Grand Forks Public Schools Technology Plan

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Grand Forks Public Schools Technology Plan

2013 – 2016 Submitted to the North Dakota Educational Technology Council on May 15, 2013. Submitted by: Dr. Joel Schleicher, Technology Director [email protected] Grand Forks Public Schools 2400 4th Avenue South Grand Forks, ND 58201 (701) 746-2200

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Table of Contents

Technology Vision and Principles ............................................................................ 3 Research and Rationale ............................................................................................. 4 Grand Forks Public Schools Strategic Plan .............................................................. 4 AdvancED – School Accreditation ........................................................................... 4 21st Century Learning ............................................................................................... 5 International Society for Technology in Education .................................................. 5 Planning Process ....................................................................................................... 6 Principle #1 – Inclusive Support Services ................................................................ 7 Principle #2 – Student-Centered Technology ......................................................... 11 Principle #3 – Infrastructure and Administrative Systems ..................................... 16 Principle #4 – Effective Planning & Funding ......................................................... 18 Principle #5 – Enhance Communication ................................................................ 24 Principle #6 – Data Driven Decision Making ......................................................... 27 2013 Tactical Technology Plan and Instructional Priorities ................................... 29 2013-2016 Study Recommendations ...................................................................... 31 Budget ..................................................................................................................... 33 References ............................................................................................................... 34

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Technology Vision and Principles

The Grand Forks Public Schools believe technology is an integral component of learning and is necessary to learn effectively, live productively and participate globally in an increasingly digital world. Technology resources transform learning by allowing learners to create, publish, collaborate and communicate with others in a global environment. Technology helps learners gather and analyze information, solve problems and develop higher-level thinking skills through authentic real-world experiences.

The technology vision is aligned to the Grand Forks Public Schools strategic plan, International Society for Technology in Education standards, AdvancED school accreditation standards, and research on 21st Century Learning. The vision will be accomplished by aligning all technology initiatives to one or more of the following technology principles.

Principle #1 – Inclusive Support Services Principle #2 – Student-Centered Technology Principle #3 – Infrastructure and Administrative Systems Principle #4 – Effective Planning & Funding Principle #5 – Enhance Communication Principle #6 – Data Driven Decision Making

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Research and Rationale Grand Forks Public Schools Technology vision and principles have been aligned with Grand Forks Public Schools Strategic Plan in addition to current research and best practices in the field. The standards set by the listed professional organizations are indicative of highly effective learning environments. The standards, strategies, goals, and indicators are embedded throughout this technology plan.

Grand Forks Public Schools Strategic Plan Priority Area 2

• Emphasize 21st Century instructional practices which foster student academic engagement.

Goal • Promote the utilization of appropriate technology tools to enhance the teaching and

learning process. Strategies

• Research new and emerging instructional technology. • Provide professional development for administrative and instructional staff. • Implement 1:1 Student Personal Digital Device Project.

AdvancED AdvancED is a method of quality assurance designed to distinguish schools and districts adhering to a set of educational standards. Accreditation is a set of rigorous protocol and research-based processes for evaluating an institutions’ organizational effectiveness, which examines programs and how well the parts work together to meet the needs of students. Accreditation is inextricably linked to institution and educational system improvement. The accreditation process asks institutions and systems to critically evaluate their vision, strategies, priorities, leadership, programs, and resources. The process of earning and maintaining accreditation provides institutions and educational systems with clear and compelling direction for implementing changes to move toward excellence.

AdvancED Standards for Quality School Systems

• Standard 1: Purpose and Direction • Standard 2: Governance and Leadership • Standard 3: Teaching and Assessing for Learning • Standard 4: Resources and Support Systems • Standard 5: Using Results for Continuous Improvement

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21st Century Learning According to the Partnership for 21st Century Skills (2009), 21st Century learning prepares students for a more complex life and work environment in the 21st Century. A focus on the 4 C’s is essential to prepare students for the future (p. 3).

• Critical Thinking

• Communication

• Collaboration

• Creativity

International Society for Technology in Education (ISTE) ISTE is the premier membership association for educators and education leaders engaged in advancing excellence in learning and teaching though the effective use of technology. Advocacy efforts extend beyond giving technology to students. The impact of our work is to ensure that technology empowers educators to help more students achieve their full potential.

ISTE's NETS for Students (NETS•S) are the standards for evaluating the skills and knowledge students need to learn effectively and live productively in an increasingly global and digital world. Simply being able to use technology is no longer enough. Today's students need to be able to use technology to analyze, learn, and explore. Digital age skills are vital for preparing students to work, live, and contribute to the social and civic fabric of their communities.

• Creativity and Innovation

• Communication and Collaboration

• Research and Information Fluency

• Critical Thinking, Problem Solving, and Decision Making

• Digital Citizenship

• Technology Operations and Concept

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Planning Process The planning process for this technology plan was completed in three phases, with the research and rationale kept at the forefront of dialog and decisions.

Phase 1: Data Gathering & Analysis

Data was collected during the past school year using a variety of methods, including stakeholder “2012 Speak Up” surveys through Project Tomorrow and technology committees’ priority ranking survey. Also, collaboration with the Educational Enhancement Team, Curriculum, Instruction, and Professional Development Department, Communications Committee, Technology Committees, and AdvancED Committee were used in the development of the plan.

Phase 2: Plan Development

The initial meetings of Technology Committees were dedicated to reviewing the vision and guiding principles from the previous three-year Grand Forks Public Schools Technology Plan (2010-2013). It was important to look back and acknowledge the progress over the past three years in order to best chart the course for the next three years. Committee members provided input on the guiding principles. After some updates were made, the guiding principles will continue to remain relevant for the next three years.

