district digital classroom plancdn.fldoe.org/core/fileparse.php/12098/urlt/1617okeechobee.pdf ·...

1

DISTRICT

DIGITAL CLASSROOM PLAN The intent of the District Digital Classroom Plan (DCP) is to allow the district to provide a perspective on what it considers to be vital and critically important in relation to digital learning implementation, student performance outcome improvement and how progress in digital learning will be measured. The plan shall meet the unique needs of students, schools and personnel in the district as required by s. 1011.62(12)(b), F.S. For additional assistance completing the District DCP, please use the checklist and accompanying instructions to ensure you have included all requested components. The components provided by the district will be used to monitor long-range progression of the District DCP and may impact funding relevant to digital learning improvements. Part I. DIGITAL CLASSROOMS PLAN - OVERVIEW District Mission and Vision

Our mission is to prepare all students to be college and career ready and function as productive citizens. We will accomplish this mission by creating a technological environment that allows all learners equal access to interact, collaborate, and succeed. We believe the use of technology as a learning tool and part of the curriculum should focus on supporting differentiated instruction, problem solving, collaboration, critical thinking skills and individualized learning. Okeechobee County Schools has identified five long-term goals for integrating technology into all aspects of the educational system. These goals will guide the technology planning process and the implementation of the plan during the five year duration of this plan. These goals are:

1. To implement Florida Standards- based instruction and integrate technology into the curriculum in every classroom.

2. Provide ongoing staff development for implementation and use of technology. 3. Increase access to technology for all students 4. Implement 1:1 computers across the district 5. Establish an ongoing process as a means to evaluate the effective implementation of the

technology plan To achieve our vision for technology, we will focus on several projects:

1. Student computing - We will ensure that every student has access to a computing device when they need it and roll out our 1:1 program over a five year span.

2. Staff computing - We will provide all staff with the appropriate technology needed for high quality planning, instruction, and data use as well as collaborative learning, including mobile computing for teachers and school administrators.

3. Network and servers - We will upgrade our network switches and servers so that student and staff can access resources when and where they need them.

2

4. Professional learning for all - We will implement ongoing, relevant, and collaborative professional learning for staff around instructional technology.

5. Support for all - We will provide students, staff, and families with high-quality technical support and strategies for authentic engagement.

The plan includes preparation, implementation, and monitoring phases to ensure each project’s success. By phasing in projects strategically over the next five years, we can learn from our mistakes and emerging best practices, build on our successes, spread out up-front costs, and address key challenges that arise. We will also track implementation metrics so we know how the plan is serving our students, staff, and families. Thoughtful and innovative use of technology is a key tool for our district as we stay focused on achieving excellence and putting students first.

District Profile

Okeechobee County is a small, rural, agricultural county. The Okeechobee County School System serves pre-k through 12th grade students, approximately 6,500 students. Our school system is made up of five elementary schools, two middle schools, an alternative center, freshman campus and one high school. We have 23% of our students are ESE, 9% are migrant, 12% are ELL and 76% percent are on free or reduced lunch. Our racial demographics are as follows: 1.1% American Indian, 7.9% African American, 48.9% White, 35.7% Hispanic, 5.4% Multiracial.

I.1 District Team Profile - Provide the following contact information for each member of the district

team participating in the DCP planning process. The individuals that participated should include but not be limited to:

• The digital learning components should be completed with collaboration between district instructional, curriculum and information technology staff as required in s.1011.62(12)(b), F.S.;

• Development of partnerships with community, business and industry; and • Integration of technology in all areas of the curriculum, English for Speakers of

Other Languages (ESOL) and special needs including students with disabilities.

Title/Role Name: Email: Phone: Information Technology District Contact

Shawna May [email protected] 863-462-5704

Curriculum District Contact

Pat McCoy [email protected] 863-462-5000 x235

Instructional District Contact

Pat McCoy [email protected] 863-462-5000 x235

Assessment District Contact

Michelle Branham [email protected] 863-462-5000 x283

Finance District Contact

Joi Turbeville [email protected] 863-462-5000 x296

District Leadership Contact

Ken Kenworthy [email protected] 863-462-5000 x226

mailto:[email protected]






3

I.2 The district technology committee met on several occasions to discuss the current status of Okeechobee County Schools’ use of technology and where we want to be in five years. Through these discussions, a five year plan was determined that we want all schools to be 1:1 at the end of the five years. The plan consists of a comprehensive program that effectively uses technology to help students meet or exceed the state academic content standards in all core content areas. The District Governing Board supports the educational technology goals that provide guidance in addressing the district’s technology needs. The plan also provides a clear focus to enhance the district’s curricular program and improve school community technology skills needed to effectively implement the use of technology in the classroom, computer labs, and media centers. Okeechobee School District is committed to reaching all learners, regardless of their abilities. Students with disabilities require accommodations and modifications, and our staff utilizes flexible ways to present information such as digital books (using I-Pads), text-to-speech applications, and specialized software. In addition, assistive technology devices are available for students with disabilities to participate, communicate, and learn more effectively in the classroom. An assistive technology device is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. Individual Education Plan (IEP) teams identify assistive technology needs on a case-by-case basis, and teachers have access to a laptop or desktop computer in the classroom, which in many cases is connected to an interactive board. All computers have the ability to activate the "Accessibility Options" built in to the Microsoft and MAC operating system. On the higher-grade levels, students have access to a collaborative global community of learners, through the use of BYOD. They are capable of using tools such as online learning, podcasts, wikis, social networking, etc. Some of the most common hardware assistive technologies that you will find in the classroom include I-Pads, Alpha Smarts, and laptops. Software examples include Vizzle, Unique Learning Systems, and SOLO-Read Out Loud and Write Out Loud, and Go-Talks and Dynavox are examples of communication devices.

