Charlotte County Public Schools
Technology Plan
School Years
2013-2016
Prepared by:
Christopher J. Bress
Executive Director, Department of Learning Through Technology and Media
Written by: Christina Carboni
District Technology Trainer
The School Board of Charlotte County does not discriminate in educational programs/activities or employment on the
basis of race, color, religion, sex, national origin, age, marital status or handicap. S.B.C.C.R. 4.30 (1)
Charlotte County District Technology Council Members
The council members represent a diverse demographic of participants from all areas of our school
community. Using the Collaborative Learning Group model, teams are created to provide maximum
exposure and with manageable discussions to provide feedback. As the stakeholders in the District
Technology Plan, our school community will have valid opportunities to review and comment on the
current plan as we execute the technology action planning process.
SY13-16 CHARLOTTE COUNTY PUBLIC SCHOOLS TECHNOLOGY PLAN COUNCIL MEMBERS
Charlotte County District Technology Executive Council
ADMINISTRATIVE TEAM
Chris Bress, Executive Director of Learning through Technology and Media (TEAM FACILITATOR)
Ian Vincent, Vice Chairman of the School Board
Doug Whittaker, Superintendent
Chuck Bradley, Executive Director of the Division of Learning
John Weant, Director of Information and Communications Services
April Prespitino, Director of Student Services
Karen LaPorte, Director of Learning, Secondary
Carmel Kisiday, Director of Learning, Elementary & ESOL
Karen Owens, Assistant Director, Exceptional Student Education
Maria Gifford, Principal, Murdock Middle School, IT Academy MS School
Barney Duffy, Director & Coordinator of Dual Enrollment & Middle School Academies, Charlotte Technical Center
Angie Taillon, Principal, Neil Armstrong Elementary
Patrick Keegan, CFEA President & Teacher, Charlotte High School
Bonnie Bistarkey, Paraprofessional, Neil Armstrong Elementary
Mary Fred Clemmons, Charlotte Local Education Foundation, Executive Director
Charlotte County District Technology Development Council
Council Representation by Team
DISTRICT TECHNOLOGY & SUPPORT TEAM
Dawn Botello, FOCUS IT Trainer, Murdock County Office (TEAM FACILITATOR)
Norm Bodnar, Analyst
Kathy Scott, Technology Buyer
Jennifer Kempton, Webdesign Specialist
Susan Dutery-Senior Programmer
Maggie Gentile, Library Media Technician
Sandra Howard-Computer Operator
Scott Morse, Technician, Murdock County Office
Zack Hartz,Technician , Murdock County Office
Mary DeBoer, District Technology Trainer, Murdock County Office
Debbie Jones, District Technology Trainer, Murdock County Office
Christina Carboni, District Technology Trainer, Murdock County Office (TEAM FACILITATOR)
CURRICULUM & INSTRUCTION SPECIALIST TEAM
Donna Dunakey, Social Studies/Health Curriculum & Instruction Specialist, Parent-HS (TEAM FACILITATOR)
Kym Sheehan, Language Arts/Reading/ESOL Curriculum & Instruction Specialist, Division of Learning
Bob Davis, Mathematics/Science Curriculum & Instruction Specialist, Division of Learning
Mary Ann Morehouse, Language Arts, Reading Elementary Curriculum & Instruction Specialist, Division of Learning
Ellen Harvey, Fine Arts & World Languages Curriculum & Instruction Specialist, Division of Learning
Annmarie Maynard, ESE, Curriculum & Instruction Specialist, Division of Learning
Lisa Degroot, Psychometrician, Division of Learning
2
Charlotte County District Technology Development Council Members Continued
Charlotte County District Technology Development Council
Council Representation by Team
SECONDARY TEAM/ASSISSTANT PRINCIPALS
Matt Whelden, Assistant Principal, L.A. Ainger Middle School (TEAM FACILITATOR)
Angela Staley, Assistant Principal, Murdock Middle School
Daniel McIntosh, Teacher, Port Charlotte Middle School
John Butts, Assistant Principal, Punta Gorda Middle School
Cheryl Edwards, Assistant Principal, Port Charlotte High School
Bob Bedford, Assistant Principal, Lemon Bay High School
Dee Lynn Bennett, Assistant Principal, Charlotte High School
Laura Meyer, Teacher, Academy
ELEMENTARY TEAM/LEAD TEACHERS
Dianna Padilla-Harris, LEAD Teacher, Vineland Elementary School (TEAM FACILITATOR)
Leissa Arrett, LEAD Teacher, East Elementary School
Shauna Krueger, LEAD Teacher, Kingsway Elementary
Celene Kipfinger, LEAD Teacher, Deep Creek Elementary
Brenda Latta, LEAD Teacher, Meadow Park Elementary
Michelle Hill, LEAD Teacher, Myakka River Elementary
Renee Wiley, LEAD Teacher, Liberty Elementary School
Leslie Boyle, LEAD Teacher, Neil Armstrong Elementary
Shana Moseley, LEAD Teacher, Sallie Jones Elementary
Vicki Polk, LEAD Teacher, Peace River Elementary
STEM TEAM
Sharon Bruno, STEM Teacher, Punta Gorda Middle School (TEAM FACILITATOR)
Toni Orr, STEM Teacher, Murdock Middle
Natalia Shea, STEM Teacher, LA Ainger Middle School
Lyman Welton, STEM Teacher, LA Ainger Middle School
Pam Ping, STEM Teacher, Port Charlotte Middle School
Doreen Alvarez, STEM Teacher, Liberty & Meadow Park Elementary
Alician Rhodes, STEM Teacher, Kingsway Elementary
John Probst, STEM Teacher, Sallie Jones Elementary
Chuck Hardy, STEM Teacher, Neil Armstrong Elementary
MEDIA SPECIALIST TEAM
Deborah Monck, Media Specialist, Port Charlotte High School (TEAM FACILITATOR)
Tracy Herman, Media Specialist, Port Charlotte Middle School
Gary Helinski, Media Specialist, Murdock Middle School
Tara Cain, Media Specialist, Charlotte High School
Jennifer Sloan, Media Specialist, Lemon Bay High School
TECHNOLOGY/CAREER EDUCATION TEAM
Shelley Baust, 6-8 Tech Teacher, Port Charlotte Middle School (TEAM FACILITATOR)
Susan Kickbush, 7th IT Academy Teacher, Tech Program Planner, Murdock Middle School
Karol Sweeterman, Technology Teacher, L.A. Ainger Middle School
Karen Smith, Adobe & MS Office Certified Tech Teacher, Charlotte High School
Michelle Wier, Secondary Career Specialist, Charlotte Technical Center
3
TABLE OF CONTENTS
1 MISSION AND VISION
1.1 Technology Vision
2 GENERAL INTRODUCTION/BACKGROUND
2.1 District Profile
~ Demographic
~ Occupational
2.2 Planning Process
~ Council Selection
~ Research
~ Partnerships
2.3 Collaboration with Existing Adult Literacy Service Providers
3 NEEDS ASSESSMENT/GOALS
3.1 Our Information-Based Processes
3.2 Identification of Needs
~ Bandwidth
~ Trained Personnel
3.3 District Technology Goals
~ Short-term Goals
~ Infrastructure Focus
~ Professional Development Focus
~ Long-Term, Continuous Goals
~ ISTE Essential Conditions
4 FUNDING PLAN
4.1 Major Source of Funding
~ E-rate
~ Capital Outlay and Operational Budget
4.2 Funding for Improvement of Educational Services
~ Professional Development
4.3 Public School Technology Funding
5 TECHNOLOGY ACQUISTION PLAN
5.1 Identification of Appropriate Technology Needs
~ Instructional Focus
5.2 Programs in Support of the Common Core State Standards (CCSS), the
Next Generation State Standards (NGSS), and Partnership for the
Assessment of Readiness for College and Careers (PARCC)
~ Student Focus
~ Programs
5.3 Acquisition Timetable
5.4 Acquisition Policies and Procedures
~ Consistency and Interoperability
4
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~ Upward Migration
~ Support and Maintenance Requirements
5.5 Technical Guidance
ACCESS
6.1 Equitable and Effective Access
~ Distribution of Resources
~ Best Practices
~ Diversity
~ External Services
6.2 Acceptable Use Policy
~ Confidentiality, Ethics, and Integrity
6.3 Technology Protection Measures
USER SUPPORT PLAN
7.1 End User Support
~ Cycle of Service
~ Communication Web
~ Network of Support
7.2 Equipment Maintenance and Repair
PROFESSIONAL DEVELOPMENT
8.1 Increase Technology Use in the Classroom and Media Center
~ Development and Acquisition of New Programs
~ Technology Integration
~ Coordination of Training and Support
~ Staff Development Necessities
~ Professional Development Delivery System
~ Coaching to Increase the Use of Technology
8.2 Resources of Ongoing Training and Technical Assistance
PROGRAM EVALUATION
9.1 Ongoing Evaluation of Technology Integration
~ Curriculum Integration
~ National Education Technology Standards for Teachers
~ Ongoing Evaluation of Technologies Affecting Student Performance
~ National Education Technology Standards for Students
9.2 Facilitate Mid-Course Corrections as Needed
10 E-Rate Program Planning Criteria
11 NCLB
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APPENDICES
Appendix A
The Local Instruction Improvement System (LIIS)
Appendix B
Charlotte County Public Schools Acceptable Use Policy/Guidelines for Student
E-mail
Appendix C
School Board of Charlotte County Bylaws and Policies (Technology and
Digital)
~ 5136-Electronic/Wireless Communications Devices
~ 7310-Disposition of Surplus Property
~ 7530-Lending of Board Owned Equipment
~ 7540-Computer Technology and Networks
~ 7540.1-Technology Privacy
~ 7540.02-District Web Page
~ 5740.03-Student Network and Internet Acceptable Use and Safety
~ 7540.04-Staff Network and Internet Acceptable Use and Safety
~ 7542-Network Access from Personally Owned Computer and/or Other
Web Enabled Devices
~ 7543-Utilization of Districts Website and Remote Access to the District’s
Network
The Student Code of Conduct, which includes the following documents:
~
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~
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Charlotte County Public Schools Statement on Cheating
Charlotte County Public Schools Statement of Academic Honesty
Student Records
Network and Internet Rules, Safety and Use Agreement
Electronic Communication and Laser Devices
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1. MISSION AND VISION
1.1
Technology Vision
Success in Digital-Literacy & Global-Competency
Technology Mission Statement
Students creatively manipulate digital resources to produce and communicate globally
competitive results, foster positive, collaborative, diverse, solution-oriented, and efficacious
relationships, synthesize complex and innovative concepts, while achieving mastery of Next
Generation and Common Core State Standards in pursuit of individual goals and academic
prowess.
Digital
Literacy
2.
Global
Competency
Student
Success
GENERAL INTRODUCTION/BACKGROUND
With the increase in digitally-mature individuals, and the accessibility of social-media resources, the
implementation of technology in the school district of Charlotte County Public Schools will
“reasonably” increase our infrastructure to meet the needs of our school community, while providing a
safe web-interactive environment. As we strategically increase our bandwidth upload and download
speeds in our already taxed infrastructure, continue to acquire media-rich texts and software, add to
our wireless and Bluetooth-enabled sophisticated hardware and devices, and gravitate toward the
Single Sign On (SSO) requirement, we have come to a crossroads, which will be addressed within
this 2013-2016 District Technology Plan.
2.1
District Profile
The data aggregated in the following charts will address the social, economic, geographic, and
demographic factors that influence Charlotte County Public Schools’ implementation of technology.
8
In Figure 2.1A, the demographic data illustrates four geographical areas, Charlotte County Public
Schools (CCPS) and Charlotte County, which are located in the Southwest portion of Florida, the
State of Florida, and the United States. The reasoning for this statistical information provides social
data by race, gender, Special Education services (ESE), English Speakers of Other Languages
(ESOL), homeless, free and reduced lunch (state assistance services), High School graduates,
Bachelor’s Degree or higher and also, the median household income.
Data explanation and observation for Figure 2.1A-Demographics



