Technology Plan Update

Candi Partridge

FRIT 8132

December 4, 2009

Candi Partridge
FRIT 8132

Technology Plan Update

PART I
I. Introduction
Burke County Public Schools strive to educate students in an environment
filled with technology to aid in the instruction of GPS curriculum standards.
All Burke County schools meet requirements for the Georgia Accrediting
Commission and the Georgia Public School Standards and are accredited by
the Southern Association of Colleges & Schools (SACS). Burke County Public
Schools consists of three elementary schools, Waynesboro Primary, Blakeney
Elementary, and SGA Elementary; one middle school, Burke County Middle
School; one high school, Burke County High School; and Burke County
Alternative School. Burke County employs 402 certified staff and has 4,844
students enrolled. All students receive free breakfast and lunch and 4,500
students are transported daily on one of the 107 buses provided by the
county. Burke County’s budget for the fiscal year of 2008 was
$37,888,107.00. The Technology Department at the Central Office level is
ran by one Technology Director, one System Support Specialist, and one
Technology Support Technician. Each school has one Technology Director
that is responsible for implementing the Technology Plan, assisting with
computer hardware and software, and providing implementation strategies
for incorporating technology into the curriculum.

II. Strengths and Weaknesses

After completing an evaluation of Burke County’s Technology Plan, several
strengths and weaknesses were discovered. One weakness discovered is
that the Technology Plan does not specifically list the contributors and
stakeholders of the Plan. One strength of the Technology Plan is that the
vision, mission, and goals/objectives of the Plan are specifically addressed.
The Plan individually lists detailed visions it has for students, teachers,
administrators, and parent’s use of technology. The Technology Plan also
lists the current access Burke County teachers and students have to
technology resources. The data is detailed in listing the technology
resources per school to show where the greatest technology needs exist.
Technology uses is also clearly defined by addressing specific areas of
instructional uses, administrative uses, and parent/community uses of the
technology. Another strength and weakness area is the gap analysis. The
strength is that it clearly identifies where the two strongest needs exist and
where the greatest need for technology in the county exists. The weakness
is there could be greater detail on what the county is currently doing to
improve the gap and how the county plans to continue to work to close the
achievement gap. A strength of the Technology Plan is that the goals,
benchmarks, and strategies are all inclusive in an organized table broken
down by access to technology, instructional uses of technology,
administrative uses of technology, parent/community uses of technology,
and system readiness for technology. Each area of technology use is headed
by one, specific goal. Strategies to accomplish the goal are listed in the
table, benchmarks that will be used to measure progress are listed, and
evaluation methods and timelines of tracking progress toward the goal are
also specified. In addition, the table includes a funding source and the
amount necessary to accomplish the goal and the persons responsible for
completing these tasks in order to accomplish the goal listed. The
Technology Plan is specific in listing means of communication with parents,
community members, and stakeholders. Monthly meetings are held to
ensure all stakeholders have input to the technology plan. Professional
Development is a slight weakness. The specific professional development
training sessions provided to staff are not listed. The section lists how
professional development is provided and credited to faculty and staff but
the plan does not specify software program training that has been provided
to staff. A dynamic strength is the acceptable use policy. The policy lists in
detail infractions that the county will not tolerate and specific details as to
how such infractions will be handled. Overall, the Technology Plan is strong
and focused on improving the academic achievement of Burke County
students.

III. Changes
The Three Year Technology Plan for Burke County Public Schools consists of
seven sections: vision for technology use, current reality,
goals/benchmarks/strategies, communication and marketing plan,
professional development, and appendices. In my opinion, there are areas in
the technology plan that would benefit from changes. We will look at these
changes section by section.

Vision for Technology Use

The problem in this section is there is not a defined mission statement. The
plan is very particular in defining the visions for all users of technology within
the Burke County School System, but there is not a specific mission
statement defined. The change I would make to this section is specifically
state and define a mission statement. I believe this change is necessary
because it is important to include, along side the visions, the purpose behind
why the county envisions these things happening within the schools. A
mission statement would specify who would benefit from the implementation
of instructional learning strategies and what type of outcomes the county
desires to see. The mission statement would also explain the reasons for
implementing technology strategies within the curriculum. It would set a
purpose for the visions already described in the plan.
Current Reality
This section describes the access students and staff has to technology and
data resources. It breaks down the uses of technology within the school
system and finally explains the gap analysis that exists within the schools.
There are a few problems I observed in this section of the Technology Plan.
First, the access to technology/data sources is not very specific. It gives
numerical data of how many computers are within the county, servers,
students served, and Internet connections. The next paragraph begins
describing various upgrades Burke County High School has received through
grants and a brief description of the mobile labs available. The third
paragraph is similar in describing resources available at Burke County Middle
School. Included in this section is a chart breaking down all of the
technology hardware and Internet connections found at each school within
the system. The change I would make to this section is to also recognize
grants received at the other existing schools within the county and the
equipment or software that these grants provided to each school. This
change is important because faculty and staff work diligently to write grants.
I feel it is important to recognize this achievement and the resources that it
provides to the students in Burke County. I would keep the easy to read
chart that breaks down the technology equipment and Internet connections
available at each school.
The second problem area I see is the instructional uses of technology.
Several software programs used at each school are listed and specifies which
ones were earned through grants; however, it would be easier to understand
if there was a brief explanation provided for each software program
describing the students it is intended to target and the subject areas in
which it is designed for. The format in which is presented currently is a bit
confusing and seems scattered. A better organization of the software and
instructional uses would be easier for readers to understand. I would also
include a list of the training provided to faculty for the software programs
that are acquired. A list of training provided would help to ensure that
teachers know how to use the programs and are knowledgeable of how to
integrate the programs into the curriculum.
The third problem within the current reality section is the gap analysis. Two
strong needs are described in the first two paragraphs. The greatest need of
Burke County is to narrow the achievement gap between sub groups of
students. The gap analysis describes which subject areas are the targets in
order to close the achievement gap and which sub groups of students are
targeted. At the closing of the section, the Plan goes on to include the name
of a software program that is implemented with special education students
at the Middle and High School to assist with closing the gap. It briefly
mentions the intention to implement the same software program in the
elementary schools but does not go into any detail what the software
program is, how it will be implemented, or when it will be implemented. The
change I would make in this section would be to include a brief description of
the Kurzweil 300 Text-to-Speech System to support the implementation of
the program and support ways in which it will assist with closing the
achievement gap. I would also list resources available within the county that
would assist with providing hands on individualized technology instruction in
the classroom. These changes are important in order to help the reader
understand the ways intended to help with closing the achievement gap.

Goals, Benchmarks, and Strategies Table

I am very pleased with this section. I think it provides realistic goals that
address teaching and learning. The goals can be measured. The goals
specify who they are intended for, how they are intended to be
implemented, the ways in which the goals will be evaluated, funding sources
and amounts required, and the person responsible for following up to see
that the goals are actually being implemented. Each area of technology use
is addressed and has one or more goals. The areas addressed include
access to technology, instructional uses, administrative uses,
parent/community uses, and system readiness for technology.

