Technology Plan Update

Rebecca Gurley

Kayla Stephenson

Overview

The information is from a city school system in northeast Georgia. This system currently
has four schools – a primary, elementary, middle and high school. The approximate enrollment
of this system is 2800 while the staff population is 400. Within the technology plan for this
school, it states that there is a 3:1 student/computer ration within all four schools. Each school
is also equipped with a media specialist as well as a technology support paraprofessional. This
school system is currently trying to accomplish all goals and technology standards set for the
2008 – 2011 school years. The technology plan for this district will be revised and submitted in
July of 2012. When reading over the technology plan of this school district, we were amazed at
several aspects of the department, but there were also aspects that were surprising.

Strengths

After analyzing the technology plan for this school system, we felt as though there were several
strengths of the technology plan. First, the vision statement was very comprehensive with
details that included learning outcomes with and without technology. The vision statement
stated who would be the users of the technology and how it would affect the students’
learning. Secondly, the technology plan had a very strong mission statement. That mission
statement is to graduate fully functioning adults. Jefferson City School’s faculty must never cease to
learn or emphasize to students that learning will be a lifelong process. The technology plan has evolved
around this mission statement. The goals of the school system are: Instructional uses of Technology,
Administrative uses of Technology, Access of Technology, Community uses of Technology, and
Readiness for Technology. The plan includes broad, comprehensive and realistic goals, which address
teaching and learning needs. The following issues are clearly addressed in the Technology Plan: Staff
development, technical support and standards, student access to computer, capacity of present facilities
to accommodate new technologies, computer access for ESOL and special needs students as well as
students in need of early interventions in the younger grades. The technology plan describes the
integration of updating old technology with new technology and increasing the capacity and staff of the
facilities to accept the new technologies. The technology plan includes important needs and challenges
confronting the school as they make the leap toward success for the 2008-2011 Technology Plan. The
conclusion also gives recommendations and steps to achieve the vision of this plan. Also, the technology
plan provides a very detailed plan of how staff development will be handled. The table list all
workshops and courses that need to be completed and whom should complete them. The detailed
section also included who will be performing the staff development classes. These trainings will cover all
necessary areas that the teachers need to know.

Weaknesses
 Although there are many strengths to the technology plan that has been put into place by the
JCS school board, there are also several weaknesses. The first is in the area of technology and learning
statement. The technology and learning statement provides incomplete information on the future role
of technology in the district and how it will enhance learning. The plan does offer ways that technology
is currently used in the school system and it offers several ways that technology will be added for the
future. The topic of student enhancement is mentioned but it is not a detailed section. Also, the
technology standards are absent from the plan. The requirements and models are missing. Technology
standards should be included in their entirety to ensure requirements and models are adapted and
implemented according to state mandated policies. The plan also describes the technology support
that is provided, but it states that all of the technology personnel stays at their home school except the
2 technology coordinators. The plan does not state the jobs that each will handle. Luckily the
technology support in this school system was not affected by budget cuts.

Planned Changes

The planned changes that need to be made are within the areas where we feel as
though the current technology plan is lacking. First, the stakeholder group of this need to be
identified early within the report. Second, we have added objectives to the current objectives
within the plan. We researched different surrounding school’s technology plans and found one
that contained objectives that related to the areas our technology plan focused on. Also, within
the description of the technology and learning statement, the description was included, but
more detail needs to be added. There were no summaries of how the technology would be
used to specifically impact classroom learning. Summaries need to be added so the teachers
and community know how the technology is impacting the students’ learning. Lastly, specific
job descriptions of all technology support personnel need to be added. A chart or bulleted list
of jobs should be included within the technology plan.

Resulting Improvements

The planned changes that are listed above would make a large impact on the technology
education at Jefferson City Schools. When objectives are added to the report, the teachers will
be able to completely understand the details of what technology is supposed to be taught, and
how that technology needs to be used within the classroom. This way, all students are being
served equally no matter what classroom, or what grade level they are in. Also, the objectives
will aid in understanding how the use of technology will impact the education of each child.
Lastly, when teachers understand the job descriptions of each member of the technology
support staff, they will know where to turn when they need assistance. For example, if a
person is having difficult with software related issues, they do not need to contact the
technology paraprofessional if that is not part of her listed duties under the technology plan for
the school system.

Broad Broad-Based Support

Support I used this diagram from a neighboring school system, Gwinnett County Schools.
They display an excellent example of a suggested technology team. Each school
 includes the Media Specialists, the Local School Technology Coordinator (LSTC),
and the Technology Support Technician (TST) who focus on instructional
technology use. LSTCs and Media Specialists are certified educators, and the TST
supports and maintains school technology. Gwinnett County proactively addresses
all concerns associated with the expanding demand for digital classroom and
school resources focused on educating students in the 21st century such as Web
2.0 tools.

