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DCPS Technology Plan
2016-2017
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Table of Contents Board Leadership ................................................................................................................................................. 2
Alignment to Strategic Plan/District Targets ................................................................................................. 4
Executive Summary ............................................................................................................................................. 5
DCPS District Technology Plan: Essential Components ............................................................................. 5
I. Mission and Vision ................................................................................................................................... 6
II. Background information ........................................................................................................................ 8
District Profile ..................................................................................................................................................... 8
III. Needs Assessment ................................................................................................................................... 9
IV. Goals ......................................................................................................................................................... 11
Short-term goals: ............................................................................................................................................ 12
Long-term goals: ............................................................................................................................................ 12
V. Strategies .................................................................................................................................................. 13
VI. Funding Plan ............................................................................................................................................ 18
VII. E-Rate Technology Plan Addendum ................................................................................................. 19
VIII. Technology Acquisition Plan .............................................................................................................. 20
IX. Access ...................................................................................................................................................... 23
Equitable and Effective Access ................................................................................................................. 23
X. User Support Plan ................................................................................................................................... 25
Technology Support Services ..................................................................................................................... 25
Enterprise Management .............................................................................................................................. 26
XI. Professional Development Plan ......................................................................................................... 27
XII. Monitoring and Evaluation .................................................................................................................. 29
XIII. Alignment with the Strategic Plan for 2016-2017 ........................................................................... 30
Appendix .............................................................................................................................................................. 31
Multi‐Media Equipment ................................................................................................................................ 32 Student to Computer Ratio ......................................................................................................................... 34
Technology Standards Implementation Plan ............................................................................................ 40
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Board Leadership
DISTRICT 1
The Honorable
Cheryl Grymes
(904) 390-2371 (phone)
(904) 390-2237 (fax)
DISTRICT 2
The Honorable
Scott Shine
(904) 390-2386 (phone)
(904) 390-2237 (fax)
DISTRICT 3
The Honorable
Ashley Smith Juarez
(904) 390-2239 (phone)
(904) 390-2237 (fax)
DISTRICT 4
The Honorable
Paula Wright
(904) 390-2374 (phone)
(904) 390-2237 (fax)
DISTRICT 5
The Honorable
Dr. Constance S. Hall
(904) 390-2375 (phone)
(904) 390-2237 (fax)
DISTRICT 6
The Honorable
Rebecca Couch
(904) 390-2373 (phone)
(904) 390-2237 (fax)
DISTRICT 7
The Honorable
Jason Fischer
(904) 390-2372 (phone)
(904) 390-2237 (fax)
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Dr. Nikolai P. Vitti Superintendent
1701 Prudential Drive | Jacksonville, FL 32207
904.390.2115 | Fax 904.390.2586
[email protected] | www.duvalschools.org
Dear Stakeholders,
As a School Board, we recognize the important role that technology plays in education. We
are committed to providing students with a 21st century learning environment that engages
students in the learning process and prepares them for the future.
It is the mission of Technology Services to deploy and maintain technology that provides
students, teachers, and administrators with the tools they need to be successful. Over the past
few years, our district has funded numerous technology projects. With infrastructure upgrades
which increased bandwidth, installing high density wireless, and the deployment of laptop
carts and multi-media bundles, we are providing our schools with the environment and
equipment necessary for the transition to digital learning.
In order to create 21st century learning environments in all DCPS classrooms, a connection
needs to be established between the technology that has been deployed and learning within
our classrooms. Technology Services is committed to working with Curriculum and Instruction
to provide the support necessary for teachers to facilitate the integration of technology in
education. With the adoption of the ISTE Technology Standards and the Technology Standards
Implementation Plan, emphasis will be placed on ensuring that students acquire the
technological skills necessary to be successful in the postsecondary setting and workforce.
The financial investment that has been made in technology is substantial but essential. It is our
belief that technology enhances the educational experience and plays a key role in
preparing all students for college, a career, and life.
Sincerely,
Ashley Smith Juarez
Board Chairman
E V E R Y S C H O O L . E V E R Y C L A S S R O O M . E V E R Y S T U D E N T . E V E R Y D A Y .
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Duval County Public Schools Technology Plan
2016-2017
Alignment to Strategic Plan/District Targets
I. Develop Great Educators and Leaders
Strategies
Provide teachers and students with the tools and resources necessary to meet the demands
of the Common Core Standards and students’ individual learning needs.
Provide ongoing professional learning and support to develop all teachers, instructional
leaders, and staff.
Provide a Technology Standards Implementation Plan that connects technology to instruction
through the adoption of International Society for Technology in Education (ISTE) Technology
Standards.
II. Engage Parents, Caregivers, & Community
Strategies
Establish and sustain a culture that is collaborative, transparent, and child-centric.
Create a welcoming, respectful, and responsive environment for all stakeholders that leads to
open lines of communication.
III. Ensure Effective, Equitable, & Efficient Use of Resources
Strategies
Ensure the use of district funds is transparent, strategic, and aligned.
Distribute district-wide programs and resources in an equitable manner.
Deploy information technology that supports the academic needs of all students, teachers,
and staff.
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Executive Summary
The Duval County Public Schools (DCPS) Technology Services Division is responsible for determining
hardware solutions and supporting software solutions for schools and district offices. In addition, the
division is responsible for supporting the Enterprise Resource Planning System for Business (SAP) and
the Student Information System (SIS). Continued alignment of user needs, technology standards,
assessments, software support and implementation processes, and the evolution of technology
delivery systems must be achieved to maximize technology effectiveness in both instructional and
business environments.
This strategic planning tool is a dynamic document that evolves as the needs of our user base
continues to be re-defined, as educational requirements change, and as technological solutions
emerge. The plan’s goal is to provide superior technical services that will enable stakeholders to
produce unprecedented academic results. Execution of the plan will require a consistent and
committed cycle of funding across subsequent years to ensure continued growth in accordance
with stated district goals for assessment, instruction, standards, and ultimately student achievement.
DCPS District Technology Plan: Essential Components
The following components have been identified as essential for an effective strategic technology
plan:
I. Mission and Vision
II. Background
III. Needs Assessment
IV. Goals
V. Strategies
VI. Funding Plan
VII. E-Rate Technology Plan Addendum
VIII. Technology Acquisition Plan
IX. Access
X. User Support Plan
XI. Professional Development Plan
XII. Program Evaluation
XIII. Alignment With the Strategic Plan
XIV. Attachments
Technology Contract List
Computer Hardware Status
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QZAB II
I. Mission and Vision
Duval County Public Schools Technology Mission
Deploy and maintain technology to provide educational excellence in every school, in every
classroom, for every student, every day.
Duval County Public Schools Technology Vision
Every student is inspired and prepared for success in college or a career, and life.
Strategically, this vision will enable DCPS to more effectively:
Align standards, curriculum, instruction, assessment, and professional development;
Diagnose, prescribe, and assess students’ learning experiences;
Differentiate instruction to meet individual needs;
Integrate effective technology tools;
Improve data management;
Increase communication internally and externally;
Create more efficient ways of collaboration; and
Provide a services-oriented architecture and infrastructure.
Operationally, this technology vision will be:
Implemented in district classrooms;
Monitored by Region Superintendents, Principals, School Technology Contacts,
Instructional Technology Staff; and
and
Measured for success by student performance on local, state, and national assessments,
as well as user surveys.
Tactically, the following elements will be critical to actualizing our technology vision:
District-wide standards for infrastructure including voice, data, video and electrical
systems, network bandwidth, internet access, and hardware and software platforms;
District-wide student to computer ratio of 1:1;
Computer Lifecycle Management Plan;
Professional development for staff to transparently integrate technology into learning
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environments for students;
Student collaboration in planning and executing future technology initiatives;
Student Information System that is a stable, reliable instructional management system;
Business ERP to meet user needs and maximize business efficiency;
Appropriate technology security and disaster recovery measures to ensure the protection
of assets and information.
Instructionally, this technology vision will enable users to leverage technology to:
Address state instructional standards;
Increase student achievement;
Support the needs, goals, and learning styles of each student;
Provide equal educational opportunities for all learners;
Participate in worldwide learning communities for collaboration and resources;
Prepare students for success in college or a career;
Develop lifelong learners who can utilize technology tools and resources to make
responsible decisions about their learning and well-being.
Technology integration is the ultimate goal. To ensure that the district accomplishes this goal,
Technology Services must work with Curriculum and Instruction to deploy adequate technologies to
establish 21st century learning environments in all classrooms, for all students.
All stakeholders have a vested interest in preparing students for success in college or a career.
Externally, Technology Services has developed strong partnerships with business and community
groups to integrate technology through:
Collaborating on technical possibilities for Virtual Education and Alternative Education
initiatives;
Sharing resources; both human, capital, and financial;
Developing mentoring and/or job shadowing opportunities for students;
Promoting “real-life” applications of skills learned in the classroom; and
Demonstrating and reinforcing the importance of lifelong learning.
Partnerships include the City of Jacksonville, Florida State College at Jacksonville, Microsoft, Lenovo,
Hewlett-Packard, NEC, and Emtec, Inc. Benefits from these partnerships include cost savings, shorter
implementation timeframes, enhanced technology capabilities, improved purchasing strategy, and
ultimately a more transparent integration of technology solutions.
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II. Background information
The DCPS Technology Services Division supports the needs of 160 schools (excluding Charters) in
training, integration, and use of technology.
District Profile
Duval County is the 6th largest school district in Florida and the 20th largest district in the nation with a
student population of 128,702 students. The district covers a geographical area of 841 square miles
and has 197 schools.
Duval County District Facts for School Year 2015-2016
School Facts
102 Elementary Schools (1) K-6 School
(2) K-8 Schools
24 Middle Schools
(2) 6-12 Schools
19 High Schools
34 Charter Schools
6 Exceptional Centers
6 Alternative Schools
1 Virtual School
Student Demographics
128,702 students 44% African American, 36% Caucasian, 10% Hispanic, 5% Multi-racial, 54% Asian, <1% American
Indian/Alaskan Native
Graduation Rate 76.6% Federal Formula 20,377 exceptional education students (mentally, physically, emotionally handicapped, learning
disabled, or gifted)
Average expenditure per pupil-- $8,073
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Staff Facts
13,771 employees--(includes full-time and part-time) making the district one of the largest employers
in the county
8,473 teachers
Planning Process The technology planning process has been a collaborative effort involving community and business
leaders, school leaders, teachers, district staff, consultants, and technology vendors. Stakeholders
have contributed intellectual capital, conducted audits and assessments, and participated in action
research. By piloting new hardware solutions and offering resources including human capital, these
groups have led DCPS to be reflective and strategic regarding our technology future.
Planning Process Timeline The planning process is detailed below to illustrate the depth of our collaboration and planning:
09/15—Established the District Digital Planning Team to work on the Digital Classroom Plan for FLDOE.
09/15—Engaged Gartner for their professional services to provide technology leadership insight and
advice on key decisions.
10/15—Submitted the Digital Classroom Plan to FLDOE. 01/15—Attended Florida Educational Technology Conference (FETC) to collaborate with and learn
from other technology leaders.
02/16—Accountability and Assessment and Technology Services established a team to begin the
Technology Plan revision process which included developing a plan for implementing the ISTE
technology standards.
04/16—Concluded a series of meetings with district staff to gain insight and advice regarding how
we might more effectively use our technology resources.
06/16—Presented updated Technology Plan to DCPS School Board.
III. Needs Assessment
Determination of Need: The following Strengths, Weaknesses, Threats, and Opportunities (SWOT) Analysis was conducted in
order to:
Plan for the evolving role of the IT Department
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Support the drive to increase student achievement
Prioritize which initiatives will ultimately support the District’s goal of accomplishing our
strategic plan targets
SWOT Analysis:
Strengths: 1. Communication
Implementing Office 365
Developing OneView
2. Infrastructure Development
Upgrades to bandwidth for student and employee networks
BYOD Network
High-density wireless in all schools by fall 2017
3. Assessment and Data Enhancement
Implemented Focus Student Information System
Implemented single sign-on (SSO) for blended learning platforms
4. Enterprise Systems
Implemented cloud hosting services for SAP
Implemented Proofpoint secure messaging gateway to minimize phishing emails and stop excess spam from entering employee
email boxes 5. Student Programming and Expansion of Devices
QZAB II
6. Human Capital
Expanded Service Desk hours to include evening and weekend support
Weaknesses: 1. Rapid growth and integration of instructional technology has increased the
need for additional field and technical support
2. Equipment was deployed to classrooms without adequate professional
development
3. Limited standardization of instructional technology resulting in disparate
systems and inefficient use of funds
4. Lack of coordination with new technology being placed in classrooms and
training of academic services personnel for usage in modeling of equipment
for coaches and teachers
Opportunities: 1. Establish standardization of instructional technology (i.e. student devices,
teacher devices, presentation utilities, classroom response system, and
interactive presentation devices)
2. Adopt the International Society for Technology in Education (ISTE) Technology
Standards
3. QZAB II will provide high-density wireless for all schools which will adequately
support 1:1 devices given recent expansion of bandwidth
4. Education Portal will allow for single sign-on (SSO) access for all stakeholders
increasing transparency and frequency of communication
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5. IT Technical Services is engaged in the continued adaptive redesign of
technology infrastructure and support processes, including the adoption of
multiple platform systems, in response to rapidly changing instructional needs
6. Continue alignment of user needs with software selection, implementation
processes, and evolving technology systems must be achieved to maximize
technology effectiveness in both instructional and business environments
7. Continue to focus on student-centered architectures that employ tools to
more effectively engage, empower, and educate students and staff in their
usage of technology
8. Continued efforts to provide automation, self-help, user training, and
increased efficiencies in service delivery are critical for sustained success
in the effective use of technology throughout the district
9. Utilize the technology model classroom as a training facility for district staff
10. Work collaboratively with Curriculum and Instruction to ensure that the
integration of technology is a meaningful component within all curriculum
training and monthly coaches’ meetings
11. Establish a technology user group consisting of principals and district staff
Threats: 1. Life cycle management plan is dependent upon funding
2. Need to develop a succession plan that allows for cross training opportunities
for key personnel that will be retiring over the next three years
3. Attracting highly skilled IT staff in a very competitive Jacksonville job market
In addition to the internal SWOT analysis, district technology needs are assessed through the:
Florida Innovates Technology Resource Inventory
o This annual survey solicits responses from K-12 principals and technology coordinators
about how technology is used in schools. It includes questions about technology
planning, infrastructure, and available equipment.
