Effingham County Districts

Technology Plan Update

Submitted to:

Dr. Charles Hodges

of Georgia Southern University
in partial fulfillment of the requirements for
FRIT 8132-Y01
Updated by:
Stephanie Reid, Vivian Smith, and Sherri Turner
Spring 2013
Sunday, April 28, 2013
Statesboro, Georgia

Part 1: Narrative
Introduction:
The Effingham County School District technology integration plan was last updated in
July 2012. It is a three year plan ending June 2015. Sand Hill Elementary School follows

this plan very closely. The teachers, principal, assistant principal, instructional
supervisor and the assistant superintendent keep track of student data from the
programs being used to remediate and enhance student learning. Teachers show the
technology resources being used for student learning in their lesson plans. All
classrooms including special education have 21st Century Technology including
wireless pads, projectors, projection screens, clickers/crickets/CPS student responders,
software, and internet access. Some instructional support programs available for
teachers are BrainPOP (K-5th), BrainPOP Jr.(K-3), Discovery Education/
Unitedstreaming (K-5th), Georgias Online Assessment System (OAS 1st-5th), Georgia
Standards-Learning Village (K-5th), and Microsoft Office Suite (Word 1st-5th, Excel 3rd5th, Publisher 1st-5th, and PowerPoint 1st-5th). Third, fourth and fifth grade homerooms
have permanent time segments reserved in the resource lab which is required to be
used for student use of Study Island and/or Classworks. Study Island, 3rd-5th, practice
and review is devoted to GPS math and Math Common Core content and skills.
Teachers assign skills in Study Island based on skills taught in the classroom and for
test preparation. Classworks, K-5th, is a program used for ELA and Math learning
practice opportunities. Our Classworks Implementation Manager who works for
Curriculum Advantage, Inc. keeps track of student progress, visits periodically to share
student data with the assistant superintendent, principal, assistant principal,
instructional supervisor, and technology teacher. He addresses any concerns and
answers questions about any facet of Classworks. CRCT test data is imported at the
beginning of the school year which creates individual learning paths for students. Each
child works on skills not mastered on the CRCT. As children complete the skills in their

individual learning paths, teachers assign new skills for students to practice. Students
also have access to Classworks at home which increases their practice time on skills
assigned by their teachers. CRCT Coach workbooks (3rd-5th), SRA reading kits (3rd5th), Write From The Beginning (WFTB) K-5th, Daily Grammar Practice (DGP) K-5th,
Daily Oral Language (DOL) 3rd, Daily Reading Practice (DRP) K-5th, and Question of
the Day (K-5th) are additional programs used by classroom and resource teachers.
Math teachers also use Xtra Math (K-5th), Fantastic Five (2nd-4th), Rocket Math (2nd5th), Rhymes and Times (3rd), Factivation (3rd-5th), Complete the Puzzle, Chants,
Songs, CDs, and games are used in grades K-5th for math facts practice and quick
reviews. The Gifted and Talented teacher collaborates with science, reading, and
language arts teachers to provide enrichment activities for students in cluster classes in
grades 1st-5th. Effingham County School System does not include pilot programs in
the technology plan.
Effingham County School System is a rural area with eight elementary schools, three
middle schools, two high schools, and one college and career academy for high school
students. Sand Hill Elementary is one of the schools located in this county. The current
student population at Sand Hill Elementary is six hundred twenty-eight in grades Pre-K
through fifth. The racial break down of this schools student population is: 558 white, 36
black, 21 mixed, 11 hispanic, and 2 American Indian. The student gender break down is
307 male and 321 female. Three hundred ninety-three students qualify for free or
reduced lunch. It is located in the southwest quadrant of the county. The school
encompasses twenty-five acres of land. The location was formerly a helicopter landing
facility that was owned and used by the federal government. A county commissioner, Mr.