After discussing the guiding principles, looking through resources, and analyzing the data, members of the Technology Committees provided input for priority action items to be listed on the Tactical Technology Plan Summary.

Phase 3: Constituent Review

The 2013-2016 Grand Forks Public Schools Technology Plan was presented and discussed at the School Board Technology Committee meeting on Wednesday, April 3, 2013, Grand Forks School Board Meeting on Tuesday, April 9, 2013, and Grand Forks Air Force Base Board Meeting on Tuesday, April 16, 2013.

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Principle #1 Inclusive Support Services A comprehensive professional development and instructional support process will be in place to ensure teachers, administrators and support staffs are trained to use and implement technology that supports the mission of the school district. Technical support will be in place to ensure district technology is maintained and repaired in a timely manner.

Research and Rationale

For technology to be used effectively, it is critical that users are supported with timely and ongoing professional development, instructional support and technical support. Research clearly indicates that ongoing professional development opportunities for teachers and support staff are necessary to effectively utilize technology to improve instructional and administrative practice. The Grand Forks Public Schools Strategic Plan specifically lists providing professional development for administrative and instructional staff as a strategy to achieve Priority Area 2; Emphasize 21st Century instructional practices which foster student academic engagement.

The Curriculum Technology Partner Program

The Curriculum Technology Partner (CTP) Program is a professional development and instructional support program that develops and delivers standards based technology rich experiences to classroom teachers and students throughout the Grand Forks Public Schools. Founded in 1992 and based on emerging research in the area of peer coaching and professional development, the Curriculum Technology Partner Program was expanded in 1998 and again in 2001 to reflect the growing needs of the district. The Grand Forks Public Schools currently employ four elementary and five secondary Curriculum Technology Partners that work with teachers and students in every district school.

The program was developed using the research of Showers, Joyce and Bennett (1987) and Joyce and Showers (1996) that indicate professional development is most likely to result in a change in instructional practice when teachers study instructional theory, observe demonstrations, and have an opportunity to practice and receive feedback during the professional development experience. In addition, the research indicates the need for the professional developers to build a personal relationship with the teachers to obtain the best results.

Grand Forks Public Schools continues to use recent instructional coaching research to guide the continuous improvement of the program. In the Grand Forks program, the curriculum technology partners are successful classroom teachers that receive extensive curriculum and technology training with the focus on integrating technology into the curriculum. The teacher is

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then re-assigned as a Curriculum Technology Partner and works full time with teachers planning, implementing and assessing integrated technology experiences that are classroom based, focused on the curriculum and aligned to state and national standards.

The goals of the Curriculum Technology Partner Program are to:

• Work in partnership with classroom teachers to provide technology rich educational experiences for all students in the Grand Forks Public Schools that are aligned to curriculum and technology (ISTE-S) standards.

• Provide instructional leadership by working with individual teachers, administrators and curriculum committees so they better understand how to change instructional practice to improve student learning.

• Provide ongoing professional development and instructional support for teachers through the planning, implementation and assessment stages of an experience.

• Provide all teachers with the experience and background necessary to replicate and independently expand technology rich experiences in their individual classrooms.

Since the inception of the Curriculum Technology Partner Program in 1992, the cornerstone is the relationship built on trust and mutual respect between the technology partner and the classroom teacher. It is expected that the classroom teacher be involved in all aspects of planning, implementing and assessing the technology rich experience. The technology partner is not someone who comes into a classroom and “teaches technology”, but rather an instructional coach that works directly with the teachers and students.

The Curriculum Technology Partners use a clearly defined set of strategies to maximize their impact on student learning, instructional practice and the professional growth of the teacher. These strategies are categorized as marketing, planning, implementation and assessment.

Current research through ISTE highlights the need for district curriculum technology partners to provide professional development:

“ISTE NETS for Coaches (below) are the standards for evaluating the skills and knowledge that education coaches need to guide and support teachers in an increasingly connected and global society. Coaches, technology facilitators, technology integration specialists, and others who help classroom teachers integrate technology into the classroom are instrumental in the effective implementation into the curriculum. With the guidance of a coach, teachers can leverage the power of technology to engage students in their learning and help them develop digital age skills” (ISTE, 2012).

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“Coaching support for teachers is a powerful means of both modeling and harnessing the potential of technology to improve teaching and learning. Teachers who receive coaching in the use of technology tools to improve student learning, and who learn from and collaborate with peers via professional learning communities, will develop confidence and effectiveness in designing and supporting technology-rich environments that maximize student learning” (ISTE, 2011).

Each member of the technology committees had the opportunity to rank, in order of highest priority, the most important components related to technology. The priority with the highest score was “Professional Development-Curriculum Technology Partners.” Also, the AdvancED Accreditation Standards for Quality School Systems highlights the importance of professional development within indicator 3.11: All staff members participate in a continuous program of professional learning. Additionally, through the “Speak Up” survey of district administrators, 82% indicated that the most challenging issue related to technology in their school right now, besides funding, is “Staff Professional Development.”

The technology committee provided some anecdotal comments regarding “Professional Development-Curriculum Technology Partners:”

• “If students are to have a 1:1 device teachers/staff need to be trained to effectively use the technology. Often existing devices are not effectively used simply because the teacher may not understand all the capabilities.”

• “Professional development is going to be key to anything PSLD initiative that is implemented.”

• “If we are committed to making technology a priority and to implement the 4C's we need to make professional development a larger part of that process.”

