2012-2014-LEA/Charter Technology Plan
Notes and Guidelines for Completion
Use the state plan as a guide and/or starting point for planning and composing your LEA plan. Please note that this
does not mean that it is as comprehensive and requires the same amount of pages. Your LEA/charter plan MUST
address each of the State School Technology Plan’s Strategic Priorities; however, the Guiding Questions are
intended to provide examples of items that should be addressed locally. Scale the plan narratives and objectives to
fit your LEA/charter school.
Do not plan in isolation. Align and then reference or embed your plan with/within other ongoing initiatives in your
LEA/Charter such as RttT and ACRE. Making the technology plan a part of your strategic planning processes is
also another strategy and high beneficial for implementation and stakeholder utilization.
Utilize the planning time to identify redundancy in applications and programs in your LEA/Charter. Eliminate
duplicates and those less worthy of use.
Seek innovative funding scenarios. LEA/Charters that allow funding models where spending is in isolation within
program areas can be better served by switching to a more blended planning/budgeting model.
Choose evaluation methods that are manageable and provide useful data. Remember that you may have evaluation
processes already in place that are meaningful and acceptable for your plan goals and objectives.
Engaging leadership will be critical for all these processes.
HELPFUL LINKS:
USAC: Questions to Consider
NCDPI Instructional Technology Division
4 Basic Requirements
NC State School Technology Plan (SSTP)
NCDPI Connectivity Services
NC Education Cloud
USAC CIPA Requirement USAC has not yet updated its website to reflect the recent FCC CIPA.
The FCC order gives details concerning the new provisions and requirements.
Technology Integration Plan – Erate Requirements
FOUR REQUIRED ELEMENTS:
The four required TIP components to support the services requested on the Form 470 are available online.
To qualify as an approved technology plan for Schools and Libraries Program discount, the plan must meet [the
following] criteria:
Required element:
State/LEA/Charter Priorities
1. The plan establishes clear goals and a realistic
Priority 1, 2 and 3
strategy for using telecommunications and information
technology to improve education.
2. The plan has a professional development strategy to
ensure that staff knows how to use these new
Priority 4 and 5
technologies to improve education.
3. The plan includes an assessment of the
telecommunication services, hardware, software, and Priority 1, 2, 3
other services that will be needed to improve
AMTR serves to document ongoing count and trends.
education.
4. The plan includes an evaluation process that enables
Cloud processes such as interviews and use of
the school to monitor progress toward the specified
ongoing instruments such as STNA, LoFTI to enablegoals and make mid-course corrections in response to
monitoring and ongoing adjustments and planning
new developments and opportunities as they arise
for all Priorities.
POSTING PLAN:
All referenced/utilized plans including your technology plan must be made available in an easily readable and
accessible format on your LEA/Charter website so as to be accessible by community as well as vendors during the
470/471 processes. Policies should also be displayed in the same location.
Evaluation Guidelines
Required evaluation methods:
The use of all four evaluation method/models listed below are essential in your plan, as well
as other appropriate methods. You may substitute another type equivalent evaluation
method/model if the same/similar outcomes can be accomplished. Use of these essential
evaluation methods will address evaluation requirements as stipulated by Erate guidelines
which require ongoing monitoring and adjustments.
1. School Technology Needs Assessment – STNA
2. Looking for Technology Integration - LoFTI
3. Professional Development Evaluations/Questionnaires/Surveys
4. RttT Evaluation Data
Other suggested evaluation methods:
Longitudinal Student Data – Attendance, Discipline, Classroom comparisons, etc.
Longitudinal Data for Teacher Retention
Application reports
Content Filtering reports
Network monitoring reports
Innovative Budgeting Comparisons
NCEdCloud Opt-in Agreements
Professional development plans/outlines/agendas with proof of completion such as sign-in sheets
MCREL Reports
PLC Plans
Formative data from project/initiative
Qualitative measures of success
Conference attendance
21st Century Assessment
AMTR
Rubrics
Exemplars of student work
Network Readiness Assessments
Evaluation Methods not meeting approval standards:
Formative, benchmarking or summative assessments
Lab or Cart use logs
Professional Development sign-in sheets without other documentation such as agendas, outlines, surveys,
lessons plans, etc.
Document Retention:
All applicants and service providers are required to retain documents related to the Universal Service
Fund for a period of at least five (5) years from last date of service. The suggested list of documents to
be retained can be found in Paragraphs 45-50 in the FCC's 5th Report and Order (FCC 04-190).
Approval Checklist
This checklist will be used by your consultant while reviewing and approving for movement to the State
Board for approval:
Complete
NCSSTP Elements
Signature Page
Title Page
Table of Contents
Committee List
Vision Statement/Narrative
Strategic Priorities Narrative
Components
Preliminary Components
Priority 1 Elements Complete*
1. The plan establishes clear goals and a realistic
strategy for using telecommunications and information
technology to improve education.
Priority 2 Elements Complete*
3. The plan includes an assessment of the
telecommunication services, hardware, software, and
other services that will be needed to improve education.
Priority 3 Elements Complete*
AMTR
(Annual Media and Technology
Report) Complete and Periodically
updated
Priority 4 Elements Complete*
Priority 5 Elements Complete*
Count/Inventory requirement
2. The plan has a professional development strategy to
ensure that staff knows how to use these new
technologies to improve education.
Utilization of Cloud Resources
4. The plan includes an evaluation process that enables
Alignment to 3 key initiatives
the school to monitor progress toward the specified
goals and make mid-course corrections in response to
Use of required evaluation tools
new developments and opportunities as they arise
All objectives measureable
All addressed
Current
Appendix A: Required Policies
Board approval dates included
LEA Policy Noted and Posted
*Questions answered in narrative, alignments complete, targets addressed.
