revised•january•2011 - Hampton City Schools

REVISED•JANUARY•2011
I. Executive Summary
Table of Contents
II. Process
1. Vision and Mission
2. Planning Committee Work and Benchmarks
3. Evaluation Process and Planned Update Cycle
4. Conclusions from Needs Assessment
III. Actions
1. State Goals and Objectives
2. Hampton City Schools Goals, Objectives, Strategies,
and Measures
IV. Appendix 1: Timetable and Budget for goals, objectives, strategies, and measures
V. Appendix 2: Division AUP
VI. Appendix 3: Summary of Internet safety program
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REVISED•JANUARY•2011
I. Executive Summary
The Hampton City Schools
Educational Technology
Plan for: 2003-09 opened
with the following:
The Educational Technology Plan reflects a philosophical change in how
long-range educational
technology is viewed. It
holds that technology
integration should be a
collaborative venture by
those who share a vested
interest in educational technology, teaching, and learning, and that planning is an
evolving process guided by data and results.
These sentiments are remarkably insightful for not only 2003 and 2009 but likely 2015
and beyond. Hampton City Schools is a regional leader in educational technology and
remains ahead of the curve nationally in its commitment and focus on preparing students for the changing economy and global learning in the digital age.
Educators must incorporate technology that helps students learn the skills they will
need to participate fully in the global community. Howard Gardner, professor of cognition and education at Harvard Graduate School of Education, points out that the future
will demand workers and citizens to demonstrate “out-of the box” and non-linear thinking to solve increasingly complex challenges. The tools from any one discipline are
often insufficient for understanding and solving real world problems (Gardner, 2007).
Students have discovered—often outside school—that new technologies offer excitement and challenges; these technologies are finding a place in schools. Interestingly,
cognitive science is discovering that the interactive, creative, social, and real-life capabilities of these new technologies are precisely what students need to learn the skills
required by today’s world (Gee, 2003; Gee, 2005).
Students must use the tools of the Information Age. Graduates must be globally aware
and able to use resources that exist outside the school. Many of today’s information
producers are converting their knowledge bases to digital format and are constructing
new technologies to increase speed, capacity, and reliability of dissemination. There
isn’t really such a thing as “educational technology” – there is technology, used in the
context of teaching and learning. Technology is only technology to those who are born
before it (Norman 2009).
Information literacy and global literacy are broad concepts that require us to think
about education. We must look critically at our pedagogy and how we can move to
more active learning in student-centered classrooms. Schools need to commit to the
utilization of relevant and appropriate technology to create a learning environment
that transcends the walls of theclassroom to prepare our students for their future.
These are the underlying issues of Hampton City Schools educational technology plan
for 2010 through 2015.
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Arguably the most significant change occurring in education and schools is the
reauthorization of the Elementary and Secondary Education Act(ESEA). The ESEA
blueprint encourages a complete education where students have a well-rounded
education to contribute as citizens in our democracy and to thrive in a global economy – from literacy to mathematics, science, and technology to history, civics, foreign
languages, the arts, financial literacy, and other subjects. In order to meet the goals
and take advantage of this funding source, Hampton City Schools will need to address
several issues in the domains of instruction, infrastructure, professional development,
and resources. Ensuring that all HCS schools have access to integrated instructional and
administrative services across interoperable high-capacity broadband networks with
sufficient support is critical in today’s educational environment.
The district and each school must have technology integrated into their strategic plan
and ensure thoughtful progress towards achieving goals. HCS has developed a technology plan that is consistent with the state plan and is flexible, up to date, and dynamic in
order to meet the ever-evolving developments inherent in the nature of technology.
The Educational Technology Plan for Hampton 2010-2015 involved key stakeholders
who shared their thoughts and expertise on how technology can maximize student
learning. Stake holders developed a collaborative vision for Hampton. Key holders
examined the previous plan and created a framework for developing the new plan. In
2010 an initial draft of the planwas sent to the District Leadership Team for review and
approval. The plan was presented to the School Board and placed on the HCS website, along with a feedback button for the community. Feedback from these groups is
reflected in this document.
The Educational Technology Plan for Hampton: 2010-2015 reflects
a philosophical change in how long-range educational technology planning is viewed. It holds that technology planning should
be a collaborative venture by those who share a vested interest in
educational technology, teaching, and learning, and that planning
is an evolving process guided by data and results. As such, this plan
should not be viewed as an updated planning document for a specified time period. Rather, it guides the division’s use of educational
technology for the next six years and lays out the chronology of plan
implementation – indicating specific points at which various significant activities will occur. This document is based on Virginia’s conceptual framework focusing on five areas for educational technology.
The areas cover the following:
Environment
Schools need to consider physical and virtual environments in new and innovative
ways to support learning activities.
Engagement
Educators must employ multiple ways to engage students in learning through technology. This engagement should reflect student learning styles, cultural backgrounds, and
personal interests.
Application
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Students need to understand the proper application of technology tools (i.e., choosing
and applying the most appropriate technology for communicating and problem solving) and to be creative and innovative.
REVISED•JANUARY•2011
Tools
Students should not use technology tools just to replicate paper-and-pencil activities.
Tools should extend student capabilities to perform functions that would be difficult,
if not impossible, without technology. Tools should be authentic—ones students will
encounter in the non-school environment.
Results
Results are not just a matter of meeting accountability requirements but using data, including real-time assessments, to inform instruction. Teachers addressing 21st century
skills and knowledge must employ intelligent assessments.
Hampton’s vision for educational technology is embodied in this plan. As educational
technology stakeholders—educators, students, parents, business leaders, and policymakers–review the complete plan that guides the implementation of strategies
intended to transform the lives of students in Hampton City Schools. These strategies
illustrate actions for applying the power of technology to education. Working together,
stakeholders of Hampton City Schools can realize the potential of educational technologies, today and in the future.
