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Technology Program Administrator Suzanne Smith Georgia Southern University

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Technology Program Administrator Executive Summary The evaluation of the Walker Elementary and Long County Middle Schools Media Center was conducted in September 2013. The media center is in a rural community and serves two schools. Walker Elementary School enrolls 4th and 5th graders and has approximately 450 students. Long County Middle School enrolls 6th through 8th graders and has approximately 900 students attending the middle school. In serving the students of these schools, the media specialist regularly works with one media paraprofessional and reports directly to the media board and director of technology. Several methods were utilized to gather data, which helped guide the evaluation of the media center. Methods included collection of information, such as documents. Specific data related to the media center was unavailable. Other methods used included interviews of media personnel and multiple observations conducted in the media center during normal operation. The primary operation of the media center involves tasks, such as returning books, checking out books, and taking AR tests on the computers. Teachers can go to the media center for resources and to use the laminating machine. The media specialist does host an occasional special activity. The evaluation of the media center found strengths and weaknesses; however, a main weakness of the media center overshadowed the strengths. The interviews and observations show that the media center conducts few activities for the students and community.

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Organizational Chart

Board of Education
Curriculum Coordinator Administration of Schools

Superintendent

Chief of Staff

Director of Technology

Teachers

Media Board

Media Specialist

Media Para

Figure 1 Methods In order to construct my evaluation report, I used a variety of methods to gather data. I began my research by conducting multiple observations in the media center. These observations were conducted at various times of the day and on different days of the week. On some days, the media specialist expected my arrival, and I also went to the media center unannounced. In addition to formally observing the media center during various times, I informally observed the media center when I would utilize the media center for teacher business. I knew during these

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times that the media center would be more inclined to go about its usual business than to know I was taking formal notes for grad school. When observing the media center, I carefully watched the students as well as the staff. I observed how the media staff interacted with the students as well as how they carried out their daily tasks. I recorded my notes on a legal pad and also used an observation checklist to guide my observations and ensure that I did not ignore a critical area in my observation time. I interviewed the media specialist; however, I feel like I did not receive as much information from her as I would have liked. She is new to the media center and technically just received her certification last week. She was hired under special circumstances and took the GACE test; therefore, her limited knowledge of the media center hindered me. However, I still interviewed her and value her input. In addition to interviewing the media specialist (See Appendix A), I also interviewed the technology specialist as well as the technology paraprofessional. The media center is also new to the media paraprofessional. To gain insight into their experiences, I asked students if they liked going to the media center and what did they like about the media center. I attempted to gather documents regarding the media center; however, I had limited access in obtaining records pertaining to this evaluation. I had access to the Internet Acceptable Use Police (See Appendix B) and Long Countys 3-year Technology Plan. The technology plan did provide specifics on technology that was available for checkout from the media center, such as document cameras and graphing calculators. In addition, the plan states that teachers are provided information about resources available in the media center (See Appendix C). Further records and data specific to the media center would have been helpful considering the lack of

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experience held by the media staff. Nevertheless, the observations and interviews served as my sources for this observation. Center Context and Goals The media center was built in 1950, and at the time served all grade levels. It was segregated; therefore, only whites were allowed to use the media center. It now serves grades 48. The students are the media center's prime users; therefore, the media center strives to meet the students needs through support of the curriculum, their social development, and recreational development. The media centers mission is that they will endeavor to create a pleasant environment for the enhancement of the learner. In achieving this goal, the media center shall also endeavor to offer students a variety of learning opportunities by presenting materials in a spectrum of forms. The media specialist wants the media center to be the hub of the schools. She is striving to have more collaboration with the teachers to develop lessons that align with the common core standards. The media board oversees the media center. The media specialist provides assists teachers and students in the media center, provides multimedia equipment, and ensures the media center functions effectively in a safe and positive environment. The media paraprofessional assists the media specialist with duties in the media center which may include checking out books for students, shelving books, and helping students locate books. Stakeholders include the parents of students in the community, the school board members, the superintendent, the teachers, and the students. Center Activities Our media center currently does not have any programs or activities that it carries out outside of AR on a regular basis. Students go to the media center to check out books and can use

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the computers to take Accelerated Reader tests. The purpose of AR is to encourage reading, and the intended audience is the students. As a new media specialist, she is excited to bring in the Media Festival, but this has not been implemented and is only an idea at the moment. When it does begin, its intended audience will be the students, and the purpose will be to involve students in media production. Evaluation Based on my interviews and observations, the media center has both strengths and weaknesses. The media center supports students strongly in their desires to read and research. The media center is a friendly and inviting place and focuses on the individual student. The media specialist is working very hard to make changes to improve the center and make it the best that it can be, and this process takes time and money. I have observed a media board go up where the students are recognized for their hard work. The AR program is a popular program, and the fact that students are welcomed in the media center to take their tests is definitely a positive. In fact, they are encouraged to take tests. In reflecting back on my observations and interviews, I feel the media center could be improved by developing more activities and programs for the students. I like the idea that the media specialist has about becoming involved in the Media Festival. She did express that this would be the first year that the students would be involved at the school. This is a great way to engage students and get them involved specifically in the media center. I am excited to see this unfold. I imagine a media center where students want to come and do research and various activities. I would love our media center to have technology available to them. They only have