Project Management Oversight Process
o Technology needs are assessed through the district project management process. Major projects are largely initiated at the District level as a result of District data analysis.
The Superintendent’s Leadership Team monitors alignment and prioritization of
technology initiatives with national and state standards as well as alignment with the
District Strategic Plan.
Technology Committee Feedback
o The following committees provide additional feedback and input from users at an operational level. These committees assist in identifying and assessing the needs of
users. During these meetings, users have the opportunity to express concerns with
existing technology and new business needs:
Enterprise Resource Planning (ERP) - SAP
Student Information System (SIS)
School Technology Contacts
IV. Goals
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Short-term goals:
Implement OneView for all District Stakeholders: teachers, parents, students, and partners;
Additional school-based technical support staff;
Collaborate with service providers on district mission to ensure products are aligned and
integrated with the District’s Strategic Plan;
Complete the QZAB II project in 100 schools;
Complete high-density wireless overlays in all schools;
Provide adequate resources to support the District’s Blended Learning Initiative;
Implement the ISTE Technology Standards;
Provide professional development opportunities for teachers and academic coaches on the
effective use of programs, appropriate implementation protocols, and student performance
monitoring systems;
Provide ongoing and effective technical support for all deployed equipment;
Modernize the IT division to assist in attracting staff with strong IT skills;
Train technology support staff on appropriate installation and support of Windows 10;
Maintain compliance with an established multi-year life cycle management plan for systems
and hardware deployed throughout the district to include operating systems, application
software, hardware, peripherals, customized district images, etc;
Utilize Mobile Device Management to deploy instructional applications to end-users;
Implement Employee Self Service/Manager Self Service for all DCPS employees.
Long-term goals:
Establish a district-wide student to device ratio of 1:1;
Full-time technical support staff member assigned to all Secondary and large Elementary
school sites;
Analyze, design, and implement a multiyear network improvement plan to address future
growth and utilization needs at all school sites;
Analyze, modify, and refresh district standards related to electrical, data, wireless, and
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telephone construction, with direct reference to established Institute of Electrical and
Electronics Engineers (IEEE) and Building Industry Consulting Service International (BICSI)
standards, in support of evolving educational needs;
Provide maintenance retrofits to all schools not meeting the district standards for voice, data,
video, wireless, and electrical needs for technology;
Develop, implement, and maintain ongoing professional development training opportunities
for staff consistent with the need for Level I, II, and III support for deployed multi-platform
systems and hardware.
V. Strategies
Strategies Timeline
Outcomes
Start Date End
Date
Complete the remaining infrastructure, HD
wireless, for QZAB II schools
12/2014 12/2017 100 schools will have new
infrastructure and high
density wireless to support
teachers and students.
Complete the remaining infrastructure and
HD wireless for schools not included in the
QZAB projects
12/2014 12/2017 16 schools not included in
QZAB I or QZAB II
Complete the deployment of 2:1 student
devices (1:1 devices for middle schools),
teacher devices, and support technology for
core classrooms (interactive monitors) to
QZAB II schools
12/2014 12/2017 100 QZAB schools will have a
minimum of 2:1
student/computer ratio,
teacher laptops will be
refreshed, and core
teachers will have
interactive monitors, audio
enhancement, document
cameras, and student
response systems.
Complete the deployment of 1:1 student
devices, teacher devices, and support
technology for the 4 middle schools not
included in QZAB I and II
12/2014 12/2017 4 Middle schools will have a
1:1 student/computer ratio,
teacher laptops will be
refreshed, and core
teachers will have
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interactive monitors, audio
enhancement, document
cameras, and student
response systems
The District will implement OneView the
Teacher, Student, Parent, and Partner portal
to increase access to “on time” data
through a simplified single portal system in
collaboration with Microsoft.
5/2016 ongoing The District will deploy the
portals with continual
updates to functionality
and information sources.
Training will be provided
to all district stakeholders
Provide training to support the
implementation of the FOCUS Student
Information System (SIS)
11/2014 ongoing Provide training to specific
user groups including:
Teachers
Administrators
Support Staff
Parents
Students Training will consist of face to
face and online modules
Provide training and support for the Data
Dashboards
08/2014 07/20/16 Provide training to specific
user groups including:
Teachers
Administrators
Support Staff
Parents (portal)
Students (portal)
Training will consist of face to
face and online modules
Funding Plan 07/2016 06/2017 Planned funding for district-
wide technology includes
the following sources:
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District Capital Funds
Technology Operating
Funds
E-Rate Rebates
QZAB Funds
Various Project Funds
Implement the ISTE Technology Standards 06/2015 Ongoing Provide a digital
multimedia educational
environment for students
Promote the effective
use of
telecommunications and
information technology
to implement the Florida
Standards and the ISTE
Technology Standards
Enable differentiated
instruction for students
through the provision of
aligned diagnostic and
curriculum solution
packages
Improve Data Management for Teaching
and Learning
06/2015 Ongoing The following activities will
support the learning
initiatives:
Provide online grade
book and planning tool
for teachers
Provide parents access
to view student
information; grades,
attendance, homework
assignments, and
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discipline, via the Internet
Investigate content and
knowledge
management to better
support information flow
to learning communities.
Provide Virtual Education
opportunities for students
Increase Professional Development 06/2015 Ongoing Plans to increase technology
skills and integrate
technology in the classroom
and media center include:
Developing and
acquiring new programs
and software that
promote the integration
of technology into
everyday curricular
needs
Researching innovative
software and hardware
which demonstrate the
potential for measurable
academic growth.
Integrating technology
as a meaningful
component of all
curriculum training
utilizing district-level
coordination of training
and support
Ensuring adequate
facilities, instructors,
materials, equipment,
and funding are
available for staff
development
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Identifying and acquiring
technology-based
professional
development delivery
systems that are cost-
effective and maximize
teacher time and
increase instructional
effectiveness
Putting in place a system
for follow-up and
evaluation of all training
offered to serve as a
basis for determining
effectiveness and future
needs
Teacher Trainings 06/2015 Ongoing School Technology
Contact Training –
Training is provided to
assist school-based
personnel with the
support of technology
equipment, systems, and
programs
Specialized Technology
Training – Training is
provided to supplement
the need for grant
implementation and to
support district initiatives
Training for All DCPS Personnel 06/2015 Ongoing Continued operation of
support systems is crucial to
the success of the
professional training
programs. The Technology
Services Division provides
training to all district
personnel for the following
systems:
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SAP—District ERP
Focus—Student
Information
System/Teacher
Gradebook
Implement customer support surveys to
promote increased accountability and
provide feedback regarding services
provided and culture
09/2014 Ongoing Collect regional feedback
and analyze data to
determine strengths and
areas for further
development. Surveys will
focus on:
Quality of service
Timeliness of service
Communication
regarding problems
encountered and
timeline for resolution
(next steps)
Completion of “exit
slip” prior to leaving
with administrator or
STC to inform them of
the status/progress
made regarding an
open repair issue
VI. Funding Plan
Funding Sources
Planned funding for district-wide technology includes the following sources:
District Capital Funds
Technology Operating Funds
E-Rate Rebates
QZAB Funds
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Various Project Funds
The District determines final funding allocations on a yearly basis in accordance with the District
budget cycle; however, plans for long-range technology funding are presented prior to the budget
cycle.
The Technology Services funding plan establishes tentative budget allocations. These allocations are
used for long-range technology planning but are subject to adjustment each year. The allocations
provided in FY 2016 and anticipated for FY 2017– FY 2018 include:
Funding
Source
14/15 15/16 16/17 17/18
Capital Funds $9.8M $11.4 M $13.4 M $17.6 M
Operating
Funds
$19.1 M $19.1 M $20.6 M $20.6M
E-Rate Funds $3.0 M $2.9 M $2.7 M $2.5 M
QZAB II Funds $57.0 M
Special
Capital
Projects--non-
QZAB Schools
$6.3 M
Special
Capital
Projects—
Interactive
Monitors
$4.2M
HS
$1.6M
MS
The funds allocated are sufficient to provide services and equipment purchases in support of the FY
2016 E-Rate submissions.
In addition, funding for recurring district-wide telecommunications services such as Centrex, Data
(Frame Relay, High-Speed Ethernet, and Sonnet/Fiber) are budgeted annually in the district
operations budget for telecommunications through the duration of the related contracts.
VII. E-Rate Technology Plan Addendum
The district E-Rate Plan is developed based on the District’s approved Technology Plan. The E-Rate
Plan Addendum is submitted separately identifying eligible services and/or equipment for which the
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district is requesting E-Rate discount funding.
Telecom Services, Internet Access, and Internal Connections
Our Telecom Services include:
Local and long-distance telephone services
Wireless services for students and district School Resource Officers
Basic telecommunications maintenance and technical support services
Our Internal Connections include:
Internal voice and data circuit connectivity from the district office to all sites to accommodate
the needs of the District and State of Florida Technology Guidelines
Internet access to resources for day to day student and staff utilization, as well as linkage to
remote resources utilized by teachers and students in school
Goals and Strategies
Overall goals are described in Section 4. Providing equitable technology access, support, and
training district-wide supports the use of the internal connections that provide telecom services and
Internet access.
Budget
Telecommunications Services for voice, data, Fiber Ring protection, Network Electronics, and
Telephone Maintenance services are fully budgeted at the district level. This covers all discounted
and non-discounted E-Rate costs. This ensures that all existing telecommunications services will
continue even if E-Rate funding is not approved.
VIII. Technology Acquisition Plan
Appropriate Technologies for Educational Goals and Materials
The acquisition of technology to support the district’s strategic and operational goals is a priority. In
an effort to best leverage equipment acquired for classrooms, personnel in IT ar working
collaboratively with Academic Services on professional development activities. This training centers
around the usage of technology to deliver district curriculum.
QZAB Schools
The QZAB II project impacts 100 DCPS schools. This project focuses on building 21st century learning
environments to engage and empower our students for success in college or a career. All schools
have or will be enhanced with retrofits (as needed), new wireless infrastructure, mobile devices,
access to digital content, multimedia teaching tools, and professional development for technology
integration.
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Infrastructure for Teaching and Learning Technology Services will provide a reliable, easy to use computing infrastructure allowing teachers
and students to have access to the Internet, local digital educational content, and research-based
diagnostic and instructional technology resources in the classrooms.
The technical environment will continue to be upgraded to support school-based technology
equipment and infrastructure:
All schools will have a minimum of 1 GB internal LAN;
Elementary schools will have a minimum of 150 MB external WAN; Middle schools will have a
minimum of 500MB external WAN; High schools will have a minimum of 1GB external WAN;
The goal is for the student to CPU ratio to be 1:1 (while maintaining the minimum of 2:1
computer-to-student ratio required for state testing);
Students will have access to differentiated instructional learning systems;
Students and teachers will have a process to request new education technology aligned with
district goals;
All district administrators, teachers, students, staff, parents, and community stakeholders will
have access to applicable district resources through OneView, the new Enterprise SharePoint
Portal.
Instructional Technology Software Technology Services will support Curriculum and Instruction and schools in leveraging technology to:
Provide a digital multimedia educational environment for students;
Promote the effective use of telecommunications and information technology to implement
the Florida Standards and the ISTE Technology Standards;
Enable differentiated instruction for students through the provision of aligned diagnostic and
curriculum solution packages. Data Management for Teaching and Learning
Technology Services will coordinate with appropriate divisions, schools, support organizations, and
parents to leverage technology toward improved collaboration and increased web-based learning.