Charlotte County Public Schools: Data was based on information derived via our Focus
program, which is our school community grading and information portal dated October 31,
2012.
Charlotte County, State of Florida, and the United States: Information gathered from the United
States Census Bureau and the Social Security Administration, dated 2010-2011.
Approximately ten percent of Charlotte County’s current population is K-12 students.
(Figure 2.1A)
Data: FOCUS 10/31/2012,
Census 2010, & Social
Security Administration
DEMOGRAPHICS
CHARLOTTE COUNTY
PUBLIC SCHOOLS
CHARLOTTE COUNTY
(Based on 2010 Census Results)
(FOCUS Report) 10/31/2012
STATE OF
FLORIDA
UNITED
STATES
Total Population
White
Black
Mix
Hispanic
Asian
Indian
16,951
72.40%
9.30%
4.00%
12.50%
1.60%
0.27%
161,000
85.80%
6.00%
1.50%
5.90%
1.30%
0.30%
Female
Male
48.60%
51.40%
51.40%
48.60%
51.10%
48.90%
50.80%
49.20%
ESE
Full Time ESE
ESOL
18.80%
5.12%
2.90%
no data
no data
9.30%
no data
no data
26.60%
no data
no data
20.10%
Homeless
1.50%
1.90%
no data
no data
17.70%
2.60%
53.7 Social Security(SS)
Free/Reduced Lunch
(approx. eligibility income
level for Free: $28,665 and
Reduced: $40,793)
60.00%
High School Graduates
Bachelor's Degree or Higher
Median Household Income
87.00%
no data
no data
3.3 Supplemental Security Income (SSI)
63.30%
1.0 Cash Public Assistance
5.3 Food Stamps
<TOTAL (All Public Assistance Combined)>
88.30%
21.30%
$41,524
19,057,542 311,591,917
57.50%
63.40%
16.50%
13.10%
18.00%
2.30%
22.90%
16.70%
26.00%
5.00%
60.00%
1.40%
20.43%
13.80%
13.80%
34.23%
34.10%
85.30%
25.90%
$47,661
85.00%
27.90%
$51,914
Figure 2.1A- Data derived via Charlotte County Public Schools FOCUS report on 10/31/2012, US Census, and Social Security Administration
Demographic facts of relevance, which will greatly influence technology implementation due to fiscal,
adaptive, and time-management issues, are as follows:
9



The amount to qualify for reduced lunch is $731 less than the Median Household Income.
The percent for Free and Reduced Lunch coincides with the percent of residence on public
assistance.
o Thus, as we move to the 1:1 initiative of Bring Your Own Device (BYOD),
implementation of the piloted ‘flipped classroom’ model, and online instruction,
especially for all students to complete for High School, students and families may have
difficulties providing funding for digital devices and adequate Internet accessibility.
There are 23.92% students receiving ESE services, which is approximately one quarter of all
students.
o Thus, adaptive digital devices and time-management strategies will be needed to
service this student population due to added access, modifications, and documentation.
In Figure 2.1B, the data derived from the United States Census Bureau lists in order of high to low,
the percent of Charlotte County’s employees by Industry categories. The yellow bars represent
positions that require a college degree.
Data explanation and observation for Figure 2.1B-Percent of Industry Positions-Charlotte County



Four out of the thirteen Industry categories require college degrees.
The highest employer of workers is Educational Services, Health Care and Social Assistance.
o As evident in the occupational data provided in this section, Health Care supports most
of these positions.
Retail trade is next on the list and employers seek individuals that have refined ‘soft skills.
o Soft skills are the ‘social’ skills companies are seeking from their employers. As they
relate to technology, here are some examples: email etiquette, technical writing, online
time-management techniques, creating collaborative workspaces, mastery of personal
digital equipment, keyboarding and documentation, basic technical troubleshooting, etc.
10
In Figure 2.1C, Industry information for Charlotte County and the State of Florida are included in the
chart. The data provides information on the jobs ranked by the greatest number of people employed
in each industry. Also included, besides the matching State of Florida information, is the growth,
monthly earnings, growth in earnings, and the education level needed for each of the thirty-seven
industry positions listed. All data is dated 2011.
Data explanation and observation for Figure 2.1C- High Growth Industries-Charlotte County and the
State of Florida