The challenge for educators is to use tools that help students creatively express
themselves more effectively and accomplish tasks that wouldn’t be possible without
technology. To meet this challenge, most educators will need to approach technology
from a radically different perspective. Teachers will spend more time modeling creative
thinking by showing students how to probe information rather than teaching facts.
Educators will find themselves serving more as facilitators of gathering and analyzing
information.
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Increasingly, employers look for skills beyond academic knowledge (U.S. Department
of Labor, 2009). A decade ago, these nebulous aptitudes were labeled under the extremely broad term 21st century skills. Various studies have shown that technological
competencies are needed in the workplace. Technology is integrated into every facet
of business and life.
The 21st century isn’t coming; it’s already here. And our students have the opportunity and
challenge of living and working in a diverse and rapidly changing world. Public schools must
prepare our young people to understand and address global issues, and educators must
reexamine their teaching strategies and curriculum so that all students can thrive in this
global and interdependent society (NEA President Dennis Van Roekel, 2010).
The Educational Technology Plan for Hampton City Schools: 2010-2015 focuses on
global information and communications technology (ICT) literacy. The most recognized definition for this topic was formulated by the International ICT Literacy Panel
(2002): “ICT literacy is using digital technology, communications tools, and/or networks
to access, manage, integrate, evaluate, and create information in order to function in a
knowledge society” (p. 2). The State Educational Technology Directors Association (SETDA) (2002) further explained: “Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate,
evaluate, and create information to improve learning in all subject areas and to acquire
lifelong knowledge and skills in the 21st century” (n.p.). Technological innovation in
education creates, promotes, and sustains a dynamic, digital-age learning culture that
provides a rigorous, relevant, and engaging education for all students.
II. Process
State Vision
The vision of the Virginia Board of Education and Virginia Department of Education, in cooperation with their partners, is to create an excellent statewide system of public education
that derives strength from its diversity and that
ensures equality of opportunity for each student in a safe and healthy learning environment. The goal of this system is to prepare
all students to be capable, responsible, and self-reliant citizens in the global society. To
that end, the Department of Education will integrate innovative and authentic technologies effectively throughout all facets of the educational system to improve student
academic achievement and 21st century skills and knowledge.
State Mission
The Virginia Department of Education’s Division of Technology and Career Education
supports school division educational improvement efforts through the use of technology. The division provides training, technical assistance, and information to agency personnel and school divisions. The 2009-15 plan outlines strategic direction for agency
and local educational technology planning while providing the flexibility to accommodate ongoing changes, innovations, and emerging technologies.
HCS Vision
Hampton City Schools is committed to the utilization of
relevant and appropriate technology to create a learning
environment that transcends the walls of the classroom to
prepare our students for their future.
HCS Mission
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Hampton City Schools provides easy, immediate, and safe access to technology resources, independent of place or time.
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Planning Committee
The development of the Educational Technology Plan for
Hampton City Schools 2010-15 was coordinated by the Technology Department and Library Media Services and representing more than a year of research, planning, and collaboration.
Contributors to the plan include individuals and organizations
from across the community, representatives from the school
division’s curriculum departments, administrators, teachers,
parents, students, professionalorganizations, and the business
community. We would like to extend our sincere appreciation to all those who helped shape this vision for educational
technology in Hampton City Schools.
Core Members:
Gregory Borenstein - Assistant Network System Administrator, Technology Services
Joan Davis - Organizational Development Coordinator, Professional Development
Jeri Dunlap - Director, Information Services
John Eagle - Director, Information Technology
Heather L. Greer - Teacher Specialist, Science
Cheryl Grobel - Instructional Technology Teacher Specialist, Library Media Services
Cindy Hessler - Database Manager, Technology Services
Sherry Holt - Director, Library Media and Instructional Technology
Christopher Kelly - Title 1 Coordinator, School Leadership-Elementary & /Compensatory Programs
Jennifer Lockett - Instructional Technology Teacher Specialist, Library Media Services
Edmund Rhett - Teacher Specialist, School Leadership-Elem & Comp Prog
Clint Rickman - Instructional Technology Teacher Specialist, Library Media Services
Georgianna Skinner - Director, Technology Services
General Members:
John A. Bailey - Principal, Bethel High School
Laurie Bolt - Teacher Librarian, Phenix PreK-8 School
Danny Brookman - Manager Training, Northrop Grumman Apprentice School
Stan Coaker - Network System Administrator, Technology Services
Kenneth Crum - Principal, Eaton Middle School
Irma Dietz- Curriculum Leader, Social Sciences
Craig Freeman - Teacher Specialist, Science
Devontae Green - Student, Phoebus High School
Vivian Griese - Curriculum Leader, Fine Arts
Anne Haga - Library Technician, Library Media Services
Raymond Haynes- Principal, Pheniox PK-8 School
Victor Hellman - Deputy Superintendent, Facilities & Business Suppor
Carolyn Holmes - Curriculum Leader, Mathematics
Tijuania Lambert - Teacher, Instructional Technology Resource, Library Media Services
Troy Latuch - Principal, Booker Elementary School
Pat Leary - Executive Director, School Leadership (Elem & Pre-school)
Preston Lewis - Substitute Teacher, Hampton City Schools
Gary Lupton - Teacher-Business Bethel High School
Chris Martin - Senior System Administrator, Information Services
Pat McFadden - Technology Support Manager, Technology Services
Kimberly Richardson - Principal, Forrest Elementary School
Andrea L. Riddick - Principal, Mary Peake Elementary School
Eric Stone - Principal, Merrimack Elementary School
Nancy Sweat - Curriculum Leader, Language Arts
Nancy Terrell - Teacher Librarian, Davis Middle School
Mary Wallen - Principal, Barron Elementary School
Beth Welch - Curriculum Leader, English as a Second Language
Phyllis Wellbrock - Research & Evaluation Specialist, Instructional Accountability
Jesse White - Curriculum Leader, Career & Technical Education-Technology
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Rashard Wright - Principal, Kecoughtan High School
Work and Benchmarks
Date Information
September 17, 2009 1st whole group meeting review
Oct-December 2009 Subgroups will meet to develop strategies
November 12, 2009 2nd whole group meeting
(VDOE update, vision, & goals)
December 14, 2009 Review Mission, Vision and State Goals.