I.3 We will be working with the company Kickup to create surveys that will be completed by our teachers as well as an evaluation instrument that ties to the TIM. We have decided to use this product because it will give us more analytics to look at as well as incorporate the evaluation piece with teacher surveys. We feel this product will give us better data to determine the professional development needs of our teachers to better prepare them for integrating technology into their classrooms. Kickup will also help us look at the progress we are making within in our district with the DCP monies that are spent. I.4 The focus of our DCP is to give all students the opportunity to enhance their learning through technology. Students that receive MTSS supports on Tier 1, 2 or 3 will continue to receive researched-based interventions using both the problem solving process and the standard protocols for interventions. Students using Tier 1 interventions will receive instruction that includes class-wide high quality instruction which will include universal screenings that are used to monitor the effectiveness of the instruction. Students that are identified as needing Tier 2 supports will have interventions developed that will support small group instruction, more

4

frequent monitoring, and more time to practice the target skills. The DCP will enhance these interventions by allowing students more time to work on their target skills within their classroom. Students that have a 1:1 device will be able to more easily access programs that are differentiated to their need (i.e. Reflex Math, and iReady). Students that do not respond to Tier 2 interventions will receive more intense interventions that are tailored to specific individual learning or behavior targets. Students will be able to access web-based programs on a more regular basis that are tailored to their specific target skills.

There is a strong focus on professional development for teachers that are a part of the 1:1 program. The professional development for teachers will include how to enhance MTSS interventions through technology, working and monitoring small groups of students, and individualizing student needs. Professional development will be offered at a variety of times, and it will also be offered in a variety of methods (face-to-face, Moodle, etc.) to enhance the professional development.

The leadership team will monitor the attendance, suspension rate and overall performance of the students in the 1:1 program. The students receiving interventions will be monitored and compared to the students that are not in the 1:1 program.

The DCP will focus on iReady Reading and Math to monitor the effectiveness of interventions, and Skyward will be used to monitor other factors like attendance and discipline.

The Exceptional Student Education department continues to provide supports to all teachers throughout the MTSS process. We will invite the MTSS district team to work with the teachers in the 1:1 program in order to enhance the interventions that students are receiving. The MTSS district team will provide professional development on differentiating instruction to all students in the 1:1 program

I.5 District Policy - The district should provide each of the policies listed below and include any additional digital technology relevant policy in the "other/open" category. If no district policy exists in a certain category, please use "N/A" to indicate that this policy is currently non-applicable. (This does not preclude the district from developing and including a relevant policy in the future.) These policy types are suggestions, please complete as they are available or add additional if necessary. Type of Policy Brief Summary of

Policy Web Address Date of

Adoption Student data safety, security and privacy

5

District teacher evaluation components relating to technology (if applicable)

Explores and implements innovative ways to incorporate existing technologies to increase active participation by students and enhance student achievement.

http://www.okee.k12.fl.us/employee-evaluation-documents

6-16-15

BYOD (Bring Your Own Device) Policy

Policy for refresh of devices (student and teachers)

Acceptable/Responsible Use policy (student, teachers, admin)

For students this is included in our Student Code of Conduct and can be found the link provided.

http://okee.k12.fl.us/policies-and-manuals

Master Inservice Plan (MIP) technology components

Chromebook Handbook Handbook given to parents and students on the expectations of handling of district provided Chromebooks

http://okee.k12.fl.us/itforms

6

Part II. DIGITAL CLASSROOMS PLAN –STRATEGY STEP 1 – Needs Analysis: Districts should evaluate current district needs based on student performance outcomes and other key measurable data elements for digital learning.

A) Student Performance Outcomes B) Digital Learning and Technology Infrastructure C) Professional Development D) Digital Tools E) Online Assessments

7

Highest Student Achievement

Student Performance Outcomes: Districts shall improve classroom teaching and learning to enable all students to be digital learners with access to digital tools and resources for the full integration of the Florida Standards.

One of the primary reasons for moving toward a 1:1 program is to find ways to reach every student where they currently are, differentiate their learning so that they can be successful and make progress, and to see student achievement overall. With 1:1 computer devices, this will allow teachers to focus on differentiated instruction, problem solving, collaboration, critical thinking skills and individualized learning. We will continue to raise the level of technology integration in the classroom for all students and teachers. Our teachers must become more comfortable with the use of technology in their classrooms to support the students’ learning. The evaluation we did as part of our technology planning effort has assisted us in identifying several areas of focus. The DCP will address how the district’s technology effort will continue to support curricular needs of students over the next five years - encompassing the 2014-2015 school year through the 2018-2019 school year.

Planning for high performance learning begins by focusing on student learning. The Florida Standards and NGSSS curriculum standards need to be aligned with student technology standards. As we continue the process of using standards -based instruction and aligning technology standards, the district will be better prepared to plan for staff development and infrastructure management. Our curriculum goals are divided into five areas:

1. Florida Standards, test item specifications and roadmaps will be used to drive instructional practice using technology.

2. Professional development will be provided to teachers to support standards based instruction that integrates technology.