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• “If you get more devices teachers need to know how to use them for teaching 21st century lessons.”

Also, after a middle school technology professional development opportunity, teachers had an opportunity to reflect on their experience:

• “Hallelujah! Finally...professional development provided by the superheroes who are actually using technology effectively in their classrooms. Please, oh please can we have more of this type of technology PD?”

• “I loved this PD format. I wish we had more time at PD focused around technology.”

• “It is nice to learn from peers about effective ways they have found to utilize technology in their classrooms to help promote learning in the 21st Century.”

Finally, Curriculum Technology Partners work closely with media specialists and classroom teachers to develop curriculum and teach students “Digital Citizenship” in conjunction with Character Education.

Technical Support

Technical support of the hardware and infrastructure of the district is critical to the education and business operations of the district. Technical support personnel must be in place to ensure same day response to mission critical systems and next day response for all other systems. A new support solutions system was investigated and implemented in January 2013 as a means to improve the ability of the technical support staff to respond to technical issues quickly and efficiently. District staff now submits “Help Requests” through SchoolDude/IT Direct as a means for technicians to more efficiently respond to technology needs.

Current Operational Initiatives

The Initiatives listed below are initiatives that are currently operational and support Principle #1. Each of these initiatives is in continuous improvement based on ongoing assessment and evaluation.

• Network Services Coordinator o Coordination and management of district network infrastructure.

• Data Services Coordinator o Coordination, management and training for district data systems.

• Curriculum Technology Partner Program o Professional Development and Instructional Support o 10 FTE’s

• Technical Support Team o Hardware and software support o 8 FTE’s

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Principle #2 Student-Centered Technology

Technology will exist in the schools to transform teaching and learning for all stakeholders. Teachers will provide all students consistent exposure to curriculum focused, technology rich experiences throughout their educational experience. These experiences will allow students to create and publish their work to an authentic audience.


Technology is pervasive and intertwined in American society. The current generation of young people has been immersed in a global digital society throughout their life. Access to powerful low cost computers, high-speed Internet access and wireless mobile devices has created a world where our students always expect to be connected. Technology provides for personalized learning by allowing students to learn what they want, when they want and where they want.

“ISTE's NETS for Students (NETS•S) (below) are the standards for evaluating the skills and knowledge students need to learn effectively and live productively in an increasingly global and digital world. Simply being able to use technology is no longer enough. Today's students need to be able to use technology to analyze, learn, and explore. Digital age skills are vital for preparing students to work, live, and contribute to the social and civic fabric of their communities” (ISTE, 2012).

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Grand Forks Public Schools Strategic Plan specifically lists implementing the 1:1 student personal digital device project as a strategy to achieve Priority Area 2; Emphasize 21st Century instructional practices which foster student academic engagement. In addition, the AdvancED indicators that emphasize student-centered technology are:

• 3.1 - The system’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.

• 4.6 - The system provides a technology infrastructure and equipment to support the system’s teaching, learning, and operational needs.

In the most recent “2012 Speak Up” survey, data indicate that 93% of our students have home computers with “…fast Internet access (such as: DSL, Broadband, or cable)” and that over 95% of secondary students have access to mobile technologies. Our students have grown up with technology and are very comfortable using technology in school and at home. Grand Forks schools should reflect American society in the Information Age by providing access to technology, modeling appropriate technology use and expecting students to use technology as a part of their educational experience.

“While our children pursue a growing array of interests and passions using technology outside school, we’re narrowing opportunities for learning inside school” without technology and authentic learning experiences (Richardson, 2013). Technology can potentially transform how teachers teach and students learn by providing immediate access to resources, promoting collaborative student experiences, and allowing students to create and publish to an authentic audience. By integrating the technology into existing curriculum, students will receive the same curricular content that is aligned to local, state and national achievement standards.

The principle of student-centered technology is supported by the U.S. Department of Education’s National Educational Technology Plan in the following summary statements on learning with technology:

“The model of 21st century learning described in this plan calls for engaging and empowering learning experiences for all learners. The model asks that we focus what and how we teach to match what people need to know, how they learn, where and when they will learn, and who needs to learn. It brings state-of-the art technology into learning to enable, motivate, and inspire all students, regardless of background, languages, or disabilities, to achieve. It leverages the power of technology to provide personalized learning instead of a one-size-fits- all curriculum, pace of teaching, and instructional practices” (U.S. Department of Education, 2010).

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“Technology is at the core of virtually every aspect of our daily lives and work, and we must leverage it to provide engaging and powerful learning experiences and content, as well as resources and assessments that measure student achievement in more complete, authentic, and meaningful ways. Technology based learning and assessment systems will be pivotal in improving student learning and generating data that can be used to continuously improve the education system at all levels” (U.S. Department of Education, 2010).

Through the “Speak Up” survey of district administrators, 82% indicated that the primary benefit of incorporating devices into instruction would be an increase in student engagement in school and learning.

In relation to the topic of student-centered technology in relation to 21st century learning, parents responded to open-ended questions on the “2012 Speak Up Survey” with both favorable and non-favorable responses to: How well do you feel your child's school or district is preparing your child to be successful in a very diverse and global economy? Is your child learning the right skills to compete with highly educated global workers? What should your child's school or district do today to ensure that all children are well prepared to collaborate and communicate in the global society?

“My son's school gives all 7th graders a netbook to bring home. He has lots of online assignments and uses Google Docs on a daily basis. I think his school is doing a wonderful job of teaching children in the 21st century!”

“There clearly needs to be better use of technology. The workforce in today's day and age is jam packed with technology. There should be better integration of technology into the school classrooms as this will be VITAL for success in the future.”