Notes:
REQUIRED SUBSTANTIVE COMPONENTS
OF THE
LOCAL SCHOOL DISTRICT TECHNOLOGY PLAN
Schools, school districts, and libraries that want to apply for Schools and Libraries support, commonly referred to as
"E-rate," must first prepare a technology plan. Beginning with FY2011, technology plans are required only for
Priority 2 services (Internal Connections and Basic Maintenance of Internal Connections). An approved technology
plan sets out how information technology and telecommunications infrastructure will be used to achieve educational
goals, specific curriculum reforms, or library service improvements.
A technology plan designed to improve education should cover the entire funding year (July 1 to June 30) but not
more than three years. The plan must contain the following elements:
Goals and realistic strategy for using telecommunications and information technology
A professional development strategy
An assessment of telecommunication services, hardware, software, and other services needed
Ongoing evaluation process
Policies
The technology plan must be approved by a USAC-certified technology plan approver before discounted services
can begin. The state is the certified technology plan approver for libraries and public schools. www.usac.org,
August, 2011.
LEA/Charter Name:
Iredell-Statesville Schools
LEA/Charter Number:
490
Superintendent Name:
Brady Johnson
Superintendent Signature
Local Board Chair Name:
Dr. David Cash
Local Board Chair Signature:
Person of Contact:
David Blattner
Telephone:
704-924-2055
Contact Email:
dblattner@iss.k12.nc.us
4
Iredell-Statesville Schools Technology Plan
2012-2014
March 2012
5
Table of Contents
Vision
8
Strategic Priorities Overview
9
Priority 1: Shared Services Model
10
Priority 2: Universal Access to Personal Teaching and Learning Devices
13
Priority 3: Access to Digital Teaching and Learning Resources, Including Digital
Textbooks
16
Priority 4: Model of Technology-Enabled Professional Development
19
Priority 5: 21st Century Leadership for Your LEA
22
Appendices
14
References
6
Iredell-Statesville Schools
Technology Planning Committee/MTAC
Member
David Blattner
Jacob Boula
Kelly Cooper
Sally Eller
Laura Elliott
Teresa Evans
Keith Gentle
LeAnne Hall
Angela Hines
Linda Lerch
Will Odom
Susan Pope
Melanie Taylor
Keeley Ward
Jonathan White
Job Title/Position
Executive Director of Technology and Media
Assistant Principal (intern)
Executive Director of Middle Schools
Instructional Technology Coordinator
NC WISE Coordinator
Principal
Principal
Principal
Media Coordinator
Teacher
Teacher
Instructional Technology Coordinator/Media
Associate Superintendent for Curriculum
IB Coordinator
Teacher
7
Iredell-Statesville Schools Technology Plan
2012-2014
Vision Statement
Vision Statement
ISS is a school system committed to improving student learning by igniting a passion for
learning so that all students will develop the skills necessary to be career and college ready.
Iredell-Statesville Schools will use technology to support our values of 1) student and learning
focus, 2) motivated faculty and staff, 3) partnerships and teamwork, 4) continuous improvement
focus, 5) management by fact, and 6) results focus in an environment that is committed to
improving student learning.
8
Iredell-Statesville Schools Technology Plan
Strategic Priorities
2012 - 2014
Strategic Priorities Overview: Your narrative should address how you will locally plan and
implement the five strategic priorities. You may want to use the narrative from the State School
Technology Plan for guidance. The North Carolina State School Technology Plan can be
found on the NCDPI Instructional Technology Division webpage under Accountability.
Shared Services Model
Universal Access to Personal Teaching and Learning Devices
Access to Digital Teaching and Learning Resources, Including Digital Textbooks
Model of Technology-Enabled Professional Development
21st Century Leadership for Your LEA/Charter
9
Strategic Priority 1: A Statewide Shared Services Model
Essential Questions for Iredell-Statesville Schools
How will we leverage collaborative purchasing to pay substantially less for technology
services and platforms?
How can a Statewide Shared Services Model assist in shifting primary support from
infrastructure to instructional needs?
How can a Statewide Shared Services Model enable increased infrastructure and
technology efficiency and sustainability?
How can a Statewide Shared Services Model provide higher service reliability?
How can a Statewide Shared Services Model facilitate more strategic budgeting models for
our LEA/Charter School?
Current Status and Moving Forward
ISS has made efforts to provide and manage an appropriate production server infrastructure. As
new construction has occurred, ISS has improved the server infrastructure, but in most cases
server infrastructure is most often housed in facilities that lack sufficient space, power, and
cooling. Backup systems for power, cooling, storage, etc. are essentially non-existent. Finally,
ISS has little leverage to use in recruiting or retaining qualified information technology
professionals trained in server administration.
Currently, our infrastructure includes onsite storage, management tools, and services. Some
services are centralized, but most are provided at the school level. Much of the existing
infrastructure has been designed and implemented to support non-mobile computing devices and
appliances, like Voice over Internet Protocol (VoIP) call centers and telephones, printers,
premise firewalls and filters, and video and distance learning devices. The majority of schools
networking infrastructure is made up of traditional routers and switching devices, with little
enterprise-class management and wireless deployment. School routers connect campuses with
LEA data centers through Wide Area Networks (WANs). Some of the services used in ISS—
firewalls and filters, wireless controllers, and email and collaborative—reside on servers at the
ISS data center. With file and print servers located at the individual schools.