3. Assessment data will be utilized to drive standards based instruction. 4. Identify appropriate software and courseware to support the instructional program of the entire

district. 5. Continue to increase student achievement in all core content areas including Language

Arts, Mathematics, Science, Social Studies, and English Language Development. Okeechobee County teachers use data on student academic performance to inform instructional decisions in their classrooms. Teachers currently use Performance Matters to track data in their classrooms as well as monitor student achievement. The district collects performance data on the students several times a year for the teacher and district to analyze and make decisions based on. All schools have access to the following digital resources: iReady, Safari Montage, BrainPoP, Learning.com, Google Classroom, Schoology

A. Student Performance Outcomes (Required)

Baseline Target

Date for Target to be Achieved

(Mo/Year) II.A.1. ELA Student Achievement 39 % 45 % 2016-2017 II.A.2. Math Student Achievement 45% 50% 2016-2017

8

II.A.3.5 Science Student Achievement – 5th Grade

39% 45% 2016-2017

II.A.3.8 Science Student Achievement – 8th Grade

35% 40% 2016-2017

II.A.4. Science Student Achievement – Biology

52.5% 57% 2016-2017

II.A.5. ELA Learning Gains 47% 52% 2016-2017 II.A.6. Math Learning Gains 49% 54% 2016-2017 II.A.7. ELA Learning Gains of the Low 25% 42% 47% 2016-2017 II.A.8. Math Learning Gains of the Low 25% 43% 48% 2016-2017 II.A.9. Overall, 4-year Graduation Rate 66% 73% 2016-2017 II.A.10. Acceleration Success Rate 62.5% 67% 2016-2017 A. Student Performance Outcomes (District

Provided) Baseline Target

Date for Target to be Achieved

(Mo/Year) II.A.11. (D) II.A.12. (D) II.A.13. (D) II.A.14. (D)

9

Quality Efficient Services

Technology Infrastructure: Districts shall create a digital learning infrastructure with the appropriate levels of bandwidth, devices, hardware and software.

Okeechobee County Schools has worked very hard in the last couple of years to upgrade and improve our network and infrastructure. Through the Wireless grant given last year, we were able to finish installation of wireless access points that meet the DOE’s technical specifications in all of our schools. We are using a robust wireless system called Ruckus and have installed a Zone Director that allows us to manage and monitor our wireless network. We have also started the process of replacing network switches with Enterasys switches that are POE capable, manageable, and 1GB ready. Our network administrator has attended two, week long courses with Enterasys to enable us as a district to better manage our network. We are analyzing and addressing electrical upgrades at schools as needed through our Operations Department. We currently have 1 GB of bandwidth coming into the district with 1GB pipes going out to our schools. We utilize less than half of that bandwidth at this time. We will continue to monitor our bandwidth utilization and address the needs should they arise.

B. Infrastructure Needs Analysis (Required) Baseline from

2014 Actual from Spring 2016

Target For 2016-2017

School Year

Date for Target to be Achieved (Mo/Year)

Gap to be addressed (Actual minus Target)

II.B.1. Student to Computer Device Ratio __1.37___:__1___

__1___:___1__ ___1__:___1__ May 2017 _____:_____

II.B.2. Count of student instructional desktop computers meeting specifications

2326 1959 1959 May 2017 0

II.B.3. Count of student instructional mobile computers (laptops) meeting specifications

1014 880 880 May 2017 0

II.B.4. Count of student web-thin client computers meeting specifications

610 3442 4500 May 2017 1058

II.B.5. Count of student large screen tablets meeting specifications

257 284 284 May 2017 0

II.B.6. Percent of schools meeting recommended bandwidth standard

100% 100% 100% May 2017 0 %

II.B.7. Percent of wireless classrooms (802.11n or higher)

2326 1959 1959 May 2017 0 %

II.B.8. District completion and submission of security assessment *

Y N/A Y N/A N/A

II.B.9. District support of browsers in the last two versions

Y Y Y May 2017 Y

10

B. Infrastructure Needs Analysis (District Provided)

Baseline Target

Date for Target to be Achieved (Mo/Year)

II.B.10.(D) II.B.11.(D) II.B.12.(D)

* Districts will complete the security assessment provided by the FDOE. However, under s. 119.07(1) this risk assessment is confidential and exempt from public records.

11

Skilled Workforce and Economic Development

Professional Development: Instructional personnel and staff shall have access to opportunities and training to assist with the integration of technology into classroom teaching.

Professional Development should be evaluated based on the level of current technology integration by teachers into classrooms. This will measure the impact of the professional development for digital learning into the classrooms. 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 past two years have given us the opportunity to train our teachers on the integration of technology into their classrooms and we have developed teacher leaders who can model and train their fellow peers. We will institute a program this year called T4 – Teachers Training Teachers with Technology. We will choose one teacher from each school to participate in our T4 program this year. These are teachers that are already using technology in their classrooms and are willing to share their knowledge with their peers. They will receive additional PD as well as receive stipends for trainings they conduct after work hours. During the summer we host a C@mp IT which is a PD opportunity for all of our teachers and support staff. During the two day event, sessions and workshops are offered to the attendees on different programs the district uses as well as using technology in the classroom with the students. This summer we had 85 participants who on average attended 10 hours of PD on technology integration. Okeechobee County Schools is a Google Apps for Education district and we will continue to provide professional development for our teachers and administrators on the uses and integration of the different applications. Through a grant provided by the state to the three consortiums, we will continue to access the resources through Learning.com. In the table below are professional development opportunities that are planned as part of our DCP. Our professional development focus this year is on our Google Apps for Education suite, integration of Chromebooks into the classroom, the use of our LMS which is Schoology and unpacking the standards and teaching to the depth of the standard using technology. The majority of our PD opportunities will be teacher led as we have found that this is the most effective way to present PD to our teachers. C. Professional Development Needs Analysis

(Required) Baseline

(established in 2016) Target

Date for Target to

be Achieved (Mo/Year)

II.C.1. Average teacher technology integration via the TIM (based on peer and/or administrator observations and/or

Entry: 30% Adoption: 20% Adaption: 35%

Entry: 20% Adoption: 25% Adaption: 40%

May 2017

http://fcit.usf.edu/matrix/matrix.php

12

evaluations) Infusion: 10% Transform: 5%

Infusion: 5% Transform: 10%

II.C.2. Percentage of total evaluated teacher lessons plans at each level of the TIM

Entry: 30% Adoption: 30% Adaption: 30% Infusion: 6% Transform: 4%

Entry: 20% Adoption: 25% Adaption: 40% Infusion: 5% Transform: 10%

May 2017

C. Professional Development Needs Analysis

(District Provided)

Baseline Target

Date for Target to

be Achieved (Mo/Year)

II.C.3. (D) II.C.4. (D)

13

Seamless Articulation and Maximum Access

Digital Tools: Districts shall continue to implement and support a digital tools system that assists district instructional personnel and staff in the management, assessment and monitoring of student learning and performance.