Nine positions out of thirty-seven require a degree, nine suggest a high school diploma, and
nineteen have no educational requirements.
Specific to the top ten industries, two thirds are split equally between Health, and Food
Service/Retail.
Fiscal positions are the highest paying jobs ranging from $7,336 to $3,542 per month, which
do not require an advanced degree.
The Columns:
o Columns 1/2: Data is sorted to include all Charlotte County industry positions, totaling
thirty-seven, which are ranked by the largest number of employed workers with
matching data from the State of Florida industry positions.
o Column 3: Lists all the industry positions flanked by the three digit code of the North
American Industry Classification System (NAICS.)
11
o
o
o
o
Columns 4/5: Total number of jobs for each industry position for county and state.
Columns 6/7: Percent of job growth in each industry position for county and state.
Columns 8/9: Monthly earnings in dollars in each industry position for county and state.
Columns 10/11: Percent of earnings growth in each industry position for county and
state.
o Columns 12: Estimated education level for each industry position.
12
(FIGURE 2.1C) High Growth Industries-Data Available for Private Firms Only-Source: U.S. Census Bureau, Local Employment Dynamics (QWI-Quarterly Workforce Indicators)
Rank by
Greatest # Rank by
of
Greatest #
Industry Name to include North American Industry
Employees
of
Classification System(NAICS) 3-digit code
in
Employees
Charlotte in Florida
County
Averages
Charlotte
County #
Florida # of Jobs
of Jobs
(2010-2011)
(20102011)
Charlotte
Florida %
County %
Growth in #
Growth in
of Jobs
# of Jobs
(2010(20102011)
2011)
Charlotte
Charlotte
Florida
Florida
County
County
Monthy
Earning
Monthy
Earning
Earnings ($)
Growth (%)
Earnings
Growth
(2010(2010($) (2010(%) (20102011)
2011)
2011)
2011)
Education Level Needed
(Estimated +/- )
Less than high school
Bachelor's degree or less
Bachelor's degree or less
Associate's degree or High
School Diploma or equivalent
Bachelor's Degree or High
School Diploma or equivalent
Less than high school
High school diploma or
equivalent
1
2
3
1
4
5
722 Food Services and Drinking Places
621 Ambulatory Health Care Services
622 Hospitals
3,841
3,392
2,139
586,094
396,619
264,458
-7.28
3.16
-2.37
3.24
2.51
1.56
$1,497.00 $1,636.00
$4,450.00 $4,883.00
$3,484.00 $4,288.00
1.66
7.67
3.84
4.43
5.60
5.34
4
8
623 Nursing and Residential Care Facilities
2,107
182,721
6.95
1.05
$2,454.00 $2,433.00
9.24
3.19
5
2
561 Administrative and Support Services
2,017
503,535
-44.57
-0.68
$2,683.00 $2,876.00
16.32
6.68
6
7
452 General Merchandise Stores
1,774
183,259
0.53
9.39
$1,871.00 $1,793.00
1.82
3.41
7
6
238 Specialty Trade Contractors
1,535
197,169
-1.35
0.66
$2,653.00 $3,151.00
4.11
3.04
8
3
1,361
445,115
2.45
2.03
$4,277.00 $5,523.00
2.10
4.60
Bachelor's degree or Higher
9
9
1,229
167,301
-4.04
1.75
$1,952.00 $1,858.00
-1.04
-3.76
Less than high school
10
13
936
156,025
-3.77
1.21
$1,850.00 $2,328.00
4.45
2.54
Less than high school
11
17
909
113,101
-4.76
3.43
$3,432.00 $3,828.00
2.10
5.08
Less than high school
12
24
663
73,803
7.45
-0.82
$2,361.00 $2,763.00
4.40
5.50
Less than high school
13
22
602
81,363
-23.86
3.42
$1,858.00 $2,021.00
12.85
3.51
14
12
523
156,975
-5.99
3.55
$3,838.00 $4,836.00
18.67
7.32
15
16
531 Real Estate
515
116,579
-26.27
0.91
$2,355.00 $3,439.00
13.45
6.94
16
25
811 Repair and Maintenance
499
70,716
9.88
-8.56
$2,750.00 $3,052.00
4.91
7.42
17
27
236 Construction of Buildings
460
67,735
-1.92
-12.60
$2,714.00 $4,360.00
8.46
3.20
18
19
20
21
22
23
19
30
20
11
23
33
436
428
387
356
350
340
107,779
50,135
99,049
157,811
75,109
43,467
-15.64
6.86
-8.74
-15.38
-7.64
-5.80
-0.39
2.64
0.18
6.33
3.71
4.43
$1,753.00
$1,866.00
$1,508.00
$1,835.00
$2,870.00
$2,344.00
$2,068.00
$2,366.00
$1,787.00
$2,474.00
$3,226.00
$2,186.00
5.08
-1.13
6.43
5.94
10.25
16.32
3.83
3.44
9.34
4.07
13.10
6.80
24
26
624 Social Assistance
453 Miscellaneous Store Retailers
448 Clothing and Clothing Accessories Stores
721 Accommodation
446 Health and Personal Care Stores
111 Crop Production
813 Religious, Grantmaking, Civic, Professional,
and Similar Organizations
Less than high school
High school diploma or
equivalent
High school diploma or
equivalent
High school diploma or
equivalent
High school diploma or
equivalent
Associate's Degree or higher
Less than high school
Less than high school
Less than high school
Less than high school
Less than high school
338
70,281
-2.67
-3.67
$2,049.00 $3,062.00
14.55
4.70
Bachelor's degree
25
15
524 Insurance Carriers and Related Activities
320
125,846
10.56
6.27
$3,542.00 $5,300.00
15.88
5.44
High school diploma or
equivalent
26
28
451 Sporting Goods, Hobby, Book, and Music Stores
271
58,757
23.84
70.26
$1,708.00 $2,507.00
27
28
29
30
31
10
38
14
42
18
423 Merchant Wholesalers, Durable Goods
447 Gasoline Stations
611 Educational Services
442 Furniture and Home Furnishings Stores
424 Merchant Wholesalers, Nondurable Goods
250
244
244
242
221
159,790
37,883
129,168
32,009
111,433
4.16
-30.86
1.67
7.41
1.28
0.62
0.15
5.81
0.18
-1.59
$3,566.00
$1,798.00
$1,463.00
$2,264.00
$3,671.00
32
44
511 Publishing Industries (except Internet)
221
31,695
0.00
1.37
33
31
217
49,694
8.57
34
37
143
40,100
35
52
128
36
36
37
66
237 Heavy and Civil Engineering Construction
523 Securities, Commodity Contracts, and
Other Financial Investments and Related
Activities
454 Nonstore Retailers
425 Wholesale Electronic Markets and Agents
and Brokers
337 Furniture and Related Product
Manufacturing
All NAICS subsectors
541 Professional, Scientific, and Technical
Services
445 Food and Beverage Stores
713 Amusement, Gambling, and Recreation
Industries
441 Motor Vehicle and Parts Dealers
444 Building Material and Garden Equipment
and Supplies Dealers
812 Personal and Laundry Services
522 Credit Intermediation and Related
Activities
6.40
44.54
Less than high school
-1.45
1.59
-12.67
4.35
15.02
7.01
0.74
4.56
3.79
5.43
$2,720.00 $5,694.00
6.77
-1.03
-12.60
$3,061.00 $4,106.00
-6.78
0.35
Less than high school
Less than high school
Bachelor's degree
Less than high school
Less than high school
High school diploma or
equivalent
Bachelor's degree
20.53
5.02
$7,336.00 $10,532.00
13.72
7.38
23,411
-0.74
0.46
$2,839.00 $3,930.00
-6.81
6.94
124
41,008
0.00
-1.56
$4,730.00 $6,265.00
-4.94
8.03
100
10,019
21.78
0.49
$3,145.00 $2,917.00
-17.35
8.52
31,467
6,103,277
-4.83
1.67
$2,815.00 $3,628.00
7.03
5.11
$5,376.00
$1,873.00
$3,325.00
$2,694.00
$4,792.00
High school diploma or
equivalent
Less than high school
High school diploma or
equivalent
Less than high school
Figure 2.1C- Data derived from the United States Census Bureau's High Growth Industries on October 31, 2012
In Figure 2.1D, national data was aggregated to substantiate and extend the occupational outlook,
while providing information about the number of new or replacement positions, wages and levels of
13
education needed for the projected years of 2010-2020. Please note that the available statistics were
for private firms only,
Data explanation and observation for Figure 2.1D-Largest Numeric Growth of Occupations Nationally

In the analysis of the twenty occupations, only two will require a four-year degree, which are in
the teaching profession.
Registered nurses, needing a two-year Associate’s degree, will add twenty-six percent new
positions, plus offer a substantial wage.
Eight of the top ten positions require a high school diploma or less. This trait is prevalent
throughout the research of occupational outlook data, thus, degreed position, which tend to
pay more, will continue to have fierce competition as more students graduate college.


(Figure 2.1D) Occupations with the largest numeric growth, projected 2010-20 (Department of Labor's National Statistics)
Occupation
Number of
new jobs
added
Percent
change
Wages (May
2010 median)
29-1111
Registered Nurses
711,900
26
41-2031
Retail Salespersons
706,800
17
31-1011
Home Health Aides
706,300
39-9021
Personal Care Aides
607,000
43-9061
Office Clerks, General
Combined Food Preparation
and Serving Workers, Including
Fast Food
Customer Service
Representatives
Heavy and Tractor-Trailer
Truck Drivers
Laborers and Freight, Stock,
and Material Movers, Hand
Postsecondary Teachers
Nursing Aides, Orderlies, and
Attendants
Childcare Workers
Bookkeeping, Accounting, and
Auditing Clerks
Cashiers
Elementary School Teachers,
Except Special Education
Receptionists and Information
Clerks
Janitors and Cleaners, Except
Maids and Housekeeping
Cleaners
Landscaping and
Groundskeeping Workers
Sales Representatives,
Wholesale and Manufacturing,
Except Technical and Scientific
Products
Construction Laborers
Matrix
Code
35-3021
43-4051
53-3032
53-7062
25-1000
31-1012
39-9011
43-3031
41-2011
25-2021
43-4171
37-2011
37-3011
41-4012
47-2061
Entry-Level Education
Related Work
Experience
$64,690
Associate's degree
None
None
20,670
Less than high school
None
Short-term on-the-job training
69
20,560
Less than high school
None
Short-term on-the-job training
70
19,640
Less than high school
None
Short-term on-the-job training
489,500
17
26,610
High school diploma or equivalent
None
Short-term on-the-job training
398,000
15
17,950
Less than high school
None
Short-term on-the-job training
338,400
15
30,460
High school diploma or equivalent
None
Short-term on-the-job training
330,100
21
37,770
High school diploma or equivalent
1 to 5 years
Short-term on-the-job training
319,100
15
23,460
Less than high school
None
Short-term on-the-job training
305,700
17
62,050
Doctoral or professional degree
None
None
302,000
20
24,010
Postsecondary non-degree award
None
None
262,000
20
19,300
High school diploma or equivalent
None
259,000
14
34,030
High school diploma or equivalent
None
250,200
7
18,500
Less than high school
None
Short-term on-the-job training
Moderate-term on-the-job
training
Short-term on-the-job training
248,800
17
51,660
Bachelor's degree
None
Internship/residency
248,500
24
25,240
High school diploma or equivalent
None
Short-term on-the-job training
246,400
11
22,210
Less than high school
None
Short-term on-the-job training
240,800
21
23,400
Less than high school
None
Short-term on-the-job training
223,400
16
52,440
High school diploma or equivalent
None
Moderate-term on-the-job
training
212,400
21
29,280
Less than high school
None
Short-term on-the-job training
On-the-job Training
Figure 2.1D- National projections for 2010-2020 by Department of Labor, occupations with the largest numeric growth, thus to the job totals.
In Figure 2.1E, the occupations displayed will see growth due to the positions that will be added in
each area of employment. The chart provides information for career choices and confirms that
technology education, no matter the level of education needed, will play an important role in job
security.
14
Data explanation and observation for Figure 2.1E-Occupations with the Fastest Growth Nationally




