Technology Plan 2012 - 2014 - North Carolina Public Schools

Transcription

Technology Plan
2012 - 2014
April 2012
Table of Contents
1. Board Members
2. Committee Members
3. Introduction
Overview of Guilford County Schools
Technology Vision Statement
Technology Goals and Objectives
Background – Early Technology Plans and Progress Made
Considerations for the 2012-2014 Technology Plan
4. Priority 1 – Shared Services Model
Current Status
Server Domain
Network Access and User Accounts
Management of Clients
Network Environment, Infrastructure and Security Strategies
Security, Surveillance and Communication Systems
iSeries400
Personnel to Support Technology
Funding to Support Technology
Policies and Guidelines That Support Technology
Moving Forward
Ongoing Projects
Expansion With Race to the Top Funding
Expansion That Takes Advantage of ERate Reimbursement Funding
NC Ed Cloud Options
Network Options to Address Mobile Devices
Essential Questions
Alignment to Other Plans and Initiatives
Targets and Goals
5. Priority 2 –Access to Personal Teaching and Learning Devices
Current Status
Traditional Desktop Computers
Audio-Visual Solutions
Personal Teaching and Learning Devices
Essential Questions
Current Initiatives Using Personal Teaching and Learning Devices
Considerations for District Implementation Model
Other Teaching Resources
Moving Forward
Targets and Goals
6. Priority 3 – Access to Digital Teaching and Learning Resources
Current Status
Traditional Software Available on Desktop Computers
Digital Teaching and Learning Resources
Essential Questions
Web-Based Applications
State-Provided Online Resources
Web Portals
Resources in Media Centers
Educational Apps
Digital Textbooks
Virtual Learning Options
Open Source Applications
Student Assessment Programs
Management Systems
Collaboration Tools
Moving Forward
Targets and Goals
7. Priority 4 –Technology-Enabled Professional Development
Current Status
Traditional Training Opportunities
Alternative Technology-Enabled Training Options
Resources Provided to Support Professional Development
Moving Forward
Essential Questions
New District Initiatives
Targets and Goals
8. Priority 5 – 21st Century Leadership
Current Status
Professional Development and Support of New Leaders
Essential Questions
Planning and Goal Management
Collaboration and Communications for Effective Leadership
Policies and guidelines for Technology Leadership
Moving Forward
Targets and Goals
9. Appendix
SCHOOL BOARD MEMBERS
Guilford County Schools
J. Carlvena Foster
District 1
Kris B. Cooke
District 7
Ed Price
District 2
Deena A. Hayes
District 8
Darlene Garrett
District 3
Amos L. Quick, III
District 9
Alan W. Duncan, Chairman
District 4
Dr. Sandra Alexander
At Large
Paul A. Daniels
District 5
Dr. Nancy Routh
At Large
Jeff Belton
District 6
Maurice O. Green
Superintendent
COMMITTEE MEMBERS
TECHNOLOGY PLAN COMMITTEE MEMBERS
Ken Woody, Chairman – Technology Services
Chris Bronson - Academic Coach
Tammy Gruer – Media Specialist
Jared McMillian – Technology Services
Richard Sumner – Technology Services
Kathy Vogel – Technology Services
KEY STAKEHOLDERS
Several divisions were involved in revising the technology plan for 2012. The following list
includes the names of „key stakeholders‟ that provided input.
Dr. Terrence Young - Chief Information Officer
Brad Bolton – Technology Services
Lisa Bolton – Technology Services
Eric Brown – Technology Services
Faye Cox – Technology Services
David Garrett – Technology Services
Patrick Figgatt – Technology Services
Dawn Jordan – Technology Services
Noel Melton – Technology Services
David Skeels – Technology Services
Jean Howard - Media Services
Julia Greenstine - Professional Development
Randy Shiflett - Professional Development
Amy Holcombe - Talent Development
GUILFORD COUNTY SCHOOLS
Overview of Guilford County Schools
Guilford County Schools (GCS) is the third largest school district in North Carolina and among
the 50 largest school districts in the country, serving more than 72,000 students. With over
10,000 full- and part-time employees, GCS is the second largest employer in a 12-county area.
The district includes 122 schools, rural and urban, spanning across Greensboro and High Point.
Guilford County is diverse both in its student body and in its academics. The district serves
students who speak 123 languages/dialects and who represent 100 countries. More than half
(61.2%) of the student population is non-white. In addition, there are more than 10,000 special
education students and more than 13,000 advanced learners.
GCS is a national leader in providing specialized schools and innovative initiatives to meet the
educational needs of such a diverse student body. Among the district‟s many school choices
are 50 magnet schools satisfying a varied range of ages and interests. The district also
operates three special education centers and the GCS Newcomers School, a school serving
new immigrant students who do not speak English.
Several high school options provide alternatives for students who have not been successful in
the traditional high school setting or for students needing greater challenges. High school
options include seven Early/Middle College high schools and an Early College Academy located
on college campuses, four International Baccalaureate (IB) programs, two industry-focused
academies and two SCALE sites (alternatives to students on long-term suspension).
Membership
2011-12
2010-11
2009-10
2008-09
2006-07
2005-06
72,196
71,074
70,375
70,642
71,176
68,722
Membership
2000-01
62,570
1995-96
57,115
0
20,000
40,000
60,000
80,000
Until 2008-09, Guilford County Schools had historically added between 1,200 and 1,500
students each year. To accommodate growth and overcrowding needs, Guilford County began
a major building program called the Capital Improvement Plan (CIP) in 1998. Three different
bond referendums passed (2000, 2003 and 2008) that provided funding for major renovations
and additions.
While growth in overall enrollment has slowed, the district has experienced a profound racial
and socio-economic change in the student population. Minorities and multiracial populations
have experienced the fastest growth now totaling 61% of the student body. In addition, a
comparison of enrollment statistics shows that the number of students receiving free and
reduced meals has increased from 27% in 1995 to more than 55% today.
Schools in the district continue to make strong academic growth. More than one-third of the
schools are either Schools of Excellence or Schools of Distinction, the top two categories
designated by the North Carolina Department of Public Instruction (NCDPI). Results also
indicate that 90.5 percent of the district‟s schools made expected growth during the 2010-11
school year. Presently, there are no schools designated as low-performing.
Additional statistics and „notables‟ for the district:
 The current graduation rate is 83.1%, with a record eight high schools achieving a 100%
rate
 Dropout rate was only 2.81%, one of the lowest rates in the state
 Seven district high schools made Newsweek’s Top High Schools.
 Operating budget is more than $598 million
 Current expenditure per pupil is $8,095.
 Computer to student ratio is 1 to 2.74
 Teacher turnover rate is 8%, 10% and 13% in elementary, middle and high schools
 100% of all classes are taught by High Qualified Teachers as defined by federal law
 Over 700 teachers are National Board Certified teachers, ranking GCS tenth nationally
and third in the state for its total number of certified teachers
 More than 600 mobile classrooms are in use
Technology Vision Statement
After review, the committee determined the vision statement and goals to be very much aligned
with the goals of the Guilford County School District and to reflect the objectives of the North
Carolina State Technology Plan.
We envision an educational environment in which technology serves as a vital link
between students and the mastery of a common core of knowledge necessary for active
participation in a 21st century global society. All learners – students, educators, parents,
and the general community – should have equitable access to the technologies
necessary for the development of lifelong learning skills.
Developed by the Technology Task Force in 1994
Technology Goals and Objectives
Student Achievement. Enhance and expand student learning experiences and improve
student achievement through the responsible use of technology.
Curriculum Development. Support a curriculum that is consistent with evolving teaching
and learning strategies to produce globally competitive students.
Professional Development. Provide the tools and learning opportunities for all
employees to become proficient 21st century professionals.
Leadership. Provide leadership in selection of new technologies, their use in the
instructional environment and support for their integration into the current technology
infrastructure.
Instructional Support. Improve communication within the learning community, provide
access to information for better decision making, and manage data and processes more
efficiently through the use of 21st century systems.
Outreach. Use technology to involve family, community and business partnerships in
the educational process.
Developed by the Technology Task Force in 1994
Revised by the Media and Technology Advisory Committee in 2008
Background - Early Technology Plans and Progress Made
As early as 1993, the newly merged Guilford County School System wrote the district‟s first
long-range technology plan. That early plan was aligned with the educational goals of the
system in curriculum and student performance. It addressed equitable access to technology
and provided for ongoing staff development opportunities. The use of technology was a new
priority and Guilford County Schools quickly allocated local resources to begin to integrate
technology into the curriculum and business functions of the district.
In 1995, the North Carolina Department of Public Instruction distributed the first North Carolina
Technology Plan. NCDPI required that all local school districts develop a long-range, districtwide technology plan that would adhere to the state framework. In addition, eighth grade
students were required to pass a computer competency test for graduation and teachers were
required to complete three units of technology credit for license renewal.
Subsequent technology plans have been revised periodically to address new initiatives and to
meet state requirements. With equity always a major consideration, each revised plan
established a standard base of equipment for all schools. Each plan also provided for a strong
network infrastructure that would support the ever-changing requirements.
Early Technology Plans - Progress Made 1993 to 2005
Although monies were never adequate to fund the technology plans as outlined, technology use
in education was emerging. The number of computers grew rapidly. Media centers were
automated and classrooms were networked. Teachers used email and the Internet. The first
district web site was introduced. An extensive staff development program was developed to
train teachers on the new tools. Valuable new resources were integrated into the learning
process.
Emphasis continued on network security and manageability. Policies and virus protection
became critical issues. The district implemented a five-year computer replacement schedule
and several important networking standards were employed. Software packages were
purchased that automated help desk tickets, that enabled technicians to remotely control/update
desktops and that automated the distribution of software upgrades. An enterprise-level virus
protection program was purchased and desktops were „locked‟ for cost effective support. In
addition, a Technology Applications Review Committee (TARC) was established to continually
review, approve and set standards for all hardware, software and network access.
The district also continued enhancements of major business systems including implementation
of a data warehouse solution for student information.
The Capital Improvement Plan (CIP)
During this time, Guilford County Schools began a major building program called the Capital
Improvement Plan. From its inception, technology was an integral part of the curricular planning
as well as the physical design. With the passage of the first bond referendum in 2000, a total of
47 schools received new technology over a five-year timeframe. That early package included
industry-standard infrastructure and network switching devices, telephone systems, automated
media centers, security systems and up-to-date tools for the classroom.
In 2003, voters in Guilford County approved a second bond referendum for $300 million to
continue improvements as outlined in the CIP. A third referendum was passed in 2008 for $457
million. Technology planning continued to be integrated in the plan. Full technology packages
were included in all new buildings and most renovations.
No Child Left Behind Legislation – Progress Made 2005 to 2008
In response to the No Child Left Behind Legislation and other educational reform efforts, the
focus of technology use changed. School districts revisited priorities for funding and other
resources. Technology programs that provided individualized instruction and remediation were
increasingly important. Technology was purchased to assist in the area of assessment as well.
During this period, funding for the instructional technology program and most school-based
facilitators was discontinued. Instructional technology applications became the responsibility of
the Division of Curriculum and Organizational Development. The school system no longer
required three units of technology credit for license renewal and technology staff development
opportunities were reduced.
New software packages implemented by the curriculum departments included ScanTron‟s
Achievement Series for test item banks and benchmarking, Plato for course recovery in high
schools, DIBELS for K-2 testing and several other programs for individualized practice/tutorial in
reading and math. Discovery Education Streaming, a video-on-demand service, was provided
to all classrooms.
Although financial resources for educational technology were redirected to serve other
programmatic needs, funding for infrastructure and network management continued. With most
of the classrooms networked and the number of computers increasing, the district had „out
grown‟ the current network and needed additional bandwidth. A fiber-based, high-speed
network with AT&T called Metro Ethernet (MetroE) was implemented for faster access to the
Internet. By 2008, more than 130 sites and over 25,000 computers were connected to the highspeed wide area network.
In conjunction with the CIP, the design of technology packages for new and renovated schools
was updated. The district began to include new audio-visual systems in classrooms and Voice
Over Internet Protocol (VOIP) replaced the traditional telephone systems. A few „hot spots‟ for
wireless access were also installed.
Conversion to more web-based tools was a major focus for administrative applications including
AESOP, MealsPlus, SchoolCare, Speed, On Demand, Connect-ED and Destiny.
The 2009 Technology Plan – Progress Made 2009 to 2012
The most recent revision of the Technology Plan was completed in November 2008. The plan
was written with an emphasis on “globally competitive students supported by 21st century
systems”. It covered the timeframe from July 2009 to June 2012.
With the economic issues that began in 2008, technology funding was reduced by more than $3
million and the district found it difficult to continue growth at the same pace. Technology
Services could no longer maintain the five-year computer replacement plan and many projects
were delayed.
However, network security and reliability remained a priority. Technology Services was able to
renew most software subscriptions and maintain a qualified staff. Funding from the bond
referendum, the American Recovery and Reinvestment Act, a Magnet Schools Assistance
Program Grant and the new Race to the Top initiative have enabled the department to continue
steady progress in several areas.
The following accomplishments were central to the 2009 plan and will be discussed further in
the various current status sections of this document.
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Guilford County Schools developed a comprehensive plan (Strategic Plan) that identified
specific goals for key areas of the school system and included the integration of
technology
Guilford Educational Management System (GEMS) was implemented to house
curriculum resources and supporting materials
The DIBELS assessment project was expanded to include all K-2 students
Students enrolled in classes offered by the North Carolina Virtual Public School
(NCVPS)
Specialized magnet school programs with science, technology and aviation themes were
created and well-equipped with innovative technology
Conversion to the web-based Destiny management software for the remaining school
media centers was completed
Computers were systematically converted to Microsoft Windows 7 operating system and
to Microsoft Office 2010
Moodle servers were purchased and the software is available for teachers to use for
online course management
Safe web 2.0 tools were introduced including Gaggle, a student email solution
Career and Technical Education (CTE) courses continued to be expanded to offer
industry-standard certification courses in computer engineering and networking
New training materials were posted on the Technology Services‟ web site including
online tutorials, videos and quick start guides
Individual student logins were created and new single sign on software was introduced
to better track student access
The district expanded the network operating center (NOC) with new space, larger
generator and a „greenhouse‟ cooling system to accommodate the increasing number of
servers and other networking devices
Wireless installations were completed for all middle and high schools with access points
positioned on a one-to-four classroom ratio
Wireless access was segmented into „authorized‟, „school-based‟ and „guest‟ for
appropriate access
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Technology Services worked with various pilot projects that introduced the use of
personal devices
As identified as a goal of the Strategic Plan, a technology prototype school was created
that made use of personal learning devices
Technology Services continued to improve network access by segmenting the network
into Virtual Local Area Networks (VLANs), consolidating and clustering servers,
employing remote backup processes, implementing an anti-spam solution and
automating the provisioning routine for student logins
As identified as a goal of the Strategic Plan, several paperless solutions were developed
to create a more automated environment
GCS began using Microsoft SharePoint for sharing documents and building work flow
solutions
The district converted from the older, school-based Student Information Management
System (SIMS) to the new state-provided, centralized North Carolina Window of
Information for Student Education (NC WISE) system
A repository of student information, GCS Online, was developed and now contains
hundreds of customized reports for use by central office administrators and principals
Parent Assistant, an online data system that allows parents to access their child‟s school
information, was implemented
The district introduced Guilford Parent Academy, an online resource that provides
information and training on a variety of topics
As new construction continued and funding became available, audio-visual
enhancement equipment was installed in more than 2,500 classrooms
More than 50 VOIP phone systems were installed in school and central office sites
Security and surveillance systems were installed in newly-constructed or renovated
middle and high schools
Considerations for the 2012-2014 Technology Plan
The 2012 Technology Plan is a revision that will serve as a guide and provide ongoing direction
for technology implementation and support in the district. However, technology is ever-evolving
and plans for future years may need to be amended as innovative applications are identified.
The focus or objectives of the school system may change and thus the technology that is
implemented.
Following are various considerations that could alter the stated goals and objectives of the 2012
Technology Plan.
Strategic Plan
In 2009, Guilford County Schools unveiled an ambitious and comprehensive strategic plan to
guide the district in its efforts to become one of the nation‟s leading public school systems. The
plan is divided into several key areas, including academics, operations, transformational
technology and clear and equitable standards.
As stated in the introductory paragraph of the Transformational Technology section of the
Strategic Plan:
“The use and integration of technology in the classroom, school site and central
administration will determine how well GCS students compete in a global economy and
are key components of the 21st century classroom. As a result, in order for students and
staff to achieve excellence, GCS must focus efforts on instructional technology.”
Several of the specific goals identified in the Transformational Technology section include:
1. Provide digital content devices and access
2. Develop and implement enhanced school-based technology standards that align to the
21st century standards
3. Develop a technology prototype school
4. Implement professional development and support for technology integration
5. Ensure the infusion of technology throughout the K-12 curriculum
6. Increase the percentage of „paperless‟ organizational systems (work flow)
7. Increase the use of technology to improve the effectiveness and efficiency of
communication throughout the organization
8. Develop an online parent/student resource toolkit
Although many projects have been placed on hold due to budget constraints, project teams
have met and completed much of the planning. Progress has been made where funding was
not an issue or in cases where funding could be diverted to the new priorities. As the 2012
Technology Plan is revised, Technology Services will incorporate many of the priorities
identified in the Strategic Plan.
New Emphasis On Educational Technology
One of the initial committees identified to address specific goals of the Strategic Plan was the
Technology Integration Project Team. The team was tasked with developing a plan for
educational technology in Guilford County Schools. Initially, team members visited several
North Carolina school districts and interviewed school technology leaders around the country.
The findings concluded that successful integration programs employ dedicated centralized staff
(and often site-based personnel) to assist with technology integration. The team reported „While
funding for educational technology had been redirected to serve other programmatic needs, the
unintended consequence was that GCS sacrificed the district‟s ability to train and support
teachers in the use of current technology for instruction„. The team outlined a recommended
organizational plan for the creation of an Educational Technology Department and a supporting
budget.
With the current budget restraints, the district has not yet been able to build a department for
educational technology but has been able to restructure staff to begin to address the identified
needs. Responsibilities of the Virtual Learning and Media Services‟ staff now include
instructional technology integration. A new web portal has been developed that includes
technology training options, blogs on various subjects, information on various education tools,
guides and tips for technology use, NC Essential Standards, online safety education and links to
additional technology resources. A dedicated learning lab is also available for professional
development in the area of instructional technology integration.
Funding Decreases
Since 2008, the current operating budget of the Technology Services Department has been
reduced by more than $3 million annually. Most of the reductions were decreases in line items
for new desktop equipment. The district can no longer maintain the five-year computer
replacement plan. In addition, non-essential software subscriptions have been discontinued.
The current policy of „no travel‟ has drastically limited staff development opportunities to learn
about new technologies. State meetings with peers are difficult to attend and new E-Rate
policies have made it a questionable practice whether to attend local seminars held by vendors.
Race To The Top Grant
Although most funding for technology improvements is extremely limited at this time, North
Carolina was one of only 12 recipients of the 2010 Federal Race to the Top (RttT) grants,
bringing nearly $400 million to the state's public school system for use over a four-year period.
Guilford County Schools is receiving approximately $9 million to address the goals of the RttT
grant. More than $4 million is designated for Technology Services. This funding will be spent to
build capacity and to enhance school and district infrastructure. Wireless access will be
expanded and bandwidth increased. All plans will be discussed in detail in the Shared Services
section of this document.
Another promising option that will be available for North Carolina school systems is the NC
Education Cloud (NC Ed Cloud). As specified in the RttT grant, North Carolina is building a K12 education enterprise infrastructure that will enable migration from district-maintained
networks to cloud-hosted software and infrastructure as a service. Once implemented, the NC
Ed Cloud will provide a variety of opt-in services. When available, Guilford County Schools will
be able to evaluate buying state services rather than building internal configurations.
New Personal Learning Devices
With the explosion of low-cost, lightweight mobile devices, access to applications is more
convenient and more cost effective. According to Gartner, the market for tablet computing is
estimated to reach 50 million in annual unit sales in 2014. As new applications and devices
evolve, the district may further define or modify current priorities outlined in this document.
Planning cannot be finalized at this time, but will be discussed in detail in the Personal Teaching
and Learning Devices section of this document.
Shared Services Model
In the educational environment, technical applications and computerized solutions have become
an ever-increasing requirement for supporting teaching and learning. Older network systems
cannot support the educational applications that schools want to offer their students and
teachers. Education Networks of America recently published a white paper entitled Networks
Have to Work… or Education Doesn’t. This document summarizes the critical need for and the
value of 21st century systems in a secure, reliable network. Whether cloud-based, web-based
or built internally, the delivery of a robust network with a state-of-the-art infrastructure must be
available for all classrooms.
Current Status
Guilford County Schools has built a wide area network of more than 130 schools and central
office sites. Approximately 28,000 computers access the Internet, email and other software
applications daily. Most servers reside at the district data center with an emphasis on security
and protected access.
Bandwidth requirements continue to increase as additional server-based and online applications
are implemented. Users have become more reliant on the network and Internet access. Most
of the infrastructure was originally built to support non-mobile computing devices. It was built
with industry-standard network switching equipment and cabling.
The district is currently building a managed wireless system with „authorized‟, „school-based‟
and „guest‟ access. Currently, more than 6,000 devices access the wireless network each day.
With schools purchasing personal learning devices in quantity, GCS is making huge
investments to build the capacity of the network and to expand wireless access.
Technology Services is responsible for the server domain, network access, client management
and the network infrastructure. The following will be discussed further to describe our current
status:
Server Environment
iSeries 400
Server Environment
Server Domain
Guilford County Schools operates more than 380 virtual servers in a single domain called GCS
Domain. The network architecture is primarily Microsoft-based using Windows Server 2008 R2
and Active Directory Services. The server domain is managed by a team of four senior network
analysts.
A central component of the Windows platform is Active Directory (AD). It provides the
hierarchical structure to manage the identities and relationships that make up the network
environment. Active Directory is loaded on five centralized servers called domain controllers
that replicate automatically. The service is responsible for all user authentications and group
associations. When a user signs on, AD verifies the user‟s password, specifies the type of user,
assigns security policies and installs (or redirects for) updates.
Using Microsoft Hyper-V, all school and central office sites have two virtual servers hosted on
one physical device. The site server functions as a file store loaded with all software packages
used at that site.
GCS maintains a campus software agreement with Microsoft that includes a suite of
management and operations software. The suite of software proved to be less expensive than
subscribing to different solutions from different vendors. The district has already converted to
several of the modules but will continue to investigate and deploy available solutions.
Configuration Manager
Included in the campus agreement, Microsoft‟s System Center Configuration Manager (SCCM)
is now used for deployment of software updates. The module allows mass deployment of
software applications, upgrades, drivers, patches and configuration of school-specific packages.
Four servers maintain master versions of all software. Updates are pushed to individual site
servers where clients are redirected for the update. Maintenance windows have been
established for scheduled updates after hours. Full releases are normally scheduled for times
when network traffic is reduced. Tasks can also be initiated immediately if necessary.
The four SCCM servers also collect detailed configuration data about all Windows computers
attached to the network. This software enables technicians to more easily and accurately
answer budget and planning questions.
A test environment has been created to safeguard the outcomes before initiating a mass
upgrade. Newly released patches and updates are applied to a select group of computers to
test compatibility with existing software and hardware before deployment is scheduled to all
sites.
Email Services
Email services use Microsoft Exchange Server 2010. The Outlook 2010 client is loaded on all
desktops, providing access to email, calendars, attachments, contacts and voice-mail
messages. More than 11,500 email accounts are distributed to five mailbox storage servers.
The mailbox servers are configured in a Database Availability Group (DAG) that automatically
copies mailbox data within the cluster and automatically recovers from a server failure without
intervention.
The mailbox servers work in conjunction with an array of four Client Access Servers (CAS) and
one controlling hub server. The CAS array provides load balancing for all access. Web-based
access is also available remotely through two web mail servers.
Multiple levels of protection are provided for the email servers. Microsoft‟s ForeFront Online
Protection for Exchange (FOPE) is a cloud-based service that filters inbound and outbound
email from spam, viruses, phishing scams, and email policy violations. Statistics show that 92%
of all spam is detected at this level and only clean mail is delivered to the network.
An Exchange edge server is installed as a gateway appliance and filters all inbound mail
according to established rules. Unsolicited email advertisements and traffic suspected to be
malicious may be determined to be spam and deleted. Others are marked as possible spam
and allow the recipient to determine whether to delete the message. In addition, the user can
set rules for their individual preferences.
Application Servers
Other servers in the GCS Domain include application servers, database storage devices, web
servers and SharePoint servers. Most are running Microsoft‟s SQL Server 2008 R2 and
function as file storage areas. SQL Server is a relational data base system that has proven to
be scalable and reliable. A few older servers continue to operate using SQL Server 2005.
Several years ago, an evaluation revealed that the number of servers required to effectively
handle the current request load could be reduced. A plan was outlined for the best use and
placement of servers. As servers are scheduled to be upgraded and/or replaced, they are often
converted to virtual servers. The virtual servers are configured with Hyper-V, a Microsoft
product that manages multiple server functions within one piece of equipment. Servers may
also be clustered to distribute the workload and to provide a fail-over option. A few missioncritical servers continue to be replicated to identical equipment at a secondary site.
DMZ
Servers, such as web servers that are accessible to the public, operate within an area called the
de-militarized zone (DMZ). Web-based access to email is routed through the DMZ and
available remotely. Also in the DMZ are application servers that are provided by outside
vendors such as SchoolCenter. Locating the servers here enables better access speeds for
users within the network and allows vendors to update the servers without network access.
The Network Operating Center
Most servers and networking equipment have been centralized and housed in the Network
Operating Center. A secondary central office location enables the district to replicate mission
critical equipment such as the iSeries400. Off-site vaults are available for fire-proof storage at
both sites. Physical access is restricted at both locations.
As the number of computerized applications has increased, the original space allocated for the
center was inadequate. The district recently expanded the NOC with new space. The cooling
system was upgraded and additional power installed to support the new area. A „greenhouse‟
rack system was installed that will more efficiently handle the heat from the servers. Funding
from the RttT grant will be used to purchase a second „greenhouse‟ for expected growth. As
additional funding is available, the generator and Uninterrupted Power Source (UPS) will also
be replaced with larger units.
Backup and Recovery
Backup and recovery systems exist for all mission critical systems in the domain. Technology
Services maintains a centralized NetApp storage system in the NOC and at a secondary central
office site. With more than 80 terabytes of storage capacity, the enterprise solution is scalable
and is designed to backup data in block-level increments. Data blocks are copied only with
information that has changed since the last backup. In case of lost data, recovery is much
faster and more reliable than using media such as tapes.
The data identified as mission critical is stored in block-level increments on the NetApp storage
system in the NOC on an hourly interval. Tier one data, such as web sites, public folders and
configurations, are copied from a variety of sources and then replicated to the smaller NetApp
system at the secondary site for added security.
Data from various application servers and documents from individual desktops are considered
tier two data. This data is copied nightly using Symantec‟s Continuous Protection software.
Backups are maintained in the main disk storage only and not replicated to the secondary
system.
Copying data from remote application servers has also been automated using the Continuous
Protection solution. Servers that previously depended on site-based personnel to perform tape
backups are now automatically replicated to the NetApp unit nightly.
Exchange servers are configured in a Database Available Group solution to replicate data within
the email server cluster. Mailbox data is retained for ninety days and deleted mail may be
retrieved for up to seven days.
The backup and recovery procedures for district servers are documented annually for the
external audit of the general financial statements. As part of the maintenance plan, routine
backups of critical financial data continue to be copied to tapes in a rotation and maintained in
offsite vaults.
Career and Technical Education Domain
The Career and Technical Education Department (CTE) offers several highly technical course
sequences in information technology and engineering. Upon completion, students may receive
industry-standard certifications. A CTE Domain was created separately from the GCS Domain.
This decision was made because CTE courses often included opportunities where students may
learn how to breach network security. This enabled the district to provide permission levels to
instructors and students that exceed those granted in other GCS environments. Separate
domain controllers and deployment servers are also installed at all high schools.
Employee User Accounts
Network access and email is established for all employees of Guilford County Schools. User
accounts and home directories are created for new employees after the employee is added to
the Human Resource Management System (HRMS).
The user‟s legal first and last name, as stored in HRMS, are used to create a user identification
for network access and email accounts. Following a specific naming convention, the account
uses up to six characters of the last name, the first letter of the first name and additional digits if
necessary. For example smithj2 or johnsot.
Individual users access the domain with their unique user identification. Each user has a
password and a level of authority assigned. User identifications and level of access are
correlated to the HRMS system employment assignment and stored in the Active Directory.
Currently, the password must be at least six characters using a combination of letters and
numbers. Users are required to change their password annually. They may also elect to
change their password at any time.
Individual software applications may also require separate access identifications and
passwords. Applications written by in-house programmers, such as the Employee Self-Service,
require the user to reenter the same user identification and password along with the last four
digits of the employee‟s social security number.
Automated Provisioning of Employee and Student Accounts
The district has implemented Microsoft‟s ForeFront Identity Manager (FIM) to assist with the
management of accounts and access. Reassignments and transfers of staff are common in
districts the size of Guilford County Schools. New employees and updates are keyed into the
Human Resource Management System. Nightly, the FIM server uses the HRMS „source‟ data
and automatically provisions user accounts in AD. The system then synchronizes mailboxes
and other target servers that require the same identity data.
The FIM service is also used to automatically provision more than 70,000 individual student
accounts. All students have been assigned a nine-digit identification number that is used with
NC WISE in lieu of their social security number. That identification number is used as the
student access code for all student-related applications. A password is generated based on
birth date and the last four digits of the social security number. Students in high schools and
middle schools are allowed to change their passwords.
Intranet Applications
Various web-based applications are intended only for the use of Guilford County School
employees. Critical devices and custom applications are available only to users with proper
authentications. Intranet applications may require users to be working directly on the GCS
network and have proper authentications. Access may further depend on the user‟s employee
assignment and group level authority. Examples include CECAS, HRMS, PD Management,
GCS Online and the Employee Self Service portal.
Desktop Management
Technology Services has adopted standards for the purchase of all desktop equipment.
Limiting the number of different vendors and hardware-types results in a lower Total Cost of
Ownership (TCO). Standardization enables the technical support staff to be more
knowledgeable of a product line and provide better support. In addition, the computer repair
team is able to maintain an inventory of appropriate repair parts. Currently, Guilford County
Schools is purchasing desktops and laptops from Dell and printers from Hewlett Packard.
Standardized desktop operations and productivity programs are provided for all computers in
the district. Computers are connected to the wide area network and have access to the Internet
and email. Through this connection, all computers are managed and protected centrally using
various software packages.
GCS technicians are responsible for complete support of standard desktop computers. This
includes purchase, software installation, network access, asset tracking and repair.
Standard Desktop
Desktop Operations
And Protection
Technology
Microsoft Windows Operating System
GFI Vipre AntiVirus
NetSupport Manager
Microsoft System Center Configuration Manager
Productivity
Microsoft Office Pro
Microsoft Outlook for email
Microsoft Lync
Internet Explorer
iTunes
Acrobat Reader
QuickTime
Additional plug-ins
Microsoft Operating System
Operating system software is included in the price of all new computers. While computers
purchased in the past two years are licensed to use Microsoft Windows 7, most equipment in
the district has Windows XP loaded as a standard operating system.
Imaging Desktops
Microsoft‟s ImageX solution is used to create the initial image on all new system units. The
product will capture and deploy a base image with a full version of the operating system and
software applications. It can also be used to apply upgrades or restore images. The process
accelerates deployment and ensures consistency for easier technical support.
After computers are initially imaged and group policies applied, a solution provided by Version3
is used to manage drive mappings and program shortcuts. Version3‟s Simple Sign On (SSO)
works in conjunction with the groups already established in Active Directory. Typically, each
school has an administrator, teacher and student group. Each group has an associated listing
of software executables. When the user signs on, SSO builds custom shortcuts and provides
the drive mappings necessary for that user to access their available software.
Desktops Locked Down
All desktops are „locked down‟ using Microsoft‟s Group Policy Manager and all users are
required to login to the domain. Access varies according to the user identification and group.
All teachers have a specific user identification and authentication. Teachers are allowed to
download from the Internet and save data to their home directory; however they are not allowed
to load software or map drives. Teachers must complete a help desk request ticket for a
technician to install new software. Student accounts may access installed software and have no
download capabilities. They are allowed to save projects in student activities folders or using
Gaggle‟s locker space.
Virus Protection and Anti-Spam
Desktops are protected by GFI‟s Vipre Enterprise AntiVirus software. Vipre maintains a
comprehensive database of virus signatures, worms, spyware, Trojans, bots, rootkits and other
malware. The product provides centralized management of policies and scan schedules. From
a single console, policies are created that permit or force actions to all desktops. Two
centralized servers have been purchased that continually receive the latest virus updates and
forward those definitions to the site distribution servers. A Vipre agent, installed on all desktops,
initiates a scheduled scan every six hours without affecting the computer‟s performance.
The current license agreement with GFI also provides a home version of Vipre for employees.
Remote Control Software
Remote control management software is loaded on all networked computers. NetSupport
Manager provides technicians with the ability to remotely access and control an individual
desktop. The software enables a technician to browse, diagnose and resolve technical issues
using the network. Common problems can be addressed quickly without the need for staff to
physically visit a school site. Another module, NetSupport School is available in most computer
labs and enables teachers to access and manage student desktops.
Redirection of Files
All user folders are redirected to the site‟s file storage server and copied nightly to a centralized
location. Home directories on central servers provide a duplicate copy of the documents stored
for an individual. Data can be restored quickly if equipment failure occurs and data can be
accessed from remote locations. The strategy is also useful for maintaining and managing
documents in instances where employees are transferred or terminated.
Personal Devices Management
Many schools and departments are opting to purchase personal devices for use on the wireless
network. Increasingly, tablets are becoming standard devices. At this time, there are no
accepted guidelines for the purchase of personal devices. Purchase, configuration,
downloading applications, synchronization, asset tracking and repair are the sole responsibility
of the school or department. Each site is also responsible for identifying the instructional
applications that are needed.
To facilitate downloads, iTunes is loaded as a standard on all desktops. School-based users
can download applications of their choice without intervention from Technology Services.
Instructions are available or GCS technicians will assist employees with setting up wireless
access and establishing GCS email synchronization on all mobile devices.
AirWatch
Technology Services recently implemented a security management tool for personal devices.
Every tablet connected to the „school-based‟ wireless network must have a license of AirWatch
installed. AirWatch‟s Mobile Device Management (MDM) solution provides a means to enroll,
configure, enforce security policies, and remotely lock and wipe devices. It will support the
management of Android, Apple, Blackberry and Windows devices.
At this time, GCS is using the solution to enroll new tablets. The device is assigned to one of
the established groups (administrator, teacher or student) and receives a static reservation on
the wireless network. If lost or stolen, the device is locked and wiped clean remotely. Additional
features of the software may be implemented at a later time.
Maintenance and Repair Of Equipment
Many school districts outsource all hardware repair work. Guilford County Schools operates a
computer repair facility at the Technology Center to provide cost-effective repair of all computer
hardware used throughout the district. Servicing the system‟s warranty work has resulted in
shorter turnaround for school repairs and generates funding to purchase repair parts for older
machines.
As older hardware malfunctions or the cost of the repair exceeds the value of the equipment, it
may not be cost effective to repair. Usable computer parts may be removed from retired
equipment to provide repair parts for the remaining older devices. The repair team continually
identifies computer models that should not be repaired and those where only minimum expense
should be incurred.
Repair of specialized equipment, such as scanners and the central IBM iSeries 400, is
outsourced. The repair center does not have the expertise or parts to maintain this hardware.
Schools and departments are responsible for repair and replacement of all personal devices.
Most small items such as print cartridges and batteries are considered supplies and must also
be purchased by individual school sites.
Requests for computer repairs are communicated to Technology Services through the webbased Help Desk System.
Current Network Environment
Connectivity to more than 130 sites is currently provided by a high-speed network called Metro
Ethernet (MetroE). The MetroE network is a fiber-based solution provided to the entire district in
combination with AT&T (formally BellSouth), North State Communications and Time Warner
Cable (TWC). All network traffic from schools return to the district‟s Network Operating System
for access to centralized services and the Internet.
The circuits for all middle and high schools are configured at 100 mbps and can handle burst
speeds up to 1000 mbps (gig). The bursting feature is extremely important for satisfactory
performance during peak traffic times. The lines connecting elementary schools lines were
originally configured at 10 mbps also with bursting capabilities. Funding from the RttT grant has
enabled the district to upgrade elementary school access to 50 mbps.
Quality of Service
Traditional high schools are using the network for very bandwidth-intensive applications such as
VOIP, online courses, security cameras and streaming video. Network statistics indicate that
these schools often operate at 80 mbps or higher capacity during regular working hours.
Rather than adding bandwidth, funding has been provided for dedicated quality bandwidth
called Quality of Service (QOS). QOS is a mechanism to manage bandwidth usage. Bandwidth
can be dedicated or reserved for particular applications to ensure that adequate resources are
available to specific traffic. Congestion and packet loss can be limited to the data traffic and be
avoided for voice or video.
Internet Access
Currently, Guilford County Schools has a contract with an Internet Service Provider (ISP) to
provide dedicated Internet access. That link, provided by AT&T, is a 500 mbps line that will
burst to a gig. Most existing Internet traffic is currently passed through the GCS routers to
AT&T.
Guilford County Schools also has a 100 mbps connection to the North Carolina Research and
Education Network‟s (NCREN) shared educational network. The School Connectivity Initiative
funds this common Educational Backbone for all school districts, making the bandwidth and
connectivity affordable.
Over the past two years, Guilford County has been load balancing traffic with the current ISP
provider as „primary‟ and the NCREN connection as „secondary‟ carrying only state-bound
traffic. This greatly improved the performance and reliability of access to applications residing
on the educational network such as NC WISE and NCVSP.
The contract for dedicated Internet access ends in June 2012 and the district will be able to
transition to NCREN as the „primary‟ connection and realize that savings in the future years.
The size of the NCREN circuit is being increased and traffic is scheduled to be routed to that
service prior to July 1. The line speed with the ISP will be reduced and available only as a
backup connection.
Smart-Ring
A Smart Ring has been installed between the Network Operating Center and the secondary
facility. This is a double-fiber ring between the sites and AT&T that better guarantees
uninterrupted service. If a fiber cut should occur, network traffic is automatically re-routed to
avoid shut downs. The smart ring also provides faster access and data transfers than typical
communication lines. This feature better enables duplicate equipment to synchronize real time.
Virtual Local Area Networks (VLANs)
In an effort to better manage network traffic, Technology Services subdivides school networks
into workgroups called Virtual Local Area Networks (VLANs). A separate VLAN is created for
like areas of access such as administration, computer labs and media centers. Specific traffic
can more quickly access the server requested and avoid resource conflicts created by
numerous active computers on one large network.
The VLAN also enables different policies and securities to be applied to different areas of the
school. A user in one area of the building may have access to resources that are not available
to the entire site. In addition, wireless networks can be segmented into „authorized‟, „schoolbased‟ and „guest‟ access.
Wireless Access
To address security concerns and to meet the needs of diverse users, wireless access has
been segmented into basically five different groups or service sets. A service set identifier
(SSID) is the name of a wireless network. A single access point can handle traffic from multiple
service sets.
The following SSIDs are available in GCS:
1. Authorized – requires authentication and user identification, enables user to access all
network resources including filtered Internet and is typically a district-owned laptop
controlled by technology staff
2. Lab – requires authentication and user identification, enables user to access software
specific to school/lab including filtered Internet and typically is a district-owned laptop
controlled by technology staff
3. School1 – requires authentication, enables user to access filtered Internet only and is
typically a district-owned laptop not controlled by technology staff
4. School3 – requires authentication, enables user to access filtered Internet only, requires
AirWatch to be loaded and is typically a district-owned personal device not controlled by
technology staff
5. Guest – does not require authentication, must meet network access control rules,
enables user to access filtered Internet only and the device is typically not owned by
district
Typically, networks broadcast their SSID, allowing the user to browse through the names of
available networks and select one. To provide an additional level of protection, only the „guest‟
network is broadcast as an open wireless network. Currently, the „guest‟ network has a limited
number of available addresses. This was done in an effort to save wireless bandwidth for
devices that are purchased for instructional purposes. Although access to resources is similar,
it is beneficial to have a reservation on the „school‟ network and be assured that access will
always be allowed.
Network Access Control
GCS also uses a solution from Impulse called SafeConnect to protect the „guest‟ wireless
network from viruses and malicious software. SafeConnect, a network access control (NAC)
application, checks to be sure that all updates and patches have been applied before access to
the network is granted. If the device fails the tests, the user will be redirected to a web page
that identifies the problem and provides additional information about correcting the issue.
The following is a diagram of the Wireless SSID Design.
Wireless Network Infrastructure
Earlier, „wireless hot spots‟ were installed to provide wireless access in common areas of the
school such as the media center and the administrative offices. Wireless installations have now
been expanded in all middle and high schools to cover entire campuses. This allows teachers
to use mobile devices from any location in the building rather than restricting access to
administrative areas.
Coverage is designed to handle all teacher traffic simultaneously. As a standard, access points
(APs) are placed at a one-to-two classroom ratio. At this time, over 6,000 users consistently
access the wireless network daily. More than $2 million of the RttT allocation is being used to
expand the network and install access points in elementary schools. Deployment will continue
through 2012-13 and will follow the same installation guidelines of one access point for every
two classrooms.
The district uses a complete Cisco solution that meets the IEEE 802.11 wireless standards. All
antennas have been upgraded to the faster 802.11n standard and are managed with wireless
local area network controllers (WLCs). The WLC is a centralized device that configures all APs
and enforces policy to all wireless clients. The WLC also assists with channel and range
configurations of the access points.
Most access points are configured to broadcast only the „guest‟ network as an open network. All
access to an „authorized‟ or „school-based‟ network requires a SSID and a Wi-Fi Protected
Access (WPA) encryption key.
Full wireless coverage is an ongoing and ever-increasing expectation. Access for laptop carts
or use of multiple devices in a specific area requires additional antennas. Support for a Bring
Your Own Device (BYOD) initiative would also require a higher concentration of access points.
The district is currently monitoring several pilot implementations and researching designs that
would support one-to-one type efforts.
Wired Infrastructure
Access to 21st century educational tools begins with appropriate infrastructure. The current
network infrastructure has been designed to support voice, video and data applications. It was
built using industry-standard equipment and software. Ethernet cabling with fiber backbone
cabling is used in the schools. All sites have centralized wiring closets with backbone switches.
Cisco switches and routers are in place and are upgraded as needed.
The local area networks in most schools operate with a 1000 mbps (gig) backbone, gig
connections to all servers and 100 mbps links to the desktop. Most schools have at least four
network connections in each classroom, networked computer labs and a media center with
adequate connections to support research and circulation. Cabling to support voice and audiovisual systems has been included in all new construction and bond renovation projects.
Cabling Guidelines Document
The Technology Design & Specifications Standard (Design Guide) is a guide that has been
developed for architects working with new facilities in the Capital Improvement Plan. The
Design Guide outlines the cabling requirements for all technology-related systems including
data, voice, security, intercom and audio-visual.
The Design Guide details the district‟s standard computer lab layout, telecommunication room
specifications, outlet configurations and all cabling requirements. It also includes guidelines for
providing full wireless coverage.
A typical classroom has a bank of four network connections. Two additional connections are
installed in the teacher‟s area for a workstation and for the telephone. Cabling for audio-visual
equipment is also available.
The typical computer lab layout is included in the Design Guide. Wiring according to this
diagram enables a teacher to arrange the computers around the room or in rows.
Media center designs vary by school level. All media centers include cabling to support the
circulation desk, office area, student workstations and a mini-lab area.
A district labeling standard has been established and is outlined in the Design Guide. This
standard better enables us to monitor and manage the cabling infrastructure.
Guilford County Schools is currently using category 6 cabling. It provides higher bandwidth
capabilities for the future. Since category 6 cabling is an „end-to-end‟ solution, it is important for
all locations to use the same manufacturer. Earlier, a Request for Proposal was advertised to
identify one manufacturer that would provide a consistent category 6 networking solution. The
manufacturer Panduit, was awarded an ongoing contract and provides all cable and
components for projects included in the Capital Improvement Plan. In addition, they maintain a
list of certified installers in the area and issue a multi-year warranty for the installations.
The document also specifies the use of RapidRun cabling. The RapidRun system is designed
for AV installations. A single cable is capable of handling multiple signals (composite, S-video,
Component, HDMI and DVI) by simply replacing the connectors.
The Design Guide include standards defined by BICSI, ANSI/TIA/EIA Standards, STS-1000
Telecommunications Wiring Guidelines and the NC Technology Standards for New
Construction.
Mobile Units Cabled
More than 600 classes in Guilford County are held in mobile units. Many of these classrooms
were earlier connected to the wide area network using wireless technology. While a wireless
solution is more cost effective than installing fiber optic cable, the access proved to be inefficient
for some educational applications. Traditional wired connections have now been installed for all
mobile units.
Requests for Cabling
All requests for additional data cabling must be submitted to Technology Services. Technology
Services will ensure that new cabling installations follow all building code guidelines, firestoppage requirements and maintain current cabling warranties.
A communications technician will visit the school and develop a statement of work (SOW). The
SOW will include a drawing of the cabling outlets, electrical requirements and any required
conduit. The SOW is submitted to the Purchasing Department for assignment of a qualified
contractor. Guidelines for who must assume the cost of the cabling are outlined in the
Technology Services Policies, Procedures and Standards Manual.
Security Strategies
Managing the network infrastructure has become an increasingly complex task. While utilization
of the network provides exceptional opportunities and benefits for users, it also creates new
vulnerabilities and risks. Industry-standard security strategies that are currently employed by
Guilford County Schools include:







Use of domain naming services (DNS), dynamic host control protocol (DHCP) and network
address translation (NAT)
Cisco‟s Adaptive Security Appliances (ASA) that provide firewall and intrusion prevention
A Virtual Private Network (VPN) that allows secure access to the network including internal
Intranet applications from remote sites
Centralized M86 appliances that filter access to undesirable sites on the Internet
Redundancy for critical network devices and paths
Generators and UPS systems purchased for the NOC and secondary site that have the
capability of providing power to each site for several hours
Disaster Recovery Plan written
Security Monitoring
The communication engineers use Solarwind‟s Orion for wide area network and core server
monitoring. It reports utilization of individual links and servers. What’sUp is used for switch and
router management. Both Orion and What’sUp alert the responsible engineers through email.
The district has also purchased Aruba‟s AirWave product to provide real-time reporting for the
wireless network, including information on APs, controllers, coverage and bandwidth usage.
One of the communication engineers is dedicated to monitoring network traffic and related
security issues. He is responsible for contacting service providers or other engineers when a
communication line or piece of equipment malfunctions. He may also disable a school site to
keep malware from propagating throughout the rest of the network.
Internet Filtering
Guilford County Schools consistently monitors use of the internet by students and employees.
Internet filtering has been implemented to meet the Children‟s Internet Protection Act (CIPA)
guidelines and to meet the Guilford County Schools Code of Conduct guidelines. CIPA
guidelines are required for all schools and libraries receiving federal funding.
Guilford County Schools recently upgraded the filtering solution to handle additional Internet
traffic. The district has three centralized M86 filtering appliances. The M86 solution is scalable
for large school districts and has a specialized CIPA-rule database to address compliance. A
load-balancing technique is used to process all Internet requests and avoid bottlenecks.
The application uses signature/pattern-based detection to evaluate and categorize sites.
Engineers can customize the profiles and select pre-defined categories that will be blocked for
different schools, grades, teachers and staff. The appliances also have drill-down reporting of
web activities by users, categories and sites.
Guilford County Schools established a committee made up of technology and media personnel
to define the basic categories for filtering. These categories and filtered sites are reviewed
periodically and updated to reflect any necessary changes.
Network Diagrams
A Network Diagram detailing the wide area network infrastructure can be found in Appendix C.:
Security and Surveillance Systems
Guilford County Schools employ a wide range of security and surveillance equipment to protect
classrooms and provide a safe environment for learning. Various stand-alone solutions along
with newer more integrated systems have been installed. Following is a summary of primary
technology-related systems installed:

Monitored security alarms are installed in high-crime areas and where theft is problematic.