Okeechobee County Schools currently uses multiple digital tools that allow our teachers and administrators to manage, monitor, and assess student learning and performance. Last year we implemented iReady district wide. iReady is a K–12 adaptive Diagnostic for reading and mathematics that pinpoints student needs down to the sub-skill level, and ongoing progress monitoring shows whether students are on track to achieve end-of-year targets. There is also teacher led instruction that provides rigorous, on-grade-level instruction and practice with iReady® and additional downloadable lessons to help meet individual student or small group needs. We will continue to import assessment data from iReady into Performance Matters. Performance Matters is a comprehensive assessment and data management system. The district is able to import state and district assessments which allows teachers and administrators to pull reports to show how a student is performing. Okeechobee County Schools uses Skyward as our SIS system. Teachers use Skyward gradebook to keep track of student’s grades, ESE, ELL, attendance, etc. There is also a parent portal with Skyward that will allow parents the ability to track their student’s progress as well as monitor attendance, state test scores, and other information. Last year we had a group of teachers that were trained on the use of CPALMS and creating curriculum maps that correlate with the new Florida State standards. Teachers are using CPALMS to create curriculum maps as well as lesson planning. Through CPALMS they can list the standards they are teaching and attach activities to that standard. We have purchased Schoology as our district wide Learning Management System (LMS) and will be implementing it in our classrooms this year. We will use Safari Montage as our LOR.

D. Digital Tools Needs Analysis Students

(Required)

Access Utilization

Baseline % of students with access to this type

of tool

Target % of students

with access to this type of tool by 2017-2018

Baseline % of students

who use this type of tool on a regular

basis

Target % of students


basis by 2017-2018

II.D.1. (S) A system that supports student access to online assessments and personal results.

100% 100% 100% 100%

II.D.2. (S) A system that houses documents, videos, and information for students to access.

50% 100% 30% 60%

II.D.3. (S) A system that supports student access to individualized instruction.

50% 75% 30% 60%

14

D. Digital Tools Needs Analysis

Teachers (Required)

Access Utilization

Baseline % of teachers with access to this type

of tool

Target % of teachers

with access to this type of tool by 2017-2018

Baseline % of teachers

who use this type of

tool on a regular

basis

Target % of teachers


basis by 2017-2018

II.D.1. (T) A system that supports the assessment lifecycle from item creation, to assessment authoring and administration and scoring.

100% 100% 30% 60%

II.D.2. (T) A system that houses documents, videos and information for teachers to access.

100% 100% 50% 100%

II.D.3. (T) A system that provides teachers with the ability to individualize instruction.

100 % 100 % 50% 90 %

II.D.4. (T) A system that provides the ability to create instructional materials and/or resources and lesson plans.

100% 100% 50 % 90%

II.D.5. (T) A system that includes district staff information combined with the ability to create and manage professional development offerings and plans.

100% 100% 100% 100%

II.D.6. (T) A system that includes comprehensive student information that is used to inform instructional decisions in the classroom for analysis, and for communicating to students and parents about classroom activities and progress.

100% 100% 100% 100%

15

D. Digital Tools Needs Analysis Parents

(Required)

Access Utilization

Baseline % of parents with access to this type

of tool

Target % of parents with access to this type of tool

by 2017-2018

Baseline % of parents


basis

Target % of parents who use this type of tool on a

regular basis by 2017-

2018 II.D.1. (P)

A system that includes comprehensive student information to inform parents about instructional decisions, classroom activities, and student progress.

100% 100% 50% 75%


Instructional Materials (Required) Baseline %

established in 2016

Target % by 2017-2018

II.D.1. (IM) Percentage of instructional materials purchased and utilized in digital format (purchases for 2016-17)

80% 80%

II.D.2. (IM) Percentage of total instructional materials implemented and utilized that are digital format (includes purchases from prior years)

80 % 80 %

II.D.3. (IM) Percentage of instructional materials integrated into the district Digital Tools System

0% 50%

II.D.4. (IM) Percentage of the materials in answer II.D.2. above that are accessible and utilized by teachers

100% 100%

II.D.5. (IM) Percentage of the materials in answer II.D.2. that are accessible and utilized by students

75% 90%

II.D.6. (IM) Percentage of parents that have access via an LIIS to their students’ instructional materials [s. 1006.283(2)(b)11, F.S.]

50 % 75%

16


Instructional Materials (District Provided) Baseline %

established in 2016

Target % by 2017-2018

II.D.7. (IM) II.D.8. (IM) II.D.9. (IM)

17

Quality Efficient Services

Online Assessment Readiness: Districts shall work to reduce the amount of time used for the administration of computer-based assessments.

Okeechobee County Schools has been successful at online testing all required grades and subjects in a timely manner. Through the DCP and our 1:1 initiative, we will continue to increase the number of devices available for online testing through the purchase of Chromebooks. Chromebooks have been approved for both the FSA’s and NGSSS EOC’s. We will also continue to monitor the bandwidth and wireless access within our schools and make adjustments or additions as needed.