Needs Needs Assessments

Assessmen A comprehensive, informative goal setting, benchmarks, survey evaluations,
t timelines, amounts and sources for funding are planned in the assessment portion
of the technology plan in order to address students’ and staffs’ technology needs.
Online surveys were given and analyzed by the University of Georgia Educational
Technology Center. The purposes of the surveys were to collect data for evaluating
the current technology situation and planning at Jefferson City Schools. The
University was called in as a partner to help with technology selection, purchase,
placement, professional development and integration.
Mission The mission of Jefferson City Schools is “To graduate fully functioning adults.”
Now, more than ever, education is the foundation for prosperity. Only through an
adequate education can one acquire the skills and abilities demanded by an
increasingly sophisticated job market. To assure such an educational experience,
we resolve to provide a highly qualified professional staff with a challenging,
rigorous and relevant curriculum in a safe and orderly environment. In order for
each student at Jefferson to acquire these skills their usage and understanding of
technology play a vital role. We hold ourselves accountable for preparing
students to function in an environment characterized by global competition,
diversity, abruptly changing job demands, and an absolute requirement for
 technical skills and abilities. Jefferson City School’s faculty must never cease to
learn or emphasize to students that learning will be a lifelong process. It is our
belief that given a capable staff, adequate resources and an orderly and safe
environment, all students can and will learn. The technology plan has evolved
around this mission statement.
Vision The vision statement not only deals with technology outcomes, but it also
addresses usage of technology to enhance classroom learning outcomes focusing
on the current Georgia Performance Standards. The plan focuses on improvement
and accessibility for the students, teachers, administration and others throughout
their daily interaction with technology and technology needs.
When using technology to enhance the classroom learning students and teachers
will have access to rigorous tools for curriculum and assessments. They will be
able to use the CPS software and clickers to enhance daily lessons. Teachers will
have access to CPS software tools that are not only designed for efficient grading,
but are also used for analysis of pre-assessment in order to lead classroom
instruction and then post-assessment. Teachers will also have document cameras
that allow for more affective classroom modeling.

Students will daily interact with computer programs such as CLASSWORKS, Lexia,
Orchard, OAS to further their knowledge of grade level skills. Research and
research designs through the use of technology will be implemented school wide
as a motion to move toward project based learning.

Administrators and teachers will use technology as a means of communication

with parents, teachers and the community. They will use Infinite Campus as a
source for electronic report cards as well as the school’s interactive website as a
communication tool.

A satisfactory executive summary is included with the technology plan. To further

understanding of the complete technology plan, background information on
previous technology and usage to improve learning outcomes would be beneficial.
It would give an overall picture of where the school system started and their
complete vision for improvement.
Goal and Goals
Objectives System Target: Ensure that all JCS personnel and stakeholders are educated and
involved in the implementation of the vision for the use of technology.
Goal Strategies Benchmark Evaluation Funding Person
Method Source/Amo Responsible
unt
GOAL ONE- 1a. Conduct 1a-1b. All 1a-1b. Estimated Associate
Establish annual schools will Review of Annual Superintendent/Direc
equitable needs- have an annual Technology tor of Technology;
access to assessment equitable grade-level Funding Instructional
technology survey to ratio of and Sources: Technology
and determine laptop departmenta *General Fund Committee; System
equipment in equity in and/or l action $180,000 Financial Officer
all four technology desktop plans; review *SPLOST/BOND
schools. equipment computers, of needs- $140,000
among interactive assessment *Title I $20,000
schools. boards, and survey data; *Title III $5,000
 1b. Prioritize other review of *Title V $3,000
technology technology annual *Title VIB
needs and equipment if technology $60,000
requests needed for equity plan. *IDEA $15,000
based on instruction. 1c. Review of *Local
equity plan 1c. Reassess disaster Fundraising
and data current recovery plan $32,000
from needs- disaster (current and TOTAL:
assessment recovery revised). $455,000
survey. planning and
1c. Maintain revise plan.
and improve
disaster
recovery
plan.
GOAL TWO- 2a. Adopt a Increase Review of Estimated School-level
Provide “train the knowledge annual Annual administrators;
professional trainer” and grade-level Technology Media
development model to application of and Funding Specialists/Instructio
opportunities more fully the system’s departmenta Sources: nal Technology
related to the implement vision for l action *General Fund Committee Members
implementati the vision of technology plans; review $180,000
on of the use of use 50% over of needs- *SPLOST/BOND
instructional technology. the next assessment $140,000
technology to 2b Utilize three years. survey data; *Title I $20,000
improve GaETTC, review of *Title III $5,000
student RESA, and professional *Title V $3,000
achievement. GaDOE development *Title VIB
personnel to plans; $60,000
provide teacher *IDEA $15,000
technology participation. *Local
training to Fundraising
administrator $32,000
s and TOTAL:
teachers. $455,000
GOAL THREE- 3a. Explore 3a-b. 3a-b. Review Estimated Associate
Expand the the Increase staff student Annual Superintendent/Direc
use of possibility of access and achievement Technology tor of Technology;
electronic replacing the application of data and Funding Instructional
communicati current student data teacher Sources: Technology
on system for student to improve access to *General Fund Specialist; Principals;
students, information instruction. data. $180,000 Teachers; Parents
staff, parents, system (i.e., 3a-b. 3a-b. Review *SPLOST/BOND
board Infinite Increase of annual $140,000
members, Campus) to communicati parent *Title I $20,000
and the improve on with survey data *Title III $5,000
community. communicati parents by to determine *Title V $3,000
on among allowing level of *Title VIB
staff and parents to communicati $60,000
parents. view on between *IDEA $15,000
3b. Provide academic teachers, *Local
parent portal progress, administrator Fundraising
access to discipline s, and $32,000
students’ incidents, parents. TOTAL:
grades, and $455,000
education attendance
plans, through the
assignments, parent
attendance, portal.
etc.
Objectives
The objectives for this plan are measurable. They define steps to increase the
 access and usage of technology for students, teachers, administrators, and the
community.
Action Plan 1. Modeling. The LOTI percentages signal that although the majority of teachers are at
the beginning stages of technology integration, Jefferson City Schools also has a high
percentage of technology leaders who can be used to model innovative and authentic
learning experiences with technology. These are the teachers who will support
technology planning as well as pilot new technology acquisitions. For example, in the
middle school, plans for the new school addition include ActivBoards in each classroom.
To ensure that teachers will fully use this new technology, an innovative teacher with
technology experience was chosen to pilot instruction with an ActivBoard for a year prior
to the additions. This will not only allow her to become the expert and the trainer for the
new teachers, but it will also generate excitement and interest as other instructors
observe her classroom.