Communication and Marketing

The fourth section of the Three Year Technology Plan is Communication and
Marketing. This section is detailed in the ways in which communication is
available to teachers, staff members, administrators, parents, community
members, and the general public. It lists ways in which AYP reports can be
accessed, press coverage provided, parent access to assistance with
technology resources, and parent services to communication with teachers
and availability to their child’s academic progress, attendance, and
discipline. The Plan goes on to mention that the Burke County Public School
System holds monthly strategic planning meetings to examine needs of the
system, ways to meet those needs, and development of strategies to insure
all stakeholders have input in system planning. I would make my change to
the Plan here. I would include a table listing needs of the system and the
goals in which were developed to meet those needs. I feel it is important to
include in the Three Year Plan the needs of the county so we could reflect
back after those three years have past to see if the specific needs were met.
It would also provide an opportunity to see which strategies used for meeting
needs worked and did not work.

Professional Development
Professional Development is the fifth section of Burke County’s Three Year
Technology Plan. Professional development is taken seriously in Burke
County. The County strives to drive instruction through the use of
technology; therefore, the county will adequately train faculty and staff so
that technology resources can be used at their fullest potential. Training is
provided for all technology resources including hardware and software.
Consultants of the various programs provide the training sessions after
school, on staff development days, and during the summer. Professional
Learning Units are offered to certified staff as an incentive for attending the
training. Follow up trainings are provided to ensure teachers have a clear
understanding of the uses of the technology programs and answer any
questions teachers may have. One slight change I would make to this
section is to add a list of the trainings that is intended to be provided within
the three-year period. I would add this list because I think it is important if
you were listing in previous sections of the Technology Plan software that is
available to the students, it would be necessary to provide a list of the
trainings that are provided to the teachers for the software purchased and
used in the classrooms. Other than providing a list of professional learning
training, the professional development section of the Technology Plan is
satisfactory.

Appendices
This section of the Technology Plan is by far the most detailed and thorough
in it’s description. The plan is broken into three sections, acceptable use
policy, Internet safety policy, and web policy. The acceptable use policy
clearly defines the purpose of the computer network and Internet, due
process procedures in the case of any violations, and search and seizure
procedures in the event these actions need to be taken. This section also
describes the selection of materials teachers are expected to use, parental
notification and parental responsibilities, levels of access provided to
students, and an extensive, detailed list of unacceptable uses of the internet.
There is also an enforcement policy included in this section that describes
ways in which proper Internet use is to be enforced. Appendix B describes
the Internet safety policy including the Child Information Protection Act
Compliance. This policy discusses access to inappropriate material,
inappropriate network usage, supervision and monitoring, and the adoption
of the Internet safety policy. It goes on to give CIPA definition of terms
including Technology Protection Measure and Harmful to Minors. Appendix C
describes Burke County’s Web Policy. This appendix describes which web
pages and/or websites and information can be viewed over the network.
Appendix D gives statements of interoperability and redeployment. The
Appendices section is very organized, detailed, and reader friendly. I have
suggestions for change to this section.

IV. Improvements
The resulting improvements from the changes suggested in the Technology
Plan Update would be to see a technology mission statement posted in each
classroom and computer lab. Each school in the County has a school mission
statement and it would be beneficial to the students for them to see the
county’s mission behind integrating technology into curriculum. Another
improvement that could result from the changes implemented would be
more teachers seeking to apply for technology grants. If teachers who apply
for and receive grants were recognized in the county, perhaps more teachers
would apply for grants. If the teachers see their hard work being put to good
use by the students and fellow faculty members, more teachers may begin
to invest in writing grants. It would become a ripple effect, more teachers
write and receive grants, and the more technological resources the schools
receive to aid with instruction. Another suggested change was to list the
software programs offered in the County, the students it is intended to target
and the subject area. Through this listing, it may assist teachers with better
understanding of the programs available and improve classroom instruction.
The list would serve as a reminder of the programs and aid with lesson
planning and more frequent use of the program. Closing the achievement
gap is such an important issue in all counties. The desired change to give a
description of the Kurzweil 300 Text-to-Speech System and other software
programs offered in the County intertwines with the above resulting
improvement to intensify lesson planning and increase software programs
level of usage. The resulting improvement for both changes would be to see
each program available used more in the classrooms and computer labs
consistently. The resulting improvement desired through the addition of a
list of needs in the Technology Plan would be to give individual attention to
each need and more effort from the stakeholders to meet those needs. A
specific list would also provide an opportunity for reflection to see when and
how the needs were met within the County. Another improvement desired
through the listing of professional development opportunities would be
teachers keeping more up to date on their Professional Learning Units. By
listing the professional development sessions offered to certified staff, staff
would be more knowledgeable of training received. The ultimate desired
improvement is to see more technology integrated consistently into
classroom instruction and curriculum and show results of academic
improvement through closing the achievement gap.
PART II
Components
Borrowed Material (Kosloski): We have achieved much over the past few years, and continue to expand technology integrated learning
opportunities for staff and students. We are now building and enhancing our infrastructure for use of digital resources and web delivery for
teaching and learning and greater access for all.
The 2004-2007 Plan saw us through the implementation of an updated student information system, migration to new ERP system and increased
capacity of our telecommunications infrastructure. We are increasing our use of wireless laptops and handhelds and moving to integrated
classrooms with data projectors and interactive whiteboards and document cameras. Staff training and education are critical to the overall
successful implementation of technology. Our training and development are infused with national and district standards of technology and
information literacy to impact student achievement.
Building upon this success, the 2008-2011 Master Technology Plan defines new technology tools and innovative methods for enhanced learning
and improved administrative efficiency. We must “Leapfrog” forward with technology usage and skills for both staff and students if we are to do
more than remediation with technology. We must use technology to promote creativity, collaboration and problem solving and truly transform our
educational institution.
Mission
The Burke County Public Schools mission is to ensure that all students learn. We support their growth into knowledgeable, skilled and confident
citizens capable of succeeding in their work, personal and family lives into the 21st century.
Technology Vision
Burke County Public Schools leverages technology to advance a dynamic, student-centered, learning environment that maximizes student
potential, empowers teachers, embraces parents, engages community, and promotes global citizenship.

Technology for School Administrative Support Goals:

1. Create staff expectations to use email, voicemail, direct deposit, use of portal, improve digital skill literacy; it’s a daily part of all job
expectation.
2. Integrate district-wide database systems for SIF compliance, data flow and one time data entry and single login for staff, students and
parents
3. Provide appropriate and adequate support for district-wide and building level hardware and software systems.
4. Use an annual assessment of what training staff needs by sites and supervisors
5. Provide appropriate and adequate funding for training and implementation of technology across the district for all levels of staff
6. Cut down on paper communication, and consolidate email and voicemail for one easy location that staff checks
7. Continue Long Range planning for our ERP system that incorporates increased functionality, Best Business Practices, and Business
Intelligence Warehouse for cross data analysis on variables that impact student achievement

Technology Professional Development

Goals:

1. Every staff member will have on demand, just-in-time staff development available online.
2. A multifaceted systemic professional development plan will be implemented to promote instructional technology integration
3. Staff will have increased opportunities to use technology daily for professional tasks.
4. A centralized, web-based storehouse of information, academic best practices, tools and resources to support MPS staff in doing their jobs
more efficiently and effectively will be created and maintained.
5. A comprehensive Professional Development Management System will be implemented to help staff and administration track and report
professional development activities including contact information, courses, presenters, facilities, buildings, and professional development
plans.
6. Provide summer professional development academies to increase staff proficiencies around core technology competencies.
7. Technology integration will be a component of all subject area professional development in the district
8. Technology professional development will be required of all principals to enable them to be instructional technology leaders at their sites.
9. Technology professional development will be based on needs and competency assessments gathered annually.
10. Time will be identified and allocated by administrators at the sites and at the district level for technology professional development.