When parents were asked; “How important is the effective implementation of technology within instruction to your child(ren)’s success?” 91% responded as extremely important or important. Parents also responded to the question: “Besides having a strong subject area knowledge (such as in English, math, science, history) which of these skills do you think are most important for your child to learn to be successful in the future?”

66% Ability to learn new skills independently. 71% Ability to work with a diverse group of people 72% Being creative and “thinking outside of the box” 85% Critical thinking and problem solving skills 83% Effective communication skills – both writing and verbal 63% Teamwork and collaboration 71% Technology skills

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With the understanding that the middle school PSLD/1:1 initiative will be completed in the Fall of 2013, the technology committee provided some anecdotal comments regarding “Student-Centered Technology” for both the elementary and high school students:

Elementary

• “To effectively engage students in 21st century learning goals students need to have access to 21st century learning tools. Technology is their world and students can become more engaged in their learning.”

• “Start early with students using more technology great advantage to learning all students engaged at the same time.”

High School

• “Middle school students have had their netbook as an educational tool for their whole middle school experience. They should be allowed to continue to have this wonderful learning at their fingertips!”

• “Students in the high school need to be able to collaborate communicate think critically and be creative with technology that is a part of their world. In short the high schools have limited resources and aren't preparing our students to the best of their ability.”

Project Tomorrow (2010) surveyed students from around the country and found that students want digitally rich, socially based learning that is un-tethered from traditional educational paradigms. Labeling these three ideas as “essential conditions”, the report goes on to explain the unique opportunity education is faced with today.

“While these three essential elements represent some dramatically new approaches to teaching and learning in a classroom setting, for the student, the incorporation of the tools and applications is merely a natural extension of the way they are currently living and learning outside of that classroom. Thus, there exists a very special opportunity today to both increase the relevancy of a student’s education experience and to start to close the persistent digital disconnect between students and educators on learning with technology. The key to unlock this opportunity is a long overdue realization that the students’ ideas on how to effectively leverage technology within learning can provided meaningful insights and even present a clear pathway for implementation.” (Project Tomorrow, 2010)

As the Common Core State Standards reach near implementation as directed by the Department of Public Instruction, the Curriculum Instruction Assessment Professional Development Department and Technology Department departments have been planning professional development around specific learning goals associated with the integration of technology in the common core.

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• Curriculum Technology Partner Program

• Staff Laptop Program

• Student 1:1 Initiative - Netbooks

o Pilot – 2010-2011 – Valley and Twining 6th, Community

o Phase 1 – 2011-2012 – Valley and Twining 6th & 7th, Community, Schroeder and South 6th, start 5th

o Phase 2 – 2012-2013 - Valley and Twining 6th – 8th, Community, Schroeder and South 6th, start 5th

o Phase 3 – 2013-2014 – Complete Middle School, Schroeder and South, Grade 8

• Classroom sets of netbooks integrated into high school English and social studies curriculum areas.

• Kindergarten iPads

• Special Education iPods and iPads

• High School Chromebook Pilot

• High Speed Internet Access

• Cisco Wired/Wireless Network Infrastructure

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Principle #3 Infrastructure and Administrative Systems A robust network infrastructure will be maintained to provide reliable, high speed access to internal and external resources. Technology will be used to support and enhance the operational and administrative needs of the district.


The Grand Forks Public Schools identified the educational potential of networked computers in 1991 when all schools were fully networked and connected by a wide area network. The wide area network was upgraded in 1995 to provide Internet access to all schools and classrooms. In 1997, a project to rewire all building based local area networks was initiated and completed in 2000. The district upgraded the wide area network again in 2002 when a fiber optic network was built that provided Gigabit Ethernet connections to all district schools and increased the Internet access speed to 6 Mb/s. In 2009, the district increased Internet Access speed again to the current speed of 100 Mb/s. In 2011, the district upgraded its network infrastructure by replacing three core switches at the following locations: Red River, Central, and MSEC. This replacement increased the district’s backbone bandwidth of the network from 1 Gigabits to 10 Gigabits. In 2013, the VMsphere management suite was replaced by a Cisco USC blade system. The VMsphere has been moved from its MSEC location to Red River High School and is currently being used to replicate primary servers in the case of a network emergency.

The district implemented a Network Operations Center in 2002 that provides consistent and reliable access to a vast array of network applications and services. In 2009, the Network Operations Center moved to a fully virtualized server environment by implementing high capacity blade servers, a large storage area network and the VMWare Sphere management suite.

The sustained strategic focus on infrastructure represents the operational results of the comprehensive annual technology planning process described in this document. It is critical to continue to monitor and upgrade the district network infrastructure on a continuing basis to ensure stakeholders have access to high speed, reliable network services.

Like any business, there are many administrative uses for technology in our district. The Grand Forks Public Schools will continue to update existing administrative systems and investigate new systems that could potentially add value to the operation of the district. Administrative systems include, but are not limited to student management, financial management, human resources management, inventory/warehouse/asset management, document management, building access control, library services and food services.

The initial filtering system and categories were decided by the Technology Committee and approved by the school board as part of the technology plan approval. The filtering system and categories remain current for the 2013-2016 technology plan.

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The importance of a robust network infrastructure is highlighted by the AdvancED Accreditation Standards for Quality School Systems indicator 4.6; The system provides a technology infrastructure and equipment to support the system’s teaching, learning, and operational needs. It is necessary for the district to continue to monitor the effectiveness of administrative systems and continually search for new and improved solutions. New solutions may allow systems to be consolidated, easier to manage and less expensive to support.