Noel C. Conaway, spoke up for the land anticipating future county needs. That need
arose in 1995 when the school was established. Adjacent to the school site, on the
remaining portion of land is a community recreation park. The area includes basketball
and tennis courts, as well as, baseball and soccer fields. The paved area is utilized for
racing remote control cars, flying model airplanes, and launching rockets.
Overview
The evaluation of the May 2012 Effingham County Technology Plan demonstrated both
strengths and weakness evident in the following component areas: review of previous
technology plan, executive summary, planning process, student needs, technology
vision and mission, current reality and gap analysis, goals and benchmark,
communications and marketing, professional development, interoperability and
redeployment procedures, CIPA compliance, and Internet safety. The rubric utilized in
the evaluation of the technology plan focused on the following components, with
strengths and weaknesses: executive summary, technology mission and vision, student
needs, goals and realistic strategy for using telecommunications and information
technology, professional development strategy, assessment of telecommunication
services, hardware, software, and other services needed, budget resources, and
ongoing evaluation process. The level of comprehensiveness rated the components on
a range from 1 to 4. A score of 1 reflected the evaluators analysis of a specific
component as either unclear or absent. A score of 2 represented an unacceptable
rating; however, one facet of the component had been minimally met in the evaluation
plan. A score of 3 demonstrated the majority of the components acceptability, and a
score of 4 showed that the evaluated component of the technology plan deemed 100%

acceptable as defined by the rubric.

The overall assessment of the Effingham County Technology Plan revealed strengths in
the areas of assessment of telecommunications, hardware, software, and other services
needed. This component received the highest possible level of comprehensiveness.
The Effingham County School Districts technology plan describes and provides
adequate telecommunication services. The district is presents adequate hardware,
software, and other services. The following are identified: 10Mps connectivity, with
Gigabit, Backbone Gbps fiber connectivity, backbone speed of 1Gbps, a
telecommunication system with a Firewall and AT&T router. In addition, the school
districts technology plan lists hardware: 3,096 modern computers, 37 school based
servers, 15 additional servers for email, web, SIS, general file and print servers. Also,
the Effingham County technology plans mission, vision, and student needs were given
a score of a 4. These components support and meet the administrations and students
educational goals. The hardware, software, and network systems assist students,
administrators, educators, and support personnel with participating in self-directed
lessons and with using technology independently. Ultimately, the students,
administrators, educators, and personnel will use appropriate technology to
communicate ideas, interact, and report concerns.

The evaluation revealed weaknesses in several component areas. The following areas
received a score of 3: goals and realistic strategy component for using
telecommunications and information technology, the Executive Summary, and budget
resources. In the goals and realistic strategy component, some goals lack clear,

measurable goals. The Executive Summary received a score of three because available
technical support personnel are not listed. In addition, the areas of technical expertise of
support personnel were not identified. Current technologies are mentioned, but not
specified as to which equipment is being used for instructional and administrative
purposes. The executive summary can be improved by including more specifics in each
component area and by listing the technical support personnel available. Budget
resources failed to provide adequate funding for professional development and did not
offer an explanation for funding agencies.

The evaluation revealed significant weaknesses in the professional development and

ongoing evaluation components of the technology plan. The Professional Development
Plan received a score of 2 due to missing key information, resources and incentives,
which is a requirement of the overall technology plan. Similarly to the professional
development component, the ongoing evaluation component scored low and only
received a score of 2 on the overall assessment. The evaluation instrument and details
of the ongoing evaluation are not identified in the plan. Out of the overall analysis, these
components scored the lowest. In both cases, the technology plan lacked necessary
information for professional development and ongoing evaluation.

The overall evaluation demonstrates the technology strengths that Effingham County
displays in implementing, funding, and monitoring technology to support student
achievement. The evaluation plan carefully breaks down information by schools in the
district to better aid in improving any deficits. Assessments and graduation rate are
analyzed in the technology plan and focus is given in each area to utilize technology to

improve academics. Furthermore, the plan details actions, strategies, interventions, and
programs, which are used to facilitate learning. The district carefully tailors their unique
demographics to the implementation of technology.

The Effingham County Technology Plan provides acceptable components, with a few
areas which need improvement, specifically professional development and the ongoing
evaluation. Although the district has a rapidly growing student population, the county
does not have a situation unique in nature to negatively affect the technology plan.
Therefore, improvement of the technology plan will expect to satisfy a future evaluation,
thereby having a positive outcome on student performance through an efficient
technology plan.

Outline
The following are the outlined problems found in the Effingham County School District
Technology Integration Plan, dated July 2012-June 2015:
Executive summary: Rubric Score= 3
The executive summary, section 3-1 in the Effingham County School District, Technology
Integration Plan, dated July 2012-June 2015, consists of several components, but fails to list
specifics in each component area or types of available technology personnel. It describes
current technologies, but does not list the current technologies available. The executive
summary continuously mentions the term technology but does not specify the types of
technology it will be used or their purposes in order to provide adequate access for students,
educators, and administrators. Ultimately, the executive summary can be improved by including
more specifics in each component area and by listing the technical support personnel available.