Operationally, Technology Services will improve web and phone capability between the schools,
district, and parents; enable increased communication between the schools and learning
communities; and improve district distance learning capability.
The following activities will support the learning initiatives:
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Provide online grade book and planning tool for teachers (Focus);
Provide parents access to view student information; grades, GPA, attendance, homework
assignments, unofficial transcripts, and discipline via the Internet;
Investigate content and knowledge management to better support information flow to
learning communities;
Provide virtual education opportunities for students.
Academic Performance
Plans for instructional software and technology based education materials will be based on a new
architecture. This learning architecture will focus on end users and the skills they will need to be
successful in college and a career. To this end, the plan provides a digital multimedia environment
for stakeholders including:
Infrastructure and hardware to support teaching and learning needs and goals;
Instructional software that diagnoses, prescribes, and evaluates student performance with an
emphasis on differentiated instruction;
Integrated data management system for teaching, learning, and leading (Performance
Matters).
Hardware and Software Deployment Timetables
Deployment of hardware and software is managed by a Life Cycle Management Process. This plan is
reviewed and adjusted as needed.
Acquisition Process
The technology acquisition policy and process is driven by national and state standards aligned with
district curriculum, instruction, and assessment initiatives. As the district acquires new technology
solutions, Technology Services is committed to engaging, empowering, and educating end users in
every step of the process.
Acquisition Workflow The Technology Capital budget is reviewed and approved each year to ensure the budget priorities
are in alignment with school curriculum and the objectives of the Florida Standards. Technology
Services then purchases equipment in accordance with the budget priorities. Once technology is
purchased, it is assigned to individual schools for custody, management, and use. While Technology
Services operationally supports the equipment, use of technology shifts to the purview of the local
schools upon receipt of the equipment. The district maintains a school inventory of major technology
available in each school.
Curriculum and Instruction maintains a number of education programs. All major curriculum
programs have basic required technology. Curriculum and Instruction periodically evaluates each
program for effectiveness. The results of this review are cycled back into the next year’s budget
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process. A technology program manager serves as an active resource to the division of Curriculum
and Instruction to ensure alignment and prioritization of technology needs.
Acquisition Strategy Adjustments New developments and opportunities are addressed as major mid-course corrections. New
developments or opportunities are usually identified as a result of a user-identified need, but could
also be identified by senior leadership as a result of policy change, program review, or outside
analysis. Regardless of the cause for the mid-course correction, the process remains the same. The
request is passed to the Leadership Team for review. Since technology capital is fully budgeted prior
to the start of each fiscal year, mid-course opportunities must either identify new funds or
compensating offsets.
Technical Guidance to School and District Personnel Technology Services assigns a Regional Information Officer (RIO) for each school. These service
coordinators are responsible for the planning, implementation, and operational support of all
instructional learning systems and technology systems at the school and region level, as well as
district business offices. Technical Services provides additional support via the helpdesk and Regional
support staff. This face-to-face customer service helps build trusting relationships, provides desk-side
teaching and learning, and maximizes the use of technology tools. School principals and School
Technology Contacts receive weekly electronic briefings highlighting services, professional
development, and new initiatives.
IX. Access
Equitable and Effective Access
Similar to the majority of other major school districts, this district is faced with a highly diverse student
population, school buildings that vary in age and ability to accommodate technology, and tight
budgets. In order to ensure technology access at all schools, the IT division continues to deploy
battery operated laptops to teachers with wired data ports and wireless access points to enable all
classrooms to have Internet access. The district has a long-term deployment plan to continue to
modernize the infrastructure systems in schools at a minimum of a 2:1 student to computer ratio.
Technology resources are centrally managed by Technology Services, which leverages the
purchasing power of the district to gain the best price for technology equipment. The equipment is
assigned to schools on a managed lifecycle plan and funded based on district priorities. Individual
schools also have some limited capability to use other sources of funds to purchase supplemental
technology.
Special needs students are serviced by the Assistive Technology (AT) Department that works with
Technology Services to identify and secure needed services. Divisional coordination enables the AT
staff to gain elevated computer privileges when necessary to install special needs equipment and
software for students.
Duval County is rich in access to external instructional service and programming providers, such as
public libraries, charter schools, remote teaching sites, home-school connections, online products,
24
and other services. The district directly supports Florida Virtual School, direct digital connection to
charter schools, after-hour school programs, and Internet access from district computers. An
upgraded Bring Your Own Device (BYOD) network was implemented in the 2015-2016 school year
district wide. This network allows students and staff with a district account to utilize their own device
on the wireless network.
Data-driven decision making is supported by a variety of databases and reports. The primary
performance analysis tool is Performance Matters.
The concept of centralized access to all information in one location is being addressed by the
development of OneView the District Education Portal that will give all stakeholders access to
applicable role-based data. OneView will allow disparate data sources to be virtually combined and
provide the end user a “single pane of glass” view. Users will be able to access information pertinent
to their needs within the district. The Student Information System and the Data Warehouse which
encompasses many data sources into one application will provide the necessary data to the
Education Portal.
Acceptable Use Both students and employees are required to sign an Acceptable Use Policy (AUP) prior to gaining
access to District computer systems. The student AUP is contained within the student handbook
provided to every student the first week of school each year. All users are required to read and
agree to the AUP as part of the initial account creation process.
Both AUP policies address protection for the confidentiality of students, protection of intellectual
property rights, licensing agreements, and legal/ethical standards for the sharing of resources with
other educational entities, and maintain the integrity of systems, programs, and information
resources. The AUP also provides guidance to students prohibiting them from accessing
inappropriate matter on the Internet and World Wide Web; including so-called “hacking,” and other
unlawful activities by minors online.
Building principals are tasked with ensuring that teachers are knowledgeable about this policy and
district guidelines, procedures, and controls. In particular teachers must monitor computer use for
the safety and security of all students. The district authorizes the use of electronic mail and chat
rooms with students through Office 365, the district’s student communication and collaboration tool.
Information Security monitors and reports on access to inappropriate material and attempts by users
to bypass network security systems. Parents and guardians assume risks by consenting to allow their
child to participate in the use of the Internet.
Technology Protection Measure The district first installed Internet Filter Software in 1996. The software is regularly upgraded, consistently
enhancing our ability to monitor and protect children from harmful Internet activity. Any user
attempting to access a prohibited website will be rejected, and a block page will be sent back to
the user. The filter also logs all website access attempts. This creates a comprehensive list of all
internet sites requested/accessed by anyone within the network. The logs are periodically reviewed
and then reported by category of Internet violation and sorted by username and IP address. The
reports, containing a brief explanation of the user’s Internet activities, are distributed only to the
Executive Director of Information Technology, the Chief of DCPS Police, and either the Office of
Professional Standards or the principal of the school where the violation took place. When possible
25
the individual student names are provided.
X. User Support Plan Strategy
Extreme customer service continues to be a primary goal of the IT division. To this end, personnel in
this division aspire to provide personal, one-on-one support where possible. The successful integration
of technology is highly dependent on the ability of the District to provide the human resources
necessary to support the technology purchased for usage by students and staff. Currently, the district
has 51 technology support specialists to install, troubleshoot, repair, and maintain over 100,000
computers, printers, and network devices.
Technology Support services include:
Centralized hardware and software standards;
Leveraging of district buying power to lower acquisition costs;
Service Desk;
Regional Information Officers (RIO);
Software and hardware support;
Field server support. One of the primary advantages to the centralization of district oversight of technology is the ability to
develop and adopt standards for the purchase of both hardware and software. This division directly
purchases most technology hardware for new schools or retrofitted schools. Individual schools may
also purchase equipment in accordance with District standards. Hardware and software standards
include requirements for support and maintenance. This policy provides the district with consistent
platforms, improves interoperability, and allows for consistent results during planned migrations to
new software and hardware platforms.
Standards for both software and hardware are reviewed annually and updated to provide the latest
technology capabilities for students and staff. Additionally, schools and district staff are counseled by
the Division of Technology staff in all technology related purchasing decisions. These staff members
are provided on-going training opportunities allowing them to stay current regarding emerging
technologies. It is important to note that the total cost of computer ownership over the life of the
equipment is much more important than the initial cost of acquisition. Technology Support Services
Technology support services include the Service Desk, Regional Information Officers (RIO), Software
Support, Hardware Repair, and Field Server Support.
Service Desk—(14) S150 Computer Specialists, (2) S151s Senior Computer Specialists, (4) Data
Entry Clerks
26
The service desk acts as the gateway into Technology Services by providing remote support
for all technology applications and equipment. In addition to remote support, this team
provides on-site assistance via “Depot” services located at the front entrance of the
Technology Services Division at the Team Center location.
There is a centralized service desk within the Technology Services Division providing telephone
assistance and on-site support from 7:00am to 10:00pm Monday to Friday and 7:30am-4:30pm
Saturday and Sunday. The service desk is able to provide support for hardware and software
problems, remote assistance, and first contact resolution through the use of remote tools or
written work orders for problems that need on-site repair. Work orders are tracked and
evaluated on whether problems have been resolved in a timely and efficient manner. Repair
and maintenance of out of warranty equipment is handled by the Computer Repair
Department. This employee group works in coordination with the Regional Information
Officers to provide schools with daily technology support. User support is also available for
software application questions. The volume of contacts to the Service desk averages
approximately 50,000 incidents per year. The service desk currently provides an 88% customer
satisfaction rating with a 50% first call resolution rate.
Regional Information Officers (RIO)—5 coordinators
Technology Services assigns a RIO to each academic region and district administrative office.
The RIO is responsible for the planning, implementation, and operational support of all
instructional learning systems and technology systems at the school and district level.
Software and Hardware Support—(25) S150 Computer Specialist,(6) S852 Hardware Repair
Technicians
The Support team provides field response and support for all technology systems including
computers, printers, network electronics, infrastructure, and servers. The District supports
approximately 80,000 pieces of technology hardware including 13 Operating Systems, three
(3) major business systems, and 250 approved applications; making DCPS one of the largest
Technology Enterprises in northeast Florida.
Field Server Support—(5) S151 Senior Computer Specialists
The Field Server Support team is the primary troubleshooter for server hardware, software, and
configurations in the field. They are responsible for supporting all instructional learning systems
deployed throughout the District. Enterprise Management
Data Center Operations—(13) S151 Senior Computer Specialists
The Enterprise Operations group provide support in 5 functional areas:
1. Enterprise Data Center and Disaster Recovery (3)
2. Device Management (4)
3. Identity Management (4)
5. Messaging and Email (2)
27
The Enterprise Data Center and Disaster recovery team provide Data Center support for 2
active Data Centers managing servers, virtualization, and storage for mission critical systems.
This group also provides disaster recovery support for those systems located in district facilities.
The device Management group currently is responsible for management of over 100,000
computers. This group is responsible for software delivery and patch management of all
computers. The identity management group maintains an enterprise system based on
Microsoft Forefront Identity Management for the provisioning and decommissioning of
accounts for staff, students, and parents. Active Directory and Federated Services group
makes sure that every user can log in and gain access to the resources needed given their
role as staff, student, or parent. This group is also responsible for setup and coordination of
single sign on with hosted solutions. The messaging and email group is responsible for the
management of the Office 365 Email system providing email and messaging support for
district personnel.
Network Operations Center (NOC)—(2) S151 Senior Computer Specialists
The district has established a Network Operations Center (NOC) that provides daily support for
centralized mission critical systems, administrative applications, and equipment. The NOC is
equipped with network management tools such as App Response for monitoring specific
applications from the client to the server to trace captures which identify specific
performance issues.
The NOC team performs many varied daily duties including the oversight of network system
installations and upgrades, and management of local area/wide area network
communications hardware and software. They also monitor and support a total of 1,320
servers and 4,500 network devices in the DCPS Enterprise.
XI. Professional Development Plan
Professional Development is an ongoing challenge with the number of tools, applications, and users
we serve. The priority is to increase technology integration into curriculum, instruction, and learning
environments. The focus is on increased student engagement, increased student and teacher
technology proficiency, and academic improvement.
Increasing Technology Integration in the Classroom
IT Plans to increase technology skills and integrate technology in the classroom and media center
include:
Implementing the ISTE Technology Standards;
Establishing a model technology classroom to serve as a training facility for district staff;
Partnering with Curriculum and Instruction to ensure that the integration of technology is a
meaningful component within all curriculum training and monthly coaches meetings;
Researching innovative software and hardware solutions which demonstrate the potential for
measurable academic growth;
Ensuring adequate facilities, instructors, materials, equipment, and funding are available for
28
staff development;
Identifying and acquiring technology-based professional development delivery systems that
are cost effective, maximize teacher time, and increase instructional effectiveness;
Implementing a system for follow-up and evaluation of all training offered to serve as a basis
for determining effectiveness and future needs.
Increasing the Effectiveness of Technology in the Classroom The Technology Services Division coordinates training resources in a technology setting to ensure
adequate facilities, instructors, materials, equipment, and funding for staff development. All of the
district’s schools are networked for voice and data. Online course development staff continue to
expand the current course offerings.