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10 computers. In my observations, I noted that students were frequently waiting on the computers. I specifically spoke with the media specialist and the technology specialist about this issue. This is something that is a concern, and they are expecting to add computers in the next year. If students had more access to technology in the media center, I feel the media center could better serve their needs. In addition, I would love to see the media specialist be more involved with the students. It would be great if she could do interactive lessons with them, and if they could learn how to use the media center through hands-on lessons. Since I am a language arts teacher, it would seem natural for the media center to be an extension to what I teach in the classroom. The media specialist could assist language arts teachers with this and help extend lessons and involving students more by inviting them into the media center. In addition, formal assessment and data should be conducted concerning the media center to support its effectiveness in the school and in the community. I had expected to find more direct information about the media center and technology in Long Countys Technology Plan. Based on my observations and interviews, I believe the media center is missing out on many opportunities to reach the students and community. I would suggest that they conduct research which would provide guidance in improving the media center as well as visiting the media centers of surrounding counties.

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Appendix A Interview of Media Specialist What is the formal mission of the MC? The Students re the Media Center's prime users. We strive to meet their needs through support of the curriculum, their social development, and recreational development. The media center will endeavor to create a pleasant environment for the enhancement of the learner. In achieving this goal, the Media Center shall also endeavor to offer students a variety of learning opportunities by presenting materials in a spectrum of forms. Do you feel the MC is fulfilling its mission? Yes. What specific goals do you have for the MC? I want the Media Center to be the hub of the schools. I am striving to have more collaboration with the teachers to develop lessons that align with the common core standards.

Besides yourself and the media paraprofessional, is there anyone else that is involved in the media center that fulfills any kind of duties (even behind the scenes or as support)? The media board

Do you know anything about the history of the media center or who might would have this information? No I do not... Ms. Howard may know something.

What does the media center do that the teachers do not see or understand? I know you have done IDs, orientation, a Phantom Tollbooth activity, Literacy Day, helped students check out books, set up AR-STAR testing, sort books, assist teachers with equipment such as the laminating machine. What other duties have you performed? I have a small budget I handle. I report to the media board and handle the technology in the media center.

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Appendix B Internet Acceptable Use Guidelines

Long County Schools Acceptable Use Guidelines/Procedures

The Long County School System employs technology as one way of enhancing its mission to provide a comprehensive, quality education for all students. The Board of Education is committed to providing students and employees with appropriate access to instructional technology. The use of the Internet in instructional programs is an educational tool that facilitates communication, innovation, resource sharing and access to information. The Board provides employees and students with access to computing resources and the Internet for limited educational and instructional purposes including classroom activities, research, and collaborative work. Due to the complex nature of accessible networks and the magnitude of potential information available to students accessing the Internet, the Long County Board of Education believes comprehensive guidelines regarding appropriate use are warranted in order to better serve the educational and instructional needs of students. With access to computers all over the world also comes the availability of material that may not be considered to be of educational value in the context of the school setting. However, on a global network it is impossible to control all materials, and an industrious user may discover inappropriate materials. The Long County Board of Education believes that the benefit of utilizing the valuable information and interaction available on this worldwide network far outweighs the possibility that users may procure material that is not consistent with the school systems educational goals. The Board requires all users of the Internet to agree NOT to intentionally search for, find, view, print, and/or distribute inappropriate materials (i.e., those considered to be explicit, vulgar, violent, dangerous, and/or offensive). Furthermore, use of school network services to create and/or distribute such inappropriate materials is strictly prohibited. It must be understood that the Internet is a global, fluid community, which remains largely unregulated. While it is an extremely valuable tool for educational research, there may be sections that are not commensurate with community, school, or family standards. Therefore, it is extremely difficult for the Board to completely regulate and monitor the information received or sent by students and staff. The Board cannot assure parents or the public that students or staff will be prevented from accessing undesirable materials or sending or receiving objectionable communications. Individual users of the systems equipment to access the Internet resources must assume responsibility for their behavior and communications over those networks. The Long County Board of Education will provide an Internet screening system which blocks access to a large percentage of inappropriate sites. It should not be assumed, however, that users are completely prevented from accessing inappropriate materials or from sending or receiving objectionable communications. The Board of Education makes no assurances of any kind, whether expressed or implied, regarding any computer or Internet services provided. The Long County Board of Education, individual schools, or administrators in the school system will not be responsible for any damages any student/user suffers. Use of any information obtained via the school systems computers or the Internet is at the users own risk. The Long County School System specifically

