Lara Komanecky, Martha Hill, Darryl Allison

Technology Plan
FRIT 8132
Spring 2013

Part One:
The Technology Plan we studied came from the Jackson County School System, a rural county near Athens,
Georgia, and is implemented from July 1, 2012 to June 30, 2015. This Plan was detailed with specifics that were to
project future grown within the system and coordinated to reflect school professional development and financial
feasibility during this Plans use. The Plan was revised on July 30, 2012 after the perusal of Jackson Countys new
superintendent, Dr. John Green; changes were made to accommodate his suggestions for improvement. The Jackson
County School System is composed of two high schools, two middle schools and seven elementary schools. At least six of
these 11 schools are Title I schools, nestled in a small, rural community. According to county documents, we have
maintained a 3% student population growth in spite of recent economic recession.
Overall, the Jackson County Technology Plan is a strong, comprehensive plan. We found minimal room for
improvement within this plan. Bob Betz, our Technology Coordinator, has developed a detailed plan which takes into
account all stakeholders within Jackson County. The main weakness we found with this plan is that it lacks a summary
section, which should be included at the end of the plan.

1. An outline of changes you plan to make in the plan on an area-by-area basis. For
each area in the technology plan, explain the following:
a. The problem(s) that you see in the existing plan.
b. The change(s) that you want to make in this section of the plan.
c. Why you believe this change is necessary and what resources are required.
2. A detailed explanation of the resulting improvements you hope to see due to your
changes. This is assuming that the district personnel responsible for implementing
curriculum and technology will follow your plan.

Part Two:

Broad-Based Support

This flow chart shows the instructional technology staff in Jackson County; however the
explanation
of services was limited in this plan. We would have liked a detailed explanation of services
provided.

Needs Assessment:

District-wide technology needs are discussed at length on pages 7-9 and 16-18 in the Jackson
County School District Three-Year Technology Plan (attached). There is a detailed description of
telecommunication services, hardware, software and other services needed. Staff input is
frequently analyzed and referenced throughout the plan. This section is adequate as is.
This section is adequate as is.
Mission Statement

Mission/ Vision

The Department of Information Services and Technology (DIST) relentlessly strives to provide a
technologically enhanced learning and working environment for students, teachers,
administration and parents, the stakeholders, of Jackson County Schools. Reliability, availability,
resiliency, flexibility, and efficiency are imperative characteristics for this pervasive technology
environment to immerse our stakeholders in 21st century educational and learning environments.
The technology based systems and processes must be adaptable for the ever evolving world of
technology to allow for growth and progression into the future. Professional development and
training are critical services to be provided to ensure integration and implementation of
technology into the curriculum and learning environment.
Vision

Students and teachers are able to use network resources with personal equipment (BYOT)

Laptop/netbook computers
Tablet computers
Smart phones
Any personal computing device that can be used to access Internet/network based
learning resources

Technological resources are reliable and efficient, available when needed

7X24 availability for district based technology resources

Teacher websites/blogs/resources
E-mail
Computer labs
Wireless labs

Online, cloud, resources are used for assessment, remediation, acceleration, and testing

Achievement Series/Performance Series

Georgia Virtual School
Successmaker
Read180/Earobics
Accelerated Reader/Math Facts in a Flash
Study Island
Rosetta Stone
MediaCast (streaming repository of video/voice media as well as live TV)

Daily use of technology in the classroom is ubiquitous across the district

Personal computing devices are utilized by students

SMART technology is utilized by both teachers and students
All levels incorporate technology appropriate to grade level
Available to every student
Backbone upgrade from a shared to dedicated 1Gpbs architecture, building toward a
10Gbps where feasible

Teachers transition to facilitators of learning by incorporating technology

A paradigm shift for many teachers

Provide problems for students to solve, allow learners to find their best means
Guide/Assist those who are stuck
Display/model technological resources that are useful
Learn from students other effective methods/resources
Attend professional development/training sessions to increase knowledge

Students are self learners as they learn to use technology as a means to access knowledge and

solve problems

Students can function at their own pace

Comfort with using the technology
Self-initiate the search for knowledge based on the goals provided by the teacher
Individualized methods for solving problems, finding information
Introduces self reliance while also enhancing group organization

Communication between all stakeholders is greatly increased and efficient

E-mail for communication between any/all stakeholders at any time

Phones in every classroom
Teacher/Administrator web presence, web sites, blogs, resource lists (traditional web
page, social networking such as Facebook,Twitter; Novell Teaming, in-house service)
Available 7x24
Cellular phones for administrators and key central office personnel allow for instant
communication, particularly in cases of emergency/crisis via voice, e-mail, or text
(Verizon Wireless Blackberry)
Mobile data access for technology personnel to be able to recover/repair systems from
anywhere (Verizon Wireless Hot Spots)
Student Information System (Infinite Campus) provides a platform to improve the
efficiency in mass communication with stakeholders such as callout services for events,
updates, truancy over VoIP lines.