Group report
(Environment)
January 13, 2010
Group reports (Applications, & Engagement)
January 25, 2010
Group reports (Tools, & Results)
February 5, 2010 Teams will fill out Technology Template
(February 5th)
February 25, 2010
Meeting to review Draft plan with goals and strategies
(Introduce Cloud)
March 12, 2010 Summary of Internet safety program for 2008-10
completed
March 19, 2010 Division AUP completed
May 12, 2010 Planning Committee Work and Benchmarks
completed
May 19, 2010 Review Phase I of tech Plan (Goals Objectives Etc..)
June 15, 2010 Meet for full team review before submitting to
graphics
June 17, 2010 Meet with DLT designee for review (Dr. Hellman)
June 20, 2010 DLT briefing meeting
July 7, 2010 School Board work session
July 30, 2010 Publish copy review
Phase II Technology Planning
Date Information
September 19, 2010 Evaluation Process and Planned Update Cycle
completed
October 27, 2010 Conclusions from Needs Assessment Completed
November 2, 2010 Whole group review
December 9, 2010 Timetable and Budget for goals, objectives, strategies,
and measures Completed
December 16, 2010 Executive Summary completed
January 6, 2011
Whole group review
January 24, 2011
DLT briefing meeting
January 28, 2011
Complete state alignment worksheets
February 1, 2011
Submit Plan to the State
June 30 , 2011
Revisit Goals and Objectives
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REVISED•JANUARY•2011
Evaluation Process and Planned Update Cycle
The 2010-2015 Educational Technology Plan for Hampton City Schools will be evaluated annually through the Division Leadership Team (DLT) via an annual report to
the local School Board. The plan will be revised, based on feedback from the Leadership Advisory Team, using the process developed by the Hampton City Schools Core
Technology Planning Team. Additional oversight will be provided by the Technology
Leadership Advisory Team (which provides guidance to specific technology investments). Throughout the 2010-2011 school year, the Core Technology Planning Team
will evaluate data gathered from our measures, establishing baseline targets for each
measure. This evaluation will be summarized in the annual technology report for the
School Board.
Conclusions from Needs Assessment
Hampton City Schools conducts several surveys of various stakeholder groups to determine needs across the division. Survey groups include:
• Teachers
• Parents
• Administrators & Support Staff
• Community Members
Surveys and focus groups began in September 2009 and continued throughout 2010.
Hampton City Schools has begun a process linking the state’s five goals and fifteen
objectives to those identified by the surveys to properly align resources and expected
outcomes. The Core Technology Planning Team is responsible for ensuring appropriate alignment between the division’s needs and the state’s goals and objectives. From
those surveys, the following issue areas have been identified:
• Increasing ability to locate information using technology
• Using technology to master content
• Investing in technology to support 21st century skills
• Staying up-to-date with technology software applications
• Improving integration of technology into instruction
• Continuing technology advancements in the classroom
• Expanding appropriate interactive classroom technologies
• Enhancing professional development to support technology
• Increasing availability of technology to students at home
• Leveraging business partnerships with the use of technology related to
real-world learning
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III. Actions
State Goals and Objectives with Local Strategies
and Measures Hampton City Schools Goals, Objectives, Strategies, and Measures
Environment
Goal 1: Provide a safe, flexible, and effective
learning environment for all students
Objective 1.1: Deliver appropriate and challenging curricula through face-to-face,
blended, and virtual learning environments.
HCS Strategy 1.1.1: Expand HCS online course offerings
Evaluation Strategy: Analyze number of courses offered in each subject area to ensure equitable educational opportunities
Evaluation Strategy: Determine which online courses are being taken and address disparities in student participation
HCS Strategy 1.1.2: Collaborate with the Hampton Roads Virtual Learning Community (HRVLC) to improve the quality of online student courses
Evaluation Strategy: Review student feedback for continual
improvement in course quality
Evaluation Strategy: Analyze student pass rates to measure
effectiveness of online courses
HCS Strategy 1.1.3: Increase amount of web-based content and
collaborative spaces available to HCS staff and students
Evaluation Strategy: Establish baseline number of web-based
resources currently available
Evaluation Strategy: Measure utilization and/or participation rates
HCS Strategy 1.1.4: Leverage higher education partnerships to assist schools in instructional design and media production
Evaluation Strategy: Document how the number and types of higher education partnerships differ from previous years
Evaluation Strategy: Describe the types, quantity, and perceived quality of instructional and technical assistance provided by higher education partnerships
Evaluation Strategy: Describe the extent to which these partner
ships are accessible and useful with regard to delivering appropriate and challenging curricula
Evaluation Strategy: Document the professional development
program attendance and perceived quality
HCS Strategy 1.1.5: Leverage partnerships with community, commercial, government and non-profit organizations to enhance the learning experience for our students
Evaluation Strategy: Describe partnerships to ensure all areas of learning are addressed
Evaluation Strategy: Analyze feedback from students and partners
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Objective 1.2: Provide the technical and human infrastructure necessary to support
real, blended, and virtual learning environments
HCS Strategy 1.2.1: Provide resources and instructional support for teachers in the use of technology to maximize student learning
Evaluation Strategy: Verify that resources and instructional support is being provided
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Evaluation Strategy: Evaluate the use of technology in classrooms through observations and other methods
HCS Strategy 1.2.2: Provide resources and technical support to ensure student access to technology and other online resources is operational, secure and properly maintained
Evaluation Strategy: Compare HCS technical support levels to ISTE standards and work to close the gap
Evaluation Strategy: Analyze and reduce work order completion time
HCS Strategy 1.2.3: Facilitate the implementation of robust network access for every school, not to be less than 100Mbps
Evaluation Strategy: Evaluate bandwidth usage by building annually
Evaluation Strategy: Survey staff to identify needs
Evaluation Strategy: Describe the extent to which network access has been implemented in every school
HCS Strategy 1.2.4: Facilitate the implementation of wireless access to the Internet in every school.
