Tech Policy Update 5-3-2016 copy - Welcome to Prince George County…€¦ · ·...

Educational Technology Plan For Prince George County Public Schools

2010 - 2015 Technology Plan2016 - 2018 Addendum

EXECUTIVE SUMMARY 3

Educational Technology Plan for Virginia: 2016 - 2018 3

PROCESS 4

Prince George County School's Philosophy, Vision, Mission, and Plans 4

Present State of Instructional Technology Environment 6

Summary: Work of the Planning Committee and Benchmarks 7

Summary of the Evaluation Process and Planned Update Cycle 7

Conclusions from the Needs Assessment 7

ACTIONS 9

State Goals and Objectives with Local Strategies and Measures 9

ADDENDUM 2016 - 2018 17

Technology to Support Instruction Improvements 17

APPENDIX 1 20

Strategy Timetable, Budget, and Funding Source 20

APPENDIX 2 22

Division Acceptable Use Policy (AUP) 22

Appendix 3 25

Summary of the Internet Safety Program 25

EDUCATIONAL TECHNOLOGY PLAN FOR PRINCE GEORGE COUNTY SCHOOLS 2

EXECUTIVE SUMMARY Prince George County Public Schools has accepted the challenge of infusing technology into the learning environment. We want to make sure the technology in our division is used purposefully and appropriately. Our goal is to make sure that every individual within the division has access to the technological tools needed to enhance learning.

The committee and the technology plan hold student achievement at the highest regard. The strategies that have been developed will enable a successful integration of the technological tools of the present. Doing so with an eye on the inevitable advancement and development that the future will bring to such technologies.

The 2010 - 2015 Prince George County Schools Technology Plan and its 2016 - 2018 Addendum, has been put together by a committee that consists of parents, support staff, directors, school board members, and instructional technology resource teachers. Each member has expertise in different areas of the division and offers viable input on the Virginia framework components that make up the plan. Using the Educational Technology Plan for Virginia as a guide, the committee has developed strategies and measurements that will ensure technology tools are used appropriately and purposefully.

Funding will be provided at the local, state, and federal level to support the specific goals and strategies that are in place.

Educational Technology Plan for Virginia: 2016 - 2018


Purposeful application of tools for learning

GOAL 5GOAL 4GOAL 3GOAL 2

Appropriately and adequately designed environment

Meaningful engagement

Use authentic technology tools to extend learning capabilities

Authentic and intelligent assessments

GOAL 1

PROCESS Prince George County School's Philosophy, Vision, Mission, and Plans

PHILOSOPHY Technology integration is paramount in preparing students to meet the challenges of an increasingly more complex and technologically based society. We believe all students and all personnel should have adequate and equal access to training and literacy for technology.

The integration of technology into our instructional program is essential in fulfilling our mission of providing a quality education for each individual child. We feel it is essential to our students’ success that they learn about new technologies and learn by utilizing these technologies. The ability to access information, process it, synthesize new ideas and communicate these ideas is key to creating independent, lifelong learners. It also facilitates an authentic learning experience, allowing students to work on realistic problems, gaining knowledge and skills in context. Current research shows that the use of technology fosters creativity, encourages higher order thinking and motivates students to learn.

Training for students and personnel is key to the successful implementation of Internet safety and technology in our schools. Adequate levels of computers and other technologies should be provided for students and personnel.


VISION Based on our philosophy we envision the use of technology as a means to enhance the quality of our education and foster lifelong learning. To translate our vision into reality, we have committed ourselves to the following principles:

• Providing equity of technological access

• Improving instruction through the use of computer technology

• Integrating the technology in all areas of learning

• Providing professional development to enhance the instructional program

• Ongoing Internet safety of all stakeholders – staff, students, parents, and community

• Monitor and evaluate all Internet safety instruction for staff and students and update as needed

• Annually evaluate the division’s technology infrastructure and the network, Internet and data security procedures in place

• Remain cognizant of the latest developments in Internet vulnerabilities, legal issues, and capabilities related to instruction and impact on division students

• Provide professional development for all staff on the social and ethical issues of Internet use including copyright, fair use, plagiarism, and Internet safety/security

• Evaluate the effectiveness of the division AUP and update annually as needed

• Assess the need for community outreach related to Internet use and safety issues

• Provide frequent information related to Internet safety/security to parents and the community

MISSION The Prince George County Schools, in line with our Philosophy and Vision, are committed to providing all students and personnel with the most appropriate technological tools to enhance and support quality education and to produce active participants in the worldwide community of the 21st century.

