district education technology plan 2010 2013 draft ver 7.0 ...1 district education technology plan...

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District Education Technology Plan 2010‐2013 – DRAFT Ver 7.0 08/27/2012

1.0 LEADERSHIP

Sponsor/ELT Lead

Department Responsible

Other Departments Involved

Status Update

Goal Statement: Leaders at every level in the school district must not only supervise, but continuously advance informed, innovative, and ultimately transformative leadership for systemic change through the integration of technology.

Assistant Superintendent, HRD/Dr. Elisa Calabrese

HRD Curriculum

Ed Programs

Instructional Technology

ETS

LEAD‐1 Goal Component 1: Informed leadership for systemic change.

Objective 1:

LEAD‐1.1: Leaders across the district will continuously identify and effectively utilize technologies for data collection, data analysis, data reporting, and decision‐making.

Strategies:

Strategy 1: Leaders will utilize the Florida Continuous Improvement Model (FCIM)/Sterling /Balanced Scorecard Process to increase their effectiveness in data management and utilization to make informed decisions for systemic change.

For instructional leaders: To close identified learning

IN PROGRESS Strategy 1:

To support informed decision‐making and identify learning gaps, the district developed and implemented the Broward Effective Schools Plan (BESP). This plan, which is coordinated by the Educational Programs Division, focuses on supporting the progress of students by considering both academic and behavioral factors that influence success. To

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gaps.

For non‐instructional leaders: To make processes more effective and efficient.

provide the relevant data necessary, a corresponding data system called BASIS (Behavioral & Academic Support Information System) was created leveraging RTTT funds. District and school leaders received professional development on the use of the system from September to October 2011. Broward Effective School Plan (BESP) was implemented in 2010/2011 and BASIS in 2011/2012.

LEAD‐2 Goal Component 2: Innovative leadership for systemic change.

Objective 1:

LEAD‐2.1: District leaders will identify, create, and use best practices to integrate new and existing technologies into schools and/or School District activities.

Strategies:

Strategy 1: Identify district leaders using technology in innovative ways and encourage the sharing of these practices through Learning Communities for School and Department Leaders.

Best Practices Review Process was established to share Technology Innovations. Strategy 1: A best practices review process was designed in June 2009 to encourage staff creativity and to reward innovative work behaviors that result in successes. The entries are judged by Intern Principals who are exposed to unique projects and programs that are being implemented throughout the district. As of September 2011, 78 best practices were submitted and 33 have been awarded. http://web.broward.k12.fl.us/bcpsbestpractices/

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LEAD‐3 Goal Component 3: Transformative leadership for systemic change.

Objective 1:

LEAD‐3.1: District leaders will lead purposeful change to maximize the achievement of learning goals and District operations through the appropriate use of technology and media rich resources.

Strategies:

Strategy 1: District leaders will lead purposeful change to maximize the achievement of learning goals and District operations through the appropriate use of technology and media rich resources.


Professional development in the district aligns with the Florida PD Protocol Standards and includes the use of technology for delivery and implementation of all professional development. Professional Development providers are encouraged to effectively use technology as well as to model for participants. The use of technology includes the use of hardware that is available in classrooms as well as web 2.0 collaboration tools such as wikis, blogs, professional networking, and narrated presentations. Broward Virtual University currently has approximately 70 online courses and close to 6000 participants took advantage of the online courses in 2010/2011.

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2.0 INNOVATIVE BUDGETING AND ACQUISITION PLANNING

Sponsor/ELT Lead



Status Update

Goal Statement: Maximize the effectiveness, efficiency, and appropriateness of all available technology resources and purchases, and identify and secure alternative forms of funding and strategies to support educational objectives.

Chief Strategy & Operations Officer/Maurice Woods

Supply, Management & Logistics

ETS

Capital Assets

ERP Support

Risk Management

Curriculum

HRD


Grants Department

Ed Programs

Dept. of Learning Resources

BUD‐1 Goal Component 1: Maximize the effectiveness and efficiency of all available technology resources.

Objective 1:

BUD‐1.1: The District will realize efficiencies, cost savings and reallocation through a systemic restructuring of budgets.

Strategies:

Strategy 1: Utilize the software management module to

Implementation complete and efficiencies realized. Strategy 1:

The Software Management Process was fully

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reduce redundancy of software purchases and aggregate “like” purchases and negotiate licensing costs.

Strategy 2: Utilize the current hardware inventory to determine what the District already has as we move forward in future refreshes.

Strategy 3: Increase efficiency of district‐wide purchase to free up money for technology purchases.

implemented. This process is resulting in efficiencies, cost savings and reallocations. The following are examples of these changes:

1. This process has saved the District over $1.5 million dollars in the past 3 years.

2. Software purchases are reviewed and duplications are reduced.

3. Eliminated duplicated resources and the resulting savings were applied toward other curriculum needs.

Procedures established to utilize current hardware inventory. Strategy 2: Prior to any District investment in enterprise‐wide technology refresh projects, ETS staff studies the functionality and reliability of current equipment inventories, and uses the resulting data to inform program administrators about how best to tailor procurement tactics to meet their requirements. Examples include: teacher and student laptops, digital classrooms, online testing, and E‐Rate infrastructure upgrades.

Procedures utilized to monitor all technology purchases. Strategy 3:

The District monitors all of the technology

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Strategy 4: Negotiate contracts to save dollars.

purchases and assists other departments with vendor negotiations.

Some examples of increased efficiencies are:

1. Negotiated the purchase of remanufactured toner cartridges which are good for the environment and save an average of 33% on the cost. In 2010/2011, purchasing remanufactured toner cartridges saved $170,970.

2. Participation in the Lexmark Loyalty Program, whereby the District earns points towards product purchases. With an aging fleet of out‐of‐warranty Multifunction Printers (MFP), this practice enables sites to receive new MFP’s for mini‐Bat testing. In 2010, schools received 27 new MFPs and in 2011, they received 29 all through the ETS GoGreen Program.

3. ETS worked with schools to implement GoGreen Output Reductions that reduced the schools operating budgets by $400,000.

Procedures utilized to negotiate contracts to realize savings. Strategy 4:

Special pricing and re‐negotiations with vendors on large technology procurements resulted in substantial savings and more technology for schools. Some examples are:

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1. In 2009, ETS posted, evaluated, and awarded RFP 29‐015N. This new master telecommunications contract, used for all E‐Rate eligible goods and services (including wired and wireless, telephone, Internet, and wide‐area network services), delivered significant cost reductions in all commodity areas.

2. Since the signing of RFP Contract 29‐015N in 2009, ETS has sought and secured additional percentage discounts on Telephone Equipment (5%), Telephone and Network Technician Staffing (5%), and a number of one‐time reductions including a $28,000 reduction to software support for LANDesk and OptiNet, and over $200,000 on a bulk purchase of wireless access points.

3. Student laptop carts for online assessment and teacher laptops were purchased at a substantially reduced cost.

4. The District’s Hardware/Software Maintenance contracts were re‐negotiated with a resulting savings of over $1.8 million for 2011/2012.