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denies any responsibility for the accuracy or quality of information or software obtained through its services. In order for a student to gain access to the Internet through the Long County School System, the student and the students parent/guardian must sign a Student Internet Access Agreement. Likewise, in order for a staff member to gain access to the Internet and utilize electronic mail, the staff member must sign an Employee Internet Access Agreement. The Long County Board of Education makes no warranties of any kind, either express or implied, for the computing resources it provides. The Long County Board of Education, individual schools, or administrators in the Long County School System will not be responsible for any damages suffered while using the services, including but not limited to, loss of data, delays, nondeliveries, misdeliveries, service interruptions or exposure to offensive or threatening material. Computer users are encouraged to maintain back-up files of all information that is not easily replaced.

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LONG COUNTY SCHOOL SYSTEM Student and Employee Acceptable Use Regulations The School District will enforce the following procedures. Although some specific examples of prohibited uses by students and staff are stated, they are intended as illustrations only, and do not purport to be all inclusive of inappropriate behaviors. Failure to comply with these administrative procedures shall be deemed grounds for revocation of privileges, potential disciplinary and/or appropriate legal action. TERMS AND CONDITIONS I. ACCEPTABLE USE Access to the educational technology and the Internet is provided for educational purposes consistent with the school systems educational mission and goals. Parents shall be required to sign the Acceptable Use Agreement form allowing their student(s) to access the Internet. All students shall also be required to sign said form affirming that they have read and understand the administrative procedures on student acceptable use and understand the consequences for the violation of said administrative procedure. II. PRIVILEGES The use of the school systems Internet service is a privilege, not a right. Inappropriate use may result in the cancellation of those privileges. The Superintendent or designee(s) shall make all decisions regarding whether or not a user has violated these procedures and may deny, revoke, or suspend access at any time. III. UNACCEPTABLE USE The user is responsible for all of his/her actions and activities involving the network. Examples of prohibited conduct include but are not limited to the following: A. Accessing materials or communications that are: 1. Damaging to anothers reputation, 2. Abusive, 3. Obscene, 4. Sexually oriented, 5. Threatening, 6. Contrary to the schools policy on harassment, 7. Harassing, 8. Illegal; B. Sending or posting materials or communications that are: 1. Damaging to anothers reputation,

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2. Abusive, 3. Obscene, 4. Sexually oriented, 5. Threatening, 6. Contrary to the schools policy on harassment 7. Harassing, 8. Illegal; C. Using the network for any illegal activity, including violation of copyright or other contracts or transmitting any material in violation of U.S. and State regulations; D. Copying or downloading copyrighted material on any system connected to the School Systems hardware/software/network without the owners permission. Only the owner(s) or individuals specifically authorized by the owners(s) may copy or download copyrighted material to the system; E. Copying or downloading copyrighted material for the user's own use without the owners permission. Users may redistribute copyrighted programs only with the owners permission. Such permission must be specified in the document or must be obtained directly from the owner in accordance with applicable copyright laws, Board policy and administrative procedures; F. Using the network for private financial or commercial gain or political lobbying is prohibited; G. Wastefully using resources, including print resources; H. "Chatting" or visiting Chat Rooms on school equipment at any time; I. Utilizing or creating any software or viruses having the purpose of damaging the school systems networks or other users system; J. Gaining unauthorized access to resources or entities; K. Invading the privacy of individuals; L. Using another users account or password; M. Posting material authorized or created by another without his/her consent; N. Posting anonymous messages; O. Using the network for commercial or private advertising; P. Forging of electronic mail messages; Q. Creation and sending of harassing electronic mail messages;

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R. Attempting to read, delete, copy or modify the electronic mail of other system users and deliberately interfering with the ability of other system users to send/receive electronic mail; S. Using the network while access privileges are suspended or revoked; T. Using the network and access to the Internet in a fashion inconsistent with directions from supervisors/teachers/administrators. Internet access is to be utilized for instructional purposes ONLY; and U. Using the network and access to the Internet in a fashion inconsistent with generally accepted network etiquette. IV. STAFF SUPERVISION All employees should become familiar with this procedure and should enforce and follow the rules concerning appropriate use while at school and when their duties include supervision of students using the Internet. If in the course of their duties, staff members become aware of any violation of this policy, they should address the matter in accordance with this procedure and the Board of Educations general disciplinary policies and procedures. V. COMPENSATION Employees, the student and/or the students parent(s)/legal guardian(s) shall be responsible for compensating the school system for any losses, costs, or damages incurred by the school system relating to or arising out of any violation of these procedures. VI. SECURITY Network security is a high priority. Any user identified as a security risk or having a history of problems with other computer systems may be denied access to the Internet and school network systems. User account names and passwords are not to be shared or published in any manner. If the student or employee identifies or perceives a security problem or a breech of these responsibilities on the Internet or school systems networks, the user must immediately notify the building administrator, the technology coordinator, or the superintendent. The student or employee must not demonstrate the problem to other student users, employees, or general public. Any attempt by a student to log on to the network or Internet as a system administrator or teacher/supervisor will result in cancellation of user privileges and possible disciplinary action. Any attempt by a employee to log on to the network or Internet as a system administrator or as another teacher/supervisor will result in cancellation of user privileges and possible disciplinary action. VII. VANDALISM Vandalism will result in cancellation of privileges and other disciplinary action. Vandalism is defined as any malicious attempt to harm or destroy the school units