The data center does not have sufficient power structures, back-up facilities, or adequate heating
and cooling. Physical security is a challenge as the data center is located in district administrative
offices, which is often open to personnel from across the ISS. The directory structure, resides at
the school level. Connecting ISS to the Internet and/or the North Carolina Research and
Education Network (NCREN) connection is a costly ISS-owned router. We currently house our
E-mail system (Groupwise) providing storage space and E-mail archiving.
ISS will be investigating and utilizing, where appropriate, services that are cloud based as our
current contracts expire. In this investigation we will be looking to provide a higher quality of
service with systems that are monitored 24/7/365. ISS will investigate the reliability and quality
of service of the current NCCloud services, as well as other cloud services such as E-mail
hosting. We will also evaluate the current cloud services that we have under contract to compare
with other cloud services that are now available that were not when contracted. The system is
able to provide adequate and reliable services, but is at the point we will be in the need of
10
expanding our data center and services, which will require relocation of equipment and capital
expense.
Movement to cloud based services will require less capital expense on the school level, as well
as the ability to move personnel to focus on devices that are utilized in the classroom maximizing
our money and efforts to the classroom level. This will allow ISS to shift to more of a support
model where we can allocate more resources into how to best utilize technology to prepare our
students and less on the maintenance and repair. With a shared services model, we are better able
to provide equitable resources to all students in the school system. It will also centralize our
server structure allowing for more collaboration within the school system between schools.
11
Using the chart below, briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other
plans/ initiatives being implemented in your LEA.
Alignment to Other Plans and Initiatives:
Strategic Priority 1: A Statewide Shared Services Model
Iredell-Statesville Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the
strategic priorities of our plan…
ACRE
By participating in the shared services model offerings, ISS will better prepared for the transition to online assessments, digital
textbooks and universal access to personal teaching devices.
Career and College Ready, Set, Go!
By participating in the shared services model offerings, ISS will better prepared to provide more services and focus resources to
provide students and teachers more access to mobile technology
Race to the Top Local and State Scopes of Work
Other LEA initiatives/plans
Other LEA initiatives/plans
Other LEA initiatives/plans
1. Statewide Shared Services Model
Goals should be precise and measurable. See notes/guidelines regarding evaluation.
Suggested Goals/Targets
Provide equitable and
additional access to mobile
devices and
Provide equitable and
additional access to digital
Year 1
July 1, 2012 – June 30, 2013
Year 2
July 1, 2013 – June 30, 2014
<Activity>
<Responsible>
<Activity>
<Responsible>
Investigate the centralization of
digital resources moving as many
Implement and train on
centralized resources
Yearly Evaluation
Evaluation
DPI Use
Method(s)
Contracted
services and
resources
Reduce operating costs by
facilitating a more strategic
budgeting model
Facilitate a more strategic
budgeting model utilizing
blended funding and reducing
isolated programmatic
spending
to web or cloud based solutions
Executive Director for
Technology and Media
<Activity>
<Responsible>
Increase the level of
collaboration with other
departments on projects to
minimize the expense and
maximize resources
Department Leads
Investigate the centralization of
Promote/maintain innovative
digital resources moving as many
funding model by utilizing
to web or cloud based solutions
NCEdCloud offerings and
Executive Director for
alternatives
Technology and Media
Provide phones and connectivity
Maximize E-rate in support of
to the schools
instructional programs
Assistant Superintendent for
Facilities and Planning
Executive Director for
Technology and Media
Investigate transition to z-scaler
Provide content filtering in
accordance with the Children’s Executive Director for
Internet Protection Act (CIPA). Technology and Media
Executive Director for
Technology and Media
training feedback
<Activity>
<Responsible>
Increase the level of collaboration
with other departments on
projects to minimize the expense
and maximize resources
Department Leads
Report on
number of joint
venture
Implement and train on
centralized resources
Executive Director for
Technology and Media
Contracted
services and
training feedback
Provide phones and connectivity
to the schools
Assistant Superintendent for
Facilities and Planning
Executive Director for
Technology and Media
If appropriate, move to Z-Scaler
Executive Director for
Technology and Media
Inclusion in all
renovation and
new construction
plans
<Activity>
<Responsible>
<Activity>
<Responsible>
<Activity>
<Responsible>
<Activity>
<Responsible>
Agreement with
NCCloud
13
Strategic Priority 2: Universal Access to Personal Teaching and Learning
Devices
Essential Questions
What is universal access to personal teaching and learning devices?
Why do our teachers and students need access to personal teaching and learning devices?
How will we provide ample access to individual teaching and learning devices?
What models can be used for implementing universal access to personal teaching and
learning devices in our LEA/Charter.
Current Status and Moving Forward
Write a concise narrative addressing the essential questions pertinent to your LEA/Charter.
Remember, these questions are meant to guide your local priorities, and should not be considered
inclusive.
Universal access to personal teaching and learning devices refers to a computing device
assigned to all members of the school, including administrators, teachers, and students. While
this has most often been referred to as "a laptop for every child" or a one-to-one laptop
implementation, today's mobile technologies mean that a laptop is only one option as a personal
learning device. A nearby local LEA, Mooresville Graded School District, has implemented an
one-to-one initiative with laptops assigned to their administrators, teachers and students. Other
systems in the state have implemented one-to-one technologies that are not laptops such as webenabled portable media player and mobile phones in high school mathematics classrooms. All of
these devices provide access to the Internet along with multiple means of communication and the
ability to run a variety of applications for specific purposes. Many of these initiatives provide
both teachers and students access to these devices both at school and at home, however, some
schools choose to only allow access to students while at school. While a digital learning device
can be a powerful learning tool when not connected to the school or home network, the true
potential is realized when network/internet connectivity is consistently available.