• PowerSchool (student information system) • ViewPoint (data warehouse) • My Learning Plan (professional learning data management) • Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP)

(computer based student assessment system) • BookSystems (library management system) • Talent Ed – Recruit and Hire (online employee application system) • Teacher Insight (online assessment for new teacher candidates) • Kronos (workforce management system) • Infinite Visions (financial and personnel management system) • FirstClass (district email system) • AESOP (substitute placement and absence management system) • iObservation (online teacher evaluation system) • New district-wide telephone system in 2012 • TieNet (special education management system) • Disaster Recovery System (plan for systems and recovery for mission critical data) • Black Board Connect (automated calling and email communication system) • Cisco Network Management • State Network Internet Connectivity • Internet reliability and connectivity • VMWare Sphere Virtualization • Bandwith switches upgrade middle school connections 1 Gigabits to 10 Gigabits • Provide a fiber connection to each wiring closet • Lightspeed Rocket content filtering system • Wireless Access Points (provide access points to accommodate the 1:1 initiative) • Biscom (digital fax server system) • Singlewire (intercom system, through the phone system, pilot at MSEC and Head Start)

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Principle #4

Effective Planning & Funding An effective technology planning process will exist that ensures equity, appropriateness and consistency in the access, use, and implementation of technology across the district. Through the committee work and planning process, the “4 E’s” were considered to ensure all technology initiatives were: effective, efficient, equitable, and enduring. Technology will be funded using a consistent and reliable funding formula that supports immediate needs and long-range objectives.


Grand Forks Public Schools believes that technology planning must be ongoing to reflect the dynamic changes in technology and education. Committees and departments will be actively engaged in the annual and ongoing technology planning process.

School Board Technology Committee

Membership on the School Board Technology Committee includes three active school board members, the Superintendent of Schools, Assistant Superintendent, Technology Director, Technology Facilitators, Data Services Coordinator, Network Services Coordinator and the Director of Curriculum, Instruction, Assessment and Professional Development. The School Board Technology Committee reviews and approves the final technology plan document before presenting the plan to the full school board.

Members of the 2012-2013 School Board Technology Committee are listed below.

Becca Grandstrand, GFPS School Board Kelly Hogness, GFPS School Board Seth Lininger, GFAFB School Board Dr. Larry P. Nybladh, Superintendent Brad Srur, GFEA Joel Schleicher, Technology Director Resource Members Jody Thompson, Assistant Superintendent Terry Brenner, Director of Curriculum, Instruction, Assessment, and Professional Development Monte Gaukler, Technology Facilitator Darlene Johnson, Technology Facilitator Kent Ripplinger, Data Services Coordinator Jeff Compton, Network Services Coordinator

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Educational Enhancement Team

Membership on the Educational Enhancement Team includes parents, community members, students, teachers, building principals and district administration. The EET committee has met monthly in the past, has met 2 times during the 2012-2013 school year, and is empowered to discuss district issues of educational, operational or community importance.

Members of the 2012-2013 Educational Enhancement Team are listed below.

Dr. Terry Brenner, Director of CIAPD Dr. Larry Nybladh, Superintendent Jody Thompson, Asst. Superintendent Joel Schleicher, Director of Technology Eric Ripley, Director of Technical Education Tori Johnson, Director of Special Services Darin Walters, Associate Principal, Valley MS Nancy Dutot, Principal, South Cindy Cochran, Principal, Century Elem Diane Stoley, Resident Mentor, Valley MS Alice Smith. Teacher, Ben Franklin Tim Delmore, Teacher, Red River Lon Gulberg, Parent-Community Member Robin Turner, Parent-Community Member Kim Jones, UND and Community Member Peter Johnson, UND and Community Member Dr. Donna Pearson, UND Teaching and Learning Rachel Fredstrom, GFPS Student Ben Trenne, GFPS Student Sarah Pugh, GFPS Student

Curriculum, Instruction, Assessment and Professional Development (CIAPD) Department

Important collaboration between the CIAPD and Technology Departments has and will continue to provide direction to the district’s 21st Century learning initiatives.

Members of the 2012-2013 CIAPD Department are listed below.

Dr. Terry Brenner, Director of CIAPD Amy McMenamy, Instructional Coach Anne Compton, Instructional Coach

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Becky Trapnell, Instructional Coach Cathy Williams, Instructional Coach Jessie Erickson, Instructional Coach Naomi McGaughey, Instructional Coach Sandy Sand, Instructional Coach Darlene Johnson, Technology Representative

Communications Committee

The District Communications Committee was established in 2011 with the mission to develop an effective communications network that increases awareness, understanding, and support among students, parents, employees, and the community. The work of this committee will be beneficial in addressing principle 5; Enhance Communication.

Tracy Jentz, Communications Coordinator, Chair Tracy Abentroth, Human Resources Manager Tori Johnson, Special education Director Angie Jonasson, Principal, Eielson Dr. Roanne Malm, Principal, Lake Agassiz Dr. Kelly Peters, Associate Principal, Red River Dr. Joel Schleicher, Technology Director Jon Standell, Associate Principal, Central Jody Thompson, Assistant Superintendent Terry West, Associate Principal, South Angi Aamodt, Payroll Supervisor Chrissy Dewey, Teacher, Winship Dean Opp, Teacher, Red River Brad Srur, Teacher, Phoenix, President, Grand Forks Education Association Christy Weiland, Secretary, Ben Franklin Marcia Westlund, Teacher, Schroeder Kelly Paintner, School Liason Officer, Grand Fork Air Force Base Ginny Bollman, Retired Administrator Pete Haga, Government Relations Officer, City of Grand Forks

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Elementary and Secondary Technology Committees

Membership on the Elementary and Secondary Technology Committees includes district administration, building principals, media specialists and teachers. The elementary and secondary committees work hard to collaborate with staff and students across the district to ensure that the technology plan is meeting the needs of all stakeholders.