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equipment or materials, the data of another user, the system Internet access, or the network. This includes but is not limited to the uploading or creation of computer viruses. No software of any kind may be brought from home for use in any school computer. VIII. HARASSMENT Harassment is defined as the persistent annoyance of another user or the interference in another users work. Harassment includes, but is not limited to, the sending of unwanted or duplicate electronic mail. Harassment will result in cancellation of privileges and other disciplinary action. IX. NETWORK ETIQUETTE The user is expected to abide by the generally accepted rules of network etiquette. These include but are not limited to the following: A: Be polite. Do not become abusive in messages to others, B: Use appropriate language. Do not swear, use vulgarities, or any other inappropriate language, C: Do not reveal personal addresses, pictures, or telephone numbers of yourself, or of any other user; Personal signatures on e-mail messages must use school addresses only, D: Recognize that electronic mail is not private. People who operate the system have access to all mail. Messages relating to or in support of illegal activities may be reported to the appropriate authorities, E: Do not use the networks in any way that would disrupt its use by other users, F: Consider all communications and information accessible via the network to be private property, G: Do not indicate or suggest racism, sexism, or pornography, H. Do not conduct unethical or illegal activities of any kind, I. Do not conduct commercial, for-profit activities, J. Do not transmit any copyrighted, obscene, or threatening material, K. Do not make solicitations of any kind or purchases of any kind, L. Notify parent(s)/guardian(s) AND building administrator immediately if any individual is trying to contact any user for illicit or suspicious activities, M. Do not give out personal information such as drivers license or social security numbers, bank card or checking account information. X. PENALTIES FOR MISUSE: Failure to abide by this policy may result in the suspension and/or revocation of access privileges. Additionally, student violations may result in discipline up to and including suspension or expulsion. Students could be expelled from school for engaging in conduct on the Internet or school networks that contains elements of criminal mischief as defined by state and federal law. Any unauthorized access or breach of state of federal law is subject to criminal prosecution. Staff violations may also result in discipline up to and including dismissal.

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LONG COUNTY SCHOOL SYSTEM Employee Acceptable Use Agreement Internet access is coordinated through a complex association of government agencies, state, regional and international networks. The smooth operation of the school systems networks relies upon the proper conduct of the end users that must adhere to strict guidelines. Internet Acceptable Use regulations are provided so that you are aware of the responsibilities you are about to acquire. If a user violates any of the provisions, future access could be denied. The user may also be subject to disciplinary action, up to and including employment termination. Teachers will employ the same supervision and care in determining appropriate use of the Internet as is used with other instructional materials. I have read, understand, and will abide by Acceptable Use Guidelines/Procedures. I further understand that any violation of the regulations is unethical and may constitute a criminal offense. Should I commit any violation, my access privileges may be revoked, school system disciplinary action and/or appropriate legal action may be taken, up to and including employment termination. I further agree to promote the enforcement of the regulations in supervising student Internet use. _______________________________ Employees Name (please print) _______________________________ _______/_______/_______ Employees Signature Date