Recently Stanford released a study examining the achievement gaps based on
standardized testing in the United States. This report showed that many of the achievement gaps
are narrowing, except the gap between rich and poor students. Support for this conclusion is
found where students in a lower economic class only have access to technology at the school
house, and when given assignments that require computers or internet, they are often relegated to
libraries and spend time learning skills that come easier to those that have constant interaction
with electronic devices. The lack of technology in their everyday life makes it a moral imperative
for schools to give opportunity at the school for students to learn the technological skills that are
necessary for them to be successful.
Another driving force that supports the critical need for one-to-one personal teaching and
learning device implementations in North Carolina is the increased prevalence of online
assessments. North Carolina is a governing member of the Smarter Balanced Assessment
Consortium (SBAC). In September 2010, the SBAC was awarded a $160 million RttT grant to
develop student assessments aligned with the Common Core academic standards. These state-ofthe art adaptive assessments will be built upon "open source" technology, and will be delivered
entirely online.
As part of the RttT state scope of work, the NCDPI is planning and implementing an
Instructional Improvement System (IIS). This IIS will "house" other state End of Course (EOC)
and End of Grade (EOG) assessments, as well as formative and benchmark assessments. It will
also be a clearinghouse for data used to make decisions in the state's schools and classrooms. ISS
utilizes a data warehouse, which renders reports from NCWISE so that teachers may see student
performance on a student level and on school/district level regarding the baseline and predictive
assessments.
ISS will evaluate the status of our current equipment. Conservatively, ISS has more than 60
percent of our computers are six years old or older. With most recommendation are not to keep
technology over five years old. The system needs to strongly evaluate the necessity of what
needs to be replaced through the refresh during the summer of 2012. With this refresh it is the
desire of the district to move away from stationary devices in the classroom to more mobile
devices, but due to testing requirements from the state, we will need to be certain that we are able
to have the proper infrastructure to be able to test our students. We will pilot several different
devices to determine which device at which level. From these pilots we will be better able to
determine the possibility to move to more student devices. In an effort to move towards more
learning devices being used in the classroom, ISS will look at the purchase of mobile devices for
the teachers to learn best practices and make them better able to make the transition to
technology rich learning environments when funds become available. As funds are available the
system will look into placing more technology carts at the schools, striving for a one to one
experience for students in their classrooms to ultimately make it a 24/7 initiative. As we make
the movement to more student learning devices, we will need to evaluate the current
infrastructure to provide the connectivity that will be required for a large system.

Evaluate current equipment and determine what type of devices need to be included in
the refresh during the summer of 2012

Evaluate the possibility of a 1-1 model for teachers and laptops

Evaluate how to grow from mobile labs more individual student devices

Evaluate how to get the connectivity necessary for large numbers of personal computing
devices
8
Using the chart below, briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other
plans/ initiatives being implemented in your LEA.
Alignment to Other Plans and Initiatives:
Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices
Iredell-Statesville Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the
strategic priorities of our plan...
ACRE
Update the analysis of the technology infrastructure needed to support a 21st century curriculum and assessment systems and to move additional testing to appropriate
technology formats. This analysis will allow the transition from a paper-based assessment system to one that takes greater advantage of technology.
Career and College Ready, Set, Go!
Increase virtual learning opportunities so every child no matter where they live can reach his or her potential. Put more technology into the hands of students and teachers to
increase individualized learning options. Increase the use of technology for providing professional development opportunities for teachers.
Race to the Top Local and State Scopes of Work
Objective (A)(2) 1.1: Incorporate the state infrastructure blueprint into technology plans.
Objective (A)(2) 2.1: Implement the infrastructure blueprint.
Objective (A)(2) 3.1: Provide and support student, teacher, administrator access to Learner Management System, Learning Object Repository, and web collaboration tools.
Objective (C)(3) 1.2: Utilize LEA/Charter and school technology funds to enhance school and LEA/Charter technology infrastructure to facilitate online real-time
assessments at each school.
Other LEA initiatives/plans
Other LEA initiatives/plans
Other LEA initiatives/plans
Priority 2: Universal Access to Personal Teaching and Learning Devices
Goals should be precise and measurable. See notes/guidelines regarding evaluation.
Suggested Goals/Targets
Year 1
July 1, 2012 – June 30, 2013
Year 2
July 1, 2013 – June 30, 2014
Yearly Evaluation
Evaluation
DPI Use
Method(s)
Develop a comprehensive
sustainable LEA plan for
universal access. Resources:
NCDPI, NCLTI, Educator
Recruitment & Development,
and District & School
Transformation
Evaluate how to get the
connectivity necessary for large
numbers of personal computing
devices
Technology and Facilities and
Planning
Aging report on
computers and
plan for
replacement
System
evaluation by
MCNC
Establish a Media and
Technology Advisory Council to
guide and communicate the
technological vision
Technology
<Activity>
<Responsible>
<Activity>
<Responsible>
Media and
Technology
Advisory Council
Minutes and
plans
Plans for
increasing aging
equipment for
more mobile
devices
<Activity>
<Responsible>
<Activity>
<Responsible>
<Activity>
<Responsible
<Activity>
<Responsible
<Activity>
<Responsible
<Activity>
<Responsible
Evaluate current equipment and
determine what type of devices
need to be included in the refresh
during the summer of 2012
Technology
Evaluate the possibility of a 1-1
model for teachers and laptops
Technology
Communicate your plan to all
stakeholders.
