in Education (ISTE) NETS*S, NETS*T standards, student computer Standards of Learning, and Internet Literacy competencies into daily instructional practices.


Begin: 2010-11 Complete: 20014-15



learning

2.B.1.e Obj. 3.2 4.3 Strategy 4.3.1 4.3.2

Pilot numbers, types, scope documented

Attendance notes to professional

learning

GOAL 1.A.2

By 2015, support instructional No Child Left Behind (NCLB) benchmark and accreditation goals as outlined in the 2007-2008 SCS Strategic Plan and as defined by the Virginia Department of Education.





EVALUATION STRATEGY

Strategy 1.A.2.a: Incorporate dynamic, content-driven technologies into the curriculum that engage students in ‘result-driven’ activities designed to enhance learning, give immediate feedback, and provide subsequent opportunities for the mastery of targeted instructional goals.



Bond 1.A.1.b 1.A.1.c

Obj. 2.2

Strategy 2.2.1 2.2.2 2.2.3

Tabulate the # of internet connected devices.

Describe how SCS is personalizing learning for students

Strategy 1.A.2.b: In coordination with instructional and data specialists, explore existing and new technologies to enhance data collection and reporting of both formative and summative assessments in order to efficiently monitor individual student academic growth in all content areas.

Assistant Superintendent of Technology


Local/Bond 1.A.2.b 1.A.2.g

Obj. 3.3


Pilots evaluation report to include strategies for integration of curricula, instruction, and assessment

Strategy 1.A.2.c: Incorporate assistive technologies and accessible materials division-wide to enhance learning outcomes for special education students as appropriate.

Director of Instructional Technology


ARRA 1.A.1.c Obj 2.2 Strategy

2.2.2

Description of Assistive Tech/Instructional Tech model for UDL / Inclusionary practices outcome reports

GOAL 1.A.3

By 2015, maintain, explore, and implement technologies to increase student engagement and motivation for 80% of students in classrooms as measured by teacher and student surveys.





EVALUATION

STRATEGY Strategy 1.A.3.a: Promote collaborative learning communities through the use of SCORE or other online resources to increase reciprocal learning opportunities and engagement for all students.



None 1.A.1.e 1.A.2.c

Obj. 2.2 1.1


Provide status on Internet connected devices/student, school./SCORE status reports

Strategy 1.A.3.b: Continue to investigate the positive educational impact Web 2.0 (e.g. blogs, wikis, and podcasts) and interactive technologies (e.g. Wii, interactive games) to increase student engagement and motivation.


Coordinator of Media and Library Services

Begin: 2009-10

Complete: 2013-14

Possible 1.A.2.c 1.A.1.e

Obj. 4.2 4.3

Strategy 4.3.2

Analysis of ITRT Activity logs

Document SCS efforts with Web 2.0 technologies

Strategy 1.A.3.c: Expand the Universal Design for Learning (UDL) initiative throughout the school division in an effort to expand differentiation of learning, individualized instruction, and student self-directed learning.


Begin: 2009-10

Complete: 2014-15

Local Budget

&

Title II Part D Funding

1.A.1.c Obj. 2.2 Document Professional learning efforts and offerings in UDL

Strategy 1.A.3.d: Expand the assistive technology program throughout the school division in an effort to meet the learning needs of all special education students.


Begin 2010-2011

Complete 2014-15

ARRA Obj. 2.2 Report on

purchase, placement, and

professional learning of AT

digital tools

GOAL 1.A.4

By 2015, 80% of staff will report an increase in accessibility of technologies that support communication, collaboration, student achievement, and parent/community participation in their students’ academic careers. BASELINE DATA: TBD STRATEGY PERSON(S)




EVALUATION

STRATEGY

Strategy 1.A.4.a: Provide equitable, accessible, dynamic, and safe online learning opportunities (e.g.SCORE, Blog/Wiki Server) Community Server and access for students, staff, and caregivers during and if appropriate, beyond the typical school day.



Bond 1.A.2.f 1.A.1.g 1.A.2.c

Obj. 4.3 4.2

Strategy 4.3.1. 4.3.2

Evaluate Prof. learning efforts

Document effort to provide resources

Strategy 1.A.4.b: Expand and support learning opportunities beyond the classroom and school using distance learning resources.



Bond 1.A.1.e 1.A.2.c

Obj 1.1 Document progress with Elab and Alt. Blended program

Strategy 1.A.4.c: Promote Internet Safety and Digital Literacy by offering embedded learning opportunities to staff and students related to Internet Literacy,



Local Budget Title II Part D

1.A.1.e 2.B.1.e

Obj 2.3 Strategy

2.3.1. 2.3.2.

Document # of community events through Public Relations /Survey

online responsibility, and individual accountability for personal safety online.

Coordinator of Media and Library Services

Strategy 1.A.4.d: Promote and support the use of PASS for parents/caregivers in an effort to increase support and awareness, and to document/track student performance.



Local Budget for maintenance

1.A.2.f Obj 2.2 5.1

Strategy 2.2.3

Usage Reports over years to

document growth

Strategy 1.A.4.e: Explore after-school and weekend access to SCS facilities to offer technologies and network resources for students, parents, teachers, and the educational community.



Possible Local Budget

1.A.2.f Obj 1.1 4.3

Strategy 4.3.2

Document “Let’s Get Digital” and

Linked 4 Learning

Strategy 1.A.4.f: Explore, investigate and, if appropriate, implement 24/7 access for teachers and administrators to appropriate professional and network resources in the Windows environment.




N/A Obj. 1.1 2.2


Usage reports on SCORE and

Network home access

GOALS AND STRATEGIES: 2. TECHNOLOGY PROFESSIONAL DEVELOPMENT An effective and successful Instructional Technology professional development program is aligned with the NSDC standards of professional development, offers flexible and various professional development delivery models, and supports goals outlined in the SCS Strategic Plan, SCS Technology Plan, and the individual professional development needs of the school and participant.

Status Indicators:

= Met Target; = Improved Over Baseline, But Did Not Meet Target; $$ = On Hold Due To Budget Issues; XX = Did not Meet Target; DP = Data Pending; NN = New; AR= Audit Response

GOAL 2.A.1

By 2015, ensure that all teachers, administrators, staff, and community stakeholders have access to professional learning opportunities necessary to perform their administrative (productivity, efficiency, communication technologies), instructional (content knowledge, pedagogical Instructional Technology, and content specific technologies) and organizational duties on a daily basis as measured by data collected via survey.

STRATEGY PERSON(S) RESPONSIBLE

TIMELINE Beginning/ Ending Dates/Status



EVALUATION STRATEGY

Strategy 2.A.1.a: Plan, implement, and assess the effectiveness of multiple professional learning models (e.g. workshops, embedded learning, online learning, and graduate study) in response to participant needs within the areas of administration, organization, and instruction.



None 2.C.1.a Obj. 4.2 Strategy 4.2.1. 4.2.2.

Document scope , type, and accessibility of professional

learning

Strategy 2.A.1.b: Explore and integrate ISTE standards appropriate for teachers (NETS*T) and administrators (NETS*A) in all aspects of professional development.



None N/A Obj. 4.2

Strategy 4.2.1 4.2.2 4.2.3

Document hours of Professional learning

in Instructional Technology

Strategy 2.A.1.c: Design Instructional Technology professional development that is aligned with the NSDC standards, meets the needs of the adult learner, is scalable, timely, and supports instructional and administrative goals of the school division.



None N/A Obj. 4.2

My learning plan (MLP) course descriptions

Strategy 2.A.1.d: Explore, plan, and coordinate more professional opportunities to increase both face-to-face and online collaborative learning communities focused on professional development (e.g. SCORE, Blogging, Webinars, Live meetings, Distance Learning) for all employees, if appropriate.




N/A Obj. 2.1 4.2

Strategy 2.1.1 4.2.2. 4.2.3.

My learning plan (MLP) course descriptions

Strategy 2.A.1.e: Investigate and establish a protocol that supports planning and providing training in the use of non-instructional software (e.g. GPS for bus drivers) and hardware to the department responsible for the purchase or initiative.



None N/A Obj. 3.2

Strategy 3.2.3.

List of training opportunity requests,

events, and attendance

Strategy 2.A.1.f: Explore, advise, and, if appropriate, support learning opportunities for non-instructional staff on the use of computers and technological applications that increase their productivity, efficiency, and advance their computer literacy skills.



Local Budget 2.C.2.b Obj. 1.3 3.2. 2.1


Consult with instructional

technology about custodial training, HR

Online application, Finance – data

warehouse training

Strategy 2.A.1.g: Provide Instructional Technology professional development consultation and support (if necessary) to other departments (maintenance, transportation, etc) by request.



None 2.C.2.b Obj. 1.1 1.2 1.3 2.1 3.2 4.3

Document attendance at meetings/

GOAL 2.A.2

By 2015, the effectiveness of professional development programs will increase by 20% as measured by an end of course survey and longitudinal data (mixed-methods) collected on participants’ change in practice and student performance.

BASELINE DATA: STRATEGY (Results Driven Professional Development)

PERSON(S) RESPONSIBLE

TIMELINE Beginning & Ending Dates


REFERENCE TO STRATEGIC PLAN/VA PLAN

EVALUATION STRATEGY

Strategy 2.A.2.a: By way of collaboration with the Instructional and Professional Development Offices, design and deliver Instructional Technology professional development that is content driven and emphasizes specific curricular goals, pedagogical practices, equity, collaboration, and global citizenship.



None 2.C.1.d Obj. 3.1


Document efforts in professional learning events and strategies to promote 21st century literacy

Strategy 2.A.2.b: Encourage and support Instructional Technology professional learning to be part of the site-based professional development plans for each school.



None N/A Obj. 3.1

Strategy 3.1.4. 3.1.5

Document individual and school improvement plans that contain goals to support TPCK learning

Strategy 2.A.2.c: Ensure that all instructional personnel meet Technology Standards for Instructional Personnel (TSIP) and Internet Literacy and Safety



None N/A Obj. 3.2

HR to provide completed list on an annual basis to Instructional Technology

Program goals as established by the Virginia Department of Education and school division. Provide updates as necessary. Strategy 2.A.2.d: Provide a variety of professional development opportunities for teachers, administrators, and staff in learning about 21st Century skills and ICT literacies.



Local Budget 1.A.1.h 1.B.2.c

Obj. 3.2


Course listings acquired from My Learning Plan (MLP)

Strategy 2.A.2.e: Update the Instructional Technology professional development offerings to ensure that professional learning opportunities are scaffolded for early adopters, novice, and advanced users.



None Obj. 2.1

Strategy 2.1.1.


Strategy 2.A.2.f: Ensure that Instructional Technology professional development offerings include research proven instructional strategies that enhance student performance. (Word processing technologies, spreadsheet technologies, organizing/brainstorming software, data collection tools, Internet resources, communication technologies).



None 1.A.2.d Obj. 3.1



Strategy 2.A.2.g: Expand Universal Design for Learning (UDL) professional development opportunities and collaborate with Virginia Staff Development Council, Training and Technical Assistance Center (TTAC), and the Dept of VA/Tech on the UDL initiative.



None Obj. 2.2

Strategy 2.2.1 2.2.2 2.3.3


Strategy 2.A.2.h: Expand opportunities to learn how to support and facilitate online learning for teachers and students throughout the school division.




Obj. 3.1. Strategy

3.1.1


Strategy 2.A.2.i: Increase awareness, for parents and caregivers, on how to access their child’s learning and performance information (e.g. SCORE and PASS), understanding Internet Safety and Literacy, and the importance of technology literacy in their child’s future.

Assistant Superintendent of Technology Director of Instructional Technology


None 2.B.1.e Obj. 3.2

Strategy 3.2.1 3.2.2 3.2.3 3.2.4

Monitor logs in PASS, i.e, number logins and automate emails/ List number of trainings offered to parents

Strategy 2.A.2.j: Develop informal optional surveys for teachers to identify needs for professional development topics related to Instructional Technology/content course development and approval process.



None Obj. 5.1


Archive all surveys and research

conducted in the division – available

upon request

GOAL 2.A.3

By 2015, maintain, explore, and implement technologies and pedagogical approaches that increase participant engagement in professional development opportunities in Instructional Technology and 21st Century teaching and learning by 20%.

BASELINE DATA: TBD STRATEGY PERSON(S)

RESPONSIBLETIMELINE Beginning & Ending Dates



EVALUATION STRATEGY

Strategy 2.A.3.a: Explore ways to increase teachers’ professional awareness and learning about the 21st Century classroom and instructional programs.



None 1.A.1.h 1.B.2.c 1.B.5.c

Obj. 1.3 3.1

Strategy 1.3.2 1.3.3 3.1.4

Course listings acquired from My

Learning Plan (MLP), survey, walk through

evidence

Strategy 2.A.3.b: Develop and support informal teacher leader cadres or “user groups” for technology and 21st Century



None 1.A.1.h 1.B.2.c

Obj. 1.3 3.1

Beginning with Retool for School evidence of

PLCs in buildings documented by ITRTs

learning initiatives at building and division levels.

Strategy 1.3.2 1.3.3 3.1.1 3.1.2 3.1.3 3.1.4

Strategy 2.A.3.c: Investigate and continue to support alternative professional development options for teachers and administrators that include graduate study, non-credit study, action research, university research, regional and state learning cohorts, conference presentations and attendance, and memberships in Instructional Technology professional groups such as, NSDC, ISTE, VSTE ,CRSTE,VSDC.