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Strategy 5: Repurpose or sell surplus technology items in the most effective manner.

Procedures utilized to repurpose or sell technology items. Strategy 5:

Since 2006, the Supply, Management & Logistics Department has implemented two highly effected processes to recover and contain costs.

By auctioning surplus technology items, the District recovered over $700,000.

By repurposing out‐of‐warranty technology equipment, the District saved over $110,000.

BUD‐2 Goal Component 2: Identify and secure alternative forms of funding.

Objective 1:

BUD‐2.1: The District will realize efficiencies, cost savings and reallocation through alternative sourcing methods.

Strategies:

Strategy 1: Save money through reciprocal investments with business and higher educational partners and other “partnerships”.

IN PROGRESS ‐ Ongoing partnerships in process. Strategy 1:

Through negotiations with Houghton Mifflin Harcourt, our major textbook vendor, the District was able to procure district‐wide licensing to the K‐8 Destination Reading and Math Integrated learning system at no additional cost. This resource was made available for all schools through the BEEP teacher and student portals.

Through a partnership with Florida Atlantic

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University, the Department of Instructional Technology has been able to offer graduate‐ level courses focused on the integration of technology into teaching and learning. Over 6,500 teachers have completed this program, called the Digital Education Teacher Academy (DETA) with negotiated district costs substantially below regular tuition rates.

An academic alliance between Broward County Public Schools and the Broward County Public Libraries was created to allow students to play Tabula Digita (mathematics videogames) used in many Broward middle schools at any Broward Public Library. The purpose was to extend student learning of math after school hours. Students compete in video game competitions through Tabula Digita leading to opportunities to participate in national competitions. In May 2011, a Broward student won first place in the national competition resulting in a $50,000 scholarship.

Through a national partnership with COMCAST, Broward County provided information to families that qualify for Federal Free Lunch Program that would enable them to receive high‐speed Internet access at a rate of $9.95 per month and a Netbook computer for $150.00. This program was started in August 2011 and data on participation has not yet been received from COMCAST.

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Strategy 2: Use E‐Rate funding as a source of alternative funds.

Strategy 3: Obtain grants as alternate forms of funding, including corporate grants, consortiums, “like” organizations.

E‐Rate funding has been used as a source for Technology purchases. Strategy 2: In the 2010/2011 school year, ETS filings with E‐Rate will provide $6,613,000 in technology funding support. In 2011/2012 school year, ETS filings with E‐Rate will provide $4,905,747 in technology funding support.

Since the beginning of the E‐Rate program in 1998, ETS has secured over $94,775,000 in funding for Broward Schools.

Grant funding has been used as a source for Technology purchases. Strategy 3:

With assistance from the Grants Department, Human Resource Development, Curriculum, and Educational Programs were awarded several grants that support the integration of technology into teaching, learning and leadership. Examples are:

1. Title I: Improving the Academic Achievement of the Disadvantages, and Title IID: Enhancing Education Through Technology ‐ both regular and stimulus funds ‐ enabled schools to receive a minimum of three to eight digital

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classrooms. Elementary schools received three, middle schools received five and high schools received eight. Title I stimulus funds also funded 12 instructional technology facilitators for two years (2009/2011) to work directly with classroom teachers to utilize these digital classrooms.

2. IDEA: Individual with Disabilities Education Act Grant ‐ The stimulus funds provided additional digital classrooms to support ESE students.

3. Teacher Quality Grant: Provided professional development for mathematics teachers that included using digital technologies for instruction.

4. MSAP: Magnet School Assistance Program ‐ This grant is providing extensive technology (both hardware and software) to support six middle schools with a Science, Technology, Engineering, Math (STEM) focus.

5. Actionable Data Grant through the Gates Foundation and the College Summit provides online access to the ADVANCE tool for guidance counselors and administrators making decisions about high school student placements and course of study. The tool provides post‐graduate trend data on high school students.

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Strategy 4: Explore and utilize, where appropriate, opportunities to underwrite the cost of technology systems utilizing advertising revenue.

Strategy 5: Implement eProcurement to leverage buying power and operational efficiencies, which will transfer value back to the district through savings and cost efficiencies.


The District is currently looking at advertising on websites to generate revenue that could be used for technology. This is part of the Internet Advertising and Web Development Services RFP 10‐028N that was awarded on February 17, 2010.

ON HOLD Strategy 5:

This eProcurement process is on hold pending the development of an integration strategy with SAP.

BUD‐3 Goal Component 3: Ensure that technology procurements and asset management addresses the needs of students and staff, meet technology and curriculum standards, and accommodate unique student requirements.

Objective 1:

BUD‐3.1: To focus on standards‐based acquisition practices that deliver interoperability, security, cost containment, and the full functionality required by all users.

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Strategies:

Strategy 1: Curriculum Division will research and identify appropriate technology components (hardware, software, and services) that support curriculum delivery and student learning.


Curriculum Division routinely evaluates publishers’ lesson content and corresponding digital resources including E‐textbooks and interactive media to promote student success.

Curriculum incorporates the use of a variety of new digital instructional resources including web 2.0 tools, mobile applications and wikis to aid in student learning, retention and communication.

Currently, the district is implementing Adobe Connect and Blackboard Collaborative as web meeting tools that support professional development for both instructional and administrative staff.

In October 2011, Curriculum started a new “Digital Learning and Citizenship Committee” to address policies and guidelines related to the use of social networking tools and Internet safety for students and staff.

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Strategy 2: Continue the development of the BEEP portal for students, teachers, parents and administrators for the inclusion of a variety of digital tools and resources in a single repository.


The BEEP Portal development continues to evolve and grow with the inclusion of new and revised content areas in Learning Village to include math, science, social studies, reading, CTACE and PE. Additional teacher resources have been added or revised in both the Teaching Resources and Teacher Tools areas in the Teacher Portal. These include new and revised Mini Benchmark Assessments. Teacher Portal Authentication nearly doubled from 2009/2010 to 1,512,773.

The Department of Instructional Technology working in collaboration with the Educational Programs Division and Human Resource Department released the BEEP Administrator Portal in 2010. This portal provides access to information, resources and applications specifically geared to support school and district administrators. Administrator access to this portal has doubled since its release.

Students have access to extensive instructional resources and eTextbooks through the BEEP student portal. BEEP usage continues to grow at substantial and significant rates. Current data shows that the fastest area of growth is the use of eTextbooks by students.

Student Portal access has almost doubled since 2009/2010 to 2,099,842.

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Strategy 3: The Superintendent’s Technology Standards Committee and the Technology Advisory Committee will continue to set technology standards through the established processes.

Textbook authentication more than doubled from 2009/2010 to 1,112,110.

In an effort to provide teachers access to professional development resources 24/7, the Department of Learning Resources and Instructional Materials has recently expanded the District Professional Library eBook collection to include over 150 eBook titles, including some of the latest releases from the ASCD collection and noted authors such as Robert Marzano, Carol Tomlinson, and more. This eBook collection is now available through BEEP, Destiny Library Management Resource, and the Learning Resources & Instructional Materials website.