Ad Hoc Members

Joel Schleicher, Technology Director, Chair Darlene Johnson, Elementary Technology Facilitator Monte Gaukler, Secondary Technology Facilitator Virginia Tupa, Director of Instructional Services Eric Ripley, Director of Technical Education Tori Johnson, Directory of Special Education District Technology Partners

Secondary Committee

Kris Arason, Principal, Red River HS, Co-Chair Terry West, Associate Principal, South MS, Co-Chair Matt Solberg, Teacher, Grade 6, South MS Greg Taylor, Teacher, Grade 8, Valley MS Judy Hagar, Media Specialist, Schroeder MS Kathy Hill, Media Specialist, Red River HS Mike Wilber, Teacher, Central HS Eileen Zygarlicke, Teacher, Community HS David Betz, Teacher, Red River HS

Elementary Committee

Scott Johnson, Principal, Lewis & Clark, Chair Krista Cebula, Teacher, 2nd Grade, Kelly Jennifer Benjaminson, Teacher, 1st Grade, Winship Dana Boucher, Teacher, 1st Grade, Lake Agassiz Brad Srur, Intermediate Teacher, Phoenix Amber Carlson, Teacher, 3rd Grade, Lewis & Clark Leah McCarthy, Teacher, 4th Grade, Ben Franklin Tracy Whalen, Media Specialist, Lewis & Clark and Phoenix

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AdvancED Committee Jody Thompson, Assistant Superintendent, Chair Kari Melland, Teacher, West Bonnie Black, Special Education Teacher, Lewis & Clark Terry Brenner, Director of CIAPD Cindy Cochran, Principal, Century Nancy Dutot, Principal, South Sandy Stensland, Teacher, Century Kathy Hill, Media, Red River Scott Johnson, Principal, Lewis & Clark Nicole Fugere, Teacher, Ben Franklin Joel Schleicher, Technology Director Lori Eken, Teacher, Schroeder Chris Douthit, Associate Principal, Red River

The planning process is collaborative in nature and includes the development of the district vision, technology planning principles and the assignment of priorities for hardware, software, inclusive support and infrastructure. The process took place in January through March 2013 as the elementary and secondary committees discussed and formulated a tactical plan and study recommendations that reflect the consensus of the committee and supports the philosophical framework defined in the district technology plan. The other groups were brought into the discussion at a variety of times throughout the school year and the process culminates with a presentation to the Grand Forks School Board in March or April of each year. Throughout the entire process, there are many opportunities to review the plan and ensure all decisions and action items are aligned to the educational and instructional goals of the school district.

Funding

The district is committed to continuing technology initiatives associated with the strategic plan. Funding for initiatives will be based on the availability of fiscal resources. The district technology committee will submit an annual tactical technology plan, including budget implications, to the school board. This annual plan will reflect the recommendations of the committees and fit within established funding parameters.

Allocation Percentage of Funding

Infrastructure Maximum of 20% of total funding

Maintenance /Repair/Programs Maximum of 20% of total funding

Hardware/Software Replacement/ Upgrades Maximum of 60% of total funding

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Equity

The Grand Forks Public Schools recognize that providing equitable access to technology and related services is an operational requirement for all strategic and tactical plans. Regardless of the school, all students and teachers will have equitable access to the same opportunities provided by the district technology plan.

Special Projects

If there are special projects that require funding beyond the established funding parameters, they should be clearly indicated as such in the annual tactical technology plan. Special projects need explicit approval from the school board.

Leased Computers

Computers will continue to be leased in certain situation when it meets the recommendations of the committees and the needs of the technology department.

Technology Department Staffing

It is recognized that to leverage investments in hardware, software and infrastructure, it is necessary to have adequate inclusive support services funded on a regular basis. This includes administrative, technical and instructional support.



• Technology Planning Process

• Technology Staffing Allocation

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Principle #5 Enhance Communication Technology will be used to enhance communication and collaboration with students, parents, staff and community.


Grand Forks Public Schools Strategic Plan specifically emphasizes the utilization of technology in communications as a goal to achieve Priority Area 4; Enhance school district communications. The strategies listed provide a plan to achieve positive results in Priority Area 4.

• Improve the school district website.

• Develop the utilization of TV15.

• Update district forms as appropriate to electronic format.

• Research social media for appropriate utilization.

In addition, the AdvancED indicators that emphasize communication are:

• 1.1 - The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide purpose for student success.

• 3.8 - The system and all of its schools engage families in meaningful ways in their children’s education and keep them informed of their children’s learning progress.

Currently, examples of using technology for communication purposes include:

• Electronic newsletters posted to school webpages and emailed through Blackboard Connect

• Automated phone and email messages for weather related announcements, reminders, and general communication

• Power School

• Future Website Learning Portal – Student Management System

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The advances in technology have created many new ways to communicate with students, parents, staff and the community. Electronic mail, web pages, social networking technologies and the pervasive use of mobile devices are all communication advances that exist today and should be leveraged to provide better and more consistent communication with our core constituency groups.

As communication technology changes and advances, the Grand Forks Public Schools must continue to identify ways that technology can improve communication with students, parents, staff and the community. In fact, the most current Speak Up 2012 survey asked; How do you want your child's teacher, school or district to communicate information to you?