PLANS Comprehensive Plan, Technology Plan, and Parent Involvement Plan

The Prince George County Public Schools Comprehensive Plan was adopted in 2005 and approved by the School Board. The plan concentrates on four main target areas: Student Achievement, Training and Staff Development, Creating and Maintaining a Safe and Orderly Environment, and Parent Involvement. The Prince George County Public Schools Technology Plan relates to all four of these target areas presented in the Comprehensive Plan. Many of the objectives within these target areas call for certain technologies in order to communicate, collect data, evaluate student performance, analyze data, etc.

The Parent Involvement Plan concentrates on removing barriers between parents and teachers. Many of the technologies used within the division help parents become more effective and involved. Parents are encouraged to use the technology programs and communication outlets that are in place within the division such as Star Parent Portal and School Messenger.


Present State of Instructional Technology Environment The Prince George County School Division has made significant progress in the area of technology. The support provided by the School Board, as well as local, state, and grant funding has enabled us to accomplish the following:

• 3,000 multimedia (Windows) computers.

• 26 servers (Windows).

• VMWare Virtual Server Environment.

• 185 network printers.

• Division wide online teacher grade book.

• Tyler Sis provides online parent teacher communication.

• Cafeteria point of sale terminals installed in every school.

• Cafeteria point of sale touch screen terminals in schools.

• School Messenger system for parent communications.

• All Internet access is “filtered” by login.

• Laptops for all instructional personnel.

• 8 full-time Instructional Technology Resource Teachers have been appointed and teacher training is ongoing.

• The student/administrative information system has been updated to a web-interface.

• Every building has at least one networked Xerox multi-function system.

• Computers with library, Internet and e-mail access for all teachers and staff.

• All library media centers include the Athena Library Automation System.

• Instructional LANs in all schools - media retrieval system available (6-12).

• Local, division and Internet e-mail available for all teachers and staff.

• All schools have video capability in all classrooms.

• The division and all schools have Internet web sites.

• A division-wide Acceptable Use Policy has been adopted and modified.

• 54 instructional computer labs including at least three in each school.

• Mobile Laptop carts and Smart boards for classroom use in all schools.

• Fax capability in all schools.

• Computer/VGA projection and document cameras available in all schools.

• Projectors and mimios accessible to all teacher and higher level staff for educational needs.

• Seventy percent of the instructional staff has taken one or more courses in computer skills/applications.

• Wireless access to faculty and staff in all schools.

• School Raptor security identification card mechanism adopted to detect registered sex offenders.

• Security camera systems implemented in all schools.

• Blog accounts for all teachers.

• Apple iPad cart in all schools.


Summary: Work of the Planning Committee and Benchmarks

Summary of the Evaluation Process and Planned Update Cycle The Educational Technology Plan for Prince George County Schools Addendum will be audited on an annual basis. The plan will be revised and adjusted based on the annual audit. The Instructional Technology Resource Teachers will analyze survey data to be sure strategies are being used within the division. The ITRTs will make sure that each school has a technological learning environment that aligns with the division technology plan. Equipment will continue to be evaluated annually and replaced according to the update cycle specific to each hardware component. Reviews of division hardware and software will be led by the Office of Technology and the Instructional Technology Resource Teachers.

Conclusions from the Needs Assessment Staff will ensure that students and parents are kept up-to-date on Internet safety and best practices for evaluating the content they view.

Another important need is to make sure the staff is kept up-to-date on emerging technologies. However, this needs to be filtered through the Instructional Technology Resource Teachers. ITRTs will be able to assess equipment needs and factor in cost, time, and effectiveness of new technologies.

Increasing the technical competency of staff members is a need throughout the division. In addition, staff members need to be aware of Internet safety concerns.

Division guidelines and standards for technology programs are needed to ensure students, teachers, and staff can move throughout the system while continuing to use the same resources and tools. Technology program guidelines will help to create effective programs for all employees and students.


ACTIVITY TIMELINE STATUS

Develop strategies and measurements for the goals provided by the state.