Wireless network access is pervasive at all facilities in the Jackson County School District

All access is filtered in accordance with CIPA requirements for all stakeholders
Students, Teachers, guest users each have isolated wireless networks
The wireless network can sustain heavy loads and provides coverage not only within the
schools walls but common areas as well
Accessible 7x24
No use of external wireless services allowed, to maintain CIPA compliance
Stakeholders are educated about proper digital citizenship and the potential online
dangers

Computers are effectively distributed within the district to allow for maximum access for all
stakeholders

Models of use derive best deployment practices for schools

BYOT will allow for greater classroom access, reduces the need for classroom computers
in higher grade bands
At the high school and middle school level, no classroom computers, more labs.
At the elementary school level, maintain 2-4 computers/classroom
Coordinate the use of labs to maximize computer utilization
Eases the ability of the district to maintain modern computer availability to
stakeholders

Interactive white boards and peripherals are an essential component of the classroom
SMART boards in every classroom
SMART document cameras in every classroom
SMART response systems, in proportion to student levels
Dedicated computer for each SMART board
Dedicated SMART response transceiver for every classroom
SMART XE response systems for high school mathematics and physical science classrooms
SMART Slates for classrooms, provided tablet technology remains incompatible

Digital/Electronic media are the de facto source for information

Stakeholders need to consider online/Internet resources as the primary source
Phase out the use of text books
Digital/Electronic resources are available 7x24
By using personal technology in class, students can continue learning away from school
Reduction in paper use, copier/riso materials for stakeholders
Need to educate stakeholders in safely backing up electronic work

The District continually monitors and adapts technology to utilize developing trends that
effectively improve learning
Professional Development must continually evolve
Research and test only those technologies that are proven to be effective
New technologies need to be as user friendly as possible
Teacher attendance of training must become mandatory
Teacher/student feedback critical
Maintain Internet access levels to ensure enough bandwidth exists to accommodate the needs of
our stakeholders

Goals and
Objectives

The Jackson County plan provides a detailed list of goals on pages 10-21 of the plan. While these
goals are accompanied by strategies and benchmarks we found a few of them to be vague; for
example, the goal incorporate smart board technology into curriculum. There is no percentage
of use, or goal of percentage of use listed. In order to improve this section of the plan, each goal
should provide specific, measurable data and a method of assessing implementation; this is
present for some goals but not all.
This section is adequate as is.

I.
Action Plan/
Multi-year
Planning

Vision for Technology Use

Compose an overall mission and/or vision which describes the steps the LEA is
taking to ensure all students/teachers have increased access to technology. Include
a list of specific vision statements for system educational improvement over a three
year period.

(See cover page)

Jackson County School District

Jefferson, Georgia

Three-Year Technology Plan

July1, 2012 June 30, 2015

July 1st, 2012
Revised 7/30/2012

GOAL:

Strategies

Program & Curriculum

Integration

Develop curriculum
path by grade level for
an academic year

Educate Students and Teachers on Internet Safety and digital

citizenship

Benchmark

By August 1,
2012, have the
curriculum
distributed to
schools

Train faculty and staff at

By September
each school on how to
2012, train all
use our online resource
faculty and staff
www.commonsense.org

Educate all students

and employees of our
CIPA policy

Evaluation
Method

Funding
Source/Amount

Local STC
committee
meetings,
Principal
feedback,
No Cost
communication
with
Instructional
Tech Specialists
(ITS)

Person
Responsible

Director of
Technology,
Local STC,
assigned DIST
personnel

Sign in sheets,
Mandatory
training

No Cost

Review CIPA policy Signed

before signing user acceptable use No Cost
agreement
agreements

ITS

Principal at
schools,
Department
heads for

non-teaching

Deliver Instruction

GOAL:

Strategies

Create a Tech Smart

professional
development track for
teachers

Internet
Safety/Digital
Citizenship
instruction in the
classroom on a
monthly basis

Monthly signoff
on instruction No cost
delivery

Incorporate SmartBoard technology into curriculum

Benchmark

Curriculum
established for
varying levels of
expertise with
SmartBoard
technology

Evaluation
Method

Funding
Source/Amount

Documentation
outlining and
No Cost
detailing the
curriculum

SmartBoard
technology
utilization in the
classroom is
increased

Person
Responsible
ITS, Assistant
Principals for
Instruction
(API), Director
of
IS&T

Begin sessions in Class schedules,

Deliver Tech Smart
January 2013 at all Sign-in sheets, No Cost
instruction to teachers
grade levels
lesson plans

Assess Tech Smart

effectiveness, adjust
programs as needed

Principal,
Classroom
teachers

Teacher
observations,
General
observation,

No Cost

ITS

Principals,
APIs, ITS,
Director of
IS&T

Student surveys

(pages 10-11 above)