The seven components are listed as:

1. Access to current technology: This component repeats the term technologies, but assumes
the reader will know what technologies the writer is referring to. A list of current technologies
would assist the reader with knowing what technologies would be accessible, as they are
described. 2. Teacher technology use: This component area refers to teacher use of
technologies, but fails to list which technologies. In addition, the second component of the
executive summary describes teachers will have professional development with technologies.
What type of technologies would the teachers receive further professional development? A chart
or a table in this component would provide the reader with the types of technologies teacher
would receive training. 3. Student technology use: This component refers to meet the
educational standards for students, but repeats the same mistakes as component two. The
reader should be provided with an available list of technologies for students. 4. System
readiness: This component area claims it will provide system readiness by ensuring educators
are adequately trained. This areas of the component should clarify system readiness for the
reader. It should include a list of available technologies, a list of yearly professional development
training, and a plan which list adequate funding to ensure every element of the technology plan
is adequately maintained. 5. System support: This component area describes system support
as a vital area necessary to support educators. Educators should have a reliable system
support. The only necessary change needed would be to remove the statements from the
evaluation plan about the uncertainty of budget funding. This is an administrative issue and the
technology plan should be written without questions over budget approvals. Administration
should be consulted and the technology plan should provide information based on approved
funding available. 6. Administrative use of technology: This component area of the executive
summary is a little confusing. It describes this component as accepting new technologies to
improve work efficiency. This component area needs more elaboration about the
administrative use of technology. What are some things that can be improved with other

advances in technology? Are there alternative plans to purchase future technologies? This
component should address these questions. 7. Parent and community involvement: This
component area recognizes that parent and community involvement are vital to the educational
process. Parent and community involvement are essential. The only correction would be to
develop a plan to survey the parents to discover if they would like to implement other
alternatives to communicating with their childs school, which may improve this component.

Technology mission and vision: Rubric Score= 4

There were no problems identified with the Effingham County School Districts
technology mission and vision, section 6-1. The school system lists a technology mission
statement. It has identified areas, technological benefit(s) and how to achieve each one. The
Effingham County School Districts mission declares its mission will attempt to engage,
challenge, and nurture learners for college. Its vision will focus on instruction. Educators will
incorporate lessons tailored to student interests. Student will engage with technology.They will
utilize technology to solve problems and increase skills in content areas Students will participate
in self-directed lessons and independently utilize technology. The Effingham Countys mission
claims educators and administrators will have appropriate technical tools to communicate,
report, and provide assistive technology when necessary. In addition, parents will have access
to the districts and local schools websites for student information, school, and community
information.
Ultimately, the Effingham County School technology mission and vision appropriately
supports and claims their hardware, software, and network will meet the administrations and
students educational goals. The Effinghams technology mission supports integrating
technology and continuous professional development for administrators, educators, and support
personnel.

Student needs: Rubric Score= 4

There were no problems identified with the Effingham County School Districts student
needs,Section 5-1. The student needs are present, are linked to state test data including CRCT,
and GHSGT. The student needs includes the students performance goals for each individual
school within the county.
The Effingham County School Districts Student Needs can be found in Section 5-1. The
school district uses data from the Criterion Referenced Competency Tests (CRCT), Georgia
High School Graduation Test (GHSGT), and each schools Adequate Yearly Progress (AYP) to
assist with determining student needs. The school district declares that the AYP is essential
with accommodating students needs. In addition, the Effingham County School District claims it
uses AYP as a yearly tool to display student activities and achievements. AYP requires schools
in the United States to maintain students academic success. It mandates test participation in
Mathematics and Reading/English Language Arts, academic performance, and a secondary
indicator.