2. Access. The school improvement plans at each school level contain a specific action
plan for improving technology access for all teachers. As the state moves to promote a 1-
to-1 computer ratio for all faculty and students, Jefferson City Schools is moving forward
to plan for an infrastructure that will support a strong wireless network while also
maintaining current networks and technologies.

3. Training. The Technology Bridges (formerly InTech) provides teachers with technology
training. Teachers often feel they need to-the-minute support with technology. The
school level library media specialist often provides this support through individual
instruction and assistance as well as team-level and school-level training
meetings/workshops. A strong emphasis in training library media staff directly supports
all school members: students, parents, paraprofessionals, teachers, and administration.
4. Leadership. For technology use and integration to improve, strong leadership must
occur at several levels. Teachers must mentor one another. As mentioned before,
teachers who are in the high levels of integration must provide assistance in training and
mentoring as well as being part of the technology planning process.
Program Software is selected per grade level to differentiate the needs of individual
Integration students and their classroom needs. These programs allow students individualized
instruction, assignments and pacing. The use of this software provides critical
components for interventions and progress monitoring pertaining to Response to
Intervention (RTI) requirements. The software and applications also allow school-
wide student access and portability of performance history as students’ progress.

Software programs that are available for Pre K-2nd grade instruction include but are not
limited to:
Reading Plus/Visagraph STAR Reading
Lexia CRT STAR Math
Lexia ER Accelerated Reader
Lexia PBR Math Facts in a Flash
Orchard Jumpstart
OAS Everyday Math Games
United Streaming Study Island

Software programs for 3rd-5th grade includes:

Reading Plus/Visagraph STAR Reading
Lexia CRT STAR Math
 Lexia SOS Accelerated Reader
Lexia PBR Math Facts in a Flash
Orchard Jumpstart
Classworks Everyday Math Games
Microsoft Office            
 Internet Access to OAS, United Streaming
and Study Island

Middle school Software programs include:

Reading Plus/Visagraph STAR Reading
Lexia CRT STAR Math
Lexia SOS Accelerated Reader
Lexia PBR Math Facts in a Flash
Orchard Jumpstart
Classworks Everyday Math Games
Microsoft Office          
 
Internet Access to OAS, United Streaming
and Study Island
High School Programs Include:
 Word, Excel, PowerPoint, Access  Google Earth
 Mathematics textbook software  PLATO learning
 GeoSketchpad  Online Assessment System (online)
 GALILEO databases  Keytrain
 Mandarin Library Catalog  Triumph College SAT/ACT
 Test Preparation – American Book
Company
Curriculum The information from the districts technology and learning statement to enhance
Integration classroom learning through technology was insufficient. The School District does
utilizes software and Internet sites as resources to supplement classroom
instruction and interventions however it was not stated in the technology plan.
Software is selected per grade level to differentiate the needs of individual
students and their classroom needs. These programs allow students individualized
instruction, assignments and pacing. The use of this software provides critical
components for interventions and progress monitoring pertaining to Response to
Intervention (RTI) requirements. The software and applications also allow school-
wide student access and portability of performance history as students’ progress.
Levels of Technology Integration ToolTotal Number of surveys submitted for Jefferson
City Public Schools: 125
Total Number of surveys completed:   110

LoTi Level Number of Staff Percent of total

Level 0 22 17.60%
Level 1 17 13.60%
Level 2 11 8.80%
Level 3 31 24.80%
 Level 4a 19 15.20%
Level 4b 7 5.60%
Level 5 2 1.60%
Level 6 1 0.80%