From page 24, A new professional development program to be started in January 2013 is our
Tech Smart program. This will establish a beginner, intermediate, and expert level program
for elementary, middle, and high school grade levels using SMART Technologies equipment we
have in every classroom (SmartBoard, document camera, and response systems). This District
program will result in teachers receiving certifications in SMART technology. It should result
in an increase in the integration of SMART technologies within the classroom and curriculum.
From pages 24-25, Jackson County Schools begins addressing technology literacy early in a
childs academic career. Each grade level has identified areas where orientation to technology is
optimal. Official technology/keyboarding training begins in 4th grade with mastery expected by
8th grade. Below are understandings for each grade:

Kindergarten Tracks text read from left to right and top to bottom. Uses left to right
pattern of writing.
First Grade Begins to use dictionary and glossary skills to determine word meanings.
Begins to use a variety of resources (picture dictionaries, the Internet, books) and
strategies to gather information to write about a topic.
Second Grade Uses a variety of resources (encyclopedia, Internet, books) to research
and share information on a topic. Uses the dictionary and thesaurus to support word
choices. Listens to and views a variety of media to acquire information. Increases
vocabulary to reflect a growing range of interests and knowledge.
Third Grade Applies dictionary, thesaurus, and glossary skills to determine word
meanings. Uses a variety of resources to research and share information on a topic.
Publishes by presenting an edited piece of writing to others. Uses resources
(encyclopedias, Internet, books) to research and share information about a topic. Uses
the dictionary and thesaurus to support word choices. Uses common rules of spelling
and corrects words using dictionaries and other resources. Listens to and views a
variety of media to acquire information.
Grade Four The student uses research and technology to support writing. The
student uses various reference materials (e.g., dictionary, thesaurus, encyclopedia,
electronic information) as aids to writing. Demonstrates basic keyboarding skills and
familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).
Grade Five The student uses research and technology to support writing. The student
demonstrates basic keyboarding skills and familiarity with computer terminology (e.g.,
software, memory, disk drive, hard drive). Creates simple documents by using
electronic media and employing organizational features (e.g., passwords, entry and
pull-down menus, word searches, thesaurus, spell check). Uses a thesaurus to identify
alternative word choices and meanings. When delivering or responding to
presentations, the student: Uses notes, multimedia, or other memory aids to structure
the presentation. Uses technology or other memory aids to structure the presentation.
Middle School Business and Information Technology
o Middle School Keyboarding
o Sixth Grade Computer Applications
o Seventh Grade Computer Applications
o Eighth Grade Essential Skills for Business
High School Business and Information Technology
o Business Document Processing
o Business Data Applications
o Multimedia Presentations & Communication
o Technology Communications for Business
o Business Procedures.

This academic year will be the first time the district requires the 8th grade technology
assessment to be performed in the fall for reporting on the State Technology Inventory. This
will allow the DIST and those in curriculum to assess and address needs before the school year
is out. We use an online assessment provided at www.learning.com for the test. This is
currently a free service and allows for us to compare our scores to neighboring districts.
We are in the beginning stages of a re-write concerning not only 8th grade technology literacy
but a complete technology curriculum for ALL grade levels. This vertical alignment concept
will get not only the students but also the teachers in step with each others technological
ability expectations. Additionally, this alignment will be in-step with CCGPS theorem
concerning vertical alignment of learning.

This section is adequate as is:

From page 10,
Evaluation Plan:
Evaluation

Data collection strategies to monitor progress for each technology

GOAL/STRATEGY/BENCHMARK are provided.
Responsibility for collecting and analyzing data on each technology
GOALS/STRATEGY/BENCHMARK is assigned and documented. (Titles are sufficient.)
Evaluation plan includes specific methods to determine how technology program successes
affect (1) student achievement, (2) student technology literacy; and (3) the quality of
students learning experiences.

Also refer to benchmarks on pages 11-21.

Standards

Refer to pages 4-10 of The Plan. The only change needed here is a detailed explanation of
anticipated maintenance and support. We would like to see a designation of specific personnel,
time and necessary updates for equipment, based on expectations for future planning.

Funding Alternatives

Funding sources are identified with each goal listed on pages 10-21. However, some funding
sources are too vague. Specific SPLOST amounts and depreciation values should be considered
and listed. SPLOST money and the general fund are cited, but detailed amounts are not always
included and explained.

School Pilot
Projects/Educational
Research

This section is adequate as is. A Bring Your Own Technology initiative and a Cloud-Based
instructional program are referenced throughout the Plan. They are specifically delineated on
pages 12-15.
This section is adequate as is. Configurations needed for Cloud-Based instruction are
listed on page 10,
JCSS will continue using the Internet, cloud, based programs and in house systems for
teaching, assessment, intervention, remediation, and acceleration. Our established platforms
have proven to be effective and we are currently satisfied with what they have to offer. We do
continue to assess our platforms and compare them to other systems we are not currently
utilizing.