Increase overall access to
personal learning devices.
Utilize Personal Learning
Devices to promote student
owned learning.
Evaluate how to grow from
mobile labs more individual
student devices
Technology
10
Strategic Priority 3: Statewide Access to Digital Teaching and Learning
Resources, Including Digital Textbooks
Essential Questions
What are digital teaching and learning resources? What are digital textbooks?
Why do teachers and students need access to digital teaching and learning devices?
What are the benefits of digital textbooks?
What are open educational resources and how can they is used?
How can access to these resources be increased in our LEA?
Current Status and Moving Forward
Write a concise narrative addressing the essential questions pertinent to your LEA/Charter.
Remember, these questions are meant to guide your local priorities, and should not be considered
inclusive.
Providing a digital teaching or learning device is only the beginning of the educational
journey. While productivity suites like Microsoft Office, or open source OpenOffice, are key
tools to use for preparing reports, creating presentations, or developing spreadsheets, providing
these tools alone limits the power and potential of these devices. The true power of technology in
the hands of North Carolina's teachers and learners is unlocked by the adequate access and
proper use of digital resources.
Today's digital teaching and learning resources are delivered by the Internet, either via the
web or as an educational application on portable media devices, interactive tablets, and smart
phones. Digital resources are provided in a variety of online formats: encyclopedias, catalogs of
multimedia assets, periodicals, collaborative tools, etc.
Iredell-Statesville schools utilizes more digital online resources such as the teaching and
learning resource repository, NC WiseOwl, and SAS Curriculum Pathways which provides free
online resources. These resources provide students with access to quality research tools,
periodicals, and curriculum support materials. Theses resources are available both at school and
at home, allowing access to all students that have Internet access away from school.
Digital resources need to be utilized to maximize the time that students are in the classroom
with interactive and engaging content. Today’s students learn differently, they are used to
information being readily available. Gone are the days where the schools and the teachers are the
storehouses of knowledge where students need to come to the school to access that knowledge.
None of the students remember a time that the Internet wasn't prevalent. Using traditional
resources and models of instruction is increasingly more difficult and inherently less relevant for
today’s learners. Traditional books and textbooks are examples of resources that can be delivered
via digital mediums. Benefits of this model include access to current information, the ability to
easily customize the curriculum, and the ability to offer quality materials at a much lower cost.
The traditional textbook model is fixed with little or no room for differentiation. Appropriately
selected and deployed digital resources make differentiation a reality. Digital resources can be
made modular so that level-specific content can be used in one publication. Digital textbooks and
resources allow both teachers and learners to "re-mix" content in ways that provide
differentiation for all students and promote a cross-curricular approach to instruction and
learning.
ISS utilizes North Carolina Virtual Public School (NCVPS), which provides opportunities
for students and parents to connect with opportunities for expanding their knowledge of virtual
and blended learning. Students needing to recover coursework can turn to NCVPS for credit
recovery. The benefits of digital resources, digital textbooks, and virtual instruction are many.
For this reason, many groups in the state are interested in making sure our schools and
classrooms can take full advantage of these benefits.
Our current status allows for teachers to utilize online resources in computer labs, classroom
stations with a couple of computers, and through whole classroom presentations. Recently, ISS
has embarked on two learning pilots that are implementing low cost e-reader technology to
deliver leveled texts to students as well as pilots investigating tablet technology. Over 86% of
technology is not mobile and the mobile carts that are available are severely aged and are no
longer viable as classroom carts. As more personal learning devices, ISS will continue to
investigate ways to utilize the benefits of digital resources to provide better, more current
resources while maximizing the cost savings. ISS will work in partnership with the community
college dual enrollment class, and early college classes to maximize the savings through digital
textbooks for college classes. ISS will also investigate areas where digital textbooks and
resources can provide savings to the district in order to allocate resources to provide pay for
services that will meet the education and programmatic needs.
During the interim time, ISS will continue to investigate and provide information and
training for teachers on digital resources that are available. As teachers are able to utilize these
resources, we will determine what features of the programs that we use are of most benefit for
furthering classroom instruction.
8
Using the chart below, briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other
plans/ initiatives being implemented in your LEA.
Alignment to Other Plans and Initiatives:
Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks
Iredell-Statesville Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the
strategic priorities of our plan...
ACRE
Update the analysis of the technology infrastructure needed to support a 21st century curriculum and assessment system and to move additional testing to appropriate
technology formats. This analysis will allow the transition from a paper-based assessment system to one that takes greater advantage of technology.
Career and College Ready, Set, Go!
Increase virtual learning opportunities so every child no matter where they live can reach his or her potential.
Put more technology into the hands of students and teachers to increase individualized learning options.
Race to the Top Local and State Scopes of Work
Objective (A)(2) 3.1: Provide and support student, teacher, administrator access to Learner Management
System, Learning Object Repository, and web collaboration tools.
Objective (B)(3) 1.1: Ensure teachers and staff understand the new Standard Course of Study, including the
Common Core and Essential Standards, and related assessments.
Other LEA initiatives/plans
Other LEA initiatives/plans
Other LEA initiatives/plans
3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks
Goals should be precise and measurable. See notes/guidelines regarding evaluation.
Suggested Goals/Targets
Year 1
July 1, 2012 – June 30, 2013
Year 2
July 1, 2013 – June 30, 2014
Yearly Evaluation
Evaluation
DPI Use
Methods(s)
Shift from traditional print and
paper-based resources to
affordable, current online
resources
Utilize procured resources such
as NC WiseOwl, and other
open education resources
Use digital content aligned
specifically to Common Core
and NC Essential Standards
Ensure equity to digital
teaching and learning
resources from school to school
in your LEA.