Training Resources
District Instructional Technology Team;
District Curriculum Staff;
Media Specialists and Support Staff;
School-level Technology Contacts.
The Technology Services Division is committed to working with Curriculum and Instruction to provide
the support necessary for teachers to facilitate the integration of technology in education. Each
academic core area’s training needs are different and coordinators work with district staff to
customize the course offerings to meet those needs. Special care will been taken to ensure that the
material being developed, presented, and shared during these course offerings is in alignment with
the Florida Standards (Common Core) and ISTE Technology Standards.
Information on additional sources of ongoing training and technical assistance from external entities
such as state technology offices, intermediate educational support units, service providers, regional
education training facilities, and institutions of higher learning are also made available to teachers
and administrators in the district.
Training for Teachers
School Technology Contact Training is offered as an online course to eliminate the need for
Temporary Duty Elsewhere (TDE) days and to allow for flexibility. The training materials and quiz
will be made available in Blackboard, the district’s LMS. Topics include the integration of
technology, state and district technology initiatives, and hardware maintenance and
troubleshooting. STCs deliver the information acquired and provide staff development for
teachers and staff at the school site.
Specialized Technology Training is provided to supplement the needs for grant
implementation and to support district initiatives.
29
Simple K12 is 24/7 access to online training modules for Microsoft Office Suite, and other
technology integration programs.
Training for All DCPS Personnel
Continued operation of support systems is crucial to the success of the professional training
programs. The Technology Services Division provides training to all DCPS personnel in the use
of the following systems:
SAP—District ERP
Focus—Student Information System
Simple K-12– courses include intermediate and advanced usage of the Microsoft Office Suite,
productivity programs, operating systems, etc.
Training is offered in multiple formats including distance learning, online networking, and web-based
instruction. Courses are offered at times and locations that are convenient and accessible. The
particular type of technology chosen for professional development is based on:
The curriculum;
Number of people to be served;
Location of attendees;
Time of day and school schedules.
XII. Monitoring and Evaluation
Evaluation Process Description
This process will focus on three variables; the Technology Services Division’s ability to carry out the
strategies and initiatives in the Technology Plan, the level and quality of support provided to the end
users, and the indirect impact of technology on student achievement. Measurable objectives will
include:
Customer support survey results;
Departmental Climate Survey Results;
Device to Student Ratio;
Survey results regarding professional development offerings;
Survey results related to the end user’s access to adequate software resources;
30
Percent of schools with high-density wireless;
IT Personnel Evaluations.
Mid-course Corrections
The Technology Services Division and Curriculum and Instruction will meet quarterly to review
measurable outcomes and make any necessary mid-course corrections to the plan as new
information and technologies emerge. In addition, monthly monitoring of district-wide needs will be
conducted by the District Leadership Team to ensure alignment with the District Strategic Plan.
XIII. Alignment with the Strategic Plan for 2016-2017
Goal 3: Ensure Effective, Equitable, & Efficient Use of Resources
Strategy 3.3: Deploy information technology that supports the academic needs of all students,
teachers, and staff;
Implement OneView, the District Education Portal to increase access and functionality to
stakeholders;
Implement the ISTE Technology Standards;
Complete high density wireless in all schools.
31
Appendix
32
Multi‐Media Equipment
School # School
Number of Classrooms
(Core) Project Status
262 Andrew A. Robinson Elementary 54 QZAB I Completed QZAB 1 multi‐media carts w/ projectors,
15 Brentwood Elementary 26 QZAB I Completed
166 Carter G. Woodson Elementary 35 QZAB I Completed
18 Central Riverside Elementary 28 QZAB I Completed
226 Crystal Springs Elementary 62 QZAB I Completed
document cameras, and speakers were purchased for classrooms that did not have projectors
45 Dinsmore Elementary 35 QZAB I Completed QZAB II 55" interactive monitor, document
87 Englewood Elementary 26 QZAB I Completed camera, student response system,
92 YMYW Leadership Academy 30 QZAB I On‐Order speaker.
20 Fishweir Elementary 25 QZAB I Completed
238 Fort Caroline Middle 43 QZAB I Completed Capital 55" interactive monitor, document
271 GRASP Academy 19 QZAB I Completed Non‐QZAB camera, student response system,
222 Greenfield Elementary 29 QZAB I Completed Qualified School speaker.
37 Henry F. Kite Elementary 18 QZAB I Completed
244 Highlands Middle 29 QZAB I On‐Order Capital 65" interactive monitor, document
209 Holiday Hill Elementary 43 QZAB I Completed camera, student response system,
96 Jean Ribault High School 33 QZAB I On‐Order Webcam and speaker. Delivery
212 Jean Ribault Middle 17 QZAB I On‐Order
154 John E. Ford K‐8 28 QZAB I On‐Order
25 Kirby Smith Middle 36 QZAB I On‐Order
scheduled to be complete in December
69 Lake Shore Middle 42 QZAB I On‐Order Capital Replacement of the AV/Carts with
233 Lone Star Elementary 39 QZAB I Completed QZAB I 55" interactive monitor, document
220 Martin Luther King Jr. Elementary 24 QZAB I Completed Replacement camera, student response system,
146 Matthew Gilbert 14 QZAB I On‐Order speaker.
227 Mayport Elementary 25 QZAB I Completed
254 Mayport Middle 30 QZAB I On‐Order
70 North Shore Elementary 60 QZAB I Completed
155 Northwestern Middle 18 QZAB I Completed
16 Ortega Elementary 17 QZAB I Completed
159 Pine Forest Elementary 27 QZAB I Completed
148 R. L. Brown Elementary 28 QZAB I Completed
162 R. V. Daniels 24 QZAB I Completed
163 Rufus E. Payne Elementary 35 QZAB I Completed
91 Sallye B. Mathis Elementary 38 QZAB I Completed
83 San Jose Elementary 42 QZAB I Completed
218 San Mateo Elementary 34 QZAB I Completed
211 Southside Middle 29 QZAB I On‐Order
72 Spring Park Elementary 28 QZAB I Completed
128 Susie E. Tolbert Elementary 30 QZAB I Completed
48 Thomas Jefferson Elementary 30 QZAB I Completed
94 Windy Hill 32 QZAB I Completed
89 Woodland Acres 35 QZAB I Completed
3035 Andrew Jackson HS 26 QZAB II Completed
3213 Arlington Middle 30 QZAB II Completed
3038 Baldwin Middle/High 29 QZAB II Completed
3078 Biltmore 27 QZAB II Completed
3269 Biscayne 34 QZAB II Completed
3145 Darnell‐Cookman Middle 34 QZAB II Completed
3216 Davis, Jefferson, Middle 30 QZAB II Completed
3066 duPont, Alfred I., Middle 26 QZAB II Completed
33
3059 Garden City 28 QZAB II Completed
3158 George W. Carver 21 QZAB II Completed
3014 Grand Park Career Center 14 QZAB II Completed
3054 James Weldon Johnson A&CTC 22 QZAB II Completed
3073 John Love 13 QZAB II Completed
3279 Kernan Middle 41 QZAB II Completed
3074 Lake Forest 24 QZAB II Completed
3256 Landmark Middle 33 QZAB II Completed
3106 Long Branch 14 QZAB II Completed
34
Student to Computer Ratio
Facilities Number
SCHOOL FY2015 FTE
Total Number of Computers July 2016
Student to Computer Ratio July 2016
3006 Rutherford, Mattie V. 143 303 0.47
3011 Bridge, The 559 662 0.84
3012 West Riverside 292 384 0.76
3014 Grand Park 177 357 0.50
3015 Brentwood 331 211 1.57
3016 Ortega 399 281 1.42
3018 Central Riverside 385 275 1.40
3019 Upson, Ruth N. 427 263 1.62
3020 Fishweir 442 196 2.26
3021 Morgan, Annie R. 378 398 0.95
3025 Kirby-Smith 938 911 1.03
3027 GRASP Academy 225 207 1.09
3030 Loretto 1039 596 1.74
3031 Landon 764 790 0.97
3032 Marine Science Center 49 19 2.58
3033 Lee, Robert E. 2117 977 2.17
3035 Jackson, Andrew 724 882 0.82
3037 Kite, Henry F. 257 185 1.39
3038 Baldwin M/H 1100 1297 0.85
3045 Dinsmore 522 304 1.72
3046 Arlington E 307 160 1.92
3048 Jefferson, Thomas 564 349 1.62
3051 Whitehouse 507 232 2.19
3054 Johnson, James Weldon, ACT Center 385 406 0.95
3059 Garden City 495 601 0.82
3062 Oceanway M 1194 1311 0.91
35
3063 Fletcher M 1206 804 1.50
3064 Hogan-Spring Glen 366 238 1.54
3065 Atlantic Beach 415 216 1.92
3066 DuPont, Alfred 755 850 0.89
3068 Venetia 403 184 2.19
3069 Lake Shore 1135 1161 0.98
3070 North Shore 634 485 1.31
3071 Hendricks Avenue 703 291 2.42
3072 Spring Park 445 219 2.03
3073 Love, John 234 227 1.03
3074 Lake Forest 432 484 0.89
3075 Paxon School for Advanced Studies 1568 614 2.55
3076 Southside Estates 544 321 1.69
3077 Hyde Park 456 207 2.20
3078 Biltmore 309 388 0.80
3079 Ramona Boulevard 424 248 1.71
3080 San Pablo 572 255 2.24
3082 Love Grove 405 231 1.75
3083 San Jose 827 554 1.49
3084 Bayview 400 445 0.90
3085 Lake Lucina 390 222 1.76
3086 Parker, Terry 1586 764 2.08
3087 Englewood E 461 298 1.55
3088 Stockton, John N.C. 509 248 2.05
3089 Woodland Acres 795 480 1.66
3090 Englewood H 1840 891 2.07
3091 Mathis, Sallye B. 395 242 1.63
3093 Pinedale 348 288 1.21
3094 Windy Hill 637 603 1.06
3095 Pearson, Rutledge H. 302 312 0.97
36
3096 Ribault H 1170 912 1.28
3097 Cedar Hills 447 236 1.89
3098 Timucuan 595 345 1.72
3099 Highlands E 410 197 2.08
3106 Long Branch 245 258 0.95
3107 Anderson, Douglas 1255 773 1.62
3116 Tillis, Sadie 511 492 1.04
3124 Evans, Saint Clair 472 529 0.89
3128 Tolbert, Susie 283 306 0.92
3141 Axson, J. Allen 573 244 2.35
3142 Chaffee Trail 737 328 2.25
3143 West Jacksonville 247 309 0.80
3144 Jacksonville Beach 610 278 2.19
3145 Darnell- Cookman 1226 1261 0.97
3146 Gilbert, Matthew 420 502 0.84
3148 Brown, Richard L. 494 326 1.52
3149 Livingston, S. P. 405 500 0.81
3150 New Berlin 1173 478 2.45
3152 Johnson, James Weldon 1072 972 1.10
3153 Stanton College Prep 1562 619 2.52
3154 Ford, John E. 641 476 1.35
3155 Northwestern 381 410 0.93
3156 Young Women's Leadership Academy (YWLA)/Young Men's Leadership Academy (YMLA)
511 605 0.84
3158 Carver, George W. 344 359 0.96
3159 Pine Forest 448 303 1.48
3160 Waterleaf 762 485 1.57
3161 Bartram Springs 920 404 2.28
3162 Daniels, R. V. 315 175 1.80
3163 Payne, Rufus E. 293 239 1.23
37
3164 Mount Herman 138 102 1.35
3165 Raines, William 1056 1112 0.95
3166 Woodson, Carter G. 603 410 1.47
3169 Hull, S. A. 235 294 0.80
3170 Palm Avenue 130 191 0.68
3202 Reynolds Lane 259 302 0.86
3203 Kings Trail 441 289 1.53
3205 Pickett 214 287 0.75
3206 Brookview 739 401 1.84
3207 Stuart, J.E.B. 797 942 0.85
3208 Parkwood Heights 407 226 1.80
3209 Holiday Hill 631 441 1.43
3210 Oak Hill 550 451 1.22
3211 Southside M 743 800 0.93
3212 Ribault M 606 709 0.85
3213 Arlington M 870 867 1.00
3214 Hyde Grove 457 391 1.17
3216 Davis, Jefferson 810 910 0.89
3217 Brewer, Don 537 215 2.50
3218 San Mateo 703 403 1.74
3219 Stilwell, Joseph 863 961 0.90
3220 King, Martin Luther 475 258 1.84
3221 Normandy Village 464 305 1.52
3222 Greenfield 488 300 1.63
3223 Fletcher H 2200 1061 2.07
3224 Wolfson, Samuel W. 1242 844 1.47
3225 Seabreeze 684 686 1.00
3226 Crystal Springs 1049 508 2.06
3227 Mayport E 458 276 1.66
3228 Merrill Road 640 280 2.29
38
3229 Jacksonville Heights 596 452 1.32
3230 Beauclerc 1054 504 2.09
3231 Kernan Trail 642 317 2.03
3232 Chimney Lakes 1091 467 2.34
3233 Lone Star 644 413 1.56
3234 Jackson, Stonewall 352 155 2.27
3235 Fort Caroline E 602 389 1.55
3236 Jones, Mamie Agnes 410 195 2.10
3237 Sandalwood 2905 1213 2.39
3238 Fort Caroline M 509 604 0.84
3239 Sabal Palm 1022 552 1.85
3240 Arlington Heights 428 216 1.98
3241 Westside 1411 611 2.31
3242 Sheffield, Louis 821 339 2.42
3243 Gregory Drive 705 398 1.77
3244 Highlands M 801 911 0.88
3245 Crown Point 1041 426 2.44
3246 Neptune Beach 942 492 1.91
3247 Finegan, Joseph 427 438 0.97
3248 White, Edward H. 1632 936 1.74
3249 Greenland Pines 809 340 2.38
3250 Pine Estates 297 169 1.76
3251 Twin Lakes E 866 370 2.34
3252 Alden Road 168 97 1.73
3253 Twin Lakes M 1300 1360 0.96
3254 Mayport M 849 929 0.91
3255 Enterprise 844 390 2.16
3256 Landmark 1228 1289 0.95
3257 Alimacani 849 367 2.31
3258 Mandarin Oaks 1105 474 2.33
39
3259 Mandarin M 1473 1437 1.03
3260 Mandarin H 2466 1358 1.82
3262 Robinson, Andrew 667 470 1.42
3263 Abess Park 742 308 2.41
3264 Chets Creek 1290 658 1.96
3265 First Coast 2135 948 2.25
3267 LaVilla 1109 1088 1.02
3268 Atlantic Coast 2053 1419 1.45
3269 Biscayne 655 654 1.00
3270 Oceanway E 592 277 2.14
3274 Westview 1215 1231 0.99
3279 Kernan 1160 1285 0.90
3280 Peterson, Frank H. 1139 681 1.67
3285 Randolph, A. Philip 473 428 1.11
Technology Standards
Implementation Plan
0
1
Contents Executive Summary................................................................................................................................. 2
Goal ......................................................................................................................................................... 2
Background ........................................................................................................................................... 2
Connecting Technology and Instruction ....................................................................................... 2
Alignment to the Strategic Plan ....................................................................................................... 3
Research .................................................................................................................................................... 3
Technology & Student Achievement .............................................................................................. 3
Professional Development to Support the Use of Technology in the Classroom ............... 5
Familiarity vs. Proficiency- Competency and Economic Impact .......................................... 6
Technology Enabled Learning by Creating an Active Learning Space ............................... 7
Other Models............................................................................................................................................. 9
Needs Assessment ................................................................................................................................. 11
Inventory of Equipment .................................................................................................................... 11
Teacher Technology Skills ............................................................................................................... 11
Student Technology Skills ................................................................................................................ 12
Standards ................................................................................................................................................. 13
Rationale Behind the Standards......................................................................................................... 13
Best Practices Aligned to the Core ................................................................................................... 14
Tiered Training for Academic Services ............................................................................................ 15
Tiered Training for School Level Personnel ...................................................................................... 18
Principal Guidelines for Technology Integration ........................................................................... 20
Technology Communication Tools & Resources ........................................................................... 22
Conclusion ............................................................................................................................................... 22
Appendix ................................................................................................................................................. 23
ISTE Technology Standards for Students ...................................................................................... 24
ISTE Technology Standards for Teachers ..................................................................................... 26
Technology Standards for Administrators ................................................................................... 28
Technology Standards for Coaches ............................................................................................. 30
2
Executive Summary
Goal
To establish and support 21st century learning environments in all district classrooms.