Increase/Improve Technology Access for Teachers and Students/Families

Goals:

1. Continue to develop and maintain a strong infrastructure so patrons have confidence that they can get where they want when they want.
2. Make information and services easily accessible on the district Web page.
3. Expect levels of technical competence from staff. Expect a plan for training to be developed and implemented.
Identifies Borrowed Material (Liggett):
Contributing Departments
Contributors and Certain information was required to support the specifications given by the Educational Technology Training Center (ETTC) and the Department of
Stakeholder Groups Education for developing the technology plan. Only specific groups or departments could provide this information such as Teaching and Learning
goals and objectives and testing data.
Department Participants
Business and Finance Charles Wilson, Ass’t Superintendent
Troy Brown, Accounting Director
Human Resources Lynda Yawn, Ass’t Superintendent
Phillip Tremble, HR Director
Kathy Szotkiewicz, Food Services
Director
Sharon Hodges, Admin. Assistant
Penny Oglesby, Prof. Dev.
Coordinator
B.J. Brannen, Benefits Coordinator
Teaching and Learning Jody Woodrum, Ass’t Superintendent (PreK-5)
Fran Stephens, Ass’t Superintendent (6-12)
Brenda Kingery, Testing Coordinator
Information Systems Craig Liggett, Ass’t Superintendent
Patricia Webb, SIS Coordinator
Richard Clark, Commun. Admin.
Mike Townsend, WAN Admin.
Herman Metcalf, LAN Admin.
Teresa Phillips, Inst. Tech. Spec.
Debra Flanders, Tech Specialist
Elementary, Middle and High School Technical Support Liaison Staff
Technical
Support Liaisons
Elementary, Middle and High School Principals, Assistant Principals and
Technology Committees Media Technology Committees
Community Representatives Frontier Communications, Ogeechee
Technical College, Viracom,
Loxcreen, Edenfield Cox, Farmers
Merchant Bank, Statesboro Police
Dept., GA Southern University, Wal-
Mart, Ogeechee District Attorney
Role
Provided input on current issues and future
desires
for the Business and Finance Department
Provided input on current issues and future
desires
for the Human Resources Department
Provided input on current issues and future
desires
for the Teaching and Learning Department
Provided input on current issues and future
desires
for the Information Systems Department
Provided input on current issues and future
desires
for the Technical and Support Services Staff
Provided input on current issues and future
desires
for the technology committees for
elementary, middle and high schools
Provided Community & Parent input into
issues
concerning employees entering the
workforce

ETTC Representatives
Monica Lanier, Director of the First District RESA ETTC, has been very instrumental in our efforts to develop the three-year Bulloch County School
System technology plan. Monthly workshops have provided a wealth of information, and their meeting with the Technology Planning Committee
has proven to be very helpful, as well as their availability to review various parts of the technology plan prior to submission.

Technology Planning Committee

Craig Liggett, Assistant Superintendent for Information Systems
Dr.
 Karen Doty, Langston Chapel Elementary School Principal
Todd Williford, Sallie Zetterower Elementary School Principal
Kevin Judy, Mattie Lively Elementary School Principal
Bobby Costlow, Southeast Bulloch High School Assistant Principal
Anchelle Lewis, Mill Creek Elementary, Special Education
Jona
 Gaskin, Langston Chapel Elementary, 2nd Grade Teacher
Jan  Cross, Sallie Zetterower Elementary, 4th Grade Teacher
Iris  Meek, Southeast Bulloch High, Mathematics Teacher
 Karen Martin, Portal Elementary, Assistant Principal
Carol Case, Portal Elementary, Media Specialist
Tammy Tillman, Julia P. Bryant Elementary, 3rd Grade Teacher
Paul Mizell, Langston Chapel Middle, Assistant Principal
Karen Cantini, Statesboro High School Special Education Teacher
Shannon Robertson, Southeast Bulloch Middle, Media Specialist
Kathryn Hodges, Stilson Elementary, 5th Grade Teacher
Belinda Wente, Brooklet Elementary, Media Specialist
Joshua
 Cole, Southeast Bulloch High, Special Education
Remer
 Pope, Southeast Bulloch Middle, Graduation Coach
Kelly Smith, Portal Middle/High, CTAE Business
Natalie Cone, Langston Chapel Middle, Social Studies Teacher
Patricia Webb, Student Information Systems Coordinator
Rob  Cannady, Technology Specialist
Debra  Flanders, Technology Specialist
Richard  Clark, Communications Administrator
Herman Metcalf, Local Area Network Administrator
Mike Townsend, Wide Area Network Administrator
Teresa Phillips, Instructional Technology Specialist
No updates necessary.
Burke County Vision for Technology Use
Information technology is revolutionizing the way we live and work. The Burke County Board of Education recognizes this fact and strongly
believes that having a technologically rich environment in which to conduct the business of teaching and learning should be an integral part of any
successful school system. Burke County Public Schools System is dedicated to providing its students with learning facilities equipped with the
latest educational technologies as instructional tools. Teachers, administrators, and support staff will be proficient in using information technology
in the instructional
and management processes. Through the use of such technology students will develop an awareness of its practical applications in their personal,
academic, and professional lives. Such an awareness and interest will make students of this district more informed, self-supporting
and productive members of society.
We envision a 21st century where understanding and using technology will be an integral part of virtually every aspect of daily life. It is the
Burke County stakeholders and Burke County Public Schools system's responsibility to prepare students for this future. The classroom is the
primary place where this preparation will occur; therefore, every classroom will be equipped with diverse technologies to support teaching and
learning. Every teacher will be knowledgeable and skilled in the use of these technologies in daily instruction. Parents and the community will
communicate with BCPS and participate in the education process through the use of technology.
We envision students engaged in a challenging curriculum that is focused on inquiry-based, hands-on learning. Students will be comfortable
using technology. Students will take responsibility for their own educational success. Student will incorporate productivity tools into the design and
Vision delivery of instructional projects. Students will experience a variety of technologies, which will ready them for their future private, and business
life. Students will learn to expand their cluster of classmates to include the world.
We envision teachers using technology to support learning across all the curriculum areas. They function as coaches, mentors, advocates, and
managers of information. Through on-going, comprehensive professional development, all teachers will acquire the knowledge and skills to
integrate technology into a challenging and interdisciplinary curriculum, which addresses students' specific needs, developmental levels and
learning styles. This will enable teachers to serves as facilitator of instruction, mentor, and coach in a technology-rich, learner-centered classroom.
Technology will provide a record of the student's academic history and ways to manage learning progress and activities.
We envision the administrative functions, including those performed by instructional staff, fully automated, thereby allowing more of the school
system's energy and resources to be focused on student education. Administrators will use technology to assess everything that touches the
school experience from the success level of the curriculum to what makes students want to come to school. They have ready access to student
data and the knowledge and skills to translate it into community perceptions, academic achievement across demographic groups, staff
performance, perception surveys, etc. As our school system grow, administrators will use video broadcast technology, both live and recorded to
deliver administrative messages and staff development to all employees at their work locations, and to parents at home at convenient times.
We envision that parents will access grades, homework assignments, attendance, and student achievement information from their home and
workplace. They will rely on effective contact with teachers and administrators through the use of technology when questions arise. Such
communication will be made available via a totally integrated system or portal with proper security.
In addition, BCPS will become a learning environment where all administrators, teachers, students, parents and district/school staff will use
technology daily to effectively help students attain high academic standards and prepare for their future.