16 Running head: TECHNOLOGY PROGRAM ADMINISTRATOR LONG COUNTY SCHOOL SYSTEM Parent/Guardian Internet Access Agreement As a parent/guardian of this student, I have read the Student and Employee Internet Appropriate Use Regulations and this Internet Access Agreement. I understand that Internet access is designed for educational purposes and that the school system will attempt to discourage access to objectionable material and communications that are intended to exploit, harass, or abuse students. However, I recognize it is impossible for the School District to restrict access to all objectionable material, and I will not hold the school system responsible for materials acquired or contacts made on the network. I understand that a variety of inappropriate and offensive materials are available over the Internet and that it may be possible for my child to access these materials if he/she chooses to behave irresponsibly. I also understand that it is possible for undesirable or ill-intended individuals to communicate with my child over the Internet and through electronic mail, and that there is no practical means for the school to prevent this from happening. My child has responsibility to avoid such communications if they are initiated. While I authorize the staff to monitor all such communications to or from my child on the Internet and through electronic mail, I recognize that it is not possible for the school to monitor all such communications. I have determined that the benefits of my child having access to the Internet outweigh potential risks. I understand that the Board of Education makes no assurances of any kind, whether expressed or implied, regarding any Internet services provided. The School System or individual schools in the System will not be responsible for any damages the student/user suffers. Use of any information obtained via the Internet is at the students own risk. The School System specifically denies any responsibility for the accuracy or quality of information or software obtained through its services. I understand that any conduct by my child that is in conflict with these responsibilities is inappropriate, and such behavior may result in the termination of Internet access and possible disciplinary action. I agree to compensate the individual school or school system for any expenses or costs it incurs as a result of my childs violation of the Acceptable Use Guidelines/Procedures. PARENT/GUARDIAN PERMISSION: I have read and fully understand the contents of the Student and Employee Acceptable Use Guidelines/Procedures and this Acceptable Use Agreement. As the parent/guardian of ____________________________________, I request that he/she be allowed to access the Internet for educational purposes. Signature:___________________________ Date:_______/________/_______ PARENT/GUARDIAN TO DENY PERMISSION: As the parent/guardian of ___________________________, I do NOT wish for my child to have Internet access. Signature:____________________________ Date:_____/_________/________

17 Running head: TECHNOLOGY PROGRAM ADMINISTRATOR LONG COUNTY SCHOOL SYSTEM Student Internet Access Agreement Name:___________________________________________________________ Home Address:____________________________Home Phone:_______________________ School:_____________________________________ Grade:_______________ Signature of Sponsoring Teacher:__________________________ I accept responsibility to abide by the Board of Education Acceptable Use Policy. I understand that the use of, and access to, school technology and the Internet it is a privilege, not a right, and I agree: To use the Internet for appropriate educational purposes and research; To use the Internet only with the permission of designated school staff; To be considerate of other users on the network and use appropriate language for school situations; Not to intentionally degrade or disrupt Internet network services or equipment. This includes, but is not limited to, tampering with computer hardware or software, vandalizing data, invoking computer viruses, attempting to gain access to restricted or unauthorized network services, or violating copyright laws; To immediately report any security problems or breeches of these responsibilities to appropriate School System/School staff. To comply with all of the rules and expectations included in the Long County Acceptable Use Policy, Student and Employee Acceptable Use Guidelines/Procedures, and Network Etiquette and; Not to divulge personal information such as pictures, addresses, and telephone numbers over the Internet. I understand that I have no right to privacy when I use the school Internet network, and I consent to staff monitoring of my communications. I also understand that any conduct that is in conflict with these responsibilities is inappropriate and may result in termination of network access and possible disciplinary action. Student Name: (please print)___________________________________________________________ Student Signature:________________________________________Date:_______________________

18 Running head: TECHNOLOGY PROGRAM ADMINISTRATOR Long County School System Parent Agreement Form for Publication of Information on an Electronic Communications System(s) Student_______________________ Grade______________________________ School________________________ Sponsoring Teacher___________________ My childs work may be electronically displayed and published by the Long County School System: YES_______________ NO_____________ Photographs of my child may be electronically displayed and published by the Long County School System: YES________________ NO_____________ My childs name may be used in association with a photograph or published work: YES________________ NO______________ If your childs name may be used, please indicate below with a checkmark which option is acceptable: First Name only:_____________________ First Name, Last Initial only:____________ Full Name:__________________________ I hereby give the above permissions and release the Long County School System from any liability resulting from, or connected with, the publication of such work and information. Parent/Guardian Signature______________________________________ Address_____________________________________________________ Home Phone_________________________________________________ Date________________________________________________________

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Appendix C Long County Three-Year Technology Plan

Long County School System

Ludowici, Georgia Three-Year Technology Plan July 1, 2009-June 30, 2012
Submitted to AASU ETTC and the State DOE for approval May 9, 2009 Superintendent Dr. Robert Waters Director of Technology Lee Bratton (912) 545-2106 lbratton@long.k12.ga.us Director of Armstrong Atlantic State University ETTC Wendy Marshall (912) 921-5541
marshawe@mail.armstrong.edu 2

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Table of Contents I. Vision for Technology Use ......................................................................................................... 3 II. Current Reality ........................................................................................................................... 4 Data Sources ............................................................................................................................... 4 Instructional Technology Use ..................................................................................................... 5 Elementary Schools ................................................................................................................. 5 Middle Schools ........................................................................................................................ 6 High Schools ........................................................................................................................... 6 Instructional Gap Analysis .......................................................................................................... 7 Administrative Technology Use ................................................................................................. 8 Administrative Gap Analysis ...................................................................................................... 9 Parent/Community Uses of Technology ..................................................................................... 9 Parent/Community Gap Analysis ............................................................................................. 10 Goals, Benchmarks and Strategies ............................................................................................ 10 III. Communication and Marketing .............................................................................................. 18 IV. Professional Development ...................................................................................................... 19 V. Appendices Appendix A- CIPA Documentation......21 Acceptable Use Policy/Procedures..27 Appendix B- Committee Members37 3