Background
Technology Services has laid the groundwork for the transition to digital learning. Through
funding provided by two Qualified Zone Academy Bonds (QZAB) projects and capital dollars,
the district is in the process of deploying laptop carts and interactive monitor bundles
(including document cameras and student response systems) to the core classrooms in all
middle schools, high schools, and Quality Education for All (QEA) elementary schools. The
computer to student ratio is 1:1 in middle schools and 2:1 throughout the district. With high-
density wireless overlays being installed in all district schools and bandwidth that has been
upgraded from 2GB to 10GB, students will have virtually unlimited access to digital
instructional resources.
Single Sign On (SSO) has been implemented so that access to the district blended learning
platforms has been streamlined. With the roll out of OneView, the district education portal
built in partnership with Microsoft, district end users will have role based access to all of the
tools that are necessary to do their jobs and ensure that our students are successful. With this
tremendous infusion of technology in the classroom, it has become evident that there is a gap
between the technology that is available and how it is being utilized to engage students and
enhance instruction.
Connecting Technology and Instruction
In order to create 21st century learning environments in all district classrooms, a connection
needs to be established between the technology that has been deployed and the learning
that needs to occur with adults and students.
Our district will adopt the International Society for Technology in Education (ISTE)
Technology Standards to emphasize the importance of the role technology plays in
preparing all students for success for college, a career, and life;
The Instructional Technology Team will work with the district’s content area directors
and specialists to ensure that the ISTE Technology Standards and all available
technologies are integrated within the curriculum.;
Principal focus groups will be established to provide feedback and guidance
regarding the school based implementation of the digital learning transformation
plan;
A model technology classroom will be available to district personnel and utilized for
professional learning opportunities;
Schools will be encouraged to establish Technology Integration Leadership Teams to
support the integration of technology at the school level;
3
Professional development opportunities will be offered to teachers during the
summer (face to face and online) with an emphasis on integrating technology by
utilizing all of the digital tools the district has made available.
Alignment to the Strategic Plan
Develop Great Educators and Leaders
Provide teachers and students with the tools and resources necessary to
meet the demands of the New Florida Standards and students' individual needs;
Provide ongoing professional learning and support to develop all teachers,
instructional leaders, and staff.
Ensure Effective, Equitable, and Efficient Use of Resources
Deploy information technology that supports the academic needs of all students, teachers, and staff.
Develop the Whole Child
Address the needs of all students with multiple opportunities for enrichment.
Research Although there have been initiatives to embed technology within the core content standards,
data shows that there is a technology skills gap that has an economic impact. Since the
introduction of technology in classrooms, the anticipated educational impact has not
occurred at the level that was expected. Though the technology has been made available
to all classrooms, many teachers do not have the foundation to successfully integrate it into
their daily instructional strategies and curriculum. Coupled with the lack of support for
integration efforts, the result has been that most teachers continue to practice at the “Entry”
and “Adoption” levels on the Technology Integration into the Curriculum Matrix (TIM).
D
When ISTE first published their initial set of standards for students, teachers, and administrators,
the standards focused on learning about technology as a separate entity. Today, the
emphasis has changed to learning with technology as a tool in a student’s education (Bakir,
N.; pg. 24, 2016) that is “to truly provide students the opportunity to learn effectively for a
lifetime and live productively in our emerging global society and increasingly digital world”
(ISTE 2007, p. 1). With this paradigm shift in the use of technology in education, it is imperative
that research is analyzed to determine why there are gaps in student achievement, how
students can become proficient in technology, and how districts can provide teachers the
necessary support and professional development to achieve the ISTE standards.
Bakir, N. (2016). Technology and Teacher Education: A Brief Glimpse of the Research and Practice that Have
Shaped the Field. Techtrends: Linking Research & Practice To Improve Learning, 60(1), 21-29. doi:10.1007/s11528-
015-0013-4.
Technology & Student Achievement
According to the ISTE Policy Brief: “Technology and Student Achievement- The Indelible Link”
(2008), there is substantial research that supports a positive impact on student achievement
4
from the integration of technology. Having consistent access to and successfully using
technology in the classroom allows students to graduate with the skills necessary for them to
provide a vital contribution to the workplace and society. ISTE, the State Educational
Technology Directors Association (SETDA), and the Partnership for 21st Century Skills have
identified such abilities as, “communicate, collaborate, analyze, create, innovate, and solve
problems” (pg. 4). For such success to be achieved, the technology needs to be integrated
into education appropriately and strategically. In order for this to be achieved, many states
have created and implemented their own programs.
Missouri created the enhancing Missouri’s Instructional Networked Teaching Strategies
(eMINTS) program. ISTE (2007) sites that the eMINTS program, “focuses on innovative
instructional processes, and supporting elementary teachers to develop student-centered,
inquiry-based instructional practices through multimedia and computer technology (eMINTS
2002, pg. 2).” Schools were able to select which classrooms would participate in the eMINTS
program. Results from 2001-2005, indicated that students in an eMINTS classroom had
significant gains across multiple subject areas over students that were in non-eMINTS
classrooms. According to the ISTE Policy Brief (2007), students throughout the state
participating in eMINTS math classrooms repeatedly outperformed their counterparts on the
state assessments. Similar results were found in other core classes such as science and social
studies. For example, in
2001 fourth grade students
in eMINTS classrooms
scored 7.4% higher than
their counterparts, 9.3%
higher in 2002, 9.8% higher
in 2003, and 7.1% higher in
2005. The least significant
gain was in 2004 at .7%
(ISTE, pg.6). The graph
displays results of the eMINT
program outcomes on
student achievement
between 2001- 2005 (ISTE,
2007).
Michigan had similar results
with their technology implementation program, Michigan’s Freedom to Learn (FTL) program
(ISTE, 2007). Michigan’s program integrates student laptops in middle schools throughout the
state and provides rigorous professional development for teachers that emphasizes integrating
technology as a tool in their daily teaching practices and curriculum. When compared to the
national average, results indicate students participating in the FTL program had higher levels
of student engagement and utilizing the laptops as a learning tool proved to enhance student
achievement.
ISTE’s Policy Brief (2007) highlights a few additional states that have similar programs
implemented such as Texas and Iowa. Texas’s Technology Immersion Pilot (TIP) program which
focuses on middle schools throughout the state, provided research that exhibited a significant
decrease in discipline problems and an increase in student technology proficiency (ISTE, 2007).
Iowa’s Department of Education partnered with the State Educational Technology Directors
5
Association (SETDA) to implement a comprehensive and scientifically based professional
development program. The focus was on integrating technology into elementary and middle
school reading and math classes. “Preliminary results indicate that achievement scores of
students participating in the program have increased by 14 points in 8th grade math, 16 points
in 4th grade math, and 13 points in 4th grade reading, significantly higher scores than students in
the control group” (ISTE, 2007).
Professional Development to Support the Use of Technology in the Classroom
DIt has been consistently recognized throughout the years technology has been in classrooms
that providing the necessary professional development and support for teachers is the key to
increasing technology literacy of students, ultimately resulting in enhanced student
performance and productivity (Bakir, 2016). In 1996, the CEO Forum on Education and
Technology founded a partnership with business and educational leaders. The purpose of the
forum was to determine how technology was being utilized and implemented in U.S.
schools. The forum designed a series of reports, the second one was specifically aimed at
providing teachers the necessary professional development and support in order to optimize
student achievement (Bakir, 2016). In this section, current results from teacher surveys will be
analyzed, the various stages of professional development in education will be reviewed, and
effective professional development strategies for school districts will be highlighted.
D
Brianna Pressey produced a comprehensive report entitled, “Comparative Analysis of National
Teacher Surveys” in which national surveys from February 2012 to February 2013 were
studied. Those studied included five high-profile surveys from teachers in a K-12 classroom
environment. The surveys focused on teacher practices and attitudes toward
technology. When reviewing the results of, “Technology Use by Teacher Characteristics,” the
Bill & Melinda Gates Foundation (2012) indicated that 62% of teachers felt that personal
comfort using technology was one of the most significant barriers to incorporating it into their
daily instruction (Pressey, 2013). Furthermore, Pressey (2013) summarizes that the Bill & Melinda
Gates Foundation (2012) indicated
• “48% report that a “lack of training” is included in the ‘biggest
barriers to incorporating technology into their teaching.’ (p. 3)
• “…most report they are not satisfied with the training they receive
or the level of ongoing professional support they can get at their
school.” (p. 3)
• “Teachers say that they do not get adequate training on specific
technologies or about how to more fully integrate technology into
their teaching. Nearly half of survey respondents cited inadequate training.”
(pg. 13)
In addition, the Bill & Melinda Gates Foundation survey (2012) indicates that professional
development offered online appeals to about 50% of the survey respondents and if it offered
professional development points, it would have a greater appeal (Pressey, 2013). When
considering the available research on teacher professional development and support, it is
apparent that a more structured approach needs to be considered. This has been an issue
ISTE has recognized from its initial integration of education technology standards.