D. Online Assessments Needs Analysis

(Required) Baseline established in

2016 Target

Date Target to be

Achieved (Mo/Year)

II.E.1. (D) Computers/devices available for statewide FSA/EOC computer-based assessments

4500 5500 May 2017

II.E.2. (D) Percent of schools reducing the amount of scheduled time required to complete statewide FSA/EOC computer-based assessments

60% 100% May 2017

D. Online Assessments Needs Analysis

(District Provided) Baseline established in

2016 Target

Date Target to be

Achieved (Mo/Year)

II.E.3. (D) II.E.4. (D) II.E.5. (D)

18

STEP 2 – Goal Setting: Provide goals established by the district that support the districts mission and vision. These goals may be the same as goals or guiding principles the district has already established or adopted. These should be long-term goals that focus on the needs of the district identified in step one. The goals should be focused on improving education for all students including those with disabilities. These goals may be already established goals of the district and strategies in step three will be identified for how digital learning can help achieve these goals. Districts should provide goals focused on improving education for all students, including those with disabilities. These goals may be previously established by the district. Goals Examples:

EXAMPLES • Highest Student Achievement: All schools will meet AMO benchmarks and meet expected

growth on state assessments. • Seamless Articulation and Maximum Access: All students will have opportunities for industry

certifications and are prepared to enter postsecondary with the skills necessary to succeed. • Skilled Workforce and Economic Development: All teachers will have opportunities for

professional development to develop skills for implementing digital learning into the curriculum. • Quality Efficient Services: All school sites will be safe and effective environments to support

developing students. Enter district goals below: Goal 1:To implement standards-based instruction in every classroom.

Objective: To decrease the gap in proficiency between state and district average in reading, math and science on state assessments by 5%.

Strategy: Florida Standards, test item specs, and roadmaps will be used to drive instructional practice.

Action Step: ● Teachers will meet with an instructional leader to plan lessons

based on the standards, test item specs, and road maps throughout the school year.

● Each 9 weeks, secondary teachers will create a roadmap based upon the standards and test item specs and develop common assessments through collaboration to culminate in an EOC exam.

● 100% of K-8 ELA and Math classes will implement 90 minutes of iReady, utilize the Florida Ready books and online print material for small group differentiated instruction.

● Identify software and internet resources that can be used in teacher’s lessons.(2014 and ongoing)

● Students will use educational software that supports the Florida Standards in all curriculum areas. (2014 and ongoing)

19

● Students will use a Learning Management System to collaborate and work together. (2014 and ongoing)

● Students will learn keyboarding and word processing skills (as stated in the Florida ELA content standards) (2014 and ongoing)

● Continue support of integrated digital tool system to aid teachers in providing the best education for each student. (2014 and ongoing)

Strategy: Professional development will be provided to teachers to support standards-based instruction.

Action Step: ● Develop classroom instructional resources (lesson plans,

Promethean flipcharts, etc.) to support the implementation of the Florida Standards. (2014 and ongoing)

● Identify and schedule needed professional development on technology integration that focuses on standards-based instruction.(2014 and ongoing)

Strategy: Assessment data will be utilized to drive standards-based instruction

Action Step: ● Create a data analysis system for ELA, math and science and all

secondary courses that are state assessed, to include grade level, class and individual student data. (2014 and ongoing)

Goal 2: Continue to integrate non-standard technology into classroom instruction and professional development including the use of tools such as Schoology, Google Applications for Education, Prezis, Safari Montage, blogs, wikis, and 1:1 computing throughout the 2016-2017 school year.

Objective: To increase the percentage of teachers on the TIM that fall in the levels of Adoption, Adaptation, Infusion and Transformation.

Strategy: Professional development and resources will be provided to teachers and administrators and a needs assessment will be assessed mid-year.

Action Steps: ● Acquisition of Chromebooks and carts. Training will include the

use of the Chromebooks in the classroom to positively affect teacher instruction. (Purchase by end of October)

● Teacher training will be rolled out in multiple phases throughout the year. This will include training on refining the use of software and hardware to meet student needs and the requirements of Florida Standards.(Ongoing throughout the year)

● Upper grades students operate technology without assistance from teaching staff. (By end of year)

● Implement and refine structured lessons that cover the ethical use of technology in the classroom.(By end of the first semester)

20

● Teachers will be observed using the Kickup observation tool as well as complete a pre and post survey of technology use and needs.

Objective: Students will attain the educational technology and information literacy skills that will assist them in achieving the Florida Standards and Next Generation Sunshine State Standards to succeed in the workplace or secondary education of the 21st Century.

Strategy: Students will work with various technologies to develop familiarity with problem solving, communication, and collaboration.

Action Steps: ● Provide access to teachers and students to various website

resources (2014 and ongoing) ● Have students showcase their projects and work at the end of the

school year for parents and community guests. (End of school year) ● Implement ICT Essentials Multimedia Essentials course in

classrooms within our middle schools.

21

STEP 3 – Strategy Setting: We know that simply adding technology to a learning environment does not ensure that it will be integrated effectively. Technology should be used as a resource or tool to teach the concept/standard that the teacher is teaching. Technology should never be the driving force behind a lesson, but should always be used as an effective tool to enhance the student’s learning. We believe that the use of technology in the curriculum should support higher-level learning, problem solving and critical thinking skills and directly support the student’s mastery of Florida Standards and NGSS standards across all content areas. Okeechobee County Schools uses Performance Matters as a data management/reporting system for the classroom, the reporting functions of other software programs used in the district, and the district’s data warehouse where teachers and principals can access and generate additional reports. We will continue to raise the level of technology integration in the student learning experience for all students. Using educational technology tools will become a regular part of how students and teachers work on core curriculum learning. We want to see a measurable impact of technology on student achievement. Students should become better readers, writers and mathematicians because of their interaction with classroom technology. Teachers will use technology tools to assist them in making targeted instructional decisions for their students. The evaluation that we did as part of our technology planning effort has assisted us in identifying several areas of focus that will serve as the cornerstone of the technology plan for the district. This plan will address how the district’s technology effort will continue to support the curricular needs of students over the next five years – encompassing the 2014-2015 school year through the 2018-2019 school years.