September 2012 – April 2018 ongoing

Participate in work sessions to compile assessment data and form strategies.


Participate in the Technology Plan forum to expand on ideas and strategies and compile needs assessment data.


Ensure alignment with division comprehensive plan goals and objectives.

January 2012 – April 2018 ongoing

Review and Update 2010-2015 Technology Plan May 2015 completed

Draft the 2010-2015 Technology Plan with 2016-2018 Addendum and review the plan.

November 2015 completed

Submit the 2010-2015 Technology Plan with 2016-2018 Addendum for approval.

May 2016 completed

Finding alternative funding and maintaining current funding for technology projects will be a need due to the current budget constraints. Grants, donations, and open source programs will be evaluated to see if they can satisfy division needs. One current alternative funding source is the printer cartridges buyback program. Money is given back to the county for recycled printer cartridges. Also, the division has switched from Verizon to Comcast as an internet service provider which has lowered costs and simultaneously provided more coverage. Our goal is to maximize technology while minimizing the cost.


ACTIONSState Goals and Objectives with Local Strategies and Measures

• Objective 1.1: Deliver appropriate and challenging curricula through face-to-face, blended, and virtual learning environments.

•Strategy 1.1.1: Explore course offerings for students through virtual course offerings.

• Evaluation Strategy: Before and after, analyze the frequency counts of courses offered and taken through the virtual learning program.

• Time Frame: Annually in the spring

•Strategy 1.1.2: Explore additional virtual learning opportunities available to students.

• Evaluation Strategy: Before and after, analyze the frequency counts of virtual learning opportunities offered and taken.

• Evaluation Strategy: Analyze the user assessments of flexibility and engagement of the virtual learning opportunities offered.

• Time Frame: Annually

•Strategy 1.1.3: Provide access to Web-based content, tools, and collaborative spaces.

• Evaluation Strategy: Analyze use data to determine frequency of access to Web-based content, tools, and collaborative spaces.

• Time Frame: Ongoing

•Strategy 1.1.4: Leverage higher education partnerships to assist students and teachers with access to additional curricular related resources.

• Evaluation Strategy: Document how the number and types of higher education partnerships differ from previous years.

• Evaluation Strategy: Describe the types, quantity, and perceived quality of instructional and technical assistance provided by higher education partnerships.

• Evaluation Strategy: Describe the extent to which these partnerships are accessible and useful with regard to delivering appropriate and challenging curricula.

• Evaluation Strategy: Document the professional development program attendance and perceived quality.



GOAL 1 Provide a safe, flexible, and effective learning environment for all students

• Objective 1.2: Provide the technical and human infrastructure necessary to support real, blended, and virtual learning environments.

•Strategy 1.2.1: Maintain or exceed support for one Instructional Technology Resource Teacher position in each school building.

• Evaluation Strategy: Document the resources and support provided by the school division to reach this objective.

• Evaluation Strategy: Describe the ratio of ITRT to schools by school division.

• Evaluation Strategy: Describe the extent to which the actual count matches the one ITRT per 1,000 student guideline.


•Strategy 1.2.2: Provide resources and support for one technical support position per 1,000 students to ensure that technology and infrastructure is operational, secure, and properly maintained.

• Evaluation Strategy: Document resources and support provided by the school division to reach this objective.

• Evaluation Strategy: Describe the ratio of technical support personnel to students by school division.

• Evaluation Strategy: Describe the extent to which the actual count matches the one technical support position per 1,000 student guideline.

• Time Frame: Fall, 2015

•Strategy 1.2.3: Facilitate the implementation of fiber and 100 Mbps to 1 Gbps Ethernet to every school.

• Evaluation Strategy: Describe the school division efforts to facilitate this objective.

• Evaluation Strategy: Describe the extent to which fiber and 100 Mbps to 1 Gbps Ethernet have been implemented in every school.


•Strategy 1.2.4: Facilitate parents and students with resources and instruction on the access and use of online educational resources.

• Evaluation Strategy: Describe school division efforts to facilitate this strategy.

• Evaluation Strategy: Describe the extent to which this strategy has been implemented by every school.


•Strategy 1.2.5: Computer equipment will be replaced at least every five years.