6
Pressey (2013) also found The PBS Learning Media survey reported, “36% of teachers report
utilizing online professional development. (p. 11).” The Pew Research Center survey indicated
“…teachers in schools with mainly lower income students tend to be the…least to report
receiving formal training from their school or district in how to effectively incorporate digital
technologies into the classroom.” (p. 56)
Effective professional development is a vital component of the successful implementation of
technology in a classroom setting. It is not uncommon for teachers to report concern with the
integration of new technology in their instructional strategies. If there was effective
professional development provided, followed by a plan to continue the support of its use, it
may positively impact a teacher’s attitude toward new technology implementation and
“enable those teachers to implement student-centered constructivist approaches.” (Matzen &
Edmunds, 2007) (ISTE, 2008) D
For professional development to be implemented effectively in a school district, there needs
to be solid groundwork upon which it is built. Bloomfield's four stages of technology
professional development is an excellent foundation (Crystal 2001):
Teacher buy-in — gaining cooperation from the beginning;
Assessment — using data to establish district teacher technology skill baselines for pre- and post-professional development assessment;
Creating differentiated training opportunities to accommodate adult learning and
working styles; and
Time for collaborative follow-up and support.
Transforming Classroom Practice Copyright 2008, ISTE ® (International Society for Technology in
Education), Transforming Classroom Practice: Professional Development Strategies in
Educational Technology, Edited by Arlene Borthwick and Melissa Pierson. 1.800.336.5191 or
1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Distribution and copying of
this excerpt is allowed for educational purposes and use with full attribution to ISTE.
Familiarity vs. Proficiency- Competency and Economic Impact
Change the Equation (CTEq) analyzed results from the 2012 Programme for International
Assessment of Adult Competencies (PIAAC), a test of adults aged 16–64 in 24 developed
countries. CTEq focused on “problem solving in a technology-rich environment,” which is the
ability to use digital technology, communication tools, and networks to solve practical
problems. Special attention was given to test takers who were between 16 and 34 years old,
an age span that roughly captures millennials, who were born between the late 1970s and the
mid-1990s. The objective was to test the widespread assumption that millennials are tech
savvy and measure the impact of their technology skills on their career prospects. (See
www.changetheequation.org for more on the methodology.) Millennials seem largely
unaware that their low skills in solving problems with technology could be stunting their
careers.
7
According to CTEq’s analysis of PIAAC, fully 91 percent say they do not believe a lack of
computer skills has affected their chances of being hired, promoted, or given a raise—
including 76 percent of millennials who scored Below Level 1 and 92 percent of those who
scored at Level 1. That amounts to 13 million low-skilled young Americans who simply do not
grasp the high price they are paying for their poor skills. Employers have noticed, however. In
a recent survey, only 37 percent of employers found that recent college graduates are well
prepared to stay current on new technologies. And economists argue that wage differences
are a clear signal of the demand—and the shortage—of tech problem-solving skills. At a time
when millennials’ struggles to gain a foothold in the middle class through gainful employment
are grabbing headlines, their lack of tech savvy could be a largely unexamined culprit. - “ The
Economic Plight of Millennials,” Econ South, January-April 2014.
Former FCC Chairman Julius Genachowski has argued that, “50 percent of today’s jobs
require some technology skills – and this percentage is expected to grow to 77 percent in the
next decade.” FCC Chairman Genachowski, “Remarks on Broadband Adoption,”
Washington, DC, October 12, 2011.
-
Chances are, millennials lack of tech savvy has already affected their job prospects. CTEq’s
analysis of PIACC found that a person at the highest skill level is likely to earn far more than
double what a person at the lowest level earns. These benefits hold up even when other
characteristics that affect earnings are held constant. On average, a person at the highest
technology skill level earns almost 40 percent more than someone at the lowest level, even if
both people are of the same gender, race, and education level and have roughly the same
literacy and numeracy skills. These results confirm that using technology to address challenges
has become a defining characteristic of work in the 21st century. According to recent
research for example, 80 percent of middle-skill jobs, which generally require less than a
bachelor’s degree, require tech skills—and that share is growing.
According to a report by Burning Glass and Capital One, middle skill jobs that require
technology grew 2.5 times faster between 2003 and 2013 than middle skill jobs that do not
require digital skills. The report finds that almost 80 percent of middle skill jobs require digital
skills. Middle skill jobs comprise almost 40 percent of all jobs. See “Burning Glass and Capital
One, Crunched by the Numbers: The Digital Skills Gap in the Workforce,” March 2015.
Technology Enabled Learning by Creating an Active Learning Space
Research has been presented which validates the positive impact technology can have on
student achievement. To maximize this impact, the student learning environment must make
a shift as well. The creation of a learning environment that allows students to work toward the
ISTE standards and digital citizenship requires a place where creativity, communication, critical
thinking, and collaboration are nurtured. Designing an active learning space is not about
rearranging furniture but about “…advance learning and teaching” (ISTE 2015). Through the
presentation of case studies, this section will highlight how the creation of active learning
spaces for today’s digital natives can impact student achievement and attitudes toward
learning. Suggestions for active learning space designs will also be presented.
Active Learning is the intersection of space, pedagogy, and technology (see figure 2.1
below). In these active learning spaces, teachers will include a place for students to meet in
8
pairs, small and large groups, and individually while having access to technology under the
teacher’s supervision. Such spaces will include various types of chairs such as comfortable
chairs with cushions, high back chairs, stools, and both high and low tables. The furniture will
allow students to easily rearrange and to collaborate as it meets their needs. Research has
repeatedly shown the impact such an environment can have on student achievement.
D
An increasing number of schools and school districts across the country are adopting the
concept of active learning spaces both in classrooms and throughout school campuses. One
such district is Metropolitan Nashville Public Schools, who is striving to be the top urban school
district in the country by 2018. The district selected underutilized spaces in schools and
transformed them into places where students could comfortably create and
collaborate. One high school transformed locker bay areas into a coffee shop type of
environment without food. It included cubicles and a few areas with high-top tables with
stools, comfortable chairs, and TV mounts. A middle school re-invented their classrooms by
including tables instead of the traditional desks. It also included spaces that would enhance
the use of collaborative technology. For example, an interactive wall was installed for
students to easily utilize as a tool to brainstorm and share ideas. According to the school
district, students with access to these spaces performed 8-10 points higher on standardized
state ELA and Math tests from 2013-2014. (ISTE, 2015)
Another case study was an elementary school located in Portland, Oregon in which a
classroom was designed to meet the specific needs of each student. The environment was
designed to promote comfort, creativity, and collaboration. The classroom included different
types of chairs designed for a range of movement. Some chairs will rock, some are mobile,
and others include high backs for those who would like additional support. The classroom
does not include any traditional style classroom chairs. Instead of traditional desks, student
have high and low tables. Additional active learning spaces include an rug area, reading
cubbies, and reading bleachers. Each of these spaces allow for easy integration of their
technology (ISTE, 2015). In this classroom, “…the teacher and students are energized and
engaged, moving freely yet productively around the room while actively making smart
choices about how, where, and what they learn.” (ISTE, 2015)
When designing and implementing active learning spaces for schools, such considerations
include spaces that are more open and will enable students to easily transition to large-group,
small-group, or to individual learning. But physical space is only part of this equation. For
teachers to provide a learning environment that fosters student success; space, pedagogy,
and technology must work collaboratively together.
9
Other Models
As part of the process of developing a plan for implementing technology standards, the plans
of other states and districts were reviewed. Although some districts implemented the ISTE
standards and others wrote and adopted their own, all plans included the importance of
alignment with the core academic standards as well as the importance of professional
development to support the transition from the teacher-centered classroom to the student-
centered classroom.
1. Department of Education: National Education Technology Plan (NETP)
· PDF- http://tech.ed.gov/files/2015/12/NETP16.pdf
Sections
a. Learning
b. Teaching
c. Leadership
d. Assessment
e. Infrastructure
· Website: http://tech.ed.gov/netp/
· To remain globally competitive and develop engaged citizens, our schools should
weave 21st century competencies and expertise throughout the learning experience.
These include the development of critical thinking, complex problem-solving,
collaboration, and adding multimedia communication into the teaching of traditional
academic subjects. In addition, learners should have the opportunity to develop a sense
of urgency in their learning and the belief that they are capable of succeeding in school.
· Teach to Lead: Teach to Lead is a joint program of the National Board for
Professional Teaching Standards, ASCD, and the U.S. Department of Education. This
program aims to advance student outcomes by expanding opportunities for teacher
leadership, particularly opportunities that allow teachers to stay in the classroom. With
the help of supporting organizations, Teach to Lead provides a platform for teacher-
leaders and allies across the country (and around the world) to create and expand on
their ideas.
2. Palm Beach County (West Palm Beach, FL)
http://palmbeachschools.org/techplan/documents/FY14-
16_SDPBC_Technology_Plan.pdf
The District recognizes the fundamental need to provide equitable access to technology
for all students and staff in several areas, including:
Curriculum, via interactive online services and virtual learning.
Environments and software available at school and at home.
Interactive learning material through on-line discussion groups.
Interactive conferences and tutorials.
10
People (through electronic mail, discussion groups, weblogs, and other social
networking tools appropriate to the District’s mission).
Information (through online databases and subscription services).
Their own electronic files for the continuation of learning after the work day and school day has ended.
In addition, the district will promote the integration of technology as a digital resource
into curricula and aims to increase the number of educators effectively using technology
by providing:
Digitally-rich model lessons in core content areas.
Aligned and searchable digital resources.
Technical guidance and training on content and tools necessary to implement the curriculum.
3. Douglas County Tech Plan (Minden, Nevada)
http://schools.dcsd.k12.nv.us/pdc/documents/tech_plan_april05.pdf
The plan:
Establishes clear goals and a realistic strategy for using telecommunications and
information technology to improve education or library services. Has a professional development strategy to ensure that staff know how to use the
new technologies to improve education or library services. Includes an assessment of the telecommunication services, hardware, software, and
other services that will be needed to improve education or library services. Provides for a sufficient budget to acquire and maintain the hardware, software,
professional development, and other services that will be needed to implement the
strategy for improved education or library services. Includes an evaluation process that enables the school or library to monitor progress
toward the specified goals and make mid-course corrections in response to new
developments and opportunities as they arise. Was developed to ensure the seamless integration of technology into the curriculum
for the schools in the district. This has been done in accordance with the technology
standards of the US Department of Education, the Nevada Department of
Education, and the Douglas County School District Strategic Plan and District
Improvement Plan. Has a Vision Statement.
4. Metropolitan Nashville Public School (Nashville, Tennessee)
http://mnps.idlearningtech.org/wp-content/documents/2013-2016_LTPlanFinal.pdf
· The Learning Technology Plan is organized around three overarching goals:
1. Transforming teaching and learning practices to include technology
integration and to foster the development of necessary skills;
2. Redesigning learning environments to enhance the use of technology in
the learning process; and
11
3. Sustaining community support and leadership to drive successful
implementation of the LTP.
· Standards Alignment The Learning Technology Plan is aligned with the state and
international standards listed here (all listed in Appendix A):
1. International Society for Technology in Education (ISTE)
a. National Education Technology Standards
i. Students
ii. Teachers
2. Common Core State Standards (CCSS)
3. Partnership for 21st Century Skills (P21)
4. Partnership for Assessment of Readiness for College and Careers (PARCC)
5. Career and Technical Education (CTE) Standards
6. National Career Academies Coalition (NCAC)
7. American Association of School Librarians (AASL)
Needs Assessment
Inventory of Equipment
Our district maintains an inventory of laptops deployed to schools as well as multi-media
bundles that have been deployed. See Appendix 1.
The Florida Innovates Technology Resource Inventory is sent out by the Florida Department of
Education in the spring and the fall. The results of these district and school surveys are
reported to the state and included in the District’s Digital Classroom Plan. Results and
comparisons to other districts can be viewed at http://www.flinnovates.org/TRI.
Teacher Technology Skills
Teachers’ level of technology proficiency will be measured by placing them within the levels
of technology proficiency on the Technology Integration Matrix. The Technology Integration
Matrix (TIM) can be found at: http://fcit.usf.edu/matrix/matrix.php. Average integration should
be recorded as the percent of teachers at each of the five categories of the TIM for the levels
of technology integration into the classroom curriculum:
Entry
Adoption
Adaptation
Infusion
Transformation The TIM Tools will be utilized to track teachers’ level of technology integration proficiency. The
TUPS (Technology Use Perception Survey) will be made available to teachers as self-
assessment.
12
Teacher Levels of Technology Proficiency included in the Digital Classroom Plan
Professional Development Needs
Analysis
Baseline
(established in
2015)
Target Date for
Target to be
Achieved
(year)
Average teacher technology integration via the TIM (based on peer
and/or administrator observations
and/or evaluations)
Entry: 10%
Adoption: 40%
Adaptation:25%
Infusion: 15% Transform: 10%
Entry: 5%
Adoption: 10%
Adaptation: 20%
Infusion: 35% Transform: 30%
2018
Percentage of total evaluated teacher lessons plans at each level of the TIM
Entry: 10%
Adoption: 40%
Adaptation: 25%
Infusion: 15% Transform: 10%
Entry: 5%
Adoption: 10%
Adaptation: 20%
Infusion: 35% Transform: 30%
2018
Student Technology Skills
The Student Tool for Technology Literacy (ST2L) was developed by the state of Florida to
address the NCLB goal of achieving student technology literacy by the 8th grade. The tool is
task based and aligned to the ISTE Student Technology Standards.