Mission Update to BCPS plan: specifically define the mission statement

Assumed mission statement: BCPS will become a learning environment where all administrators, teachers, students, parents and district/school
 staff will use technology daily to effectively help students attain high academic standards and prepare for their future.
Example of appropriately defined mission statement (Liggett):
Mission for Technology Use
The mission of the Burke County School System 3-Year Technology Plan is to support the advancement of life-long learning in a quality,
technology-rich, secure environment where students and staff develop skills to be successful citizens in this 21st century global community.
No updates necessary, however, a suggestion for an update would be to define more general goals as follows:
1. Goal 1 – Integration: expected use of technology in all curricular areas
2. Goal 2 – Proficiency: identified technology-usage competencies for all students including students with disabilities
3. Goal 3 – Support: staff and resources for providing support in the areas of hardware, software, and training
4. Goal 4 – Equitable Access: standardize the foundation for administrative and instructional access to technology
A strong aspect of this technology plan is the realization that all technology, including information systems technology (i.e.: student information,
library management, human resources, business and finance, bus monitoring, video, etc.), impacts student achievement. Burke County’s fiber
connected
infrastructure and evolving wireless network create a highly productive work environment and outstanding educational opportunities for students
and staff. Each staff member and K-12 student has both personal and shared network storage space, and a unique login and password. This
facilitates the use of the school system’s productivity-based software and online curriculum-based learning platforms. The Burke County School
System is focusing on the effect that technology can have on the state-of-the-art education of its students and staff. Technology should play a
supporting rather than a starring role in classrooms, sustaining the District motto that it’s not the “stuff” that counts – it’s “Rigor, Relevance, and
Relationships – Every Student, Every Day.”

Current goals/objectives:
Goals and Benchmarks
Access to Technology
Goal: To provide a quality network infrastructure and technical support for District operations.
Strategies Benchmarks Evaluation Method Funding Person Responsible
Timeline Source/Amount
Upgrade and extend all WAN and LAN will be Annual Inventory List, E-Rate Application, Technology Director
LANs and the WAN upgraded and Building walk through Local Funds
electronics and cabling extended to ensure by Technology
for increase access increase performance. Director, Network FY 08
Goals and Objectives and performance to Performance $464, 000.00
network resources 1 gaga-bit to BCHS,
BCMS, WPS, AND BES 2008 – 40% of WAN FY 09-10
and 60% of LAN Contingent
10 mps connection to upgraded upon available
SGA, BCAS funds
2010 – Completion of
Increase Telephone LAN upgrade
System capability by
30%.
Acquire modern Purchase mobile Annual Inventory Title IID, Title Technology Director
wireless laptops wireless Survey VI, Title I
and desktop computer labs for Local Funds.
computers for each year. FY 06
student use. Replace older PC $ 150,000.00
/w Modern PC FY 07-08
Contingent
upon available
funds
Upgrade and expand Upgrade all headend Telephone Inventory E-Rate, Local Funds Technology Director
Telephone System analog equipment to
digital in all
 Instructional Uses of Technology
Goal: To provide student achievement through the integration of technology into the curriculum.
Strategies Benchmarks Evaluation Method Funding Person Responsible
Timeline Source/Amount
Utilize instructional Increase student Data Analysis from: Local Funds Curriculum Director,
software applications achievement in - Waterford Early Project CARE Principals, Instructional
to improve student reading by 5% on Learning System Title IID Coordinators
learning. the CRCT. Grades 1-3
FY 08
Increase student - SuccessMaker $ 54,000
CRCT grades 1-2
performance in - Compass Learning FY 09-10
math by 3% in Odyssey Grades 3-12 Contingent on
grades 1-8. - GA Online available funds
Assessment System

5% increase per year

on the CRCT in
reading beginning in
GVS enrollment August 2009 – June
increase by 10% in 2011
grades 9 -12 per
year. 5% increase per year
on the CRCT in math
beginning in
Plato Credit August 2009 – June
recovery Program 2011
participants
increase by 10% # of students
per year successfully
completing Plato
Credit Recovery.

# of students
successfully
completing GVS
courses.

Administrative Uses of Technology

Goal: To provide administrators with the resources needed to effectively manage the schools and districts.
Strategies Benchmarks Evaluation Method Funding Person Responsible
Timeline Source/Amount
System provides A certified SASI Completion of SASI Local Funds Technology Director
SASI XP Student specialist will be certification course FY08
Information provided for May 2005 $ 18,000.00
System for greater every school. Annual Software FY09
interoperability of Maintain 100% Inventory $18,000.00 Student Information
student data and access to SASI July 2008- June 2009 FY10 Coordinator
increase access to for all $18000.00
that data. administrators
and teachers via
their desktop
computers.
System will Increase the Monitor the creation E-Rate Technology Director
provide the number of teacher of new websites Application,
capability for classroom web Annual Teacher Local Funds
creating pages by 20% per surveys FY08
District, School year Annual Teacher $ 22,000.00
and classroom Increase the use of surveys FY09-11
web sites, along e-mail as a Quarterly monitoring Projected
with e-mail communication of e-mail traffic. $20,000.00
services for tool among
communicating faculty, staff and
with parents, parents by 5%
students, other each year.
staff members and
stakeholders.

Parent/Community Uses
Goal: Increase the percentage of parents and community members involved in school related activities.
Strategies Benchmarks Evaluation Method Funding Person Responsible
Timeline Source/Amount
Provide parents 3% increase Annual parent N/A Public Relations
and community parent survey. Director, Teachers
members access to involvement in Number of times
teacher created their child’s their site visited.
classroom classroom August 2005 – June
websites that activity. 2008
provide
information about
in class assignments,
homework, field trips,
and access to a
calendar of events.
The District Increase access for Number of times web Local Funds Technology Director,
website will parents and site visited. FY08 Public Relations
provide access to stakeholders to Annual on-line survey $ 3500.00 Director
the K-12 information of users. FY09-10
curriculum, QCC, concerning August 2005 – June projected
GPS resources, educational 2008 $3500.00
and links to initiatives from
community local, state, and
agencies that federal levels by
support the 3% each year.
curriculum.
Provide e-mail Increase parental PTA‘s parent sign in N/A Technology Director,
access to PTA involvement in sheet. PTA President
leaders to increase school activities by School’s visitor’s log.
communication 3% each year. School’s volunteer
between parents log.
and the school.
Provide the Parent Increase parent Registration Requests,
Connect System registration and Transaction Logs
for parent access usage of the
to their child’s system by 10% per
academic, year.
discipline,
attendance data.

System Readiness for Technology

 Goal: To support the professional growth of teachers, administrators, and staff through the use of
technology, resulting in an enhanced learning environment.
Strategies Benchmarks Evaluation Method Funding Person Responsible
Timeline Source/Amount
Provide access to The number of Course Registration N/A Staff Development
approved on-line participants in on-line Director
technology courses courses will increase Professional Learning
by 5% per year Records

August 2008 – June

2010
Technology Technology Completion of Local Funds; Technology Director,
Support Support advance certification State Funds; Superintendent
Technicians will Technician ETTC,
receive additional acquiring advance Review status of CSRA RESA
network training certification will work assignments
and up-to-date increase by 5% per August 2008 – June FY09-11
software and hardware year. 2010 Projected $12,500.00
training.