SUMMARY OF RESULTS
Almost 65% of faculty responded in the bottom half of the Loti categories (nearly equal to
the state percentage of 64%). 17.6% reported the level of 0 or “non-use.” Reasons for
this may include lack of access to technologies or lack of time within the context of the
teacher’s class. 13.6% reported being at level 1 or “awareness.” This may relate to the
teacher’s perception of how technology proves relevant to the instructional program.
8.8% of teachers reported being at the level 2 or “exploration.” At this level, teachers see
technology as a supplemental activity to their curriculum. At level 3 or “infusion”,
technology begins to become a tool for supporting instruction instead of technology being
the focus of instruction. Our greatest number of teachers reported being at this level
(24.8%), and 23.2% of teachers reported even higher levels of technology integration,
expansion, and refinement.
Evaluation (Martin Schools)
PROGRAM EVALUATION
9.1 Measurement The impact of technology throughout the District will be measured
using a variety of tools:
Annual Needs Assessment survey will evaluate the use of technology, level of
proficiency, and the quantity of technology training received.

Comparison of Florida Innovates profile data from year to year will indicate usage of
technology.

Documentation of technology integration into the curriculum will be seen in lesson

plans.

An increased number of computer-generated reports or technology-centered student

assignments will reflect growth in the use of technology.

Allschools will be encouraged to include a technology goal in their school improvement

plan.

Student academic achievement will improve as progress is made toward meeting the
educational goals of the Sunshine State Standards and technology is fully integrated into
the curriculum.

Datadriven decisions through the use of Clear View software, enables teachers to
monitor, analyze, and manage student progress.

9.2 Mid-course Corrections The Educational Technology Advisory Committee meets on a

regular basis in order to stay informed of new developments and to make
recommendations for change as they seem appropriate throughout the year. The ET staff
meets weekly to coordinate District efforts to develop, maintain, and implement
technology resources.
Standards (from Broward County Schools)
Goal 1:-Establish equitable access to technology and equipment in all four
schools.
1.1 Connect all classrooms to the network and provide classroom technology to
meet the current district standard.
1.1.1. Identify baseline inventory of currently deployed technology at each site.
1.1.2. Conduct annual needs assessment of site-based technology.
1.1.3. Develop a refresh plan including innovative budgetary considerations.
1.1.4. Thoroughly evaluate existing technology infrastructure and access to
broadband to determine current capacities and explore ways to ensure its
reliability.
1.2 Enable easy, seamless, secure connection to the network from all access
points.
1.2.1. Establish guidelines for access.
1.2.1.1. Define access points.
1.2.1.2. Define mobility within network.
1.2.1.3. Define mobile non-connected users.
1.2.2. Develop wireless standards.
1.2.3. Enhance remote access solutions.
1.2.4. Enhance security measures and procedures.
1.6 Continue to evaluate and improve the infrastructure to enhance the learning
environment and accommodate growth (refresh).
1.6.1. Develop technology deployment plan.
1.6.2. Identify and apply for external funding sources.
1.6.3. Identify alternative financing.
1.6.4. Conduct formative evaluation each year to monitor implementation of
District’s Technology Plan.
1.6.5. Continually improve planning process based on evaluation results.

Goal 2: Provide professional development opportunities related to the

implementation of instructional technology to improve student achievement.
2.3 Develop partnerships for staff development opportunities.
2.3.1. Create community resource centers.
2.3.2. Enhance parent involvement.
2.3.3. Develop an “e-mentoring” project for Broward schools.
2.4. Ensure the district provides every opportunity for staff to improve their
technical proficiency and ability to integrate the technology into the curriculum
2.4.1. Explore and implement system of rewards and incentives for exceptional
achievement.
2.5. Enable every teacher to participate in e-learning training.

Goal 3: Expand the use of electronic communication system for students, staff,
parents, board members, and the community.
1.4 Establish a business continuance plan to ensure continued access to
educational
and administrative resources.
1.4.1. Engage all stakeholders.
1.4.2. List and prioritize mission critical applications and data.
 1.4.3. Develop and test disaster recovery plan.
1.4.4. Develop and test contingency plans for applications/hardware/network.
1.4.5. Develop and test backup facilities (redundant).
Funding Funding for technology equipment, software, and training comes from a variety of sources
including the general fund, Title I, Title III, Title V, Title VIB, IDEA, and SPLOST/BOND.
Using best practices research, curriculum standards, technology plan documentation, and
recommendations from the technology department members, school personnel make
decisions about system-level equipment purchasing that will positively impact student
achievement.
The technology plan provides a prioritized list of funding source and amounts. It
provides a budget summary estimate of capital expenses for hardware, software,
facilities, infrastructure, staff development and tech support. The plan also
identifies possible alternative funding resources. The projects, timelines and
budgets are realistic and consistent with its goals and staff development
objectives.
Funding Source/Amount
Estimated Annual Technology Funding Sources:
*General Fund $180,000
*SPLOST/BOND $140,000
*Title I $20,000
*Title III $5,000
*Title V $3,000
*Title VIB $60,000
*IDEA $15,000
*Local Fundraising $32,000
TOTAL: $455,000
Estimated Annual Technology Funding Sources:
*General Fund $180,000
*SPLOST/BOND $140,000
*Title I $20,000
*Title III $5,000
*Title V $3,000
*Title VIB $60,000
*IDEA $15,000
*Local Fundraising $32,000
TOTAL: $455,000
Estimated Annual Technology Funding Sources:
*General Fund $180,000
*SPLOST/BOND $140,000
*Title I $20,000
*Title III $5,000
*Title V $3,000
*Title VIB $60,000
*IDEA $15,000
*Local Fundraising $32,000
TOTAL: $455,000
Pilot This would be a great project for Jefferson City Schools:
Projects
The Georgia Wireless Classroom Project
Does the Benefit Outweigh the Cost?