A sampling of 2,765 students attending our schools have completed the ST2L. Their scores
indicate the need for addressing technology skills. When compared to the students taking the
assessment statewide, our student scores average 11 percentage points below the average
state score (scores are based on a percentage of 100).
# of
Students
to
Complete
the ST2L
Student Technology Literacy Standards Aligned to ISTE NETS
Total
Average
Score
Technology
Operations
&
Concepts
Average
Score
Constructing
&
Demonstrating
Knowledge
Average
Score
Communication
& Collaboration
Average Score
Independent
Learning
Average
Score
Digital
Citizenship
Average
Score
Duval 2,765 60% 49% 55% 50% 69% 57%
State 107,809 72% 61% 67% 61% 77% 68%
13
Standards
A major component of the standards is a general set of indicators describing technology-
literate students at key developmental points in their precollege education. Coupled with the
standards, the indicators provide a set of examples for preparing students to be lifelong
learners and contributing members of a global society. The indicators describe the
technology competence students should exhibit upon completion of the ranges below:
Grades PK–2 (ages 4–8)
Grades 3–5 (ages 8–11)
Grades 6–8 (ages 11–14)
Grades 9–12 (ages 14–18)
These indicators assume that technology skills are developed by coordinated activities that
support learning throughout a students' education, rather than only at certain grade
levels. The standards and indicators are based on input and feedback from stakeholders at all
levels; parents, schools, teachers, technology and curriculum experts. Information from local,
state, and national documentation was also collected in the creation of these standards and
indicators.
The ISTE Student Standards are currently in the process of being refreshed and will be
launched at the annual ISTE conference in June. The Teacher standards are slated to be
refreshed in 2017. See Appendix.
Rationale Behind the Standards
The International Society for Technology in Education (ISTE) is a non-profit organization which
consists of a diverse education stakeholders who ensure that educators and students
continuously progress in an ever-changing digital society.
In an effort to provide educators with a set of guidelines to measure and support the
integration of technology, the organization has created global standards which are referred
to as the ISTE Technology Standards. These standards serve as a framework for ensuring that
students have the skills and knowledge needed to succeed in a digital world. The standards
14
are periodically refreshed so that they remain relevant and continue to serve the primary
purpose of preparing students for the future.
Best Practices Aligned to the Core
Core Alignment - Technology should not be taught in isolation but within the content area so
that teachers can make the necessary connections. It is necessary to align the ISTE
Technology Standards with Florida Standards, Florida Principal Leadership Standards, and
Florida Department of Education, Career, and Technical Education Curriculum Framework.
Integration of Technology - Technology Integration characteristics include technology driven
tasks that are active, collaborative, constructive, authentic, and goal directed. http://fcit.usf.edu/matrix/matrix.php
Teachers engaged in Technology Integration Best Practice foster critical thinking, creativity,
collaboration, and communication among students while utilizing available technology
(Olmestead, Rowell, 2016) and are cognizant of providing and managing Active Learning
Space to enhance student performance outcomes. "The convergence of technology,
pedagogy, and space can lead to exciting new models of campus interaction (Oblinger,
2005)."
Olmestead - http://www.eschoolnews.com/2014/01/17/four-cs-common-core/
Oblinger - http://er.educause.edu/articles/2005/1/leading-the-transition-from-classrooms-to-learning-
spaces
ISTE Standards for Teachers:
Objective 1: Facilitate and Inspire Student Learning and Creativity
Objective 2: Design and Develop Digital Age Learning Experiences and Assessments
Objective 3: Model Digital Age Work and Learning
Objective 4: Promote and Model Digital Citizenship and Responsibility
Objective 5: Engage in Professional Growth and Leadership http://www.iste.org/standards/iste-standards/standards-for-teachers
Coaches/Specialists not only provide teachers with the resources, support, and knowledge to
work with technology, but also ensure the smart use of technology to deepen the teaching
and learning for all involved. The coach also acts as a conduit of best practices; working with
teachers across the school and sharing what's worked, what can be adapted, and how to do
it (Edutopia, 2015).
From <http://www.edutopia.org/practice/instructional-coaching-driving-meaningful-tech-
integration>
Coach role includes:
Providing professional development on technology integration. Designing curriculum to support technology-rich classrooms. Promoting district technology initiatives like 1:1, Bring Your Own Device (BYOD), or
blended learning.
Supporting focus can be schoolwide, small groups, or one-on-one. Providing blended learning opportunities for teachers through videos or tutorials.
15
Modeling lessons and providing classroom support.
Giving just-in-time coaching on new tech tools. Curating information for teachers.
From <http://www.insight.com/insighton/education/role-ed-tech-coach-need-one/>
ISTE Standards for Coaches/Specialists:
Objective 1: Visionary Leadership
Objective 2: Teaching, Learning, and Assessments
Objective 3: Digital Age Learning Environments
Objective 4: Professional Development and Program Evaluation
Objective 5: Digital Citizenship
Objective 6: Content Knowledge and Professional Growth
School/District-based Administrators identify faculty instructional proficiency needs, including
standards-based content, research-based pedagogy, data analysis for instructional planning
and improvement, and the use of instructional technology. An Instructional Leader is a
continuously reflective visible learner who empowers teachers to transform teaching and
learning by modeling best practices and providing knowledgeable, data-driven feedback
(DCSB, 2015).
The school administrator is recognized as the leader of the school who continually improves his
or her professional practice (Marzano, 2013). District based administration use the resources
available to support the goals for achievement and instruction (Waters & Marzano, 2006).
http://tpep-wa.org/wp-content/uploads/Marzano_Leadership_At-a-Glance_13-14.pdf
Waters, J. Marzano, R. (2006). School District Leadership that Works: The Effect of Superintendent
Leadership on Student Achievement. McREL. http://www.ctc.ca.gov/educator-
prep/ASC/4005RR_Superintendent_Leadership.pdf
ISTE Standards for Administrators:
Objective 1: Visionary Leadership
Objective 2: Digital Age Learning Culture
Objective 3: Excellence in Professional Practice
Objective 4: Systematic Improvement
Objective 5: Digital Citizenship
Tiered Training for Academic Services Purpose: To ensure all members contribute to the enhancement of student performance
outcomes through the utilization of available technology, a tiered approach to training is
required. To cultivate the integration of technology with ease and efficiency, training
developers have created a framework of instruction in which individual training tracks are
available to participants, each addressing a level of proficiency as outlined in the Technology
Integration Matrix (TIM). Participants are provided a non-mandated, self-evaluation survey to
assist with the selection of a self-elected track.
Goals Objective: For members of Academic Services and Regional Support personnel to
enhance their understanding of hardware and software applications, technology integration
16
best practice, and technology-supported pedagogy and to apply that understanding to
enrich district curricula with high technology integration suggestions and instructional
supports.
Each tier addresses three primary objectives:
Objective 1: Basic technical knowledge (i.e., technology skills) to introduce new technology:
terminology, software and hardware applications. Technical knowledge involves teaching
personnel how to use available technology according to the purposes for which it was
intended. Specifics of instruction are determined by participant proficiency.
Objective 2: Technology-supported pedagogy calls for the creation of professional
development that supports collaboration of the participants and the instructors so that
participants’ content expertise and instructors’ superior knowledge of the use of technology
can be woven together in order to stretch, rather than to add to, participants’ instructional
repertoires.
Objective 3: Hands-on application to support the creation of an end-product. Each
participant will produce an end-product appropriate to his/her current level of proficiency.
TIM Level of
Technology
Integration
Entry/
Adoption
Adaptation/
Infusion
Transformation
Objective 1
Hardware components
and Tech-Ease
Participants understand
basic functions of
hardware, peripheral
connections, and
terminology.
Participants understand
the value of Active
Learning Space (desks and
workstations are arranged
so multiple participants
can access technology
tools simultaneously). Instructor guides the
participants in the
independent use of
technology tools.
The practitioner serves as a
guide, mentor, and model
for basic technology tools
and online resources.
Tiered Training Framework
Objective 2
Technology-supported
pedagogy
Participants learn to use technology to
deliver curriculum content.
Participants identify models of
technology integration best practice.
Participants will learn how to
incorporate technology tools as an
enhanced component of an
instructional set.
Participants will understand how to
manage groups using varying tech
tools at once.
The practitioner encourages
innovative use of technology tools in
higher order learning activities that
support connections to the lives of the
participants and the world beyond the
instructional setting. The practitioner models high
integration practice via recorded
lessons which are to be available to all
district and school-based leaders and
teachers.
Objective 3
Hands-on application to create
an end-product
Participants apply technology tools,
which may be limited to single types
of tasks involving procedural
understanding. Participants demonstrate
conventional use of technology
tools for learning activities that are
sometimes related to issues beyond
the instructional setting.
Participants select appropriate
technology supported
enhancements.
Participants demonstrate regular use
of technology tools for planning,
monitoring, and evaluating learning
activities.
The practitioner develops
lessons/professional development in
which participants are engaged in
higher-order learning activities using
technological supports.
*Curriculum specific information will be added with the collaboration of Academic Services.
**Length of the training will be 4 days face to face. Sessions will be recorded to create an online version of the tiered training. 1 day for each objective, then a
culminating project on day 4 to review and recap all domains.
17
Tiered Training for School Level Personnel Purpose: To ensure all members of faculty contribute to the enhancement of student
performance outcomes through the utilization of available technology, a tiered
approach to training is required. To cultivate the integration of technology with ease
and efficiency, training developers have created a framework of instruction in which
individual training tracks are available to participants, each addressing a level of
proficiency as outlined in the Technology Integration Matrix (TIM). Participants are
provided a non-mandated, self-evaluation survey to assist with the selection of a self-
elected track.
Goals Objective: For members of school-based faculty to enhance their understanding
of hardware and software applications, technology integration best practice, and
technology-supported pedagogy and to apply that understanding to enrich lesson
objectives with technology-sourced instructional supports.
Each tier addresses three primary objectives:
Objective 1: Basic technical knowledge (i.e., technology skills) to introduce new
technology: terminology, software and hardware applications. Technical knowledge
involves teaching faculty how to use available technology according to the purposes
for which it was intended. Specifics of instruction are determined by participant
proficiency.
Objective 2: Technology-supported pedagogy presented to assist instructors with how
to weave technology-based activities into existing curriculum in order to stretch, rather
than add to, their instructional repertoires. The content of training will focus on
technology integration, data-driven decision-making, as well as meaningful uses of
technology in the curriculum.
Objective 3: Hands-on application to support the creation of an end-product. Each
participant will produce an end-product appropriate to his/her current level of
proficiency.
18
Tiered Training Framework
TIM Level of
Technology
Integration
Objective 1
Hardware components
and Tech-Ease
Objective 2
Technology-supported
pedagogy
Objective 3
Hands-on application to create
an end-product
Entry/
Adoption
Participants understand basic
functions of hardware, peripheral
connections, and terminology.
Participants learn to use technology to
deliver curriculum content.
Participants identify models of technology
integration best practice.
Participants apply technology tools,
which may be limited to single types of
tasks involving procedural
understanding.
Participants demonstrate conventional
use of technology tools for learning
activities that are sometimes related to
issues beyond the instructional setting.
Adaptation/
Infusion
Participants understand the value
of Active Learning Space (desk
and workstations are arranged so
multiple participants can access
technology tools simultaneously).
Participants learn how to manage
student use of technology tools.
Participants learn how to incorporate
technology as an enhanced component
of an instructional set.
Participants understand how to manage
groups who are using varying tech tools at
once.
Participants select appropriate
technology supported enhancements.
Participants demonstrate regular use of
technology tools for planning,
monitoring, and evaluating learning
activities.
Transformation
The practitioner serves as a guide,
mentor, and model for basic
technology tools and online
resources.
The practitioner encourages innovative
use of technology tools in higher-order
learning activities that support.
Connections to the lives of the
participants and the world beyond the
instructional setting.
The practitioner differentiates instruction
through accommodations for learners of
varying technology skill and or
proficiency.
The practitioner develops
lessons/professional development in
which participants are engaged in
higher-order learning activities using
technological supports.
The practitioner models high integration
practice via recorded lessons which
are to be available to all district and
school-based leaders and teachers.
*Curriculum specific information will be added with the collaboration of Academic Services.
**Length of the training will be 4 days face to face. Sessions will be recorded to create an online version of the tiered training. 1 day for each objective, then a
culminating project on day 4 to review and recap all domain.
19
Principal Guidelines for Technology Integration With the wide range of technology use and available technologies within any given
classroom, it can be very difficult for an administrator, or even the instructor, to
evaluate the proficiency level at which the technology is being integrated; therefore,
the Technology Integration Matrix Observation Tool (TIM-O Tool) was designed to
provide a guide for administrators and teachers to assess / analyze the level at which
the technology is being infused. The TIM-O is a comprehensive matrix that contains an
outline for every cell of the matrix (i.e. Entry Active, Entry Collaborative, Entry
Constructive).