Evaluation Strategy: Facilitate usage of student-owned digital
devices via HCS wireless network
Evaluation Strategy: Monitor number of registered students’ digital devices
Objective 1.3: Provide high-quality professional development to help educators create, maintain, and work in a variety of learner-centered environments
HCS Strategy 1.3.1: Provide ongoing training that enables staff to maintain, function and problem-solve in the 21st century classroom
Evaluation Strategy: Review staff feedback
HCS Strategy 1.3.2: Leverage public/private/nonprofit partnerships to
provide professional development focused on technology integration strate
gies and the development of teachers’ and administrators’ 21st century skills
Evaluation Strategy: Document how the number and types of
partnerships differ from previous years
Evaluation Strategy: Describe the types, quantity, and perceived quality of professional development provided by partnerships
Evaluation Strategy: Describe the extent to which these
partnerships focus on technology integration and 21st century skills
Evaluation Strategy: Document the professional development
program attendance
HCS Strategy 1.3.3: Support researched-based pilot projects to help
educators better understand the impact of new/emerging technologies on the learning environment and develop strategies to effectively integrate them into schools.
Evaluation Strategy: Document the district’s efforts to support pilot projects.
Evaluation Strategy: Describe the number, types, locations, and scope/extent (breadth and depth) of the pilot projects.
Evaluation Strategy: Document new/emerging technologies and strategies for technology integration in schools.
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Engagement
Goal 2: Engage students in meaningful curricular content through the purposeful and effective use of technology
Objective 2.1: Support innovative professional development practices that promote
strategic growth for all educators and collaboration with other educators, content
experts, and students.
HCS Strategy 2.1.1: Facilitate the development, use, and delivery of
innovative professional development that promotes collaboration
Evaluation Strategy: Conduct annual needs assessments of all staff to determine professional development for teaching the 21st century learner
Evaluation Strategy: Collect feedback from training, conferences, and workshops for all staff
Evaluation Strategy: Document trainings that offer opportunities to collaborate, learn, and grow professionally
Evaluation Strategy: Record participation in all trainings within an online information management system
HCS Strategy 2.1.2: Facilitate the development and delivery of professional development opportunities that focus on effective technology use in specific core curricular areas
Evaluation Strategy: Describe professional development
opportunities focusing on 21st century technology skills to promote student engagement in the core curricular areas
Evaluation Strategy: Conduct needs assessments to determine and design professional development opportunities in core content areas
Evaluation Strategy: Document the professional development
delivery in core content areas
Evaluation Strategy: Record participation in all trainings within an online information management system
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Objective 2.2: Actualize the ability of technology to individualize learning and provide
equitable opportunities for all learners
HCS Strategy 2.2.1: Provide reasonable access to Internet-connected devices that offer students the flexibility to learn anytime, anywhere
Evaluation Strategy: Document the availability of Internet-connect
ed devices for use by students in all classrooms.
Evaluation Strategy: Tabulate the number of Internet-connected devices per student for elementary, middle, and high schools
Evaluation Strategy: Describe the Acceptable Use Policy (AUP)
currently used by Hampton City Schools for students
HCS Strategy 2.2.2: Identify and disseminate information and resources to assist schools in evaluating the interactive and universal design features of hardware, software, and Internet resources
Evaluation Strategy: Analyze and identify the capabilities of current and emerging hardware, software, and Internet resources
Evaluation Strategy: Describe the methods of dissemination of information and resources throughout the district
HCS Strategy 2.2.3: Identify and disseminate information and resources to assist schools in developing and maintaining personal learning plans for all students
REVISED•JANUARY•2011
Evaluation Strategy: Evaluate the use of technology-rich
opportunities for students in the development of individualized learning plans
Objective 2.3: Employ progressive high-quality Internet safety programs throughout
the division
HCS Strategy 2.3.1: Determine best practices and resources to promote the integration of Internet safety and security throughout the curricula
Evaluation Strategy: Describe the process to ensure safe and
appropriate usage of the Internet for connections to the curriculum
Evaluation Strategy: Evaluate current procedures for examining filtered sites fo instructional use
Evaluation Strategy: Document relevant Internet resources through the on-line curriculum management system
HCS Strategy 2.3.2: Monitor the implementation of Internet safety policies and programs and provide technical assistance and support to ensure that schools have effective programsand policies
Evaluation Strategy: Outline the policies and procedures for ethical and legal use of the Internet resources in the HCS Students Rights and Responsibilities Handbook
Evaluation Strategy: Review that access of inappropriate Internet resources is prohibited by the division’s HCS web filter
Evaluation Strategy: Document that personal Internet-connected devices are subject to the HCS filter
Application
Goal 3: Afford students with opportunities to apply technology effectively to
gain knowledge, develop skills and create and distribute artifacts that reflect
their understandings
Objective 3.1: Provide and support professional development that increases the
capacity of teachers to design and facilitate meaningful learning experiences, thereby
encouraging students to problem-solve, communicate, collaborate and use real-world
skills by applying technology purposefully
HCS Strategy 3.1.1: Increase the diversity and availability of instructional technology training opportunities for teachers implementing technological and pedagogical innovations
Evaluation Strategy: Identify effective forms of current technology training
Evaluation Strategy: Document and publish available technology training and collect feedback
Evaluation Strategy: Describe professional development that
empowers teachers in planning strategies that maximize student learning in a technology-rich classroom environment
HCS Strategy 3.1.2: Enhance curricula using online environments for staff and students that promotes creativity, collaboration, problem solving and
participation in global communication
Evaluation Strategy: Describe curriculum enhancements that
support increased creativity, collaboration, problem solving and
communication
Evaluation Strategy: Document the availability of online
environments
Evaluation Strategy: Describe access to online environments
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HCS Strategy 3.1.3: Promote the safe and responsible use of social media
Evaluation Strategy: Describe the district’s efforts to promote safe and responsible use of social media
HCS Strategy 3.1.4: Provide opportunities for students to participate in global communication and collaboration
