Effingham County District’s

Technology Plan Update

Submitted to:

Dr. Charles Hodgesof Georgia Southern Universityin partial fulfillment of the requirements for

FRIT 8132-Y01

Updated by:Stephanie Reid, Vivian Smith, and Sherri Turner

Spring 2013Sunday, April 28, 2013

Statesboro, Georgia

Part 1: Narrative

Introduction:

The Effingham County School District technology integration plan was last updated in

July 2012. It is a three year plan ending June 2015. Sand Hill Elementary School follows

this plan very closely. The teachers, principal, assistant principal, instructional

supervisor and the assistant superintendent keep track of student data from the

programs being used to remediate and enhance student learning. Teachers show the

technology resources being used for student learning in their lesson plans. All

classrooms including special education have 21st Century Technology including

wireless pads, projectors, projection screens, clickers/crickets/CPS student responders,

software, and internet access. Some instructional support programs available for

teachers are BrainPOP (K-5th), BrainPOP Jr.(K-3), Discovery Education/

Unitedstreaming (K-5th), Georgia’s Online Assessment System (OAS 1st-5th), Georgia

Standards-Learning Village (K-5th), and Microsoft Office Suite (Word 1st-5th, Excel 3rd-

5th, Publisher 1st-5th, and PowerPoint 1st-5th). Third, fourth and fifth grade homerooms

have permanent time segments reserved in the resource lab which is required to be

used for student use of Study Island and/or Classworks. Study Island, 3rd-5th, practice

and review is devoted to GPS math and Math Common Core content and skills.

Teachers assign skills in Study Island based on skills taught in the classroom and for

test preparation. Classworks, K-5th, is a program used for ELA and Math learning

practice opportunities. Our Classworks Implementation Manager who works for

Curriculum Advantage, Inc. keeps track of student progress, visits periodically to share

student data with the assistant superintendent, principal, assistant principal,

instructional supervisor, and technology teacher. He addresses any concerns and

answers questions about any facet of Classworks. CRCT test data is imported at the

beginning of the school year which creates individual learning paths for students. Each

child works on skills not mastered on the CRCT. As children complete the skills in their

individual learning paths, teachers assign new skills for students to practice. Students

also have access to Classworks at home which increases their practice time on skills

assigned by their teachers. CRCT Coach workbooks (3rd-5th), SRA reading kits (3rd-

5th), Write From The Beginning (WFTB) K-5th, Daily Grammar Practice (DGP) K-5th,

Daily Oral Language (DOL) 3rd, Daily Reading Practice (DRP) K-5th, and Question of

the Day (K-5th) are additional programs used by classroom and resource teachers.

Math teachers also use Xtra Math (K-5th), Fantastic Five (2nd-4th), Rocket Math (2nd-

5th), Rhymes and Times (3rd), Factivation (3rd-5th), Complete the Puzzle, Chants,

Songs, CDs, and games are used in grades K-5th for math facts practice and quick

reviews. The Gifted and Talented teacher collaborates with science, reading, and

language arts teachers to provide enrichment activities for students in cluster classes in

grades 1st-5th. Effingham County School System does not include pilot programs in

the technology plan.

Effingham County School System is a rural area with eight elementary schools, three

middle schools, two high schools, and one college and career academy for high school

students. Sand Hill Elementary is one of the schools located in this county. The current

student population at Sand Hill Elementary is six hundred twenty-eight in grades Pre-K

through fifth. The racial break down of this school’s student population is: 558 white, 36

black, 21 mixed, 11 hispanic, and 2 American Indian. The student gender break down is

307 male and 321 female. Three hundred ninety-three students qualify for free or

reduced lunch. It is located in the southwest quadrant of the county. The school

encompasses twenty-five acres of land. The location was formerly a helicopter landing

facility that was owned and used by the federal government. A county commissioner,

Mr. Noel C. Conaway, spoke up for the land anticipating future county needs. That need

arose in 1995 when the school was established. Adjacent to the school site, on the

remaining portion of land is a community recreation park. The area includes basketball

and tennis courts, as well as, baseball and soccer fields. The paved area is utilized for

racing remote control cars, flying model airplanes, and launching rockets.