• Evaluation Strategy: Describe the number of computer systems less than five years old.



• Objective 1.3: Provide high-quality professional development to help educators create, maintain, and work in a variety of learner-centered environments.

•Strategy 1.3.1: Identify, develop, disseminate, and maintain resources to support the effective use of technology in all curricula by teachers at all levels of integration expertise.

• Evaluation Strategy: Examine the extent to which the school division identifies, develops, disseminates, and maintains the resources needed to support the effective use of technology across curricula and at varying levels of integration expertise.


•Strategy 1.3.2: Leverage public/private/nonprofit partnerships to provide professional development focused on technology integration strategies and the development of teachers’ and administrators’ 21st century skills.

• Evaluation Strategy: Document how the number and types of partnerships differ from previous years.

• Evaluation Strategy: Describe the types, quantity, and perceived quality of professional development provided by partnerships.

• Evaluation Strategy: Describe the extent to which these partnerships focus on technology integration and 21st century skills.

• Evaluation Strategy: Document the professional development program attendance.


•Strategy 1.3.3: Support pilot projects to help educators, parents, and students better understand the impact of new and emerging technologies on the learning environment and develop strategies to integrate them effectively into schools homes.

• Evaluation Strategy: Document the school division’s efforts to support pilot projects.

• Evaluation Strategy: Describe the number, types, locations, and scope/extent (breadth and depth) of the pilot projects.

• Evaluation Strategy: Document the new and emerging technologies and strategies for technology integration in schools.

• Evaluation Strategy: Describe the types, quantity, and perceived quality of professional development provided by partnerships.

• Evaluation Strategy: Describe the extent to which these partnerships focus on technology integration and 21st century skills.

• Evaluation Strategy: Document the professional development program attendance.



• Objective 2.1: Support innovative professional development practices that promote strategic growth for all educators and collaboration with other educators, content experts, and students.

•Strategy 2.1.1 Utilize PD360 for online professional development.

• Evaluation Strategy: Number of users utilizing the site.


•Strategy 2.1.2 Utilize webinars offered through various educational sources.

• Evaluation Strategy: Number of webinars viewed by staff members.


• Objective 2.2: Actualize the ability of technology to individualize learning and provide equitable opportunities for all learners.

•Strategy 2.2.1: Provide resources and support for ITRTs to assist teachers in integrating technology in to teaching and learning.

• Evaluation Strategy: Number of workshops or individual teacher training sessions.


•Strategy 2.2.2: Identify, develop, disseminate, and maintain resources to support teaching and learning.

• Evaluation Strategy: Continue to monitor resources received, ITRT websites, and weblogs.


•Strategy 2.2.3 Provide a computer facilitator at each elementary school to ensure each student receives equitable instruction on appropriate technology skills to meet the technology SOLS.

• Evaluation Strategy: Position added to each elementary school.


• Objective 2.3: Facilitate the implementation of high-quality Internet safety programs in schools.

•Strategy 2.3.1: Provide resources and support for parents, teachers, library media specialists and principals to assist in ensuring internet safety.

• Evaluation Strategy: Number of internet safety websites made available. Number of internet safety workshops and communications disseminated.


•Strategy 2.3.2: Review of district AUP and internet safety practices for staff.


GOAL 2 Engage students in meaningful curricular content through the purposeful and effective use of technology.

• Evaluation Strategy: Number of attendees at opening faculty meeting for review of AUP and internet safety practices.


•Strategy 2.3.3: Provide resources on school website promoting internet safety.

• Evaluation Strategy: Monitor resources on website.


• Objective 3.1: Provide and support professional development that increases the capacity of teachers to design and facilitate meaningful learning experiences, thereby encouraging students to create, problem solve, communicate, collaborate, and use real-

world skills by applying technology purposefully.

•Strategy 3.1.1: Provide professional development exposing teachers to technology that allows for student focused lessons.

• Evaluation Strategy: Administrators will visit classrooms and conduct walk through observations with a focus on student created products that were developed with the use of technology.


• Objective 3.2: Ensure that students, teachers, and administrators are ICT literate.

•Strategy 3.2.1: Provide professional development to all district stakeholders on the standards of ICT.

• Evaluation Strategy: All stakeholders will attend professional development sessions in which the teacher will articulate through classroom student focused instruction the ICT standards.