Evaluation Strategy: Describe the district’s efforts to provide
students with opportunities to participate in global communication and collaboration
HCS Strategy 3.1.5: Identify and disseminate resources to help the school board and administrators develop and evaluate technology policies that
effectively balance the need for instructional innovation with safety and
security
Evaluation Strategy: Describe the identification and dissemination
procedures that help the school board to develop and evaluate
technology policies
Objective 3.2: Ensure that students, teachers, and administrators are Information and
Communication Technology (ICT) literate
HCS Strategy 3.2.1: Identify and disseminate information and resources to ensure that schools can effectively assess and report ICT literacy
Evaluation Strategy: Describe the training used to support students, teachers and administrators in becoming ICT literate
HCS Strategy 3.2.2.: Monitor the assessment of ICT literacy in schools and provide technical assistance and support to schools as needed
Evaluation Strategy: Describe tools used to monitor ICT literacy
Evaluation Strategy: Document the technical assistance efforts for ICT literacy
Evaluation Strategy: Describe the support efforts to schools
regarding ICT literacy
HCS Strategy 3.2.3: Provide and support high-quality professional
development focused on the acquisition and application of ICT skills for
teaching, learning, and school management
Evaluation Strategy: Describe the ICT related professional
development
Evaluation Strategy: Document the types, scope, accessibility, and feedback of ICT related professional development
Evaluation Strategy: Document attendance of ICT related
professional development
HCS Strategy 3.2.4: Provide opportunities for teachers and students to learn to deconstruct and construct media messages
Evaluation Strategy: Describe the opportunities provided to
teachers and students to deconstruct/construct media messages
Evaluation Strategy: Describe how HCS follows the state-recom
mended media literacy guides
Objective 3.3: Implement technology-based formative assessments that produce
further growth in content knowledge and skills development
HCS Strategy 3.3.1: Identify and disseminate information about technology tools and systems to help schools implement cognitively-based assessments
Evaluation Strategy: Describe the identification and dissemination of standards and benchmark assessments in schools
HCS Strategy 3.3.2: Design and pilot projects to explore technology-based assessments that tightly integrate curricula, instruction and assessment
Evaluation Strategy: Describe the processes of designing
researched-based pilot projects in content knowledge and skills
development
REVISED•JANUARY•2011
Evaluation Strategy: Describe projects that integrate curricula,
instruction and assessment
Evaluation Strategy: Document student products from
cross-curricular projects
Tools
Goal 4: Provide students with access to authentic and appropriate tools to
gain knowledge, develop skills, extend capabilities, and create and disseminate artifacts that demonstrate their understandings
Objective 4.1: Provide resources and support to ensure that every student has access
to a personal computing device
HCS Strategy 4.1.1: Provide tools that extend students’ capabilities, can be
customized to meet individual needs and preferences, and support learning
Evaluation Strategy: Describe the equitable access to personal com
puting devices
Evaluation Strategy: Document standardized tools and resources that support student learning
Evaluation Strategy: Describe the alignment of resources and tools with Hampton City Schools curriculum
HCS Strategy 4.1.2: Provide opportunities for students to learn and apply Information and Communication Technology (ICT) skills in local and community settings using a variety of authentic tools
Evaluation Strategy: Describe the applications and tools that align and support the Hampton City Schools curriculum
Evaluation Strategy: Document that technology equipment utilizes a standardized refresh rate on an equitable basis
Evaluation Strategy: Assess student mastery of ICT skills by the 8th grade
Evaluation Strategy: Monitor and assess the integration of
technology into instruction across all grade levels
Objective 4.2: Provide technical and pedagogical support to ensure that students,
teachers, and administrators can effectively access and use technology tools
HCS Strategy 4.2.1: Provide and support high-quality professional
development to assist educators in evaluating and integrating technology tools in ways that foster effective student use
Evaluation Strategy: Document professional development
opportunities that assist educators in integrating technology tools available to staff Evaluation Strategy: Describe the types of
professional development offered including online, face-to-face and blended courses
Evaluation Strategy: Describe the methods used to promote
awareness of technology tools
Evaluation Strategy: Document staff attendance at professional development opportunities
HCS Strategy 4.2.2: Provide ongoing support to assist teachers in effectively integrating a variety of technology-based tools into teaching and learning
Evaluation Strategy: Describe the district’s role in providing ongoing and just-in-time support through a variety of delivery methods
Evaluation Strategy: Document training of instructional and
curriculum leaders on integration strategies for instruction
Evaluation Strategy: Describe the process for modeling and co-
teaching for classroom teachers in the area of technology integration within the curriculum
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HCS Strategy 4.2.3: Provide timely and effective technical support to ensure that all tools and the network that supports them are installed and maintained properly
Evaluation Strategy: Document training and support for technology hardware and infrastructure
Evaluation Strategy: Monitor and assess technology work order system for effective installation and maintenance
Objective 4.3: Identify and disseminate information and resources that assist educators in selecting authentic and appropriate tools for all grade levels and curricular areas
HCS Strategy 4.3.1: Identify and disseminate information about new and emerging technologies
Evaluation Strategy: Describe the processes for disseminating
information about new and emerging technologies
HCS Strategy 4.3.2: Design and implement researched-based pilot projects to evaluate a variety of personal computing devices
Evaluation Strategy: Document Hampton City Schools efforts in supporting pilot projects that utilize new and emerging technologies
Evaluation Strategy: Describe the process for implementing projects
Evaluation Strategy: Evaluate projects that incorporate personal computing devices
Results
Goal 5: Use technology to support a culture of data-driven decision making
that relies upon data to evaluate and improve teaching and learning
Objective 5.1: Use data to inform and adjust technical, pedagogical, and financial
support
HCS Strategy 5.1.1: Implement state and local data systems to develop
strategic plans, create school learning plans and make financial decisions
Evaluation Strategy: Monitor school and district data system usage
Evaluation Strategy: Conduct financial reviews
HCS Strategy 5.1.2: Disaggregate data to inform instructional decisions
Evaluation Strategy: Describe district’s ongoing data analysis
process
Evaluation Strategy: Document the use of disaggregated data that maximizes student learning
Objective 5.2: Provide support to help teachers disaggregate, interpret, and use data
to plan, improve, and differentiate instruction.