Examples of Strategies:

EXAMPLES Goal Addressed Strategy Measurement Timeline Highest student achievement

Supply teachers and students with high quality digital content aligned to the Florida Standards

• Purchase Instructional Materials in digital format

50% of purchases in 2016-17

Highest student achievement

Continue support of an integrated digital tool system to aid teachers in providing the best education for each student.

• Fully implement system across nine components

• Integrate instructional materials into system

2016 and ongoing

Highest student achievement

Create an infrastructure that supports the needs of digital learning and online assessments

• Bandwidth amount • Wireless access for all

classrooms

2016-2020

Enter the district strategies below: Goal Addressed Strategy Measurement Timeline

22

Implement standards-based instruction in every classroom

Florida standards, test item specs and road maps will be used to drive instructional practices

School and district level administrators will conduct instructional rounds each month to ensure standards based learning is taking place.

2016 and ongoing

Professional development will be provided to teachers to support standards-based instruction

Create a needs assessment survey with Kickup to deteremine what PD is needed

2016 and ongoing

Assessment data will be utilized to drive standards-based instruction

Create a data analysis system for ELA, math and science and all secondary courses that are state assessed, to include grade level, class and individual student data

2015 and ongoing

Continue to integrate non-standard technology into classroom instruction and professional development including the use of tools such as Schoology, Google Applications for Education, Prezis, Safari Montage, blogs, wikis, and 1:1 computing

Professional development and resources will be provided to teachers and administrators and a needs assessment will be assessed mid-year.

Create a needs assessment survey with Kickup to deteremine what PD is needed

2016 and ongoing

Students will work with various technologies to develop familiarity with problem solving, communication, and collaboration.

• Assign Chromebooks to students in grades 6-12

• Provide usage reports at monthly admin meetings

2016 and ongoing

In addition, if the district participates in federal technology initiatives and grant programs, please describe below a plan for meeting requirements of such initiatives and grant programs.

23

Part III. DIGITAL CLASSROOMS PLAN - ALLOCATION PROPOSAL The DCP and the DCP Allocation must include five key components as required by s. 1011.62(12)(b), F.S. In this section of the DCP, districts will outline specific deliverables that will be implemented in the current year that are funded from the DCP Allocation. The five components that are included are:

A) Student Performance Outcomes B) Digital Learning and Technology Infrastructure C) Professional Development D) Digital Tools E) Online Assessments

This section of the DCP will document the activities and deliverables under each component. The sections for each component include, but are not limited to:

• Implementation Plan – Provide details on the planned deliverables and/or milestones for the implementation of each activity for the component area. This should be specific to the deliverables that will be funded from the DCP Allocation.

• Evaluation and Success Criteria – For each step of the implementation plan, describe the process for evaluating the status of the implementation and how successful implementation will be determined once completed. This should include how the deliverable will tie to the measurement of the student performance outcome goals established in component A.

Districts will complete a budget worksheet to determine areas of need for online assessment. This worksheet calculates the amount of devices and funds necessary to meet the statutory requirements for the Digital Classrooms Plan allocation. The worksheet provides the number of FTE students per school based on the 2015-16 4th FTE calculation and determines the maximum count of students across grades 3-10. This number of students equates to the number of devices that must be available at each school to administer the FSA to an entire grade at the same time. The worksheet provides the number of devices reported available for testing at each school based on the 2015-16 FSA Computer-Based Assessment Certification Tool. The district may update the number of computers available at each school if additional devices are available that do not impact instructional use. Specific items indicated below:

• Sum of Deliverables across component areas will be included. • Additional line for charter school allocations.

Districts are not required to include in the DCP the portion of charter school allocation or charter school plan deliverables. In s. 1011.62(12)(c), F.S., charter schools are eligible for a proportionate share of the DCP Allocation as required for categorical programs in s. 1002.33(17)(b).

Districts may also choose to provide funds to schools within the school district through a competitive process as outlined in s. 1011.62(12)(c), F.S.

24

A) Student Performance Outcomes Districts will determine specific student performance outcomes based on district needs and goals that will be directly impacted by the DCP allocation. These outcomes can be specific to an individual school site, grade level/band, subject or content area, or district wide. These outcomes are the specific goals that the district plans to improve through the implementation of the deliverables funded by the DCP allocation for the 2016-17 school year.

EXAMPLES A. Student Performance Outcomes Baseline Target III.A.X Increase percent of fourth grade mathematics

students performing at Sunshine Elementary school.

45% 48%

III.A.X Improve graduation rates at Sandy Shores High school.

78% 80%

Enter the district student performance outcomes for 2016-17 that will be directly impacted by the DCP Allocation below: A. Student Performance Outcomes Baseline Target III.A.1. Decrease the gap in proficiency between

state and district average on the reading state assessment by 5% in each grade level.

39% 44%

III.A.2. Decrease the gap in proficiency between state and district average on the math state assessment by 5% in each grade level.

45% 50%

III.A.3. Decrease the gap in proficiency between state and district average on the science state assessment in each grade level.

5th -39% 8th -35% Bio - 52.5%

5th - 45% 8th -40% Bio -57%

25

B) Digital Learning and Technology Infrastructure State recommendations for technology infrastructure can be found at http://www.fldoe.org/core/fileparse.php/5658/urlt/0097849-device-bandwidthtechspecs.pdf. These specifications are recommendations that will accommodate the requirements of state supported applications and assessments. Implementation Plan for B) Digital Learning and Technology Infrastructure:

EXAMPLES B. Infrastructure Implementation

Deliverable Estimated Completion Mo/Year

Estimated Cost

School/ District

Gap addressed from Sect. II

III.B.X. Purchase and implement wireless access points

May 2017 $4,000 All fourth grade classes at Sunshine Elementary school.