• Objective 3.3: Implement technology-based formative assessments that produce further growth in content knowledge and skills development.

•Strategy 3.3.1: Teachers will develop rubrics as a means of evaluating student artifacts/products.

• Evaluation Strategy: Teachers will use the teacher made rubrics to conduct formative assessments of the student artifacts/products.



GOAL 3Afford students with opportunities to apply technology effectively to gain knowledge, develop skills, and create and distribute artifacts that reflect their understandings.

• Objective 4.1: Provide resources and support to ensure that every student has access to a personal computing device.

• Strategy 4.1.1: Increase the number of Computer Labs on Wheels (COW)

• Evaluation Strategy: The number of COWs at each school.

• Time Frame: Fall 2015

• Strategy 4.1.2: Morning and afternoon hours for school computer labs for student computer access.

• Evaluation Strategy: Number of students using library PCs before and after school.

• Evaluation Strategy: Number of students participating in after school tutoring in the computer labs.


• Objective 4.2: Provide technical and pedagogical support to ensure that students, teachers, and administrators can effectively access and use technology tools.

• Strategy 4.2.1: Flexible On-site training

• Evaluation Strategy: ITRTs will schedule teacher training before, during planning, and after school. Training sessions may be scheduled for individual teacher, grade level/ curriculum, or entire staff.


• Objective 4.3: Identify and disseminate information and resources that assist

educators in selecting authentic and appropriate tools for all grade levels and curricular areas.

• Strategy 4.3.1: Create a central location that stores technical and instructional resources.

• Evaluation Strategy: The web site or network share that contains all of the instructional and technical resources for staff.



GOAL 4Provide students with access to authentic and appropriate tools to gain knowledge, develop skills, extend capabilities, and create and disseminate artifacts that demonstrate their understandings.

• Objective 5.1.1: Use data to inform and adjust technical, pedagogical, and financial support.

•Strategy 5.1: Expand and utilize Tyler Sis and other systems’ data management resources to analyze and guide improvements in curriculum development.

• Evaluation Strategy: Administrators will review Tyler Sis data and adjust curriculum as needed based on funding availability and technology advancements.


•Strategy 5.1.2: Evaluate systematic replacement of existing technology and deployment of new technologies.

• Evaluation Strategy: Administrators will use a needs assessment survey to annually evaluate technology.


• Objective 5.2: Provide support to help teachers disaggregate, interpret, and use data to plan, improve and differentiate instruction.

• Strategy 5.2.1: Use benchmark assessments (like Interactive Achievement or similar programs) for planning, disaggregating, and interpreting data to enhance and differentiate instruction.

• Evaluation Strategy: Benchmark tests are given each quarter in all core subjects using Interactive Achievement. Teachers will be required to pull data from Benchmark tests that are given quarterly. Teachers will submit data analysis to administrators each quarter. Administrators will meet with teachers to discuss classroom data at the end of each quarter. Evidence of these discussions will be provided to administrators.

• Time Frame: Spring 2012

• Strategy 5.2.2: Use Renaissance Place for planning, disaggregating, and interpreting data to enhance and differentiate instruction in Kindergarten through the ninth grades.

• Evaluation Strategy: Administrators will use Renaissance Place scores in reading and math to establish building weaknesses and strengths. Teachers will use Renaissance Place data to improve and enhance instruction on an individualized basis.


• Strategy 5.2.3: Use a software program such as Interactive Achievements, EIMS, and Tyler Sis to disaggregate, interpret, and maintain assessment data for the purpose of modifying instruction to meet student needs and support proficient student work.

• Evaluation Strategy: Administrators will use data mining and disaggregation tools to disaggregate data, to look at SOL scores to establish AYP, building trends, and groups and subgroups to formulate plans to improve identified weaknesses. Within subgroups, grade levels and classroom levels, teachers will use this program to look at historical data (SOL scores) of students that are currently


GOAL 5Use technology to support a culture of data driven decision making that relies upon data to evaluate and improve teaching and learning.

in their classroom. They will create a plan to address areas of weakness within their current class population.


• Strategy 5.2.4: Teachers will disaggregate data generated by their own students in order to evaluate lesson plans and strategies.

• Evaluation Strategy: Administrators will review teachers’ data during summative evaluations.