Standards are set as needed by the Technology Standards Commmittee and TAC. Strategy 3:

ETS works with both the Technology Standards Committee and the Technology Advisory Committee (TAC) to set standards for the technology used within the District. ETS has revised the Technology Waiver process to include the approval of the Standards Committee. This new process allows the District to re‐evaluate the standards set for technology.

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Strategy 4: Promote cost‐containment through Purchasing Policy 3320 and best purchasing practices (Software Management Module, RFP development).

Strategy 5: Institute asset control/property and inventory programs in conjunction with the District’s Risk Management and Capital Asset Departments.

Cost containment is promoted through Policy 3320. Strategy 4:

ETS works with the Supply, Management and Logistics Department to monitor all technology purchases. The District re‐evaluates items being purchased to determine where costs can be reduced. New RFPs have been written to help the district reduce and/or contain costs. In addition, the District routinely assesses the validity of technology services and related contracts for reduction or elimination, e.g., pagers, software licenses, and office equipment repair.

ON HOLD Strategy 5:

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3.0 TEACHER AND STAFF PROFESSIONAL DEVELOPMENT

Sponsor/ELT Lead



Status Update Goal Statement: All employees (teachers, non‐instructional, administrators) have the necessary knowledge, skills, behaviors, attitudes and aspirations to effectively use digital technologies to perform job roles, enhance learning and support student achievement goals. Ongoing professional development offered through hands‐on, online and blended learning models, support life‐long learning and help to maximize the potential of each employee.

Assistant Superintendent, HRD/Elisa Calabrese

HRD Curriculum

Educational Programs

Area Offices


Schools

PD‐1 Goal Component 1: Administrators will be able to model and support the effective use of technology for data‐driven decision‐making and improved student achievement.

Objective 1:

PD‐1.1: Administrators will be able to develop, articulate and facilitate a shared vision that sustains a digital age learning culture and ethical use supported by all stakeholders.

Strategies:

Strategy 1: Design and implement leadership professional development that incorporates 21st century learning strategies, supports student achievement, and

Complete Strategy 1:

Courses focused on the integration of digital technologies into the teaching and learning process are offered through the Leadership

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is aligned to the School Improvement plan goals.

Strategy 2: Increase online professional development opportunities through eLearning, webcasting services, video conferencing and other digital resources.

Strategy 3: Create collegial networking opportunities through the integration of Web 2.0 collaboration tools.

Development Program. These courses support the role of the leader in increasing student achievement using data to drive instruction and aligning technology goals into school improvement plans.


School and district leaders participate in professional development through online learning, video conferencing, web‐casting programs and blended learning. Additionally, the Leadership Development Program maintains a Blog for school‐based administrators. The use of narrated, online presentations (Brainshark) has provided opportunities for administrators to keep updated on important developments.


HRD, Area Offices and some District departments have created a variety of collegial networking opportunities through extensive use of wikis. Links to the leadership wikis are all available through the BCPS professional development wiki:

http://www.pds‐hrd.wikispaces.net

Middle School Principals collaborate around common instructional topics through the following web site:

http://bms.browardschools.com/

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Objective 2:

PD‐1.2: Administrators will be able to model, promote and monitor the integration of technology and digital tools and resources in teaching, learning, management, research and communication.

Strategies:

Strategy 1: Increase professional development opportunities that enable leaders to model, promote and monitor the integration of technology.

Complete Strategy 1: To meet the individual learning needs of administrators, the Department of Instructional Technology, in conjunction with HRD, offers a series of professional development workshops on integrating technology into teaching and learning. These courses include: The Role of Leadership in 21st Century Learning, GLIDES: Facilitating Project‐Based Learning in Your School, and DETA for Administrators. In 2011, the Department of Instructional Technology developed a new course for administrators called Incorporating BEEP on a Daily Basis. Through this course, administrators learn how the BEEP Administrator Portal can provide resources and tools to support managing the learning environment and monitoring and supporting student progress.

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Strategy 2: Provide professional development and support for a coaching and mentoring program to increase the integration of technology into daily classroom instruction.

Strategy 3: Provide professional development to assist leaders in analyzing data and appropriately planning for the integration of technology into teaching, learning, and management.


Revision of the coaching institute, which is now called Coaching for Change, includes use of technology both in the training and application of skills for coaches.


A number of data tools are available to administrators for assistance in making decisions regarding faculty and students. The Professional Development Services (PDS) Department provides annual Comprehensive Inservice Reports as well as Cancellation reports on faculty and staff professional development activity. School administrators use the reports to plan for professional development. District Program Managers are able to generate reports regarding the professional development provided to personnel and make changes based on data.

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Objective 3:

PD‐1.3: Administrators will be able to effectively use appropriate technology for data‐ driven decision‐making as it relates to job performance; including data analysis, communication, collaboration, operations.

Strategies:

Strategy 1: Provide professional development for leaders on data‐driven decision‐making.

Strategy 2: Provide professional development for administrators that meet individual learning needs.


In October 2011, all school‐based administrators participated in the new Teacher Evaluation Course, Leaders of Learning and iObservation to further the ability to advise on professional growth to faculty. High school administrators had the opportunity in September 2011 to participate in a Gates Foundation learning opportunity using the web‐based ADVANCE tool to analyze trend data on student post‐secondary performance as it relates to high school performance.

Additional courses are routinely developed based upon District need.


The courses outlined above support this strategy.

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PD‐2 Goal Component 2: Teachers will learn how to integrate digital tools and digital resources into daily classroom instruction through professional learning activities that are collaborative, interactive and blend both hands‐on and online learning models to improve student achievement.

Objective 1:

PD‐2.1: Teachers will learn to use district and local data systems to collect, disaggregate, and analyze student achievement data to determine the best teaching strategies to meet student needs.

Strategies:

Strategy 1: Provide Professional Development on how to use, collect, analyze student achievement data from local and district data systems including Virtual Counselor, electronic grade‐book, learning management systems and other databases.

Strategy 2: Provide professional learning communities that enable teachers to have online data chats, plan collaboratively, and share best practices.


Based on the area of application, professional development opportunities are available from the area offices, school staff and district staff based. Both face‐to‐face workshops and on‐line opportunities are available.


Through the Next Generation Learning Network grant, high school mathematics teachers are participating in a collaborative network focused on sharing best instructional and assessment strategies integrating digital tools and resources.

A number of Professional Learning Networks

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(PLNs) are active and monitored by Professional Development Program Managers via the PDS wiki. The PLNs are currently more of a one‐way pushing of information but evolving into a collaborative e‐space. All PD providers are required to follow the Florida PD Standards that stipulate the use of technology both in the delivery and support and coaching of PD after events are over. The PDS department maintains two (2) twitter accounts to relay professional learning information from a global perspective. In addition monthly meetings are held with PD Program Managers and Program Organizers via web casting service.

Objective 2:

PD‐2.2: Teachers will increase the effective integration of digital curriculum content and new instructional strategies that supports differentiated learning, promotes high level thinking skills, and fosters global communication and collaboration among students in their classrooms.

Strategies:

Strategy 1: Provide professional development on differentiated learning strategies, critical thinking strategies and inquiry‐based learning through both hands‐on and online models.