Obj. 1.3


Course listings acquired from My

Learning Plan (MLP)

GOAL 2.A.4

By 2015, continue to provide 80% of teachers and administrators in the school division with a high level of Instructional Technology embedded professional development by way of the Instructional Technology Resource Teachers.


RESPONSIBLE TIMELINE Beginning & Ending Dates



EVALUATION STRATEGY

Strategy 2.A.4.a: Develop, train, and maintain a team of Instructional Technology Resource Teachers (ITRTs) to support teachers, and staff through various forms professional development (e.g. workshops, in-services, graduate



Local Budget Obj. 1.2 1.3 5.2

Strategy 1.2.1

Attendance logs of ITRTs at monthly and

biweekly meetings with SBO, Instruction,

Content, and Technology

study, embedded models, conferences). 1.3.1 5.2.1 5.2.2

Strategy 2.A.4.b: Develop and maintain teacher leadership, Instructional Technology content, and technical skills of ITRTs, lead technology teachers, and librarians through both informal and formal professional development strategies (e.g. school-based IT teams, conferences, Internet Literacy, Instructional Technology initiatives).

Director of Instructional Technology Coordinator of Library/Media Services


Local Budget Obj. 2.1 2.3

Strategy 2.1.1 2.3.1 2.3.2

Attendance logs of ITRTs and librarians at quarterly meetings

F2F and online

Strategy 2.A.4.c: Develop and maintain skills for ITRTs and SysOps through participation in monthly meetings with the Office of Technology with follow-up opportunities for online collaboration and face-to-face as an entire learning community.

Director of Instructional Technology Supervisor of Technology Support


None Obj. 1.2 2.1


Attendance logs of ITRTs at monthly

meetings./ Schedule monthly meetings.

Assess the effectiveness of

support provided by sysops within the

work order system. Train sysops on

implemented technologies and effective support

strategies.

Strategy 2.A.4.d: Ensure collaboration and professional learning among ITRTs, instructional coaching and specialist teams, Instructional Coordinators, Special Education specialists, and librarians.



None 2.C.1.d Obj. 1.3 2.1


Attendance logs of ITRTs at Instructional,

Content meetings

GOALS AND STRATEGIES: 3. Technology Services & Support

An effective Technology support system addresses both the human and technical infrastructure necessary to provide superior connectivity, network, and service that includes accessibility, scalability, and customer service. Technology serves and supports the goals outlined in the SCS Strategic Plan, and the instructional and administrative needs of all school division stakeholders.



GOAL 3.A.1

Provide and maintain all division and school-based network infrastructures that fully support school division instructional, administrative and support needs now, and in the future, as measured by bandwidth utilization and reports from the work order system.

STRATEGY





EVALUATION STRATEGY

Strategy 3.A.1.a: Ensure that staff from the Office of Technology Support actively participates (discussions, decisions) in the planning for renovation of buildings and new building construction.



None 1.C.2.a

1.C.2.b

Obj. 1.2 4.2

Strategy 1.2.3 1.2.4 4.2.3

Assign a member of technology support to be part of construction

planning

Strategy 3.A.1.b: Implement and maintain a fully funded, cyclical replacement program to maintain hardware/network/ software infrastructures that fully support the school division's instructional and administrative needs.



None Obj. 3.1 5.1

Strategy 3.1.2 3.1.4 5.1.

Document a fully funded replacement

cycle

Strategy 3.A.1.c: Provide and maintain physical infrastructure (LAN, WAN, WLAN) for all instructional, administrative, and support areas of the school division.

Supervisor of Technology


None Obj. 1.2


Utilize software to perform trend analysis

and graphing of all network connections. Evaluate bandwidth used. Budget for the replacement of items that have exceeded

their lifecycle.

Strategy 3.A.1.d: Maintain existing hardware and approved software used throughout the school division.



None Obj. 2.2


Review work order system requests for

repairs. Evaluate their response/resolution times. Budget for the replacement of items that have exceeded their useful lifecycle.

Strategy 3.A.1.e: Increase customer service orientation and communication with all stakeholders regarding the status of repairs, projects, and/or technology initiatives.



None Obj. 1.2


Administer a survey to assess the

effectiveness of communication

Strategy 3.A.1.f: Explore and, develop recommended core instructional software lists for elementary, middle, and high school and an updated process for school and division software approval in the school division.



None Obj. 2.2 4.1


Email and activity logs related to image biannual review,

software review and Tech Advisory

meetings

Strategy 3.A.1.g: Explore, and if appropriate, implement additional Internet filtering features that offer user flexibility and increased efficiency.




None Obj. 3.1

Strategy 3.1.5

Implement filtering options that will allow

customizable privileges based on their group

membership. Account of logs related to filter.

GOAL 3.A.2

By 2015, increase the efficiency and efficacy of technologies and services provided in the management processes of the school division by 20%.





EVALUATION STRATEGY

Strategy 3.A.2.a: Explore and evaluate grade book software, including IGPro, and identify the most appropriate product.

Director of Information Technology


None Obj. 2.2 5.1


Identify and implement a Gradebook offering expanded features – evaluation through report

Strategy 3.A.2.b: Enhance the PASS system to provide parents with additional information and automatic notifications.



None Obj. 2.3 5.1


Provide users with an option to submit feedback and review these suggestions semi-annually – evidence in review

Strategy 3.A.2.c: Enhance Employee Self-Serve (ESS) and student information systems to minimize paper records and improve accuracy and accessibility by the appropriate personnel.



None Obj. 2.2 2.3 5.1

Strategy 2.2.3 2.3.1 5.1.1

Implement Records Management System for scanning and add requested features to ESS – report on paperless initiative

Strategy 3.A.2.d: Explore and implement options for providing web-based services (e.g. library catalogs, online course registration, online learning services) for students and staff.



None Obj. 2.2 5.1

Strategy 2.2.3

Implement web-based course registration and student registration

5.1.1 Strategy 3.A.2.e: Maintain and optimize the Trapeze system, GPS and GIS technologies for planning, tracking, and communicating bus routes.

Coordinator of Automated Routing


2.A.2.a Obj. 2.2 5.1


Report from Transportation

Strategy 3.A.2.f: Explore options for electronic billing and payments (e.g. vendor payments, yearbooks, P.E. uniforms, lost/damaged textbooks and library materials, etc.).



Obj. 5.1

Strategy 5.1.1

Implement electronic bill payment for vendors and state agencies

GOAL 3.A.3

By 2015, increase independent use and efficiency of available and emerging technologies in the instructional program management processes of the division by 20%.

BASELINE DATA: TBD STRATEGY (Results-based Technologies)





EVALUATION STRATEGY

Strategy 3.A.3.a: Enhance the data warehouse environment to provide administrators and specialists the tools necessary to make data-driven decisions and support a continuous focus on data-driven decision-making practices.



None 2.B.1.a Obj. 5.2


Compare the number and quality of reports

over time

Strategy 3.A.3.b: Enhance data tools such as SOLO, SOLO LOCAL, LITASSES, to provide teachers and support staff information to make data-driven decisions based on formative assessment data.



Bond 1.A.1.b 1.A.1.c 1.A.2.d 1.A.2.g

Obj. 5.2

Strategy 5.2.2

Survey principals and add tools to SOLO and LITASSESS to provide additional data

Strategy 3.A.3.c: Integrate professional development data to the Quarry for future

Supervisor of Begin: 2009-11 Complete: 2014-15

None 2.C.1.a Reports showing MLP data in the Quarry

informal research and data collection on measuring professional development impact on student achievement.

Data Mining 2.C.1.b

2.C.1.c

GOAL 3.A.4

Recruit, develop, and maintain a high performing, customer-service oriented, human infrastructure that fully supports school division technology, instructional, administrative and management needs now, and in the future as measured by division stakeholder survey.





EVALUATION STRATEGY

Strategy 3.A.4.a: Ensure that Technology Services staffing levels fully support the school division's technology, instructional, administrative, and support needs.



Obj. 1.2


Examine replacement cycle over time

Strategy 3.A.4.b: Ensure that every building has access to an ITRT, SysOp and Field Technician with adequate time, skills, and resources to troubleshoot and assist staff members in accessing and utilizing supported, and approved, technologies.



Obj 1.2


Examine ITRT logs and web-based work

order system

Strategy 3.A.4.c: Implement a data quality process that ensures accurate data on a continuous basis.

Supervisor of Data Mining


None 2.B.1.a Obj. 5.1

Strategy 5.1.1

Monthly Data Quality reports from School Data quality teams

Strategy 3.A.4.d: Ensure that Assistant Begin: 2009-10 None Regular staff meeting with representatives for

Technology Services leadership team meets regularly and is kept informed about Information Systems, Technology Support, and Instructional Technology initiatives, challenges, and projects.

Superintendent of Technology

Complete: 2014-15 three areas (Instructional Tech, Tech Support, Data)

GOAL 3.A.5

By 2015, ensure that technology professional learning environments are established, maintained, and offer support for continuous learning with 21st Century tools online and face-to-face throughout the school division on a daily basis.

Baseline: TBD STRATEGY (Environment)





EVALUATION STRATEGY

Strategy 3.A.5.a: Maintain a division-wide facility with appropriate hardware and software to be utilized as a training, evaluation, and resource center.



Local Budget Obj. 3.1

Strategy 3.1.2

Survey staff to identify training needs at ITTC

Strategy 3.A.5.b: Maintain online professional development learning environments (e.g. SCORE, Wiki/Blog Server) to be used for formal, informal resource sharing, and communication among teachers, staff, and administrators.



Local Budget 1.A.1.g

Obj. 1.1 3.1

Strategy 1.1.1 1.1.3 3.1.3

Are there systems in place, to include logs

when systems in place are functioning

properly- Report of evidence

Strategy 3.A.5.c: Explore other technological models for communication, collaboration, and problem solving for the school division.



None 1.B.4.b Obj. 3.1

Strategy 3.1.2

Evidence that other communication

technologies have been investigated

and/or implemented

GOALS AND STRATEGIES: 4. Technology Services: Accountability An effective Technology Services Office provides the technological framework and processes to ensure that data, information, and networks are secure and accessible to the appropriate stakeholders responsible for the fiscal, administrative, communications, and instructional programs aimed at improving student learning and performance.



GOAL 4.A.1

By 2015, ensure full compliance with school board, federal, and state regulations to provide all students, teachers, and staff with reliable, safe, and secure access to technology resources.

STRATEGIES (Application)




REFERENCE TO STRATEGIC

PLAN/VA PLAN

EVALUATION STRATEGY

Strategy 4.A.1.a: Support email and Internet filtering systems (required by law) while maintaining stakeholder access to resources needed to improve communication, productivity, efficiency, and learning.



Local Budget 3.B.3.b Obj. 3.1

Strategy 3.1.4

Utilize software utilities to provide graphing and trend

analysis for all school division resources.

Implement best practices and processes that will

provide the highest degree of harmonization and

reliability to these resources.

Strategy 4.A.1.b: Implement and maintain an acceptable use policy for all school division employees and students.

Supervisor of Technology Support


None 2.B.1.e Obj. 3.1

Strategy 3.1.5

Publish and maintain an acceptable use

document that outlines the responsibilities and best practices for staff

and students while using SCPS technology

resources.

Strategy 4.A.1.c: Follow established protocols for the acquisition and support of hardware and software.



None Obj. 3.1

Strategy 3.1.2

Ensure replacement cycles are within

established guidelines. Periodically examine work orders to ensure response/resolution

times are at acceptable levels.

Strategy 4.A.1.d: Ensure the security of all student, student performance, and employee data and information collected, transferred, and stored by way of school division networks and servers.



None 1.A.2.b

2.A.4.a

2.A.4.b

2.A.4.c

Obj. 1.2 2.2


Evaluate the level of security used in

securing data and provide evidence of

evaluation

Strategy 4.A.1.e: Establish or update protocols to ensure that all critical systems and data are backed up.



None 1.A.2.b

2.A.4.a

2.A.4.b

2.A.4.c

Obj. 1.2

Strategy 1.2.2

Examine systems employed to backup

data provide evidence of examination

Strategy 4.A.1.f: Follow state and federal electronic reporting guidelines and timelines on the delivery of required student records and other reports as appropriate



None 2.A.4.a

2.A.4.b

2.A.4.c

Obj. 2.2 5.1


Documentation that Office of Information

Technology is submitting reports in

a accurate timely manner

Strategy 4.A.1.g: Establish guidelines (to include audits, purchases) for the review of security and accessibility of hardware,



2.A.4.a

2.A.4.b

Obj. 4.1.

Strategy 4.1.1

Examine guidelines that have been established & provide evidence of

examination

software, and networks as part of Technology Services planning and evaluation activities

2.A.4.c

GOAL 4.A.2

By 2015, increase communication and collaboration between stakeholders and Technology Services regarding planning, purchases, implementation, and follow-up on technology projects and initiatives by 25% as reported on a division-wide survey.

BASELINE DATA: TBD STRATEGY/OBJECTIVES (Results driven)





EVALUATION STRATEGY

Strategy 4.A.2.a: Establish and maintain a Technology Advisory Committee.



None Obj. 1.3 2.1


Is there a committee in place? Evidence by way of minutes.

Strategy 4.A.2.b: Include representatives from stakeholders link doesn’t work in discussions about technology issues within the division.