Needs Assessment: Update to BCPS plan: Use Maturity Benchmark survey and include a borrowed statistics table as illustrated in the Bulloch County example below
(Liggett).
After reviewing school inventories, teacher and administrator surveys, and compiling the data, the committee found that there is a strong need
for more wireless mobile laptop labs to address the need for increase access to network resources (Internet, instructional software, etc.). We
currently have a total of 1813 modern instructional computers in our classrooms and computer labs. This gives us a student to computer ratio of
3:1, which meets our goal. However, this ratio becomes ineffective when teachers and students desire a 1:1 ratio for classroom instruction. We
need additional mobile wireless laptop labs, at least one per school per year for the next three years.
Another strong need is technology integration in the classroom with all content areas. Advance teacher training on how to effectively use
technology in the curriculum, and on how to provide safe and productive experiences for students using the Internet continues to be an on going
need.
The greatest need is to narrow the achievement gap between sub groups of students. Based on test data, math, science and language arts
instruction has been selected as the instructional target area. In order to increase student achievement, hands on individualized technology
instruction can be most effective in differentiating instruction, especially for those students who do not acquire knowledge the traditional way via
textbooks, worksheets, and lecture. Teachers of students with disabilities are consulted regarding special needs for hardware and software to aid
in the education of special needs students. In our efforts to bridge this gap, BCPS has implemented the Kurzweil 3000 Text-to-Speech System at
Burke County High School and Burke County Middle school with success and plan to examine it effectiveness in lower grades over the next three
years.

(Liggett) To develop a meaningful and comprehensive technology plan, a close look at the students of Burke County is necessary. With just over
4,700 students and 402 employees, Burke County consists of 3 elementary schools, 1 middle school, 1 high school, and 1 Alternative School. With
data from June 2007, the snapshot is:
Students enrolled in Pre K – 12 4,746

Percentage of students receiving free or reduced lunch 100%

Drop Out Rate

Grades 7 – 12 3.2%
Grades 9 – 12 3.9%
High School Graduation Rate 73.9%

Schools Meeting AYP

HSGT passing rate

Writing 93%
English 98%
Mathematics 95%
Social Studies 88%
 Science 75%

College and Post-Secondary enrollment after June 1, 2007

Entered Colleges 44.8%
Entered Technical Schools 14.3%
Hope Scholarship eligibility rates 34.1%

Average SAT score 1495

Number of student workstations 2040

Number of teacher workstations 402

Number of administrative workstations 50

Number of schools with Internet access 6

Number of classrooms with Internet access 340

Percentage of certified staff who have completed InTech or 100%

other GDOE – approved certification
Original:
General Issues General Issues are addressed throughout the entirety of the Three-Year Technology Plan. Topics included in the general issues portion of the
rubric are covered in various sections of the Technology Plan.

Conclusions and Borrowed Material (CompuMentor):

Burke County Technology Contributors and Stakeholders recommend the following technology projects in order of priority in each area. While
Recommendations these recommendations are generally in order of priority, they do have dependencies on each other.
Increase Technology Management Capacity
• Create IT management team.
• Document Procedures and Policies
• Improve network server and file security.
• Evaluate need for regular systems administration.
• Establish a formal technology budget.
• Create training plan.
• Secure lab computers.
Strengthen Existing Computing & Network Infrastructure
• Resolve Internet connectivity problems at the Central office.
• Improve network performance at the Central office.
• Implement an organization-wide backup system.
• Implement comprehensive server-based virus protection.
• Replace old workstations at all locations.
• Replace the network server.
• Migrate all workstations to log into domain.
• Standardize network resource names.
• Setup Macintosh file sharing.
• Connect offices to create a unified network among the schools.
Improve Data Management Applications
• Standardize organization on latest version of Microsoft Office.
• Implement Microsoft Exchange Server for email and GroupWise.
• Establish a client-tracking database.
Improve Internet Communications
• Migrate to using a single Internet domain.
 • Review and improve website functionality.

Acceptable Use No change necessary.

Burke County Public Schools Computer Network and Internet
Policy ACCEPTABLE USE POLICY

A. Purpose
The Burke County Public Schools Network (BCPSnet) has been established for a limited educational purpose. The term “educational purpose”
includes classroom and administrative activities and high quality self-discovery activities. BCPSnet has obtained access to the BellSouth Network,
a regional telecommunication system, which includes Internet access, provided through an Agreement with the Georgia Department of Education.
The Superintendent has been authorized by the Burke County Board of Education to develop regulations and agreements for the use of the BCPS
Network that are in accord with the BOE Policy IFBGA and other BCPS policies, including the Code of Conduct. Activities that are acceptable on
BCPSnet include classroom activities, career development and high-quality personal research. BCPSnet is not a public access system or public
forum. BCPS has the rights to place reasonable restrictions on the materials you access or post through the system. You are expected to follow the
rules set forth in this document, the BOE Code of Conduct, and the law in your use of the system.

B. Due Process
1. BCPS will cooperate fully with local, state, or federal officials in any investigation concerning or relating to any illegal activities conducted
through the BCPSnet.
2. Student violations will be handled pursuant to the Burke County Board of Education Code of Conduct.
3. Employee violations of BCPSnet/Internet Acceptable Use Policy will be handled in accordance with BCPS employment policy.
4. Any BCPS administrator may terminate the account privileges of a guest user by providing notice to the user. Guest accounts not active for
more than 90 days may be removed, along with the user's files, without notice to the user.

C. Search and Seizure

1. BCPSnet users have no privacy expectation in the contents of their personal files and records of their online activity while on BCPSnet. Desktop
computers and network storage areas may be treated like school lockers. The Network Administrator may review files and communications to
maintain system integrity and insure that users are using the system responsibly. Users should not expect that files stored on the file server would
be private.
2. Routine maintenance and monitoring of the system may lead to discovery that the user has or is violating BCPSnet/Internet Acceptable Use
Policy, the Code of Conduct, or the law.
3. An individual search will be conducted if there is reasonable suspicion that a user has violated the law or the Code of Conduct. The nature of the
investigation will
be reasonable and in the context of the nature of the alleged violation.

D. Selection of Material
1. When using the Internet for class activities, teachers will:
a. Select material that is appropriate in light of the age of the students and that is relevant to the course objectives.
b. Preview the materials and sites they require their students to access to determine the appropriateness of the material contained on or accessed
through the
site.
c. Provide guidelines and lists of resources to assist their students in channeling their research activities effectively and properly.
d. Assist their students in developing the skills to ascertain the truthfulness of information, distinguish fact from opinion, and engage in discussions
about controversial issues while demonstrating tolerance and respect for those who hold divergent views.