II.B.7

III.B.X. Purchase and implement 100 new student laptop devices

February 2017

$6,000 All fourth grade classes at Sunshine Elementary school.

II.B.3

B. Infrastructure Implementation


Estimated Cost

School/ District


III.B.1. III.B.1 Purchase and implement 1375 Chromebooks, carts

October 31, 2016

$330,000.00 $37,200.00

Okeechobee High School, Yearling Middle School, Osceola Middle School

II.B.4 II.E.1

III.B.2. Bandwdith August 1, 2016

$80,000.00 District Wide

II.B.6

http://www.fldoe.org/core/fileparse.php/5658/urlt/0097849-device-bandwidthtechspecs.pdf

26

If additional funding will be spent in this category, other than this year’s DCP allocation, please briefly describe below how the target gaps will be addressed by other fund sources. B. Infrastructure Implementation Brief description of other activities

Other funding source Estimated Amount

Estimated Completion Date

Mo/Year We currently use E-rate to fund our bandwidth. The amount above for bandwidth is after our E-rate discount. That amount is for both internal connections and internet access.

E-rate $432,000.00

October 2016

We will be updating 83 of our Wireless Access Points to newer models.

E-rate $38449.75 May 2017

We will continue to upgrade our switches to POE.

E-rate $55473.92 May 2017

27

Evaluation and Success Criteria for B) Digital Learning and Technology Infrastructure: Describe the process that will be used for evaluation of the implementation plan and the success criteria for each deliverable. This evaluation process should enable the district to monitor progress toward the specific goals and targets of each deliverable and make mid-course (i.e. mid-year) corrections in response to new developments and opportunities as they arise. B. Infrastructure Evaluation and Success Criteria Deliverable (from above)

Monitoring and Evaluation and Process(es)

Success Criteria

III.B.1. Assign Chromebooks to students through our Destiny resource program

All students will have a Chromebooks assigned and checked out to them.

III.B.2. Monitor the use of the bandwidth through our webfilter

Ensure that not more than 80% of available bandwidth is used on a regular basis.

III.B.3. III.B.4. Additionally, if the district intends to use any portion of the DCP allocation for the technology and infrastructure needs area B, s. 1011.62(12)(b), F.S., requires districts to submit a third-party evaluation of the results of the district’s technology inventory and infrastructure needs. Please describe the process used for the evaluation and submit the evaluation results with the DCP.

28

C) Professional Development State recommendations for digital learning professional development include at a minimum, High Quality Master In-service Plan (MIP) components that address:

• School leadership “look-fors” on quality digital learning processes in the classroom • Educator capacity to use available technology • Instructional lesson planning using digital resources; and • Student digital learning practices

These MIP components should include participant implementation agreements that address issues arising in needs analyses and be supported by school level monitoring and feedback processes supporting educator growth related to digital learning. Please use this section to describe how the TIM is used in your district, schools and classrooms. The districts are encouraged to review teacher classroom observations and submitted lesson plans for best examples of an individual performance, rather than concentrate on a cumulative score. To support this area, please insert links to the district MIP, attach a draft as an appendix to the district DCP or provide deliverables on how this will be addressed. Implementation Plan for C) Professional Development: The plan should include process for scheduling delivery of the district’s MIP components on digital learning and identify other school based processes that will provide on-going support for professional development on digital learning.

EXAMPLES C. Professional Development Implementation


Estimated Cost

School/ District


III.C.X. X# high school teachers participate in professional development aligned with MIP.

May 2017 $X Sandy Shores High School

II.C.1.

III.C.X. X# teachers participate in book study and lesson studies on digital learning

May 2017 $X Sandy Shores High School

II.C.2.

29

C. Professional Development Implementation


Estimated Cost

School/ District


III.C.1. T4 Teacher training – Train 10 teachers to be school-based instructional technology support for their schools

June 2017 $10,000.00 District II.C.1 II.C.2

III.C.2. Stipends for 150 teachers to attend trainings during the year and summer


III.C.3. Google Bootcamp Registration for 25 teachers


III.C.4. If additional funding will be spent in this category, other than this year’s DCP allocation, please briefly describe below how the target gaps will be addressed by other fund sources. C. Professional Development Implementation Brief description of other activities



Mo/Year Evaluation and Success Criteria for C) Professional Development: Describe the process that will be used for evaluation of the implementation plan and the success criteria for each deliverable. This evaluation process should enable the district to monitor progress toward the specific goals and targets of each deliverable and make mid-course (i.e. mid-year) corrections in response to new developments and opportunities as they arise. C. Professional Development Evaluation and Success Criteria Deliverable (from above)


Success Criteria

III.C.1. T4 Teachers will submit a calendar of trainings/coaching/modeling that they conduct to the Director of IT

Teachers will conduct at least 3 trainings and 5 coaching/modeling experiences.

III.C.2. Sign in sheets from trainings and workshops will be collected

Teachers will turn in a lesson plan showing the use of one idea they received during a training or workshop

III.C.3. Sign in sheet will be collected for teachers that attend the boot camp

Teachers will take and pass the Level 1 GAFE educator certificate.

III.C.4.

30

D) Digital Tools Digital Tools should include a comprehensive digital tool system for the improvement of digital learning. Districts will be required to maintain a digital tools system that is intended to support and assist district and school instructional personnel and staff in the management, assessment and monitoring of student learning and performance. Digital tools may also include purchases and activities to support CAPE digital tools opportunities and courses. A list of currently recommended certificates and credentials can be found at: http://www.fldoe.org/workforce/fcpea/default.asp. Devices that meet or exceed minimum requirements and protocols established by the FDOE may also be included here.