The Department of Instructional Technology delivers professional development courses to teachers throughout the district that address components of this strategy. DETA courses, GLIDES implementations, Tech‐infused Project‐based Learning courses, and Problem‐based Learning courses all address differentiated learning strategies, critical thinking strategies and inquiry‐based learning through both hands‐on labs and virtual models.

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Strategy 2: Increase professional development offerings in the use of digital tools and digital resources for instruction.

Strategy 3: Provide professional development on the integration of Web 2.0 communication and collaborative tools for global learning.

Strategy 4: Provide professional learning communities focused on lesson study, technology integration strategies, and related topics.

IN PROGRESS Strategy 2: The Department of Instructional Technology offers learning opportunities for teachers using interactive whiteboards in their ActivEducator and SMART BUG monthly sessions. Classes in the use of digital tools, software applications, and the integration of technology into core curriculum areas are offered along with on‐demand training at school locations. New courses are routinely added to meet the increasing demand.


Courses in using web 2.0 tools, delivered through web casting services, are well attended by teachers. The Department of Instructional Technology provides professional development on the use of classroom wikis, blogs, and other collaborative tools.


The Department of Instructional Technology has facilitated PLC meetings for many schools, both face‐to‐face and online, that focus on technology integration strategies.

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Strategy 5: Provide coaching and modeling support to colleagues, trainers, and coaches.


The Department of Instructional Technology provides coaching and mentoring support to teachers throughout the district in the use and integration of digital tools and resources. Classroom support occurs on a regular basis.

PD‐3 Goal Component 3: Non‐instructional personnel will be able to effectively use district management systems to perform job functions, increase efficiency, and meet performance responsibilities.

Objective 1:

PD‐3.1: Non‐instructional personnel will have available appropriate professional development, both hands‐on and online, to enable them to perform assigned job functions and responsibilities.

Strategies:

Strategy 1: Increase professional development Opportunities for non‐instructional staff including online, virtual, and professional learning communities.


Professional Development for non‐instructional personnel includes online asynchronous opportunities via blackboard, synchronous events via Adobe Connect and Elluminate, narrated presentations via the web‐based Brainshark, and ongoing support via CAB conferences and the PDS wiki.

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Objective 2:

PD‐3.2: Non‐instructional personnel will be able to use multiple data systems to maximize support operations of the organization.

Strategies:

Strategy 1: Increase professional development opportunities for non‐instructional staff including online, virtual, and professional learning communities.

Strategy 2: Ensure participants that complete professional development will earn a qualification as per professional development program specifications.


Online professional development opportunities mentioned above are increasing as more non‐instructional staff acclimates to a digital learning mode.


The SAP/LSO system has the capabilities of documenting professional development and associating completion of coursework with a qualification. This has been accomplished for personnel in the facilities division and is currently being developed for additional categories of non‐instructional employees.

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4.0 eLEARNING, VIRTUAL SCHOOLS AND NEW LEARNING STRATEGIES Sponsor/ELT Lead



Status Update Goal Statement: Provide 24/7 access to curriculum that offers differentiated instruction, inquiry‐based learning and the ability to “customize” learning for all administrators, teachers, and students through eLearning, Virtual Schools and the incorporation of new learning strategies.

Chief Academic Officer/TBD

Curriculum HRD

Broward Virtual School

High and Middle Schools


EL‐1 Goal Component 1: Provide every student access to virtual and eLearning opportunities.

Objective 1:

EL‐1.1: All students will be encouraged to take at least one online/virtual course prior to high school graduation.

Strategies:

Strategy 1: Continue the support the expansion of virtual learning opportunities such as: Course Recovery software; Broward Virtual School; Florida Virtual School; Video Conference based projects; Web Conferencing, eLearning Broward; Learning Management Systems; eTutoring and other Web based tools.


In the 2010/2011 school year, students successfully completed 3,868 course enrollments at Broward Virtual School. In the 2010/2011 school year, 13,081 students successfully completed 14,520 course enrollments through Apex Learning. Additionally 10,058 Broward students completed 19,185 enrollments with Florida Virtual School.

200 online professional development courses were provided through Broward Virtual University. (11,661 completed enrollments since 2008)

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EL‐2 Goal Component 2: Enable opportunities to customize and extend virtual and online professional development for all stakeholders.

Objective 1:

EL‐2.1: All teachers will be encouraged to participate in eLearning opportunities.

Strategies:

Strategy 1: The District will promote and provide eLearning opportunities for teachers to increase their content knowledge through the ongoing development of Broward’s teacher portal and linked resources.

Strategy 2: By underwriting its cost, provide a variety of models and opportunities for teachers to participate in DETA type courses that integrate technology into daily classroom instruction.


Training is provided to teachers to encourage and support the use of the teacher and student portals. These trainings include online courses through Broward Virtual University, DETA and resources within Learning Village.


Twenty‐five DETA I and ten DETA II courses were provided to approximately 600 teachers and administrators during the 2010/2011 school year. The Department of Instructional Technology worked with Broward College to provide a DETA I course for Broward College faculty members in the College of Education to prepare pre‐service teachers for technology integration of 21st century skills.

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Objective 2:

EL‐2.2: All administrators will be encouraged to participate in eLearning opportunities.

Strategies:

Strategy 1: Provide a variety of models and opportunities for administrators to participate in leadership development courses focused on integrating technology.

Strategy 2: Programmatically expand administrative training to enable administrators to observe and evaluate the methods and strategies for integrating technology into the curriculum.


Professional development in the district aligns with the Florida PD Protocol Standards and includes the use of technology for delivery and implementation of all professional development. Professional Development providers are encouraged to effectively use technology as well as to model for participants. The use of technology includes the use of hardware that is available in classrooms as well as web 2.0 collaboration tools such as wikis, blogs, professional networking, and narrated presentations. Broward Virtual University currently has approximately 70 online courses and close to 6000 participants took advantage of the online courses in 2010/2011.


In October 2011, all school‐based administrators participated in the new Teacher Evaluation Course, Leaders of Learning and iObservation to further the ability to advise on professional growth to faculty. The iObservation tool will assist administrators with observing instructional technologies strategies that integrate technology into the curriculum.

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EL‐3 Goal Component 3: Promote Digital Citizenship among all BCPS stakeholders.

Objective 1:

EL‐3.1: Infuse the nine (9) Elements of Digital Citizenship, as defined by the International Society for Technology in Education (ISTE), throughout the curriculum.

Strategies:

Strategy 1: Provide discussion forums, modeling, direct instruction, scenarios and/or other instructional strategies relative to the nine (9) Elements of Digital Citizenship.

Strategy 2: Amend the Student Code of Conduct to include the nine (9) Elements of Digital Citizenship.

IN PROGRESS Strategy 1

“Digital Ethics for Educators” and “Reference and Research” are two Broward Virtual University courses offered that address areas of the Elements of Digital Citizenship. These Elements, with an emphasis on Digital Literacy, Digital Etiquette, Digital Law, and Digital Security, are also addressed throughout the courses offered by the Department of Instructional Technology.