• Objective 5.3: Promote the use of technology to inform the design and implementation of next generation standardized assessments.

•Strategy 5.3.1: Use a benchmark testing program such as Interactive Achievement.

• Evaluation Strategy: Use school level and county level assessments given each year through Interactive Achievement.


•Strategy 5.3.2: Work with a benchmark program such as Interactive Achievement to implement product improvements related to next generation standardized assessments.

• Evaluation Strategy: Monitor the number of customer enhancement requests from PGCS to Interactive Achievement.



ADDENDUM 2016 - 2018

Technology to Support Instruction Improvements

Objective 1: Develop a digital, multimedia curriculum across grade levels and subject areas.

•Targeted participants: Select Faculty Members

•Action Steps: Create a list of basic technology terms and competencies so that all faculty and staff will speak a common language.

• Baseline Data: No current list of basic technology terms available.

• Schedule/Timeline: Year 1

• Responsibilities/Monitoring: ITRTs to develop list in conjunction with Director of Elementary and Secondary. ETS Teacher

• Evaluation/Accomplishment: These terms and competencies will be incorporated into ETS.

•Action Steps: Select faculty will work in small groups of similar grade levels or content areas to begin to develop/incorporate digital content to support digital learning.

• Schedule/Timeline: Years 1-5

• Responsibilities/Monitoring: ITRTs will work in conjunction with the Instruction Department to support the inclusion of digital resource mapping into curriculum development in the core content areas

• Evaluation/Accomplishment: Digital mapping of resources in the core content areas

Objective 2: Provide 5 laptops in each classroom to facilitate digital learning

•Targeted participants: All faculty and students

•Action Steps: Evaluate current electrical, network and wireless infrastructure to develop a plan to proceed.

• Baseline Data: Facilities study and site surveys


• Responsibilities/Monitoring: Operations and Technology Departments

• Evaluation/Accomplishment: Electrical service and networking infrastructure will accommodate increased technology equipment.

•Action Steps: Phase in laptops in classrooms to achieve a total of 5 per classroom division-wide

• Baseline Data: All elementary classrooms currently have one student computer in each classroom.


goals Provide students with knowledge and skills to exceed state, national, and international standards.


• Responsibilities/Monitoring: Technology Department

• Evaluation/Accomplishment: Laptop count across classrooms in school division

Objective 3: Technology available (by an application process) at a rate sustainable to the budget.

•Targeted participants: Select teachers and students

•Action Steps: Put a process in place for teachers to apply to use and keep technology in the classroom (e.g. devices to support station teaching, blended learning, etc.)

• Baseline Data: Determine how many devices we currently have and how they will be distributed.


• Responsibilities/Monitoring: Instructional Department in conjunction with Technology Department

• Evaluation/Accomplishment: Number of successful submissions and fulfillments per year

•Action Steps: ITRTs provide professional development for the selected teachers to support incorporating technology into their classrooms (e.g. support for station teaching, blended learning, etc.)


• Responsibilities/Monitoring: Instructional Department in conjunction with Technology Department

• Evaluation/Accomplishment: Number of teachers trained

Objective 4: Technology Staff to support additional equipment

•Targeted participants: Technology Department and staff

•Action Steps: Increase technology support staff to maintain DoE ratio of 1 technician per 1000 machines.

• Baseline Data: We currently have approximately 3,600 machines and 4 technicians.



• Evaluation/Accomplishment: State ratio is maintained.

Objective 5: Increase bandwidth to state specs

•Targeted participants: All faculty and students

•Action Steps: DoE is suggesting 1 Mbps of bandwidth per student.