Similar to a rubric, the outline on the next page is a condensed list of examples for
administrators to use as an abbreviated guideline or a quick glance of a teacher's level
of integrating technology within the classroom. It has been designed by gathering a list
of questions and examples from the TIM-O then summarizing them to create a simple
checklist of examples in a format that is both non-threatening and non-extensive. A
digital format of this document will allow the user to be automatically directed to the
appropriate cell upon the selection of the yes/no response.
20
Principal Guidelines for Technology Integration
21
Technology Communication Tools & Resources
To assist in achieving the ISTE standards, there must be effective communication tools and resources
readily available to end users districtwide. Our district has partnered with Microsoft to help bring
cohesiveness and collaboration through a districtwide implementation of Office 365 including
SharePoint. Embedded in Office 365 are various apps and services that enable employees to
communicate with others, share and edit documents, work collaboratively on projects, and save
documents and resources. Through the utilization of these apps and services, our district has the
ability to bridge the informational gap between district personnel.
One such tool that will empower the district to bridge that communication gap is the launch of
OneView, the district’s Education Portal. Microsoft and our district have worked jointly to create
OneView which will be launched district wide in fall 2016. The vision for the Education Portal was to
create a “single pane of glass” through which students, parents, teachers, district leadership, district
staff, and community partners can access information, resources, and can connect with one
another. This single sign on will provide users a personal dashboard that will have the information and
resources they need at their fingertips. Because OneView is built in SharePoint, it easily integrates to
all the features of Microsoft Office 365.
OneView will provide access to a repository of technology best practices and resources. The
repository will be hosted on a SharePoint site where documentation, FAQs, tips and tricks, and videos
will be saved so they can be easily accessed by users. In Microsoft’s Video application, a channel
will be created that will house videos related to technology. These videos will include training videos
and well as showcasing best practices highlighting technology integration.
Conclusion The district has made a substantial financial investment in school based technology. That being said,
the district has a vested interest in providing teachers with the necessary professional development,
resources, and support to make connections between the technology available and its use in the
classroom. The adoption of technology standards will provide the framework that is needed to foster
the transition from the teacher-centered classroom to the student centered classroom. This transition
is essential to creating a 21st Century Learning Environment for students in which they can develop
the skills necessary to be successful in school and in life.
The district’s adoption of Technology Standards acknowledges the importance of the role that
technology skills play in preparing our students for the next phase of their lives. Adoption of the ISTE
Technology Standards, rather than creating our own district standards, acknowledges our mobile
student population and the importance of alignment and standardization beyond the district.
22
23
Appendix
24
ISTE Technology Standards for Students
25
DUVAL COU N TY
PUBL I C SCHOOLS
5. Digital! citi ze nship Studanb urtdenrtEncl human. cu ra:l. and s.ooieta l
•S;SU9!1 reia: ed to t:Etc:hno logy and practice legal and
e:th ic:sl beha llior.
a. AdVCicate and practice &a e.legal, artd
responsib le use of irrfarmatiort a.nd tedmology
b. Exhibit a positive ath1ude towar-d u ing
echi')Qiogy that support!! oollaboratiort, aming.aoo productivity
c. Demon trate pe orta l res.ponS:ibil it}' fur ·felong learning
d.. Exhibit leaderah "p for digital citizensHp
6. Technol ogy operati ons and concepts Stuc:fenb demonstrate a souoo understaooing
of tedmolog)' co neepte. a stems.aoo operations..
a. Understand and u t!Kih.no log)' sys.tems
b. Select and u:;.e applic:atioM effectively
and produotiYB ly
c. Troubleshoot sy:;.tems aoo applications
d. Transfer current ki')Qvd&dge to am·ng
of oow tedmologie:;
St.ar>dards.• S 4:12007 lnt • imi<l Socio'lyforTochroology jn Edi.IIC.Aiion.
1ST1 io a r•gi>ta"'cf tradamork oftt-.o fnt<orna!ionol Sociorty ior
T•clv!ology in Ed c. tioro.
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Connected leam WDIId.-
26
ISTE Technology Standards for Teachers
27
DUVAL COU N TY
PUBL I C SCHOOLS
c. Communiel3"l:e- relevant information and ideas effeCtively to tudent!l. parent!!. and peern u ing a variet)' of dig,ita.l age med ia and format!!
d. Mode and fa.-cil ita; e effe ul!a of cummt a.nd eme.-ging digital tool'i. o locate, analyz:a, evaI ua.te, and u information reaoumag to
support re'!learcfl and learning
4. Promote and model dig ita (ruz.enship
and responsiibi ity Teachers understand local and global societa l i liUEI'!l and respomibi itiEI'!l in an evolving cfj gitBI
ou re and e"hibit legal and ethical behavio.-in their p ona l practioB<S.
.a. Adrocate, mode , and teach safe, lega l, and ethic-al ut:a of digital informs ·on and
technology, in uding reo;,pactfuroopyright. ·ntellectua l property.and the appropriate d-ocuments ·on of aourcEI'!I
b. Addrea.o;. he diverse needs of all laame.-a by
using learne.---oentered strategiea. providing equitab e aooas.-s to appropriate dig ta l tools
and resouroe!l
c. P.-omotB and mo dig ita I etiquette and
res-ponsible social interactions related to he uae of tec-hno log)' and information
d. Develop and model ou ra.l u.nd'entand ing and obalawarenEI'!I:l- byengag·ng with colleague >
and stude-nts of other cc . lturEr. u!ling d.gila I age
c mmun ictrtion and c llabo.-ation too Is.
5. Engage in profess ional growth and leadership Teacflers continuou!!IY improve their profes.l!ional practice .model lifelong learning, and ell:hibit lead:enhi p in Ill-lei r school and profa!la.iona l oom munity by promoting and demonstrating the affectivoa usa of dig ta l tool s and rewurcEI!I.
a. Participate in local and global learning
c-ommun itie"' to explore aea.tiva applica.tion'i. of techno logy to impro\1£1 s-tudent learning
b. Exhibit leaderm ip by demonstrating a viaion o:ftac no logy infusion, partioipating in shared decision making and oommunity building , and developing tha adarship and technology skill > ofotl1ers
c. Eva lu ata and railed: on current regeardh and prof9-!!Sjona l pra.ctic on a 1regula r ba!iill to
make effective use of existing and emerging digita l tools and re-sources in support of student
aming
d. Conblbute to the effecti..ane . vitality, and s.e -
renewal of the teacn i ng profession and of theJ. :oc;hool and oom munity
St.al!ldards•T 0 2008 amotion Soci""!' forT"ch""'logy in Edi.O:ol·on.
1ST io a r<1gimrood tradomark of tl>o lntori'IO!ionol Soocillty
for T•clvto ogy ir> E&ucaticn.
ycu would [U to rt prod41c.. is m.LU!rill lr ple.ti• c.ontK:t
parrnissioM&"is.ta.org .
/
Connected leam WDIId.-
28
Technology Standards for Administrators
29
4. System ic improvement Educational Admin;strato.-s. provide digital ag.e
leadership anod managamenh:o oontinuol.l!l ty
-mprova the organization through the effective u'&e of infom.atian and technology reoou rcaB_
a_ L.a.ad purpo aful change to maximize the a'Ch-eveman t of lea ming goal through the
appropriate u!le of technology and media-rich rerourcag
b_ Co laborate to e!lta'bli&h me rlc!!.collect and
analyze data. interpret reBults. and share findings o i mprnve talf performance e:nd tudent learning
c. Recruit and retain. high ly competent parron nel who use technology creatively and profic -ently to advance aca,demjc and opara iona l goals
d_ Establi h and ..er.age strategic pa:rtne hips
to support s tamk impro¥ement
fL Esitablish and m.ainta -n a robU!!!: infrasuuctura
fur technology includ -ng integra ad. interoperable technology s tem'i. to support management. operations. teaching, and aming
5. Digita l citizenshi p Educational Admin;strato.-s. model and fac:-l itate undmst.anoding of so.cial.eth-Cil l and legal issues and regpon!lib il iti€19 related to an eva ing dig]al ou re_
a_ En:ltlre equitable access to appropriate digital
toe Is and rerourceu to meet he needs of all amers
b_ Promote, model and establish policie for>afe.
Qlill , and ethical l.l!le e f digita l information and
technology
c. Promote and model respe n ib l e rocial
in eractioM related to the u:>e of technology and informs -on
d_ Model and facilitate the development of a
sharad cultural understanding and invol vement in global issues through the u!le of c"Ontamporary oomm unic -on and oollabore: -on tools
Stondardo•A C 2009 lntHTloticon ..J So.::iotyfor T•chl>l>logy in EdiKM!i.:>n,
ISTE:• io a r< g iotoor•d tradomark of tl>. l ntori'IO!ionol Soci.ty ftll" T•cN!o logy in fdoJc.J ;,,_
!fCllJ ....,.,rd lika ta r"P"duc.1hi• rmtoorial , p lot••• OOITtllct
parm ians8i5t11LCf9.
•
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30
Technology Standards for Coaches
31
DUVA L COU NT Y
P'V IiHI C SCHO OL S
3. Digitalage learning environments echi'X)Iogy c-aa'Che& create and support effecti...a
digital age learning e n'oi -ronments to ma.cimize the leamjng of all students..
a. Model effective c room management ancl CeQ laborati\19 leaming 9trateg-es to maxf mize teac,J,er and student use of digital tools end resources and access io technolo -ric:h
aming environments
b_ Ma intain and manage a variety of digita l tools and reoource!l for teache.r and mudent use -n techi'X)Iogy-rich a ming environments
c. Coac,J, teache:n; in end el use of online
and blended amlng, digita l content. and
collaborati'oie aming networlcs tcJ "Support and extend situdent aming as w I a1>expa.nd
opportunitie:J. and c,J,oicca:J. for on ine professional dev opment for tea chen; and administrators
d_ Select,. evalua1e, and facilitate the use of
adaptive a.nd assistive tec,J,I'X)Iogies to support student learning
e_ Troublesl1oot ba"!iic software. hardware. and c-onnectivity prob ems common in digital earning environments
f. Co Ia borate will1 teache n; and administrators to s.e ect and e...aluate d igital ools and rewurcea.
il1at en hanoa teaching and learning! and
are compatible with the a.chool teohno gy - fra tructurn
g. Use digital ocmmunication and col boranon tools to communicate loc.a lly a.nd globally wilf1 !:tUdentt...
parents, peers., and the arger communo1y
4. Professional developme t and
program evaluation Techi'X)Iogy ooa'Ohes conduct need11 :;.menta. deve op taahno og)'"related professiona l eam-ng programs, and e\faluste the impact on instructiona l pra.ctioa and student learning_
a_ Conduct ne-ed!! ass.e!ISmenb to in orm the CcQntent end delivery of techno logy-rela.tsd professions leam-ng programo;tl1a reo;ultin a positive impact on student ear -ng
b_ Deo;ign. develop, and implement taohn gy- ric-11 profea.sionallearning programs that model princip !I of adult learning and promote djgital age best practice!l in taa.ching.leaming.and assea.smen
c. Eva uate resu Its of profel!Sional ami ng1
program:;. to determine the effec:tillleness on deapen -ng ea,cher content k:nowledge. -mprov-ng teacher pedagogic-.a.lskills and/or -ncr-easing ttudent leam-ng
5. Digitalcitizenship Techi'X)Iogy ooaoC'he model and promote dig.ital citiz:ensllip.
a. Mode and promote strategies. for achieving equitab e aoce'S.fi to djgital tool!! and resources. and mchi'X)Iogy-related b9!11: practices for a ll students and tsa,chBB
b. Mod and faci itBte !iafe.healihy.legal, a.nd ethical use- of digita l information and technologies
c. Model and promote diveraity, cultural
nderetanding. and g bal awarBne!iS by using - age communica -on and col boranon
tools to -nterad: locally and globa I)'WI'th students.
peen. parents, and the larger oommun it)'
6. Content knowledge and
profess onal growth Tedli'X)Iogy coaches demonstrate professional lcnowled'ge. skills, and dispositions- content. pedagog;cal. and echnological area.g a > well as adu learning and leadership and are CcQn -nuously deapen -ng the-r know ge a.nd e.Jtpertis.e_
a. Engage in continua lleaming to deepen oon ent and pedagogical lcnowledge - tee nology - eg.nrtion and current and emergjng
echi'X)Iogies. neccali'!lal)' o effectively implement
tl1e Sten&ards•S and Standarcls•T
b_ Engage in continuous learning to deepen
pro essional knowledge. &kills.. and di-spo >itionl> -n organi ational change and leadership, project management, and adu learning to improve pro &SS.iona l pra.cticca
c. Regula y eva uate and reftect on tha-r
profe!ISiona practicca and dio;pos.itions to -mprove a.nd strengthen heir ability to
effectively model and facilitatetechi'X)Iogy
enhanced aming experienoas
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you W<MJid linta I"Of'<Oduc•lhi• m•tvial, plo11u <lDI"Itoct pormizio n.ai.t:a.orgc
Connected learn .....- iste.org/standa rds;