HCS Strategy 5.2.1: Provide training and support to help instructional and curriculum leaders to assist teachers in using technology effectively to address data-supported needs
Evaluation Strategy: Describe the role of the instructional and
curriculum leaders in using technology effectively
Evaluation Strategy: Document staff feedback of training and
support provided
HCS Strategy 5.2.2: Provide training and support to the instructional and
curriculum leaders in data analysis
Evaluation Strategy: Identify the professional development for instructional and curriculum leaders
Evaluation Strategy: Document the professional development for 15
REVISED•JANUARY•2011
instructional and curriculum leaders
HCS Strategy 5.2.3: Identify and disseminate resources to assist the
instructional and curriculum leaders in training teachers to disaggregate data
Evaluation Strategy: Identify the resources used for data analysis, instructional decisions, strategies, and planning
Evaluation Strategy: Document the training provided to teachers by the instructional and curriculum leaders
Objective 5.3: Promote the use of technology to inform the design and
implementation of next-generation standardized assessments
HCS Strategy 5.3.1: Design and implement research-based pilot projects that support technology-based assessments, including virtual environments,
simulations, game environments, innovative delivery platforms, and multiple ways for students to demonstrate understanding
Evaluation Strategy: Identify the processes to design pilot programs
Evaluation Strategy: Document student achievement through a variety assessments
Evaluation Strategy: Review climate survey data of students/parents to identify the impact on learning
Evaluation Strategy: Describe student technology use as evidenced by digital portfolios
Evaluation Strategy: Describe the impact of pilot projects through a
comprehensive review by a team of content experts and field
professionals.
16
IV. Appendix 1:
2
Timetable and Budget for goals, objectives,
strategies,
and measures
Appendix X: Timetable
and Budget for Goals, Objectives, Strategies, and Measures
Funding Source
State Grant (VPSA)
WAN Upgrade CIP
Computer Replacement Cycle
869 – InformationTechnology
Instructional Support
Organizational Development Title II - A
929 - Instructional
Technology - Title II - D
Curriculum Technology
2
2011-2012 Requested
$1,070,000
$500,000
3 years for laptops
4 years for desktops
$5,291,349
2011-2012 Estimated
$1,070,000
$500,000
3 years for laptops
4 years for desktops
$5,291,349
$25,000
$25,000
$42,057
$42,057
$565,314
$565,314
Integration/Information
Literacy
Appendix X: Timetable and Budget for Goals, Objectives, Strategies, and Measures
17
Strategies
Measures
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.2.1
1.2.2
1.2.3
1.2.4
1.3.1
1.3.2
1.3.3
Timetable
Budget Source
On-going
On-going
On-going
On-going
On-going
On-going
On-going
FY2012-2013
FY2012-2013
On-going
On-going
On-going
2.1.1
2.1.2
2.2.1
2.2.2
2.2.3
2.3.1
2.3.2
3.1.1
2
3.1.2
3.1.3
3.1.4
3.1.5
3.2.1
3.2.2
3.2.3
Annually
Annually
On-going
On-going
On-going
On-going
Annually as
needed
On-going
On-going
On-going
On-going
On-going
On-going
On-going
On-going
869 - Software Support
869 - Personnel
869 - Software Support
869 - Personnel
869 - Personnel
869 - Personnel
869 - Personnel
Community bond funds
Community bond funds
Information Literacy / Curriculum Integration
Community & Legislative Relations
869 - Software Support and Other Sources as
applicable or made available
Organizational Development
Organizational Development
869 - Equipment
869- Personel and Information Literacy
869- SIS and School Counselors
869- Software Support and Information Literacy
869- Personnel and Information Literacy
3.2.4
3.3.1
3.3.2
4.1.1
4.1.2
4.2.1
4.2.2
4.2.3
4.3.1
4.3.2
5.1.1
On-going
On-going
On-going
Annually
On-going
On-going
On-going
On-going
On-going
On-going
Annual
Fund 50 Personnel
Information Literacy/ Accountability
Fund 50-Technology, Title IIA
Fund 50 - Technology
Fund 50 Personnel
Title II A and Title II D
Information Literacy
Fund 50 - Technology
Information Literacy
Fund 50 - Technology (Equipment)
869 - SIS
State Funds - Indistar (School Learning Plans)
5.1.2
On-going
Fund 50 - SchoolNet/SOLAR (Data Analysis and
Online Curriculum)
5.2.1
Quarterly
5.2.2
Quarterly
5.2.3
Quarterly
5.3.1
Annual
Fund 50 - Curriculum Technology Integration
Teacher Specialists/Professional Development
Fund 50 - Instructional Accountability
Department/Professional Development
Fund 50 - Instructional Accountability
Department/Professional Development
Grants as available
Information Literacy and Title II D
Schoolnet CITT/Curriculum
Information Literacy
Fund 50 Personnel
Fund 50 Personnel
Information Literacy / Accountability/ Title II A
869 - Personnel
Title II A and Title II D
REVISED•JANUARY•2011
1
V. Appendix 2:
Division AUP
Acceptable Use and Guidelines for the Internet, Division Networks, Computers, and
Related Technology and Communications Resources
Hampton City Schools provides a computer system including access to the Internet, to
promote educational excellence by facilitating resource sharing, innovation and
communication. The term computer system includes hardware, software, data,
communication lines and devices, terminals, printers, CD-ROM/DVD devices, tape
drives, PDAs, phones, storage devices, servers, mainframe and personal computers, the
Internet and other internal or external networks. This includes any other devices that
may be used to connect to the HCS network or store HCS material.