• 25% - Hard copy flyers or newsletters that are sent home with my child or mailed to us

• 86% - Personal emails

• 35% - School or district website

• 44% - School portal that includes information on grades and assignments

• 33% - Text message to my mobile device

“Today, effective school to home communications mean much more than having a good school website with accurate dates for the school play, football game or band rehearsal. In fact, the way that a school or district communicates information to their students’ parents is really about creating a school culture of connection, collaboration and cooperation between parents, teachers and administrators. As today’s parents are becoming more technology-enabled themselves with greater online access at home, in the workplace, and through mobile devices, schools and districts are adapting their communication approaches to encourage a stronger school to home connection” (Speak Up, 2012). “With the increasing role of the more fully featured school portal in school to home communications, a majority of school technology coordinators report that they are now providing parents with greater access to attendance records, students’ homework assignments, grades, as well as general information about school activities. And while parents value that information, their expectation for the kinds of information they would like to receive from their child’s school goes far beyond the functionality or even original purpose of most school portals. The two key components in this new set of demands are the timeliness and personalization of the information. Just like the general public, today’s school age parents are becoming very accustomed to instantaneous information at their fingertips that is highly individualized to their needs. Thus, the vision that parents have for the new “ultimate school portal” or a different kind of communication vehicle must contain these essential features:

• Information updated on a daily basis about my child’s homework assignments, projects and upcoming tests

• Information updated on a daily basis about my child’s grades and progress in school

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• Ability to send out a special alert to me when my child is missing assignments, has low grades or is failing a class

• Tools to help facilitate greater collaboration and communication amongst my child, their teacher and me

• Tools to help me assess my child’s achievement levels (Speak Up, 2012)

“The need to keep parents informed is quickly converging with the explosion of emerging technology solutions, providing new opportunities for administrators to harness the potential of these new solutions to do more than just transmit information. Given the importance that administrators place on engaging parents in the learning process and the new higher expectations that parents have for communicating, the time is ripe for schools and districts to more fully explore how to leverage a wide range of communication solutions. These solutions will include social media tools and mobile devices to increase the timeliness and personalization of their communication processes” (Speak Up, 2012).

The Communications Coordinator and Technology Director will work in cooperation to address district communications. The Communications Committee, lead by the district Communications Coordinator, will be the vehicle to discuss and address the strategies listed above.



• Communications Coordinator Position

• District Communications Plan

• New school district website (Blackboard Engage-Edline web hosting/content management system)

• Blackboard Connect (automated calling and email communication system)

• New district-wide phone system (2012)

• FirstClass (email system)

• District Wide Area Network and Internet Connectivity

• Cisco wired/wireless network Infrastructure

• Grand Forks Schools TV15

• PowerSchool

• Google Apps for Education

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Principle #6

Data-Driven Decision Making Technology will be used to enhance the collection, analysis and dissemination of data for teachers and administrators to use in improving student performance.


Emerging technologies have become available that allow data to be quickly gathered, analyzed and evaluated. These systems allow teachers and administrators to make informed decisions with information provided by these systems.

AdvancED Standard 5 emphasizes data-driven decision making and using the results for continuous improvement:

• The system implements a comprehensive assessment system that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement.

The Grand Forks Public Schools will continue to implement data systems that support the mission of the school district.


The Initiatives listed below are initiatives that are currently operational and support Principle #6.

• PowerSchool (student information system)

• ViewPoint (data warehouse)

• Building Level Data Leadership Teams

• Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) (computer based student assessment system)

• Infinite Visions (financial and personnel management system)

• AESOP (substitute placement and absence management system)

• Departments

• AIMSweb (student assessment and RTI solution for universal screening, progress monitoring, and data management)

• TieNet (special education management system)

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• SWIS (school-wide information and behavioral system for positive behavioral interventions & support (PBIS) and response to intervention-behavior (RTI-B) schools)

• STARS (North Dakota state automated reporting system)

• iObservations (online teacher evaluation system)

• Speak Up Survey 2012

o An online research project facilitated by Project Tomorrow, that utilizes data from an annual nation-wide survey of K-12 students, teachers, parents, and school administrators about key educational issues.

• AdvancED Stakeholder Survey – Fall 2014 – ASSIST (Adaptive System of School Improvement Support Tools)

• Teacher Insight (online assessment for new teacher candidates)

• Guide K12 (demographics and geovisual analytics system)

• SLDS (statewide longitudinal data system)

• SchoolDude (technology “help request” system)

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2013 Tactical Technology Plan Instructional Priorities

Action Item #1—Complete the Middle School 1:1 PSLD Initiative

The beginning of the 2013-2014 school year marks the 3rd phase of the PSLD initiative. The 3rd phase will include the 8th grade students at South and Schroeder Middle Schools to be issued a netbook. Approximately 500 netbooks will be purchased to complete the middle school PSLD initiative.

Budgetary Impact

Projected cost to complete Action Item #1 is $180,000

Action Item #2 – Replace Middle School CTE Keyboarding Labs

The existing Macs in the middle school CTE keyboard labs were purchased in 2007 and are no longer able to function properly to meet the learning needs of the course.

Budgetary Impact

Projected cost to complete Action Item #3 is $117,000.

Action Item #3 – Increase the number of devices for students to access in the classroom on both high school and elementary campuses.

Some Grand Forks Public School middle school students have had 1:1 access to a device for the past 3 years. Within a few years, all students will have had access to a 1:1 device for 4 years (Grades 5-8). To continue to maintain a 21st Century learning experience with technology, classroom sets of devices will be integrated into 9th grade classrooms as the budget allows. In addition, the expansion of devices at the elementary level will also be considered (iPads in Kindergarten and netbooks at the 4th grade level).