E. Parental Notification and Responsibility

1. BCPS will notify the parents about BCPS network and the policies governing its use. Parents must sign an agreement to allow their child to have
an individual account. Parents have the right at any time to investigate the contents of their child(ren)'s email files. Parents have the right to
request the termination of their child(ren)'s individual account or access to the BCPSnet at any time.
2. BCPSnet/Internet Acceptable Use Policy contains restrictions on accessing inappropriate material and student use will be supervised. However,
there is a wide range of material available on the Internet, some of which may not be fitting with the particular values of the families of the
students. It is not practically possible for the
BCPS to monitor and enforce a wide range of social values in student use of the Internet. Further, BCPS recognizes that parents bear primary
responsibility for
transmitting their particular set of family values to their children. BCPS will encourage parents to specify to their child(ren) what material is and is
not acceptable
for their child(ren) to access through BCPS system.
3. BCPS will provide students and parents with guidelines for student safety while using the Internet.

F. Access
The following levels of access will be provided:
1. Classroom/Media Center Accounts. Initially Elementary, Middle and High School students will be granted BCPSnet/Internet access only
through a classroom account. Elementary Middle and High School students will be granted BCPSnet/Internet access only through a classroom
account. Elementary students may be
provided with an individual account under special circumstances at the request of their teacher and with the approval of their parent. An
agreement will only be required for an individual account, which must be signed by the student, one parent and the sponsoring teacher.
2. Individual Accounts for Students. Only Secondary students may be provided with individual BCPSnet accounts. A written agreement will be
required for an individual account. This agreement must be signed by the student, his or her parent, and the sponsoring teacher.
3. Individual Accounts for BCPS Employees. BCPS employees will be provided with an individual account for the purpose of performing the
daily job functions.
4. Access to the Internet by elementary students will be monitored by their teacher. Middle schools and high schools will establish a process that
will enable staff to
monitor authorized student access.
5. Accessing any other e-mail or messaging program other than those provided to you by BCPS (which at the current time is Lotus Notes and
Office View Pro) is strictly prohibited, unless authorized by the BCPSnet administrator.

G. Unacceptable Uses
The following uses of the system are considered unacceptable:
1. Personal Safety (Restrictions are for students only)
a. Users will not post personal contact information about themselves or other people. Personal contact information includes address, telephone
number, school
address, work address, etc.
b. Users will not agree to meet with someone they have met online without their parent's approval and participation.
c. Users will promptly disclose to their teacher or other school employee any message they receive that is inappropriate or makes them feel
uncomfortable.
2. Illegal Activities
a. Users will not attempt to gain unauthorized access to BCPSnet or to any other computer system through the BCPSnet, or go beyond their
authorized access. This includes attempting to log in through another person's account or access another person's files. These actions are illegal,
even if only for the purposes of "browsing."
b. Users will not make deliberate attempts to disrupt the computer system performance or destroy data by spreading computer viruses or by any
other means. These actions are illegal.
c. Users will not use the BCPSnet to engage in any other illegal act, such as arranging for a drug sale or the purchase of alcohol, engaging in
criminal gang activity, threatening the safety of a person, etc.
3. System Security
a. Users are responsible for the use of individual account and should take all reasonable precautions to prevent others from being able to use their
account. Under no conditions should a user provide his/her password to another person.
b. Users will immediately notify the system administrator if they have identified a possible security problem. Users will not go looking for security
problems because this may be construed as an illegal attempt to gain access.
c. Users will avoid the inadvertent spread of computer viruses by following the BCPS virus protection procedures if they download software.
d. Users will not use another user password or account to access BCPSnet.
4. Inappropriate Language
a. Restrictions against Inappropriate Language apply to public messages, private messages, and material posted on Web pages.
b. Users will not use obscene, profane, lewd, vulgar, rude, inflammatory, threatening, or disrespectful language.
c. Users will not post information that, if acted upon, could cause damage or a danger of disruption.
d. Users will not engage in personal attacks, including prejudicial or discriminatory attacks.
e. Users will not harass another person. Harassment is persistently acting in a manner that distresses or annoys another person. If a user is told by
a person to
stop sending them messages, they must stop.
f. Users will not knowingly or recklessly post false or defamatory information about a person or organization.
5. Respect for Privacy
a. Users will not repost a message that was sent to them privately without permission of the person who sent them the message.
b. Users will not post private information about another person.
6. Respecting Resource Limits
 a. Users will use the system only for educational and professional or career development activities (no time limit), and limited, high-quality,
personal research.
b. Users will not download large files unless absolutely necessary. If necessary, users will download the file at a time when the system is not being
heavily used and immediately remove the file from the system computer to their personal computer or diskette.
c. Users will not post chain letters or engage in "spamming". Spamming is sending an annoying or unnecessary message to a large number of
people.
d. Users will check their e-mail frequently, delete unwanted messages promptly, and stay within their e-mail quota.
e. Users will subscribe only to high quality discussion group mail lists that are relevant to their education or professional/career development.
g. Users will not access any other e-mail or messaging programs other than those provided to you by BCPS (which currently is Lotus Notes and
OfficeView Pro).
7. Plagiarism and Copyright Infringement
a. Users will not plagiarize works that they find on the Internet. Plagiarism is taking the ideas or writings of others and presenting them as if they
were original to the user.
b. Users will respect the rights of copyright owners. Copyright infringement occurs when an individual inappropriately reproduces a work that is
protected by a copyright. If a work contains language that specifies acceptable use of that work, the user should follow the expressed
requirements. If the user is unsure whether or not they can use a work, they should request permission from the copyright owner.
8. Inappropriate Access to Material
a. Users will not use BCPS system to access material that is profane or obscene (pornography), that advocates illegal or dangerous acts, or that
advocates violence or discrimination towards other people (hate literature). For students, a special exception may be made if the purpose is to
conduct research and access is approved by both the teacher and the parent. BCPS employees may access the above material only in the context
of legitimate research.
b. If a user inadvertently accesses such information, they should immediately disclose the inadvertent access in a manner specified by their
school.
H. Enforcement of Policy (technology protection measure)
a. BCPS uses a technology protection measure that blocks or filters Internet access to some Internet sites that are not in accordance with the
policy of BCPS.
b. The technology protection measure that blocks or filters Internet access may be disabled by the BCPSnet administrator for bona fide research
purposes by an adult.
c. The BCPSnet administrator may override the technology protection measure that blocks or filters Internet access for a student to access a site
with legitimate educational value that is wrongly blocked by the technology protection measure that blocks or filters Internet access.
d. BCPS staff will monitor students' use of the Internet, through either direct supervision, or by monitoring Internet use history, to ensure
enforcement of the policy.