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I. Vision for Technology Use

The Long County School System district-wide school improvement plan is the springboard linking the system technology goals to the site-based technology goals. Accountability for action plans, benchmarks, and goals derived from the school improvement plan are evaluated annually with adjustments made accordingly based on student achievement needs, availability of funding, equitable access, and the integration of technology in the classroom. Through a collaborative effort, the technology and leadership committees of Long County Schools provide diverse, innovative strategies to drive student achievement, ubiquitous 21st Century learning environments, and continually develop technology literacy for all stakeholders. It is the mission of Long County Schools to implement technology in a manner that will enhance the education of all students and enable them to become responsible, productive citizens in our rapidly, albeit, continually shifting technologically driven society. Assisting educators, parents, and community members in developing strategies that will allow students to access, analyze, and utilize information in an ethical, responsible manner while increasing the development of higher order thinking skills is the overarching vision for technology in the Long County School District. It is our goal to provide materials, equipment, software, and most importantly, training in order to present an opportunity for all stakeholders to benefit from current or new technology and the advantages it gives in enriching our established curriculum. Therefore, the Long County School System will maintain the commitment to providing a highly qualified technology department dedicated to offering training and support paralleling the districts continued endeavor towards the development of 21 st century learning environments. order thinking skills while demonstrating mastery of the curriculum standards; purpose of instruction used to empower ethical/responsible information collection, collaborative learning, problem solving, and decision making;

with diverse learning styles and needs; instruction; curriculum; instructional needs through the use of appropriate technology applications; information, system requirements, performance, and achievement; vel classroom technology expectations and a means of assessing our progress toward the achievement of this goal; 4

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lementary and middle school students through a standardized computer literacy curriculum; comparable devices; ocumentation of anticipated use and requires updates of the success of technology initiatives; will work as a liaison between the individual site and the technology office; and administrators, etc. who will meet bi-annually to make recommendations to the technology department; eview through an outside evaluator who will make recommendations to the technology department. In summary, the Long County School System is committed to providing all students an education that encourages academic excellence and prepares them to function in todays technological world. All Long County staff and all students will have access to technology. Technology allows teachers to facilitate instruction, promote excellence in performance, and provide students with a greater number as well as wider variety of learning experiences. Technology in Long County Schools provides staff and faculty with the means to maintain a more accurate, organized student information system to assist in daily, monthly, and yearly record keeping tasks for the disaggregation of data. The Long County school system will provide all students and staff with the essential tools needed to communicate their needs effectively and to access the necessary information. Students will graduate from Long County schools prepared to function in a global economy through the use of technology skills acquired from the learning environment provided at the Long County School District.

II. CURRENT REALITY Data Sources

According to the Technology Hardware Inventory Survey from January 2009, the Long County School System presently has 762 desktop computers, 247 laptops, and 17 servers with 8 virtual servers attending the students of Long County. Of those computers, to include laptops, 1009 have high speed Internet connections. Long County has a total of 135 classrooms and 100% of these classrooms have high speed Internet access. The hardware inventory identified 955 of these computers are used for instructional purposes. Of these instructional computers, all 955 of them are using a Windows OS. The ratio of student to Internet connected instructional computers, to include both desktops and laptops, is 2.49. The Multi-WAN is fiber optics and the school system owns the fiber lines. All schools in the system have 65% wireless coverage. Local funding, ERATE, and school-wide funds, such as Title I and School Improvement funds, provide the revenue for technology hardware in Long County Schools. Local funds, ERATE, Federal Title funds, and State School Improvement funds are used to allocate funding for increasing the technology in the schools. Each school is given an allotment of this money based on their individual school FTE count. School expenditures are determined by school improvement plans (SIP). 5

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Instructional Technology Use

Elementary School Smiley Elementary School has a closed circuit television system. There are cable connected TVs and video streaming service available in each classroom except the portable units not connected to the physical building. At present, the cable connected televisions do not receive service from a cable or satellite provider. The schools have 100% of their classrooms equipped with high speed Internet connections. The elementary school has multimedia instructional centers in each classroom that are complete with an interactive white board or projector screen, a digital projector, and a laptop. Many of the elementary classrooms also have flexible video cameras, wireless slates, digital cameras, and digital microscopes. 68% of the classrooms have student response systems. There is a 2.5:1 ratio of student to Internet connected computers in Smiley Elementary School. The elementary school also has two computer labs staffed by a certified educator. Additionally, this school has a mobile lab available for classroom teachers to use for class projects and research purposes. Smiley Elementary uses Hatch computer systems for students with disabilities. Moreover, one half of the school is wireless. The elementary school teachers have the following software programs available for use in their instruction:

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Middle School Walker Middle School has closed circuit television with cable connected TVs and video streaming service available in each classroom. 100% of the middle school classrooms are equipped with high speed Internet connections. There is a 3:1 ratio of student to Internet connected computer. 94% of the middle school classrooms are equipped with a multimedia instructional center complete with an interactive white board or Projector screen, a digital projector, and a laptop. 37% of the middle school classrooms are equipped with student response systems. There are also document cameras, digital cameras, and graphing calculators available for checkout from the school media centers. The school houses five networked, laser printers available for classroom and student use. There are two vocational labs and one remediation lab. The two vocational labs host computer exploratory classes that expose students to a variety of desktop publication, word processing, and Internet research skills. The remediation labs use the integrated learning software Class Works to service students who have been targeted as below grade level and to assist with preparing for CRCT. Additionally, there is one mobile lab available to assist teachers in implementing a project-based curriculum aligned to GPS. Walker Middle School is a fully wireless school. The following software programs are available to classroom teachers for use in their instruction.

ine Assessment System (OAS)

Geometers Sketchpad

High School Long County High School has closed circuit television with cable connected TVs and video streaming service available in each classroom. 100% of the high school classrooms are equipped with high speed Internet connections. There is a 2:1 ratio of student to Internet connected 7

25 Running head: TECHNOLOGY PROGRAM ADMINISTRATOR

computer. 91% of the classrooms are equipped with a multimedia instructional center complete with an interactive white board, Sympodium, or projector screen, a digital projector, and a laptop. 66% of the high school classrooms are equipped with student response systems. There are also digital microscopes, document cameras, Mp3 players, digital cameras, and graphing calculators available for checkout from the school department chairs. There are 8 networked, laser printers housed throughout the school that are available for classroom and student use. Long County High School has 4 stationary labs available for classroom teacher use as well as the 9-12 vocational/business labs use. There are 2 mobile labs at the high school school available for classroom check out. One half of the high school is wireless. The following software programs are available to classroom teachers for use in their instruction. PowerPoint

Instructional Gap Analysis

As revealed by the 2007 System Technology Inventory, the student to computer ratio was 2 students per every Internet connected computer. This data includes laptop computers in rolling carts that are available for classroom checkout. These mobile labs are available in 100% of the elementary schools and 100% of the middle and high school. In some of the schools these labs are checked out on a regular basis while other schools have had wireless connectivity issues, in the past, that make teachers reluctant to use the laptops. These connectivity issues are currently being addressed with the installation of additional wireless access points and the use of 802.11n technology for the mobile labs. The Long County schools are equipped with a common web-based media management system. This system provides students and teachers easy access to information about all resources available through the media center. Although all schools have a common media management 8

26 Running head: TECHNOLOGY PROGRAM ADMINISTRATOR

system in place, each system is currently housed on two separate school servers. This creates a barrier for sharing of resources between schools. Data collected from classroom observations completed during the 2007-2008 school year outlined the current reality of instructional technology use in the Long County classrooms. A significant gap in the acquisition of 21st Century classroom tools still exists in all three schools. Although all classrooms are 100% outfitted with 21st century classroom tools, these tools are primarily used for teacher lecture and there is no true integration. Further, all classrooms may contain 21st Century learning tools but the classrooms are not set-up and designed per the state guidelines of a 21st classroom. In new tech initiatives, the Long County Technology Department will begin using assessment software to determine technology proficiency levels. This will allow them to differentiate their instruction to focus on the integration of these tools. According to the outside evaluation conducted in April 2009, the lack of a dedicated instructional technology trainer is a contributing factor in a lower than optimal usage of technology integrated instruction. Therefore, the technology department has begun steps to address this issue. Through the development of a training calendar and the designation of two technology staff members to develop lessons addressing the needs of teachers based upon a forth-coming survey of each school staff, the technology gap will diminish. According to the 2008-2009 results from the Learning.com 8th grade proficiency assessment, 82% of Long County 8th grade students are meeting technology proficiency standards. We believe this is a result of the increased emphasis on standardized technology curriculum to drive instruction in the elementary and middle grades. Although all students in the elementary grades attend the computer lab on a weekly basis, their knowledge of technology varies due to the lack of a standardized county wide curriculum. Once the students enter middle school, the computer labs are used for remediation or computer application classes and are taken as electives. In an effort to improve the technology proficiency levels of our students by the eighth grade, the Technology Department will work with the elementary and middle computer lab teachers to assist in the creation of a county wide standardized curriculum that focuses on the National Educational Technology Standards for Students (NETS-S) as defined by the International Society for Technology in Education (ISTE).