Budgetary Impact

Projected cost to complete Action Item #3 will be based on available fiscal resources. Additional devices added district-wide to one grade level would be approximately $165,000.

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Action Item #4 – Professional Development

Professional development opportunities dedicated to 21st Century instructional practices which foster student academic engagement (Priority Area 2) will be addressed through a collaborative effort between the CIAPD and Technology Departments.

Action Item #5 – Complete the disaster recovery plan including hardware and software upgrades to the system.

Backup and replication of operational, educational, and mission critical data, including cloud-based solutions, will be completed and tested during the summer of 2013. Both hardware and software upgrades will be necessary to ensure the disaster recovery system will provide network services identical to MSEC.

Budgetary Impact


Action Item #6 – Enhance Wireless Infrastructure

As more devices are added, the demand for reliable wireless access is critical. Switches and access points will be added and upgraded as needed.

Budgetary Impact


Action Item #7 – Provide Professional Development for all Teachers in Edline

Within the first semester of the 2013-2014 school year, all teachers will receive professional development in Edline, the new Grand Forks Public Schools website, to create and maintain class pages as a communication component for students and parents.

Action Item #8 –Biscom (Fax Server)

By June 2013, the Biscom (digital FAX server) system will be established in order to eliminate all traditional FAX machines. Training will be provided for all district secretaries and administrative assistants.

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2013-2016 Study Recommendations

Study Recommendation #1 – Staffing

Grand Forks Public Schools should continue to evaluate the staffing needs of the technology department in order to best provide embedded professional development and technical support.

As technology and devices become increasingly ubiquitous, more demands are expected from the technology department staff. The recommended study would include a staffing needs assessment to calculate the cost of additional staff that would be required to provide an ongoing, consistent level of technology service. In the interim, part-time technician assistant(s) or other staffing ideas should be considered to assist within the department and across the district.

Study Recommendation #2 – Student 1:1 PSLD

Grand Forks Public Schools should continue to study and evaluate all topics related to the 1:1 PSLD initiative including:

1) Expanding the 1:1 device opportunity for high school and elementary students

2) Study, research, and implement improved ways to manage the existing devices

3) Develop a plan to replace dated 1:1 devices.

Study Recommendation #3 – Communications through Social Media

Grand Forks Public Schools should study the potential use of social media systems to support administrative and instructional practices.

The recommended study has already commenced through the district Communications Committee.

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Study Recommendation #4 – Development of Digital Curriculum and 21st Century Standards

Grand Forks Public Schools should study the potential of digital curriculum resources that support 21st century teaching and learning.

The recommended study would engage community members, students and district staff in a comprehensive evaluation of existing and new curriculum resources that would support a 1:1 student computer implementation focused on using digital resources to support 21st century teaching and learning.

Study Recommendation #5 – Bring Your Own Device (BYOD)

Grand Forks Public Schools should study the potential impact of students having the opportunity to bring their own device/laptop computer.

The recommended study would develop a systematic plan for students to bring a digital device from home and access the district network for academic purposes. A BYOD pilot study will take place in a summer school English class in the summer of 2013.

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Technology Budget

2013-2014 Budget Expenditures Consulting $7000

Service Installation $8000

Maintenance Agreements $185,000

Travel $15,000

Technology Related Hardware $400,000

Supplies – Technology Related $90,000

Data Warehouse $25,000

Supplies – Technology Related (Network) $10,000

Technology – Related Hardware (Network) $100,000

TV15 Salaries (+ FICA) $5,000

TV15 Equipment $20,000

Phones $325,000

TOTAL $1,190,000

Personnel Budget

Professional Salaries $1,231,736

Employee Benefits $301,287

Salaries – Professional Extra Pay (+ FICA and TFFR) $10,000

Salaries - Support $7,000

TOTAL $1,550,023

Budget Revenue Local (approximate) 6 Mils @ $112,000 $672,000

E Rate $147,528.34

TOTAL $819,528.34

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REFERENCES

AdvancED. (2013). http://advanc-ed.org/.

Beglau, M., et.al. (2011). Technology, Coaching, and Community: Power Partners for Improved Professional Development in Primary and Secondary Education. An ISTE White Paper, Special Conference Release. Retrieved from http://www.iste.org/learn/coachingwhite-paper.aspx

International Society for Technology in Education (ISTE). (2012). https://www.iste.org/home.

Joyce, B., & Showers, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12-18.

Partnership for 21st Century Skills. (2009, December). P21 framework definitions. Retrieved from http://www.p21.org/documents/P21_Framework_Definitions.pdf

Project Tomorrow. (2010). Creating our future: Students speak up about their vision for 21st Century Learning. Retrieved March 16, 2010 from http://www.tomorrow.org/speakup/pdfs/SUNationalFindings2010.pdf.

Project Tomorrow. (2012). Connecting in the 21st century: Parents and administrators speak up about effective school to home communications. Retrieved from http://www.tomorrow.org/speakup/Connecting21st_2012.html.

Project Tomorrow. (2012). Speak Up Survey Data 2012. Retrieved from http://www.tomorrow.org/

Richardson, W. (2013). Students first, not stuff. Educational Leadership, 70(6), 10-14.

Showers, B., Joyce, B., & Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership, 45(3), 77-87.

U.S. Department of Education, Office of Educational Technology. (2010, November). Transforming American Education: Learning Powered by Technology. Washington, DC: Author.

Grand Forks Public Schools Technology Plan

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