Technology and Borrowed Material (Scribd):

The use of technology in the classroom is incredibly important. Students learn in a variety of ways, whether it is auditory, visually, socially, with a
Learning Statement more hands on approach or with different abilities. A successful teacher incorporates as many techniques as possible to ensure the employed
teaching methods are reaching the highest possible number of students. Technology offers a teacher a higher degree of freedom in terms of
medium to present a lesson. Power points, pod casts, interactive lessons, integrating, internet pictures, sounds files or YouTube clips into a lecture
to keep students interest. A class blog or web space would allow students to access assignments, readings or class notes from the teacher. This
guarantees a student is up to date on the expectations of a teacher, and always has access to resources the teacher deems helpful in the learning
process.
Motivating students to learn is a challenge. It is evident, through research, the most effective motivation is intrinsic, a self desire for
students to learn the subject material. Incorporating technology into lessons is still new and exciting for many students. Exposing them to new
mediums in the classroom may cause them to be more engaged, even in a subject they have traditionally disliked. Student’s dislike for a
particular class may be more related to a poor teacher than to the material itself. In this case, the new technological medium may reengage
student interest and contribute to learning.
Not everything learned in school, is dictated on the syllabus, therefore it has earned the name “hidden curriculum”. Many things are
learned just through the experience of attending school. A technological familiarity is one such trait believed to be important to instill in students.
Even if a person has not seen a particular piece of technology, if the have seen something similar, or are not afraid to experiment, often they can
figure things out. This is an important skill to have, especially as our daily use of technological innovations grows outside the classroom. Modern
students expect technology to be used in classrooms. This is a generation of students who have had access to high levels of technology their
entire lives, from mp3 players, to video games and the internet. It is more than just a tool, but simply a fact of life. We have had discussions about
creating a safe, comfortable environment in our classrooms for students to learn in. To deny technology use in the classroom, essentially
eliminating a high comfort item in their life seems very counterproductive towards this goal. We must also be careful to incorporate not only
familiar technology, but also familiar use. To not use technology in a similar manner as students use it at home would defeat the purpose.
We have also learned a progressive model of education, in which it is a part of a teacher’s job to prepare students to function in the world
outside of school. If the last ten years have been any indication, the technology use in every day life will continue to grow exponentially. To deny
students a strong foundation in this area because an educator is afraid of technology or unwilling to do the extra work required for use seems a
dramatic disservice to our students.
Burke County teachers intend to incorporate technology into instructional lessons. Especially for a subject with a high level of
visualization, such as geometry, being able to manipulate figures with just the touch of a button is a highly useful tool. There are also many
programs available, which clearly show the many spatial relationships prevalent in a mathematics curriculum, and the possibility of students
exploring through hands on use and trial an error via a computer is an exciting possibility. This is a much more effective way to provide
instruction, because it allows students to reinforce theoretical ideas in concrete examples and anchor their learning.
Burke County teachers intend to use PowerPoint and other Microsoft software in the classroom. For those visual learners it provides an
easy to follow guide through subject matter. The idea of providing students a “bare bones” printout of slides to fill in during class is also tempting.
This provides them with a scaffolding to follow along in the lesson, and makes sure they are getting the key concepts, but does not create a
situation in which they feel attention in class is not required.
A “good teacher” means understanding how students think and posses access too many different methods to help them learn. Every class will be
different, as every student brings a different history and background into the classroom. A solid grasp and foundation of technology and its use in
the classroom is just one more club in the bag to be used if the situation calls for it and it can be effective.
 Borrowed Material (ISTE):
Technology Standards

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance
student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness.

b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking,
c.
planning, and creative processes.

model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and
d.
virtual environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and
resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
Teachers:
Technology
Standards,
design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and
Requirements, and a.
creativity.
Models for
Technology and b.
develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
Learning
customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using
c.
digital tools and resources.

provide students with multiple and varied formative and summative assessments aligned with content and technology
d.
standards and use resulting data to inform learning and teaching.
3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital
society. Teachers:

a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

collaborate with students, peers, parents, and community members using digital tools and resources to support student success
b.
and innovation.

communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and
c.
formats.

model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
d.
resources to support research and learning.
4. Promote and Model Digital Citizenship and Responsibility
 Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and
ethical behavior in their professional practices. Teachers:

advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
a.
intellectual property, and the appropriate documentation of sources.

address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital
b.
tools and resources.

c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.

develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures
d.
using digital-age communication and collaboration tools.
5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and
professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a. participate in local and global learning communities to explore creative applications of technology to improve student learning.

exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
b.
building, and developing the leadership and technology skills of others.

evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and
c.
emerging digital tools and resources in support of student learning.

d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

***Refer to chart in goals/objectives standard for hardware/software and connectivity requirements.

Staff Development No updates necessary.

Technology plays a major role in the academic success of Burke County students. Supporting teachers in acquiring the knowledge and experience
with the vast range of instructional technologies and learning strategies for using technology effectively in the classroom is an integral part of our
comprehensive plan. The system encourages teachers to integrate technology daily by providing equipment and professional development that
supports this endeavor. For example, equipment such as wireless mobile laptop labs, ActivBoards, laptops and desktop computers, LCD projectors,
and digital cameras are in many classrooms. Special needs students at the middle and high school use the Kurzweil Educational System, a
reading, writing, and learning software system for students with dyslexia, attention deficit disorder, or other learning difficulties, including physical
impairments or language learning needs. In addition, the Assistant Superintendent for Professional Learning works with all federal program
directors and school-level administrators to provide training for all technology placed in schools using various professional learning models such
as, consultants, train-the-trainer, and workshops. Additional training is developed through professional design that improves the learning of all
students through resources that support learning communities, adult learning, and collaboration. All efforts are based on student data that support
the decision making process which will ultimately improve student learning. The essential elements are noted and focused on to provide teacher
professional learning. Staff development that improves the learning of all students requires excellent school and district leaders who guide
continuous instructional improvement. Professional Learning Units are often provided as
an added incentive to help teachers earn credit while learning. All activities require follow-up and additional collegial interaction and feedback.
This follow-up provides the information needed for additional courses in technology training. Regular and special education teachers received in-
service and on-going technical support on application of technology in the content areas. This technology includes Kurzweil 3000 - software,
license, server, and hardware - provided to BCMS and BCHS - print to voice technology for access to content for below grade level readers (IDEA).
Teachers participate in training sessions after school for short periods, on staff development days, and during the summer to learn how to
integrate wireless laptops, the Internet, the ActivBoard and its components into the curriculum. Follow-up training is scheduled during the school
year to address questions that arise after teachers have had an opportunity to use this new technology. Advance training is also provided for
teachers who have mastered the basics of integrating the new technology into their everyday lesson plans. In addition to gain access to
technology and to obtain quality professional development, the system provides a Director of Technology that coordinates technology purchases
 district wide and manages the technology infrastructure. The director works closely with Title I, II, III, IV, V, VI, Part B, Perkins, and IDEA program
managers, the Assistant Superintendent for Professional Learning and each Principal to plan, fund, and coordinate staff training activities. An A+
Certified Technology Support Technician is based in each school and serves as the first level of technology support. The district’s Technology
Services Department consists of one System Support Specialist and one Technology Support Technician, both serving as the second level of
support for the schools.
Suggested update:
Add a list of professional development training that will be offered:
IPass, Reading Plus, Georgia OAS, Kurzweil 3000

Original:
No changes necessary.
Technical Support The Technology Director is primarily responsible for access to technology, administrative uses of technology, parent/community uses, and system
readiness. Refer to the chart in goals/objectives for detailed specifics.

Projects, Budgets, Original:

No changes necessary.
and Timelines Each project, budget, and timeline for each area of use is listed, in detail, in the chart include in the goals/objectives table.

Clarity of Writing N/A

School Pilot Suggested pilot projects to support curriculum integration would be an internet based math software program called IPass and an internet based
reading software program called Reading Plus. Each program is described below.
Projects/Educational
Research IPass (iLearn) :
IPASS stands for an "Individual Prescription for Achieving State Standards," which reflects two of its most important features:
1) it is prescriptive at a very detailed level - that is, instruction is matched to the specific concept and skill deficits of individual
students
2) it is mastery-based, which means students achieve mastery of each standard as a prerequisite for progress through the
program. It is a fully automated, web-based math curriculum and instruction system that provides individualized instruction to
meet the identified needs of each student while freeing up the teacher to monitor and facilitate learning on a one-to-one basis. It
provides the following functions without requiring teacher intervention: all pre- and post-assessment, placement, original
instruction, systematic practice and review. In addition, it incorporates course management, progress reporting, and teacher
support in a tightly integrated system aligned with state standards.