• Baseline Data: Currently we maintain approximately 0.1 Mbps per student



• Evaluation/Accomplishment: 1 Mbps of bandwidth per student is reached


Objective 6: Develop a sustainable budget plan to allow for technology growth

•Targeted participants: Directors, Assistant Superintendents, Superintendent, School Board

•Action Steps: Look at existing revenue streams to determine what money is now available

• Baseline Data: Current budget


• Responsibilities/Monitoring: Administrators

• Evaluation/Accomplishment: Technology funds identified from current budget

•Action Steps: Explore new funding streams to grow technology initiatives


• Responsibilities/Monitoring: Administrators, School Board

• Evaluation/Accomplishment: Sustainable plan for technology initiative funding


APPENDIX 1 Strategy Timetable, Budget, and Funding Source

Strategy Timetable Budget Source

1.1.1 Annually Spring N/A

1.1.2 Annually Software & Software Agreements

1.1.3 Ongoing N/A

1.1.4 Ongoing N/A

1.2.1* Ongoing Technology – compensation Instructional

1.2.2* Ongoing Technology – compensation Other Professional

1.2.3 Ongoing Telephone - Internet Service

1.2.4 Ongoing N/A

1.3.1 Ongoing N/A

1.3.2 Ongoing N/A

1.3.3 Ongoing Software & Hardware budget lines

2.1.1 Ongoing Software Agreements

2.1.2 Ongoing N/A

2.2.1 Ongoing N/A

2.2.2 Ongoing N/A

2.2.3* Ongoing Technology – compensation Instructional

2.3.1 Ongoing N/A

2.3.2 Ongoing N/A

2.3.3 Ongoing N/A

3.1.1 Ongoing N/A

3.2.1 Ongoing N/A

3.3.1 Ongoing N/A

4.1.1 Ongoing Hardware -Technology

4.1.2 Ongoing Technology – Other Professional

4.2.1 Ongoing N/A

4.3.1 Ongoing N/A

5.1.1 Ongoing N/A

5.1.2 Ongoing N/A








Funding Source 2014-2015

Approved

2015-2016

Approved

2016-2017

Requested

Telephone - Internet Service $168,000 $168,000 $168,000

Technology Supplies & Repairs $57,000 $57,000 $57,000

Software & Software Agreements $350,000 $420,390 $420,390

Hardware $75,000 $75,000 $75,000

Hardware Replacement $25,000 $25,000 $25,000

VPSA TECHNOLOGY $309,600 $309,600 $309,600

TOTAL $984,600 $1,054,990.00 $1,054,990.00


APPENDIX 2 Division Acceptable Use Policy (AUP)

Internet use by students shall be in accordance with acceptable computer use policies and regulations. Prince George County Public Schools strives to provide equitable access and encourages the use of technology whenever possible and appropriate, to support the curriculum and student learning objectives. The term "computer system" includes hardware, software, data, communication lines and devices, terminals, printers, CD-ROM devices, tape drives, servers, mainframe and personal computers, the internet and any other internal or external network.

A. Acceptable Use. Access to the Division’s computer system shall be (1) for the purposes of education or research and be consistent with the educational objectives of the Division or (2) for legitimate school business. Acceptable use of technology and electronic information systems by students includes:

• Accessing research databases and libraries of information in the form of text, graphics, photographs, video, and sound.

• Interacting and collaborating with others.

• Acquiring knowledge and skills to support learning objective.

• Publishing opportunities.

• Extending teaching and learning opportunities.

Prince George County Public Schools allows students and employees to access electronic information systems while safeguarding users from potential hazards by filtering objectionable sites. Users are allowed access to Internet resources with the understanding that some material may be inaccurate or objectionable. The inappropriate use of resources is not permitted. Prince George County Public Schools does not endorse and is not responsible for content associated with links outside of the Prince George County Public Schools’ network. Prince George County Public Schools reserves the right to block downloading from specific file extensions or specific sites. Students using Prince George County Public Schools’ electronic information systems are subject to monitoring by Prince George County Public Schools personnel. Parents and students acknowledge adherence to this agreement by signing the Parent/Student Responsibility form.

B. Privilege. The use of the Division’s computer system is a privilege, not a right.

C. Unacceptable Use. Each user is responsible for his or her actions on the computer system. Prohibited conduct includes, but not limited to:

• Using the network for any illegal or unauthorized activity, including violation of copyright or contracts, or transmitting any material in violation of any federal, state or local law.

• Sending, receiving, viewing or downloading illegal material via the computer system.

• Unauthorized downloading of software.

• Using the computer system for private financial or commercial purposes.

• Wastefully using resources, such as file space.

• Gaining unauthorized access to resources or entities.

• Posting material created by another without his or her consent.

• Submitting, posting, publishing or displaying any obscene, profane, threatening, illegal or other inappropriate material.


• Using the computer system while access privileges are suspended or revoked.