Continue to expand and train on
various digital tools that can be
utilized in the classroom by
teachers.
Instructional Technology
<Activity>
<Responsible>
Investigate digital resources as
students are able to access more
personal learning devices.
Technology and Curriculum and
Instruction.
<Activity>
<Responsible>
Digital Resource
List, results of
pilots for ereaders
<Activity>
<Responsible>
<Activity>
<Responsible>
Conduct pilot programs that
investigate the use of e-readers to
provide digital and leveled text
Curriculum and Instruction and
Technology
Continue to provide on-line
learning opportunities for
students through NCVPS
Technology and Principals
<Activity>
<Responsible>
Build upon the results of the pilot
program’s successes
Curriculum and Instruction and
Technology
Results of pilot
studies
Expand online offerings to those
students that are not currently
enrolled in traditional schools
Curriculum and Technology
<Activity>
<Responsible>
Enrollment
reports and
passing rate in
NCVPS classes
8
Strategic Priority 4: A Statewide Model of Technology-Enabled Professional
Development
Essential Questions
What skills are needed to transition to digital teaching and learning resources?
How can these skills be delivered and sustained to our LEA teachers and administrators?
How do teachers, administrators, and staff work with colleagues to guide our LEA toward
more effective uses of 21st Century tools for teaching, learning, and managing instruction?
How are teachers, administrators, and staff prepared to understand, implement, and assess
the span of skills and processes that students need to succeed in the 21st Century?
How are teachers, administrators, and staff prepared to apply 21st Century assessment
systems to inform instruction and measure 21st Century knowledge, skills, performance,
and dispositions?
Current Status and Moving Forward
Write a concise narrative addressing the essential questions pertinent to your LEA/Charter.
Remember, these questions are meant to guide your local priorities, and should not be considered
inclusive.
Technology professional development no longer means learning technology “skills” in
isolation. A more integrated approach must be used in order for teachers to better understand the
application of technology skills in the delivery of instruction. ISS personnel currently receive
professional development through the use of early release professional development days. ISS
also utilizes a just in time training model where schools have dedicated instructional facilitators
that provide professional development as well as coaching and support. Currently, ISS utilizes a
small force of Instructional Technology Facilitators (ITF) to help provide technology
professional development at the multiple schools that they serve.
It is critical that what has been learned about effective professional development on
integrating information and technology skills be woven seamlessly into all of the professional
development being delivered to support ACRE and RttT initiatives. The ITFs have been included
into the i3 grant to help to integrate the implementation of common core with technology by
having technology integrated into the instruction teachers are receiving. This instruction is more
visual and less hands on, but as technological resources become available, training can shift to a
more interactive approach. In order to maximize the effectiveness of the Instructional
Technology Coordinators, we will create more staff development that can be accessed on-line
through livebinders, wikis, smartnotebook, wall wisher, etc. We will also investigate ways to
provide more on-line opportunities for teachers to enhance their staff development as well as
continue with face to face training.
ISS is in the process of restructuring the responsibilities of media coordinators and
instructional technology facilitators. In the recent past, many of the individuals filling these roles
have not been utilized effectively to provide instructional support for teachers. Rather, these
positions are often used to facilitate providing release time for the teaching staff in the school.
Also, technical support for the school has often relied too heavily upon the media coordinators
and instructional technology facilitators. It is true that technology must work in order for
instruction to be digitally-enabled. However, if these instructional specialists spend their time
serving as technicians, the change in instructional methodology will not occur. Instead, the media
coordinators in our schools should be considered first and foremost facilitators of information
skills. While assuring the school has suitable and appropriately managed collections of resources
is important, the major role of the media coordinator should be that of information and
curriculum expert, to assist teachers with designing, co-teaching, and co-assessing lessons and
units of study that promote literacy across multiple formats, the use of informational text, higher
order and critical thinking, and research-based, problem-solving activities in classrooms.
Similarly, instructional technology facilitators should be concerned, first and foremost, with
assisting teachers in seamlessly integrating technology into curriculum-based lessons and
instructional units.
8
Using the chart below, briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other
plans/ initiatives being implemented in your LEA.
Alignment to Other Plans and Initiatives:
Strategic Priority 4: A Statewide Model of Technology-Enabled Professional Development
Iredell-Statesville Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the
strategic priorities of our plan...
ACRE
Create a comprehensive, customized professional development system to provide teachers and administrators with the skills and understandings needed to use data to
inform instructional practice and make formative assessments a daily practice in the classroom.
Update the analysis of the technology infrastructure needed to support a 21st century curriculum and assessment system and to move additional testing to appropriate
technology formats. This analysis will allow the transition from a paper-based assessment system to one that takes greater advantage of technology.
Career and College Ready, Set, Go!
Increase the use of technology for providing professional development opportunities for teachers.
Race to the Top Local and State Scopes of Work
Objective (A)(2) 3.1: Provide and support student, teacher, administrator access to Learner Management System, Learning Object Repository, and web collaboration tools.
Objective (A)(2) EVAL 1.1: Participate in the evaluation of the RttT initiatives and use the resulting evaluation data and conclusions to improve effectiveness.
Objective (B)(3) 1.1: Ensure teachers and staff understand the new Standard Course of Study, including the Common Core and Essential Standards, and related
assessments.
Objective (C)(2) 1.1: Complete a unified strategic plan for the LEA/Charter that utilizes data to determine priority goals and activities, and set targets for performance.