Implementation Plan for D) Digital Tools:

EXAMPLES D. Digital Tools Implementation


Estimated Cost

School/ District


III.D.X. Integrate X sets of instructional materials into the digital tools system

September 2016

$X Sunshine Elementary school

II.D.2 (S)

III.D.X. Offer X additional CAPE digital tool certifications from approved list

2015-16 $X Sandy Shores High School

II.D.1 (D)

D. Digital Tools Implementation


Estimated Cost

School/ District


III.D.1.

Purchase Safari Montage for use of videos in the classroom as well as use of the Learning Object Repository

June 2017 $34,000.00 District II.D.2 (S) II.D.2 (T)

III.D.2.

Purchase Spelling/Vocabulary City for use in the elementary schools

June 2017 $4,000.00 Elementary Schools

II.D.1 (IM)

III.D.3.

Purchase BrainPop for use in the elementary and middle schools

June 2017 $11,000.00 Elementary and Middle Schools

II.D.3 (S) II.D.3 (S)

III.D.4 Purcahse Schoology for use in all schools


III.D.5 Purchase Hapara for teachers to use to monitor student use on Chromebooks


III.D.6 Purchase Kickup June 2017 $8000.00 District II.C.1

http://www.fldoe.org/workforce/fcpea/default.asp

31

If additional funding will be spent in this category, other than this year’s DCP allocation, please briefly describe below how the target gaps will be addressed by other fund sources. D. Digital Tools Implementation Brief description of other activities



Mo/Year Evaluation and Success Criteria for D) Digital Tools: Describe the process that will be used for evaluation of the implementation plan and the success criteria for each deliverable. This evaluation process should enable the district to monitor progress toward the specific goals and targets of each deliverable and make mid-course (i.e. mid-year) corrections in response to new developments and opportunities as they arise.

EXAMPLES D. Digital Tools Evaluation and Success Criteria Deliverable (from above)


Success Criteria

III.D.X. Integrate instructional materials into district platform (LMS) and roster students; monitoring student access and usage

All (100%) applicable staff and students have access to and utilize the instructional materials; materials are available to parents and at least 50% of parents regularly access the materials

III.D.X. Software usage and monitoring of students attending

70% of students will earn a CAPE digital tools certification

D. Digital Tools Evaluation and Success Criteria Deliverable (from above)


Success Criteria

III.D.1. Provide usage reports at monthly admin meetings

Each grade level will begin their LOR of resources with a minimum of 20 resources per grade level


75% of students at elementary schools will use during the year.


75% of teachers will use BrainPop throughout the year


90% of teachers at secondary schools will use Schoology as a LMS throughout the year

III.D.5 Provide usage reports at monthly admin meetings

Increase the use of Hapara and GAFE by 20% during the year

III.D.6 Create self assessment/needs assessment survey and lesson evaluation tool

75% of teachers will complete the self assessment and needs survey

32

E) Online Assessments Districts will use DCP funds to be compliance with s. 1011.62(12)(g), F.S., which indicates that each district’s digital classrooms allocation plan must give preference to funding the number of devices that comply with the requirements of s. 1001.20(4)(a)1.b., and that are needed to allow each school to administer the Florida Standards Assessment to an entire grade at the same time. This will be calculated by the district completing the device worksheet that accompanies the DCP template. The device worksheet will calculate the amount of devices and funds necessary to meet the statutory requirements for the Digital Classrooms Plan allocation. The worksheet provides the number of FTE students per school based on the 2015-16 4th FTE calculation and determines the maximum count of students across grades 3-10. This number of students equates to the number of devices that must be available at each school to administer the FSA to an entire grade at the same time. The worksheet provides the number of devices reported available for testing at each school based on the 2015-16 FSA Computer-Based Assessment Certification Tool. The district may update the number of computers available at each school if additional devices are available that do not impact instructional use. The worksheet will then calculate a total number of devices needed for each school. The district will be required to include a deliverable to meet this requirement as part of the DCP plan in Section III. Online Assessment Support. Okeechobee County Schools will address the purchase of more devices that can be used for online assessments through this plan, but we have included them in the Digital Learning and Infrastructure section. The 1000+ Chromebooks purchased will also be used for online assessments in those classrooms. This should alleviate some of the backup in our labs that are currently used for testing purposes as well. This should greatly alleviate some of our scheduling issues and decrease the number of days needed for testing Implementation Plan for E) Online Assessments:

EXAMPLES E. Online Assessment Implementation


Estimated Cost

School/ District


III.E.X. Implement process for restricting other bandwidth and/or burst bandwidth speeds during testing windows

September 2017

$X Sandy Shores High School

II.E.1

III.E.X. Purchase 100 additional student devices for assessments

February 2017

$X Sandy Shores High School

II.E.1 and II.E.2

33

E. Online Assessment Implementation


Estimated Cost

School/ District


III.E.1. III.E.2. III.E.3. III.E.4 If additional funding will be spent in this category, other than this year’s DCP allocation, please briefly describe below how the target gaps will be addressed by other fund sources. E. Online Assessment Implementation Brief description of other activities



Mo/Year Evaluation and Success Criteria for E) Online Assessments: Describe the process that will be used for evaluation of the implementation plan and the success criteria for each deliverable. This evaluation process should enable the district to monitor progress toward the specific goals and targets of each deliverable and make mid-course (i.e. mid-year) corrections in response to new developments and opportunities as they arise. E. Online Assessment Evaluation and Success Criteria Deliverable (from above)


Success Criteria

E.1. E.2.

district digital classroom plancdn.fldoe.org/core/fileparse.php/12098/urlt/1617okeechobee.pdf ·...

Documents