• Vandalizing the computer system, including destroying data by creating or spreading viruses or by other means.

• Intimidating, harassing, or coercing others.

• Threatening illegal or immoral acts.

D. Network Etiquette. Each user is expected to abide by generally accepted rules of etiquette, including the following:

• Be polite.

• Users shall not forge, intercept or interfere with electronic mail messages.

• Use appropriate language. The use of obscene, lewd, profane, lascivious, threatening, or disrespectful language is prohibited.

• Users shall not post personal information other than directory information as defined in Policy JO Student Records about themselves or others.

• Users shall respect the computer system’s resource limits.

• Users shall not post chain letters or download large files.

• Users shall not use the computer system to disrupt others.

• Users shall not modify or delete data owned by others.

E. Liability. The School Board makes no warranties for the computer system it provides. The School Board shall not be responsible for any damages to the user from use of the computer system, including loss of data, non-delivery, or missed delivery of information, or service interruptions. The School Division denies any responsibility for the accuracy or quality of information obtained through the computer system. The user agrees to indemnify the School Board for any losses, costs or damages incurred by the School Board relating to or arising out of any violation of these procedures.

F. Security. Computer system security is a high priority for the School Division. If any user identifies a security problem, the user shall notify the building principal or system administrator immediately. All users shall keep their passwords confidential and shall follow computer virus protection procedures.

G. Vandalism. Intentional destruction of or interference with any part of the computer system through creating or downloading computer viruses or by any other means is prohibited.

H. Charges. The School Division assumes no responsibility for any unauthorized charges or fees as a result of using the computer system, including telephone or long-distance charges.

I. Electronic Mail. The School Division’s electronic mail system is owned and controlled by the School Division. The School Division may provide electronic mail to aid students as an educational tool. Electronic mail is not private. Students’ electronic mail will be monitored. Unauthorized access to an electronic mail account by any student is prohibited. Users shall be held personally liable for the content of any electronic message they create. Downloading any file attached to an electronic message is prohibited unless the user is certain of that message’s authenticity and the nature of the file.

J. Enforcement. Software will be installed on the division’s computers having Internet access to filter or block Internet access through such computers to child pornography and obscenity. The online activities of users may also be monitored manually. Any violation of these regulations shall result in loss of computer system privileges and may also result in appropriate disciplinary action, as determined by School Board policy, or legal action.


The use of technology as an educational and instructional resource requires that students entrusted with the privilege of its use be held accountable. It is the responsibility of the user to obey the rules and procedures governing acceptable use at all times. Students are personally accountable for any and all activities logged to their computer identification and password. Any activities that disrupt or interfere with the safety and welfare of the school community are prohibited, even if such use takes place off school property. Such activities will be subject to school disciplinary action.

Violations of policy will result in a suspension of access privileges and/or other consequences.


Appendix 3 Summary of the Internet Safety Program Internet Safety is a continuous process in Prince George and is constantly evaluated by maintaining statistics on violations of the Acceptable Use Policy by both students and staff. All students and staff are trained yearly on proper use of the internet, and any new issues. The following practices are in place to maintain training on internet safety:

• The Acceptable Use Policy is addressed at the Hot Topic meetings with all students at the beginning of each year.

• The Acceptable Use Policy is the main screen on every computer and must be agreed to before anyone can log onto the computers.

• New teachers are trained on internet safety as part of their orientation.

• Returning teachers are updated on internet safety at the beginning of each year.

• No Parent Left Behind Nights are held to provide parents with internet safety information, including cyberbullying and sexting. These have included hands-on sessions to allow parents to learn how to find information about what their children are doing and informational sessions with local law enforcement.

• Classes are taught by the ITRTs to students on internet safety, including proper use of the materials and plagiarism.

• Teachers are given suggested materials to use with their classes.

• Information is sent to teachers on an as needed basis related to new issues and concerns.

Many of these actions have resulted from evaluations of need, especially the yearly training of all students and staff, and the No Parent Left Behind Nights.

Evaluation:

• Parent’s awareness of internet abuse was heightened.

• Teachers became more comfortable with using the internet labs with the students

• There has been more internet usage with students


Tech Policy Update 5-3-2016 copy - Welcome to Prince George County…€¦ · ·...

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