Objective D(5) 1.1: Provide access to effective, high-quality, job-embedded, data-informed professional development and support for educators with objectives aligned to
the Race to the Top Initiatives.
Objective D(5) 1.2: Measure, evaluate and improve professional development and support.
Other LEA initiatives/plans
Other LEA initiatives/plans
Other LEA initiatives/plans
4: A Statewide Model of Technology-Enabled Professional Development
Goals should be precise and measurable. See notes/guidelines regarding evaluation.
Suggested Goals/Targets
Year 1
Year 2
Yearly Evaluation
July 1, 2012 – June 30, 2013
Implement a plan for
embedded technology-enabled
professional development for
teachers and administrators.
Perform a needs assessment on
the types of technology
professional development
required
Technology
Support models that promote
and further the ideals of
technology-enabled and
integrated professional
development
Provide opportunities such as
innovation showcase and
technology fairs to promote
model lessons and units
Technology and Curriculum and
Instruction
Prepare media specialists and
instructional technology
facilitators to support digital
reform.
Deliver Common Core and
Essential Standards training to
teachers using integrated
technology as a model for
further classroom integration.
Train Principals on the new
evaluation instrument for media
specialists.
Technology and Media
Further collaboration with
Curriculum and Technology
trainers to incorporate technology
into professional development
instead of in isolation
Curriculum and Instructions and
Technology
<Activity>
<Responsible>
<Activity>
<Responsible>
Prepare staff for online
assessment delivery.
Prepare students for online
assessment delivery.
July 1, 2013 – June 30, 2014
Further collaboration with
Curriculum and Technology
trainers to incorporate technology
into professional development
instead of in isolation
Curriculum and Instructions and
Technology
Utilize media specialists and ITF
to empower teachers to share out
working models of
technologically integrated lessons
and units
Technology, Media and Schools
Admin
<Activity>
<Responsible>
Utilize media specialists and ITF
to empower teachers to share out
working models of
technologically integrated lessons
and units
Technology, Media and Schools
Admin
<Activity>
<Responsible>
<Activity>
<Responsible>
Evaluation
Method(s)
Technology
Professional
development plan
DPI Use
Innovation
showcase
presentations
Summer
academies
Meeting agendas
and presentation
materials
Technology
Professional
development plan
On-line sharing
out of best
practices between
schools
8
Provide ongoing support and
professional development
necessary for use of data to
inform instruction.
Provide support for teacher
and administrator progress
and evaluation according to
MCREL standards.
<Activity>
<Responsible>
<Activity>
<Responsible>
<Activity>
<Responsible>
<Activity>
<Responsible>
<Activity>
<Responsible>
<Activity>
<Responsible>
<Activity>
<Responsible>
<Activity>
<Responsible>
9
Strategic Priority 5: 21st Century Leadership for All Schools and Districts
Essential Questions
Are your LEA/Charter leaders prepared to lead and create a vision for 21st century
education?
Are mechanisms in place for school leaders to create 21st century learning cultures?
Are professional growth programs/opportunities available to prepare teachers and
administrators to lead 21st century learning environments?
Current Status/Moving Forward
Write a concise narrative addressing the essential questions pertinent to your LEA/Charter.
Remember, these questions are meant to guide your local priorities, and should not be considered
inclusive.
Creating 21st century learning environments is not about investing only in technology but
also investing in people and creating a culture appropriate for 21st century learning. As Michael
Fullan (2001) points out, leading in a culture of change does not mean placing new individuals
into unchanged environments. Rather, change leaders work on changing the context, helping
create new settings conducive to learning, and creating that setting with those already invested in
the community. As Fullan states, "change is a process, not an event."
Leadership in ISS has a strong desire to meet the needs of our students through the better
use of technological resources. In order to evaluate the current status and desired outcome, a
needs assessment will be conducted. This assessment will focus on gathering data on what we
want our students to be able do to demonstrate mastery of 21st century skills. It will also serve as
a baseline and to provide direction for the district.
To aid administrators in their efforts to change the culture of their school to a more
digitally enabled culture, self-assessment rubrics based on district priorities and technology
standards as outlined in the ISTE NETS standards will be created and used with teachers and
administrators. The use of the rubrics will help guide thought towards more digitally enhanced
instruction and operations. As leadership becomes more digitally enabled, there is a need to
provide connectivity to make it easier for administrators to use personal learning devices. To
foster a change in culture, more 21st century tools such as livebinders, wikis smartnotebook, poll
everywhere, wallwisher, etc. will be modeled at trainings and professional development of our
leaders.
Administrators will be encouraged to participate in state level leadership development
opportunities such as Distinguished Leader program and Certification for Chief Technology
Officers. As well as participation in locally developed leadership programs such as Aspiring
Leaders and Leadership Academy. Best practice presentations will also be showcased at the
district innovation showcase, as well as further staff development provided in summer
academies. ISS will strive to support leadership by investigating the most effective way to
deliver quality, meaningful staff development for teachers and staff. Including the better
utilization of talented staff at the school levels to share out in professional learning communities
on their technology enabled digital practices.
The need for technology-enabled teaching and learning is very real. To stay competitive
and create future-ready students, leadership in ISS must rely on 21st century policies, procedures
and legislation to capably lead 21st century schools. With leadership and feedback from local
leaders through our Facilities Task Force, and collaboration with NCDPI and the State Board of
Education, and other governing boards and commissions, ISS will strive to ensure policies,
procedures, and articles of legislation are in place to allow 21st century education to flourish.
Several years ago the requirement for technology credits for licensure was removed, part of the
effort to change the culture in schools will be to investigate reinstating technology continuing
education credits for licensure.