None Obj. 2.1

Strategy 2.1.1

Survey

Strategy 4.A.2.c: By way of collaboration and communication with appropriate stakeholders, review all hardware and software purchases for alignment with instructional and administrative goals as stated in the school division’s Strategic Plan.



None Obj. 2.2 4.2 4.3

Strategy 2.2.2 4.2.3 4.3.1

Examine purchases and provide report of purchases

Strategy 4.A.2.d: Increase collaboration and communication

Assistant Superintendent of


None Obj. 4.2

Examine if this was done provide evidence of examination

with appropriate stakeholders on decisions related to funding sources for technologies.

Technology Strategy 4.2.3

Strategy 4.A.2.e: Continually assess current technology for effectiveness and evidence on improved instruction, learning environments, productivity, and efficiency throughout the school division.



None Obj. 5.1

Strategy 5.1.1

Tech Advisory Committee meeting minutes and action plans

Strategy 4.A.2.f: Increase follow-up and follow-through on technology initiatives and projects by way of quantitative and qualitative feedback from stakeholders.



None Obj. 4.2

Strategy 4.2.3

Surveys

Strategy 4.A.2.g: Revise the current software approval process to ensure that all instructional and administrative leaders (software decision makers) are informed of the process and rationale for the software product review and Technology Support field testing process prior to the purchase. This includes textbook software that has corresponding digital versions and resources.



None Obj. 3.1

Strategy 3.1.1 3.1.2 3.1.5

Document provided to schools that ensures all stakeholders of a process in place.

GOAL 4.A.3

By 2015, 75% of community stakeholders will report an awareness and knowledge about the return on technology investments and advancements made on behalf of their students’ academic careers and future.

BASELINE DATA: TBD STRATEGY (Results based technologies)





EVALUATION STRATEGY

Strategy 4.A.3.a: Increase and improve the use of email and expansion of division websites as staff, student, and parent communication tools.

Director of Public Relations



None 1.B.2.a

1.B.2.b

1.B.4.b

3.B.3.b

Obj. 3.1

Strategy 3.1.2 3.1.3 3.1.4

Utilize software to assess the reliability and

load on the email system and division.

Expand and improve on these areas where

necessary.

Strategy 4.A.3.b: Explore Web 2.0 and support for other common education technologies as tools to support increased parent and community involvement in their students’ academic careers and school division activities.



None 1.B.2.a 1.B.2.b 3.A.1.a

Obj. 3.1


Evaluate the effectiveness of SCORE

and PASS by usage reports

Strategy 4.A.3.c: Enhance PASS that provides parents access to student schedules, grades (report card and current), attendance, and other appropriate information to increase communication and parental engagement in their student’s academic learning and progress.



Local 1.B.4.b Obj. 5.1

Strategy 5.1.1

Examine PASS to see if it provides this

functionality

Strategy 4.A.3.d: Sponsor and promote Technology Nights and Tech Fests for all stakeholders.


Begin: 2009-11 Complete: 2011-2012

Local Obj. 4.1

Strategy 4.1.2

Attendance

Strategy 4.A.3.e: Increase awareness about the Spotsylvania Instructional Community of resources in SCORE.


Begin: 2009-10 Complete: 2014-2015l

None Obj. 4.1

Strategy 4.1.2

Activity logs of ITRTs, Professional learning

opportunities from MLP, and attendance

sheets

GGlloossssaarryy ooff TTeerrmmss

21st Century skills - Suggested student outcomes and support systems that ensure students have the skills, knowledge and expertise to succeed in work and life in the 21st century. See http://www.21stcenturyskills.org in the "Skills Framework" link under the Overview tab. Blogs - A Web 2.0 tool; a shared on-line journal where people can post entries about their experiences. Postings on a blog are usually in chronological order. Collaborative learning - A term for a variety of approaches in K-12 education that involve joint intellectual effort by students. In a collaborative learning situation, students engage in a common task in which each individual depends on and is accountable to each other. Groups of students work together in searching for understanding, meaning or solutions or in creating an artifact of their learning such as a product. Collaboration is a recommended student outcome in the 21st century skills framework located at http://www.21stcenturyskills.org. Computer literacy skills - As the term applies to the Spotsylvania Technology plan goal for non-instructional personnel, basic introductory computer skills refers to the staff member's ability to perform basic functions on the computer such as email, the employee time clock, word processing, Internet literacy and safety, and logging in and out of his/her employee self-serve account. Student computer literacy skills for the state of Virginia are located in Appendix A of this plan; ISTE standards for students, teachers and administrators can be found at www.ISTE.org. “Content-driven” instructional technology professional development goals - refer to professional development opportunities that focus on the Virginia SOL’s and very specific curricular goals. Although training of a new tool or

instructional technology initiative is necessary, ‘content-driven’ training is delivered in the context of how the tool or strategy is used to support the instructional program, lesson, and/or activity. Dept of Education, Office of Technology - provides support, guidance, training, and resources to Virginia School divisions related to educational technology. Web site: http://www.doe.virginia.gov/VDOE/Technology/OET. Digital literacy - skills that reflect the ability to understand, locate, organize, search and create from a variety of digital sources, including those retrieved from the Internet. Distance learning - learning that takes place through an Internet connection to a location that is different from the learner’s current location. Dynamic - of variable or constantly changing nature. With regards to technology applications, dynamic technologies change based on user’s input or output Embedded learning (as it refers to Internet literacy) - learning Internet literacy skills as students are practicing them as part of a SOL or curricular lesson or activity. Embedded professional development - professional development experiences that occur throughout the day at the same time that the new skill is also put to practice. For the K-12 teachers, professional learning experiences that allow for the individual teacher to apply new learning, experiment, reflect, and adapt new learning experiences in his/her classroom. Field Technician - Computer and network technician assigned to multiple buildings or to a specific area in the technology department to support Sysops and to ensure that technology components throughout the county are functional and in good repair. Global citizenship - In the SCS Tech Plan, references to this term relate to multicultural, human rights, and international themes in addition to local and community priorities.

ICT literacy - In the SCS Tech Plan, ICT literacy refers to the effective use of technology to maximize student learning:

Use technology as a tool to research, organize, evaluate and communicate information. In collaboration with several content area organizations, the Partnership for 21st Century Skills (www.21stcenturyskills.org) developed a series of ICT Literacy Maps illustrating the intersection between Information and Communication Technology (ICT) Literacy and core academic subjects including English, mathematics, science and social studies (civics/government, geography, economics, history). A sample of the English ICT map appears in Appendix B.

Interactive games - games that allows the user to interact with the application or other players. Many interactive games allow the user to control outcomes based on responses given. Interactive technologies - technologies that allow interaction between the user and the technology or other individuals. Many forms include hands-on interaction. Internet Literacy/Safety - understanding dangers of the Internet in order to be safe online. Some dangers include cyber bullying, cyber security issues, personal safety, cyber community issues and intellectual property issues. ISTE (International Society for Technology in Education) - the international professional organization that supports educational technology. Web Site: www.ISTE.org, State affiliate: www.VSTE.org. ISTE standards - referring to the NETS standards (national educational technology standards) that ISTE recommends for administrators, teachers, and students. There are standards for students (NETS*S), teachers (NETS*T) and Administrators (NETS*A). The standards can be found at www.ISTE.org. LAN (Local area network) - a computer network covering a small geographical area. LITASSES - An acronym for SCS's Literacy Assessment database that manages performance results of literacy assessments that are given to identified students every school year. Performance of each student is available online through LITASSES. Live meetings - These are meetings held online with multiple people present and participating via the internet. These are typically synchronous.

NETS* (national educational technology standards) - technology standards for teachers and students recommended by ISTE. The standards for administrators, teachers, and students can be found at www.ISTE.org or see ISTE standards definition above. Network resources - Data, server, and infrastructure resources designed to provide the SCS educational community consistent, accessible, and a reliable IT support system for teaching and learning in the 21st century. Non-instructional software - Any technology application that is currently being used to support non-instructional activity in support departments (e.g. Human Resources, Finance, Student Information System). NSDC (National Staff Development Council) - a national organization that support effective professional development for teachers and continuous school improvement. Website: www.NSDC.org NSDC standards - Standards recommended by NSDC to ensure high quality professional development opportunities. These standards are available at www.NSDC.org. PASS (Parent Access for Student Success) - PASS is a program developed by Spotsylvania County Public Schools to provide parents with information about their child's academic progress and education program. Items included in PASS are: School announcements; grades and announcements for each subject; the ability to email teachers and counselors. Pedagogical practices - the styles and strategies of instruction that make up teacher practice. Podcast - Audio files with RSS feeds that can be subscribed to an updated regularly. QUARRY - Spotsylvania County Schools’ data warehouse utilized daily by division and school level leadership. Scaffolded for early adopters, novice, and advanced users - referring to professional development opportunities in instructional technology. This means that a multiple means of support will be varied based on the level of user, and eventually relinquish when the user is advanced enough to no longer need it. Site-based professional development plans - each SCS teacher has to complete 18 hours of site-based professional development each year. These are professional development opportunities that are planned and delivered at the school level. Needs are tailored to the needs of the individual school personnel.

SOLO LOCAL - a school level version of SOLO, which allows an individual school to create assessments to be given to students. SOLO - an acronym for Standards of Learning Online. The SOLO database is a teacher data tool that is used for analysis of benchmark and other formative assessments given throughout the school year. Stakeholders - anyone who is affected by the outcome or decisions of a group or organization. Student engagement - the level of student participation in an activity, or lesson. High student engagement is associated with high learning outcomes in numerous research studies. Student motivation - student’s willingness and eagerness to learn. SysOp - (Systems Operator) assigned to buildings to ensure that networks and individual technology components are functional and in good repair. Technology Advisory Committee - the Technology Advisory Committee provides direction, leadership, vision, communication, and coordination of technologies to support improved teaching and learning in the school division. Community members (parents, business people, and teachers) are vital to the work of this committee. Technology Standards for Instructional Personnel (TSIP) - state required technology competencies that all licensed teachers must complete during their first year of contractual teaching in Virginia. The office of Instructional Technology will be updating the VA. TSIPs for school year 2009-2010 to assist new teachers with learning basic competencies that is required for successful integration of technology in Spotsylvania County Public Schools. Training and Technical Assistance Center (TTAC) - an organization of professionals linking people with resources for students with disabilities. www.TTAConline.org provides valuable instructional and assistive technology resources to ITRTs, Assistive Technology Specialist, Special Educators, Administrators, and teachers. Universal Design for Learning - an educational framework that refers to the creation of flexible curriculum and learning opportunities that can accommodate the needs of all learners.

Virginia Staff Development Council - www.vsdc-online.org - State affiliate of NSDC. The mission of the VSDC is to ensure success for all students by serving as the state network for those who improve schools and by advancing individual and organizational development. ITRTs in SCS are members of VSDC, with several serving as board members and regional representatives. VSTE (Virginia’s Society for Technology in Education) - A state level professional organization that supports the use of technology in education. Website: www.vste.org WAN (wide area network) - a computer network that covers a broad area. Web 2.0 - World Wide Web based services emphasizing information sharing and collaboration between and by the users. Web 2.0 tools that are commonly referenced are wiki’s, blogs and podcasts. Webinars - a broadcast via the Internet that multiple people can participate. A webinar is typically one-way where there is a speaker that does all of the talking and the participants participate via polling, or through a text-chatting feature. Wii -Nintendo gaming system. Wikis - a Web 2.0 tool that allows multiple people to collaborate and change the document while keeping a record of the history of the document. WLAN - (wireless local area network) - providing Internet coverage by wireless means.

Appendix 1

Slide 1

SCS Technology PlanningHistory, Plan Development, Timelines, Survey Analysis

SCS Technology PlanningHistory, Plan Development, Timelines, Survey Analysis

Slide 2

2007-2009 Tech Plan DevelopmentDate Oct. 30, 2007 Online Feb. 19, 20 08 Online Apr il 8 , 2008 200 8-2009

Topic Introdu ction of Com mittee Work, structu re, and ove rview of 21st

teaching & learn in g

Subcomm itt ee Wor k (Oct – Feb)

Identification of f ocus areas

Subcomm itt ee Wor k (Feb – Apr il)

Rep ort, Dr afting, Review

Draft , alig nment with Strateg ic Plan, Boa rd Presentat io n -Evalu ation Stu dy of ITRT and Instruct ion al Tec hnology ( post Bond)

Plan for Three Year Review 2011-2012

2007-2009 Tech Plan DevelopmentDate Oct. 30, 2007 Online Feb. 19, 20 08 Online Apr il 8 , 2008 200 8-2009

Topic Introdu ction of Com mittee Work, structu re, and ove rview of 21st

teaching & learn in g

Subcomm itt ee Wor k (Oct – Feb)

Identification of f ocus areas

Subcomm itt ee Wor k (Feb – Apr il)

Rep ort, Dr afting, Review

Draft , alig nment with Strateg ic Plan, Boa rd Presentat io n -Evalu ation Stu dy of ITRT and Instruct ion al Tec hnology ( post Bond)

Plan for Three Year Review 2011-2012

Slide 3

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Technology Survey for Instructional Personnel 2007

How important is each technology need/want

Welcome: Brief Introductions to the Tech Planning session.. We have a number of folks missing so we are pod casting this event .. We have four meetings for this school year We are in a SCORE course to keep everyone up to date on this course I want to first introduce you to Bill Flaherty , Asst Supt of Technology Four surveys completed (Instructional, Non – Instructional, Parent, Student) Parents not available, but I am going to take you though a brief analysis of the results This was self-selection, not random and is not statistically representative of the whole school division.. May give you some insight on how some folks are thinking. Instructional Personnel. Please refer to you handout and the criteria sheet so that you can follow along. First , a snapshot at how Technology Services is doing . The horizontal axis represents how participants rated the importance of each technology need or want. The vertical axis

represents how well those needs or wants are being met. This way of looking at the data represents a snapshot of what is important and how well we are doing it…and the further and tighter we are in the upper right hand quadrant… Instructional 3/27/07 Non-Instructional – 10/12/07 Student – 5/30/07 Parents – 10/16/07

Slide 4


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2.00

2.50

3.00

3.50

l t c q d s b r a m p o n e k i f h j g

2.66

2.87

2.92

3.01

3.13

3.16

3.18

3.20

3.32

3.35

3.44

3.45

3.48

3.49

3.52

3.53

3.59

3.60

3.64

3.81

Technology Survey for Instructional Personnel 2007

IF we look at the criteria displayed in a bar graph, we learn more about the specific criteria… so find the handout in your folder that is paper clipped together with the alphabetized list of criteria written out and let me know what you find out..