All use of the Division’s computer system must be (1) in support of education and/or
research, or (2) for legitimate school business. Use of the computer system is a privilege,
not a right. Any communication or material used on the computer system may be
monitored or read by school officials.
Part I. Terms and Conditions
1. Acceptable Use - The purpose of Internet service to schools is to support research
and education in and among academic institutions in the U.S. by providing access to
unique resources and the opportunity for collaborative work. The use of this access
must be in support of and consistent with the educational objectives of the Hampton
City School Division. Use of other organizations’ networks or computing resources
via the HCS computer system must comply with the rules appropriate for that
external network. Misuse of the HCS system includes, but is not limited to:
distribution of copyrighted, threatening or obscene materials, and materials protected
by trade secret. Use for commercial activities is not acceptable. Use for product
advertisement or political campaigning is also prohibited.
2. Privileges - The use of the Internet/Intranet is a privilege; not a right and
inappropriate use may result in cancellation of those privileges. It is the user’s
responsibility to know and follow the HCS Technology Acceptable Use Policies. The
Division and building level administrators will deem what is inappropriate use and
their decision will be final. Also, the system administrators may close an account at
any time as required. The building administrator will request the system
administrator to deny, revoke, or suspend specific user accounts.
3. Network Etiquette (Netiquette) - Users are expected to abide by the generally
accepted rules of network etiquette.
4. Liabilities - The Hampton City School Division makes no warranties of any kind,
whether expressed or implied, for the service it is providing. The Hampton City
School Division will not be responsible for any damages suffered.
Use of any information obtained via the Internet is at your own risk. The
Hampton City School Division specifically denies any responsibility for the
accuracy or quality of information owned through its services.
5. Security - Security on any computer system is a high priority, especially when the
item involves many users. If you feel you can identify a security problem on the Internet, you must notify a system administrator or the Division Technology Director. Do
18
not demonstrate the problem to other users. Do not use another individual’s account
without written permission from that individual. Attempts to log on to the Internet as
a system administrator will result in cancellation of user privileges permanently. Any
user identified as a security risk or having a history of problems with other computer
systems may be denied access to Internet.
Never share your password or account with anyone. You have full
responsibility for the use of your account, and will be held responsible for
any policy violations that are traced to your account.
6. Vandalism - Vandalism will result in cancellation of privileges. Vandalism is defined
as any malicious attempt to harm or destroy data of another user, Internet, or other
agency or network that is connected to the Hampton City Schools Internet backbone.
This includes, but is not limited to, the uploading or creation of computer viruses. See
Staff Agreement GBBBE.
Part II. Web Site External Links Policy
Hampton City Schools is a public agency of the Commonwealth of Virginia. As such,
the school division must avoid any impropriety, or appearance of impropriety, in
terms of the external links available on its school web sites. An external link takes the
user beyond school division web sites in order to provide convenient access to other
resources available on the Internet. While external links are discouraged, there are links
that support the mission of Hampton City Schools. Any reference obtained from the
Hampton City Schools web server service to any non-government entity, product,
service or information does not constitute an endorsement or recommendation by the
Hampton City Schools Division or any of its departments or employees. Hampton City
Schools is not responsible for the contents of any “off-site” web pages referenced from
HCS servers.
Part III. Staff Responsibilities
19
1. HCS staff is responsible for safeguarding all confidential information
2. All equipment is property of HCS. Any theft or acts of vandalism may be prosecuted.
3. Staff will be held responsible for damage due to neglect. See Staff Agreement
GBBB-E.
4. No software may be installed or downloaded unless previously authorized by theHCS Technology Department.
5. Hampton City Schools networks, hardware and software is to be used for job specific purposes only.
6. Copyright laws will be followed.
7. All communications and information accessible via the network must be assumed
to be the private property of Hampton City Schools.
8. Do not use the network in such a way that you would disrupt the use of the network by other users
9. Hampton City Schools has an industry-standard Internet filter in place to monitorcontent. The filter blocks sites that HCS deems inappropriate. It is the user’s responsibility to discontinue connections to questionable sites and report them to the
Technology Department.
10. It is unlawful to use of the division’s computer equipment and/or communicationsservices for sending, receiving, viewing or downloading material described below,
via the Internet;
a. child pornography as set out in Va. Code § 18.2-374.1:1 or as defined in
18 U.S.C. § 2256;
b. obscenity as defined by Va. Code § 18.2-372 or 18 U.S.C. § 1460; and
c. material that the school division deems to be harmful to juveniles as
REVISED•JANUARY•2011
defined in Va. Code § 18.2-390, material that is harmful to minors as defined
in 47 U.S.C. § 254(h)(7)(G), and material that is otherwise inappropriate for
minors;
11. You must not attempt to gain unauthorized access to systems management,
serveradministration areas of any HCS networks.