8
Briefly describe/explain how your LEA/Charter plan will utilize and align with the strategies in place in other plans/ initiatives being
implemented in your LEA.
Alignment to Other Plans and Initiatives:
Strategic Priority 5: 21st Century Leadership for All Schools and Districts
Iredell-Statesville Schools will utilize and align with the following key initiatives/plans to reach for the vision and complete the
strategic priorities of our plan...
ACRE
Create a comprehensive, customized professional development system to provide teachers and administrators with the skills and understandings needed to use data to
inform instructional practice and make formative assessments a daily practice in the classroom.
Career and College Ready, Set, Go!
Implement a Leadership Academy -schools need good leaders who know how to motivate teachers and students and data to make good decision.
Increase the use of technology for providing professional development opportunities for teachers.
Race to the Top Local and State Scopes of Work
Objective (A)(2) 3.1: Provide and support student, teacher, administrator access to Learner Management System, Learning Object Repository, and web collaboration tools.
Objective (A)(2) EVAL 1.1: Participate in the evaluation of the RttT initiatives and use the resulting evaluation data and conclusions to improve effectiveness.
Objective (D)(3) 1.1: Identify and select highly-qualified candidates to participate in regional leadership academies.
Objective D(5) 1.1: Provide access to effective, high-quality, job-embedded, data-informed professional development and support for educators with objectives aligned to
the Race to the Top Initiatives.
Objective D(5) 1.2: Measure, evaluate and improve professional development and support.
Other LEA initiatives/plans
Other LEA initiatives/plans
Other LEA initiatives/plans
5: 21st Century Leadership for All Schools and Districts
Goals should be precise and measurable. See notes/guidelines regarding evaluation.
Suggested Goals/Targets
Year 1
July 1, 2012 – June 30, 2013
Year 2
July 1, 2013 – June 30, 2014
Yearly Evaluation
Evaluation
DPI Use
Method(s)
Create and lead a vision for 21st Participation in state level
trainings such as Developing
century education
Leaders and CeCTO
Principals and Technology
Model 21st century techniques for
Create 21st century learning
leaders in the school system.
cultures
Administration and Technology
Prepare teachers and
administrators to lead 21st
century learning environments
Develop strategic partnerships
with community and business
to promote 21st Century
learning.
Provide leadership with 24/7
access
Further the modeling of 21st
century techniques for
administrators and teachers.
Administration and Technology
<Activity>
<Responsible>
Successful
completion of
certification
programs
Meeting agendas
that represent
usage of 21st
century tools
Conduct a needs assessment in
Provide infrastructure and support Needs
order to establish a baseline and a to meet the needs identified in the assessment with
vision.
needs assessment.
long range plan
Technology
Technology
<Activity>
<Activity>
<Responsible>
<Responsible>
Provide mobile phones to
administrators
Finance
<Activity>
<Responsible>
Provide greater access to mobile
devices inside and outside of the
building
Finance and Technology
<Activity>
<Responsible>
Usage reports
Wireless access
in buildings
8
Appendix A: Policies and Procedures
Iredell-Statesville Schools Technology Plan
Policy, Procedure, & Guidelines Implementation Chart
Policies, Procedures, & Guidelines
All Policies, procedures and guidelines should be updated to include the fundamentals
of 21st Century Education and Information & Technology Skills. Policies should be
translated into predominant languages of students and parents. Policies, procedures
and guidelines should be displayed along with the STP and other referenced
LEA/Charter plans. Make sure links have navigations that are user friendly.
Policies Required
LEA
Adoption,
LEA Policy
Implementati
Code or
on or
Procedure
Revision
Date
5240
2014
2014
09/02/02
03/11/02
05/10/10
2014
12/14/09
2014
2014
2014
2014
3225/7320
2014
In Place
In Place
In Place
In Place
In Place
In Place
2001-2002
2001-2002
2001-2002
2001-2002
2001-2002
2001-2002
In Place
In Place
In Place
In Place
2001-2002
2001-2002
2001-2002
2001-2002
A. Materials Selection Policy including internet resources (GS §115c-98(b))
B. Disposal of Equipment / Replacement of Obsolete Equipment (GS §115c-518)
C. Hardware and Software Procurement (GS § 115c-522, 115c-522.1)
D. Copyright and Plagiarism Policy (PL §94-553, 90 Stat. 2541),
E. Acceptable Use Policy (PL §106-554) (including existing 1:1, bring your own device)
6440
3230/7330
3225/7320
F. Equipment/Materials Donation Policy (GS §115C-518)
G. Data Privacy Policy (20 U.S.C. § 1232g; 34 CFR Part 99 (FERPA))
4700
H. Inventory Control Policy (GS §115c-539, 115c-102.6A-C(5))
I. Access to Services Policy (GS §115c-106.2)
J. Online Assessment and Instruction Policy
K. Advertising and Commercialism Policy (GS §115c-98) (Procurement and gifts ethics)
L. Internet Safety and Ethical Use including Cyberbullying and Harassment
(Protecting Children in the 21st Century Act, CIPA, FERPA, GS 115C-407)
(Locally identified policies)
Procedures
A. Hardware and Software Deployment
B. Equipment maintenance and repairs
C. Outdated Resources and Equipment Replacement
D. Disaster Recovery of Data and Hardware
E. Administration of Online Courses
F. Administration of Online Assessment
(Locally identified procedures)
Guidelines
A. Policy Translation
B. Use of Digital Media and Resources
C. Instructional Use of Videos
D. Development of Online Resources
(Locally identified guidelines)