Six careers will need a Bachelor’s degree or higher, four require an Associate’s degree, and
ten will need a High School diploma or less.
Five occupations are categorized as therapists with diplomas ranging from High School to
Doctorate.
Fifty percent of the occupations are in the Health field.
One third of the twenty occupations are in the skilled trades.
(Figure 2.1E) Occupations with the fastest growth, projected 2010-20 (Department of Labor's National Statistics)
70
69
62
Number of
new jobs
added
607,000
706,300
9,700
Wages (May
2010
median)
$19,640
20,560
81,540
60
17,600
56
52
49
46
Entry-level Education
Related Work
Experience
On-the-job Training
Less than high school
Less than high school
Bachelor's degree
None
None
None
Short-term on-the-job training
Short-term on-the-job training
None
27,780
Less than high school
None
Short-term on-the-job training
25,900
41,700
9,300
30,800
25,760
29,710
38,430
49,690
Less than high school
Associate's degree
High school diploma or equivalent
Associate's degree
None
None
None
None
Short-term on-the-job training
None
Apprenticeship
None
45
26,300
26,740
High school diploma or equivalent
None
Short-term on-the-job training
44
44
43
31,300
23,400
12,300
45,260
64,380
51,010
Bachelor's degree
Associate's degree
Associate's degree
Less than 1 year
None
None
None
None
None
Matrix
Code
Occupation
Percent
Change
39-9021
31-1011
17-2031
Personal Care Aides
Home Health Aides
Biomedical Engineers
47-3011
Helpers--Brickmasons, Blockmasons,
Stonemasons, and Tile and Marble Setters
Helpers--Carpenters
47-3012
29-2056 Veterinary Technologists and Technicians
Reinforcing Iron and Rebar Workers
47-2171
Physical Therapist Assistants
31-2021
Helpers--Pipelayers, Plumbers, Pipefitters,
47-3015
and Steamfitters
13-1121 Meeting, Convention, and Event Planners
Diagnostic Medical Sonographers
29-2032
Occupational Therapy Assistants
31-2011
31-2022
Physical Therapist Aides
43
20,300
23,680
High school diploma or equivalent
None
Moderate-term on-the-job training
47-2121
27-3091
Glaziers
Interpreters and Translators
42
42
17,700
24,600
36,640
43,300
High school diploma or equivalent
Bachelor's degree
None
None
Apprenticeship
Long-term on-the-job training
Medical Secretaries
41
210,200
30,530
High school diploma or equivalent
None
Moderate-term on-the-job training
41
116,600
60,570
Bachelor's degree
None
None
41
41
39
14,800
36,100
77,400
45,720
46,930
76,310
Master's degree
High school diploma or equivalent
Doctoral or professional degree
None
None
None
Internship/residency
Apprenticeship
None
43-6013
13-1161
21-1013
47-2021
29-1123
Market Research Analysts and Marketing
Specialists
Marriage and Family Therapists
Brickmasons and Blockmasons
Physical Therapists
Figure 2.1E- National projections for 2010-2020 by Department of Labor, occupations with the fastest growth, thus jobs that will increase in their current amount quickest.
Occupational facts of relevance which will greatly influence technology implementation due to
college, career and technical preparedness:


Diplomas are not mandatory for a majority of the jobs that will be readily available once
students prepare to exit High School.
o Prior to leaving middle school, students will need to obtain ‘soft skills’ to prepare them
for the job market like time management, communication, networking, etc. Online
resources, such as the Department of Labor’s, “Soft Skills: The Competitive Edge,” can
be
used
for
instructional
support,
found
at
the
following
link,
http://www.dol.gov/odep/topics/youth/softskills/. Also, business skills in technology, like
Microsoft Office will give students an advantage in their quest for employment,
especially in Excel, thus continued funding for Industry Certification is suggested. Also,
mastery of Adobe software or its equivalent will provide added marketability.
Home Health and Food Service industries represent the bulk of employers, and many of the
positions are for entry level positions, such as aides, and food service workers.
15




2.2
o Training in ‘soft skills’ will be necessary for potential employees to service their
customers and/or patients at the level of professionalism to sustain a lucrative
position/s. Basic technology skills are important as many of the food service
establishments, and the duties of home health aides use digital equipment.
Some of the highest paying positions in Florida that require Associate degrees or less are in
the health, insurance, and investment industries.
o The increase in high schools training for data and financial software will become a factor
as we need to supply employees that are job ready.
o Also, training for technical software to run medical equipment, document patient data,
and master the coursework to obtain the credentials to match the position.
The highest paying positions requiring an advanced degree is in the Professional, Scientific
and Technical Services, also the Marketing Research and Specialists.
o Thus, advanced technical training in a variety of data collection and manipulation
software will be requested by employers.
o Also, advanced technological expertise will be required to complete the extensive
coursework.
Basically, even though the data states that advanced degreed positions will be in the minority,
technical skills will be needed for the majority of positions no matter what the educational
requirements.
Also, to produce competitive graduates, we must institute basic technology and keyboarding
programs in K-5, not only to instruct, but to prepare for the online writing tests. We need to
teach business technology skills in middle and high, plus, offer Industry Certifications that we
can reasonably fund. We will contemplate, as funding becomes available, the addition of
competitive curriculum and/or expand our current programs at our Charlotte Technical Center
to meet the demands of the changing job market.
Planning Process
Council Selection
The technology plan development process proceeded to permeate throughout all facets of our school
community, and requests were received for council participation. Thus, we will be gathering data from
all stakeholders to include a balanced demographic of our school community and provide a valid and
substantiated Technology Plan for Charlotte County Public Schools.
Due to the enormity of the desired list of council members, we divided them into teams, with a
designated facilitator and a District Technology Trainer providing support as needed. The team
facilitators develop a collaborative workspace to discuss the technology plan, as they gather
feedback. The facilitators will attend the meetings in real time, if applicable, and share their respective
teams’ comments and suggestions.
Charlotte County District Technology Executive Council Members are the decision-making
representatives from the School Board, and administrative team to include: the Superintendent,
Learning through Technology and Media and Information and Communication Systems, Student
16
Services, Division of Elementary, Secondary Learning, Exceptional Student Education, High, Middle
and Elementary Principals, and our CFEA and FEA Union Representatives.
Charlotte County District Technology Development Council Teams are organized as follows:



The Technology Support Team includes the following representatives: Analyst, Technology
Buyer, District Webmaster, Library Media Technician, Network Technician, FOCUS
Information Technology Trainer, and District Technology Trainer.
The following representatives were selected on behalf of their expertise in their area and
valued commentary. The teams were established as follows: Curriculum and Instruction
Specialist, Secondary, Elementary, Stem, Media Specialist, and Technology and Career
Education Teams.
All teams are encouraged to share the district technology plan with their school community.
Research
Extensive research ensued while developing a blueprint for the district technology action plan for not
only the next 3 years, but to establish a baseline that addresses the increasing data exchange
requirement, as we meet the needs of our community. Basically, our bandwidth needs to meet the
demands for the delivery of the multitude of technology based instructional programs and online
testing requirements to support Common Core State Standards (CCSS), Next Generation State
Standards (NGSS), Partnership for the Assessment of Readiness for College and Careers (PARCC),
digital textbooks, and other media-rich software and the state’s Local Instruction Improvement
System (LIIS), which are the guidelines our infrastructure needs to accommodate for the web-based
iObservation and student assessment information delivery system.
Partnerships
Due to the extensive research, not only for Charlotte County, but to also include state and national
data, development of partnerships with community, business, and industry is essential.
Understanding that the health field will be in high demand, partnerships need to be massaged with
the health professionals in and outside our area. To meet this goal, web conferencing, social
networking, podcasts, and professional sponsors can conveniently provide the support and
connections digitally, while exposing students to a broader employment pool to obtain financially
lucrative health care positions. The Charlotte Technical Center offers many programs to help
students gain an advantage in nursing, emergency medical responder (these two professions are in
demand with a substantial salary,) dental, and medical administrative specialist.
The success of our culinary program at the Charlotte Technical Center is the hands-on training
methods. They participate in a simulation model represented in the Papa G’s restaurant
establishment. Students receive on-the-job and ‘soft skills’ training in an environment they can easily
transfer to a position in the food service industry. Students need management training to advance in
this profession, to increase their earning potential, and technology training is a major part of that
success.
17
Our current partnerships that aid in the use of technology in our school community are:
CHARLOTTE COUNTY PUBLIC SCHOOLS TECHNOLOGY-FOCUSED PARTNERSHIPS
Embry Riddle Aeronautical University
Edison State College
Full Sail University
Florida Department of Education
Automotive Youth Education System (AYES)
United Data Technologies (UDT)
Editure/Avatar
Safari Live/Montage
Promethean
Pearson
FCITL (Florida Council of Instructional Technology Leaders)
FAEDS (Florida Association of Educational Data Systems)
eRate 360
Charlotte County Sheriff’s Office (Resource Officer Division)
FOCUS
First Class
Microsoft
Apple
Hewlett Packard
Adobe
Google
Edmodo
Compass
FPL
Comcast
Think Central
Trillion
CLEF
Discovery Education
National Geographic
STEM Florida
LJ Create & Jaeger Corporation
Workforce Florida Inc.
The Whetstone Group
CCI Learning Solutions
Khan Academy
Florida/Charlotte Virtual School
Vocational Rehabilitation
Habitat for Humanity
Families First
Secure Florida.org
EDIS (Education Improvement Suite)
Integration of technology in all areas of the curriculum, support for our ESOL programs, and students
in need of accommodations, are considered as we partner with the various companies listed who
potentially service our school community. We ask for software that offers a translation component,
supports the different modalities and reading levels, possesses audio, text, speech-to-text and visual
features, as well as hardware with adaptive properties like specialized keyboards, headphones with
microphone, and built in magnification features. Also, many ESE students with dysgraphia are issued
a word processor for note-taking. We have in place, specific for our ESOL population, iPods with
translation apps and software to meet their comprehension needs. Every classroom is outfitted with
an audio enhancement system. Every high, soon to be all middle and some elementary schools have
Promethean Interactive Whiteboards for added tactile exposure. Each elementary school’s media
center has a smart table to provide hands on experience for students. Middle schools have a program
called ‘Read Out Aloud 6’ that transforms any text into an interactive tool, complete with
documentation and research features.
Again, as the curriculum is enhanced with sophisticated media-rich software, we continue to struggle
with providing reasonable access to stream video, and run Internet based programs, which are cost
effective, but not infrastructure friendly. It is our hope that funds are bundled with their adoption to
support the hardware needed to run the programs effectively and efficiently.
2.3
Collaboration with Existing Adult Literacy Service Providers
Technology hardware, software, and networked and wireless Internet access are supplied to our adult
literacy service providers. Realizing that 17.9% of the adult population in Charlotte County is
functionally illiterate, help is available to increase with their reading, math and digital literacy skills,
while providing a robust volunteer network for individualized assistance. The caretaker of our adult
literacy services is our Charlotte Technical Center, which offers testing services for GED, Wonderlic,
18
FBAT, TABE, Certiport, and other occupational tests, plus computer lab access for the community.
Charlotte Technical Center’s Adult Learning Center, with its satellite offices offering additional family
services, strategically maximizes community program saturation at these locations, downtown Port
Charlotte, Northport and at the Charlotte Cultural Center. The adult literacy service provider offers the
following services:





Literacy and GED Preparation
o The target age of this program is for18 and up, which provides an opportunity to
improve basic reading, writing, and/or math skills leading to a GED. Technology access
is available.
E.S.O.L.
o Students receive instruction in speaking, reading, listening, and understanding English.
Adult Transition
o Targeted participants are ages 18 and over needing accommodations and modifications
to perform basic living skills.
Citizenship
o The class provides information necessary to pass the United States Citizenship
Examination.
Family Literacy
The target students are parents to assist with increasing family literacy skills. Support is also
provided for foreign born students, parenting classes, and childcare.
In the continuation of increasing services to meet the needs of our community, located on the
Charlotte Technical Centers’ campus, The Academy provides technology-rich, alternative education
for at-risk teens. They provide services for teen parents with childcare services, which offer academic
and parental support for the students, with time built in to their schedules to attend to their children.
Support services are also provided to teens that previously dropped out of school, so they may return
to their academia and receive individualized assistance. Flexible block scheduling provides
opportunities for accelerated credit retrieval and alternative diploma options for students who do not
have appropriate credit to move to the next phase of their education.
3.
NEEDS ASSESSMENT/GOALS
3.1
Our Information-Based Processes
The data contained in Figure 3.1 displays the relevant results from the 2012 School Technology and
Resource Survey (STaRS) completed by all K-12 schools and Centers in the district. The categories
are divided in the phases to allow time and funding to be made available to implement the proposed
1:1 initiative (one online device per student,) provide appropriate online testing environments, the
networking speed, and access needed to support the district’s increasing digital consumption.
Data explanation and observation for Figure 3.1-Needs Assessment to Meet 1:1 Initiative

The data is categorized by Elementary, Middle, High, and Centers, which service our student
population of K-Adult.
o Included is the total number of students and schools in each category.
19


The Wide Area Network is the ‘highway’ that services our digital communication needs.
o There are 3 phases in this section:
 Phase one is our current status.
 Phase two is our first targeted increase when funding becomes available.
 Phase three is our next targeted increase, which will require a complete overhaul
of our infrastructure to include the installation of a fiber to create a fiber ring,
which will require funding resources not currently available.
The next section is devoted to the increase in our digital hardware to meet the needs of our 1:1
and online testing initiatives.
o There are three phases in this section:
 Phase one illustrates our current status which includes the number of total
computers and the average available per student, the number computers used
for online testing and the average available per student, the number of online
devices that are Internet ready, the total of all online devices to include
computers and iPads, tablets, etc., and the final average of online devices per
student that are Internet ready.
 Phase two and three calculates the addition of needed Internet ready devices so
we can provide one device per student, and the averages available per student,
with the final result being 1:1.
Data: 10/31/2012
(*estimate)
(Figure 3.1) NEEDS ASSESSMENT TO MEET 1:1 INITIATIVE (STaR)
PHASE 1
SCHOOLS PHASE 1 *PHASE 2 *PHASE 3
*PHASE 2
Grade Level
#
Students
Total #
of
Schools
Elementary K-5
6746
10
100Mbps,
50Mbps, 500Mbps
Fiber
1Gbps
2664 2.53 1382
4.88
522
3186
2.12
Middle 6-8
3663
4
50Mbps 500Mbps
1Gbps
1420 2.58
603
6.07
705
2125
1.72
High 9-12
4856
3
100Mbps 500Mbps
1Gbps
1858 2.61
716
6.78
506
2364
2.05
Centers K-Adult
1303
6
100Mbps
500Mbps
/50Mbps
1Gbps
540
244
5.3
116
656
1.98
TOTALS> 16568
23
WAN
(Wide Area Network)
# of
CPUs
*PHASE 3
# of
# of
# of
Online
# of
# of
# of
# of
Online
# of
Online
CPU Per CPUs/
Devices
Online
Online Online Online
CPUs
Online
Units
Student Online
(iPads
Units/
Units/
Units
Units/
/Student
Units
Estimate
Testing
Tablets,
Student
Student Estimate Student
(+P1/2)
etc.)
2.41
6482 2.55 2945 5.625 1849 8331 1.988
4966
+1780
P1/2
2894
+769
P1/2
3610
+1246
P1/2
980
+324
P1/2
12450
+4119
P1/2
1.35
1.26
1.35
1.35
1.328
6746
+1780
P2/3
3663
+769
P2/3
4856
+1246
P2/3
1303
+323
P2/3
16568
+4118
P2/3
1
1
1
1
1
Figure 3.1 STaR Survey Data used to show the progression of hardware accumulation, without including the 20% exchange rate for obsolete equipment.
District instructional and administrative telecommunications and technology needs will require a solid
infrastructure that supports the extensive online traffic to meet the needs of our school community.
Funding for the hardware, support service staff, software and hardware upgrading, and basically
supplying the services to meet the demands will be a ‘big rock’ in our ongoing technology action plan.
20
In Figure 3.1, the current student population is numbered at 16,568 as of October 31, 2012. We
currently have fifty percent of the computer’s needed to reach our 1:1 ratio. Taking the balance and
dividing it in half is how the addition of 4119 and 4118 Internet ready digital devices was derived for
phase two and three respectively. The major issue, our twenty percent computer replacement
process to provide a healthy rotation of hardware and software is not factored in; thus, void of this
rotation, there will be an increase in the instances of incompatibility with digital textbook software and
online testing requirements. This is a major issue that will need future discussion.
Even if we participate in the proposed ‘rent to own’ program, or support student owned devices, the
same issues will need to be resolved. The only caveat is that older computers do not abuse the
bandwidth as much as those with faster processing speeds, which is negated by the institution of our
‘Guest Network’ that provides Wi Fi services to all Internet enabled devices. Thus, in addition to
providing bandwidth to the district owned equipment, we also provide free access to anyone within
range of our wireless routers.
Other relevant data aggregated from the STaRS survey is as follows:


3.2
There are 1,610 teacher and administrative computers operating with Windows XP or 7.
Using a sampling of the data, the average bandwidth test results were as follows:
o Upload speeds: AM-1.13Mbps and PM-1.23Mbps
o Download speeds: AM-3.70 and PM-4.08
 Minimum should be the following:
 Upload 2.5 Mbps
 Download 5Mbps
Identification of Needs
Bandwidth
The Network Map illustrated in Figure 3.2A, illustrates the flow of our Trillion Wireless WAN System,
which includes the three sites connected via fiber. The map contains a visual of our data stream, the
connecting Mbps of each site, and the proposed phase system created to implement the needed
infrastructure to support the needs of our school community. If funding become available, our goal is
to transition to a fiber ring, which will increase our bandwidth to 1Gbps.
Data explanation and observation for Figure 3.2A-CCPS Phases of Future Bandwidth Increase