The Project
The Georgia Wireless Classroom Project is a pilot project funded by the Georgia
Technology Authority (GTA) in conjunction with the Student Data Research Center (SDRC).
Eight middle schools, located in the eight educational regions of Georgia, were selected
for the pilot project. All of these schools were schools that performed below the state
standards and were in need of academic improvement. Those schools are:

▪ Early County Middle School, Blakely ▪ Henderson Middle School, Jackson

▪ Hilsman Middle School, Athens ▪ Louisville Middle School, Louisville
▪ Marshall Middle School, Columbus ▪ Rossville Middle School, Rossville
▪ Truetlen Middle School, Truetlen ▪ W.L. Parks Middle School, Atlanta

Under the project, 5000 students and teachers received wireless laptop computers and
training.

The purpose of the project is to enhance teaching and learning through the use of
technology, with the specific goal of increasing student academic performance and test
scores.

The GTA has provided $10 MM in funding for a three year pilot period.

The two major vendors servicing the project are PLATO Learning/NetSchools (NetSchools
was recently purchased by PLATO Learning) and Gateway, Inc. NetSchools provided the
award winning web-based curriculum management system, NetSchools Orion SM and
professional development and technical services. Gateway provided the hardware, which
included wireless laptops and network cards as well as technical support and services.

Other vendors working on the project include:

Apple – Apple was chosen by Rossville Middle School to provide laptops to their students
and teachers.

AT&T – Provides the ISP and the web-hosting services

Enterasys Networks – The wireless network infrastructure provider

Hewlett-Packard – Provider of servers, hubs, printers and other hardware devices

InfoCase – Provider of protective laptop cases to withstand daily wear and tear
The First-Year Evaluation: A Summary

In the Fall of 2002, S.L. Ogletree and Associates, an independent education evaluation and
consulting firm, was tapped to evaluate the Georgia Wireless Classroom Project. The 100-
page report evaluated all eight schools and tackled three major questions: (1) How has
technology impacted your students’ activities? (2) What technological applications do you
employ with your students? (3) How has this project impact your teachers’ use of
technology?

Following are the results for the 8 schools on the Georgia Criterion Referenced Curriculum
Tests. The 2002 scores are compared against the 2001 scores (prior to the students
having a full year with the new system). The CRCT divides student results into 3
categories: (1) Exceeds the Standard (2) Meets the Standard and (3) Does Not Meet the
Standard.
The percentage of the students meeting or exceeding standards in math shows a
remarkable gain of 24 points over the 2001 scores. The English gains were almost as
strong with a 17 point increase over 2001.
Again, the gain in Math scores is quite impressive, an 11 point gain over the previous year.
While Hilsman showed great gains in Math and English, their reading scores dropped just
slightly.

Early County Schools

Early County Middle School 8th Grade CRCT Scores

2001 Math

2001 English

2001 Reading

2002 Math

2002 English

2002 Reading

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Does Not Meet Standards Meets Standards Exceeds Standards

Early County Middle School showed great gains across the board. Their English scores
went from 52% to 70% -- and 18 point gain in one year!

Jefferson County Schools

Louisville Middle School 8th Grade CRCT Scores

2001 Math

2001 English

2001 Reading

2002 Math

2002 English

2002 Reading

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Does Not Meet Standards Meets Standards Exceeds Standards

Louisville also showed great gains across the board. The graph indicates substantial gains
in the percentage of students meeting or exceeding the standard of 5 points in reading, 10
points in math and 15 points in English!

Marshall Middle School students improved 4 points in reading, 7 points in math and 13
points in English.

Walker County Schools

Rossville Middle School 8th Grade CRCT Scores

2001 Math

2001 English

2001 Reading

2002 Math

2002 English

2002 Reading

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Does Not Meet Standards Meets Standards Exceeds Standards

While Walker increased in all areas, it increased an astounding 19 points in English in one
year!

Truetlen Middle School is the only school that dropped slightly in all three sections. The
evaluators plan to take a more in-depth look at Truetlen to see if
administrative/leadership issues, parental issues or other factors may have contributed to
their decline in test scores.

The Eight Schools 8th Grade Results Compared to the State

 Percentage of Students Meeting or Exceeding Standards on 8th
Grade CRCT Scores 2001 and 2002
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2001 Reading 2002 Reading 2001 Lang 2002 Lang 2001 Math 2002 Math
Arts Arts
GWCP Schools State Summary

While the previous graph demonstrates that there is still a performance gap between the
pilot schools and the State Summary Percentages, the project thus far is proving to be a
success as it is decreasing the performance gap found in the middle school evaluations.
Furthermore, the graph demonstrates that real progress is being made.