Slide 5

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00


Technology Survey for Non Instructional &Administrative Personnel 2007

Slide 6

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

q1 n1 l1 c1 m1 k1 o1 j1 e1 d1 g1 a1 f1 h1 i1

2.94

3.01

3.18

3.19

3.20

3.24

3.26

3.34

3.40

3.44

3.46

3.67

3.69

3.83

3.86


Technology Survey for Non Instructional &

Administrative Personnel 2007

Slide 7

Common Needs for Instructional and Non Instructional Personnel

• Easy (reliable, quick, convenient) access to Internet resources that directly support my curriculum. *

• Technical support readily available throughout the day. *

• Access to school resources (e.g. e-mail, lessonplans, curriculum) from home.

• Easy access to up-to-date computers for all students. *

Common needs of Instructional and Non- Instructional Personnel

Slide 8

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50


Technology Survey for Students 2007

Slide 9

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

0.00

2.86

2.98

2.98

2.99

3.03

3.03

3.06

3.07

3.09

3.13

3.15

3.25

3.32

3.33

m b l g c d k i j a e h f n



Enough computer t ime to complete work

Easy access to computers for Students

Easy access to internet Resources to support studies

Up to date computer for Teacher

Technology that supports my subjects

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

0.00

2.86

2.98

2.98

2.99

3.03

3.03

3.06

3.07

3.09

3.13

3.15

3.25

3.32

3.33

m b l g c d k i j a e h f n



Enough computer t ime to complete work

Easy access to computers for Students

Easy access to internet Resources to support studies

Up to date computer for Teacher

Technology that supports my subjects

Slide 10

1 is the least important, 12 is the most important

Technology Type InstructionalRanking

Computer Hardware 12*

Internet 11*

Computer Projection Devices (Projectors) 10

Software Appl ications 9

Telecommunications 8

Adequate Bandwidth 7

Instructional Software(Content Specific) 6

Data Mgt Applications (gradebooks, on line data) 5

Digita l Technologies, Probes, Graphing Calculators 4

Laptops for Teachers 3

Online Learn ing Portal 2

Distance Learning 1

Technology Type InstructionalRanking


Internet 11*


Software Appl ications 9



Instructional Software(Content Specific) 6

Data Mgt Applications (gradebooks, on line data) 5

Digita l Technologies, Probes, Graphing Calculators 4


Online Learn ing Portal 2

Distance Learning 1

Slide 11

Technology TypeNon Instructional/

Administrative Ranking


Software Applications 8*




Data Mgt Applications (gradebooks, online data) 4


Digital Technologies, Probes, Graphing Calculators 2

Financial Software 1

Slide 12

To what extent would you utilize the following

resources if they were available?

Instructional NonInstructional

Computer Lab 2* 7

Support Hotline 6 5

Software Preview Services 7 8

Technical Support Bulletin Board 7 4*

Hardware Training 5 6

Software Training 4* 2*

Instructional Support Training 3* 3*

On Site Technical Support 1* 1*

1 is most important 8 least important

Slide 13

How often would you utilize the school’s

technology resources outside

the traditional Day ?

Instructional NonInstructional

Before School 3* 3*

After School 4* 4*

Weekends 2 1

Summer 1 2

Most of our folks non- instructional and instruction work after school hours

Slide 14

Satisfaction Questions Instructional NonInstructional

Where would you prefer technology training to occur Workshop/Online All of the above /Workshop

How would you like the technology training to be provided:

Formal Class One-on-One/ & Tutorial (tied) All of the above/Formal Class

Where would you most like to see computers in the school?

Computer Labs/Media Center COWS/Computer Labs

I have a high degree of satisfaction with the availability and effectiveness of

technology in SCS compared to that in other school districts. (1 = not

satisfied / 4 = very satisfied)

2.63 3.19

Teachers are the most definitive on how they want their training in this school division. Non-instructional want it all ways… 24/7 Weighted satisfaction from 1- 4 . Teachers are less satisfied than non-instructional and administration

Slide 15

Evaluation Study of Impact of ITRT Initiative, Tech Support, and Tools (2006)

2008-2010

Independent Evaluation

Slide 16

An Evaluation of the Instructional Technology Resource Teacher Initiative in Spotsylvania

County (VA) Schools

Gary R GalluzzoGeorge Mason University

November 12, 2010April 13, 2011 (updated)

Slide 17

Evaluation Questions1. To what extent are teachers integrating technology into their teaching in more

sophisticated ways?

2. Do teachers think teaching is more productive because of the investment in technology and the technology support provided by the ITRTs?

3. What are the barriers and the facilitators to ITRTs being effective in their buildings? (e.g. principals, SysOps, LMS, etc.)

4. What are the program’s successes? Which ones should be sustained?

5. What are the program’s weaknesses? What should be done about them?

6. What have we not achieved and what should be done about it?

7. What has been the effect of ITRTs engagement in teachers’ integration of instructional technologies on student performance on the Spotsylvania benchmark tests?

Slide 18

Survey Research Method252 teachers in 27 buildings were nominated by the ITRTs; up to nine per building

Stratified at three levels:1) Independent Users: Teachers who use technology on their own and don’t seek the ITRT’s assistance very often, if at all

2) “Seekers”: Teachers who regularly call upon the ITRT for guidance and support

3) Infrequent Users: Teachers who rarely, if at all, seek the ITRT for guidance and support

Respondents (n = 156) representing 61.8% of the sample (146 who gave their names to participate in the incentives lottery)

Independent Users = 71% (n = 60)Seekers = 69% (n = 58)Infrequent Users = 33% (n = 28)

Incentives: 3 gift certificates ($50 each) for area stores and restaurants

*Statistical significance: the likelihood that the findings are not “chance” or what happens in nature anyway (two levels: .05 and .01, which means five or one out of 100 times it would be a chance finding)

Slide 19

Survey Design• Created by the evaluator from an extensive review

of the literature and instruments used in other studies of technology use by teachers, as well as meetings with all ITRTs and a subset of ITRTs

• Reviewed four times by three ITRTs and the Director of IT

• 15 items totaling 130 variables• Delivered electronically directly and confidentially

to the teachers (who were notified in mid-March that they were selected to participate in this evaluation)

Slide 20

Results

Evaluation Question 1: To what extent are teachers integrating technology into their teaching in more sophisticated ways?

Slide 21

Teacher’s Reported Use of TechnologyTechnology Number of Re spondents Percent of Respondents

SCORE 135 (87%)

IGPRO 116 (74%)

IEP Online 12 (8%)

Discussion Board 48 (31%)

Announcements 76 (49%)

Digital Drop Boxes 39 (25%)

Assessments 96 (62%)

Email 139 (89%)

Databa se software, e .g. MSAccess 19 (12%)

Blogs 12 (8%)

Videoconferencing, e.g. Tandberg 15 (10%)

Video Chat 3 (2%)

Digital Cameras 75 (48%)

Message Boards 17 (11%)

Desktop/Laptop Compute r 140 (90%)

Digital Camcorders/Video Recorders 62 (40%)

Teacher’s Reported Use of TechnologyTechnology Number of Re spondents Percent of Respondents

SCORE 135 (87%)

IGPRO 116 (74%)

IEP Online 12 (8%)

Discussion Board 48 (31%)

Announcements 76 (49%)

Digital Drop Boxes 39 (25%)

Assessments 96 (62%)

Email 139 (89%)

Databa se software, e .g. MSAccess 19 (12%)

Blogs 12 (8%)

Videoconferencing, e.g. Tandberg 15 (10%)

Video Chat 3 (2%)

Digital Cameras 75 (48%)

Message Boards 17 (11%)

Desktop/Laptop Compute r 140 (90%)

Digital Camcorders/Video Recorders 62 (40%)

Slide 22

Teachers’ Reported Use of Selected Activities(4 pt. scale; 1=do not use, 4=often)

Teacher Use Grading Posting Work

Making Hand-outs

Email Parents

Write Le sson Plans

Searching the Web

Use Camcorder s

/Scanners

Exchange files with

pee rs

Put Lessons Online

Independent User

3.52 3.03* 3.55 3.62 3.58 3.73* 2.57* 3.22* 2.15

Seeks ITRT Assistance

3.48 2.33 3.43 3.59 3.62 3.38 2.17 2.83 1.86

Infrequent User

3.56 2.23 3.50 3.75 3.33 3.29 2.12 2.33 1.73

Total 3.51 2.60 3.49 3.63 3.25 3.50 2.33 2.90 1.96

Teachers’ Reported Use of Selected Activities(4 pt. scale; 1=do not use, 4=often)

Teacher Use Grading Posting Work

Making Hand-outs

Email Parents

Write Le sson Plans

Searching the Web

Use Camcorder s

/Scanners

Exchange files with

pee rs

Put Lessons Online

Independent User

3.52 3.03* 3.55 3.62 3.58 3.73* 2.57* 3.22* 2.15

Seeks ITRT Assistance

3.48 2.33 3.43 3.59 3.62 3.38 2.17 2.83 1.86

Infrequent User

3.56 2.23 3.50 3.75 3.33 3.29 2.12 2.33 1.73

Total 3.51 2.60 3.49 3.63 3.25 3.50 2.33 2.90 1.96

Slide 23

Teachers’ Reports of Students’ Use of Technologies in Class(in percents, and in descending order)

Technology UseNot at All To a Small

ExtentTo a Moderate

ExtentTo a Large Extent Not age

appropriate

To provide pract ice/ drills4 21 41 33 1

To research a topic using online resources 5 27 29 33 4

To create culminating projects to show what they have learned

11 36 29 18 3

To support their individualized learning 10 38 30 19 1

To design presentations using digital media 12 31 28 21 6

To take quizzes or tests12 38 26 20 3

To create visual displays of data/information (graphs, charts, maps, etc.)

21 39 22 13 4

To compensate for a disability or learning challenge 26 42 22 8 1To edit written material

25 38 17 12 8

Teachers’ Reports of Students’ Use of Technologies in Class(in percents, and in descending order)


ExtentTo a Moderate

ExtentTo a Large Extent Not age

appropriate

To provide pract ice/ drills4 21 41 33 1

To research a topic using online resources 5 27 29 33 4

To create culminating projects to show what they have learned

11 36 29 18 3

To support their individualized learning 10 38 30 19 1

To design presentations using digital media 12 31 28 21 6

To take quizzes or tests12 38 26 20 3

To create visual displays of data/information (graphs, charts, maps, etc.)