Overview

The evaluation of the May 2012 Effingham County Technology Plan demonstrated both

strengths and weakness evident in the following component areas: review of previous

technology plan, executive summary, planning process, student needs, technology

vision and mission, current reality and gap analysis, goals and benchmark,

communications and marketing, professional development, interoperability and

redeployment procedures, CIPA compliance, and Internet safety. The rubric utilized in

the evaluation of the technology plan focused on the following components, with

strengths and weaknesses: executive summary, technology mission and vision, student

needs, goals and realistic strategy for using telecommunications and information

technology, professional development strategy, assessment of telecommunication

services, hardware, software, and other services needed, budget resources, and

ongoing evaluation process. The level of comprehensiveness rated the components on

a range from 1 to 4. A score of 1 reflected the evaluators’ analysis of a specific

component as either unclear or absent. A score of 2 represented an unacceptable

rating; however, one facet of the component had been minimally met in the evaluation

plan. A score of 3 demonstrated the majority of the component’s acceptability, and a

score of 4 showed that the evaluated component of the technology plan deemed 100%

acceptable as defined by the rubric.

The overall assessment of the Effingham County Technology Plan revealed strengths in

the areas of assessment of telecommunications, hardware, software, and other services

needed. This component received the highest possible level of comprehensiveness.

The Effingham County School District’s technology plan describes and provides

adequate telecommunication services. The district is presents adequate hardware,

software, and other services. The following are identified: 10Mps connectivity, with

Gigabit, Backbone Gbps fiber connectivity, backbone speed of 1Gbps, a

telecommunication system with a Firewall and AT&T router. In addition, the school

district’s technology plan lists hardware: 3,096 modern computers, 37 school based

servers, 15 additional servers for email, web, SIS, general file and print servers. Also,

the Effingham County technology plan’s mission, vision, and student needs were given

a score of a 4. These components support and meet the administration’s and students’

educational goals. The hardware, software, and network systems assist students,

administrators, educators, and support personnel with participating in self-directed

lessons and with using technology independently. Ultimately, the students,

administrators, educators, and personnel will use appropriate technology to

communicate ideas, interact, and report concerns.

The evaluation revealed weaknesses in several component areas. The following areas

received a score of 3: goals and realistic strategy component for using

telecommunications and information technology, the Executive Summary, and budget

resources. In the goals and realistic strategy component, some goals lack clear,

measurable goals. The Executive Summary received a score of three because available

technical support personnel are not listed. In addition, the areas of technical expertise of

support personnel were not identified. Current technologies are mentioned, but not

specified as to which equipment is being used for instructional and administrative

purposes. The executive summary can be improved by including more specifics in each

component area and by listing the technical support personnel available. Budget

resources failed to provide adequate funding for professional development and did not

offer an explanation for funding agencies.

The evaluation revealed significant weaknesses in the professional development and

ongoing evaluation components of the technology plan. The Professional Development

Plan received a score of 2 due to missing key information, resources and incentives,

which is a requirement of the overall technology plan. Similarly to the professional

development component, the ongoing evaluation component scored low and only

received a score of 2 on the overall assessment. The evaluation instrument and details

of the ongoing evaluation are not identified in the plan. Out of the overall analysis, these

components scored the lowest. In both cases, the technology plan lacked necessary

information for professional development and ongoing evaluation.

The overall evaluation demonstrates the technology strengths that Effingham County

displays in implementing, funding, and monitoring technology to support student

achievement. The evaluation plan carefully breaks down information by schools in the

district to better aid in improving any deficits. Assessments and graduation rate are

analyzed in the technology plan and focus is given in each area to utilize technology to

improve academics. Furthermore, the plan details actions, strategies, interventions, and

programs, which are used to facilitate learning. The district carefully tailors their unique

demographics to the implementation of technology.

The Effingham County Technology Plan provides acceptable components, with a few

areas which need improvement, specifically professional development and the ongoing

evaluation. Although the district has a rapidly growing student population, the county

does not have a situation unique in nature to negatively affect the technology plan.

Therefore, improvement of the technology plan will expect to satisfy a future evaluation,

thereby having a positive outcome on student performance through an efficient

technology plan.

Outline

The following are the outlined problems found in the Effingham County School District

Technology Integration Plan, dated July 2012-June 2015:

Executive summary: Rubric Score= 3

The executive summary, section 3-1 in the Effingham County School District, Technology

Integration Plan, dated July 2012-June 2015, consists of several components, but fails to list

specifics in each component area or types of available technology personnel. It describes

current technologies, but does not list the current technologies available. The executive

summary continuously mentions the term technology but does not specify the types of

technology it will be used or their purposes in order to provide adequate access for students,

educators, and administrators. Ultimately, the executive summary can be improved by including

more specifics in each component area and by listing the technical support personnel available.