The Results: One Year Later

Overall, the Georgia Wireless Classroom Project Schools gained a total of 20 percentage
points toward closing a performance gap of 67 points recorded on all sections of the 8 th
Grade CRCT results in 2001. The project schools have closed the 8 th Grade CRCT
performance gap between the eight project schools and the state as a whole by 30% in
the first year of the project.

If one takes into account that the first year is probably the most difficult, due to technical
glitches, a learning curve for students and teachers and all the other little headaches that
go with technology use, the project appears to be a remarkable success.

These are truly incredible gains considering that most charter schools and voucher
programs aim to increase student test scores by 5% in a year. If in two more years, these
same low performing schools can continue to produce these types of gains in test scores,
the $10 MM in GTA funds will not only have produced tremendous results, but also it will
have produced well-educated and academically competitive Georgia students.

Classroom Jefferson Elementary School (grades PreK-2)

configurati
ons Jefferson Elementary School has one computer lab equipped with twenty-one internet
connected, networked computers, an LCD projector, a printer, twenty-one individual
student response systems, a cable connected television with VCR and DVD player, and a
sound field system for voice amplification. The lab is used whenever whole class
instruction is desired and several times a year for testing to establish baseline data in
various instructional software programs. The lab is also used for teacher training and
demonstration.
In addition, every classroom is equipped with six internet-connected, networked
computers, a printer, a ceiling mounted LCD projector, boom box, cable connected
television with VCR and DVD player, and a sound field system for voice amplification.
Every first and second grade teacher has an interactive wireless tablet and may check out
one of six sets of twenty-one personal response systems as needed. A full time
paraprofessional is available to assist students and teachers whenever they are working in
the lab as well as to troubleshoot in their classrooms

Jefferson Academy (grades 3-5)

Jefferson Academy has a computer lab with 21 internet connected stations, 1 instructor
computer, an LCD projector, pull down screen, black and white printer, DVD Burner,
DVD/Video Recorder.  The computer lab is scheduled by teachers for group instruction.  In
addition, it is used for student testing, student training and teacher training.  A full-time
Paraprofessional is available to assist teachers in the computer lab and to troubleshoot
hardware and software problems in the classrooms.
Each instructional classroom has 6 internet connected computer stations, a black and
white printer, an LCD projector, an overhead projector, a DVD Burner, DVD/Video
Recorder.  25 of 29 instructional classrooms have a sound field system for voice
amplification.
Art, Music and Spanish classrooms each have 6 internet connected student stations, a
DVD/VHS player, a DVD Burner, an LCD projector and a pull down screen.  Art is also
equipped with a scanner/copier/printer.  Physical Education has 1 internet connected
teacher computer, 1 portable microphone.
The Media Center has 6 internet connected student stations, a DVD/VHS player, a DVD
Burner, an LCD projector, a motorized projector screen, a black and white printer, a color
printer, 2 desktop computers for administration purposes.
Each instructional teacher has an interactive writing tablet.  The media center has a tablet
which may be checked out by non-classroom teachers.
There is a laptop and portable LCD projector available for large group presentations in the
cafeteria, gym, science lab or teacher training room.
Each grade level has access to 2 document cameras, 2 student response systems and 2
portable TV monitors with DVD/VHS hook ups.
The teacher training and science lab rooms have internet connection and an LCD
projector.
 
Jefferson Middle School (grades 6-8)

Jefferson Middle School has four stationary labs: two instructional multipurpose labs, one
keyboarding lab, and one business lab. The instructional multi-purpose labs host teachers
from every curriculum area. The labs are reserved on a first-come, first-serve basis, and
are used for Internet and database (GALILEO) research, multimedia productions, and the
Online Assessment System (OAS) or PLATO Learning or Study Island to practice content
skills. Teachers also utilize classroom student desktops for rotating small-group stations
and assigning individual instruction: language arts (5), mathematics (5), social studies (4),
science (2), and remediation (5). Fifteen teachers currently have LCD projectors and
sound systems mounted in their classrooms for whole classroom instruction. The
mathematics teachers (6) have ELMO document readers for student work analysis and
displaying manipulatives.
 Jefferson High School