Goals and realistic strategies for using telecommunications and information technology:
Rubric Score= 3
The Effingham County School Districts component for goals and realistic strategies, for
using telecommunications and information technology, sections 8-1 thru 8-6, contain minimum
problems. The goals and realistic strategies are present, but not appear measurable. The
Effingham County School Districts goals and realistic strategy for telecommunications and
information technology can be found in Section 8-1 to 8-6. Many of the goals listed in the
evaluation plan are measurable. The problem found is that not all of the goals listed in the plan
are measured adequately. How can the Effingham County School District measure
communication between school and home? The plan lists verbal inquiry and reporting as a
means to measure communication with students and homes. The school technology plan can

improve the way it measures communication by conducting formal student and parent surveys.
Ideas are explained and communicated more effectively if they are written. In addition, a certain
percentage of the stakeholders should be received to measure if technology adequately assist
the school district with communicating effectively with students and parents.

Professional development Strategy: Rubric Score= 2

The Effingham school districts technology plan professional development strategies,
Section 10-1, seems to lack the necessary resources and incentives for its school districts
employees. Professional development strategies are present, but resources and incentives are
not identified.The district declares its commitment to provide high quality professional
development.The only professional development strategies listed in this component are about
summer classes and independent courses offered for educators. Nevertheless, the professional
development strategy component does not list any incentives for educators. No incentives, such
as professional learning credits are offered. Last, the evaluation plans professional
development strategy does not specifically list point of contacts or resource personnel which will
assist and provide training for administrators and educators. Corrections are necessary to
ensure educators are adequately trained with technology.

Assessment of telecommunication services, hardware, software, and other services

needed: Rubric= 4
There were no problems identified with the districts telecommunications services,
hardware, software, and other services, Section 7-1 to 7-3. The assessment of
telecommunication services is present and hardware, software, and other services are
identified. This component describes each school in the district with the following:each schools
network system with 100Mbps connectivity, with Gigabit and Backbone. Also, each school has

1Gbps fiber connectivity and backbone speed of 1Gbps. The author claims a wireless network
will be considered. In addition, the district has a telecommunication system with a Firewall and
At& t router. The Effingham school districts technology plan lists the hardware survey results:
3,096 modern computers, 37 school based servers 15 additional servers for email, web, SIS,
professional development, general file and print servers.
Software/applications mentioned: 98% school computers run MS Windows with 2% being Apple
McIntosh computers. Educators utilize programs such as: SchoolPad, MOBI,and a Promethean
Board. Parents have access to the schools classrooms webpages and websites. Parents may
use the program, Infinite Campus SIS to review their childs attendance, assignments, grades,
and criteria account.

Budget resources: Rubric Score= 4

The districts budget resources in the Effingham school districts technology plan, section
3 and section 8, were re-examined. The budget resources component was scored a three, but
should have been scored a four, after careful examination. The budget funding and their
amounts can be located in the Goals and Benchmarks component of the Effingham school
districts plan. The Executive Summary, the initial component of the Effingham school districts
technology plan, does not list the monetary amounts for the various programs. However, the
Goals and Benchmarks component provides a table which assesses the goals and strategies of
the schools technology plan, along with the monetary amounts. The budget funds identified in
section three of the plan from funds: Splost, E-Rate, general funds, Title I, and Title IIA.

Ongoing Evaluation Process: Rubric Score= 3

The Effingham school county districts ongoing evaluation process, contains minor
problems. The ongoing evaluation process is evident when reviewing the schools technology
plan, but many of the benchmarks dates have expired. In the Goals and Benchmarks

component of the districts plan, it claims that the technology plan is a live document. The
school districts goals and benchmarks dates should be evaluated and adjusted to meet the
present year, 2013 or future years. Ultimately, caution and careful selection of hardware and
software are essential to ensuring adequate technology skills and the safety of
students,educators, and administrative staff. Last, the technology plan should include examples
of a student computer agreement and an employee user agreement.

Explanation
The inclusion of a professional development table will validate the commitment of
providing high quality training aimed at areas beneficial for staff members.
The updated technology plan will result in future technology integration improvements in
the Effingham County School District, thereby ultimately improving student academic
achievement. An ongoing evaluation process will ensure that technology is maximized
to enhance professional learning and student achievement. The ongoing evaluation
process will help guide the technology committee in making important decisions, which
can strongly impact the student population. As a result of the improved technology plan,
these decisions will support the use of technology in the classroom and will positively
impact the school district. In addition, the ongoing evaluation will improve the ability to
meet the specific technology needs of the school district. Other expected results of the
ongoing evaluation process include increased scores on standardized tests in all
content areas, cost-effective technology planning, and improved teacher job satisfaction
due to adequate technological training .