The seven components are listed as:

1. Access to current technology: This component repeats the term technologies, but assumes

the reader will know what technologies the writer is referring to. A list of current technologies

would assist the reader with knowing what technologies would be accessible, as they are

described. 2. Teacher technology use: This component area refers to teacher use of

technologies, but fails to list which technologies. In addition, the second component of the

executive summary describes teachers will have professional development with technologies.

What type of technologies would the teachers receive further professional development? A chart

or a table in this component would provide the reader with the types of technologies teacher

would receive training. 3. Student technology use: This component refers to meet the

educational standards for students, but repeats the same mistakes as component two. The

reader should be provided with an available list of technologies for students. 4. System

readiness: This component area claims it will provide system readiness by ensuring educators

are adequately trained. This areas of the component should clarify system readiness for the

reader. It should include a list of available technologies, a list of yearly professional

development training, and a plan which list adequate funding to ensure every element of the

technology plan is adequately maintained. 5. System support: This component area describes

system support as a vital area necessary to support educators. Educators should have a

reliable system support. The only necessary change needed would be to remove the statements

from the evaluation plan about the uncertainty of budget funding. This is an administrative issue

and the technology plan should be written without questions over budget approvals.

Administration should be consulted and the technology plan should provide information based

on approved funding available. 6. Administrative use of technology: This component area of the

executive summary is a little confusing. It describes this component as accepting new

technologies to improve work efficiency. This component area needs more elaboration about

the administrative use of technology. What are some things that can be improved with other

advances in technology? Are there alternative plans to purchase future technologies? This

component should address these questions. 7. Parent and community involvement: This

component area recognizes that parent and community involvement are vital to the educational

process. Parent and community involvement are essential. The only correction would be to

develop a plan to survey the parents to discover if they would like to implement other

alternatives to communicating with their child’s school, which may improve this component.

Technology mission and vision: Rubric Score= 4

There were no problems identified with the Effingham County School District’s

technology mission and vision, section 6-1. The school system lists a technology mission

statement. It has identified areas, technological benefit(s) and how to achieve each one. The

Effingham County School District’s mission declares it’s mission will attempt to engage,

challenge, and nurture learners for college. It’s vision will focus on instruction. Educators will

incorporate lessons tailored to student interests. Student will engage with technology.They will

utilize technology to solve problems and increase skills in content areas Students will participate

in self-directed lessons and independently utilize technology. The Effingham County’s mission

claims educators and administrators will have appropriate technical tools to communicate,

report, and provide assistive technology when necessary. In addition, parents will have access

to the district’s and local schools’ websites for student information, school, and community

information.

Ultimately, the Effingham County School technology mission and vision appropriately

supports and claims their hardware, software, and network will meet the administration’s and

student’s educational goals. The Effingham’s technology mission supports integrating

technology and continuous professional development for administrators, educators, and support

personnel.

Student needs: Rubric Score= 4

There were no problems identified with the Effingham County School District’s student

needs,Section 5-1. The student needs are present, are linked to state test data including CRCT,

and GHSGT. The student needs includes the students’ performance goals for each individual

school within the county.

The Effingham County School District’s Student Needs can be found in Section 5-1. The

school district uses data from the Criterion Referenced Competency Tests (CRCT), Georgia

High School Graduation Test (GHSGT), and each school’s Adequate Yearly Progress (AYP) to

assist with determining student needs. The school district declares that the AYP is essential

with accommodating student’s needs. In addition, the Effingham County School District claims it

uses AYP as a yearly tool to display student activities and achievements. AYP requires schools

in the United States to maintain student’s academic success. It mandates test participation in

Mathematics and Reading/English Language Arts, academic performance, and a secondary

indicator.

Goals and realistic strategies for using telecommunications and information technology:

Rubric Score= 3

The Effingham County School District’s component for goals and realistic strategies, for

using telecommunications and information technology, sections 8-1 thru 8-6, contain minimum

problems. The goals and realistic strategies are present, but not appear measurable. The

Effingham County School District’s goals and realistic strategy for telecommunications and

information technology can be found in Section 8-1 to 8-6. Many of the goals listed in the

evaluation plan are measurable. The problem found is that not all of the goals listed in the plan

are measured adequately. How can the Effingham County School District measure

communication between school and home? The plan lists verbal inquiry and reporting as a

means to measure communication with students and homes. The school technology plan can

improve the way it measures communication by conducting formal student and parent surveys.