Model Classroom
Configurations

JCCHS will receive the necessary equipment and circuitry to enable IP telephony in the
school, this will have all of our schools equipped with Cisco Unified Communications system
(UCS). This architecture allows for any voice communication within the school district to be
accomplished via our infrastructure by simply dialing an extension. It also provides a cost
saving in allowing us to route calls through appropriate portals to greatly reduce long distance
calls, particularly to the Atlanta area codes. All teachers in the entire district will have a phone
in their classroom to facilitate instant communications with parents, students, and allow for
immediate contact to 911 in case of an emergency. Additionally, each teacher in the school
district will have a voice mailbox to provide a means for parents and/or students to contact the
teacher without requiring front office or administrative staff to take notes. During times of
instruction or testing, the phones can be placed into a Do Not Disturb mode to avoid

disruption in the classroom.

A phone system and voice mail upgrade will be performed to allow for better integration
between the e-mail and phone systems, to include the Blackberry devices utilized by administration and
technology personnel. The newer systems will allow district issued Blackberry devices to operate in the
Cisco UCS environment, providing greater accessibility for the devices. Currently many of our school
buildings defeat the Verizon Wireless coverage due to the metal roofs. With this integration, a single
device will only be needed and the Blackberry will function anywhere within the school. This increase in
functionality also enhances the safe operation of the school.
To stay in compliance with CIPA, JCSS will provide education to students and teachers
concerning proper online behavior and the potential hazards and dangers of Internet activity. Weve
updated our CIPA policy to comply with the latest FCC requirements and have distributed this to all
principals and assistant principals. Additionally, anyone who signs an acceptable use policy, student or
employee, will be required to review the CIPA policy. To facilitate educating our students and teachers,
JCSS will primarily utilize the resources contained at www.commonsense.org. This online provider has a
full curriculum developed by appropriate grade level with lesson plans, activities, and multimedia content
to provide the necessary information concerning digital citizenship. We will require the teachers to
dedicate one hour a month toward Internet Safety education. We are developing a program that will
also educate parents and our communities about Internet Safety.

From page 9, regarding BYOT implementation,

Regardless of the classroom/lab desktop computer deployment results, JCSS intends to install a
desktop computer in each classroom whose sole function is to operate the SmartBoard. This
ensures all the teachers will have identical platforms to operate their interactive whiteboards.
Another major benefit is that this will allow substitute and student teachers to have a computer
platform to keep classroom operation efficient as they will not have to worry about accessing a
computer to connect to the SmartBoard. Many of the teachers currently use their laptop to
connect to the SmartBoard.

Facilities

At this point, every classroom has been provided adequate equipment updating,
supporting integration of technology initiatives. This is based on the needs assessment
and our knowledge of Jackson County Schools.

Maintenance/Support See Broad Based Support and Needs Assessment.

This section is adequate as is. All documents listed in the appendix below are included,
in full, in the Plan.
I.

Software Agreements

Appendix- Required for E-Rate and Local School Board Policies

a. Student Acceptable Use Policy
b. Employee Acceptable Use Policy
c. CIPA Policy
d. Current IS&T Organization Chart
e. Full IS&T Organization Chart (future)
f. Basic network design in each school
g. MPLS Backbone network architecture drawing (attached as mplsNet.pdf)

Copyright/Acceptable
See above.
Use Policy
This is not included in our plan. The following should be included:
Gift Acceptance of Technology
Hardware or Software

Gifts and Disposal

As per BOE policy, persons or organizations desiring to make gifts to the schools should
contact the superintendent. The superintendent will obtain approval from the Board of
Education. All gifts will be regarded as district property. In addition, before accepting gifts of
technology hardware or software, the superintendent or designee will determine whether the
gift will operate efficiently within the districts current technology systems, aligns with the
current technology plan and curriculum, and is operationally sound (virus free, etc.)
Disposal Process for Unused, Outdated, or Inoperable Technology and Software
As per BOE policy, excess or unusable district-owned equipment and supplies will be
disposed of at the discretion of the Board. Technology systems that can no longer be upgraded
or used in a reasonable manner are sold at the Community Garage Sale, dismantled and used
for spare parts, donated to charities or other non-profit organizations or destroyed. When it is
necessary to destroy technology hardware and software, the local trash service hauls the
systems to the county landfill where they dispose of the material appropriately.

Fahring, Michelle. Usd 511 technology plan. (2012). Retrieved from

www.usd511.net/technology?Appendix_B_gifts.doc
Staff Development

Professional development opportunities are listed throughout the Plan. However,

specific professional development goals and outcomes are not always listed.