Video surveillance solutions secure all middle and high school campuses. Surveillance
systems record findings for playback and allow administrators to watch different areas of the
site real-time. Crest VisiPro equipment was used in most of the early installations. Current
video configurations are server-based and use higher quality IP-based cameras. The
Milestone Systems‟ XProtect product is typically specified for all new installations.

Other security systems installed at central office and school sites are the ImproNet Access
System or the S2 NetBox Security Management System. Users have pin codes or
specialized tags to gain access to buildings and rooms. Management can easily delete or
add employees as needed and can also control the access to certain areas of the facility.
An access control system is also included in the design of all new construction projects.

Many school buses are now equipped with AngelTrax digital video surveillance equipment.
Each monitoring system has three cameras that will capture views of the driver, the stairwell
and the student passenger area. Up to 72 hours of video is continuously recorded on a
digital video recorder and can be downloaded to a school administrators‟ computer for
review.
Voice Communication Systems
Guilford County Schools provides telephone service to all school and central office sites in the
district. The service includes centrex and long distance to more than 130 locations. AT&T,
North State Communications and Embarq, are the primary service providers for the Guilford
County area. Cellular service is also available for most administrators.
Major telephone system replacements are included in the Capital Improvement Plan for all
school sites. For earlier bond projects, the district standardized on the Nortel Option 11C. The
configuration included voice mail for all teachers and telephones in every classroom. Technical
support for the Nortel systems continues to be the responsibility of the Maintenance
Department.
Newer Voice Over Internet Protocol (VOIP) communication systems have been installed in
recent construction and renovation projects. VOIP is a transmission technology for delivery of
voice communications over the Internet. Transparent to users, VOIP systems can reduce
communication and infrastructure costs by utilizing the existing data network. It offers many of
the same features as a traditional system such as voice mail, conference calling, caller ID and
call forwarding. A very popular new feature is the ability to open voice mail messages within the
user‟s email account. More than 50 sites now have VOIP communication systems installed.
Technology Services has created a dedicated team to install and maintain the VOIP sites.
System installations are standardized using Cisco Call Manager and Cisco Unity equipment. All
voice mail is centralized and uses the network‟s Active Directory as the master database.
The Technology Design & Specifications Standard includes details for telecommunication rooms
and cabling requirements for telephone installations.
TV Distribution Systems
All schools have free cable television (TV) access from Time Warner Cable and all schools have
a workable TV distribution system. Updated broadcast systems are included in the Capital
Improvement Plan. A Z-Band solution is installed that distributes up to 80 cable channels and
adds capabilities to broadcast video from additional equipment such as DVD players. One
channel is available for video camera broadcast from a central area to all classrooms. The
system allows single- or multiple-classroom viewing of videos or cable programs on predetermined channels. New large screen displays or projectors are also installed in all
classrooms.
An in-school announcement and bulletin board display system is also included in the package.
Schools use Microsoft PowerPoint software to create the bulletin board messages.
iSeries 400
Major Business Applications and the iSeries 400
Guilford County Schools maintain several major business applications including Financial,
Payroll, Purchasing, Human Resource Management and Cafeteria Management Systems.
Most of these applications are operational on the central IBM iSeries 400 computer. The main
iSeries 400 is located at the secondary NOC since most financial users are also situated at this
location. It is connected through an Ethernet connection to the wide area network for access
from remote sites. It is protected by a firewall and all disk space is configured Raid 5.
In addition to their network access identification, all users are assigned a specific user
identification and password for the iSeries. With that user identification, there is a level of
authority designated. Each user is required to change their password every 31 days. Within
most installed software packages, there exists a second level of security that controls access.
The backup and recovery procedures for the iSeries 400 are documented annually for the
external audit of the general financial statements. Those standards include:
- An unattended backup run nightly Monday through Friday
- A full backup of data files run nightly Monday through Friday
- Tapes kept for one month in a vault
- Tapes used in a rotation that maintains an entire year of backups
- Monday‟s full backup is kept offsite
- Year end backups kept in the vault for seven years
- Full system backups made after a PTF or upgrade is applied
- A full system backup kept in the vault
- A full system backup kept offsite
A smaller duplicate iSeries 400 computer is installed in the NOC at the Technology Center. The
primary computer continually replicates data and programs to the secondary unit. Should the
main computer have a disruption of service, work could resume for users on the smaller
computer.
A secure electronic method is in place for data exchange with external companies such as
direct payroll deposit information routinely sent to banks.
Generators and uninterrupted power systems have been purchased for the main iSeries and the
Technology Center. These systems have the capacity to provide power to each site for several
hours.
Networking and Technical Support Team
As access to technology has increased in the schools, so has the complexity of maintaining the
network and all connected equipment. Well-trained technicians, with a reasonable number of
computers to support, are needed if the school system is able to manage the investment in
technology and continue progress.
Guilford County Schools‟ technical support is provided by full-time employees of the district and
is augmented by contracted positions. Technicians are divided into teams for specialization and
expertise. All teams in the Technology Services Department report to the Director of
Technology Services. The Chief Information Officer of the district supervises the Technology
Services Department.
Network Analysts and Technical Support Specialists are responsible for implementing and
maintaining the local area networks and client equipment. Their duties include network design,
server installation, email services, desktop configuration, wireless access and continued support
of users. A total of 34 analysts and technicians serve the school system.
The technical support staff is allocated as follows:
Supervisor – one
Domain Administration – four analysts
Deployment – two analysts/technicians
School and Central Office Administration – six analysts/technicians
Elementary Schools – seven analysts/technicians
Middle/High Schools – five analysts/technicians
Career and Technical Education – four analysts/technicians
Wireless Support – three analysts/technicians
User Support– two technicians
Although this appears to be a large team, they support over 28,000 computers in the district.
On the average, each technician is responsible for over 800 computers.
Help Desk System
The online Help Desk System provides a means for delivery of technology requests to the entire
department. The two user support technicians work with the Help Desk software and are
responsible for assigning requests for technical assistance. They first examine the tickets for
completeness. If possible, they handle the request/problem immediately or assign the
request/problem to the appropriate technical group for further assistance. The average
completion time for any requests is less than one day.
School Technology Contacts enter all technology-related requests (hardware issues, installation
of software, additional cabling, email problems) using the Help Desk System. During the 201011 school year, more than 23,700 requests/problem tickets were keyed into the system. They
enter the GCS identification tag number for the computer and all other information is filled in
automatically (make, model, serial number, etc.) from the inventory management database.
The school contact is able to view the history log of the ticket as it progresses toward
completion. Users and school contacts are notified via email when a ticket is assigned and
completed.
Following is a chart detailing the requests/problem tickets by groups:
Group
School Administration
Central Office
Cafeteria
Deployment
Elementary Schools
Middle/High Schools
CTE
Wireless/Handheld
Repair
Network Communications
Audio-Visual
VOIP
Other
Totals
Number of
Tickets
Completed
2,387
712
555
1,454
3,246
4,052
2,034
631
5,906
804
717
419
862
23,779
Average Days to
Complete
(Response Time)
1.01
1.10
0.54
0.61
1.00
0.55
1.01
0.86
0.77
0.83
1.11
.98
1.05
0.82
Repair Team
The district operates a computer repair facility with five Computer Repair Technicians. All
technicians have A+ certification and service provider certification with the major vendors (IBM
and Dell). Warranty work is completed in-house. This results in shorter turnaround for school
repairs and generates funding that is used to purchase repair parts for older machines. The
Repair Team completes over 5,900 repairs each year.
Communications Team
Communication Engineers and Communication Technicians are employed to manage the wide
area network including security, Internet services, network switching equipment and the cabling
infrastructure. One of the engineers is dedicated to monitoring network traffic and related
security issues. Dedicated technicians have been added to the team to address the increased
demands for installation and support of VOIP communication systems and audio-visual options.
The communications staff is allocated as follows:
Supervisor – one
Networking/Security – two analysts
Wireless Management – three analysts/technicians
Router/Switch Installation – two analysts/technicians
Infrastructure – two analysts/technicians
VOIP – three analysts/technicians
AV Equipment – three technicians
Cabling – two technicians
Full-time positions have been added to handle requests from schools for the addition of a single
connection and for repair work. Response time for these small tasks has improved dramatically.
Cabling for larger tasks continues to be contracted with outside vendors.
Purchasing and Warehousing for Technology Services
Two full-time positions assist the director with budgets and purchasing equipment. The
specialists are knowledgeable of state and local purchasing requirements. They are
responsible for acquiring quotes, bidding work, preparing purchase requisitions, scheduling
deliveries and ensuring proper payment of vendors. They also assist with software inventories
and ERate documentation.
The Technology Services Department operates a warehouse for delivery and storage of all
computer equipment. Two Computer Delivery/Surplus Workers and a part-time assistant are
responsible for the inventory. New equipment is delivered to school sites and older equipment
is picked up and prepared for surplus. Usable computer parts are removed and surplus
equipment is palletized for recycling.
County-owned vehicles are made available on a rotating basis for use by technicians. A
rotation plan was implemented to give each team access to a county-owned vehicle at all times.
These vehicles are used for site visits made for problem-solving and deliveries.
Web Design
A full-time web technician and a part-time web designer work directly with the District Relations
Department to maintain the district‟s web site. They ensure that information is accurate and
timely. They also work with schools and departments to produce their informational web pages.
Support for Administrative Applications
The Technology Services Department is responsible for all major business applications used in
the district. The Systems & Programming Team manages and operates the central IBM iSeries
400 computer and provides for all programming needs. Two new programmers have been
added that are concentrating efforts on computerizing workflow applications using SharePoint.
The Student Information Department is responsible for coordinating the use of the stateprovided NC WISE system, the data warehouse, Parent Assistant and all in-house GCS Online
applications. Data for additional third-party software packages are formatted and downloaded
by this team. They are also responsible for coordinating the collection and transfer of staterequired data from all school sites.
Project Specialist
The Project Specialist is a position in Technology Services. They work with various
departments, schools and groups throughout the district to evaluate and to make
recommendations regarding requests for hardware and software solutions. Working with
technology teams, this person sets up models comparing the most viable solutions.
Implementation costs for suggested solutions are included in the models. If the solution is
accepted and funding is available, the program specialist may assist with scheduling
implementation and training.
Instructional Support
Technology integration is managed by members of the Division of Curriculum and Organization
Development. Focus of the Virtual Learning and Media Services‟ staff now include instructional
technology integration. The group has developed a new web portal with information on various
education resources and has been instrumental in identifying quality applications and tools for
teaching and learning. They also offer training opportunities for departmental specialists and
coaches. The aim is to build capacity within each department in terms of technology integration.
Currently there are only a few Technology Facilitator (TFs) positions that are funded through the
magnet program and serve individual schools full-time.
Technology Assistants
In an effort to provide additional school-based assistance, most elementary schools have
exchanged one Teacher Assistant position for a Technology Assistant. Technology Assistants
are responsible for scheduling the school computer lab, assisting teachers with their students,
simple installations and some troubleshooting. The addition of the Technology Assistant
position has been very effective in increasing the instructional use of technology in the schools.
Funding Sources
Technology has always been a priority for Guilford County Schools. Various sources contribute
to funding the technology program. The Board of Education had consistently allocated over $8
million each year for local operating expenses. These funds are used to purchase new desktop
computers and to finance ongoing services such as telecommunications, computer repair,
service contracts, software subscriptions, software upgrades, supplies and salaries.
Since 2008, the current operating budget of the Technology Services Department has been
reduced by more than $2 million annually. Most of the reductions were decreases in line items
for new desktop equipment. The district can no longer maintain the five-year computer
replacement plan. In addition, non-essential software subscriptions have been discontinued.
The Board also traditionally provided a capital outlay allocation of $700,000 for Technology
Services. This funding was typically used for replacement of more expensive networking
equipment such as servers, switches and routers located in school and central office sites. That
allocation has been reduced to $300,000 annually.
Also reduced, state technology funding continues to provide funding for technology
expenditures and is typically used for hardware and software purchases. The NC School
Connectivity Initiative also pays for access to the state educational network and contributes
toward local connectivity expenses.
Other sources, such as the School and Library Universal Services Reimbursement Program
(ERate), also contribute to the overall technology program. Many of these allocations, such as
bond referendums, may provide designated funding for specific purposes or locations.
ERate Reimbursements During the 2010-11 school year, Guilford County Schools
received over $1.7 million in ERate reimbursements. Practically all of this funding was a
reimbursement for telecommunication-type expenses. The district applies for limited
internal connection funding. Guilford County Schools‟ current ERate funding percentage
has increased to 71%.
Bond Referendums Guilford County voters approved a bond referendum in 2000, 2003
and a similar one in 2008 for $425 million. Full technology packages are included in
many of these projects. Funding for infrastructure, phone systems, new computers and
networking equipment are included in the construction budgets.
Race To The Top Grant Technology Services is receiving more than $4 million over a
four-year timeframe to address the goals of the RttT grant. While most of this funding
will be spent on one-time improvements and infrastructure, there are line items included
that pay ongoing costs. For budget year 2014-15, approximately $290,000 will need to
be allocated for increased bandwidth fees and funding for several positions considered.
Expenditure Summary
Following is a summary of technology expenditures for the 2011-12 school year:
Hardware
Computer Purchases…..…..………….. $ 2,064,605
AV Equipment…....……………………..
600,000
Servers…………………………………..
79,110
Networking Equipment…………………
1,871,160
Maintenance…………………………….
574,490
Network Cabling……...………………………
Software
New License…………………………….
404,300
Ongoing Subscriptions……………….…
817,975
Support
Support Staff……………………….……..
3,392,310
Staff Development……………….…….…
89,005
Contracted Services…………….……..…
161,855
Other……………….………...………..…..
22,980
Development Costs….………………………
Communication Fees
Phone Lines………………………………..
948,845
Internet……………….……..…………….… 1,841,495
Total……………………………………
5,189,365
620,795
1,222,275
3,666,150
406,495
2,790,340
$13,895,420
Approximately 33% of the total technology budget is used for the new hardware expenditures
and 3% for new software licenses. The ongoing cost of the technology program is estimated to
be approximately 56% of the budget, totaling more than $7.8 million per year.
Communicati
on Fees
20%
Where Funds Are Spent
Desktops
15%
AV Equip
4%
Development
3%
Network
Hardware
14%
Hardware
Maint
4%
New Software
Support
Costs
26%
3%
Network
Cabling
5%
Software Fees
6%
Comparing the current technology budget to the budget in 2008-09, several differences should
be noted.
1. In 2008-09, more than 51% of the budget was spent on new hardware and 8% on new
software licenses.
2. Approximately $4.5 million was spent on desktop computers in 2008-09 compared to
only $2 million today.
3. Spending on network equipment and infrastructure has almost doubled from $1.3 million
to $2.57 million, with emphasis on building wireless capacity.
4. The district has improved most line speeds without increasing fees.
5. Although RttT funding contributed almost $2 million to the 2011-12 budget, the total
dollars available for technology expenditures has been reduced by more than $1 million.
Budget Comparison 2008-09 to 2011-12
$5,000,000
$4,500,000
$4,000,000
$3,500,000
$3,000,000
$2,500,000
$2,000,000
$1,500,000
$1,000,000
$500,000
$-
2008-09
2011-12
District Policies and Guidelines
All technology resources employed by Guilford County Schools should be used in a responsible,
legal and ethical manner. As emerging technologies become available to students and staff,
policies and guidelines for using these resources continue to be developed. The guidelines
must safeguard students, protect the district‟s investment and protect the district and its staff
from liability.
Policies are adopted by the Guilford County Board of Education and can be changed only
through official Board action. The administration further develops appropriate procedures and
guidelines to implement the policies adopted by the Board of Education. Administrative
procedures do not require action by the Board of Education. Policies and procedures are
posted on the Guilford County Schools‟ main web site and are included in the Personnel
Handbook. All school system personnel are expected to be knowledgeable of and to adhere to
these principles.
Some policies and guidelines such as the Acceptable Use Policy are included in Guilford
County Schools‟ Personnel Handbook and in the Student Handbook. Both outline proper
conduct and disciplinary consequences. When an employee signs on to the GCS network for
the first time, they are prompted that they understand and agree to the AUP.
The following documents contain information that outlines ethical use of technology-related
resources in the district:
 Policy DC-Budgeting and Fiscal Management
 Policy DD-Grants Funding
 Policy DIC- Inventory of Fixed Assets
 Policy DO-Disposal of Surplus Property
 Policy EFE-Acceptable Use of Electronic Transmission Capabilities (AUP)
 Policy ECK-Contributions and Purchases by Outside Agencies for School Use
 Policy FB-Asset Protection
 Policy GAK-Personnel Files
 Policy IFA-Selection of Instructional Materials
 Policy IHA-Grading and Reporting Student Progress
 Policy JC-Student Harassment, Bullying and Discrimination Free Environment
 Policy JD-Student Discipline
 Policy JR-Student Records
 Personnel Handbook
 Student Handbook
 Facebook/Online Community Guidelines
 GCS Communications Standard Guide
 Guidelines for Computer Assisted Credit Recovery
 Guidelines for GCS School and Teacher Web Pages
 Guideline for Use of Copyright Material
 Guideline for Use of Videos
 Guideline for Publishing Lesson Plans
 Publication Consent Form
 Technology Policies, Procedures and Standards Manual


Social Media Guidelines
GS 115c-098 Procurement and Gifts
The completed Local Education Agency Technology Plan – Policy, Procedure & Guidelines
Implementation Chart can be found in Appendix A.
Acceptable Use Policy
Guilford County Schools‟ Internet connection has been established in the belief that the
information and interaction available through the Internet are valuable additions to educational
resources. The first Acceptable Use Policy (AUP) was written in 1996. The current Board
Policy EFE-Acceptable Use of Technology and Procedure EFE-P Acceptable Use of Electronic
Transmission Capabilities continues to be updated as technology use dictates changes.
The intent of the policy is to ensure that all uses of the connection are consistent with the goals
and educational philosophy of the school system. The procedure specifically outlines
responsibilities in the following areas:
1. Network Etiquette
2. Email
3. Passwords
4. Copyright
5. Security
6. Plagiarism
7. Vandalism
8. Network Resources
9. Unauthorized Charges
10. Warranties
11. Emerging Technologies
- Web 2.0/Social Networking Tools
12. Internet Safety and Children‟s Internet Protection Act (CIPA)
The Acceptable Use Policy is included in Guilford County Schools‟ Personnel Handbook and in
the Student Handbook. The Student Handbook includes a Code of Conduct that outlines proper
conduct and behavior of students and disciplinary consequences. Each student is required to
provide a copy of the Code of Conduct to his or her parent and every student and parent will
sign as verification that they have reviewed the handbook and understand the consequences.
The AUP states:
“Technology Services is responsible for establishing and users are required to follow
all standards, policies, and procedures related to the use of technology in the Guilford
County Schools.”
“The user is responsible for his or her actions and activities involving the network. Some
examples of unacceptable uses are: circumventing safety configurations, modifying
setup policies, modifying settings on machines, attaching unauthorized devices…”.
Incidents and violations of the AUP policy by employees are referred to the Human Resources
Division for review.
Board Policy EFE-Acceptable Use of Technology and Board Procedure EFE-P Acceptable Use
of Electronic Transmission Capabilities can be found in Appendix B and in the Policy Section on
Guilford County Schools‟ web site.
Technology Policies, Procedures and Standards Manual
The Technology Policies, Procedures and Standards Manual was written to provide guidelines
for using all technology resources in a responsible, legal and ethical manner. The procedures
outlined in this document were developed by the Technology Applications Review Committee
(TARC). TARC reviews the acquisition and implementation of any hardware or software
application. The goal of the committee is to provide a standard and controllable network
environment for the district.
Examples of issues addressed in the manual include:
 Minimum standards for networked computers
 Relocation of equipment
 Computer donations
 Personally-owned hardware and software
 Email accounts for non-employees
 Password resets
 Use of email
 Approved software lists
The complete Technology Policies, Procedures and Standards Manual can be found on Guilford
County Schools‟ Technology Services web site.
New Guidelines
GCS realizes that part of 21st century learning is adapting to changing methods of
communication. The importance of teachers, students and parents engaging, collaborating,
learning and sharing in a digital environment is critical. To this aim, the district has adapted the
following guidelines to provide direction for employees, students and the community when
participating in online social media activities:
 Facebook/Online Communities Guidelines
 Social Media Guidelines
A copy of the above guidelines can be found on the Guilford County Schools‟ Technology
Services web site.
Moving Forward
Guilford County has built a robust network but it is extremely costly to maintain and expand.
The current model has typically been to select a solution that often necessitated a large initial
cost. Staff was then trained to manage the installation. Annual subscription fees are expensive
and equipment must be replaced as needed. Technical support is challenging, training is costly,
and limited staff must have knowledge or responsibility for many areas of specialization.
While GCS has effectively delivered services in this manner, the district must investigate
different models that are more cost-effective and require less technical support. The district is
faced with building capacity, expanding the wireless network and finding solutions that support
secure access of mobile devices.
Ongoing Projects
Technology Services will continue to work on several projects that are already in process and
were discussed earlier in this chapter. Those projects include:








Server consolidation where appropriate
Implementation of a method that enables an employee or student to sign on once and
have access to all applications without additional authentication
Continue to deploy management and operations solutions available through campus
software agreement with Microsoft
Continue implementation and investigation of additional features using AirWatch
Management software for mobile devices
Investigate 802.1X products, such as CloudPath‟s XpressConnect, that would automate
SSID assignment
Investigate deploying secure virtual desktop on any type of mobile device using Citrix or
similar solution
Investigate solution that would manage bandwidth usage on the wireless network
Continue support of CIP building program
.
Expansion With Race To The Top Funding
More than $4 million has been made available to Technology Services in Guilford County as
part of the Race To The Top Grant. That money is available to enhance school and district
technology infrastructure to facilitate online real-time assessments at each school. Major efforts
that are included in this project are:






Continuing to move the district‟s Internet traffic to the NCREN connection
Expanding wireless access in middle and high schools
Implementing a network access control solution
Installing wireless access in more than 50 elementary schools
Increasing bandwidth in all elementary schools
Expanding the network operating center with additional conditioned space
Expansion That Takes Advantage of ERate Reimbursement Funding
Since inception, Guilford County has received funding from the School and Library Universal
Services Reimbursement Program (ERate). The district has typically applied and received more
than $1 million annually in reimbursement for telecommunication expenses (often referred to as
priority one). Reimbursements and discounts for priority one expenses are available for all
schools. Those discount rates are determined based on National School Lunch Program
(NSLP) percentage according to the ERate discount matrix.
In recent years, the district has also applied for reimbursement for several internal connection
items (often referred to as priority two). Last year, applications were submitted and bids
accepted for wireless access points and network switches necessary to expand the wireless
network into several elementary schools.
Also during the 2011 Funding Year, the district investigated and received bids for hosted Voice
Over Internet Protocol solutions. Hosted VOIP installations are managed by an outside vendor
and offer a predictable monthly fee. In addition, the ongoing fee is eligible for ERate
reimbursement. Further analysis showed that the initial funding to purchase the classroom
phones was an ineligible expense and was cost prohibitive at that time. The district will
continue to evaluate options that could provide improved phone access for school sites.
For several years, the district has taken advantage of ERate reimbursement funding to
implement student email for all middle and high school students. Gaggle‟s product provides a
CIPA-compliant student email solution for individual student accounts with student locker
storage. Since student email qualifies as a priority one expense, the district has been able to
implement a cost-effective hosted solution that requires little technical support.
NC Ed Cloud Options
One of the most promising options that will be available for North Carolina school systems is the
NC Education Cloud (NC Ed Cloud). As specified in the RttT grant and funded by the US
Department of Education, North Carolina is building a highly reliable, highly available
infrastructure that will support the K-12 education enterprise statewide. It will facilitate migration
from district-maintained networks to cloud-hosted software and infrastructure as a service.
Once implemented, the NC Ed Cloud will provide a variety of opt-in services. The NC
Education Cloud Deployment Plan Schools categorizes opportunities as applications (email,
web collaboration, LMS), enterprise (storage, datacenter) and network services (VOIP, filtering,
firewall). School districts can select an optimal combination of Internet accessible applications
and services supported at the state level and those that the local unit will continue to maintain,
such as domain and directory services.
The basis of the operation of the NC Ed Cloud will be the operation of the NCREN. The School
Connectivity Initiative funds a common Educational Backbone for all school districts making the
bandwidth and connectivity affordable. GCS will be able to transition to NCREN as the „primary‟
connection and realize that savings in the future years.
With wide-scale implementation during 2012-13, Guilford County will be able to evaluate buying
state services, rather than building internal infrastructure. At this time, the district is eager to
evaluate new options and take advantage of cost-effective applications such as Internet filtering
or hosted iSeries 400 services. The district will reluctantly enter any long-term contract
commitments until more is known about NC Ed Cloud offerings.
Network Options to Address Mobile Devices
As more mobile devices find their way into the classroom, it is important to continue to provide
options that incorporate security and manageability. It will be crucial to build the capacity of the
wireless network and look toward a design that will support a one-to-one initiative.
There are several pilot projects currently implemented in the district that are providing valuable
information about mobile access. Several steps have already been initiated to ensure security
across unmanaged devices. The wireless network has been divided into „authorized‟, „schoolbased‟ and „guest‟ access. The district has begun implementing AirWatch on unmanaged but
school-owned devices. Further investigation is necessary to be able to take advantage of all
available features of this software. In addition, a NAC solution has been installed that protects
the „guest‟ network from viruses and other malware.
One of the strategies of the NC Ed Cloud is to deploy a shared learning infrastructure that
includes identity and access management. The NC Ed Cloud is also committed to providing
open access methodologies. Web-based portals allow users on a wide variety of devices to
access resources efficiently and securely. As more applications move to the cloud and more
devices move off the network and out of the technology department„s direct control, school
systems could benefit greatly from a statewide end point security solution.
The pilot projects and lessons learned will be discussed in more detail in the Personal Learning
Devices section of this document.
Advantages of a Statewide Shared Services Model
How will we leverage collaborative purchasing to pay substantially less for technology
services and platforms?
Once implemented, the NC Ed Cloud will promote collaborative purchasing to reduce costs
duplicated by districts. Aggregating demand will enable NCDPI to negotiate state convenience
contracts that are cost effective options. Lower and more predictable cost structures enable
districts to better budget for ongoing expenses and for expansion.
How can a Statewide Shared Services Model assist in shifting primary support from
infrastructure to instructional needs?
Providing local solutions and hiring the technical expertise to manage these installations is very
expensive. Moving to a cloud-managed service model could save individual districts money for
costly solutions as well as technical salaries. Local funding could be shifted to other
instructional needs or to provide more instructionally-based technology such as personal
learning devices.
In addition, a statewide shared model could provide a stable infrastructure. Improved access
decreases user frustration and therefore increases instructional use and productivity. A shared
environment would more easily enable instructional users to collaborate and share materials.
How can a Statewide Shared Services Model enable increased infrastructure and
technology efficiency and sustainability?
As envisioned, the NC Ed Cloud could provide a migration from LEA-hosted server
infrastructure to cloud-hosted infrastructure as a service. As the Statewide Shared Services
Model matures, there will be new options available which will be attractive to local districts. The
cloud may provide applications that an individual school system may not have the expertise or
the funding to install and manage. For example, the implementation of NC WISE necessitated
an Oracle-based data center and support staff. Most districts would not be able to consider this
application due to the associated costs. Another example is the NCREN Internet access. This
initiative has increased the available bandwidth and efficiency for all districts.
How can a Statewide Shared Services Model provide higher service reliability?
Implementing cloud-based solutions that meet a statewide model would require that enterpriseclass vendors be selected. These vendors would have technical experts experienced in
providing similar implementations. They would offer extensive backup and recovery facilities.
In addition, they could manage a 24-7 environment enabling anytime anywhere access. All of
these advantages would be difficult for an individual school system to provide.
How can a Statewide Shared Services Model facilitate more strategic budgeting models
for LEA?
As evidenced with the RttT Grant, new funding options may be available to consortium-type
partnerships. Grants often require developing sustainable models based on various pilot
initiatives and economic conditions.
In addition, the School Connectivity Initiative has assisted individual districts to better take
advantage of available ERate funding. Dedicated personnel, that concentrate efforts on this
program, can read and understand new rulings as well as investigate technologies that are
eligible for reimbursement. An individual district could not maintain that level of understanding.
The budgeting model may become more predictable when services are purchased for monthly
fees rather than built and updated as usage increases. Districts may require less contingency
money to be held and be able to better allocate funding earlier in the year.
ACRE
Analyze and provide the technology infrastructure needed to support the assessment system and online testing
Career and College Ready Set Go
Analyze and provide the technology infrastructure needed to put more technology into the hands of students and teachers
Analyze and provide the technology infrastructure needed to provide more virtual learning opportunities
Put more technology into the hands of students and teachers
RttT
Create a transition plan for school to begin using the online IIS
Enhance technology infrastructure to facilitate online assessments
Investigate mobile devices that could be used to facilitate online assessments
Employ Technician to assist with deployment and support of mobile devices
Continue to transition district Internet traffic to NCREN circuit
Expand wireless access capacity in middle and high schools
Implement network access control for wireless network
Install wireless access in elementary schools
Increase bandwidth for elementary sites
Add filtering equipment for increased capacity
Expand network operating center with conditioned space
Employ communications technician to install and support environment
Future Ready Core
Provide a technology rich environment and infrastructure that allows students to access the curriculum of Future Ready Core
Targets and Goals - Shared Services Model:
Targets
Goals – Year 1
Goals – Year 2
Provide district and sitebased servers to support
applications
Replace servers as scheduled,
evaluating and implementing
virtual servers as appropriate
Expand Network Operating
Center (NOC) with conditioned
space
Continue subscriptions for
security software/appliances
Replace servers as scheduled,
evaluating and implementing
virtual servers as appropriate
Continue to provide Internet
filtering appliances and
software to meet increased
capacity for district
Maintain security of
equipment
Provide Internet filtering
Provide robust infrastructure
and wide area network
access
Funding
Method of Evaluation
Capital
State
Purchase orders
RttT
Purchase orders
security software/appliances
Local
Purchase orders
Local
Filtering Reports
NA
Filtering Reports
Replace networking equipment
as needed
Continue to provide Internet
filtering appliances and
software to meet increased
capacity for district
Investigate state-provided
filtering solution as a more costeffective option
Replace networking equipment
as needed
Install networking equipment in
new/renovated schools in CIP
Install networking equipment in
new/renovated schools in CIP
Bond
Purchase Orders
Continue budget for MetroE
connectivity for central office
sites, traditional high schools,
middle schools and elementary
schools
Increase bandwidth for
elementary schools
Continue budget for MetroE
connectivity for central office
sites, traditional high schools,
middle schools and elementary
schools
Increase bandwidth for
elementary schools
Local
Erate
Usage Reports
RttT
Usage Reports
Continue budget for Internet
access service changing it to
the backup connection
Continue budget for Internet
access service as backup
connection
Local
Erate
Usage Reports
Purchase orders
NA
Usage Reports
Continue connection to
common Educational Backbone
using a telecommunications
circuit to enhance educational
opportunities
Continue budget for smart ring
connectivity
Continue district‟s primary
Internet access with NCREN
circuit
Continue connection to
common Educational Backbone
using a telecommunications
circuit to enhance educational
opportunities
Continue budget for smart ring
connectivity
NA
Usage Reports
Local
Erate
Budget report
Apply for ERate
reimbursements for all eligible
telecommunication and Internet
expenses
Continue budget for cabling
moves/add/changes
Apply for ERate
reimbursements for all eligible
telecommunication and Internet
expenses
Continue budget for cabling
moves/add/changes
Local
Form 470 and Form 471
Local
Purchase orders
Expand/update wireless access
capability in middle and high
schools
Install wireless access in
elementary schools
Expand/update wireless access
capability in middle and high
schools
Install wireless access in
elementary schools
RttT
Wireless Usage Reports
RttT
Wireless Usage Reports
RttT
Bandwidth Reports
Screen displays
Investigate features of current
mobile devices
Investigate and deploy
bandwidth management
equipment
Update new features of current
mobile devices
RttT
Comparison Chart
Investigate device management
software that enforces
passwords for device agnostic
network
Develop document that assists
schools with individual
purchases and statements of
work for contracted services
Implement device management
network
Update document that assists
RttT
Comparison Chart
NA
Document posted on web
site
Continue to transition district‟s
Internet traffic to NCREN circuit
Prepare for use of personal
learning devices
Provide technical support
Establish policies necessary
for appropriate use of
network
Provide voice
communication capabilities
Develop software and
procedures that enable on-site
coordinators to more easily
provide technical support of
individual devices
Continue budget for technical
support team and
communications team
Hire technician to assist with
deployment and support of
mobile devices
Hire/contract communications
technician and project manager
to install and support network
environment
deployment and remote
desktop support
Continue to update Technology
policies in support of the AUP
and network security
Maintain Technology Services
Policies, Procedures and
Standards Manual to provide
guidelines for using technology
resources
Develop guidelines that warn
users about using resources
outside control of GCS
Continue budget for telephone
service for all schools
Update software and
individual devices
Continue budget for technical
support team and
communications team
Employ technician to assist with
deployment and support of
mobile devices
Employ/contract
communications technician and
project manager to install and
support network environment
deployment and remote
desktop support
Continue to update Technology
policies in support of the AUP
and network security
Maintain Technology Services
Policies, Procedures and
Standards Manual to provide
guidelines for using technology
resources
Update guidelines that warn
Continue budget for telephone
service for all schools
NA
site
Local
Budget Report
RttT
Employee hired
RttT
Employee hired
Local
Purchase orders
NA
Policy posted on web site
NA
site
NA
Guidelines posted on web
site
Local
Monthly Budget Report
Install VOIP system in all
newly-constructed or renovated
schools in CIP
Continue budget for cell phone
and data service for selected
staff
Install VOIP system in all
newly-constructed or renovated
schools in CIP
Continue budget for cell phone
and data service for selected
staff
Bond
Purchase orders
Local
Erate
Monthly Budget Reports
Access to Personal Teaching and Learning Devices
As identified in Guilford County Schools‟ Strategic Plan:
“The use and integration of technology in the classroom, school site and central
administration will determine how well GCS students compete in a global economy and
are key components of the 21st century classroom. As a result, in order for students and
staff to achieve excellence, GCS must focus efforts on instructional technology.”
The concept of the 21st century classroom can be defined by answering these key questions.
1. Is the student engaged in the process of learning?
2. Is the student creating content to demonstrate their learning?
3. Is the teacher a facilitator of learning?
The 21st century classroom is a philosophy that is more important than the technology.
However, the use of a variety of learning devices in the delivery of education has the potential to
facilitate rich and flexible learning environments. Teachers should have numerous options of
different hardware devices with appropriate applications so that they can choose what, where
and how to utilize technology within the learning cycle.
Current Status
Guilford County Schools currently provides many different technology tools that support
classroom learning. The district has made a tremendous investment in the purchase and
support of traditional technology equipment, especially desktop computers. Over the past few
years, the use of personal learning devices has grown from a minor interest to a significant
number used in GCS schools and workplaces. Various one-to-one initiatives have also been
implemented.
The following table is a summary from the NC Annual Media and Technology Reports (AMTR).
The table shows growth in the number of desktop computers as well as other learning devices
for the period.
2007-08
2008-09
2009-10
2010-11
Membership
Computers
70,309
70,642
70,375
71,074
25,054
26,338
26,875
28,121
Computing
Devices
10” or less
1,116
2,213
Palms
148
1,096
981
1,127
Interactive
Whiteboard
/Devices
729
1,074
1,334
1,867
Data/Video
Projectors
1,171
1,616
1,967
2,578
The following categories will be discussed further to describe our current status:
 Traditional Desktop Computers
 Audio-Visual Solutions
 Personal Learning Devices
 Other Teaching Devices
Student
Response
Systems
7,418
10,592
Traditional Desktop Computers
Equitable Access
Guilford County Schools has made a tremendous investment in the purchase and support of
traditional technology equipment and infrastructure, especially desktop computers. Currently, a
standard base of equipment is provided to all classrooms. With the completion of the AMTR in
June 2010, schools report that Guilford County Schools now owns more than 28,000 computers
and 2,200 smaller computing devices. In addition, 99.84% of all classrooms have access to the
Internet.
Equity has always been a consideration. The first standard base of equipment was originally
established in the 1995 Technology Plan. Since that time, the district has outlined and provided
a standard base of hardware and software to all schools. Classrooms in Guilford County
continue to be equipped with at least one reasonably up-to-date computer that is networked for
Internet access. Traditional labs are installed in all schools. Media centers are automated and
administrative areas have solutions that assist with daily school operations.
The Standard and the Capital Improvement Plan
The following table indicates which equipment is currently purchased for all schools and
identifies the standards for the Capital Improvement Plan. The Capital Improvement Plan
includes all new construction and bond renovation projects.
Standard Base of Equipment
Schools Not
Included in
the Capital
Improvement
Plan
Schools
Included in the
Capital
Improvement
Plan
Computer lab with 30 networked
computers and laser printer
nd
2 computer lab for middle and high
schools
Course recovery lab for high schools
Laptop lab
One networked computer in every
classroom with printer
Three networked computers in every
classroom with printer
Yes
Yes
Yes
Yes
Yes
Yes
Yes - Middle and
High Schools
Yes Elementary
Schools
Yes - Middle and
High Schools
Yes
Yes - Middle and
High Schools
Yes –
Elementary
Schools
Yes - Middle and
High Schools
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Additional networked computers to
be used as school decides
Media automation system with three
student workstations, office
computer and laser printer
Mini-labs of multimedia networked
computers in media centers
Computer and printer for workrooms
Networked computer for every
administrator’s desktop with printer
Computers for cafeteria
Laser printer for treasurer and
NCWise
Standard Base of Equipment
Schools Not
Included in
the Capital
Improvement
Plan
Schools
Included in the
Capital
Improvement
Plan
Laser printer for guidance area
Yes - High
Schools
Yes
Yes High Schools
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
Yes
Yes
Yes
No
No
No
Yes
Yes
Yes
Yes
No
No
Yes
Yes
No
Yes
No
Yes
No
Yes
No
Yes - Middle and
High Schools
Yes
Yes - Middle and
High Schools
Standard desktop operations,
protection and productivity software
for all computers
Internet access for all computers
Appropriate servers and networking
switches
Network cabling (high schools have
at least two network connections,
middle and elementary schools have
at least four connections in all
regular size permanent classrooms)
Network cabling or wireless in all
mobile classrooms
Network cabling (one connection in
every office)
Laptops for checkout
Scanners and digital cameras for
media centers and labs
Flat screen monitors
Interactive devise in every classroom
Projector
Document camera in every
classroom
DVD player in every classroom
Audio enhancement system in every
classroom
Large screen monitors in every
classroom with attachment to
teacher’s computer
TV distribution system with cable or
satellite access
Voice mail and telephone in every
classroom
Facility access system
Video surveillance system
Yes
Standard software is also provided that includes programs required for secure desktop
operation, a package for productivity, programs selected for instructional use, systems that track
assessment data and applications needed for automating school operations. These programs
will be discussed in detail in the following section of this document.
Computer Replacement Plan
Technology Services maintains a Computer Replacement Plan that defines the replacement
cycle for all standard hardware and software in the district. The replacement schedule outlines
replacement of all computers on a school-by-school basis. Implementation of the plan depends
on available funding and scheduled bond renovation projects.
Although the industry standard uses a three or four year effective life of desktop computers, lack
of funding requires that Guilford County Schools support computers for a much longer period of
time. Repairing (and cannibalizing) older computers in-house extend the useful life of the
equipment beyond expired warranties.
The Computer Replacement Plan can be found on Guilford County Schools‟ Technology
Services web site.
Purchasing Standardization
Technology Services has adopted guidelines for the purchase of all desktop equipment that will
be connected to the GCS wide area network. Limiting the number of different vendors and
hardware-types results in a lower Total Cost of Ownership (TCO). Standardization enables the
technical support staff to be more knowledgeable of a product line and provide better support.
In addition, the computer repair team is able to maintain an inventory of appropriate repair parts.
Those guidelines are defined in the Guilford County Schools‟ Technology Policies, Procedures
and Standards Manual and are approved by the Technology Applications Review Committee
(TARC). Schools may elect to purchase equipment that is not approved with the understanding
that those devices will not be repaired by Technology Services and may function only on the
wireless network.
The Technology Services Department will continue to adopt, review and update guidelines for
the purchase of all hardware used in the district.
Desktop Management
Most computers and laptops are connected to the wide area network. Through this connection,
the devices are managed and protected centrally using a management software package. A
two-member Deployment Team is charged with using Microsoft‟s System Center Configuration
Manager (SCCM) to deploy mass installations and upgrades as needed.
Audio-Visual Solutions
Audio-Visual Devices In The Classroom
Use of audio-visual (AV) equipment to supplement instruction has become extremely important
and popular in classrooms today. Interactive tools and large screen displays engage learners
and keep students focused on the lesson at the front of the classroom. Amplification systems
clarify the teacher‟s voice and create a better learning environment. These new AV
enhancements, coupled with computer inputs such as video-on-demand, provide valuable upto-date resources for the K-12 curriculum.
An audio-visual solution typically includes the following components:






Sound Enhancement System A high-quality amplification system that delivers sound
from a microphone or from various audio inputs (such as DVD, computer, etc.) evenly
throughout the classroom
Cable TV Distribution System A system that distributes various programs (such as cable
TV channels, DVDs, presentations, bulletin board screens) to display units in classrooms
DVD Player Device that plays DVDs
Document Camera An image presentation device that replaces the overhead projector
allowing documents to be displayed with higher resolution, annotated and stored for later
use
Large Display Device A projector or large-screen television monitor that is used to
display output from the classroom computer, DVD or document camera
Interactive Device Whiteboard, wireless pad or projector with interactive whiteboard
capability that enables full mouse control of, or interaction with, any computer application
or web page.
Since 2008, Guilford County Schools has promoted outfitting every classroom with a base level
presentation station. When new schools were opened, or existing sites were renovated, bond
funding enabled the district to install complete AV solutions in the new classrooms. Grants and
local school budgets have also provided these resources to additional classrooms. As funding
permits and new construction continues, technology-related devices and audio-visual
enhancement equipment will be purchased and new AV opportunities expanded.
Personal Teaching and Learning Devices
Advantages of Personal Learning Devices
What is universal access to personal teaching and learning devices?
Universal access to personal teaching and learning devices refers to a computing device
assigned to all members of the school, including administrators, teachers and students.
Personal learning has often been synonymous with mobile learning or the use of mobile
devices. The term covers learning with portable technologies such as handheld computers,
notebooks, ebooks, tablets, handheld voting systems and smartphones. Any learning that
happens when the activity is not at a fixed location.
Why do teachers and students need access to personal teaching and learning devices?
Today, any number of portable devices can quickly and easily deliver activities that support
learning. It is important to bring these new technologies as options into the classroom.
Personal devices can enhance the more traditional learning modes, making it more portable and
accessible.
While the main value is that learning is convenient and accessible from anywhere, following are
other advantages that the use of personal devices may bring to the classroom:












More light-weight devices as compared to books and PCs
More inexpensive units as compared to books and PCs
Collaboration and sharing almost instantaneous among everyone using the same
content
Access and opportunity for student learning is provided in such a way that is familiar and
efficient for their learning styles
Different types of activities provided (or a blended learning approach)
Can be a useful add-on tool for students with special needs
Can be used as a „hook‟ to re-engage students
Easy access to information and references
Updated alerts, forms and checklists easily forwarded
Powerful data collection tool
Facilitates the capture of user-created content
Enables review of lectures and other educational materials
Current Initiatives Using Personal Teaching and Learning Devices
Various initiatives have been implemented in Guilford County Schools that employs personal
teaching and learning devices. Following are highlights of several of the districts one-to-one
type programs.
Northern Guilford High School - Teacher Laptops
Opening in 2008, the new Northern Guilford High School was the first high school built in
Guilford County in many years. A technology consultant, hired by the district, recommended
projectors in classrooms, teacher laptops, student wireless access, an IP Video Distribution
System and several other innovative ideas for that time. Laptops with docking stations were
purchased and distributed to all teachers. Wireless coverage was designed with one access
point for every four classrooms. The laptops could operate using wireless or could be
connected directly to the district network using the docking stations.
Several early problems were encountered:
 Wireless concentration was inadequate and was difficult to manage
 Laptops were not connected during the evening for regular updates and when devices
were connected in the mornings, updates were initiated and all access was slowed
 Laptops needed replacement batteries and had higher repair problems
 With replacement scheduled for more than five-years, laptops were not adequate for that
time period
Eastern Guilford High School - Teacher Laptops
A second new high school, Eastern Guilford High School, was built and opened in 2009. With
bond renovation funding, more concentrated wireless access was installed and all teachers
received a laptop computer in addition to the standard classroom equipment. The standard
included a desktop computer that was routinely updated and available on the district network.
The laptops were assigned to each individual for use at school or home. The laptops could
operate using wireless for Internet access or could be directly connected to the district network
for server-based applications.
Lessons learned included:
 Devices were well used at home for creating lessons and collaboration
 Teachers became more computer savvy
 It was costly to provide laptops for all teachers and there is no provision for replacing
these devices in the future
 No additional technical support was provided, however, teachers had few problems with
usage as they were familiar with computers and learned from each other
 Laptops were not updated regularly because teachers seldom connected to the GCS
network to get automatic downloads
 Wireless concentration was adequate for teacher use with one access point installed for
every two classrooms
Welborn Middle Science and Technology Academy – Netbooks for Students
Welborn Middle Science and Technology Academy was another early site to implement a oneto-one initiative. Guilford County Schools was selected to receive $8.3 million over a three-year
period under the Magnet Schools Assistance Program (MSAP) from the U.S. Department of
Education. The grant enabled the district to establish or expand several magnet schools with
science and technology as central themes.
With an emphasis on science, students apply the concepts of science with the support of
current technology. All classrooms are well-equipped with science equipment, laptop carts, and
audio-visual tools. In addition, each student has access to smaller Windows-based laptops,
often referred to as „netbooks‟. The netbooks are loaded with Microsoft Office and are locked to
prevent problems with inappropriate downloads. Students that „earn the right‟ have access to
these devices for home use. Three-year accidental damage service was included in the initial
cost of each device.
The program has an on-site coordinator that provides most of the technical support. He has the
ability to reimage a netbook immediately. This often corrects technical problems and enables
the device to be quickly returned to the student.
A review of the initiative found the following:
 Netbooks are slower and smaller than traditional laptops
 Replacement batteries have been costly
 The three-year accidental damage service has proved invaluable
 There is no provision for replacing these devices in the future
 Teachers received additional training but turnover is problematic
 The ability to reimage the devices easily corrects problems with viruses and downloaded
software but is time-consuming for on-site coordinator
 Wireless access is not adequate with one access point installed for every two
classrooms
Greene – Apple iPod touches for Students
General Greene School of Science and Technology is an elementary magnet school that
provides opportunities for students to be immersed in science and technology. Students receive
instruction that regularly incorporates technology into innovative lab lessons. Students have
access to grade-level digital cameras, laptops, GPS devices and image scanners. In addition,
students regularly use iPod touches as personal learning devices.
An instructional technology specialist, working full-time at the school site, assists teachers with
integrating the technology into their teaching. He maintains a web site that includes useful iPod
applications, offers a variety of podcasts and showcases student work. In addition, he is
responsible for syncing and loading new applications on the iPod touches.
Technology Services routinely loads iTunes as part of the standard desktop configuration. This
enables school personnel to synch Apple devices easily. Most schools have site accounts and
iTunes gift cards to purchase new applications. Some schools prefer to use a Macintosh device
on the wireless network to manage downloads.
Noteworthy points from this project include:
 iPod touches are affordable
 Educational applications are inexpensive, well-liked and easily used
 On-site personnel is responsible for purchase, repair and replacement of these devices
 iTunes, loaded as a desktop standard, enables the school site to manage their iPod
touch devices without assistance from Technology Services
 Wireless access is adequate (one access point for every two classrooms) if most
applications are downloaded prior to use with students
 Teachers are able to use the devices with little assistance or training
DIBELS for Assessment – PALMs for K-2 Teachers
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) was designed to use short
measures that identify children experiencing difficulty with early literacy skills. The district is
using Wireless Generation‟s mCLASS:DIBELS software in K-2 classrooms. With this software,
teachers administer the assessment using a Palm handheld device and transfer the data to a
central database for reporting.
A newer version, DIBELS Next, is now available and being researched by the district. It gives
teachers the ability to administer the assessments on any mobile device with a supported
browser.
Concerns expressed for this program include:
 Palm devices were inexpensive to purchase but breakage is problematic
 Palms have not proven to be useful for other applications
 Training is required to successfully use the program, as well as the Palms
Mission Possible – Apple iPads for Teaching Specialists
Guilford County Schools was the recipient of a five-year $22.8 million Teacher Incentive Fund
Grant from the U.S. Department of Education. The funding is being use to expand the Mission
Possible Program to a total of 40 schools that have a trend of high teacher turnover and low
student performance.
Mission Possible is an incentive program that combines components to recruit, retain and
reward effective teachers for schools with critical needs. Teachers and administrators have
access to specialized training, additional resources and recruitment incentives. A teaching
specialist works closely with each school to support and coach the individual teachers.
The program has begun utilizes Apple iPad technology to capture data related to on-site teacher
coaching. Using forms customized to work on an iPad, specialists are able to capture data
related to supporting teachers in analyzing student work, creating classrooms conducive to
learning, reflecting upon practices and responding to observations. Collected data points can
be analyzed efficiently and feedback easily provided to better support teachers.
Montlieu Elementary Academy of Technology – Apple iPads for Teachers and Students
One of the latest initiatives is at Montlieu Elementary Academy of Technology. Students use
technology to support a theme-based curriculum centered on active learning. Through a
community partnership, four donors provided a three-year $250,000 grant to improve the
learning experiences of students in this low-wealth school.
The school is equipped with Apple MacBooks for teachers, MacBook labs and wireless printers.
In addition, every teacher and student receives an Apple iPad tablet for use within the school.
Devices are equipped with wireless connectivity and can be taken home by fourth- and fifthgrade students.
To support the number of devices, a Mac mini-server was installed on-site. It enables users to
access educational applications and to save/share documents. The server has Open Directory
installed. It is a software package that is bound to the district‟s Active Directory for student login
information. Apple engineers worked with Technology Services to install the server. An on-site
coordinator provides ongoing technical support for the server and all devices. The devices are
covered under an Apple agreement for repair.
Also unique to Montlieu is that the standard base of equipment has been reduced. Classrooms
have only one stationary desktop, rather than the three that are normally installed in a typical
elementary school. The computer lab has been replaced with a cart of netbooks.
Wireless access is configured as one access point for every two classrooms. Each device can
typically locate three access points for possible connection. Several technical issues have not
yet been resolved but are being investigated. The school‟s wide area access speed was
originally 10 mbps but has now been increased to 50 mbps.
Early observations include:
 The responsibility between vendors and Technology Services for correcting problems is
not clear
 There is no provision for replacing these devices in the future
 MacBooks were issued earlier and initial staff development was conducted for teachers
during the summer
 Software was installed that enables the site-based coordinator to reimage the MacBooks
 Additional bandwidth was necessary and it is not known yet whether the wireless access
is adequate
 The number of traditional computers in the classroom has been reduced
 No permanent wired lab is available and has created some issues with early benchmark
assessments.
Follett eBooks
The district has recently purchased eShelf and several eBook Bundles from Follett. The eBooks
are digital editions of print titles with embedded tools for searching, note-taking, and
highlighting. They are easily presented as interactive whiteboard activities. eBooks can be
accessed online from anywhere or downloaded and viewed offline.
Training is currently being offered for all media specialists. Downloads are available to all
teachers and to students with their own devices. The offerings are not book replacements at
this time but provide additional resources for current collections.
Expected advantages include:
 Embedded tools
 Use with interactive whiteboard devices
eBooks for Student Checkout
Several schools are successfully using Nooks to download book titles, often to augment
popular, often-requested books. Media specialists selected Nooks because earlier, they were
the only device that would allow students to check out eBooks from the public library.
Downloads work easily with the use of gift cards. Many classics are available free of charge.
Some of the advantages that media specialists identify for the Nooks are:
 Inexpensive, lightweight device with long battery life
 Good selection of books available
 No training necessary
 Downloads work easily using wireless access in media centers
 Students often prefer Nooks over traditional books
Devices Not Owned by GCS
While Guilford County Schools does not currently advertise Bring Your Own Device (BYOD), the
district is building a robust „guest‟ network that will support widespread use of devices not
owned or not managed by the school system. There are more than 2,000 devices on the „guest‟
network daily. Most of these devices are not owned by Guilford County Schools. Others may
be internal devices using the „guest‟ network to bypass technology policies.
As discussed in the previous section of this document, the „guest‟ network was designed to
provide only Internet access without user authentication. The district will do its best to enable
access to the Internet for all devices that are brought to school sites and offices for instructional
and work-related needs. Full and adequate coverage is an ongoing process that takes funding
and time to build. Priority will always be given to district and school-purchased devices.
Many employees also have employee-owned smartphones purchased from different vendors.
Technology Services provides limited support for all phones. Instructions for accessing GCS
email are available on the Technology Services‟ web site for all types of phones.
Considerations For District Implementation Model
What models can be used for implementing universal access to personal teaching and
learning devices to ensure sound 21st century educations for the students of NC?
While it is evident that personal learning devices will become an indispensable tool for learning
in the future, the best model for implementation is not yet established. To date, Guilford County
Schools has installed and supported various initiatives and platforms. The pilot projects have
contributed to identifying and solving many challenges. Some best practices have already
emerged that should be included in an implementation model for the district.
While many lessons have been learned, Technology Services will need to continue to identify
and solve new technical issues as programs are expanded. The district will need to determine
the level of support, device types, available bandwidth and the TCO that the district can afford to
support. Additional technical issues that will need to be addressed include:

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


Available technical support
Required bandwidth
How to provide access to learning outside the classroom
Number of files and formats supported by a specific device
Multiple standards, multiple screen sizes, multiple operating systems
Frequent changes in device models/technologies/functionality
Personal and private information
Content security and ownership
Copyright issues
User identification
Software licensing
As a goal of our RttT grant, the Technology Services Department will develop a rubric that
compares various personal devices and develop a plan for supporting various platforms.
Devices and features continue to change so rapidly (similar to projectors and cell phones), that
it may be difficult to standardize on a single platform.
The model for implementation must provide direction and define the role of Technology
Services, but must be flexible enough to be adapted as new technologies emerge. With
knowledge from our current initiatives, Technology Services should include the following
features in a model for district implementation:
Considerations For District Implementation Model
Offer network access that is device agnostic where possible
Allow schools or district-level instructional leaders to continue to select
and purchase appropriate devices and software based on instructional
need
Assist with evaluations, recommendations, implementation costs and
estimates of ongoing expenses
Develop and post documents that assist schools with individual
purchases and statement of works for contracted services
Expect schools or district-level instructional leaders to provide on-site
support and maintenance of individual devices
Expect schools or district-level instructional leaders to provide training on
how to use devices
Develop software that enables on-site administrators to more easily
provide technical support (such as being able to reimage a device locally)
Find ways to explain limitations of the network and manage expectations
Investigate and expand device management software that protects the
network
Investigate and implement software that protects web-based data
Prepare to support online testing
Provision user login identifications
Inventory and alter software subscriptions that are device-based
Continue to build network capacity
Add wireless infrastructure to support the growing demand for access
As discussed in an earlier chapter, it is apparent that we must concentrate our current efforts on
building capacity and support. As an implementation model is developed, Technology Services
must continue to build a robust and manageable network that provides the instructional division
with an environment that meets their goals for learning.
Other Teaching Resources
Devices Available
Devices such as digital cameras and classroom performance systems are also very popular
learning resources. Teachers in Guilford County Schools take advantage of various technologyrelated devices that enhance classroom learning. Many of these resources are available for
check-out through the media centers or are purchased for specific grades and classes. The
items listed below will be found and are used in most Guilford County schools:
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Digital Camera
Document Camera
Flip Camera
AlphaSmart
The Writer
Digital Microscope
Classroom Performance System (CPS)
PASCO Probeware
Graphing Calculator
IPEVO
Palm
Moving Forward
How do LEA’s provide ample access to individual teaching and learning devices?
Discretionary money and funding for desktop hardware has been greatly reduced over the past
few years. With funding limited, the options to provide additional access to learning devices
means that Technology Services must consider:
1. Reducing the cost of current ongoing expenses
2. Seeking new funding sources
3. Taking advantage of other budgets that may be decreasing due to technology
innovations
4. Better analyzing user needs and updating standard equipment configurations
5. Providing device agnostic support and encouraging school-based purchases or BYOD
Cloud computing models and state-provided options must continually be evaluated to determine
if more cost-effective solutions are available for the district. Included in the goals highlighted in
the prior chapter on Shared Services, were evaluating the state-provided filtering solution and
continuing to move the district‟s Internet access to the NCREN connection. Either of these
implementations would save the district ongoing budget money to shift to other needs.
As evidenced in the pilot projects, the district continually seeks new funding sources and often
includes technology in those grants. Funding sources, such as the MSAP Grant and Teacher
Incentive Fund Grant, have been used to purchase new learning devices.
When additional applications are available and personal learning devices become more
affordable, other departments may find that it is cost effective to take advantage of new
innovations. Their overall budget requirements may change. For example, purchasing digital
textbooks could shift funding from purchasing expensive printed books to purchasing more
media devices and subscriptions.
With the proliferation of personal devices, Technology Services may be able to update the
current standard base of equipment required. For example, the number of desktop computers
per classroom was reduced at Montlieu Elementary. If computers are primarily used for webbased information or for educational applications that are available on personal devices, the
need for expensive desktop computers in a classroom may no longer exist. In addition, most
administrators have a smartphone, laptop and desktop computer. An improved mobile device
that meets enterprise security requirements could replace all other devices and simplify the
needs of these users.
Although Technology Services cannot provide individual support of personal devices at the
school level, the department can develop models and documents that will facilitate support
and thus contribute to successful initiatives. Becoming more device agnostic will enable
schools to make choices that meet their needs. As successes are shared, other schools are
willing to add initiatives into their school improvement plans and spend their own resources.
As funding is available, Guilford County Schools must continue to deliver equitable basic-level
equipment in each classroom, as well as employ emerging platforms, that make the
curriculum more accessible to students and make the content more engaging any time any
place.
ACRE
RttT
Targets and Goals – Access to Personal Teaching and Learning Devices:
Targets
Goals – Year 1
Goals – Year 2
Provide standard base of
equipment to all schools
Continue to provide, repair and
upgrade standard base of
equipment for all classrooms
Ensure desktop computer
configurations will work with
NCWise and NCTest
equipment for classrooms in
CIP
Continue to purchase and
install audio-visual solutions as
standard for school in CIP
Investigate features of current
mobile devices
Continue to provide, repair and
upgrade standard base of
equipment for all classrooms
Ensure desktop computer
configurations will work with
NCWise and NCTest
equipment for classrooms in
CIP
Continue to purchase and
install audio-visual solutions as
standard for school in CIP
Investigate and update features
of new mobile devices
Local
AMTR
Help Desk tickets
Local
Help Desk Tickets
Bond
AMTR
Bond
AMTR
RttT
Comparison Chart
Investigate device management
network
individual devices
Implement device management
software for agnostic access to
wireless network
Local
Evaluation document
Access Report
individual devices
NA
site
NA
site
NA
site
Provide additional
classroom learning devices
Define models for
implementation of personal
learning devices
Funding
Prepare for online
assessment and benchmark
testing
Prepare for use of digital
textbooks
Evaluate wireless access at
schools using personal devices
for benchmark testing
Develop document that outlines
procedures for successful use
of technology for online realtime testing
Develop download procedures
that enable school personnel to
easily sync devices used for
benchmark testing
easily download textbooks on
devices
Evaluate wireless access at
schools using personal devices
for benchmark testing
Maintain document that outlines
procedures for successful use
of technology for online realtime testing
easily sync devices used for
benchmark testing
easily download textbooks on
devices
NA
Wireless Access Report
NA
site
Local
Procedures working
Local
Procedures working
Access to Digital Teaching and Learning Resources
“Resources are the cornerstones of effective programs” as stated in IMPACT: Guidelines for
North Carolina Media and Technology Programs. Technology in the classroom is an invaluable
resource to augment the traditional curriculum. It is used to complement, support and expand
the learning environment. It enables students to learn skills they will need to be successful in a
higher learning environment or a career of their choice.
Technology is also a valuable resource for teachers and administrators. Appropriate tools
enhance collaboration, track student progress, assist with the management of the classroom
and automate business functions.
Current Status
Guilford County Schools currently provides various software applications that support student
achievement and enhance the curriculum. While many of these resources continue to be
located on desktop computers and centralized file servers, new applications are increasingly
web-based. GCS has begun to subscribe to web-based instructional software, distance
learning options, collaboration tools and various management systems. As discussed in the
previous section, GCS has begun to equip classrooms with new technologies that engage
students to learn more interactively with personal learning devices.
The following applications are currently available in GCS classrooms and workspaces and will
be discussed further to describe our current status:
Traditional Software on Desktop Computers
Digital Textbooks
Management Systems
Collaboration Tools
Traditional Software Available on Desktop Computers
Standard Software
All classrooms in Guilford County continue to be equipped with at least one reasonably up-todate computer that is networked for Internet access. Standard software is provided that
includes those programs required for desktop operation, a productivity suite and collaboration
tools. Selected applications are also installed for instruction purposes or for job responsibilities.
Technology Services selects and configures the standard desktop software. It includes the
operating system, Internet browser, desktop management modules, virus protection and iTunes.
This software is installed on every computer at no cost to the site. Technical support is provided
and upgrades are installed as necessary.
The Microsoft Office Suite is also installed on all computers. That includes Word, Excel, Access
and PowerPoint. Most schools use Microsoft Office 2010. Older versions will be upgraded as
schools receive replacement equipment. Several other Microsoft products have been licensed
for all users such as Outlook, Lync and SharePoint Workspace. In addition, all desktops receive
a standard set of plug-ins including Acrobat Reader, QuickTime, Flash, Shockwave,
Frameworks and Java.
Instructional Software Purchased by Schools or Curriculum Departments
Additional software is purchased by curriculum departments to accompany the curriculum or to
address specific areas of need. Age-appropriate programs are selected that enable teachers at
different levels to use technology to support the curriculum in reading, math and information
skills.
Several comprehensive software packages have been purchased that provide individualized
skill practice for students. Most elementary schools now use Fast ForWord to provide reading
and math remediation. Smaller computer labs with a dedicated instructor and Read 180
software are available in all middle schools. Likewise, most high schools have Academic Edge
for practice and tutorial in reading.
In addition to the instructional software that is provided to all sites, schools may purchase or
subscribe to software for their individual use. Some popular software packages that are often
purchased by sites, but not provided by the district, include Accelerated Reader, Math Blaster,
Kidspiration, Inspiration, Geometer’s Sketchpad and Super Source. Software such as
BoardMaker, Earobics and Rosetta Stone may be purchased for particular student populations.
The district maintains a complete list of software that has been approved for installation.
Software not on the current Approved Software List must be reviewed and approved by the
Technology Application Review Committee (TARC). Requests are evaluated based on several
criteria including initial and ongoing cost. New software must be compatible with current
network configurations and have appropriate security controls.
A complete list of standard and approved software can be found on the Guilford County
Schools‟ Technology Services web site.
Career and Technical Education
The Career and Technical Education Department (CTE) offers an extensive program for grades
6 through 12. It begins with exploratory courses and leads to specialized instruction in technical
fields. CTE courses combine classroom instruction with hands-on use of state-of-the-art
technology.
Several of the CTE areas of study offer concentrations that meet the new Future-Ready Core
Course of Study. Beginning with the 2009-2010 ninth grade class, all students are expected to
take four electives from one linked area of study. The CTE program offers courses in
Automotive Technology, Business Management, Computer Programming, Digital Media,
Electronics, Network Engineering, Network Administration, Scientific Visualization and eCommerce. Upon completion in many areas, students may take the end-of-course exams and
receive industry-standard certifications.
Technology Services works closely with the CTE department to provide the environment
needed for these high-level courses.
Advantages of Digital Resources
What are digital teaching and learning resources?
Digital teaching and learning resources are defined as those delivered by the Internet (webbased) or as an educational application on a portable media device (Apps).
Why do teachers and students need access to digital teaching and learning resources?
Delivery in this manner provides content that is easily and continuously updated. In addition to
the benefit of information being more up-to-date, web-based resources are easier to install and
maintain. A device may only require an updated Internet browser to access information that is
on the web. The device becomes interchangeable and no longer specific for the application.
Learning experiences using digital resources are more engaging. Technology allows students
to be self-directed in learning. A student will learn as they research and often go down a path
beyond what the teacher had introduced. The teacher is not the sole source in the learning
process and the student is not limited by lab time.
Teachers can use technology to teach research skills to students. As the quantity and quality of
information continues to grow, the ability to find and use information is an essential skill.
Students are proficient web users but need to learn to determine the credibility and relevance of
the available information. They also learn appropriate and ethical use of web-based programs.
Web tools enable students to be more productive. They learn to select the best formats and
tools to use for collaboration and presentation of the findings. These tools are expectations of
young learners.
Web-based Applications Currently Used
Key web-based applications and district initiatives that are provided to school sites to support
student achievement are outlined below:
Discovery Education Streaming The district provides Discovery Education Streaming
(DES) to all schools. DES was formerly called united Streaming. DES is a digital videoon-demand service. It has a comprehensive collection of more than 100,000 current
video clips covering all major curriculum areas. Video segments, as short as a few
seconds, can be streamed directly to the classroom or downloaded in advance. DES
also provides access to lesson plans and teacher‟s guides tied directly to state and
national standards.
SAT Coach The Triumph Learning Coach Series for SAT, ACT and PSAT is available
for all high schools. The software is web-based and is available for home or school use.
It is important for assisting students in preparing for college entrance exams. It is also a
valuable tool for identifying and encouraging students to take Advanced Placement and
other honor-level courses.
Odyssey Odyssey is a self-paced credit-recovery product available in all high schools.
This program is used in a dedicated lab. Student hours are tracked and testing is
administered through this program for reinstatement of credit toward graduation
requirements.
SchoolCenter A web construction tool, SchoolCenter, is provided for all Guilford County
schools and departments. The use of templates and tiered permissions, enable schools
and teachers to easily publish professional content and manage their own web pages.
Additionally, tools are available that enable teachers to publish blogs, create podcasts or
build interactive quizzes in a CIPA-compliant environment.
Guilford Educational Management System Guilford Educational Management System
(GEMS) is the district‟s curriculum management system. Teachers, curriculum
facilitators and curriculum specialists have created lesson plans, curriculum guides and
other instructional resources in most subject areas. All of these materials have been
cataloged and made available to the district through GEMS. As new content is
developed, the software provides a single framework for the district to manage
objectives and content.
State-Provided Online Resources
Several online resources are available from the North Carolina Department of Public Instruction
at no cost to the district. The district ensures that all required plug-ins are installed for easy
access. Popular state-provided online resources that are available to classrooms include:
NC WiseOwl North Carolina Online Window for Learning (NC WiseOwl) is a web site
that provides teachers and students access to a variety of online resources for K-12
students. The site has several subscription databases, periodicals, newspapers,
reference databases from EBSCO, Grolier resources and Britannica Encyclopedia.
These subscription databases are available to every public school and home in North
Carolina with Internet access.
SAS inSchool In cooperation with NCDPI, SAS inSchool is available to all secondary
schools in North Carolina. SAS inSchool, a division of SAS, offers a web-based,
multimedia resource that focuses on the core subjects taught in grades 8-12.
Web Portals
The design of Guilford County Schools‟ main web site includes pages that function as web
portals. These pages are essentially organized menus of links that provide access to
information in a unified way. The links may direct the user to more in-depth information
available on Guilford County Schools‟ web site, to available forms, to database applications or
to other web sites. They also provide quick links to quality online resources that have already
been previewed for student or teacher use.
Guilford Parent Academy The district recently introduced Guilford Parent Academy, an
online resource that provides information and training on a variety of topics for parents.
It is designed to help parents help their children to succeed at school. Parent Academy
has partnered with various organizations to offer free workshops and family learning
events.
Additionally, parents have access to digital academic content available from Houghton
Mifflin Harcourt for home use. Included is Destination Reading and Math, a software
package to improve reading and math skills. Also available is NetTrekker, a web search
tool that contains educator-selected resources organized by grade level.
Library Media Services The Library Media Services portal was designed to provide a
centralized location for relevant information needed by school media specialists. It
includes upcoming training and events, information on program administration,
guidelines on use of copyrighted materials, collection recommendations, the selection
policy and quick links to other useful sites.
Virtual Learning A new web portal has been developed by the Virtual Learning staff. It
includes instructional technology training options, blogs on various subjects, information
on various education tools, guides and tips for technology use, NC Essential Standards,
online safety education and links to additional technology resources.
Principals‟ Portal A popular portal is the Principals‟ Portal. It provides a single menu of
links to applications and forms needed by administrators.
Employee Self Service Available only to GCS employees, this web site provides an
easy way for employees to change their personal information and track their educational
renewal credits. This site also enables employees to view and print their electronic pay
stubs.
Technology Services The Technology Services Department has maintained a web page
for several years. The site includes valuable information such as the Technology Plan,
the Acceptable Use Policy, Technology Policies, Procedures and Standards Manual,
Computer Replacement Plan, information about available software, list of software
approved for purchase, and access to the Help Desk System. Recently, the training
section of the web site was expanded to include online tutorials, videos and quick start
guides. Training options will be discussed further in the Technology-Enabled
Professional Development section of this document.
Resources In Media Centers
Providing access to quality resources in a variety of formats that support teaching and learning
is a primary function of the library media program. All schools have a media center with a core
collection of titles and resources. All have excellent access to computers and the Internet.
District budgets pay for replacement of computers, repair of equipment and Internet
connectivity. Also funded centrally, is the annual subscription for Discovery Education
Streaming and the ongoing support of the library automation system.
Destiny Library Management System Follett software solutions have been used in
Guilford County media centers for many years. All media centers in the district currently
use Destiny Library Management System. Destiny is a web-based product that utilizes
centralized servers, no longer requiring maintenance of individual servers at school
sites. Collections can be shared using this software and summary reporting features are
available to central office personnel.
The state-provided NC WiseOwl resource is available on all desktops. This site provides
teachers and students easy access to a variety of research-related programs. Access to these
quality resources has enabled the district to discontinue local subscriptions for encyclopedias
and other databases. Individual sites may still purchase additional online subscriptions based
on the needs of the specific school population.
Although budgets for media programs have been reduced, most school media centers maintain
an inventory of devices and other resources, such as document cameras, for check-out. As
discussed in the previous section on Personal Teaching and Learning Devices, many media
centers are beginning to use popular eBooks to augment their collection. The media specialist
is often the site-based technology contact that provides support to teachers for use of these
varied devices.
Unless the school‟s student population is over 1,000, most centers are staffed with only one
media specialist. Media assistants are no longer funded positions.
Educational Apps
Similar to traditional instructional software, schools may purchase educational applications
(apps) of their choice for their personal learning devices. There are thousands of exciting new
educational apps available. Fun educational apps are filled with features to get children excited
about learning. They are typically inexpensive and easy to use.
The app stores often offer products in designated educational categories. Some offer a ratings
system where users can write detailed reviews. To assist schools in selection of quality apps,
the Virtual Learning staff has developed several web pages and training sessions that identify
apps by various subject areas.
Many software vendors have apps for both the Android and iPod/iPad market. Technology
Services routinely loads iTunes as part of the standard desktop configuration. This enables
school personnel to synch Apple devices easily. Most schools have site accounts and are able
to manage their own downloads.
Digital Textbooks
What are digital textbooks? What are the benefits?
Curriculum resources have traditionally been supplied to teachers and students in the form of
textbooks and other printed formats. Digital textbooks are electronic versions of traditional print
textbooks used in schools and colleges. In addition to the normal features found in a
conventional textbook, the digital version often provides interactive functions and links to
multimedia content to help the reader better understand the information contained in the text.
Digital textbooks are potentially less expensive, better for the environment, are more convenient
and weigh less. They can be updated easily and are more easily searched. With today‟s web
presence, electronic textbooks can offer seemingly infinite, up-to-date information.
The technological advances in personal learning devices make the option of using digital
textbooks more attractive than ever. The major textbook publishers are making major
investments to adapt their offerings and provide standard formats on the new devices. As new
textbooks are adopted, Guilford County Schools will continue to review all new options available
in the area of digital textbooks.
Digital Textbook Applications
At this time, the district has adopted several books such as enVision Math from Pearson, that
provide traditional books and associated software with the product. Exam View and MindPoint
QuizShow are very popular software packages that work with textbook adoptions. Exam View
provides visual learning lessons, test banks and a test generator that teachers can use.
MindPoint has built-in practice for students in the form of a quiz show.
As discussed in the Personal Teaching and Learning Devices section of this document, GCS
has also purchased eBook Bundles from Follett to augment library collections and several
media centers are successfully using Nooks to provide ebook options to students.
Virtual learning can enhance learning beyond the traditional classroom. It is often a good option
for students that want to work at their own pace, that need an alternative for course credit, or for
those students that want specialized content to supplement their academic program. The
following are available to students in Guilford County high schools:
Odessey A web-based product, Odessey, replaced the previously used Plato software
at all high schools. This program is used for remediation in dedicated labs at the high
school level. It is a comprehensive, online courseware system that delivers thousands
of hours of self-paced, standards-based curriculum. Student hours are tracked and
testing administered through this program for reinstatement of credit toward graduation
requirements.
NC Virtual Public School The North Carolina Virtual Public School (NCVPS) is an online
school community serving middle and high school students in North Carolina. Students
take courses that may not be available at their local schools or that they cannot take due
to scheduling conflicts. Courses are taught by certified teachers who have been trained
to teach online. During the 2010-11 school year, most high schools had a number of
students taking advantage of NCVPS courses.
What are open educational resources and how can they be used?
The term open source, describes a practice where the source code of a software package code
is published and made available to the public, enabling anyone to copy, modify and redistribute
without paying fees.
Moodle Moodle is an open source product that Guilford County Schools has fully
implemented. It is a course management software that has been used extensively in
university classes for several years. The system helps to organize classes, homework
assignments, quizzes and online communication among classes. Guilford County
Schools now has over 7,900 users registered and using the product successfully. The
cost to implement and maintain was minimal.
Digital applications can also be considered open source when the contents remain free for reuse. Many users take advantage of free web-based applications when those resources are not
available in-house or are deemed easier to use. Instead of users being limited to their own
facilities and resources, they are granted access to a network of resources, often free.
Many of these „open‟ or free resources may be used simply from the web-browser, without
intervention from Technology Services. As part of the Virtual Learning web portal, blogs and
training options are available on several of the more popular open source applications used in
education. However, some applications may require desktop installations and need to be
approved by the TARC. Examples include:
 GIMP
 GoogleEarth
 Google Sketchup
 Audacity
Other popular free applications may require that filters for those sites be disabled for requesting
users. An Employee Internet Access Request Form must be completed and sent to Technology
Services. Examples of web sites that are often requested include:
 Facebook
 YouTube
 Twitter
 WordPress
 Flickr
The district also provides guidance to employees for appropriate use of externally controlled
applications. The publications, Social Media Guidelines and Facebook/Online Communities
Guidelines, are posted on Guilford County Schools‟ Technology Services web site.
Diagnosing academic performance is essential for schools to improve the teaching and learning
process. Diagnostic testing can provide useful information to assess an individual students‟
performance level and to assist in determining instructional focus. Guilford County Schools is
currently using the following technology-based assessment solutions:
ScanTron‟s Achievement Series The Achievement Series enables teachers to create
tests using standards-aligned questions from item banks or to construct their own tests.
The tests can be delivered online or scanned. Results are available immediately and
can be used to determine instructional focus. Benchmarks are readily available with
quality test items and feedback is timely with this product.
DIBELS Assessment The Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
was designed to use short measures that identify children experiencing difficulty with
early literacy skills. This is a critical component of the Intervention/Prevention model
used as a screening instrument for all K-2 students. With this software, teachers
administer DIBELS using a handheld device and transfer the data to a central database
for reporting. By screening all students multiple times a year, teachers can identify
students in need of early intervention and provide early literacy instruction.
A newer web-based version is being investigated for implementation.
Other Assessment/Analysis Software Used Members of the Assessment and Evaluation
Department continue to use ABC Tools, Scan Tools and SPSS to further disaggregate
and report assessment data.
Central office administrators and principals have access to a collection of historic student
data called GCS Online. Analysis of this information can identify weaknesses, trends
and assist in the development of strategies to address instructional needs.
Management Systems
Technology is needed at all levels of any educational organization. Guilford County Schools
has made major investments in computerized solutions that support major business
applications, improve workflow requirements, track student information and automate school
operations. Many of these are now web-based or written as workflow applications.
Major Business Applications and the iSeries 400
Guilford County Schools maintains several major business applications, including Financial,
Payroll, Purchasing, Human Resource Management, Transportation Information Management
and Cafeteria Management Systems. Most of these applications are operational on the central
IBM iSeries 400 computer.
Sun Pac SunPac Financial Management System is the primary financial software used
in the district. It provides an integrated software package for payroll, general ledger,
budget control, purchasing, accounts payable and inventory management.
On Demand An IBM product, On Demand, was implemented for use in finance,
purchasing and accounts payable. This program captures images of GCS-generated
documents and all supporting print materials. Documents can be retrieved on desktop
computers without searching for original information filed in warehouse storage cabinets.
HRMS Administrators use all modules of the state-provided Human Resource
Management System (HRMS). The data is considered „the master database‟ for all
personnel tracking. It is used to populate other software packages, to create email user
accounts and to initiate employee changes in the payroll system.
MealsPlus The Child Nutrition Department uses a suite of software products called
MealsPlus. It was developed by Education Management Systems to manage all areas
of cafeteria operations. School sites use MealsPlus Point of Sale, MealsPlus Free &
Reduced and MealsPlus Inventory Management modules.
Work Flow Applications
One of the technology-related goals, as identified in the Strategic Plan, is to increase the
number of „paperless‟ applications used in the district. A „paperless‟ or workflow application is
one which automates a process or a series of steps using software. Those steps traditionally
moved paper from one department to another. As the paper moved, an approval or other
human intervention, was often required.
GCS began using Microsoft SharePoint Developer to build work flow solutions. SharePoint
enables users to easily design electronic forms, includes workflow development tools and has
logic for managing processes. At each step, an email notification may be sent. The application
works well with most industry-standard software and databases.
Several projects have been identified and workflow modules written to work in conjunction with
personnel information. These tools have streamlined existing procedures for collecting and
processing data.
 The process for changing position allocations involved completing forms and sending those
forms from the principal through several levels of approval. The Position Change workflow
automates the process, emailing the originator as the form progresses.
 The web-based Extended Employment Agreement enables supervisors and principals to
establish agreements with current or retired employees to work additional hours.
 A Transfer Request System was designed to create a pool of employees who desire a
change in assignment or location. Authentication steps were included to ensure applicants
met all qualifications for requested assignments. Principals are given access to the
database to select candidates to interview.
 Teachers have access to information about summer school sites and available teaching
positions using the Summer School Signup process. Principals are then able to fill
assignments from the pool of applicants.
 Another system tied to HRMS was developed for Applications Screening. Application data
is paired with other available data to create a pool of approved applicants. Principals are
then able to browse the applicant information.
 Vacancy advertisements are available on the Guilford County Schools‟ main web site. The
site streamlines searches conducted by users.
Additional processes that have been automated in other areas include:
 An Activity Bus Request system was written to replace the paper process for request of an
activity bus, approval by administration, assignment of driver and final billing of the school or
department.
 With more than 8,400 Advanced Placement (AP) exams administered in GCS, an AP
system was written that enables students to register for their selected AP exams. After data
is correlated with free/reduced information, reports are generated for ordering and invoicing.
In addition, statistics are available on exams taken and the ethnicity of students taking
exams.
Student Information
Guilford County Schools is one of 115 school systems and 98 charter schools that use the North
Carolina Window on Student Education (NC WISE) for management of student information. A
team of nine employees manage NC WISE, as well as other software purchased or developed
to provide the district a complete student accounting solution.
NC WISE NC WISE, the statewide information management and reporting system,
provides teachers, principals, and central office staff with immediate access to data on
students. Web-based and centrally maintained, it consists of several different modules,
including an online Teacher Assistant Module (TAM). Data can also be electronically
transmitted between school districts, to universities and to NCDPI.
The NC WISE database is considered the „master database‟ for all student information.
Students have a nine-digit identification number that is used in lieu of their social security
number. For consistency in reporting, that number is used as the identifier for all
student-related databases.
Basic information from NC WISE is used to populate various other software packages.
For example, Connect-Ed is loaded with student data and is used by school
administrators to create and deliver telephone messages to parents. Other examples
include Destiny, which enables students to check-out library books and Gaggle, a
student email solution.
Parent Assist In conjunction with NC WISE, the district has implemented Parent
Assistant. It is a web-based module that allows parents to access their child‟s school
information at work or at home. Real-time student progress reporting is available 24/7.
The system easily and securely improves the effectiveness of communication between
teachers and parents. Parents may also view individual education plans if available for
their child.
Specialized Student Tracking Software Several third-party software packages have
been purchased that assist with tracking specialized student information. Central office
departments use a student discipline system (SSP), an exceptional child tracking system
(CECAS) and various databases and tools to track achievement (ABC Tools, SPSS).
In-house programmers have also written systems that maintain student information for
Academically Gifted (AG) and for those that speak English as a Second Language
(ESL). For students that are identified as being in jeopardy of failure, individualized
educational plans must be written. The Personal Education Plan System (PEP) provides
electronic forms and a collection process for this information.
GCS Online With student data residing in various databases, in-house programmers
have created a data warehouse solution that centralizes all student information. A data
warehouse enables the district to combine data from various sources and to facilitate
countywide reporting. The warehouse, and its associated portal of applications, is called
GCS Online.
Data builds have been automated to run unattended each night. With NC WISE as the
foundation, data is accumulated into one master database. The warehouse stores
several years of history including demographics, enrollment, academic details,
attendance, discipline data and at-risk factors. It also includes up to twelve years of
achievement data for each student.
With a standard login, users have access to all modules of GCS Online that pertain to
their specific department‟s or school‟s information. Administrators use filters to select
specific data. Current statistics are quickly displayed with charts and tables. Data can
be copied into Excel spreadsheets for more comparisons and analysis.
Hundreds of customized reports have been archived and are available for central office
administrators and principals. Examples include:
 End-of-Grade (EOG) and End-of-Course (EOC) by Attendance
 EOG Performance Compared to EOC
 Student Profile
 Assessment Test Summary by School/Test/Grade/Ethnicity
 Staff Profile with Certification and Class Schedules
 ESL Statistics
 Students Behind in Credits By Age
 Students At-Risk
 Turbulence Report
School Operations
Technology must be an integral part of the management of the classroom and the automation of
school operations to increase staff productivity. All administrators, teachers and staff have a
desktop computer with Microsoft‟s Office Pro, access to the Internet, email and major software
applications necessary for their job responsibilities.
Each school uses the state-provided NC WISE software to manage student information. A Data
Manager is employed for each school with the sole responsibility of maintaining records of
student demographics, attendance, class schedules, grades, test results and exceptionality.
The Data Manager generates required reports and provides support to school staff on the use of
the student information system. Teachers have access to an electronic gradebook that works
with NC WISE.
The district uses AESOP from Frontline Placement Technologies for substitute assignment.
Teachers who need substitutes call designated telephone numbers or enter their absence
information using the web site. They may enter a specific substitute or request that the system
make an appropriate assignment.
All employees have access to the staff development activities software (PD Management).
Workshop participants may search for a particular course, view the full description, see when
the course is offered and then register online. Participants can also check their transcript of
courses taken and number of credits obtained.
Other essential school operations that are computerized include:
 School accounting software (SchoolFunds)
 Leave accounting (SPEED)
 ACES accounting software (SchoolCare)
 Online purchasing (eProcurement)
 Exceptional child tracking (CECAS)
 Library management (Destiny)
 Assessment tools (Scantron‟s Achievement Series)
 Student discipline tracking (SSP)
 Cafeteria Management System (MealsPlus)
 Transportation Information Management (TIMS)
 Phone Messaging (Connect-ED)
 Technology requests (Help Desk)
 Maintenance work orders (CMMS)
 Bus camera software (AngelTrax)
 Various security software packages
Intranet Applications
For improved security, many web-based applications are intended only for the use of Guilford
County School employees. Intranet applications may require users to be working directly on the
GCS network and have proper authentications. Access may further depend on the user‟s
employee assignment and group level authority. Examples include CECAS, HRMS, PD
Management, GCS Online and the Employee Self Service portal.
Collaboration Tools
Communication and collaboration efforts are supported by various cutting-edge technologies.
The following is a summary of technology-related tools that school employees use to support
information sharing and communication with peers, parents and the larger community.
Employee Email All employees have managed email accounts using Microsoft‟s
Outlook. Email can be accessed outside the district‟s network using a web-based
interface and accounts are grouped for easy group communications. Instructions are
available that assist all employees with configuring personal devices to synchronize with
the district‟s email and calendar services.
SmartPhone Devices Most central office staff and school administrators use districtpurchased smartphone devices. The smartphone provides wireless telephone access
as well as supports email, text messaging and web browsing.
Connect-ED Notification Technologies‟ Connect-ED is being used for telephone
communications between principals and parents. Administrators can record, schedule,
send and track personalized voice messages to parents or staff in minutes. The
message may be communicated to the homes of all students at a school or to a
subgroup.
Web Sites The district has an extensive main web site with information for parents,
students, employees and the community. An easy-to-use web construction tool,
SchoolCenter, is available for all school sites and teacher web pages.
Gaggle Student Email Another communication tool available is individual student email
accounts for all middle and high school students. Gaggle provides a CIPA-compliant
student email solution with digital storage and homework drop boxes.
SharePoint Sites SharePoint is a Microsoft package that allows access, revision and
sharing of documents in a controlled environment. SharePoint sites have been
established for most departments and school locations to be able to share documents
effectively. In addition, Technology Services has built „my sites‟ for all teachers and
staff. This enables users to easily work with their GCS documents from any location
with web access.
Lync The district is currently deploying a new web collaboration tool, Lync. This is an
internal instant messaging software that works with Outlook and AD.
Moving Forward
Innovative technology applications will continue to be investigated and implemented.
Technology Services will assist with evaluations, recommendations, determining implementation
costs and ensuring that technology requirements are in place.
Several of the technology-related projects that are already in development or being investigated
include:
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Evaluate new NC Ed Cloud offerings as replacement for current subscriptions for cost
savings
Evaluate new NC Ed Cloud offerings as cost-effective additions to currently available
resources
Replace high school computer labs used for virtual learning
Evaluate use of digital textbooks or associated textbook software with new book
adoptions
Maintain server and provide easy access/download capabilities as needed for book
adoptions
Upgrade Moodle servers to handle increased usage
Assist with expansion of the use of technology-related tools and programs as provided
for assessment of student performance
Prepare to implement Instructional Management System
Develop SharePoint applications that eliminate paper and enable more timely workflow
Develop SharePoint platforms and dashboards that support access to learning
management systems
Continue support and expansion of Parent Assistant, NC WISE and GCS Online
Continue to evaluate new options that enable the district to deploy web collaboration
tools including student email and homework drop boxes
Deploy web collaboration tool, Lync, for internal instant messaging
ACRE
RttT
Employ Programmer to support SharePoint and other web projects
Employ SharePoint Designer to create platforms and dashboards to support access to learning management systems
Deploy web collaboration tools including student email
Targets and Goals – Access to Digital Teaching and Learning Resources:
Targets
Goals – Year 1
Goals – Year 2
Provide standard desktop
software for all schools
Continue to provide and
upgrade standard desktop
software for all computers
Continue to provide email
access for all employees
Continue to provide and
upgrade standard desktop
software for all computers
Continue to provide email
access for all employees
Local
Purchase orders
Help Desk tickets
Local
Purchase order
Continue to provide antivirus
protection on all desktops
Continue to provide antivirus
protection on all desktops
Local
Purchase order
Continue to provide lab
monitoring software
Continue to provide lab
monitoring software
Local
Purchase order
Continue to budget Project
Manager position to serve as
liaison to users and to assist
with technology planning
Continue to provide, administer,
and use TARC committee to
evaluate new software
requested by users
Continue to provide technology
support for the CTE program
and Future Ready Core
Evaluate new NC Ed Cloud
offerings as replacement for
current subscriptions
offerings as additions to
currently available resources
Evaluate use of digital
textbooks and supporting
software for all textbook
adoptions
Continue to budget Project
Manager position to serve as
liaison to users and to assist
with technology planning
Continue to provide, administer,
and use TARC committee to
evaluate new software
requested by users
support for the CTE program
and Future Ready Core
offerings as replacement for
current subscriptions
offerings as additions to
currently available resources
Evaluate use of digital
software for all textbook
adoptions
Local
Budget report
NA
Approved Software List
posted on web site
CTE
Budget report
NA
Cost Analysis
NA
Cost Analysis
Local
Cost Analysis
Support software selected
by instructional department
or school sites
Provide/support web-based
software solutions
Support textbook adoptions
with options for digital
software
Funding
Enable virtual learning
options
Continue to provide self-paced
curriculum software for credit
recovery in high schools
Support use of NCVPS
Continue to provide self-paced
curriculum software for credit
recovery in high schools
Support use of NCVPS
Local
Usage Report
Local
Usage Report
Local
AMTR
Use open source software as
appropriate
Replace high school computer
labs dedicated to virtual
learning
Upgrade Moodle servers for
course management system
Maintain Moodle servers for
course management system
Local
Support student assessment
systems
Provide/support software for
benchmark testing
Provide/support software for
benchmark testing
Local
Purchase Order
Screen printout of number of
users
Benchmark Reports
Prepare to implement IIS
Prepare to implement IIS
RttT
Wireless access reports
administrative software
administrative software
Local
Purchase orders
Provide software for schools
and teachers to easily publish
web pages
Develop applications that
eliminate paper and enable
more timely workflow
Develop platforms and
dashboards to support access
to learning management
systems
Continue to support the
expansion of Parent Assist,
GCSOnline and NCWise
Continue to provide student
email and homework drop
boxes
Deploy Lync for instant
messaging
Provide software for schools
and teachers to easily publish
web pages
Develop applications that
eliminate paper and enable
more timely workflow
Develop platforms and
dashboards to support access
to learning management
systems
Continue to support the
expansion of Parent Assist,
GCSOnline and NCWise
Continue to provide student
email and homework drop
boxes
Local
Purchase order
RttT
Screen printout applications
RttT
Screen printout of
dashboard
Local
Screen printout of
application menus
Local
Erate
Usage Report
Local
Screen printout of number of
users
Provide management
systems
Provide/support
collaboration tools
Technology-Enabled Professional Development
Professional development is critical for building and sustaining a quality 21st century workforce.
Only a workforce that is highly skilled can achieve high quality outcomes. As technology plays a
more and more fundamental role in education, educators need training to stay current with
changing technology and practices in the profession. They need activities aligned with school
and district educational goals.
Current Status
Although Guilford County Schools no longer requires certified staff to complete technologyrelated renewal credits, offering quality professional development in the use of technology
continues to be an important goal of the district. As stated in the Strategic Plan “GCS will
ensure that all employees (school- and central office-based) receive professional development
and have ongoing support related to technology integration”.
Guilford County Schools provides a variety of technology-related professional development
opportunities in traditional formats as well as other more user-oriented options. The following
categories will be discussed further to describe our current status:
Technology-Enabled Training Options
Traditional Instructor-Led Courses
Guilford County Schools offers a variety of traditional, instructor-led courses for renewal credit.
These workshops provide in-depth knowledge of a particular technology integration objective or
tool. They are active, often content-specific, and incorporate time for practice.
Another alternative is the especially popular „short course‟. One- and two-hour sessions are
offered to schools and departments that do not want a full workshop for renewal credit. The
short course is designed to quickly introduce employees to new technology. These courses
cover only basic features that enable a tech-savvy teacher to get started using the resource.
Workshops vary by subject area and address differing needs of the users. Most training can be
categorized as one of the following:
Sessions for Beginning Users Sessions designed for beginning users explore the basics
of the technology. A hands-on approach allows participants to practice using the tools.
These sessions are geared toward users with little to no prior training.
Instructional Technology Developing Users Sessions are designed for participants with
prior knowledge of the technologies. Participants review the use of the tools, create
items to be shared with colleagues and engage in implementation ideas that enhance
teaching.
Training for Available Software/Resources Many workshops are designed to provide
teachers and staff with training to use software and other resources that are currently
available in their classrooms. When a school receives new equipment, staff may
schedule training sessions at the school site to introduce the new resource.
Technology Leadership Training Principals and other administrators need to model use
of technology and understand how to manage technology initiatives. Training may be
incorporated into a leadership class such as Assistant Principal‟s Leadership Academy
or incorporated in one of their regularly scheduled meetings. Administrators are
introduced to software that is provided by the district and available tools that may be
purchased for use in their schools.
Academic coaches, curriculum facilitators, technology contacts and media specialists
are advocates for technology. These school technology leaders are constantly
researching and learning how to integrate new technologies into the classroom. Training
is often delivered to these groups with expectation that they will then be responsible for
providing information and training for other staff members.
Training for Computerized Operations As discussed in an earlier chapter, teachers and
administrators have various software packages available that computerize school
operations and increase staff productivity. Use of these applications may be a
requirement of an employee‟s position. Other software applications assist the employee
in better performing their job duties.
While some packages require only introductory training, others may be more complex.
School employees, such as school treasurers, are required to have in-depth knowledge
of specialized software applications and are responsible for maintaining reports using
the application. Training and support is often provided by the responsible department‟s
central office employees.
Training for Student Tracking and Assessment Software Each school has a Data
Manager that has primary responsibility for their student information. This position
requires in-depth knowledge of various aspects of student data management – grade
reporting, discipline reporting, exceptional child information and attendance.
Other central office departments and school-based positions maintain specific areas of
student data and require specific training.
Technical Training Ongoing training of the technical and programming staff is necessary
for investigation and implementation of new technologies. Technical supervisors attend
conferences and selected technical classes related to potential new projects.
Technicians attend classes relating to specific job assignments and to new technologies
that are being implemented. Occasionally, workshops are offered on-site allowing
several technicians an opportunity to attend.
Webcasts are used extensively by technicians as a cost-effective means to receive
briefings and technical seminars. The broadcast may either be live or recorded. It takes
a single content source and distributes it to many simultaneous viewers.
Classes that are offered for renewal credit are advertised and tracked in the Professional
Development Management System. The following is an example list of technology-related
courses that were offered for renewal credit during the school year.
GCS-ADMIN: Assistant Principal Leadership Academy
GCS-ADMIN: Connect-Ed Training
GCS-ASSESSMENT: Creating Assessment Item Banks
GCS-ASSESSMENT: Formative Assessment with Achievement Series-Site
GCS-BALANCED: Assessment for Learning - Moodle
GCS-CTE: Exploring Technology 2011-12
GCS-CUI: Common Core Elem School Fifth Grade Lead Teacher Math
GCS-CUI: HS Curriculum Facilitator District Meeting
GCS-DIBELS Training: Administration
GCS_EC: Using BoardMaker to Create Instructional Materials
GCS-ESL: Integrating Technology into ESL Lessons
GCS-MS: Destiny Library Manager for Media Specialists
GCS-MS: New Media Specialist Orientation
GCS-MS: Technology, Teaching and Learning for the Media Specialist
GCS-NC: Information and Technology Essential Standards Training Series
GCS-RIGHT: Right Start Academy Seminars, Elementary
GCS-TECH: Technology Assistants and Contacts Training
GCS-TECH: Curriculum Specialist Training Series
GCS-TECH: District Department Website
GCS-TECH: School Center for School Webmasters
GCS-TECH: Technology Training Series for GCS Administrators
GCS-TECH: Thinking Maps
GCS-TECH: Virtual Learning Opportunities for HS
SCH/AJE: Common Core School Teacher Training
SCH/GCMC: Technology Integration
SCH/JON: Integrating Technology in the Classroom
SCH/NEM: iPads in the Classroom
SCH/PLE: Data Driven Instruction
New Instructional Technology Integration Curriculum
The Department of Virtual Learning and Media Services has recently developed a new training
curriculum in the area of instructional technology integration. Classes are available for
beginning users and developing users. The curriculum offers training on new technology tools
such as iPads, Wikis and Google Docs. Sessions are also available on resources that are
available in the classroom such as Mobis and Discovery Education.
Most sessions are open to all users. Some have been designed especially for curriculum
specialists and academic coaches. Technology is modeled and taught to specialists/coaches,
who in turn instruct teachers on effective technology integration strategies using those tools.
The aim is to build capacity within each department in terms of technology integration.
Following is a copy of the web pages advertising current offerings:
Series 6 & 7-Facilitated by Pam James
Date
Time Room Training Title
1/9/12 1-3
301
Mobis in the Classroom
1/20/12 9-11
301
Going Digital with Discovery Education
1/20/12 1-3
301
Blogging for Beginners
1/23/12 1-3
301
iPad for Beginners-Explaining iOS5
1/27/12 1-3
301
Continuing to Use Mobis in the Classroom
2/3/12 1-3
301
Keep it Legal-Creative Commons
2/6/12 1-3
301
Wikis for Beginners
2/10/12 9-11
313
Breaking and Making the Code-QR Codes
2/10/12 1-3:30 313
Information &Technology Essential Standards: Part I
2/13/12 9-11
313
Repeat: iPad for Beginners-Explaining iOS5
2/13/12 1-3
313
Google Docs for Beginners
2/17/12 9-11
301
iPads in Education-Apps, iTunes, & More
2/17/12 1-3
301
Wikis for Developing Users
2/20/12 9-11:30 313
Information&Technology Essential Standards:Part II
2/24/12 1-3
301
Repeat: Add Pizzazz - Present.me and SlideShare
3/2/12 9-11
301
Repeat: Keep It Legal- Creative Commons
3/2/12 1-3
301
Repeat: Breaking and Making the Code-QR Codes
3/5/12 9-11
313
Information &Technology Essential Standards:Part II
3/9/12 9-11
313
An Introduction to Infocus/WizTeach
3/9/12 1-3
313
Repeat: iPad for Beginners
3/12/12 9-11
313
Repeat: Google Docs for Beginners
3/12/12 1-3:30 300
Information & Technology Essential StandardPart III
3/16/12 9-11
301
Repeat: Wikis for Beginners
3/16/12 1-3
301
Repeat: iPad in Education-Apps, iTunes, & More
3/19/12 1-3
313
Repeat: Keep It Legal- Creative Commons
3/23/12 1-3
301
Repeat: Add Pizzazz - Present.me and SlideShare
3/26/12 1-3
313
Introduction to the iPod Touch
3/30/12 9-11
301
Repeat: Wikis for Developing Users
3/30/12 1-3
301
Repeat: Google Docs for Beginners
Target Audience
All Users
All Users
Beginning Users
Beginning Users
All Users
All Users
Beginning Users
All Users
All Users
Beginning Users
Beginning Users
Developing Users
Developing Users
All Users
All Users
All Users
All Users
Beginning Users
Beginning Users
Beginning Users
Beginning Users
All Users
Beginning Users
DevelopingUsers
All Users
All Users
All Users
Developing Users
Beginning Users
Series 6 -Facilitated by Amy Todd
Date Time Room Training Title
1/6 1-3:30 300
Information & Technology Essential Standards: Part I
1/9 9-11:00 300
Easy Website Creation with Google Sites
1/9 1-3:00 300
VoiceThread: Simple Collaboration
1/13 9-11:00 300
Introduction to LiveBinders
1/13 1-3:00 300
Personal Learning Networks
1/20 9-11:00 300
Social Networking I: Introduction
1/20 1-3:00 300
The Flipped Classroom
1/23 9-11:00 300
Introduction to Digital Storytelling
1/23 1-3:00 300
Social Bookmarking
1/27 1-3:30 300
Information & Technology Essential Standards: Part I
1/30 9-11:00 300
Prezi: The Zooming Presentation Tool
2/3 9-11:00 300
Repeat: Personal Learning Networks
2/3 1-3:00 300
Social Networking II: Google+
2/6 9-11:30 300
Information & Technology Essential Standards: Part II
2/6 1-3:30 300
Information & Technology Essential Standards: Part II
2/10 9-11:00 300
Social Networking III: Edmodo
2/10 1-3:00 300
Zoom, Zoom, Zoom with Prezi!
2/13 9-11:00 300
Repeat: VoiceThread: Simple Collaboration
2/13 1-3:00 300
Repeat: Personal Learning Networks
2/17 9-11:00 300
Repeat: Social Bookmarking
2/17 1-3:00 300
Developing Your Website on Google Sites
2/20 9-11:00 300
Social Networking IV: Wiggio
2/24 1-3:00 300
More on Digital Storytelling
3/2 9-11:30 300
Information & Technology Essential Standards: Part III
3/5 9-11:00 300
Wikis, Widgets, & More-Oh, my!
3/9 9-11:00 300
Google Docs Rocks!
3/9 1-3:00 300
VoiceThread: Simple Collaboration
3/12
3/19
3/19
3/23
3/23
3/26
3/26
3/30
3/30
9-11:00
9-11:00
1-3:00
9-11:00
1-3:00
9-11:00
1-3:00
9-11:00
1-3:00
300
300
300
300
300
300
300
300
300
Introduction to LiveBinders
Open Session
Prezi: the Zooming Presentation Tool
iPads in Education: Apps for Teaching & Learning
Introduction to Digital Storytelling
Social Networking I: Introduction
Social Bookmarking
Easy Website Creation with Google Sites
Google Docs Rocks!
Target Audience
All Users
Beginning Users
Beginning Users
Beginning Users
Beginning Users
Beginning Users
All Users
Beginning Users
Beginning Users
Beginning Users
Beginning Users
Beginning Users
Beginning Users
Beginning Users
Beginning Users
Beginning Users
Developing Users
Beginning Users
Beginning Users
Beginning Users
Developing Users
Beginning Users
Developing Users
All Users
Beginning Users
Beginning Users
Beginning Users
Beginning Users
Beginning Users
All Users
All Users
All Users
Beginning Users
Beginning Users
Beginning Users
Beginning Users
‘Train-The-Trainer’ Model
The „Train-the-Trainer‟ model has often been an effective way to provide training to a quantity of
participants. It is currently being used to introduce teachers to the new Common Core
Standards. District-level curriculum specialists have developed Common Core workshops that
now include a technology factor. In 2011, GCS began training school curriculum facilitators and
lead teachers from each grade level/curriculum area. Monthly trainings have continued. These
teams are responsible for sharing their knowledge with the rest of their school.
Several programs, such as Mission Possible, have lead teachers. Functioning as mentors, they
create materials, provide training, demonstrate lessons and assist with assessments. The goal
of the Mission Possible program is to provide recruitment and performance incentives for highneed schools. The Induction and Success Department employs nine coaches that provide a
comprehensive program of support for all beginning teachers, including training and mentoring.
Each coach has attended intensive Mentor Training. Technology integration lessons are
included in both of these programs.
Alternative Technology-Enabled Training Options
Online Courses
In addition to the wide range of traditional classroom workshops, technology courses may be
completed online. Online professional development allows participants the opportunity to
complete coursework from home or school without having to attend face-to-face training.
The district is using both Moodle and BrainHoney to develop complete courses. Both are
popular online learning management systems. Courses are designed to be self-paced. Two
important courses that have been created recently include:
Internet Safety Course An online Internet Safety course is available to all GCS
employees on the Moodle homepage. It includes lesson plans by grade level, along with
other useful resources. Educating students on being safe and responsible online is part
of the Protecting Children Act. The district‟s subscription with Gaggle also provides
another self-paced Cyber-Safety course for all teachers and students.
Common Core Standards With an emphasis on training all teachers on the new
Common Core Standards, the Professional Development Department is developing
several online courses for this curriculum. The courses are created using Agilix‟s
BrainHoney and are modeled after the face-to-face instruction. The online version will
be available for new hires and others that were not able to attend the training.
Online training may be offered in partnership with area educational institutions other than
Guilford County Schools. Prior approval is required for all renewal credit offered by any nonGCS entity, including NCDPI-sponsored, colleges, universities, technical schools and
community colleges. Available training is advertised on the Professional Development
Department‟s monthly newsletter and on their web site.
North Carolina IT Academy In 2010-11, North Carolina partnered with Microsoft to
provide the Microsoft IT Academy program for school districts. All teachers and high
school students have access to online coursework for popular Microsoft products such
as Word, PowerPoint, Excel and Outlook. Additionally, participants have the opportunity
to earn industry-recognized certifications.
CBT Training Prior to the NC IT Academy, Guilford County Schools had purchased a
network license for a Computer-Based Training (CBT) package from BrainStorm.
BrainStorm is a registered partner of Microsoft. With more than 10 hours of instruction
for each Microsoft product, the training features step-by-step video instruction. Users
also have the ability to search for a specific feature. The modules are available to any
employee through the GCS Intranet.
Technology Services Training Links
The Technology Services Department has maintained a web page for several years. Recently,
the training section of the web site was expanded to include online tutorials, videos and quick
start guides.
Staff has created several tutorials that enable the user to watch the broadcast at their own pace
and pause at any time to practice what has just been presented. The units use a combination of
PowerPoint slides, screen images and narration. Training videos have been developed that
assist users with using tools specific to GCS schools such as SchoolCenter, SharePoint, VOIP
Phones and Start of School Checklist.
Links are also included to technology vendors that have developed webcasts and online training
units. These tutorials are designed specifically for training on their products. A good example
of this method is eInstruction‟s Classroom Performance System Video Series.
Training Materials and Guides
Several „How To‟ guides are available on the Technology Services‟ web site. These
publications provide condensed, district-specific information about specific products. Examples
of these resources include:

