12. Any violations of the use of the LAN/WAN/Internet AUP must be reported to thebuilding administrator or department head.
13. Any equipment not returned will result in the following procedures:
a. Direct communication by phone/email/ regular mail
b. Failure to return equipment will result in a theft report with police
Part IV.
Disciplinary Action for Employee Violation of Acceptable Use Policy Violations of
these terms of use and guidelines by employees of Hampton City Schools will be dealt
with in accordance with approved Policies of the School Board of the City of Hampton
as found in policies referenced below. Consequences may vary due to severity of violation:
1. Warning
2. Warning with conference and letter in file
3. Termination and/or Prosecution
Adopted:
3/4/98
Revised:
6/21/00, 12/19/01, 7/3/07, 3/19/10
20
VI. Appendix 3:
Summary of Internet safety program
Hampton City Schools
Internet Safety Program
Hampton City Schools’ Internet Safety Vision: Create an educational technology
environment that promotes safe and wise Internet use.
Hampton City Schools’ Acceptable Use Policy: Policies and guidelines for the
Internet, division networks, computers and related technology, and communication
resources. See Hampton City Schools’ policy GBBC.
Overview
Hampton City Schools is committed to keeping our students safe on the Internet. A
filter is used to monitor and prevent access to inappropriate resources. Although our
filter alone does not guarantee students will not find inappropriate resources, Hampton City Schoolscontinuously takes all necessary steps to assure appropriate resources.
Internet safety is integrated throughout the K-12 curriculum program to ensure compliancewith Va. Code § 22.1-70.2. This has been accomplished using the iSafe program
(E-Rate level), which has been endorsed by the U.S. Congress. Access from schools to
Internetresources are structured in ways which direct students to sites evaluated prior
to use. As students move beyond those resources, they will be subject to supervision
and guidance in an effort to provide Internet use that is appropriate to the learning
objectives. Internet activities and lessons created by Hampton City Schools teachers
are assessable to all HCS teachers.
Internet safety is expanded to the community via PTA meetings, iSafe programs, after
school workshops, community forums, links on the HCS homepage, and the Virginia
State sponsored Professor Garfield Foundation Internet Safety program.
Individual school’s web sites and teachers’ Portaportals pages provide Internet Safety
Tips,homework help, and classroom resources.
Program Components
Hampton City Schools has a yearly campaign to inform students, parents, staff and the
community how to stay safe on the internet. In addition, HCS has integrated internet
safety into the curriculum and staff training,
Training for staff: Internet safety programs are offered through school based staff
meetings and on professional development days.
Instruction for students: The Students’ Rights and Responsibilities Handbook code of
student Conduct (JF) addresses student safety. Nettrekker, an educational search
engine that ensures safe, age-appropriate and academically relevant information, is
provided for all students. Curriculum Integration Technology Teachers, instructional
leaders, and teacher librarians partner with teachers to provide integrated lessons,
activities, and projects at all grade levels.
Filter for Internet Access: Access to the Internet is filtered for content that is ob-
21
REVISED•JANUARY•2011
scene, depicts pornography, is harmful to minors, or is deemed inappropriate for minors. Security of data on HCS network: The network is monitored. A firewall is in place
to prevent inappropriate access to HCS data.
Presentations for parents and community members: Internet safety presentations are
available for all PTA and community meetings and numerous links to internet safe sites
are available on the HCS homepage.
Policy and agreements for appropriate use of the Internet and networked
resources by students and staff: HCS has acceptable use and guidelines for the
internet, division networks, computers, and related technology and communications
resources, to include phone and email use, and cyberbullying. These policies can be
accessed from the HCS main homepage.
Roles and Responsibilities of HCS Community
Acceptable use and guidelines for the internet, division networks, computers, and
related technology and communications resources.
Administrators: The administrators will guide the implementation process of the
Internet Safety Policy and Program. They will respond to any cyberbullying claims. They
will confirm that the Acceptable Use Policies and Guidelines are followed and enforced.
Teachers: The classroom teacher is responsible for collaborating with the CITT and
teacher librarian to implement Internet Safety in the classroom. They will be familiar
with and report all claims of cyberbullying.
Curriculum Integration Technology Teachers (CITT) and Library Media Specialists: The CITT and teacher librarian will promote, model, and train faculty, teachers, and
students on Internet Safety. They will research, validate, and provide Internet activities,
lessons, and resources. They will be familiar with and report all claims of cyberbullying.
School Counselors: Be familiar with and report all claims of cyberbullying. Offer
additional resources to students, teachers, and parents on Internet safety and cyberbullying.
Information and Technology Department Staff: This group is responsible for coordinating, establishing, and conducting professional development to assure that safety
and wise internet use is integrated into our educational environment.
Updates and Revisions of the Internet Safety Program
The Department of Information and Technology, with the assistance of the Internet
Safety Committee, will review the Acceptable Use Policy and Internet Safety Program
as part of the annual assessment of the HCS Technology Plan. This assessment will
include a review of individual roles and responsibilities as pertains to this program, a
review of trends for numbers and severity of AUP violations, a review of data for security
violations to determine what, if any, modifications are required to the current program
and policy, and a review of current VDOE guidelines and state legislation against current program to ensure consistency. As a result of this assessment, the Department of
Information and Technology will determine the need for program or policy changes. If
changes to policy are necessary, documents will be updated for school board approval
so that they are in place prior to the start of the next school year.
22
Internet Safety Committee Members
District Leadership Team
Director of Technology
Network System Administrator
Assistant Network Administrator
Title I Coordinator
Curriculum Technology Teacher Specialists
Professional Organization Coordinator
Principal
Local Database Manager
Guidance Director
Community Member
23
REVISED•JANUARY•2011
24