The network map provides a visual of our district’s movement of data. All facilities share the
bandwidth, thus the Mbps is divided between each user. For instance, 100 students using 1
Mpbs of bandwidth will consume the 100Mpbs allocated to that particular data stream. To offer
a comparison of Mpbs, an average digital camera takes pictures that are 5Mb so if you wanted
to transfer one photo across the network, you would be using 1/20 of the 100Mbps. Note, that
not all schools sites have 100Mpbs, and even if they do, the network is constantly sharing
bandwidth across the district to meet the needs of the school community. Currently, our district
21


has maximized their bandwidth use, which affects the availability of uninterrupted Intranet and
Internet service.
o The blue lines represent 100Mbps; Bandwidth traffic is shared between all the
connecting facilities.
o The red dotted lines represent 50Mpbs; Bandwidth traffic is shared between all the
connecting facilities.
o The pink line represents 36 Mbps, to establish a connection to Lemon Bay and
Charlotte High, which completes the bandwidth ‘loop,’ so that all sites have an alternate
route if their default one is compromised.
o The black line is our fiber connection that runs underground. It is only used to connect
Vineland, Sallie Jones Elementary, and Peace River Elementary to their host sites.
They still have to share data streams, which slows their service down.
 Fiber consists of a double line, one for incoming and another for outgoing data.
The looping process of wireless service is used so that if one line of telecommunications is
severed, there is an alternate to keep the data stream alive.
Trillion wireless WAN towers are used to ‘communicate’ signals across the county. Antennas
are aligned in strategic directions to radio wireless signals across the district. The main hub,
represented by the star on Figure 3.2A, is the end point of all service, where information is
processed and/or stored.
Bandwidth is the main commodity for our technology resources to reach the level of uninterrupted
Intranet and Internet service. To continue to support our infrastructure, and continue its growth as
exemplified in the stages presented, funding is the main issue. With the advent of media-rich
curriculum, compatibility issues are in an endless troubleshooting cycle, especially as our hardware
ages, and the new incoming computer systems are interspersed sporadically throughout our schools.
22
Our exchange rate for computers is approximately every 5 years. According to the STaRS data, we
currently own the following:


6,840 Windows XP computers running Microsoft Office 2003
1,097 Windows 7 computers running Microsoft Office 2010
o It will take approximately four to five years to exchange the XP models for newer ones
with our current exchange policy.
 According to “Moore’s Law,” the newest computers will have four to five times the
processing speed of the computers we take delivery of this year, feeding into the
endless cycle of faster equals added bandwidth consumption.
Trained Personnel
With added infrastructure, the need for a highly-qualified technology staff, specializing in
programming, networks, hardware and software advances, online accessibility for curriculum, and
training, will multiply exponentially. Technology support staff will need to serve a more complex
machine, processing media rich data, as well as, a more sophisticated user.
Also, as we increase on site caching servers to accommodate the online testing process and attempt
to alleviate high bandwidth traffic, technicians who service the hardware and testing software will
require continued training and support to perform the necessary requirements. Technicians and staff
handling the processing of data, testing, and information will need to heed the Race to the Top Local
Instruction Improvement System or LIIS, which is an aggregation machine in the making, thus, there
will need to be significant training in hardware and software demands for mastery of the systemic
requirements. For the details of the requirements, refer to Appendix A to view the breakdown of the
necessary components directly related to Data Integration and IT Platform and Security.
3.3
District Technology Goals
Short-term Goals


Infrastructure Focus
o Analyzing the iBoss management and security software to troubleshoot glitches, we will
strategically increase our bandwidth upload and download speeds within our budgetary
constraints, and continue to focus on the forward migration to Phase 2.
o Continue to prepare for the onslaught of online testing administrations due to the
Partnership for Assessment of Readiness for College and Careers (PARCC) which is
slated to be fully implemented by 2014, ongoing certification testing requirements, our
current testing schedules, and the transition to digital textbooks and media rich
curriculum, we will troubleshoot alternatives to provide a continuity of digital service.
o Prepare for Single Sign On (SSO) with the Florida Department of Education, and
provide resources to access the CPalms repository of approved lesson plans.
Professional Development Focus
23
o Provide support for acquired hardware and software to aid in project implementation.
Ex. Khan Academy Technical Support, Promethean Interactive Whiteboard Training,
and iPad Training and support.
o Establish a cache of online training materials to meet specific baseline needs in support
of time management, and alternatives to avoid time out of class for teachers.
o Develop a collaboration system with cadre graduates, so their expertise can be shared
within their respective sites, while networking with other colleagues, and to provide
support to foster continuous improvement as it relates to digital literacy.
Long-Term, Continuous Goals
The following goals are set by the International Society of Technology in Education (ISTE):
Essential Conditions

Necessary conditions to effectively leverage technology for learning:
o Shared Vision
 Proactive leadership in developing a shared vision for educational technology
among all education stakeholders, including teachers and support staff, school
and district administrators, teacher educators, students, parents, and the
community
o Empowered Leaders
 Stakeholders at every level empowered to be leaders in effecting change
o Implementation Planning
 A systemic plan aligned with a shared vision for school effectiveness and student
learning through the infusion of information and communication technology (ICT)
and digital learning resources
o Consistent and Adequate Funding
o Ongoing funding to support technology infrastructure, personnel, digital resources, and
staff development
o Equitable Access
 Robust and reliable access to current and emerging technologies and digital
resources, with connectivity for all students, teachers, staff, and school leaders
o Skilled Personnel
 Educators, support staff, and other leaders skilled in the selection and effective
use of appropriate ICT resources
o Ongoing Professional Learning
 Technology-related professional learning plans and opportunities with dedicated
time to practice and share ideas
o Technical Support
 Consistent and reliable assistance for maintaining, renewing, and using ICT and
digital learning resources
o Curriculum Framework
 Content standards and related digital curriculum resources that are aligned with
and support digital age learning and work
o Student-Centered Learning
 Planning, teaching, and assessment centered around the needs and abilities of
students
24
o Assessment and Evaluation
 Continuous assessment of teaching, learning, and leadership, and evaluation of
the use of ICT and digital resources
o Engaged Communities
 Partnerships and collaboration within communities to support and fund the use of
ICT and digital learning resources
o Support Policies
 Policies, financial plans, accountability measures, and incentive structures to
support the use of ICT and other digital resources for learning and in district
school operations
o Supportive External Context
 Policies and initiatives at the national, regional, and local levels to support
schools and teacher preparation programs in the effective implementation of
technology for achieving curriculum and learning technology (ICT) standards
4. FUNDING PLAN
4.1
Major Source of Funding
E-rate
To offset the cost of our telecommunications, we use Operational funding, and Federal E-rate
funding, which covers approximately sixty percent of our bandwidth costs. We currently have two
hundred and fifty thousand dollars in CCPS, privately-owned, wireless radio frequencies that are FCC
licensed to maintain security. There is a layer of stipulations to secure E-rate funding, which are
explained as follows.
The district submits the Federal Free and Reduced Lunch Report between August and January. The
E-rate dollars we receive are a direct correlation of the percent of CCPS students receiving Free and
Reduced Lunch. Thus, if sixty percent of the student population receives free and reduced lunch,
then, our E-rate funding will match that amount. It is imperative that all eligible students apply so that
our Free and Reduced Lunch Report would be a more accurate measure of our community needs,
and more funding can go to our school community to provide the proper service for all. Plus, the most
important reason, students would be guaranteed a healthy meal twice a day, one in the morning and
one in the afternoon.
Data explanation and observation for Figure 4.1A-Pricing for the E-rate Bidding Process

The chart illustrates the current cost and the proposed cost of Bandwidth.
o Current Cost is $3,700 per month for 100Mpbs of service
o Proposed Cost, to be bid on in July, is $1,800 for the same service, a savings of $1,900
per month.
25
Pricing for the E-Rate Bidding Process
(Figure 4.1A)
Current Cost
Proposed Cost
Proposed Cost
Proposed Cost
Date of
Bandwidth Monthly
Pricing
Yearly Cost
Service
Cost
Availability:
10/31/2012 100Mpbs $3,700.00 $44,400.00
7/1/2013 100Mbps $1,800.00 $21,600.00
7/1/2013 500Mbps $4,700.00 $56,400.00
7/1/2013
1Gbps $7,467.00 $89,604.00
FIGURE 4.1A- Current Pricing List for Bandwidth Services
Note in Figure 4.1A, that the price for our current use, of 100Mpbs will decrease in July. To maintain
our bandwidth consumption, which currently peaks at ninety five percent, which is thirty percent over
the optimal buffer rate of sixty-five percent, we still need to increase our service to accomplish Phase
2’s proposed 500Mbps. The added cost will be one thousand per month, for a total of twelve
thousand dollars per year of additional funds. Currently, our E-rate funding is stagnant, thus the
increase in cost will be absorbed within our already stretched budget. Added funding may be made
available via the state, but it is proposed as a one-time source.
The balance of E-rate funding must cover all telecommunications to include: basic phone service and
internal connections needed to provide access to all communication services, digital as well as
analog.
Added to E-rate funding requirements, in support of the Children’s Internet Protection Act (CIPA),
services are provided to filter inappropriate material accessed on the district’s digital services. Also,
each school in our district, that offers online access to students, must include documented use of
curriculum and instruction that support the iSafe program, which was established to educate our
school community of online dangers.
Capital Outlay and Operational Budget
Other funding for technology and support services comes from the district’s Capital Outlay and
Operational Budget.
Data explanation and observation for Figure 4.1B-District-Wide Technology Funding Data


The projected funding years of 2014-2016 cover the future, the present and the past
technology plans.
Included in the chart is the description, location abbreviation for the department the funding is
allocated to, and the set priority status. Seven hundred is specific to the Learning Through
Technology (LTT) and Information and Communication Technology (ICS) monetary
allocations.
26