Mobi-View Handout
How to Connect A Projector
Discover Education Login Directions
Gaggle Quick Start Guide
Guest Wireless Access Guide
GCS Network Access Control FAQ
Managing Junk Mail
How to Reduce Mailbox Size
Orientation Guide for New Teachers
How to Change Your Network Password
Internet Access Request Form
NetSupport User Guide
SchoolCenter Web Page Guidelines
Tablet Support
Personal Phone - GCS Email Setup Guide
Vipre AntiVirus for Home Use
Another option that employees have for quickly learning skills is Quick Start Cards. The district
has purchased and customized Quick Start Cards for each of the Microsoft products from
BrainStorm. The cards can be accessed from the Technology Services‟ web site at any time.
The following is an example of a page from the Microsoft Word Quick Start Card:
A new communication is the Technology Newsletter published quarterly. It highlights
information about new technology tools and includes „how to‟ guides. Following is an example
of a recent publication:
Professional Development Department
Essential resources to support professional development efforts include training expertise, as
well as management and facilities. The Professional Development Department manages all inservice for the district, including technology. The division ensures that all in-service is aligned
with school and district educational goals. The department categorizes, advertises and tracks
all courses offered in the district. They also manage teacher renewal credits.
Included on that staff is the Director of Professional Development, office support staff, coaches
and trainers. With RttT funding, the department recently added an Online Trainer. With an
emphasis on training all teachers on the new Common Core Standards, the trainer is
developing online courses for the curriculum.
Online Professional Development Management Software
For several years, the district has used a web-based software application, Coursewhere, to
assist with the management of all employees‟ professional development activities. Locally
referred to as „PD Management‟, the system provides employees with updated information
about system-wide and school-based training options. It enables participants to search for a
particular course, view the full description and see when the course is offered. If class space is
available, the participant may register online. In addition, teachers can access information
about their renewal cycle, previous courses taken and current credit renewal totals.
The system has provided excellent access for teachers. However, better interoperability
between the software and the Human Resource Management System is needed. A committee
has conducted a product review and is considering replacing the software with a new product.
Renewal Credit
The Professional Development Department also maintains processes and procedures for
requesting and awarding continuing education credit for professional staff. Each ten hours of inservice equates to 1.0 unit of renewal credit (CEUs). Guilford County Schools awards renewal
credits for workshops that are six or more hours in length.
Courses offered through Guilford County Schools are pre-approved for credit and will be posted
to the employee‟s transcript electronically upon completion. All activities which are offered by
non-GCS entities require prior approval for renewal credit and must be relevant to the job
assignment.
The following is an example of a course description displayed within the PD Management
System:
Logon to View Transcript | Change Password | Change Personal Info | Modify/Unregister From Events
GCS-Tech: District Department Website Editing Workday 2 (March
2012) - 801790
Description:
Instructor led sessions
Department Website
(To Register, or for more information,
click on a start date.)
Editors will have time set
Start
Time
Days
Location
aside for updating and
3/14/2012 8:30AM- 1 Washington
editing their
department’s website.
12:30PM
Street
Annex
Target Audience:
Only Department
Website Editors Should
Register.
Learner Outcomes:
As a result of this course,
the participant will: have a
4 hour block of time to
work on adding new and
editing old information on
their department’s site.
Prerequisite
School Center Training for
Department Editors.
Coursewhere developed by
(231-935-3000)
Status
Computer Training Labs
The Professional Development Department is currently housed in a renovated central office
building that includes three well-equipped computer labs and several other meeting spaces.
Funding was recently allocated to modify a small, vacant school to become a professional
development center. It will include three classrooms for training, a larger room that was
originally a media center, one computer lab and a space that will accommodate 200 people.
The Professional Development Department and the Induction and Success Department will
move to the renovated facility in May 2012.
Professional Development Early Release Days
Often the most effective staff development is woven into a teacher‟s work day. Quarterly, all
schools in the district dismiss students for half days so teachers can participate in special
workshops or seminars. Focused on individual priorities, schools plan in-service activities that
contribute directly to their work with students. Schools often hold workshops that include
technology resources.
School-Based Personnel Assisting with Technology Training
Also partnering with Technology Services to integrate technology into the schools are Media
Specialists, Technology Assistants and Career and Technical Education teachers. These
positions often serve as the school‟s Technology Contact. They provide direct instruction and
are involved with supporting teachers in the use of technology in their schools.
A quarterly training is held for all Technology Contacts on a variety of topics. Technology
Services also maintains a web site for Technology Contacts. The meeting and the web site are
designed to answer questions and share technology-related information with school-based
employees.
Schools often select the Technology Contacts or other technology-interested staff member for
„Train-the-Trainer‟ workshops. After attending an initial training session, the school-based
employee will then be responsible for training school staff.
Surveys
Continual improvement of the technology training program is important. At the time a course is
established in the PD Management System, the instructor has the option to send a standard
evaluation survey. At the end of each course, participants are emailed and encouraged to
provide feedback using the survey.
Moving Forward
What skills are needed to transition to digital teaching and learning resources?
Teachers need to feel confident in the use of the technology. They should be competent in the
use of the majority of resources that are available to them and those emerging technologies, so
that they can choose what, where and how to employ technology into the learning cycle. They
must accept the transient nature of technology and be willing to try new methods of teaching.
The equipment must work easily and consistently.
How can these skills be delivered and sustained to our teachers?
When access to technology is no longer an issue, teachers need various training opportunities
and methods of support to transition to digital teaching and learning. As discussed earlier in this
section, the district is dedicated to providing a strong, sustainable program. Continuing to
improve and expand the following will prove helpful in building skills that are needed:
 Quality professional development to build competencies
 Lesson plans that provide hybrid models including traditional books or lectures with webbased activities
 Mentors and lead teachers that provide assistance and modeling of technology
 Collaboration tools
 Leadership that understands reform
 Up-to-date technology that works consistently and easily
 Time to be self-directed and investigate lessons/tools that are useful in their particular
environments
How do teachers and staff work with colleagues to guide our district toward more
effective uses of 21st century tools?
Methods that are effective and enable teachers and staff to work together include learning
management systems and collaboration tools. Resources, such as GEMS, enable educators to
share quality lesson plans and model collaborative learning.
How are teachers and staff prepared to understand, implement and assess the span of
skills and processes that students need to succeed in the 21st century?
Today‟s students have grown up during rapid technological change. They use communications,
media and digital technologies easily. They are „always on‟, connected with mobile devices and
social networks. They create content, share photos and access information instantly. Unlike
any generation before, students need to be engaged and motivated.
With technology options changing so quickly, it is difficult to continually prepare teachers to
integrate new tools and provide students with skills necessary to succeed. Understanding the
challenge, many teachers are using whiteboards, CPS systems, and other active learning
activities. They understand that they cannot continue to capture student‟s attention with a
lecture-only format. Efforts, such as training on the Common Core, encourage a hybrid learning
environment that integrates technology with the delivery of basic skills.
As learners, students need both new and traditional skills to succeed. For example, students
may be proficient web users, but they need research and information skills. They must be able
to discern truth and relevance in the vast quantity of available materials, determine the
credibility of web sites and learn appropriate and ethical use of the information. Students need
presentation skills, better writing skills and to be able to work independently or in groups.
Teachers can use technology in the classroom to help students develop these skills.
How are teachers and staff prepared to apply assessment systems to inform instruction
and measure knowledge, skills and performance?
Scheduled benchmarks are conducted district wide to continually assess student progress.
Workshops train teachers how to use the technology, how to understand the resulting data and
how to use that data to effect change. Teachers can easily identify areas of concern for all
students or identify students that need additional instruction.
New District Initiatives
With these essential questions in mind, the various divisions of Guilford County Schools are
dedicated to providing quality professional development in all areas. In addition to the current
training and support that is available, planning for several new initiatives identifies additional
training programs for teachers and staff. New staff development initiatives, as identified in RttT
and Career and College Ready Set Go, include:


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




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
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Create a comprehensive customized professional development system to provide
teachers with skills and understandings needed to use data to inform practices and
make formative assessment
Provide embedded technology-enabled professional development to the teachers and
administrators
Provide training and support on the new Common Core Standards
Deliver professional development on new accountability model and online assessments
Create an online training for IIS implementation
Utilize MCREL evaluation tool to development professional development plans
Assistant Principals participate in leadership development training
Purchase software to deliver online professional development
Curriculum specialists provide support to schools
School leaders provide targeted professional development based on their site‟s School
Improvement Plan
Develop partnerships with area colleges and universities for teachers to become
licensed
Hold three-day summer institute for district leaders
Provide coaching assistance for lowest-achieving schools implementing a turnaround
model
Open Professional Development Center
Technology Services will continue to work with Professional Development to design and offer
workshops that provide teachers with the knowledge necessary for them to use available and
future technology as a 21st century tool to enhance their curriculum.
ACRE
Create a comprehensive customized professional development system to provide teachers with skills and understandings needed to
use data to inform practices and make formative assessment
Provide embedded technology-enabled professional development to the teachers and administrators
Increase the use of technology for providing professional development opportunities
Implement a Leadership Academy
RttT
Provide effective, high-quality professional development
Provide training and support on the new Common Core Standards
Utilize MCREL evaluation tool to develop training plans
Purchase PD360 to deliver online professional development
School leaders provide targeted professional development based on their site‟s School Improvement Plan
Develop partnerships with area colleges and universities for teachers to become licensed
Provide coaching assistance for lowest-achieving schools implementing a turnaround model
Employ Professional Development Trainer to deliver high-quality, research-based professional development
Targets and Goals – Technology-Enabled Professional Development:
Targets
Goals – Year 1
Goals – Year 2
Provide diverse technologyenabled training resources
Continue to offer short courses
as introductions to software and
resources
Continue to offer courses
necessary for job assignments
(ex NCWise)
Continue to develop web-based
training materials as options to
face-to-face workshops
Continue to offer training
options on productivity suite
product
materials that assist with
technical support
Create and provide materials
that support the use of personal
learning devices
Hold Technology Assistant and
Contacts Training quarterly
Continue to offer short courses
as introductions to software and
resources
Continue to offer courses
necessary for job assignments
(ex NCWise)
Continue to develop web-based
training materials as options to
face-to-face workshops
Continue to offer training
options on productivity suite
product
materials that assist with
technical support
Create and provide materials
that support the use of personal
learning devices
Hold Technology Assistant and
Contacts Training quarterly
Local
PD Management Report
Local
Local
Materials posted on web site
Local
Materials posted on web
sites
Participate as requested in
leadership academies and
summer institute
Prepare media specialists and
other leadership staff to support
digital reform
Continue to work with current
and develop new partnerships
that provide learning
opportunities
leadership academies and
summer institute
Prepare media specialists and
other leadership staff to
support digital reform
Continue to work with current
and develop new partnerships
that provide learning
opportunities
Provide leadership training
Funding
Local
Local
sites
Local
Agenda
Local
Registrations
Local
Local
Provide training that
supports new district
initiatives
Support and participate in
professional development
efforts as developed for IIS
efforts as developed for
personal learning devices
efforts as developed for
personal learning devices
RttT
Agenda
RtttT
Agenda
21st Century Leadership
Facilitating change and guiding innovation requires competent leadership. The goals of
effective leadership should involve building knowledge, developing a shared vision, applying
methods of evaluation and generating creative responses for the future. Educational
professionals must participate in setting realistic goals and implementing initiatives that address
those objectives. School leaders must create an environment that encourages change and
improvement.
Current Status
Guilford County Schools is dedicated to building and supporting strong leadership. Several
initiatives are in place that facilitate change and promote continuous improvement toward
defined goals. The following will be discussed further to describe our current status:
Professional Development and Support of New Leaders
Collaboration and Communications for Effective Leadership
Policies and Guidelines for Technology Leadership
Are your leaders prepared to lead and create a vision for 21st century education?
Leaders will always be at varied stages of development. Guilford County Schools offers a
variety of professional opportunities that facilitate the ongoing development of leadership
knowledge and skills. Several support efforts are in place to improve their leadership skills.
Organizational change is best obtained through a process of sharing collective wisdom. Most
leadership groups have regularly scheduled meetings that include training components,
discussion of concerns and a process of sharing best practices.
Plans with measurable goals provide direction and a means to judge success. With input from
all areas of the district, a Strategic Plan has been developed. It establishes priority goals and
targets for the district. Those goals are communicated and enable all leaders to have a shared
vision. Additional plans are written that outline site-based goals or address specific areas of
responsibility such as the Technology Plan.
Professional Development and Support for Leadership
Are professional growth programs/opportunities available to prepare teachers and
administrators to lead 21st century learning environments?
As discussed in detail earlier, the Professional Development Department manages all in-service
for the district, including leadership and technology courses. Professional development courses
often include technology-related leadership information. Information may be incorporated into a
leadership academy or in one of many regularly scheduled meetings.
In addition to traditional staff development, The Office of Talent Development administers the
NC Standards for School Executives and the MCRel evaluation tool for self-assessment. The
self-assessments are used to develop professional development plans. The observations and
summative evaluations are factors in promotion, retention and removal of personnel.
The group also oversees Mission Possible, a grant for recruitment and retention of teachers in
high-risk schools. Teachers and administrators receive ongoing specialized training, extensive
collaborative support, reduced class sizes, incentive pay and become eligible for performance
incentives.
Another department, Induction and Success, provides a comprehensive program of support for
beginning teachers and principals. First and second year principals are assigned an Executive
Coach to help strengthen their skills. A similar program is available for new teachers.
Right Start Orientation classes are designed for newly-hired Guilford County School teachers.
These courses cover the basic information needed to encourage a successful beginning to the
first academic year in Guilford County Schools.
The Lateral Entry Resource and Advising Center opened in the fall of 2008. The center was
formed in response to provide additional support for professionals entering education from other
careers or non-education degree programs.
The district sponsors an Administrative Cohort Program for principals and assistant principals
that want to pursue a doctoral degree. There are two alternatives for leadership development Master of School Administration and Educational Leadership Doctorate. These programs have
been implemented through two area universities. The school system pays the cost of tuition,
provided the degree and course requirements are completed and the candidate works for
Guilford County Schools a minimum of three years following completion of the degree.
Partnerships, such as the Piedmont Triad Education Consortium, provide leadership
development training for assistant principals.
Opportunities are also available for teachers who do not want to shift into administration, but
want to improve professionally. They may pursue national board certification or assume
leadership roles such as team leaders, department chairs and curriculum facilitators.
The following are examples of leadership training offered during the school year:
Examples of Leadership Training
GCS-Admin: Allotment and HRMS Training
GCS-Admin: Assistant Principal‟s Leadership Academy
GCS-Admin: Connect-Ed Training
GCS-Admin: Elementary Principal‟s Monthly Meeting
GCS-Admin: New Assistant Principal Leadership Academy
GCS-Admin: New Principal‟s Leadership Academy
GCS-Admin: Principal‟s Orientation to Financial Services
GCS-Admin: Summer Leadership Seminar
GCS-CUI: Common Core Elem School Principals
GCS-CUI: Training for Elem Curriculum Facilitators
GCS-CUI: National Board Certification Meeting
GCS: DIBELS: DIBELS Training: Administration
GCS: Formative Assessment: Demystifying Benchmark Data
GCS-OTA: New School Test Coordinator Training
GCS-MS: New Media Specialists Orientation
GCS-Right: Right Start Academy Seminar
GCS-Tech: Technology Assistants and Contacts Training
GCS-Tech: Technology Training for GCS Administrators
Continuous Improvement Through Goals and Planning
Guilford County Schools promotes an environment for continuous improvement. Improvement
requires review of existing goals and strategies, as well as evaluation. GCS has developed a
Strategic Plan that establishes priority goals and targets for the entire district. One of eight
identified implementation strategies is Transformational Technology. All goals are
communicated so that the district has a shared vision.
Additional plans are written that outline site-based goals or address specific areas of
responsibility. Examples of plans that provide technology-related leadership, include the
district‟s Technology Plan, Information & Technology Essential Standards for the District, ISTE
District Plan, National Education Technology Plan and the Capital Improvement Plan.
Each school site develops a School Improvement Plan with identified areas for improvement.
This provides an opportunity for teachers, students, parents and administrators to participate
in identifying and prioritizing key objectives. As part of the process, schools may identify local
school technology needs and form strategies to address those needs.
Collaboration and Communication for Effective Leadership
Are mechanisms in place for school leaders to create 21st century learning cultures?
A key theme for effective leadership is collaboration and communication. Good leadership
requires the use of 21st century technology and communication tools. Effective collaboration
encourages input in the decision-making process.
Communication and collaboration efforts are supported by various cutting-edge technologies.
School leaders model the use of technology tools to support information sharing and
communication with peers, parents and the larger community. Various communication tools
were discussed in the Digital Teaching and Learning Resources section of this document.
Tools that facilitate effective leadership include:
 Employee Email
 SmartPhone Devices
 Connect-ED Notification System
 Web Sites
 Student Email
 SharePoint Sites
 Lync Instant Messaging system
Effective leadership facilitates the development of a shared vision, recommends modifications
and effectively engages students, teachers, staff, parents and community in the decisionmaking process. District leaders encourage staff participation and effective communication at
all levels.
Several committees are in place that provide input or collaborate directly with the Technology
Services Department:
Technology Applications Review Committee The Technology Services Department
continues to review, update and adopt software for the district. All new software must be
approved for use by the Technology Applications Review Committee (TARC). Schools
and departments wishing to purchase new software must submit a TARC Application.
This ensures a standardized and controllable network environment while recognizing
that each school‟s needs may vary.
Internet Advisory Committee Technology Services monitors usage and access to the
Internet in accordance with internal district policies and the Children‟s Internet Protection
Act (CIPA). Internet filters are used to block inappropriate content by categories. These
scanning tools may be too restricting and may block students from searching valuable
information. The Internet Advisory Committee (IAC) was established to review requests
for allowing access to filtered sites. Representatives from central office departments and
school sites serve on this committee
Facilities and Technology Coordination Committee Technology Services and the
Facilities Department continue to hold monthly coordination meetings to discuss
progress and issues related to ongoing construction. Together, the departments
routinely revise and align technology-related standards for new school facilities. For
each individual project, a member of Technology Services serves on the School Project
Team. These teams include Board members, school staff, parents and central office
employees. They meet monthly to discuss the construction projects.
Input regarding media and technology programs is also important at the school level. All
schools have a designated Technology Contact Person. Technology contacts, media
specialists and technology assistants are usually knowledgeable about available new
technologies and planned upgrades. They are often involved with development of school
improvement plans and other decisions for implementing new technology at the school site.
Policies and Guidelines for Effective Leadership
The Guilford County Board of Education has adopted district Policies and Administrative
Procedures to serve as guides for the school system. Several of these policies are important to
technology leaders and serve as guidelines to safeguard students and employees.
Following are policies and other documents that leaders should be knowledgeable of as they
integrate technology:


























Policy DC-Budgeting and Fiscal Management
Policy DD-Grants Funding
Policy DIC- Inventory of Fixed Assets
Policy DO-Disposal of Surplus Property
Policy EFE-Acceptable Use of Electronic Transmission Capabilities (AUP)
Policy ECK-Contributions and Purchases by Outside Agencies for School Use
Policy FB-Asset Protection
Policy GAK-Personnel Files
Policy IFA-Selection of Instructional Materials
Policy IHA-Grading and Reporting Student Progress
Policy JC-Student Harassment, Bullying and Discrimination Free Environment
Policy JD-Student Discipline
Policy JR-Student Records
Personnel Handbook
Student Handbook
Facebook/Online Community Guidelines
GCS Communications Standard Guide
Guidelines for Computer Assisted Credit Recovery
Guidelines for GCS School and Teacher Web Pages
Guideline for Use of Copyright Material
Guideline for Use of Videos
Guideline for Publishing Lesson Plans
Publication Consent Form
Technology Policies, Procedures and Standards Manual
GS 115c-098 Procurement and Gifts
Board Policy EFE-Acceptable Use of Electronic Transmission Capabilities (AUP) ensures the
uses of technology connections are consistent with the goals and educational philosophy of
the school system. The Policy states that Technology Services is responsible for establishing
and users are required to follow all standards, policies, and procedures related to the use of
technology.
Technology Services has also developed a Policies, Procedures and Standards Manual. The
manual is written to address issues and questions encountered by users. It provides guidelines
to school leaders as they plan and manage student learning activities in a technology-enhanced
environment. It outlines procedures to follow for approval of new software, purchasing
guidelines, how to request cabling, support of donations and other information school leaders
may use in technology-related decisions
Moving Forward
As schools and districts continue to adjust to evolving demands, the need for expert leadership
to guide innovation becomes paramount. Guilford County Schools is dedicated to building and
supporting strong leadership. Several initiatives are in place that facilitate change and promote
continuous improvement toward defined goals.
The use of technology to guide innovation is constantly evolving. Technology Services will
continue to ensure that essential resources are in place to support these efforts and will
continue to be active participants as needed in training sessions. In addition, Technology
Services will assist in the development of policies, procedures and guidelines to insure safe and
successful implementation of new learning environments that incorporate technology. The
department will continue to support leaders as they model and promote emerging and
innovative teaching.
ACRE
Create a comprehensive customized professional development system to provide teachers with skills and understanding needed to
use data to inform practices and make formative assessment
Provide embedded technology-enabled professional development to the teachers and administrators
Increase the use of technology for providing professional development opportunities
Implement a Leadership Academy
RttT
Provide effective, high-quality professional development
Utilize MCREL evaluation tool to develop training plans
School leaders provide targeted professional development based on their site‟s School Improvement Plan
Provide coaching assistance for lowest-achieving schools implementing a turnaround model
Employ Professional Development Trainer to deliver high-quality, research-based professional development
Targets and Goals – 21st Century Leadership:
Targets
Provide leadership
training
Provide collaboration
tools
Establish policies for
technology leadership
Goals – Year 1
Hold Technology Assistant
and Contacts Training
quarterly
Goals – Year 2
Hold Technology Assistant
and Contacts Training
quarterly
Funding
Local
leadership academies
leadership academies
Local
Registrations
Prepare media specialists
and other leadership staff to
Continue to work with
current and develop new
partnerships that provide
learning opportunities
Continue to provide voice
messaging tool for principals
to communicate with parents
Implement internal instant
messaging tool
Prepare media specialists
and other leadership staff to
Continue to work with
current and develop new
partnerships that provide
learning opportunities
Implement internal instant
messaging tool
Local
site
Local
site
RttT
Agenda
Local
Example of message sent
Continue to provide
SharePoint sites for sharing
documents
Continue to update
Technology policies in
support of the AUP and
network security
Continue to provide
SharePoint sites for sharing
documents
Continue to update
Technology policies in
support of the AUP and
network security
Local
Screen printout of
SharePoint sites
NA
Policy posted on web site
Agenda
Maintain Technology
Services Policies,
Procedures and Standards
Manual to provide guidelines
for using technology
Maintain Technology
Services Policies,
Procedures and Standards
Manual to provide guidelines
for using technology
NA
site
NA
site
Appendix
Appendix A: Local Education Agency – Policy, Procedure & Guidelines
Implementation Chart
Appendix A: Policies and Procedures
Guilford County Schools Technology Plan
Policy, Procedure, & Guidelines Implementation Chart
Policies, Procedures, & Guidelines
All Policies, procedures and guidelines should be updated to include
the fundamentals of 21st Century Education and Information &
Technology Skills. Policies should be translated into predominant
languages of students and parents. Policies, procedures and
guidelines should be displayed along with the STP and other
referenced LEA/Charter plans. Make sure links have navigations that
are user friendly.
LEA Policy Code
or Procedure
LEA Adoption,
Implementation
or Revision Date
Policies Required
A. Materials Selection Policy including internet resources (GS §115c-98(b))
B. Disposal of Equipment / Replacement of Obsolete Equipment (GS
§115c-518)
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
IFA 03-09-04
DO
DC
Hardware and Software Procurement (GS § 115c-522, 115c-522.1)
Copyright and Plagiarism Policy (PL §94-553, 90 Stat. 2541),
Guideline-Use
of Copyright Material
EFE,
Acceptable Use Policy (PL §106-554) (including existing 1:1, bring your
EFE-P
own device) TY
ECK
Equipment/Materials Donation Policy (GS §115C-518)
JR
Data Privacy Policy (20 U.S.C. § 1232g; 34 CFR Part 99 (FERPA))
DIC
Inventory Control Policy (GS §115c-539, 115c-102.6A-C(5))
EFE-P
Access to Services Policy (GS §115c-106.2)
ASE-P950
Online Assessment and Instruction Policy
ECK,
Advertising and Commercialism Policy (GS §115c-98) (Procurement and
Personnel
gifts ethics)
Handbook
Internet Safety and Ethical Use including Cyber-bullying and Harassment
EFE,
(CIPA, FERPA, GS 115C-407)
EFE-P,
JCDAD,
JCDAD-P,
GAMA
01-10-95
03-09-04
10-30-03
09-30-09
02-14-05
04-26-07
06-25-02
09-30-09
09-04-03
02-14-95
10-30-03
09-30-09
12-17-09
04-08-08
08-10-10
Procedures
A. Hardware and Software Deployment
B. Equipment maintenance and repairs
C. Outdated Resources and Equipment Replacement
D. Disaster Recovery of Data and Hardware
E. Administration of Online Courses
F. Administration of Online Assessment
EFE-P,
Tech Services
Repl Plan
EFE-P,
Tech Services
Repl Plan
EFE-P,
Tech Services
Repl Plan
Tech Services
DR Plan
Computer Assisted
Credit
Recovery
Guidelines
ASE-P950
Guidelines
A. Policy Translation
B. Use of Digital Media and Resources
C. Instructional Use of Videos
D. Development of Online Resources
None
Facebook/Online
Communities, Social
Media Guidelines
Guideline
Use of Videos
Guideline
for Publishing
Lesson Plans
09-30-09
09-30-09
09-30-09
8-10-03
09-25-11
09-04-03
Appendix B: Acceptable Use Policy
Policies and Administrative Procedures
Descriptor Term:
Descriptor Code:
Presented to the
Board:
Adopted by the Board:
ACCEPTABLE USE OF TECHNOLOGY
EFE
September 25, 2003
October 30, 2003
The Guilford County Board of Education recognizes that technology and the Internet offer students and staff the
resources of thousands of computers all over the world and to millions of individual people. Students, teachers,
and staff may have access to: 1) electronic mail (e-mail) communication with people all over the world; 2)
information and news, some of which may include advertisements, from a variety of sources and research
institutions; 3) discussion groups on a wide variety of topics; 4) access to many university libraries, the Library of
Congress and other libraries around the world.
Guilford County Schools' Network and Internet connection have been established in the belief that the
information and interaction made available are valuable additions to educational resources.
The intent of this policy is to ensure that all uses of the Guilford County Schools' technology and the Internet are
consistent with the goals and educational philosophy of the school system. Basic tenets of the policy are:







The use of technology resources and Internet access is to support research and education
and to extend the resources of Guilford County Schools.
All use of technology must be in support of education, research or enrichment and be
consistent with the intended purposes.
Technology Services is responsible for establishing and users are required to follow all
standards, policies, and procedures related to the use of technology in the Guilford County
Schools.
Use of other organization's networks or computing resources must comply with the rules
appropriate for that network.
Transmission of any material in violation of any law or system policy is prohibited. This
includes, but is not limited to, copyrighted material, threatening or obscene material, material
protected by trade secret, materials used for commercial activities by for-profit institutions,
and material used for product advertisement or political lobbying.
Students, teachers and staff members will be informed of issues regarding network etiquette,
security and vandalism with the understanding that any violation of the regulations is
unethical and may constitute a criminal offense or violation of the "Student Code of Conduct,"
and require appropriate disciplinary action.
Teachers and each school's Media Advisory Committee will monitor the use of the Internet
and will take reasonable measures to ensure use is consistent with the purposes of the
Guilford County Schools. This policy represents the standard for acceptable use of electronic
media. The tenets of the standard are communicated to parents, guardians, and students
with additional notification of the policy by its inclusion in the student handbook. Schools also
may develop individualized local regulations regarding use of technology, email, and Internet

access on school premises. Supervisors will likewise monitor staff use.
Guilford County Schools does not endorse or authorize the use of any of its school names in
any electronic medium, examples are websites, user groups, uniform resource locators
(URL's), unless express written consent is granted by the Guilford County Schools.
Board Policy EFE along with its Administrative Procedure EFE-P revises and replaces the former
Administrative Policy EFE issued June 3, 2002.
Policies and Administrative Procedures
Descriptor Term:
Descriptor Code:
Date Issued:
Date Changed:
ACCEPTABLE USE OF ELECTRONIC TRANSMISSION CAPABILITIES
EFE-P
October 30, 2003
June 26, 2008
September 30, 2009
1. Network Etiquette: The use of technology requires that you abide by accepted rules of etiquette, which
include, but are not limited to, the following:
a) Courtesy: Do not send or forward abusive messages to anyone.
b) Appropriate Content: Defamatory, intentionally inaccurate, abusive, obscene, profane, sexually oriented,
threatening, racially offensive, harassing or illegal material is prohibited.
c) Privacy: All communication and information accessible via the network should be assumed to be copyrighted
property. Transmission of data on the Internet cannot be guaranteed to be private or secure. Note that electronic
mail (e-mail) is not guaranteed to be private. People who operate the system do have access to all mail and
electronic transmissions. Electronic transmissions relating to or in support of illegal activities may be reported to
the authorities. Do not reveal your or any individual's personal address, phone or credit card number.
2. Email
Limited personal use of email is permitted, however, personal use should not interfere with assigned duties and
responsibilities. The use of email requires that you abide by accepted rules of etiquette, which include, but are
not limited to, the following:
a) SPAM, the sending of unwanted mail is a significant problem for users and for the network. Do not send
emails that are not directly business or school related to groups or persons within the system.
b) Using GCS email directories or address books to send emails that are for personal gain or that promise
personal gain are a violation of Administrative Policy GAG.
c) Use of GCS email directories or address books to communicate views, solicit membership, or raise funds for
any non-school sponsored purpose, whether profit or non-profit, is prohibited.
d) Network administrators will distribute virus warnings. If you feel you have information regarding a virus please
contact network administration immediately and do not forward such emails to users.
e) Email is not private. Technicians who operate the system can access all mail. Access is usually limited to
investigative or trouble-shooting purposes, however, the Chief of Human Resources, Chief Information Officer, or
the Superintendent may at any time, and for any reason, allow the search of email or data stored on all district
owned computers.
3. Passwords: Passwords are personal and should not be shared with anyone. Attempts to log in to the system
as any other user will result in cancellation of user privileges and/or criminal prosecution.
4. Copyright: Information transmitted through the Internet, which is copyrighted, is subject to the same copyright
laws as govern non-electronic data.
5. Security: Security on any computer system is high priority, especially when the system involves many users.
If you feel you can identify a security problem on the service provided you, notify a system administrator or
teacher. Do not demonstrate the problem to other users.
6. Plagiarism: Data received through the Internet is subject to the same rules of documentation as traditional
information. Give credit for all material used in research.
7. Vandalism: Vandalism will result in cancellation of your privileges. This includes, but is not limited to, altering
web sites, intentionally damaging equipment or cabling, uploading or creation of a computer virus, and any other
activity that corrupts individual programs, data or the network.
8. Network resources
The user is responsible for his or her actions and activities involving the network. Some examples of
unacceptable uses are: wastefully using resources such as file space, file sharing networks, circumventing safety
configurations, modifying setup policies, modifying settings on machines, attaching unauthorized devices,
modifying infrastructure, invading the privacy of individuals, gaining unauthorized access to resources or entities,
using the network while access privileges are suspended or revoked.
9. Unauthorized charges
The District assumes no responsibility for any unauthorized charges or fees, including telephone charges, longdistance charges, per-minute surcharges and/or equipment or line costs.
10. Warranties
GCS makes no warranties of any kind, whether expressed or implied, for the service it is providing. GCS will not
be responsible for any damages the user suffers. This includes loss of data resulting from delays, non-deliveries,
misseddeliveries or service interruptions caused by its negligence or the users' errors, omissions, or failure to
properly back up their data and files.
11a. Emerging Technologies
The tenets of Policy EFE are inclusive of emerging technologies in devices that provide wireless capabilities.
Examples of these devices include but are not limited to, mobile phones with cameras and internet capabilities,
and Personal Digital Devices (PDA's) with internet connectivity. The following are not permitted uses of these
devices by students on Guilford County Schools' campuses and school related activities:
a) Connecting to unfiltered Internet information,
b) Using such a device to capture images, transmit, and manipulate media electronically.
One example of an inappropriate use is using a camera phone to take pictures, emailing the pictures, and the
pictures are posted on the web. Student use of these devices is not allowed without written permission from
Guilford County School's administrative staff with expressed intent and purpose for use.
Teachers and staff members that have devices capable of these functions are guided by the tenets of policy EFE
and are to ensure that no privacy rights are violated regarding Family Education Rights Privacy act (FERPA).
The use of technology resources and Internet access is a privilege and not a right; inappropriate use will result in
cancellation of those privileges. Do not use the network in any way that will disrupt the use of the network by
others. Technology Services may make decisions regarding whether or not a user has violated standards,
policies or procedures; and may deny, revoke, or suspend at any time.
11b. Web 2.0/Social Networking Tools:
Limited use of Web 2.0/Social Networking Tools are permitted, however, personal use should not interfere with
assigned duties and responsibilities.
Web 2.0/Social Networking Tools are a catch all phrase used to describe technology which integrates
technology, social interaction and content creation.
Some examples are:

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


Blogs
Wikis
Podcasts
Social Networking Sites
Virtual Worlds
Employees should familiarize themselves with GCS Code of Conduct found in the personnel handbook.
http://www.gcsnc.com/pdfs/PersonnelHandbook.pdf The use of Web 2.0/Social Networking Tools requires that
you abide by acceptable rules of etiquette, which include, but are not limited to the following: The following
conducts are discouraged:

Engaging in vulgar or abusive language, personal attacks, or offensive terms targeting



individual and/or groups.
Endorsement of commercial products, services, or entities.
Endorsement of political parties, candidates, or groups.
Lobbying members of any elected body using resources of GCS.
Issues to be aware of:

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


Items published on the web are persistent. You should consider all items published on the
web to be public domain.
When discussing item(s) involving GCS or GCS related matters you may wish to contact the
District Relations Department prior to publishing content.
Per the State of North Carolina guidelines for school system employees: you must maintain
an appropriate relationship with student in all settings.
Access to social media must be closely monitored if students are accessing to ensure it is
appropriate for student use. The educator is solely responsible for the content they allow
students to view.
When posting to websites outside of GCS you may wish to include a disclaimer such as, "The
views expressed in this post are not those of Guilford County Schools."
Do not reference your position within the GCS system when writing in a nonofficial capacity.
Respect copyright laws.
Make sure your online presence reflects how you wish to be seen by the public as a GCS
Professional.
Have no expectation of privacy.
12. Internet Safety and Children's Internet Protection Act (CIPA) and Guilford County Schools Student
Email Accounts.
The Children's Internet Protection Act ("CIPA"), enacted December 21, 2000, require recipients (Guilford Country
Schools) of federal technology funds to comply with certain Internet filtering and policy requirements.
Access to Inappropriate Material


To the extent practical and feasible, technology protection measures (or "Internet filters") are
used to block or filter Internet traffic, and other forms of electronic communications (student
email). Access to inappropriate information as required by the Children's Internet Protection
Act, will be filtered or blocked this is applied to visual depictions of material deemed obscene
or child pornography, or to any material deemed harmful to minors. Inappropriate Network
Usage
To the extent practical and feasible technology and policies are used be to promote the
safety and security of users of the online computer networks when using electronic mail,
other forms of direct electronic communications inappropriate network usage includes, but is
not limited to:
(a) unauthorized access, including so-called 'hacking,' and other unlawful activities;
(b) unauthorized disclosure, use, and dissemination of personal identification information regarding
students.
(c) using another student's user name and password to access network resources
(d) transmitting obscene or pornographic visual imagery,
(e) harassing, menacing or any type of language that is deemed profane, cyber-bullying, threatening;
any communication that indicates fear or intimation to an individual or groups of individuals.
Supervision and Monitoring



Technology Services for Guilford County Schools supervise and monitor usage of district
resources, the network infrastructure, and access to the Internet in accordance with this
policy and the Children's Internet protection Act. Any use of an electronic medium connected
to these resources (an example is but not limited to; student email accounts) is governed by
this Policy.
Anyone found violating any Policy EFE, Internet Safety, and Children's Internet Protection Act
(CIPA) and Guilford County Schools Student Email Accounts provision will have their access
revoked and will be subject to the actions defined in the Student Code of Conduct.
Procedures for the disabling or otherwise modifying any technology protection measures
shall be the responsibility of Guilford County Schools Technology Services or designated
representatives.
Board Policy EFE along with its Administrative Procedure EFE-P revises and replaces the former Administrative
Policy EFE issued June 18, 2002.
Appendix C: Network Diagram

Technology Plan 2012 - 2014 - North Carolina Public Schools

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