Ideas are explained and communicated more effectively if they are written. In addition, a certain

percentage of the stakeholders should be received to measure if technology adequately assist

the school district with communicating effectively with students and parents.

Professional development Strategy: Rubric Score= 2

The Effingham school district’s technology plan professional development strategies,

Section 10-1, seems to lack the necessary resources and incentives for its school districts’

employees. Professional development strategies are present, but resources and incentives are

not identified.The district declares its commitment to provide high quality professional

development.The only professional development strategies listed in this component are about

summer classes and independent courses offered for educators. Nevertheless, the professional

development strategy component does not list any incentives for educators. No incentives, such

as professional learning credits are offered. Last, the evaluation plan’s professional

development strategy does not specifically list point of contacts or resource personnel which will

assist and provide training for administrators and educators. Corrections are necessary to

ensure educators are adequately trained with technology.

Assessment of telecommunication services, hardware, software, and other services

needed: Rubric= 4

There were no problems identified with the district’s telecommunications services,

hardware, software, and other services, Section 7-1 to 7-3. The assessment of

telecommunication services is present and hardware, software, and other services are

identified. This component describes each school in the district with the following:each school’s

network system with 100Mbps connectivity, with Gigabit and Backbone. Also, each school has

1Gbps fiber connectivity and backbone speed of 1Gbps. The author claims a wireless network

will be considered. In addition, the district has a telecommunication system with a Firewall and

At& t router. The Effingham school district’s technology plan lists the hardware survey results:

3,096 modern computers, 37 school based servers 15 additional servers for email, web, SIS,

professional development, general file and print servers.

Software/applications mentioned: 98% school computers run MS Windows with 2% being Apple

McIntosh computers. Educators utilize programs such as: SchoolPad, MOBI,and a Promethean

Board. Parents have access to the school’s classrooms’ webpages and websites. Parents may

use the program, Infinite Campus SIS to review their child’s attendance, assignments, grades,

and criteria account.

Budget resources: Rubric Score= 4

The district’s budget resources in the Effingham school district’s technology plan, section

3 and section 8, were re-examined. The budget resources component was scored a three, but

should have been scored a four, after careful examination. The budget funding and their

amounts can be located in the Goals and Benchmarks component of the Effingham school

district’s plan. The Executive Summary, the initial component of the Effingham school district’s

technology plan, does not list the monetary amounts for the various programs. However, the

Goals and Benchmarks component provides a table which assesses the goals and strategies of

the school’s technology plan, along with the monetary amounts. The budget funds identified in

section three of the plan from funds: Splost, E-Rate, general funds, Title I, and Title IIA.

Ongoing Evaluation Process: Rubric Score= 3

The Effingham school county district’s ongoing evaluation process, contains minor

problems. The ongoing evaluation process is evident when reviewing the school’s technology

plan, but many of the benchmarks dates have expired. In the Goals and Benchmarks

component of the district’s plan, it claims that the technology plan is a live document. The

school districts goals and benchmarks dates should be evaluated and adjusted to meet the

present year, 2013 or future years. Ultimately, caution and careful selection of hardware and

software are essential to ensuring adequate technology skills and the safety of

students,educators, and administrative staff. Last, the technology plan should include examples

of a student computer agreement and an employee user agreement.

Explanation

The inclusion of a professional development table will validate the commitment of

providing high quality training aimed at areas beneficial for staff members.

The updated technology plan will result in future technology integration improvements in

the Effingham County School District, thereby ultimately improving student academic

achievement. An ongoing evaluation process will ensure that technology is maximized

to enhance professional learning and student achievement. The ongoing evaluation

process will help guide the technology committee in making important decisions, which

can strongly impact the student population. As a result of the improved technology plan,

these decisions will support the use of technology in the classroom and will positively

impact the school district. In addition, the ongoing evaluation will improve the ability to

meet the specific technology needs of the school district. Other expected results of the

ongoing evaluation process include increased scores on standardized tests in all

content areas, cost-effective technology planning, and improved teacher job satisfaction

due to adequate technological training .