Included as priority status twenty one for the projected funds for the life of this Technology
Plan, are the addition of caching servers.
DISTRICT-WIDE TECHNOLOGY FUNDING DATA
FIGURE 4.1B-Capital Outlay Requests
Priority
Status
N/A
N/A
6
8
9
7
5
11
10
4
17
13
14
2
1
3
12
16
15
18
19
20
21
Location
Abbrev.
125
126
701
703
704
705
708
709
710
713
714
716
719
720
722
723
725
726
729
730
731
Description
State Inservice State
Equipment $
Instructional Hardware
Support Hardware
Support Replacement
Computer Network
District Software (non-insructional)
ICS Software (non-instructional)
ICS Replacement
Instructional Software
Vocational Programs
ESE Technology
ESOL/Families First Technology
Middle Schools Replacement
High School Replacement
Elementary Replacement
Administrative/Staff Software
Read 180 Hardware Materials
Wireless Infrastructure
District ICS Software
District ICS Hardware Project
Network Technitions
SUBTOTAL 700 Projects>
Caching Servers
TOTAL 700 Projects>
Amount
Recurring or
NonRecurring
N/A
$27,000.00
N/A
$106,000.00
$200,000.00 Recurring
$50,000.00 Recurring
$50,000.00 Recurring
$150,000.00 Recurring
$75,000.00 Recurring
$5,000.00 Recurring
$20,000.00 Recurring
$100,000.00 NonRecurring
$30,000.00 Recurring
$40,000.00 Recurring
$20,000.00 Recurring
$150,000.00 Recurring
$150,000.00 Recurring
$250,000.00 Recurring
$50,000.00 Recurring
$10,000.00 Recurring
$150,000.00 Recurring
$25,000.00 Recurring
$100,000.00 Recurring
$60,000 NonRecurring
$1,818,000.00
$200,000.00 NonRecurring
$2,018,000.00
2014
2015
Amount
Recurring or
NonRecurring
N/A
$27,000.00
N/A
$106,000.00
$200,000.00 Recurring
$50,000.00 Recurring
$50,000.00 Recurring
$150,000.00 Recurring
$75,000.00 Recurring
$5,000.00 Recurring
$20,000.00 Recurring
$100,000.00 NonRecurring
$30,000.00 Recurring
$40,000.00 Recurring
$20,000.00 Recurring
$150,000.00 Recurring
$150,000.00 Recurring
$250,000.00 Recurring
$50,000.00 Recurring
$10,000.00 Recurring
$150,000.00 Recurring
$25,000.00 Recurring
$100,000.00 Recurring
$60,000 NonRecurring
$1,818,000.00
$200,000.00 NonRecurring
$2,018,000.00
PRIOR TECH PLANS
CURRENT SCHOOL YEAR
PROJECTED FUNDING
2016 (P1 to P2)
Amount
Recurring or
NonRecurring
N/A
$27,000.00
N/A
$106,000.00
$200,000.00 Recurring
$50,000.00 Recurring
$50,000.00 Recurring
$150,000.00 Recurring
$75,000.00 Recurring
$5,000.00 Recurring
$20,000.00 Recurring
$100,000.00 NonRecurring
$30,000.00 Recurring
$40,000.00 Recurring
$20,000.00 Recurring
$150,000.00 Recurring
$150,000.00 Recurring
$250,000.00 Recurring
$50,000.00 Recurring
$10,000.00 Recurring
$150,000.00 Recurring
$25,000.00 Recurring
$100,000.00 Recurring
$60,000 NonRecurring
$1,818,000.00
$200,000.00 NonRecurring
$2,018,000.00
2013
Amount
New or
Replacement
N/A
$27,000.00
N/A
$106,000.00
New
$340,000.00
New
$50,000.00
$50,000.00 Replacement
$150,000.00 Replacement
New
$75,000.00
New
$5,000.00
$100,823.00 Replacement
N/A
$0.00
New
$30,000.00
New
$40,000.00
New
$20,000.00
$150,000.00 Replacement
$150,000.00 Replacement
$250,000.00 Replacement
N/A
$50,000.00
$10,000.00 Replacement
New
$100,000.00
New
$25,000.00
New
$97,000.00
N/A
$0.00
$1,692,823.00
2010-2013
Amount
New or
Replacement
N/A
$27,000.00
N/A
$106,000.00
New
$200,000.00
New
$75,000.00
$75,000.00 Replacement
$150,000.00 Replacement
New
$75,000.00
New
$5,000.00
$20,000.00 Replacement
N/A
$100,000.00
New
$40,000.00
New
$90,000.00
New
$40,000.00
$200,000.00 Replacement
$225,000.00 Replacement
$288,000.00 Replacement
N/A
$50,000.00
$10,000.00 Replacement
New
$75,000.00
New
$50,000.00
New
$50,000.00
N/A
$120,000.00
$2,071,000.00
2006-2009
Amount
New or
Replacement
N/A
$120,000.00
N/A
$425,697.00
New
$200,000.00
New
$150,000.00
$150,000.00 Replacement
$150,000.00 Replacement
New
$200,000.00
New
$5,000.00
$20,000.00 Replacement
N/A
$200,000.00
New
$40,000.00
New
$90,000.00
New
$40,000.00
$280,000.00 Replacement
$350,000.00 Replacement
$488,000.00 Replacement
N/A
$30,000.00
$10,000.00 Replacement
New
$150,000.00
New
$65,000.00
New
$110,000.00
N/A
$0.00
$3,273,697.00
FIGURE 4.1B-The table includes the Capital Outlay Requests for the prior Technology Plans, the current School Year and the Projected Funding needs covered in this current Technology Plan.
The inclusion of the Technology Plan cycling between 2006 and 2012, demonstrates the attrition of
funding as exemplified in the Figure 4.1B. As seen, our operational budget has been greatly
diminished for our current school year. Thus, an increase in funding specific to ‘location 729, wireless
infrastructure’ is the main short term goal, but only deemed a priority status of fifteen according to the
current ranking. Plans to level up status 729 is a necessity, otherwise the preceding priorities are null
and void.
Note, the top priority of the technology department’s seven hundred funds is High, Middle, and
Elementary School replacements, which translates to obsolete models switched to new computers.
Interestingly, to meet the one to one initiative, so each student possesses a web enabled device, we
need to reevaluate our twenty percent replacement ratio. We must maintain and double the amount of
all web enabled devices to meet this goal, either through purchase or the three year rent-to-own plan,
as proposed from the Department of Education. Even with the rent-to-own proposal, once the
payment is made, the devices will need to be transitioned out in two years to continue with our five
year computer rotation plan to foster equipment validity. Figure 3.1 provides the data to support this
argument.
A caching server costs approximately ten to fifteen thousand dollars. The purpose is they aid in data
transfer, storage and consumption on site, plus they are required to meet the online testing needs per
the state guidelines. Two are required for basic data protection, thus each site will need twenty to
27
thirty thousand dollars of caching server service, which does not include the staff to maintain the
servers at each location.
All in all, the combined funding data supports the increase in budget to offset the added costs of
advanced service in both product and personnel.
4.2
Funding for Improvement of Educational Services
Professional Development
As seen in Figure 4.1B, the professional development budget is twenty seven thousand dollars per
year. Also, substitutes are not an option for elected training. Schools that are outfitted with new
hardware, mainly Promethean Boards, are allocated some of the funding. Also, built in professional
development services via vendor delivery has assisted in providing our staff needed training on new
acquisitions. Through our Charlotte Academy of Professional Educators (CAPE) and Charlotte
Academy of Support Employees (CASE), staff can elect to attend training for in-service credit to meet
their scheduling needs. There is a variety of technology training offered. Providing support to staff, the
three district technology trainers, servicing the entire school district, provide coaching and training
services as needed.
The continuance of our Learning Through Technology Cadre Mentor/Mentee program is a goal that
will be entertained in the future, when budgets return to a favorable rate, as they were in the past,
prior to the demise of the Enhancing Education Through Technology (EETT) grant. The cadre plan
was to provide a year of intensive training to a select group of teachers from a manageable number of
schools. Those teachers, upon cadre graduation, became mentors to one teacher in a ‘pay it forward’
model, and the mentees then mentored a teacher and so on. State of the art equipment was provided
to all cadre members and their mentees. The process had a three year run, and included an
administrative cadre, and the district Curriculum and Instruction Specialists cadre. Thus, the total
number of cadre graduates is approximately one hundred and fifteen, with the same number of
mentees, so that translates to two hundred and thirty teachers have gone through this process. In our
school district, there are approximately one thousand twenty seven instructors in CCPS, thus, one
fifth of our teachers are technology cadre mentors. Thus, our technology ambassadors are a definite
‘win-win’ for our school community.
If the budget is reliant on increases in our tax base, the following information illustrates the potential
for added funds, or the lack of them.
Data explanation and observation for Figure 4.2A-Construction Statistics and 4.2B Population
Statistics


Figure 4.2A represents the recorded building permits and construction prices that reflect the
building costs.
Figure 4.2B represents the population increase over the past ninety two years.
28
FIGURE(4.2B) POPULATION STATISTICS
CHARLOTTE COUNTY
YEAR
TOTAL RESIDENTS
2012
161,000
2010
159,978
2000
141,627
1990
110975
1980
58460
1970
27559
1960
12594
1950
4286
1940
3663
1930
1413
1920
N/A
FIGURE 4.2B-Yearly Population Growth
When comparing and contrasting the data contained in the preceding charts, it shows that the
population is increasing, ever so slightly compared to past years. The number of issued building
permits, which is used to represent healthy growth in our area, has increased by sixty nine from 2009
to 2010, which is comparable to today’s statistics. The construction costs have dropped, even with
the added requisition of building permits, due to deflated assessed values. Thus the millage rates
have decreased, which directly reflects the educational funding for the school district. Ironically,
funding from taxes is down, even though the number of building permits has risen.
Also, according to the data taken from the 2010 Census, twenty eight percent of our homes were
vacant, an added indicator that affects the decrease in educational funding. On the one hand, we lose
tax revenue, and, on the other hand, student funding, in the form of Full-Time Equivalent (FTE)
dollars per student, which are already at an all-time low, has subsided.
4.3
Public School Technology Funding
No longer applicable
5.
TECHNOLOGY ACQUISTION PLAN
5.1
Identification of Appropriate Technology Needs
Instructional Focus
Even though a variety of resources is used to collect data to identify appropriate technologies to meet
the goals of the district instructional program, the main procedure is to analyze the data of the
Inventory of Teacher Technology Skills (ITTS) simulation test. The data was collected from 2009 to
2011. The results are seen in Figures 5.1A and 5.1B.
Data explanation and observation for Figure 5.1A-Inventory of Teacher Technology Skills Results
29