21 39 22 13 4

To compensate for a disability or learning challenge 26 42 22 8 1To edit written material

25 38 17 12 8

Slide 24

Teachers’ Reports of Students’ Use of Technologies in Class(in percents) (continued)


ExtentTo a Moderate

ExtentTo a Large

ExtentNot age

appropriate

To communicate using email33 17 11 15 22

To write firs t drafts of assignments28 38 18 8 7

To keep a calendar/keep track of schedules, due dates, etc. 38 17 13 7 24

To turn in homework assignments41 31 12 3 12

To take notes47 22 7 5 17

To correspond with experts , authors, students from other schools via email and Internet

63 15 6 3 10


63 15 6 3 10

To work with spreadsheets51 24 3 4 17

Teachers’ Reports of Students’ Use of Technologies in Class(in percents) (continued)


ExtentTo a Moderate

ExtentTo a Large

ExtentNot age

appropriate

To communicate using email33 17 11 15 22

To write firs t drafts of assignments28 38 18 8 7

To keep a calendar/keep track of schedules, due dates, etc. 38 17 13 7 24

To turn in homework assignments41 31 12 3 12

To take notes47 22 7 5 17


63 15 6 3 10


63 15 6 3 10

To work with spreadsheets51 24 3 4 17

Slide 25

Means and Standard Deviations for Variable “Practice/Drill”

Students’ Use n Mean s.d. p

Independent Users 60 3.06 .88

Seeks ITRT Assistance 58 3.22 .80 .036

Infrequent Users 28 3.07 .87

Slide 26

Means and Standard Deviations for Variable “Research Online”

Students’ Use n Mean s.d. p

Independent User 60 3.83 1.20 .030

Seeks ITRT Assistance 58 4.40 1.06

Infrequent user 28 4.10 1.22

Slide 27

Teachers’ Ratings of Quality of Software (in percents)Software Poor Fair Good Very

GoodExcellent Don’t

KnowInstructional Drills, games, tutorials 5 16 33 33 8 5

Computer-based information sources (CDs, Encyclopedia)

3 13 30 29 10 12

Word processing software (Word) 0 1 19 35 44 0

Interactive White Boards 1 3 10 24 62 0Database and spreadsheet software (Excel, Access)

0 4 17 31 32 14

Drawing and pa int software (Image Blender, Pixie)

0 4 14 33 36 11

Desktop publishing software (Publisher) 0 1 19 35 36 8

Image editing software (Picasa, Creative Suite)

1 5 14 19 15 46

Web page authoring software (Front Page , Front Page Express)

5 4 10 10 6 63

Audio/video editing software (Audacity) 0 4 15 25 29 25

Programming software (Java, C++) 3 2 10 8 3 73

Teachers’ Ratings of Quality of Software (in percents)Software Poor Fair Good Very

GoodExcellent Don’t

KnowInstructional Drills, games, tutorials 5 16 33 33 8 5

Computer-based information sources (CDs, Encyclopedia)

3 13 30 29 10 12

Word processing software (Word) 0 1 19 35 44 0

Interactive White Boards 1 3 10 24 62 0Database and spreadsheet software (Excel, Access)

0 4 17 31 32 14

Drawing and pa int software (Image Blender, Pixie)

0 4 14 33 36 11

Desktop publishing software (Publisher) 0 1 19 35 36 8

Image editing software (Picasa, Creative Suite)

1 5 14 19 15 46

Web page authoring software (Front Page , Front Page Express)

5 4 10 10 6 63

Audio/video editing software (Audacity) 0 4 15 25 29 25

Programming software (Java, C++) 3 2 10 8 3 73

Slide 28

Summarizing Evaluation Question 1• The teachers are using instructional technology for the basics of providing students with

opportunities for practicing their skills as well as for communicating with others

• They ask their students to use technology for drill and practice and for conducting research online

• The teachers in th is study are generally pleased with the software provided by the school division and are most pleased with the interactive white boards in addition to software that allows students to write and illustrate using technology, but they are not as pleased with the “drill and practice” software, which may suggest their ratings of other less-used software is questionable

• These data suggest that some, but not a majority of these teachers, are using technology in “more sophisticated ways”

• They are not using programs like Pixie, Image Blender, Audacity, Picasa, and FrontPage Express, etc.

• ITRT Effect: “Seekers” have their students using email and conducting online research more than their peers in the other groups

Summarizing Evaluation Question 1• The teachers are using instructional technology for the basics of providing students with

opportunities for practicing their skills as well as for communicating with others

• They ask their students to use technology for drill and practice and for conducting research online

• The teachers in th is study are generally pleased with the software provided by the school division and are most pleased with the interactive white boards in addition to software that allows students to write and illustrate using technology, but they are not as pleased with the “drill and practice” software, which may suggest their ratings of other less-used software is questionable

• These data suggest that some, but not a majority of these teachers, are using technology in “more sophisticated ways”

• They are not using programs like Pixie, Image Blender, Audacity, Picasa, and FrontPage Express, etc.

• ITRT Effect: “Seekers” have their students using email and conducting online research more than their peers in the other groups

Slide 29

Evaluation Question 2

Do teachers think teaching is more productive because of the investment in technology and the technology support provided by the ITRTs?

Slide 30

Means of Teachers’ Perceptions of the Effects of the ITRT(5 pt. scale)

Item Independent User(n=60)

Seeks ITRT Assistance (n=58)

Infrequent Use r(N=28)

Total(N=156)

Improve your overa ll teaching 3.42 4.22* 3.54 3.77

Increase your confidence in using technology

3.70 4.59** 3.82 4.08

Improve students’ overall learning 3.51 4.21* 3.82 3.81

Improve your students’ scores on classroom assessments

3.19 3.95* 3.15 3.49

Improve your students’ scoreson SOL assessments

3.19 3.92* 3.15 3.47

Increase the variety of strategiesyou use

3.78 4.36** 3.67 3.99

Increase your use of technology in your classroom

3.70 4.48** 3.61 3.99

Increase your collaboration with other teachers

3.22 3.60 3.00 3.33

Increase your general confidenceas a teaching professiona l

3.43 4.24** 3.32 3.73

Means of Teachers’ Perceptions of the Effects of the ITRT(5 pt. scale)

Item Independent User(n=60)

Seeks ITRT Assistance (n=58)

Infrequent Use r(N=28)

Total(N=156)

Improve your overa ll teaching 3.42 4.22* 3.54 3.77

Increase your confidence in using technology

3.70 4.59** 3.82 4.08

Improve students’ overall learning 3.51 4.21* 3.82 3.81

Improve your students’ scores on classroom assessments

3.19 3.95* 3.15 3.49

Improve your students’ scoreson SOL assessments

3.19 3.92* 3.15 3.47

Increase the variety of strategiesyou use

3.78 4.36** 3.67 3.99

Increase your use of technology in your classroom

3.70 4.48** 3.61 3.99

Increase your collaboration with other teachers

3.22 3.60 3.00 3.33

Increase your general confidenceas a teaching professiona l

3.43 4.24** 3.32 3.73

Slide 31

Teachers’ Estimates of the Importance of Technology in their Teaching (in percents)

Time-frame Not Very Important Somewhat Important Very Important

Five years ago 35 42 20

Today 1 26 71

Teachers’ Estimates of the Importance of Technology in their Teaching (in percents)

Time-frame Not Very Important Somewhat Important Very Important

Five years ago 35 42 20

Today 1 26 71

Slide 32

Summarizing Question 2 (ITRT Effect)• These teachers report that technology is more

important to their teaching today than it was five years ago.

• Those who are making use of their building’s ITRT report that they believe: 1) their teaching has improved; 2) they are more confident in their teaching; 3) they use more technology; 4) the effects can be seen in their students’ performance on

both classroom and state tests.In comparison, those teachers who do not use the ITRTs as

much hold generally positive views as well, but as the results suggest, not with the same conviction.

Slide 33


What are the barriers and the facilitators to ITRTs being effective in their buildings?

Slide 34

Means of Barriers and Facilitators to Teachers’ Use of Technology (4 pt. scale; 1 = not a barrier; 4 = large barrier)

Barrier Independent Users

Seek ITRT Assistance

Infrequent Users

Total

Availability of computers 2.45 2.12 2.11 2.25Outdated, incompatible, or unreliable technology

2.00 1.64 1.61 1.78

Lack of interest 1.25 1.07 1.38* 1.20Internet access is not easily accessible 1.25 1.21 1.32 1.25Lack of good instructional software 1.77 1.38 1.54 1.57Inadequate training opportunities 1.77 1.62 1.64 1.68

Lack of release time for teachers to learn/practice/plan ways to use technology or the Internet

2.58 2.59 2.71 2.61

Lack of administrative suppor t 1.33 1.16 1.19 1.23

Lack of support regarding ways to integrate technology into the curr iculum

1.52 1.41 1.29 1.43

Lack of technical support or advice 1.42 1.22 1.39 1.34

Lack of time in schedule for students to use computers in class

2.42 2.31 2.50 2.39

Concern about student access to inappropriate materials

1.75 1.71 1.57 1.70

Lack of confidence 1.29 1.54 1.96* 1.52Lack of funding 2.00 1.70 1.75 1.83

Means of Barriers and Facilitators to Teachers’ Use of Technology (4 pt. scale; 1 = not a barrier; 4 = large barrier)

Barrier Independent Users


Infrequent Users

Total

Availability of computers 2.45 2.12 2.11 2.25Outdated, incompatible, or unreliable technology

2.00 1.64 1.61 1.78

Lack of interest 1.25 1.07 1.38* 1.20Internet access is not easily accessible 1.25 1.21 1.32 1.25Lack of good instructional software 1.77 1.38 1.54 1.57Inadequate training opportunities 1.77 1.62 1.64 1.68

Lack of release time for teachers to learn/practice/plan ways to use technology or the Internet

2.58 2.59 2.71 2.61

Lack of administrative suppor t 1.33 1.16 1.19 1.23

Lack of support regarding ways to integrate technology into the curr iculum

1.52 1.41 1.29 1.43

Lack of technical support or advice 1.42 1.22 1.39 1.34

Lack of time in schedule for students to use computers in class

2.42 2.31 2.50 2.39

Concern about student access to inappropriate materials

1.75 1.71 1.57 1.70

Lack of confidence 1.29 1.54 1.96* 1.52Lack of funding 2.00 1.70 1.75 1.83

Slide 35

Access to Help for Common Problems (in percents)Problem Within an hour Within a day 2-3 days 4 or more days Never had this

problemCan’t get hardware technology to work

22 47 11 5 14

Can’t get software to work

23 51 10 3 12

Can’t access network folders/files

25 51 5 3 16

Can’t connect to the Internet

28 58 3 1 7

Can’t get email to work 28 52 1 1 15

Incorporating technology into lessons

20 37 14 3 25

Managing students when they use computers

37 19 4 1 38

Cannot access a specific site (it is blocked)

6 26 21 19 26

Access to Help for Common Problems (in percents)Problem Within an hour Within a day 2-3 days 4 or more days Never had this

problemCan’t get hardware technology to work

22 47 11 5 14

Can’t get software to work

23 51 10 3 12

Can’t access network folders/files

25 51 5 3 16

Can’t connect to the Internet

28 58 3 1 7

Can’t get email to work 28 52 1 1 15

Incorporating technology into lessons

20 37 14 3 25

Managing students when they use computers

37 19 4 1 38

Cannot access a specific site (it is blocked)

6 26 21 19 26

Slide 36

Means of Sources of Emphasis to Use Technology (4 pt. scale; 1=no emphasis, 4=heavy emphasis)

Source of Emphasis Independent Users


Infrequent Users Total

School Board Office 3.13 3.11 3.25 3.14

Your Principal 3.38 3.55 3.39 3.45

Your Colleagues 2.92* 3.21 3.07 3.06

Yourself 3.73 3.52 3.07* 3.52

Means of Sources of Emphasis to Use Technology (4 pt. scale; 1=no emphasis, 4=heavy emphasis)

Source of Emphasis Independent Users


Infrequent Users Total

School Board Office 3.13 3.11 3.25 3.14

Your Principal 3.38 3.55 3.39 3.45

Your Colleagues 2.92* 3.21 3.07 3.06

Yourself 3.73 3.52 3.07* 3.52

Slide 37

Teachers’ Perceptions of Technology Integration (in percents)

Technology Topic Strongly Disagree

Disagree Agree Strongly Agree

My school administra tor(s) understands how technology can be integrated into the classroom to improve student learning

4 2 49 44

I am provided with adequate access to technology for myse lf 2 4 43 50I know how other teachers in my school use technology in their classrooms 1 13 65 19I have sufficient time to integra te technology into my classroom instruction 12 32 44 11Teachers in my school meet and share how to use technology in their classrooms 4 30 56 10My building’s ITRT is available to help me when I need assistance integrating technology 3 4 65 25I understand how I can use technology to help my students attain the sta te standards 1 6 58 35Integration of technology into c lassrooms is a high priority of my building’s administrator 1 10 51 38Technology has been helpful in meeting the state standards

1 7 61 30Available technology resources are sufficient to support student learning 4 16 58 21

Teachers’ Perceptions of Technology Integration (in percents)

Technology Topic Strongly Disagree

Disagree Agree Strongly Agree

My school administra tor(s) understands how technology can be integrated into the classroom to improve student learning

4 2 49 44

I am provided with adequate access to technology for myse lf 2 4 43 50I know how other teachers in my school use technology in their classrooms 1 13 65 19I have sufficient time to integra te technology into my classroom instruction 12 32 44 11Teachers in my school meet and share how to use technology in their classrooms 4 30 56 10My building’s ITRT is available to help me when I need assistance integrating technology 3 4 65 25I understand how I can use technology to help my students attain the sta te standards 1 6 58 35Integration of technology into c lassrooms is a high priority of my building’s administrator 1 10 51 38Technology has been helpful in meeting the state standards

1 7 61 30Available technology resources are sufficient to support student learning 4 16 58 21

Slide 38

Sources of Hardware Assistance

Slide 39

Sources of Software Assistance

Slide 40


What are the program’s successes, and which ones should be sustained?

Slide 41

Successes• Approximately nine out of ten teachers use their desktop/laptop

computer. They use it for email and for accessing SCORE.

• Approximately three out of four teachers use their technology for accessing IGPRO.

• Approximately three out of five teachers use it for assessment.

• Approximately three-quarters of the responding teachers have their students use technology for drill and practice.

• Approximately three-fifths of the teachers have their students use technology for conducting research online.

• The percentage (8%) of Special Education teachers who use technology is consistent with the percentage of Special Education teachers in the County.

Slide 42

Successes• Combining the scores of “very good” and “excellent” for all of

the following items, the respondents rated highly: a) interactive white boards (86%); b) word processing software (79%); c) desktop publishing software (71%); and d) drawing and paint software (69%).

• ITRT effect: When looking at the perceived effects of technology on one’s teaching, those teachers who regularly seek the assistance of the ITRTs are more positive. They see technology improving their teaching, their confidence as teachers and their confidence in using technology, their students’ learning, and their students’ performance on classroom and SOL tests. As reported earlier, teachers who use their ITRTs say the educational enterprise is enhanced.