The Student Code and Conduct manual was revised during the 2010/2011 school year to reflect technology policy and procedure. With the new Digital Learning and Citizenship Committee formed, this issue will continue to be readdressed and recommendations aligned to the 2011/2012 Student Code and Conduct manual as needed.

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EL‐4 Goal Component 4: Provide opportunities for every school to participate in inquiry‐based learning.

Objective 1:

EL‐4.1: Promote and expand opportunities for every school to participate in learning such as that offered through inquiry‐based learning.

Strategies:

Strategy 1: Provide inquiry‐based learning professional development for teachers and administrations.

Strategy 2: Incorporate inquiry based learning strategies that enable students to seek, classify, generalize, compare, evaluate, analyze, synthesize, foster, and infer information to meet 21st century learning requirements.


An inquiry‐based learning course entitled, “GLIDES: Project Based learning” is available in both teacher and administrator versions. As of 2010/2011, Project‐based learning methodology was delivered to 76 schools.


The Florida Research Process Model is incorporated into the Reading and Math lessons in Learning Village. These lessons provide critical thinking, inquiry, and research skills and supplement the Macmillan McGraw‐Hill Treasures Comprehensive Core Reading Program. These lessons use the research model as they complete steps to create a final research project. The lessons focus on reference, research and building 21st century literacy skills.

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5.0 BROADBAND ACCESS, INFRASTRUCTURE AND CONVERGENCE

Sponsor/ELT Lead



Status Update

Goal Statement: Maximize access to educational and business resources by extending the network (time and place), improving information technology (IT) operational efficiencies, ensuring network security and appropriate use, and developing a rich communication and collaboration environment.


ETS BECON

Community Affairs

BIC‐1 Goal Component 1: Extend the parameters of the network to provide access to educational resources.

Objective 1:

BIC‐1.1: District will broaden access to new and emerging technology opportunities.

Strategies:

Strategy 1: Obtain funding for the implementation of the OneBroward network.

Strategy 2: Utilize new E‐Rate opportunities for providing Internet services and network connectivity beyond the campus.

ON HOLD Strategy 1:

OneBroward applied for two Broadband Stimulus grants to fund the OneBroward network. While the District was notified it had made it into the Due Diligence phase for funding approval, neither grant was awarded.

ON HOLD Pending E‐Rate rules. Strategy 2:

Since 2009, E‐Rate program administrators (USAC) have been exploring the possibility of allowing Districts to utilize E‐Rate funded

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networks for off‐campus, after‐hours access to instructional programs. ETS staff has monitored this activity and participated in conversations with other major districts and USAC about this possible program modification.

To date, no E‐Rate rules have been established to lift the ban on off‐campus, after‐hours connectivity, and consequently, no opportunities for Broward Schools to extend the network connectivity beyond the campus.

Objective 2:

BIC‐1.2: Increase the number of home computers/digital tools distributed to underserved Broward Schools’ students.

Strategies:

Strategy 1: Refurbish and distribute out‐of‐service Broward Schools’ computers as a part of the District’s Digital Divide program.

2,800 computers have been delivered to families through the Digital Divide Program. Strategy 1:

The Digital Divide Program has given over 2800 computers in the past several years to students through the Digital Divide Program. The program continues to receive equipment from the community, District schools and departments. District staff refurbishes equipment and makes it available to schools for distribution to students and their families.

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Strategy 2: Increase partnerships with outside agencies sharing similar Digital Divide objectives. IN PROGRESS

Strategy 2: The Digital Divide program continues to work with outside communities. Economic times have forced donations to slow down, but donations still continue. The District Public Relations & Governmental Affairs Department has been working with outside agencies and community groups to help increase donations to the Digital Divide program.

A new partnership with COMCAST will enable students who qualify for free lunch in underserved communities to have home broadband access at reduced costs.

Objective 3:

BIC‐1.3: All students, teachers and staff will have access to the necessary tools to access digital resources.

Strategies:

Strategy 1: All appropriate existing equipment will remain operational and available for use.


The District ensures that appropriate technology equipment remains operational via:

1. Warranty coverage 2. Onsite maintenance and support 3. Off‐site equipment repair 4. Specialized Digital Classroom support –

(installation, configuration and maintenance.)

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Strategy 2: Equipment will be refreshed on a regular basis.

IN PROGRESS ‐ As funding becomes available. Strategy 2:

The District has been unable to sustain a regular technology refresh program. However, the District has utilized alternative funding sources when available to refresh equipment. (RTTT, Title I, Title IID, E‐Rate, SIG, IDEA, etc.)

BIC‐2 Goal Component 2: Improve the operational efficiencies of the infrastructure and core services.

Objective 1:

BIC‐2.1: To improve the District’s total cost of ownership (TCO) of core infrastructure and operational systems.

Strategies:

Strategy 1: Require adherence to standard structured cabling systems and port all appropriate applications to IP/web based solutions wherever possible (voice, video and data).

IN PROGRESS ‐ Implement and monitor adherence to standards based structured cabling system through Education Specifications. Strategy 1: Since 2009, ETS has worked aggressively to utilize E‐Rate funding opportunities to move the District's telephone systems to an IP platform. As of November 2011, approximately 135 schools will have new IP phone systems installed. Since voice is one of the last major applications to move to IP in the District, this represents a significant move toward complete standardization on the IP platform standard.

Adherence to structured cabling and network design standards is increasingly important as

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Strategy 2: Migrate appropriate applications and servers to the virtual environment.

Strategy 3: Utilize cloud computing to reduce TCO.

Strategy 4: Utilize best business practices in IT operations.

the district increases its reliance on high availability, high performance networks to conduct teaching and learning activities, communicate, and run core business systems. In the 2010/2011 school year, ETS undertook a systematic project to discover non‐conforming network configurations, and work with schools and departments to correct these anomalies.

Over 100 Servers have been virtualized. Strategy 2:

Over 100 servers have been virtualized, saving significant dollars in new hardware acquisition, cooling, and electrical costs.

A private cloud computing has been utilized to reduce TCO. Strategy 3:

A private cloud computing environment has been created, which has delivered savings in hardware acquisition costs and reduced the TCO for deploying new server‐based applications.

Best Practices have been utilized. Strategy 4:

Examples of IT Best Practices:

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1. The District has invested in building one of the most robust and secure networks in K‐12 environment. This capability allows for high bandwidth curriculum to be delivered to the schools. Bandwidth usage can be adjusted to lower costs during the summer. Within the data center, stand‐alone server systems have been replaced with virtual computing. This allows for server and data repository creation on‐demand, which reduces equipment costs and maintains system availability. Tape processing is done utilizing a tape robot system that can store multiple files on one tape, increasing the efficiency of the tape library. In place of reports being printed, over 65 million report pages reside in an on‐line repository saving paper, ink, labor, transportation and the need to store archive reports.

2. The REMEDY service management system is used by the ETS and BRITE help desks. It is used for customer support and allows for efficient problem resolution.

3. ETS continues to use the Software Management Module (SMM) by monitoring all software purchased throughout the District. This is a Best Practice that was implemented in 2006

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and continues to save the District significant dollars. ETS has expanded this process to include the tracking of ESE equipment that is used by special needs students and equipment that is used in the Digital Classrooms.