The curriculum is designed for Math Intervention in Grades 3 through 8 as well as High School students in support classes. It
provides an efficient yet comprehensive coverage of content in Grades 1 through 8. It is highly aligned with the NCTM Focal
Points and the recommendations of the National Math Advisory Panel and covers all the core concepts necessary for success in
elementary grades, middle grades as well as Algebra or Integrated Math in High School.

IPass is also designed to assist with students who are in the Response to Intervention, RTI tiers. Progress monitoring can be printed to track
results.
Students will be required to log on to the program three times at week for half hour segments. The lab instructor will monitor students. Their
progress will be printed out weekly to show progression/regressions to each level in the program.

Professional Associations that publish/reference iPass Software Program:

Ilearn Math Produces Exceptionally Large Gains in Student Achievement in One School Year. (2005). iLearn, Inc., Retrieved from
http://www.ilearn.com/pdf/iLearn-Math-Achievement-Study-Results.pdf

Reading Plus (Reading Plus Taylor Associates) :

Reading Plus® is a web-enabled reading intervention system that uses innovative technology to provide individualized scaffolded silent reading
practice for students in third grade and higher. Reading Plus® picks up where phonics and oral reading instruction leave off, providing rapid and
sustainable comprehension and silent reading fluency gains. Reading Plus® develops sustained attention, word recognition automaticity, grade-
appropriate reading rates, enhanced vocabulary, and improved reading comprehension. The Reading Plus® system, designed in alignment with
current reading research, develops and improves reading proficiency in students who are not responding to core interventions, and provides
effective practice for students who are established readers. The seven component programs of Reading Plus® provide extensive engagement in
high-success, differentiated reading activities.

The students with disabilities form a subgroup when measuring Annual Yearly Progress (AYP). This subgroup of students is falling below the
minimal requirement score of 800 in order to pass the reading portion of the CRCT test. Great efforts have been implemented to assist students
with increasing their scores. Students are monitored bi-weekly to track progression or regression in reading. The goal of the special educators is
to implement a computer based software reading program at which students can self-pace themselves as they progress from one reading level to
the next. This program will assist with reading fluency, comprehension, vocabulary, and other skills that will help students achieve the minimal,
passing score of 800 on the CRCT test in addition to making them better readers. A Reading Plus license must be purchased for each student
workstation. Each license costs $12.75. The school will need approximately 50 licenses available for student use.

There are multiple assessments that can be completed with the Reading Plus program to monitor and track progress. Students are required to
complete thirty-minute sessions each time they visit the lab. The first assessment students complete is the RPA Assessment. The RPA, Reading
Placement Appraisal, is completed before students begin the Reading Plus program. The program assigns appropriate programs at the current
level of the reader. The student completes the assessment to determine appropriate placement in the Reading Plus program. Students then work
their way through the other sections/assessments of the Reading Plus program.
Additional sessions/assessments offered within the Reading Plus Program are described below:
PAVE assessment – students take the PAVE assessment, Perceptual Accuracy/Visual Efficiency, to test fluency. The PAVE assessment is
given prior to Guided Reading sessions. PAVE assessments will assist students in building rapid number and letter recognition. It will assist
students with developing awareness of proper spatial orientation, develop greater accuracy and build proficiency, and acquire visual/functional
skills that facilitate high-speed reading and skimming/scanning competency.
Guided Reading Assessments – Guided Reading Assessments assists students in developing greater fluency by increasing the ease and
comfort with which they read while improving their reading rates. Guided Reading Assessments will also assess attention and concentration,
visual efficiency, perceptual accuracy, word knowledge, and comprehension. Students will experience success with reading and an increased
desire to become better readers.
Cloze-Plus – Cloze-Plus assists students with comprehension competency and vocabulary knowledge. Cloze-Plus teaches students to use
context clues to answer comprehension questions and identify unfamiliar words by using the surrounding text. Students benefit from integrating
meaning across sentences, understand reading passages, improve comprehension skills, predict the meaning of unknown words based on the
surrounding text, and test taking techniques and strategies that will assist them with future tests.
Reading Around Words, RAW, helps students increase vocabulary knowledge through the use of structured context analysis activities.
Students practice and learn how to identify the correct meaning of a word that may have multiple meanings by using context clues. Students
increase comprehension levels, how to use context clues to find meanings of unfamiliar words, prediction strategies, and test taking strategies.
Word Memory increases the students’ ability to recognize words and increase visual/functional proficiency. These skills will assist
students with silent reading. Word Memory will also aid with phonemic awareness. It helps to increase attention and concentration, perceptual
accuracy and efficiency, decoding strategies, and increased word knowledge.
D-Code is a decoding program that practices decoding with 60 major letter clusters. Students respond to sounding out letters and letter
clusters, quickly associate letters with sounds. D-Code allows students to master the process of decoding.

Additional student and class reports can be generated by the teacher to track the progress of the students. Reports can be printed as summary
reports, detailed reports, or filtered reports. Progress reports can be generated to show teachers which students may need additional Reading
Plus time to assist them with reaching their goals. Students set goals to move from one grade level to the next. Pie graphs, bar graphs, and line
graphs can be generated to display data. Achievement certificates are presented to students upon completion of sublevel, level, and grade level
completion.

Professional Associations that publish/reference the Reading Plus Reading Software Program:
Bender, R. (2009, May 7). Reading plus®, a Leading Silent Reading Fluency Intervention, wins Prestigious 2009 Codie Award. Retrieved from
http://www.readingplus.com/pdfs/Codie-press-release-May8.pdf

McGraw-Hill Companies Jamestown Education (2009). Timed Readings. Retrieved from

http://www.glencoe.com/gln/jamestown/timed_readings.html
References:
Battle, C. (2008, June 2). Burke County School System Three-Year Technology Plan. Retrieved from
http://www.burke.k12.ga.us/education/sctemp/26edce727c5764ba3a2e1b29feba0783/1259956984/Burke_Tech_Plan_0
8-11Final.pdf

Compumentor,. (2003, May 5). Compumentor. Retrieved from

www.techsoup.org/binaries/files/sample_technology_plan1.doc
iLearn,. (2008). Ilearn. Retrieved from http://www.ilearn.com/index.html

Liggett, C. (2008, July 1). Bulloch County School System Three-Year Comprehensive State Technology Plan. Retrieved
from http://www.bulloch.k12.ga.us/technology/files/TechPlan2008.pdf

International Society for Technology in Education (ISTE),. (1997). National Educational Technology Standards for
Teachers. Retrieved from
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

Kosloski, C. (2008, July). Minneapolis Public Schools 2008 - 2011 Technology Master Plan. Retrieved from
http://its.mpls.k12.mn.us/Executive_Summary.html

Reading Plus Taylor Associates,. (2002). Reading Plus. Retrieved from http://www.readingplus.com/index.html

Scribd,. (2009, July 5). Technology Learning Statement. Retrieved from

http://www.scribd.com/doc/17117276/Technology-Learning-Statement