• Across all teachers, technology has become more integrated into their teaching over the past five years.

Successes• Combining the scores of “very good” and “excellent” for all of

the following items, the respondents rated highly: a) interactive white boards (86%); b) word processing software (79%); c) desktop publishing software (71%); and d) drawing and paint software (69%).

• ITRT effect: When looking at the perceived effects of technology on one’s teaching, those teachers who regularly seek the assistance of the ITRTs are more positive. They see technology improving their teaching, their confidence as teachers and their confidence in using technology, their students’ learning, and their students’ performance on classroom and SOL tests. As reported earlier, teachers who use their ITRTs say the educational enterprise is enhanced.

• Across all teachers, technology has become more integrated into their teaching over the past five years.

Slide 43

Successes• Most barriers to using technology seem to have been

removed, i.e. computers are available, the internet connections are reliable, the software is adequate to the tasks, there is support for both instructional and hardware problems, etc. In short, a major success of the Spotsylvania commitment to instructional technology is that teachers report few barriers to using it.

• The school division’s vision for technology is rather clear to these teachers

• They know whom to call should instructional issues (ITRTs) and hardware problems (SysOps) arise, and that the support they receive when they encounter problems is readily available and timely, suggesting that the vision and commitment to technology permeates the school division.

Slide 44

SustainingThe ITRTs have been successful with the teachers

with whom they work.As such, all functions of the role should be retained,

but that may come with some compromises (to be discussed below)

Slide 45


What are the program’s weaknesses? What should be done about them?

Slide 46

Weaknesses• You’ve not yet reached the target of “more

sophisticated use”– Most teachers report using the technology for

traditional aspects of teaching, e.g. email, SCORE, drill and practice

• There is little indication that inventive software is being used to supplement or reinvent instruction along the intentions of teaching 21st century skills

• Teachers report lack of released time for learning how to incorporate technology into their teaching

Slide 47

WeaknessesInfrequent users report lack of time, lack of

confidence and lack of interest at higher rates than their peers in the other two groups

Slide 48

What Should Be Done About Them?• Try to address the lack of time issue

– Continue to focus on individual teachers with activities that demonstrate how time-efficient methods of learning how to use technology to remove the “lack of time” excuse, which can lead to more use and increased confidence

• Find ways to provide some released time for general and just-in-time learning

• Develop a plan for those for whom there is a lack of interest– One possibility is peer modeling of activities, especially by

“seekers”, not necessarily by independent users

Slide 49


What have we not achieved and what should be done about it?

Slide 50

Unfinished Business“Spiraling up” to more sophisticated useDecreasing the number of teachers who are

“infrequent users”Review the findings below as the foundation for a

professional development program plan, as you are “down to cases”

Slide 51

Needs Assessment for Technology Professional Development (in percents)

TechnologyNot Needed Just in Time Professional

Development NeededManaging my desktop/laptop computer 82 15 2

Using network services 51 41 6

Using specific applications (Microsoft Word, PowerPoint, PhotoStory, P ixie, Image Blender e tc.)

22 62 13

Using “Clickers” (personal response systems)

64 31 4

Visual literacy, e.g. constructing graphs 49 38 12

Using digital cameras, scanners, etc . 27 45 27

Finding Internet resources 37 47 13

Using a Smartboard/Interac tive Whiteboard

53 39 7

Needs Assessment for Technology Professional Development (in percents)

TechnologyNot Needed Just in Time Professional

Development NeededManaging my desktop/laptop computer 82 15 2

Using network services 51 41 6

Using specific applications (Microsoft Word, PowerPoint, PhotoStory, P ixie, Image Blender e tc.)

22 62 13

Using “Clickers” (personal response systems)

64 31 4

Visual literacy, e.g. constructing graphs 49 38 12

Using digital cameras, scanners, etc . 27 45 27

Finding Internet resources 37 47 13

Using a Smartboard/Interac tive Whiteboard

53 39 7

Slide 52

Needs Assessment for Technology Integration Professional Development

Technology to be IntegratedNot Needed Just in Time Professional Development

Needed

Integrating technology into general classroom activities 31 54 13

Creating, locating, and integrating interactive lessons on the SmartBoard

35 44 20

Utilizing SCORE resources 35 42 21

Developing online resources for your instructional program 19 51 28Designing and delivering lessons for diverse populations of learners (Special Education, ESOL Gifted, etc) 18 49 31Designing and delivering lessons with technology and research-based strategies, such as Marzano 21 42 35Designing and delivering a formative assessment using Clickers, SCORE, and or Examview 27 53 19Addressing multiple learning styles using technology to enhance lesson design and delivery 27 46 24Re-designing your classroom and your inst ructional pract ices to promote student collaboration, high level thinking activities, and problem-solving

24 45 29

Digitizing and minimizing paper and pencil activities in your classroom practice 26 45 26

Needs Assessment for Technology Integration Professional Development

Technology to be IntegratedNot Needed Just in Time Professional Development

Needed

Integrating technology into general classroom activities 31 54 13

Creating, locating, and integrating interactive lessons on the SmartBoard

35 44 20

Utilizing SCORE resources 35 42 21

Developing online resources for your instructional program 19 51 28Designing and delivering lessons for diverse populations of learners (Special Education, ESOL Gifted, etc) 18 49 31Designing and delivering lessons with technology and research-based strategies, such as Marzano 21 42 35Designing and delivering a formative assessment using Clickers, SCORE, and or Examview 27 53 19Addressing multiple learning styles using technology to enhance lesson design and delivery 27 46 24Re-designing your classroom and your inst ructional pract ices to promote student collaboration, high level thinking activities, and problem-solving

24 45 29

Digitizing and minimizing paper and pencil activities in your classroom practice 26 45 26

Slide 53


What has been the effect of ITRTs engagement in teachers’ integration of instructional technologies on student performance on the SOL exams?

Slide 54

SOL Comparisons (all teachers)Teacher Type n (test

scores)Mean s.d.

Independent User 281 88.7 12.1


Infrequent User 203 86.4 15.6

Total 1062 88.0 14.1

SOL Comparisons (all teachers)Teacher Type n (test

scores)Mean s.d.

Independent User 281 88.7 12.1


Infrequent User 203 86.4 15.6

Total 1062 88.0 14.1

Slide 55

Grades 3,5,8,11 both EOC reading and EOC writing

SOL Comparisons (all teachers)SOL Exam Independent User Seeks ITRT Assistance Infrequent User

Grade 3 Reading 86.76 81.44 72.09

Grade 4 Reading 88.18 86.71 92.50

Grade 5 Reading 87.04 92.36 87.88

Grade 6 Reading 74.00 87.43 78.45

Grade 7 Reading 66.73 72.39 89.87

Grade 8 Reading 72.67 80.93 75.67

Grade 11 Reading* n=6

95.50* 84.29 84.21


Grade 3 Reading 86.76 81.44 72.09

Grade 4 Reading 88.18 86.71 92.50

Grade 5 Reading 87.04 92.36 87.88

Grade 6 Reading 74.00 87.43 78.45

Grade 7 Reading 66.73 72.39 89.87

Grade 8 Reading 72.67 80.93 75.67

Grade 11 Reading* n=6

95.50* 84.29 84.21

Slide 56

We realize Algebra 1 ,


Algebra I 95.46 96.61 94.52

Algebra II (2001 revised)

95.11 92.49 90.80

Geometry 88.83 90.25 86.87

Grade 3 Mathematics 97.52 95.54 92.89







Algebra I 95.46 96.61 94.52

Algebra II (2001 revised)

95.11 92.49 90.80

Geometry 88.83 90.25 86.87







Geometry and grade 6, grade 8 mathematics include below average to above average students in multiple grades – that is a question that we did not ask….we could in a follow up We aren’t sure that these math scores are indicative of a population of students.. Which don’t know which type of student is represented in this data

Slide 57


Civics and Economics 81.71 88.57 74.86Grade 3 History/Social Studies 96.37 94.51 92.67US History 1877 – present 83.26 96.58 90.30

US History to 1877 74.71 74.85 65.79

Virginia and US History (2001) 97.51 95.63 95.10

Virginia Studies 82.71 86.27 90.26

World Geography (2001) 89.36 85.22 87.14

World History II (2001) 88.37 89.37 95.93

Biology 88.54 89.25 84.28

Chemistry 95.16 90.06 86.36

Earth Science 85.24 87.94 93.75

Grade 8 Science (2003) 92.10 92.51 91.44

Science Grade 3 92.80 92.10 92.50

Science Grade 5 87.25 89.18 86.25

Number of highest passing rates 11 12 7


Civics and Economics 81.71 88.57 74.86Grade 3 History/Social Studies 96.37 94.51 92.67US History 1877 – present 83.26 96.58 90.30

US History to 1877 74.71 74.85 65.79

Virginia and US History (2001) 97.51 95.63 95.10

Virginia Studies 82.71 86.27 90.26

World Geography (2001) 89.36 85.22 87.14

World History II (2001) 88.37 89.37 95.93

Biology 88.54 89.25 84.28

Chemistry 95.16 90.06 86.36

Earth Science 85.24 87.94 93.75

Grade 8 Science (2003) 92.10 92.51 91.44

Science Grade 3 92.80 92.10 92.50

Science Grade 5 87.25 89.18 86.25

Number of highest passing rates 11 12 7

Slide 58

What next?The weaknesses generally seem to be what has not

been accomplished, and there are some important themes as to why

Lack of timeLack of interestLack of confidenceLack of sense of what technology can accomplish

Slide 59

What Should We Do About Them?• You’re “down to cases”

– These teachers are still seeing “tools”– Not necessarily individual teachers (but they are more

interested in personal attention), but a mix of more regular support, specific applications, in the content areas, and confidence-building. (see p. 34)

– With a goal of “spiraling up” i.e., helping teachers think like a teacher who can envision 21st century skills and 21st

century instructional “habits of the mind”• It is time to move some people beyond tools and

create “peer models” who “cognitively integrate” technology into their planning, instruction, and assessment• Making the shift from “instructional” technologies to

“learning” technologies

What Should We Do About Them?• You’re “down to cases”

– These teachers are still seeing “tools”– Not necessarily individual teachers (but they are more

interested in personal attention), but a mix of more regular support, specific applications, in the content areas, and confidence-building. (see p. 34)

– With a goal of “spiraling up” i.e., helping teachers think like a teacher who can envision 21st century skills and 21st

century instructional “habits of the mind”• It is time to move some people beyond tools and

create “peer models” who “cognitively integrate” technology into their planning, instruction, and assessment• Making the shift from “instructional” technologies to

“learning” technologies

Slide 60

What Should We Do About Them? • Build a professional development plan for moving

more teachers who are ready to “more sophisticated use” (if that remains the goal)– Actively identify them and coach them in peer role models

• You have some teacher leaders, particularly in the “seekers” group; they should be made more public, whether it is virtually or physically in professional development “workshops”– They can demonstrate “technological pedagogical content

knowledge” to their peers, thereby leaving ITRTs to continue to help others move from infrequent user to seeker, and seeker to independent user

• The lagging group needs to see peers whom they trust who overcame the barriers outlined earlier

Slide 61

Some Relevant Quotes“The amount of technology available in Spotsy is tremendous.

I don't know how I could teach today's kids without it and the support at my school is phenomenal.”

“I have gone from being afraid of the computer to using it every day and for a variety of reasons. I feel that I am relatively sufficient in using the technology now and I am comfortable with using it with my children.”

“Our ITRT and SYSOP have done great things for our classroom instruction and our students. Technology has come a long way and I use it every day to keep my students engaged and also to keep interest levels high as well.”

“The key to my success with technology is having a great ITRT. They are always willing to help with problems and brainstorm creative ways to deliver the lessons.”

Slide 62

And some more…“My primary problem with technology is how we expect teachers to be technology

literate and yet do not provide them with computers. I keep all my plans and grades on computer yet there is no computer in the room which is the "teacher" computer. All students have access to all computers in the room. This makes is difficult to reserve a computer in the room so I can use it for note-taking, assessments, and to run instruction.”

“The SOLs and time constraints make the use of technology important, but also make many projects too time consuming for frequent use.”

“I do feel that technology is important...however, I do not feel that it should be the only source nor is it always the best source. We need to present information to our students in a variety of ways. In addition, it seems that the resources we have seem to take so much time to "apply", that it cuts into teaching time. It needs to be more efficient if we are expected to take advantage of it. Too much down time.”

“As an educator who grew up without technology, it takes more time and instruction to feel comfortable integrating technology into my instruction. Many of the resources that are available have been introduced, but I have had a difficult time feeling proficient with the technology to use i t in my class. Because of my insecurity, I tend to shy away from the use of technology.”

“Am very interested in becoming more "tech-savvy" but time constraints are the constant stumbling block...there are so many things required, particularly after-school, that finding significant blocks of uninterrupted time is extremely hard to do.”

And some more…“My primary problem with technology is how we expect teachers to be technology

literate and yet do not provide them with computers. I keep all my plans and grades on computer yet there is no computer in the room which is the "teacher" computer. All students have access to all computers in the room. This makes is difficult to reserve a computer in the room so I can use it for note-taking, assessments, and to run instruction.”

“The SOLs and time constraints make the use of technology important, but also make many projects too time consuming for frequent use.”