4. School website templates have been developed and utilized to provide schools consistent and easy to use interface to communicate with stakeholders.

5. The ETS “GoGreen” Project has assisted schools in redirecting funds from printing and copying to instructional materials.

BIC‐3 Goal Component 3: To ensure the secure and appropriate access of network services and core business applications.

Objective 1:

BIC‐3.1: Users will have appropriate and secure access to applications based on their role in the district.

Strategies:

Strategy 1: Reduce the number of exceptions in audit reports.

Security Access Audit exceptions have been reduced. Strategy 1:

Security access items raised in previous audits have been addressed and new procedures have been developed to ensure compliance.

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Strategy 2: Create single sign‐on functionality for business and student applications.

IN PROGRESS ‐ Single sign‐on progress. Strategy 2:

The Active Directory Environment, a foundation for implementing single sign‐on, has been established and school sites are being migrated. Several business, student and teacher applications are based on single sign‐on, some which are available through the BEEP portal.

Objective 2:

BIC‐3.2: Broward Schools will offer a secure network.

Strategies:

Strategy 1: Implement an Acceptable Use Policy and train teachers and staff.

Policy 5306 currently under revision. Strategy 1:

Staff is currently making recommendations for revisions the District’s Technology Policy, which contains the Acceptable Use Policy, to align it with new trends in technology. Once adopted, all staff and students will receive appropriate training.

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Strategy 2: Implement appropriate information technology security measures.

Technology Security measures have been implemented and will be modified as necessary. Strategy 2:

The Intrusion Prevention System has been enhanced to improve protection from external Internet attacks on web‐based applications. The Information Security Guidelines document has been updated to further strengthen security procedures.

BIC‐4 Goal Component: Develop a rich communication and collaborative environment.

Objective 1:

BIC‐4.1: Except for required maintenance windows, existing and new collaborative tools will be available and operational for teachers, students and parents.

Strategies:

Strategy 1: Establish service level agreements (SLAs) with appropriate vendors and internally with district departments.


Service‐level agreements (SLA) are routinely included in vendor contracts. Currently the District is using SLAs with vendors to ensure contract performance. Examples include Internet, WAN, software support, and hardware maintenance.

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Strategy 2: Monitor and modify the communications and network environment to support the SLA criteria.

IN PROGRESS – Business critical applications are monitored. Strategy 2:

Electronic devices have been established to monitor the network and business‐critical applications to support the SLA criteria. Computer‐generated alerts are automatically distributed when abnormal conditions arise.

Objective 2:

BIC‐4.2: Integrate voice, video, email, instant messaging and applications where possible to enrich communication and improve productivity.

Strategies:

Strategy 1: Integrate communication applications in an effort to build a unified communications environment.


ETS has made major strides in building an IP platform upon which to integrate communication applications (voice, voicemail, email, IM, video conferencing, FAX, presence), on two levels. First, ETS has been migrating schools at a rate of one school per week during these two years to a new, centrally hosted and managed, IP telephony solution. Second, ETS has designed, and is in the process of implementing, a number of integrated IP communications applications and desktop solutions.

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Strategy 2: Integrate communications infrastructure that supports mobility.


In 2011, ETS has begun the process of implementing various solutions built upon the District's new IP telephony that supports mobility. This project will initially enable users of smart phones and web browsers to access the telephony services of their desktop IP systems remotely. ETS has also continued to provide District‐wide procurement, training, and technical support for users of cellular solutions for voice and data. Finally, ETS is working with vendors and local public safety agencies to develop a road‐map for radio communications in the District in the coming years ‐ driven by major changes in FCC spectrum management and licensing and integration opportunities.

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6.0 DIGITAL CONTENT AND DIGITAL TOOLS

Sponsor/ELT Lead



Status Update

Goal Statement: The District will expand access to digital content and digital tools, offering students and teachers a variety of teaching/learning options accessible anytime/anywhere, which can be customized and personalized to their needs in order to increase student engagement, and ultimately increase student achievement.

Deputy Superintendent – Ed Programs, Student Support Services/Dr. Joanne Harrison


ETS

Curriculum

Learning Resources

Instructional Materials

Broward Virtual University

Broward Virtual School

DC‐1 Goal Component 1: Access to Digital Tools.

Objective 1:

DC‐1.1: Increase student/educator access to digital tools such as mobile computers, and tool‐based software that support “any time, any space, any pace education”.

Strategies:

Strategy 1: Increase number of standard/modified digital classrooms in elementary, middle, and high schools throughout the district.


Digital Classrooms. In the 2010/2011 school year, 63 modified digital classrooms as a part of the Title One funded initiative. These installations each included an interactive board, multimedia projector, a document camera and a media storage cabinet. Fifty additional full digital classrooms were installed, consisting of a ceiling mounted projector, voice enhancement system,

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Strategy 2: Research & pilot digital devices (mobile & emerging technologies including cost effective devices).

interactive board and DVD/VCR with tuner. This year, the District also installed 66 interactive boards that were purchased directly by schools. To date, this brings the district to a total of 2681 complete digital classrooms and 1173 modified digital classrooms. For the 2011/2012 E‐Rate filing, the district has filed for the installation of wiring infrastructure for 164 complete digital classrooms utilizing the equipment purchased as part of the 2010/2011 modified digital classrooms.

ETS is currently deploying an enterprise management system that supports digital classroom usage. Use of this tool will help reduce cost of the consumable items associated with the digital classroom and improve the reliability of the equipment used in daily teaching and learning activities. Currently, there are 71 sites with 1271 controllers managed by the enterprise management system.


Research and pilot testing of digital devices is an on‐going process. The following are examples of pilots that have been taking place throughout the District:

1. ETS has tested various products including the Apple iPad, Dell 7” Streak, and the Nook. To date, no product has

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been added to the Standards list due to product incompatibilities with current systems and network infrastructure. Product testing will continue.

2. Atlantic Technical is testing Kindles and the Nook to determine the feasibility of utilizing them in the classroom.

3. Learning Resources is working with Ft. Lauderdale HS and Indian Trace ES on an iPod pilot.

4. Learning Resources, along with

Instructional Materials, is working with the State of Florida to implement a Pilot Program to transition to digital instructional materials. The pilot program allows designated schools to implement the transition to instructional materials that are in an electronic or digital format. Schools have not yet been determined. The premise behind the pilot is to collect information and report back to the State on the following:

Identify projected costs/funding sources, and cost savings.

Identify successful practices, lessons learned, level of investment/cost‐effectiveness and impact on student performance.

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Strategy 3: Explore funding sources such as grants and entitlement funds to assist in meeting needs.

Districts shall report the results of the pilot schools.

5. During the 2010/2011 school year, the Department of Instructional Technology working in conjunction with Coconut Creek High School will deploy an iPad initiative aligned to project‐based learning.


The District developed a strategy to provide every school with a baseline of digital classrooms. Elementary schools each received three digital classrooms, middle schools received five, and high schools received eight digital classrooms. The approved plan leveraged Title I, Title IID, and IDEA regular and stimulus funds to complete this project.