Administrative Technology Use

Administrative applications are installed and supported at the district level. These applications are available to all schools and include student information management, food services, personnel information, employee attendance and applications, district finances, and purchasing. All teachers and administrators access webbased data through a high speed data connection. Schools connect through a 1g fiber backbone that delivers 100Mbps to the desktop. School personnel are provided webbased email accounts to promote better communication between the schools, staff, and parents. Teachers and staff use the web-based application PD Express to access information about professional learning units and training opportunities. Long County utilizes the SASI system to manage student data. SASI is housed on two servers located in the central office technology department. Student data is entered by student information systems (SIS) operators at the individual school sites. By the end of July 2009, Long County Schools will be discontinuing SASI and will migrate all data to the new SIS system, Power School. 9

27 Running head: TECHNOLOGY PROGRAM ADMINISTRATOR

All teachers in grades 4 12 utilize the electronic grade book software Integrade Pro. Once migrated to Power School all grades 1-12 will use the Power Teacher gradebook which features real-time information for students, parents, faculty and administrators. Student data and schedules are exported by SIS operators to populate the grade book. Teachers upload student grades to a centralized server and report cards are printed by the SIS operators. Teacher lesson plans are managed through email submission to administrators and on paper. Teachers post lesson plans that can be viewed by administrators at the school level only. Special education teachers use the web-based Special Education Automation Software (SEAS). This software is designed to manage data on special education students and electronically generate and document required paperwork such as Individual Education Plans. All schools have accounts with a service that access educational videos for instructional purposes. All schools have access to state-funded GALILEO. Many teachers have a web page and use YourKidsHomework.com but it is not a requirement by the schools or the district. All schools have a web page published and maintained on a regular basis.

Administrative Gap Analysis

The Long County School System has updated many administrative desktops, servers, and software to include student information system and food service servers. The schools house two servers that hold application and data that is accessible by the teachers and students. These servers are out of warranty and have become obsolete. To correct this, one terabyte server will be purchased for each school and the data from the two smaller servers will be consolidated. The current disk back- up system will only back up 30 days of data at a time. We are in the process of expanding this disk to disk backup to 90 days to allow for better protection of data. The Microsoft Exchange system that is in place is not being utilized to its fullest capability. Most of the Long County teachers and administrators do not use the calendar, appointment, and tasks functions of this system due in part to lack of understanding of what the system can provide. Training on the utilization of this tool will continue in an effort to better organize and connect the staff of the Long County School System. Communication between administrators and teachers is not as reliable as it could be as well, since there are still teachers who do not check email on a regular basis.

Parent/Community Uses of Technology

Long County Schools utilize email, websites, and newsletters to promote better communication between schools, staff, parents and community members. The middle and high school have automated phone systems in place that contact the students home phone when they are absent, tardy, or for other school related messages. Crisis Communication is in place to alert parents in cases of mass emergencies or information distribution to large groups of students. Parents have the opportunity to stay abreast of student performance in reading through Renaissance Place Reading Program. Now students and parents are able to track their reading progress through Home Connect. By using any computer with Internet access, students and parents have the opportunity to view reading goals, scores on the last quiz taken, view overall progress, find new books to take a quiz on, and see which books they have already been quizzed on. Updates are sent via email and will contain the results of any reading quizzes the student has taken. With the installation and migration to the new SIS system, parents will be able to monitor their students 10

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attendance, grades, discipline, fees, a daily bulletin, and health information online and in real-time.

Parent/Community Gap Analysis

Although websites are in place at the system, school, and classroom level, communication continues to be limited due to the fact that the school and classroom websites are not always kept current. Not all parents have access to classroom news and information due to the fact that many teachers are not utilizing a teacher website. We currently do not have a parent portal that will allow parents to access student attendance, demographic information, and grades. This gap will be alleviated when we move to a new student information system. The schools presently do not provide after hour access available to those families who do not have Internet connected computers and printers in their homes. This lack of access causes a disadvantage for some students when they are assigned projects required by the new Project-Based curriculum. Lastly, there is very poor availability to obtain high-speed internet access in the Long County community because of the rural, spread out nature of the community.

Goals, Benchmarks and Strategies Access to Technology

Goal 1: To provide all staff and students equitable access in the Long County School System access to current and emerging technologies. Strategies: Benchmark Evaluation Funding Source/ Person Method Estimated Responsible Amount To increase access The number of Conduct a semiLocal Technology Director of to current and pilot technologies annual equipment Funds Technology, emerging will increase by inventory during Title I and Technology technologies to 10%. the fall and spring School-Wide Department, enhance There will be a of each year State Funds based School Personnel instruction. 30% increase in Monitor the usage on QBE and modernization of and division of Stimulus Funds current bandwidth $1.3 Million technologies. through Clark ERATE There will be a Connect software. $375,00 150% increase in Bandwidth across the district.