Jefferson High School has two CTAE computer labs, four instructional computer labs
including the media center lab that teachers can reserve for research and/or word
processing projects. Two of the labs have been created from surplused computers
donated by the Department of Defense.) When needed, the labs are used for online
testing, professional learning, as well as the counseling department who uses the labs to
introduce students to the Georgia Career Information System for
career/postsecondary/scholarship information. All computers in the system are internet
connected.
The high school teachers have one desktop computer or laptop in their classrooms, which
allows them to use the SASI student information system for attendance and grade input.
Many of our teachers and all of the office/administrative staff are using 2002 computers,
whose functionality is rapidly diminishing due to the minimum requirements for newer
software applications. Each teacher and lab has a printer and cable connected TV, and if
requested, he/she has an overhead projector, VCR/DVD player and boom box. JHS has 21
LCD projectors – 11 mounted in classrooms and 10 on carts. In addition, there is one
Interwrite School Pad but no document projectors or classrooms with sound field systems.
Facilities The quality and condition of most of the technology at Jefferson City Schools is poor. The
teachers and administrators reported that most of the computers are outdated,
particularly at the High school. The conditions at the academy are greater than any other
school in the system because it has only been open for four years. The elementary school
computers are only four to five years old. While elementary teachers do experience
occasional problems, things can usually be resolved in house.
There is no technician or someone who is trained in technology available of site at each
school to assist with day to day problems. The elementary school and academy each have
paraprofessionals who assist with technology while the middle and high schools do not.
The middle and high school in return have a long delay in the time problems occur to the
time they are able to be fixed. Therefore, teachers at these schools often have to go
many days without technology which takes away from classroom experiences.
Maintenan Network Management The management of the network is done through the Educational
ce and Technology Department using software to manage switches, routers, servers, and
Support desktops. To speed up the support procedure for end users, all workstations will continue
to be diagnosed for failure and management problems. Many can be corrected from the
central office
Support LAN/WAN support will consist of a three-tier approach:
Tier one: The ETAC member, who is usually the media specialist, will do initial
troubleshooting of onsite problem and coordinate with the Help Desk for additional
support and service.

Tier two: Hardware technicians, software support and network specialists will support
the site-based person as needed. This team will visit the site to troubleshoot problems or
seek out other resources.

Tierthree: Network engineers and technical experts in the area of voice and data will be
deployed by ET when necessary.

The District will continue to maintain an inventory of parts for older equipment for service
and repair. New equipment will be purchased with a minimum of a four year warranty.
The business partnership between the District’s Instructional Technology Department and
Comcast Cable will maintain cabling for TV and video. The repair of other technical
 equipment such as hubs, routers, satellite dishes, and video equipment will be outsourced
due to the cost effectiveness.
Software Please note that instructional applications are not listed below. Curriculum
Agreement software lists
s will be developed in conjunction with principals and the Department of Curriculum
and
Instruction.
♦ Internet Explorer 5.5 or higher
♦ Microsoft Powerpoint
♦ Microsoft Access
♦ Microsoft Excel
♦ Microsoft Publisher
♦ Microsoft Word
♦ Norton Antivirus
♦ Microsoft Advanced Server 2003 for network maintenance
♦ Infinite Campus and related components
Acceptable Acceptable Use Policies
Use Policy
Board Policy
Descriptor Code: IFBG

Internet Safety

It is the belief of the Jefferson City School District that the use of telecommunications,
including the Internet, in instructional programs is an educational strategy which
facilitates communication, innovation, resource sharing, and access to information.  Use
of the Internet must be in support of education and research and consistent with the
educational mission, goals, and objectives of the school system.

It shall be the policy of the Jefferson City Board of Education that the school district shall
have in continuous operation, with respect to any computers belonging to the school
having access to the Internet:

1.    A qualifying "technology protection measure," as that term is defined in Section

1703(b)(1) of the Children’s Internet Protection Act of 2000; and

2.    Procedures or guidelines developed by the superintendent, administrators and/or

other appropriate personnel which provide for monitoring the online activities of users
and the use of the chosen technology protection measure to protect against access
through such computers to visual depictions that are (i) obscene, (ii) child pornography, or
(iii) harmful to minors, as those terms are defined in Section 1703(b)(1) and (2) of the
Children’s Internet Protection Act of 2000.  Such procedures or guidelines shall be
designed to: 

a.    Provide for monitoring the online activities of users to prevent, to the extent
practicable, access by minors to inappropriate matter on the Internet and the World Wide
Web;
 
b.    Promote the safety and security of minors when using electronic mail, chat rooms,
and other forms of direct electronic communications;
 
c.    Prevent unauthorized access, including so-called "hacking," and other unauthorized
activities by minors online;
 
d.    Prevent the unauthorized disclosure, use and dissemination of personal identification
information regarding minors; and
 
e.    Restrict minors’ access to materials "harmful to minors," as that term is defined in
Section 1703(b)(2) of the Children’s Internet Protection Act of 2000.

The Superintendent is therefore directed to develop procedures and exhibits to affect the
implementation of an acceptable Network/Internet use policy.  Such procedures and
exhibits should ensure strict compliance with all applicable ethical and legal rules and
regulations by all users of the Network/Internet in Jefferson City Schools.

Jefferson City Schools Date Adopted: 6/13/2002

Last Revised: 1/8/2004

CIPA Compliance Requirements

"Undertaking such actions" refers to actions related to implementation of the CIPA

requirements that should be in place. The requirements are:

1. Technology Protection Measure

A Technology Protection Measure is a specific technology that blocks or filters Internet

access. It must protect against access by adults and minors to visual depictions that are
obscene, child pornography, or - with respect to use of computers with Internet access by
minors - harmful to minors. It may be disabled for adults engaged in bona fide research or
other lawful purposes. For schools, the policy must also include monitoring the online
activities of minors. Jefferson City Schools uses Lightspeed Total Traffic Control (2006).