The District will continue to explore grant opportunities that will support the technology needs of the District.

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DC‐2 Goal Component 2: Access, Develop, and Procure Digital Curriculum Content.

Objective 1:

DC‐2.1: Increase access, development and/or procurement of “instructional materials” to include digital content that support engaged and active student learning 24/7.

Strategies:

Strategy 1: Increase digital content development through

• Curriculum writing teams.

• Sharing content across districts.

• Content Creation Contest (cost neutral).

Strategy 2: Preserve and/or expand District licensed web resources & instructional software (i.e. online databases, United Streaming, NetTrekker D.I., Atomic Learning, etc…) available via BEEP.


Digital Content is continuously being produced, updated and aligned to content standards by the Curriculum division. The updated content is appropriately placed on the BEEP Teacher and Student Portals. In this way, digital content is readily available for instruction and curriculum purposes on a 24/7 basis.


District‐wide procured curriculum software, licenses and subscriptions are updated each year through the district hardware/software maintenance budget. In this way, these digital resources are made available to schools with no lapse in services.

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Strategy 3: Procure digital content and curriculum resources through annual adoption process (publisher requirement includes teacher and student interactive online editions and CD/DVD format of curriculum for teachers and students in core courses).

Strategy 4: Increase number of courses through Broward Virtual School for students, and Broward Virtual University for teachers.


New math textbooks, including an extensive array of online student interactive tools and text materials, were deployed during the 2010‐2011 school year. Science textbooks containing the same depth of online resources were adopted and will be deployed in 2011/2012 school year.


Broward Virtual University continues to add to the list of courses offered to teachers. New for the 2011/2012 school year are 3 math courses, 8 reading courses, Brain Fitness In PE, FCAT 2.0, and Behind the Scenes: Benchmarks.

In 2011/2012, several new high school courses were added to Broward Virtual School:

1. Reading for College Success 2. Journalism 3. Advanced Algebra with Financial

Applications

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Strategy 5: Research and pilot instructional software and resources. IN PROGRESS

Strategy 5: During the 2011/2012 school year, a digital learning pilot is underway to test various mobile devices such as iPads, iPods and Kindles to test the potential for using these tools for learning. Instructional software is being tested on these mobile devices. Before instructional software is procured district‐wide, it is reviewed by curriculum specialists based on criteria such as:

1. Alignment to content standards 2. Quality of curriculum content 3. Ease of use 4. Ability to add to the BEEP Portal 5. Research on student achievement

gains 6. Compliance to Policy 5306

specifications.

DC‐3 Goal Component 3: Maximize Use of Digital Curriculum Content.

Objective 1:

DC‐3.1: Increase overall usage of District resources within the Broward Enterprise Education Portal (BEEP) for all stakeholders (students, teachers, administrators, parents).

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Strategies:

Strategy 1: Develop a communication plan to promote BEEP to inform users of current/undated resources and increase usage.

Objective 2:

DC‐3.2: Reduce support and maintenance costs by standardizing software purchases that will allow an increase in level of service, training and support.

Strategies:

Strategy 1: Inform District departments/schools of District’s instructional software resources database


Through extensive professional development, communication through parent groups and marketing to the school, BEEP is now a mission‐ critical application for teaching and learning. BEEP statistics shows substantial and significant usage among teachers, students and administrators. Content is automatically aligned and made available through BEEP.

Statistics on usage are collected monthly. Current data shows that:

1. There has been a 54% increase in access to the student portal from the 2009/2010 to 2010/2011

2. There has been a 65% increase in access to the eTextbooks from 2009/2010 to 2010/2011

3. There has been a 54% increase in access to the Teacher Portal from 2009/2010 to 2010/2011


ETS has developed podcasts and training materials to promote the Software

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through Software Management Module to increase use of current software and streamline costs for future purchases.

Management Module (SMM). ETS staff works with the Technology Liaison Contacts (TLC) in the use of the SMM and the District process for purchasing software. ETS has presented the SMM process to the Technology Standards Committee and the Technology Advisory Committee (TAC).

DC‐4 Goal Component 4: Develop a rich communication and collaborative environment.

Objective 1:

DC‐4.1: Increase the usage of existing and new communication and collaborative tools used by teachers, students, administrators and parents.

Strategies:

Strategy 1: Increase teachers’ use of collaborative tools in their teaching and learning.

Strategy 2: Implement additional modules of the teacher, student, administrative and parent portals.


The Department of Instructional Technology offers professional development to teachers in the use of collaborative tools such as wikis, Google Docs, and Edmodo.


In April 2011, the District released the BEEP Administrator Portal. The Teacher, Student and Parent Portals are continuously updated

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and revised to provide new curriculum content, current e‐textbooks, revised lesson plans and additional instructional resources as appropriate to the individual portal.

DC‐5 Goal Component 5: Access to online and digital assessment.

Objective 1:

DC‐5.1: Increase access to online and digital assessment.

Strategies:

Strategy 1: Review and research available online assessments through FLDOE for alignment with current and NGSSS.

Strategy 2: Pilot online assessments that are offered by the FLDOE.

Review and research of online assessment were completed. Strategy 1:

Online assessments through FLDOE currently being administered are FAIR, 10th grade FCAT Math, Algebra End of Course, Student Tool for Technology Literacy (ST2L), and the Inventory for Teacher Technology Skills (ITTS).

Pilots of online assessment were completed. Strategy 2:

The District successfully piloted online assessments and successfully administered Algebra End of Course during the 2010/2011 year. In 2011/2012, Biology and Geometry End of Course Exams are being added. Additional exams will be added each year, according to the FLDOE timeline.

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Strategy 3: Create online assessments for the mini‐benchmark assessment tests.

Strategy 4: Schools have sufficient access to digital devices and resources to support online assessment.


Pilot of online science BAT Tests was completed. Move to make Mini‐BATS available online is being re‐evaluated.


Middle schools, high schools, and centers were provided with one or two laptop carts to assist in the administration of online assessments. Elementary schools are receiving a laptop cart during the 2011/2012 school year.

Objective 2:

DC‐5.2: Increase integration of online assessments in digital format that produce student progress results that can immediately determine instruction.

Strategies:

Strategy 1: Increase the number of schools using Interactive Response Systems including flipcharts, etc.

IN PROGRESS Strategy 1: A variety of Interactive Response Systems that provide immediate feedback to assist with instruction are available to schools. Student devices, such as Promethean ActivExpressions, can be purchased by schools and used with

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ActivInspire software to build flipcharts for both formative and summative assessments. Discovery Education Quiz Builder, Google Forms, and various other Web 2.0 tools can also be used for this purpose.

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7.0 INTEGRATE DATA SYSTEMS

Sponsor/ELT Lead



Status Update

Goal Statement: Integrated, interoperable data systems are the key to better allocation of resources, greater management efficiency, and online and technology‐based assessments of student performance.

Deputy Superintendent – Ed Programs, Student Support Services/Dr. Joanne Harrison

Research/Evaluation ETS

Curriculum


DS‐1 Goal Component 1: District‐wide data systems will be integrated, where feasible.