“I do feel that technology is important...however, I do not feel that it should be the only source nor is it always the best source. We need to present information to our students in a variety of ways. In addition, it seems that the resources we have seem to take so much time to "apply", that it cuts into teaching time. It needs to be more efficient if we are expected to take advantage of it. Too much down time.”

“As an educator who grew up without technology, it takes more time and instruction to feel comfortable integrating technology into my instruction. Many of the resources that are available have been introduced, but I have had a difficult time feeling proficient with the technology to use i t in my class. Because of my insecurity, I tend to shy away from the use of technology.”

“Am very interested in becoming more "tech-savvy" but time constraints are the constant stumbling block...there are so many things required, particularly after-school, that finding significant blocks of uninterrupted time is extremely hard to do.”

Slide 63

Capturing the Essence“I am sure there are many sources that I do not have time to research,

find, create, and use in the classroom. Though I have received general training in several areas, the BIGGEST obstacle is finding time to do the above with a trained professional that can help me develop lessons that I can utilize to teach specific SOL's during the time period that I need these lessons. I am VERY thankful for my ITRT, but I think the responsibilities she is given don't allow her enough time to address everyone's needs. I know there is a budget crunch, but because her job is so essential to our school's use of technology, I think more time should be freed up in her schedule to allow her to work with teachers on hands-on learning. She is a VERY valuable part of our school!!!!! I feel she could have more of a positive effect if more time was provided to both she and the staff to develop and incorporate subject area activities. In addition, to our ITRT, our sysop's role in our school is also very valuable, and she tries to accommodate many of our needs. This position is, also, essential to our school's successful implementation of technology.”

Capturing the Essence“I am sure there are many sources that I do not have time to research,

find, create, and use in the classroom. Though I have received general training in several areas, the BIGGEST obstacle is finding time to do the above with a trained professional that can help me develop lessons that I can utilize to teach specific SOL's during the time period that I need these lessons. I am VERY thankful for my ITRT, but I think the responsibilities she is given don't allow her enough time to address everyone's needs. I know there is a budget crunch, but because her job is so essential to our school's use of technology, I think more time should be freed up in her schedule to allow her to work with teachers on hands-on learning. She is a VERY valuable part of our school!!!!! I feel she could have more of a positive effect if more time was provided to both she and the staff to develop and incorporate subject area activities. In addition, to our ITRT, our sysop's role in our school is also very valuable, and she tries to accommodate many of our needs. This position is, also, essential to our school's successful implementation of technology.”

Appendix 2 Acceptable Use Policy

ACCEPTABLE USE OF ELECTRONIC NETWORK RESOURCES AND INTERNET SAFETY

POLICY AND GUIDELINES

Purpose:

The purpose of this policy is to set forth guidelines for access to the school division computer and network system and acceptable and safe use of the Internet, Intranet, and including all electronic communication.

General Statement of Policy:

Spotsylvania County Schools (SCS) provides students, faculty, and staff with access to the school division’s computers, network systems, which includes Internet and Intranet access. SCS supports the use and integration of technology to reach educational goals, including those defined by the Virginia Standards of Learning for Computer/Technology, the SCS curricula, and the Virginia Technology Standards for Instructional Personnel (TSIPs). In support of these goals, the SCS School Board provides access for students, faculty and staff to a variety of technology‐supported networked resources including the Internet and Intranet. “Networked resources” includes, but is not limited to, the SCS network, remote access, computer equipment, peripherals, databases and applications. Students, faculty and staff may use the technology resources of Spotsylvania County Schools for the mutual benefit of conducting SCS administration and supporting the K‐ 12 educational programming for all students.

Smooth operation of these resources relies upon proper conduct of all users and adherence to regulations. In general, this requires efficient, ethical, and legal utilization of the technological resources. Spotsylvania County Schools does not guarantee daily availability of access to the Internet and is not responsible for any information that may be lost, damaged, or unavailable due to technical or other difficulties.

Acceptable Use

All users accessing school system electronic networked resources, including the Internet, are expected to only use these resources for instructional purposes, research or to conduct the business of the school division. All SCS students and staff members are prohibited from using the division’s computer equipment and communication services for sending, viewing or downloading illegal or inappropriate material via the Internet. Students are prohibited from accessing materials that SCS deems to be harmful as defined in Code of Virginia 18.2‐372 dealing with obscenity. All use shall be conducted in a thoughtful, considerate, responsible and legal manner.

Spotsylvania County Schools maintains a filtering system for its computers that access the Internet for purposes of filtering or blocking child pornography as set out in the Code of Virginia 18.2‐374.1:, and obscenity as defined in Code 18.2‐372.

Additionally, SCS has implemented an Internet safety program (effective 01/08) to meet the mandates of the Code of Virginia 22.1‐70.2 Chapter 52, and all students and staff will receive instruction in Internet Safety. To meet the mandates of this legislation, all users are required to abide by the SCS Acceptable Use of Electronic Networked Resources & Internet Safety Policy and SCS Code of Ethics for electronic network resources, equipment and Internet use. Questions about the legitimacy of the activities should be directed to an administrator, system administration, or the Office Technology Services.

This policy and implementing procedures will be reviewed every two years and revisions made as needed. The SCS superintendent will file with the Superintendent of Public Instruction the revised Internet safety acceptable use policy (AUP), approved by the SCS School Board.

Privilege

The use of Spotsylvania County Schools’ electronic network resources and the use of the Internet while at school/work is a privilege, not a right. In addition, SCS considers the safe and appropriate use of the Internet and networked resources to be essential to the safety and welfare of the school division.

Consequences for Inappropriate or Illegal Use of Electronic Networked Resources

Anyone found to have engaged in illegal, unauthorized, inappropriate or unethical practices related to Acceptable Use of Electronic Networked Resources & Internet Safety policy and/or Code of Ethics will be subject to disciplinary action that could result in denial of system access, payments for damages and/or repairs, suspension, expulsion, termination of employment and/or civil or criminal prosecution under other applicable laws.

SCS Code of Ethics

Acceptable Use of Electronic Network Resources and Internet Safety

1. Use school facilities and electronic resources only for school‐related instructional and SCS administrative activities. This includes but is not limited to the use of the Internet, Intranet, e‐mail, instant messaging, chat rooms, attachments, Blogs, discussion boards, Wikis, web pages, local school and county networks, and other electronic and online resources. Use of technology resources to facilitate illegal activity, political lobbying, product advertisement, commercial and for‐profit purposes is strictly prohibited.

2. Copying, downloading or tampering with software, files including freeware or adware is strictly prohibited.

3. Recognize and respect the intellectual property of others. Adhere to all Federal copyright laws and vendor licensing agreements, and do not use the Internet to send or download copyrighted materials without permission of the author. All users shall provide proper attribution to sources of work obtained, in whole or in part, from the Internet and, where appropriate, obtain permission to use the work of others.

4. Install only software licensed to Spotsylvania County Schools for use on its computer systems

5. Respect the integrity of the network system. Enter only authorized systems and do not attempt to circumvent or subvert system security measures including circumventing the SCS firewall. Do not tamper or alter the system in such a way that would disrupt the network.

6. Use of SCS technology resources to “hack” or gain unauthorized access to other accounts, computers, networks, or information systems is prohibited.

7. All users are responsible for logging off the network or applications when not actively using technology resources.

8. Report all suspected computer viruses and other problems immediately so that action can be taken and damage minimized. Creating or intentionally uploading a worm, virus, or other harmful or destructive form of programming or software is strictly prohibited.

9. Use equipment responsibly. Do not vandalize, damage hardware, electronic systems, or networks.

10. Conserve resources including but not limited to file/e‐mail/ storage, personal property network storage space (e.g. digital photos, music libraries, digital video), bandwidth, online time, toner and paper. Storage of unauthorized material is strictly prohibited.

11. Connecting any non‐school‐division‐owned device to any part of the SCS network without authorization is prohibited. Storage devices (e.g. memory sticks) used for instructional purposes are an exception.

12. Understand that any messages or files sent, accessed or received on SCS equipment are subject to inspection. Student email accounts which are part of collaborative instructional projects and/or online learning system will be monitored by the respective instructor for that course/class.

13. Viewing, selling or purchasing merchandise to operate a business utilizing SCS electronic resources is prohibited.

14. Linking any Web page to the division website without the permission of the Office of Public Information is strictly prohibited. Linking any Web page to school websites without the permission of the school principal is strictly prohibited.

Internet and Intranet Safety

1. Protect personal privacy and safety by not disclosing personal information as telephone numbers, addresses or passwords. Students should be careful not to disclose information that could lead to the inadvertent discovery of their identity, such as their full name, school name or location.

2. Use only assigned usernames and/or passwords. The use of others’ usernames and/or passwords is forbidden. Students, faculty, and staff may not access technology resources under false or fictitious identities, and may not portray him or herself as someone else.

3. Disabling filtering software or other technologies is strictly prohibited.

4. Be courteous and use appropriate language and etiquette as outline in the SCS Internet Safety Curriculum. Do not harass or attack others, or use expressions of or engage in discrimination, retaliation, bigotry, racism and/or hate.

5. Viewing, sending, displaying, or using profanity, obscenities, sexually explicit, or offensive materials is strictly prohibited.

6. Students are advised to never meet anyone who they have met only via the Internet.

7. Report any pornographic or offensive materials on or accessible from school owned equipment.

8. Immediately report any incidents of cyber bullying such as personal attacks and threats to you, others or to school property. Retain copies of any threatening content or messages to provide to school authorities and/or law enforcement, if appropriate.

9. Sending, receiving, viewing or downloading illegal, inappropriate (e.g. chain letter) or obscene material using SCS electronic networked resources is strictly prohibited.

10. Student or employee produced web pages designed to support the SCS K‐12 Curricula should reflect this AUP, Code of Ethics, and the mission of Spotsylvania County Schools.

Filtering Process

Spotsylvania County Schools recognizes that users may encounter materials that could be viewed as inappropriate and non‐educational. Therefore, provisions have been made to direct and monitor student use through the use of filtering software.

Requests to block or un‐block additional categories or specific sites are made by the requesting staff member through the Instructional Technology Resource Teacher, the School‐based librarian or building administrator to the Director of Instructional Technology and/or the Coordinator of Library/Media Services. All requests to un‐block a site must include both an explanation of the instructional need of the material within the site and the grade level access that is requested. Appeals of denied requests are made to the Assistant Superintendent of Instruction.

However, it continues to be the responsibility of the individual user not to initiate access to inappropriate material. If such material is encountered, the user is expected to exit immediately and notify the teacher, building level principal or the Supervisor of Technology Services of the inappropriate material and how it was accessed.

AREAS OF RESPONSIBILITY

1. The Assistant Superintendent of Technology Services is responsible for the system‐wide implementation, review, and evaluation of these procedures. Principals and program managers are responsible for their implementation at the school or program level.

2. Administrators are responsible for informing staff members of the Acceptable Use of Electronic Networked Resources & Internet Safety policy and Code of Ethics and providing each staff member with a copy.

3. The Office of Public Relations is responsible for the system‐wide compliance, review, and evaluation of SCS web pages. Principals and program managers are responsible for web page compliance, review, and evaluation at the school or program level.

4. School staffs are responsible for informing students and their parents of the Electronic Networked Resources & Internet Safety Acceptable Use policy, Code of Ethics and the consequences resulting from not adhering to the policy.

5. All technology users are responsible for reviewing and abiding by the Acceptable Use of Electronic Networked Resources & Internet Safety policy and Code of Ethics.

6. Teachers, Administrators, library/media service specialists, and instructional technology resource teachers are responsible for providing Internet safety instruction, guidance, monitoring student use of SCS electronic resources, and reporting all violations to school administration.

7. Instructional staff members are responsible for identifying, reviewing and evaluating the most appropriate resources that comply with School Board policy and Internet safety as it applies to the content area.

8. Students are responsible for contacting a teacher, school administrator or parent if they encounter situations that are offensive or threatening while using electronic resources.

9. Instructional staffs are responsible for posting the rules for safe Internet use (i.e., Code of Ethics) and reminding students that the rules were created for their protection.

10. SCS is responsible for providing teachers with opportunities to learn about Internet‐related personal safety, cyber security, cyber bullying, malicious codes and viruses, and copyright ethics.

11. Authorized Spotsylvania County School personnel may review files and communication to maintain system integrity. All users should assume that electronic communications and storage are not private, permanent, nor necessarily secure.

12. Members of the SCS Technology Advisory Committee, including parents and community stakeholders are responsible for reviewing and recommending ongoing revisions to the SCS Internet Safety Program.

13. SCS is not responsible for student or staff use of electronic technology resources outside of school. However, staff or students may be disciplined for any technology use that negatively affects the SCS network or that negatively affects the safety or reputation of any staff or student in the school division.

14. The use of computer equipment and communication services, technology and the Internet/Intranet by school personnel shall represent the school/program favorably in the school and in the community and must model appropriate usage for the student population.

15. All stakeholders are responsible for monitoring and/or evaluating emerging technologies and recommending revisions to the Internet safety program.