2. Internet Safety Policy

see attached

The Internet Safety Policy must address the following issues:

a. access by minors to inappropriate matter on the Internet and World Wide Web;
b. the safety and security of minors when using electronic mail, chat rooms, and
other forms of direct electronic communications;
c. unauthorized access, including so-called "hacking," and other unlawful activities
by minors online;
d. unauthorized disclosure, use, and dissemination of personal information
regarding minors; and
e. measures designed to restrict minors' access to materials harmful to minors.

3. Public Notice and Hearing

 The Jefferson City Schools Board of education updated and adopted the Internet Safety
Policy January 2004. The minutes and the policy can be found on www.jeffcityschools.org
in the board of education web page.

The authority with responsibility for administration of the school or library must provide
reasonable public notice and hold at least one public hearing to address a proposed
Technology Protection Measure and Internet Safety Policy.

Following are a few examples of documentation that could demonstrate that a school or
library is "undertaking actions" to comply with CIPA. This list is not meant to be
exhaustive.

a. A published or circulated school or library board agenda with CIPA compliance

cited as a topic.
b. A circulated staff meeting agenda with CIPA compliance cited as a topic.
c. A Service Provider quote requested and received by a recipient of service or Billed
Entity which contains information on a Technology Protection Measure.
d. A draft of an RFP or other procurement procedure to solicit bids for the purchase
or provision of a Technology Protection Measure.
e. An agenda or minutes from a meeting open to the public at which an Internet
Safety Policy was discussed.
f. An agenda or minutes from a public or nonpublic meeting of a school or library
board at which procurement issues relating to the acquisition of a Technology
Protection Measure were discussed.
g. A memo to an administrative authority of a school or library from a staff member
outlining the CIPA issues not addressed by an Acceptable Use Policy currently in
place.
h. A memo or report to an administrative authority of a school or library from a staff
member describing research on available Technology Protection Measures.
i. A memo or report to an administrative authority of a school or library from a staff
member which discusses and analyzes Internet Safety Policies in effect at other
schools and libraries.

Gifts and Obtained from Polk County School System

Disposal
Gifts: Technology related items must meet minimum technology standards and be
approved by the Technology Director and Assistant Superintendent.

Disposal: Computer related equipment that is no longer suited to the work being done in
the classroom and/or falls below our minimum equipment standards will be evaluated by
the technology director. A decision will be made to: (1) upgrade the equipment; (2) use as
parts for repairs; (3) sell at the district auction; (4) dispose of, recycle, or trade in on new
computer related equipment. Items sold at auction, disposed of, recycled, or traded in
should be at least four years old and be determined by the technology director in need of
removal from use and be approved by the Assistant Superintendent. Technology staff will
remove or erase all hard drives to ensure confidentiality of information and to conserve
software licenses. Computer related equipment will be disposed of in an appropriate
manner; such as an authorized recycle company or a landfill authorized for disposal of
computer related equipment. A list of disposed items will be maintained for inventory
 purposes.
Staff Describe how the local educational agency will provide professional development and
Developme ensure that specific funds like E-Rate and other sources are spent on scientifically and/or
nt evidence based practices in relation to the purchase of technology and technology tools.

Jefferson City Schools seeks to provide high-quality professional development programs

with follow-up and support that promotes knowledge and enhances skills related to the
use of technology for learning, teaching, and productivity. In accomplishing these goals,
JCS offers several different professional development opportunities: annual technology
conferences, ETTC training workshops, RESA workshops and courses, DOE Elluminate
sessions, consultant-facilitated training, and media specialist training sessions for
faculty/staff (group and individual). The JCS system technology committee along with the
professional development committee collaborates to develop professional training that is
job-embedded, standards-based, results-driven, and aligned with the system-level goals.
Staff members from the University of Georgia ETTC center, RESA, GaDOE, and outside
consultants are available to assist JCS with the development and implementation of
professional development training. In addition, any school can request specific training on
any and all technology applications available within the classroom. Professional learning
courses, offered through the UGA ETTC and the local RESA system, promote current
system initiatives, increase skill and productivity in specific applications, provide strategies
for using technology to enable or enhance learning, and provide hands-on training of
emerging technology based on the Georgia Performance Standards.

The following list outlines professional development opportunities that address system
initiatives:

Course/Workshop Departments involved

Annual Georgia Educational Technology Technology, Media, Administration,
Conference Business Education
Online Assessment System training All departments
Curriculum Software training All departments
New Teacher Network Technology Elementary teachers
Training
Web software training (Dreamweaver) Technology, Media, Business Education
Productivity programs (Microsoft Office) Technology, Media, Paraprofessionals
Arc training Transportation, Clerical staff,
Adminstration
SASI training All departments
SEMSNet Special education
Presentation tool training All departments

References

http://www.gwinnett.k12.ga.us/Techplan06/05b.html
http://www.cherokee.k12.ga.us/departments/technology/Documents/StateTechPlan-2008-
2011.pdf

http://www.broward.k12.fl.us/etp/section1/TechnObj05-08.pdf

www.projectred.org/uploads/GWCP_Policy_Paper.doc

http://et.martinschools.org/modules/locker/files/get_group_file.phtml?
gid=1584632&fid=8821161