Objective 1:

DS‐1.1: Increased efficiency and improved student learning will result from a plan to integrate data systems through which administrators and educators have access to decision‐making information.

Strategies:

Strategy 1: Establish a committee to develop guidelines for systems integration, as well as identification and prioritization of systems requiring integration.


In the 2010/2011 school year, a BASIS (Behavioral & Academic Support Information System) Team was created to provide better data to teachers and administrators to help student performance.

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Strategy 2: Implement the committee’s recommendation where feasible.

Strategy 3: Conduct a semi‐annual evaluative component to determine effectiveness of decision making as it relates to student achievement.


As of September 2011, ETS started implementing BASIS as determined by the committee.

The Planning Tool for School Enrollment and Capacity was developed and implemented to provide a web ‐based single source of information. The tool details for each school its current and future enrollment, facility capacity, special program enrollments, and level of service. The Board, staff, and general public uses this tool for yearly boundary planning purposes.

No Status at this time. Strategy 3: Research

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DS‐2 Goal Component 2: Data is accessible to all appropriate district employees.

Objective 1:

DS‐2.1: Pervasive informed decision‐making will result from a strategic approach to professional development in the area of access and use of data.

Strategies:

Strategy 1: Develop a cohesive staff development program focused on the effective use of data in informed decision‐making.


Extensive data reports are available on professional development activities. SAP/LSO reports on professional development completions and cancellations are sent annually, and on request, to principals each year to provide data for making decisions regarding professional development. District PD Program Managers are provided guidance in generating their own reports in regard to the professional development they provide. Additionally the new Teacher Evaluation Tool, currently in the training stages, promises to provide extensive data on faculty for purposes of providing meaningful professional development opportunities. The Florida Professional Development Protocol Standards require evaluation of professional development provided in the district. Broward will be reviewed by the State in January 2012.

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Some of the available tools to access data are:

Employee Self Service (ESS) is provided to all district employees for Open Enrollment and access to personal data.

Implemented BEEP Administrator Portal in April 2011 which contains key content relevalent to both School and District Administrators. http://beep.browardschools.com

The BEEP Teacher and Student Portals are continuously updated to include newly adopted eTextbooks, new curriculum resources and new instructional applications. This is an on‐going process of updated content and deleting old information. To date, BEEP has over 10,000 lesson plans, 20 elementary eTextbooks, 38 secondary eTextbooks and 10 instructional applications.

The Planning Tool for School Enrollment and Capacity was developed and implemented to provide a web ‐based single source of information.

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8.0 INFORMATION TECHNOLOGY (IT) SERVICE MANAGEMENT AND SUPPORT

Sponsor/ELT Lead



Status Update

Goal Statement: Maximize the economic life of all information technology (IT) assets, ensure users will have access to support in the use and maintenance of systems, and maximize the availability and utility of IT assets.


ETS

ITS‐1 Goal Component 1: Maximize the economic life of all IT assets.

Objective 1:

ITS‐1.1: Maintain viable systems in the most economically efficient manner.

Strategies:

Strategy 1: Maximize warranty coverage.


ETS has written into purchasing contracts a warranty that covers all new equipment for anywhere from 3 to 5 years depending on the type and value of the equipment. The 5‐year warranty has been key in extending the operational life of equipment during a period of severely reduced funding. In addition, appropriate contracts also include technical support personnel.

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Strategy 2: Repair equipment that remains functionally and economically viable, but is no longer covered by warranty.

Equipment is maintained as appropriate. Strategy 2:

Metro Technology Services (MTS) repairs out‐of‐warranty equipment for schools and departments for which the investment is cost justifiable.

ITS‐2 Goal Component 2: Users will have access to support in the use and maintenance of systems.

Objective 1:

ITS‐2.1: Provide timely assistance and support to users of technology.

Strategies:

Strategy 1: Manage a Service Desk responsible for responding to the need for “just‐in‐time” remote technical assistance.

Just‐In‐Time Remote technical assistance has been implemented.

Strategy 1:

ETS manages the coordination of “just‐in‐time” remote technical assistance through its Service Desk. The Service Desk responded to over 40,000 requests for assistance during the 2010/2011 school year.

ETS Service Desk staff members assist district and charter school staff through a variety of delivery methods.

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Strategy 2: Manage a team of trainers that provide both remote and onsite support to educators in the use of hardware and software in activities surrounding teaching and learning.

Strategy 3: Maintain a well‐trained site‐based technical support staff.

Technical Training Team has been implemented by ETS. Strategy 2:

The ETS Technical Training Team develops and delivers technical courses for school and district staff. These classes include Active Directory, LANDesk, Windows 7, MarkVision, etc. Many classes are delivered through the TLC program including face‐to‐face and on‐line instruction that is accessible 24/7.

The Team has delivered many Back‐to‐School Training Sessions including the technology purchasing process, Corporate Functions, Green Initiative, District Standards, and the Waiver Process.

TLC program continues to train school and district staff to support on‐site technical support. Strategy 3:

The ETS Technical Training Team has developed training for the ETS Staff and the Technology Liaison Contact (TLCs). Several training programs are delivered at each of the monthly TLC meetings so that the site‐based technical staff can learn about the latest technology that is being delivered throughout the district. Staff can register, through Employee Self Service (ESS), for technical classes developed by the Technical Training Team. Access the Technical

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Training Calendars at http://www.broward.k12.fl.us/techstandards/train.htm

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ITS‐3 Goal Component 3: Maximize the availability and utility of IT assets.

Complete ‐ Network Operations Center monitors the District network. Strategy 1:

The Network Operations Center (NOC) has established application and network monitors to proactively identify issues of network and core application availability.

Desktop environment centrally managed. Strategy 2:

All sites have been mandated to install LANDesk agents on all workstations to permit central monitoring. Over 100,000 devices are centrally managed through LANDesk.

Objective 1:

ITS‐3.1: Manage and maintain the current operational condition of all major IT systems.

Strategies:

Strategy 1: Centrally monitor and manage the health of IT network systems and service levels of core operational applications.

Strategy 2: Centrally manage the enterprise desktop environment where possible to maintain high availability and reliability.

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Strategy 3: Provide District support to schools and department in need of on‐site IT services.

Support to schools and departmens is provided. Strategy 3: The District provides a wide variety of on‐site support services to schools and departments through technicians and trainers:

• Repair non‐functioning data and telecommunications equipment and infrastructure (ETS).

• Move, add and/or reconfigure data, telecommunications, and digital classroom equipment and infrastructure (ETS).

• Re‐image computers and install applications (ETS).

• Conducts on site needs‐assessment for technology refresh (ETS).

• Support TERMS through hands‐on workshops, monthly meetings and on‐site visits. (Instructional Technology Staff and ETS Staff).

• Provide on‐site education technology training sessions to schools. (Teacher Technology Support Center and the Department of Instructional Technology).

• Provide technology training to support major implementations for schools and departments. (Instructional Staff and ETS Staff)

district education technology plan 2010 2013 draft ver 7.0 ...1 district education technology plan...

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