Resources:

Code of Virginia 18.2‐374.1:1

Code of Virginia 18.2‐390 (2)‐(5)

Code of Virginia 18.2‐372

Code of Virginia 22.1‐70.2 Chapter 52

Code of Virginia 22.1‐315

Spotsylvania County Schools Acceptable Use of Technology IIBEA

Spotsylvania County Schools Internet Safety IIBF

Spotsylvania County Schools Technology Advisory Committee Draft of 2005‐2006 Proposed revision to Acceptable Use Policy

VSBA IIBEA/GAB, IIBEA‐R/GAB‐R Acceptable Computer System Use ( 2/05; 6/06)

VA DOE Rubric for AUP Internet Safety Program

Appendix 3 Internet Safety Program

Spotsylvania County Public Schools Internet Literacy Program

History of Program Development

Development of the Spotsylvania County Public Schools (SCS) Internet Literacy Program began with the formation of a committee representing instruction and technology in 2007. The Internet Literacy Committee consists of representatives from both instruction and technology services. By way of collaboration and communication with stakeholders within the school division community, The Internet Literacy committee recommended that every employee and student in the school division increase awareness, knowledge, and responsibility regarding safe Internet use and appropriate Internet and network use while at work and school. The committee embraced ‘Internet literacy’ to represent an embedded approach to teaching internet safety standards since the term ‘literacy’ includes other important school division‐wide goals such as digital literacy, 21st century skills, and appropriate and safe use of the Internet, hardware, and networks. The committee also recommended an embedded approach since it is the most effective way to learn safe and appropriate practices on the Internet occurs naturally and throughout the instructional day. The committee continues to guide activity development, collaboration in and outside the school division on topics related to Internet Literacy, and is responsible for the review and updates to the Internet Literacy Program Plan.

Internet Literacy Program Goal

The SCS Internet Literacy program (ILP) is designed to develop the insight, knowledge, and skills that all students need to become more proficient, efficient, knowledgeable, and safe about using the Internet. Emphasis is on safety, digital literacy, and appropriate use of the Internet for learning, academic growth, and personal development.

Spotsylvania County Public Schools Internet Literacy Program (ILP) Objectives

To improve student awareness, learning, and understanding in the following areas:

The Internet is a powerful tool that should be used wisely.

Not all Internet information is valid or appropriate.

How to maximize the Internet’s potential while protecting oneself from potential abuse.

Internet messages and the people who send them are not always what or who they seem.

Predators and cyberbullies anonymously use the Internet to manipulate students. Students must learn how to avoid dangerous situations and get adult help.

Internet activities, such as playing games and downloading music or video files, can be enjoyable. Students need to know which activities are safe and legal.

Spotslyvania County Schools Internet Literacy Program Themes

Five program themes are identified throughout the K‐12 Internet Literacy program (ILP) to insure that all program objectives are addressed. Both ITRTs and librarians are literate in all five areas since they have received training and certification in the ISAFE program (ISAFE‐http://www.isafe.org) during the 2007‐2008 school year. The Virginia Department of Education Internet Safety and Computer Standards also appear below. The Spotsylvania County Public Schools (SCS) ILP objectives (see above) have been aligned with these standards and provide instructors with more details on important Internet Literacy content that they are responsible for teaching students.

The ILP themes are as follows:

Personal Safety Cyber Community Issues (There are rules of the road for students on the information superhighway) Cyber Predator Identification Cyber Security Intellectual Property

Internet Literacy and the Virginia Standards of Learning for Computer/Technology for Grades K‐12

C/T K‐2.3 The student will practice responsible use of technology systems, information, and software.

Know the school’s rules for using computers. Understand the importance of protecting personal information or passwords.

Understand the basic principles of the ownership of ideas.

C/T K‐2.4 The student will use technology responsibly.

Demonstrate respect for the rights of others while using computers. Understand the responsible use of equipment and resources.

C/T 3‐5.3 The student will demonstrate knowledge of ethical, cultural, and societal issues related to technology.

Identify how technology has changed society in areas such as communications, transportation, and the economy. Discuss ethical behaviors when using information and technology.

C/T 3‐5.4 The student will practice responsible use of technology systems, information, and software.

Understand the need for the school division’s acceptable use policy. Discuss the rationale of fair use and copyright regulations. Follow rules for personal safety when using the Internet.

C/T 3‐5.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.

Work collaboratively when using technology. Practice and communicate respect for people, equipment, and resources. Understand how technology expands opportunities for learning.


Demonstrate knowledge of current changes in information technologies. Explain the need for laws and policies to govern technology.

Explore career opportunities in technology‐related careers.


Demonstrate the correct use of fair use and copyright regulations. Demonstrate compliance with the school division’s acceptable use policy. Explore the potential of the Internet as a means of personal learning and the respectful exchange of ideas and products.


Assess the potential of information and technology to address personal and workplace needs. Demonstrate knowledge of electronic crimes such as viruses, pirating, and computer hacking. Explore and participate in online communications, and online learning opportunities. Identify the role that technology will play in future career opportunities.


Adhere to fair use and copyright guidelines. Adhere to the school division’s Acceptable Use Policy as well as other state and federal laws. Model respect for intellectual property.

In an effort to provide support and assistance to Spotsylvania County teachers in incorporating Internet Literacy objectives into their instructional day, teaching and learning activities and Internet Safety resources have been aligned with the Spotsylvania curriculum maps. Resource documents that link suggested activities and resources to the Virginia Standards of learning are available to the ITRTs and librarians beginning in September 2008.

Plans for Internet Literacy activities and resources to be hyperlinked to the curriculum maps are currently being developed to offer teachers and staff an easy to use electronic guide on integrating Internet Literacy standards into daily classroom practice. These hyperlinked documents will be available to all ES, MS, and HS teachers and staff in SCORE (Spotsylvania County Online Resources for Educators) as they are completed.

Spotsylvania County Public Schools Internet Literacy Program Delivery Models

The SCS Internet Literacy program will be integrated in K‐12 instructional program. Students will learn about Internet Literacy from kindergarten through high school, acquiring new skills each year by way of:

All instructors and faculty will teach Internet Literacy and deliver Internet Literacy instruction, emphasizing appropriate use and potential dangers on the Internet.

All instructors will model safe and appropriate Internet Use.

All ITRTs and librarians are ISAFE certified and will function as a resource and instructional support for teachers and staff as they integrate Internet Literacy standards and activities in their instructional program. The DARE Officer and School Counselor(s) in each school will be additional resources to support Internet Literacy program delivery.

The SCS Internet Literacy program has been designed to be integrated (embedded) in the SCS K‐12 instructional program by all teachers, faculty, and support staff. Instructional Technology Resource Teachers (ITRTs) and librarians function as a staff development resource and instructional support for teachers and staff as they integrate ILP activities into their grade level instructional program.

The K‐5 Internet Literacy Program Delivery Model Guidelines

The Classroom Teacher

Teachers will be responsible for embedding the Internet Literacy objectives by way of incorporating ILP activities and tips in their daily instruction.

For example, a classroom puppet show could underscore how an unseen person pretends to be someone else in lower elementary grades—just as some people take on different persona in chat rooms. Another interesting student assignment might be to compare how different Web sites present information on the same topic.

In addition, the elementary school SCORE teacher resource groups will contain Internet Literacy web site resources for teachers and students.

The Librarian

In the K‐5 instructional programs, librarians will have opportunities to deliver Internet Literacy activities, lessons, and work directly with students.

The Virginia State Department of Education has also published supplemental resources that illustrate how Internet Literacy lessons can be integrated into core curricular Standards of Learning and identify ways in which librarians can include Internet Literacy components in their own Linking Libraries lessons. See the SCS Internet Literacy SCORE Repository or http://www.doe.virginia.gov/VDOE/Technology/OET/internet‐safety‐guidelines.shtml for links to these resources.

The Instructional Technology Resource Teacher (ITRT)

Although the ITRTs do not work directly with students, the ITRTs are a valuable resource to assist the teacher in incorporating ILP learning opportunities across the program. ITRTs are responsible for delivery and sharing Internet Literacy tips at faculty meetings and professional development workshops to teachers. ITRTs and librarians will work with school level administration in planning these sessions and workshops.

Division Instructional Supervisors/Specialists/Coordinators

Instructional specialists will review Internet Literacy activities and resources as part of their regular review of the curriculum maps and will provide feedback on the Internet Literacy resources and its alignment with the curriculum maps. The first review is scheduled for summer, 2009. This way, teachers, ITRTs, and librarians will have revised curriculum maps which include the Internet Literacy activities and resources on a yearly basis. The revised maps will offer suggested areas where specific ILP standards can be taught as part of the SCS instructional program.

In addition, the Internet Literacy Committee is preparing an online resource to be delivered to teachers through SCORE that lists the Internet Literacy standards and activities for each grade level. In addition to knowing where an Internet Literacy standard fits with the SCS program maps, teachers will benefit from an online resource that has suggested activities and resources that are listed for each standard. Teacher, ITRTs, and librarians will work together to deliver these activities beginning September 2008.

The Secondary SCS Internet Literacy Program Delivery Model Guidelines

The Classroom Teacher

Teachers can use technology to stress core issues or help students improve essential skills and an increased understanding about Internet Literacy. In addition, the middle and high school SCORE teacher resource groups will contain Internet Literacy web site resources for teachers and students.

The Librarian

Librarians will function as resource providers and support the teachers in the delivery of the Internet Literacy Program and provide professional development on Internet Literacy and Internet Safety topics throughout the school year.

The Instructional Technology Resource Teacher (ITRT)

ITRTs will function as resource providers and support the teachers in the delivery of the Internet Literacy Program and provide professional development on Internet Literacy and Internet Safety topics throughout the school year.

The secondary Internet Literacy program is more dependent on embedded professional development delivered by ITRTs and librarians since secondary librarians function as a resource to the students and do not deliver lessons directly to the students as they do in elementary environments. Through embedded professional development, the ITRT and librarian will assist the teacher to integrate ISC objectives and activities into their lessons.

Offering a student online course will assist in exposing secondary students to Internet Standards through an interactive online course and introduce students to online learning and working independently in SCORE. The online course for students is currently under discussion and review.

Teacher Professional Development

Educators acquire knowledge, skills, attitudes and beliefs necessary to create high levels of learning for all students through staff development. (NSDC, 2002). Since the desire of SCS is to insure that all students understand the risks and rewards of Internet use at home and at school, the Internet Literacy Committee recommends that there are opportunities for teachers and parents to learn about Internet Literacy throughout the school year. Although an embedded professional development model is the most effective way to deliver new concepts and ideas, the Internet Literacy committee recommends supplemental Internet Literacy topics to be covered in faculty meetings and to be incorporated into other professional development opportunities throughout the school year. Ideas to support teacher learning appear below:

Faculty Meeting Internet Literacy Tips Internet Literacy Tips and AUP visible on SCS networks Principal Meetings on the Leader’s role with Internet Literacy Before and after School‐based and regional information sessions that may include DARE and school safety officers. Integration of Internet Literacy topics into all professional development sessions when appropriate. Tech Fest Information Room and Reception for Teachers and Parents (October 2006, October 2009, School‐based Technology

Nights, Back to School Nights, Curriculum Nights).

PTA/PTO Internet Literacy Partnerships and Parent Awareness Campaign

In addition to offering opportunities to increase awareness of Internet Literacy to parents, PTA/PTO organizations throughout the school division have expressed an interest in partnering with the Internet Literacy Committee members, ITRTs, and librarians in sponsoring information sessions, hosting informational meetings on Internet Literacy topics, and supporting the effort to raise awareness among the community about Internet Literacy. The following suggestions have been made for consideration:

Parent volunteers will be assisting librarians and teachers in the Parent Resource Room at Tech Fest and other school and division‐wide events.

Parent Information delivered at Back to School Nights, Conference Nights, and Open House Internet Literacy Tips delivered via the SCS Educational Channel, School Newsletters, and County Newsletter (to involve SCS Public

Relations Office beginning October 2008) ITRTs and librarians available to speak on the Internet Literacy Program and the importance to raise awareness among our parents and

community at PTA and PTO meetings beginning August 2008 Internet Literacy Tips for the home delivered via the Parent Portal (PASS) beginning in October 2008

Stakeholders in Supporting Internet Literacy in Spotsylvania County Public Schools

School Board

Supports the integration of the program into practice and emphasizes the importance of its role to all stakeholders. Practices Internet Literacy and appropriate use at all times Aware of new AUP and enforces violations to the AUP

Administrators and Division Leadership

Guides the integration, makes recommendations, and reviews the program and its appropriate alignment with the program Practices Internet Literacy and appropriate use at all times Provides professional development opportunities to administration and leadership on ‘leadership’s” role is supporting Internet to

teachers and students

School Level Administrators

Emphasizes the importance of working with ITRTs and librarians in delivering ILP to students Provides opportunities for school level professional development and parent learning opportunities Practices Internet Literacy and appropriate use at all times Require that all staff be responsible and accountable for promoting the SCS ILP among colleagues and students

Classroom Teachers, ITRTs, and Librarians

Incorporates Internet Literacy activities, resources and tips in their daily instructional plans and professional development work Practices Internet Literacy and appropriate use at all times Plan and present on Internet Literacy when requested

Spotsylvania County Public Schools Students

Practices Internet Literacy and appropriate use at all times

Evaluation Plan

The Evaluation of our Internet Literacy Program is required by the state and the Internet Literacy Committee recommends that a mixed methods approach be used to evaluate the plan following the 2008‐2009 implementation. Students, parents, educators, administrators, and leadership can examine data collected via survey, activity logs of ITRTs, professional development records, and interviews with stakeholders (formally or informally) to determine the program’s effectiveness and make recommendations for improvement.

technology plan final alignment package 2

Documents