The comparative data includes the following six categories:
o Basic Operations, Productivity, Communication, Research, Planning, Management and
Instruction, and Social, Ethic, Legal and Human Issues.
o The colored bars represent the following data:
 Yellow-Florida teacher average performance in the six categories.
 Pink-Southwest Florida teacher average performance in the six categories.
 Blue-Charlotte County teacher average performance in the six categories.
Data explanation and observation for Figure 5.1A-ITTS Deficit Area Indicators

The following four indicators received the lowest average scores.
o Word processing: cut, copy, paste text.
o Spreadsheets: edit data in an existing spreadsheet
o Research skills: recognize search strategies.
o Identify fair use practices/copyright policy.
30
According to the data taken from the ITTS simulation test, even though our school district outperformed their peers, an increase in professional development, as it relates to Common Core State
Standards and role of the technologically literate teacher, online advanced research strategies, and
fair use practices are at the forefront. Also, in increase in the amount of data aggregation instructional
staff will perform, as well as manipulation of that data by editing features, the Microsoft Office Suite
training in Excel and Word 2010 will be on the list of priorities.
Additional programs to aid instructors to meet their goals are as follows:





FOCUS
o The data aggregation and assessment tool which can report out a variety of fields to
meet the needs of the assessor.
Lanschool
o A lab monitoring and communication program that allows assessments to be delivered
via the teacher console to the student lab computers.
Performance Matters
o A data aggregation program that provides assessment specific data to teachers and
reports deficit areas used to increase student performance.
CPalms
o The state repository of certified lesson plans for teachers to access, and send in their
own for approval to be added to the list.
Discovery Education
31


o An online resource that provides high quality, dynamic, digital content and much more.
Destiny
o A systemic library, textbook, media, and asset management program
Gale Virtual Reference Library
o A website reserved for researching and providing access for our school community.
5.2
Programs in Support of the Common Core State Standards (CCSS), the Next Generation
State Standards (NGSS), and Partnership for the Assessment of Readiness for College and
Careers (PARCC)
Student Focus
Even though a variety of resources is used to collect data to identify appropriate technologies to meet
the district’s goal to deliver instructional programs that support the CCSS, NGSS, and PARCC, the
main procedure is to analyze the data of the Student Tool for Technology Literacy (ST2L) simulation
test. The data was collected from 2011 to 2012. The results are seen in Figures 5.2A and 5.2B.
Data explanation and observation for Figure 5.2A-Student Tool for Technology Literacy (ST2L)
Charlotte County Public Schools’ 8th Grade Results



Figure 5.2A contains data from all four middle schools, and their eight grade students’
performance on the Student Tool for Technology Literacy (ST2L) simulation test.
The following categories were assessed:
o Technology Operations and Concepts
o Constructing and demonstrating knowledge
o Communication and Collaboration
o Independent Learning
o Digital Citizenship
The following schools were assessed, representative of their corresponding color bar:
o Dark Blue-Punta Gorda Middle
o Cranberry-Port Charlotte Middle
o Orange-LA Ainger Middle
o Cyan-Murdock Middle
32
The data illustrates that collectively, the eighth grade students of Charlotte County Public Schools
averaged the highest on Digital Citizenship, and the lowest on Constructing and Demonstrating
Knowledge, and Independent Learning. Figure 5.2B exemplifies the indicators in detail.
Data explanation and observation for Figure 5.2B- ST2L 8th Grade Student Deficit Areas
The indicators listed on the chart received an average score of less than 60%, thus mastery was not
achieved. The following indicators were below average competency:



1. Technology Operations and Concepts
o Access information through online resources including encyclopedias, libraries,
education and government websites, and electronic catalogs (a.k.a. card
catalogs). 4Q (4Q= questions were assessed for that specific indicator.)
2. Constructing and Demonstrating Knowledge
o Print a specific page range. 1Q
o Set page margins within a word processing document. 1Q
o Adjust line spacing within a word processing document. 1Q
o Edit images within software using cropping. 1Q
o Edit images within software using resizing. 1Q
3. Communication and Collaboration
33


o Perform basic digital video editing by removing a section of video. 1Q
o Perform basic digital video editing by adding narration and music. 1Q
o Use "Save As..." to change the name of the working file. 1Q
o
4. Independent Learning
o Change page orientation between landscape and portrait. 1Q
o Use spreadsheets to compute basic formulas. 1Q
5. Digital Citizenship
o Recognizes the permanency of electronic data. 1Q
The data shown in Figure 5.2B, as it correlates to the delivery of technology-based instructional
programs that support the CCSS, NGSS, and PARCC, our focus will be on increasing the skill level of
our current software and the upgrades as we increase the digital supplies. With the recent textbook
adoptions, all supplemental software is built into their curriculum, which already provides data and
digitally rich lessons embedded in the assignments. Thus, how to manipulate the programs and
access the data to provide the research needed to meet the goals of the standards will be a major
focus of the instructional programs.
An area that needs more development is to increase the skills of students in the Microsoft Office
Suite, especially Word and Excel, and media and image manipulation, so students can perform the
34
goals that are core to the CCSS to include, communication skills, problem solving, technical reading
and writing, and mathematical skills.
Data explanation and observation for Figure 5.2C- ST2L 8th Grade Score by State, Region and
District
Figure 5.2C reports the average performance of the state’s eighth grade student population that
completed the Student Tool for Technology Literacy (ST2L) Simulation Test.
Based on the data in Figure 5.2C, the students in our district performed well in all categories. It is
noted that the same categories CCPS students scored lowest on, the trend prevailed throughout the
state. Thus the conclusion of the data collected, is included to illustrate the current skill level of all
Florida students, compared to the digital requirements in the CCSS, NGSS, and PARCC.
Additional projects are as follows:


Flipped Classroom using the Khan Academy model
Grant generated funding for classroom sets of Apple supported iPad carts with accompanying
funding for software and hardware
35

Promethean Interactive Whiteboard installation and training at the final middle school so that
all secondary schools are now equipped with this hardware and software rich tool
o Continuation of Promethean Interactive Whiteboard installations for the balance of
schools, which are mainly elementary, as funding becomes available.
Programs









5.3
Razkids
o Online guided reading program with interactive ebooks, downloadable books, and
reading quizzes
Industry Certifications
o The middle school level in the newly anointed IT Academy
 Certification in Microsoft Word, PowerPoint and Outlook
 GMetrix and the continuation of its use
 Certification in Adobe Photoshop
o The high school level
 Adobe Photoshop, and other Adobe programs as needed.
SciLEARN
o An Internet based program that strategically used brain based learning data to increase
literacy skills
Compass
o An Internet based program used for
 The Middle School Credit Retrieval Program
 Reinforcement of core course materials
USA Testprep
o Is a program that covers the fundamentals of the Florida testing requirements in an
easy-to-use interactive online format
Read 180
o Is a comprehensive system of curriculum, instruction, assessment, and professional
development proven to raise reading achievement for struggling readers in grades 4–
12+
ThinkQuest
o An online learning platform to extend the benefits of project learning to classrooms
globally
Challenge Based Learning
o An engaging multidisciplinary approach to teaching and learning that encourages
learners to leverage the technology they use in their daily lives to solve real-world
problems
CILC
o The Center of Interactive Learning and Collaboration to provide global connections
Acquisition Timetable
36
Each year, funding for computers, peripherals, and media is allocated to each school.
Figure 5.3A illustrates the equal division of budgeted allocations for each of the areas listed.

Each school receives specific allocations based on number of students in attendance during
the FTE documentation time period which is from October to February.
Figure 5.3A
Grade Level
Elementary
Middle
High
Centers
TOTALS
TOTAL ALLOCATIONS FOR SCHOOLS 2012-2013
DUE DATE WEEK PRIOR TO WINTER BREAK
Total # of
Computers Peripherals Media Allocation
Schools
10
372
$32,185.00
$30,640.70
4
211
$18,205.00
$14,812.51
3
280
$24,310.00
$14,400.39
3
34
$3,095.00
$1,423.49
20
897
77,795.00
$61,277.09
Peripheral &
Media Totals
$62,825.70
$33,017.51
$38,710.39
$4,518.49
$139,072.09
The computer allocations are for desktops. You can trade up to 10 units for laptops at a 1-1 ratio. After
that you must trade 3 desktops for 2 laptops. You can also exchange up to 20% of your allocation for
iPads at a ratio of 1 desktop for 2 iPads. iPad Mini's can be purchased w/peripheral funds.
Figure 5.3A-Allocations Chart showing the acquisition of new equipment.
In Figure 5.3A, the funding is based on the ratio of a fixed rate multiplied by the number of students at
each school. The computer allocations are mainly for desktops/laptops. As requested, schools can
trade up to ten units for a one to one match of laptops. After that, the ratio is two laptops for every
three desktops. Twenty percent of your total allocations can be used to purchase iPads at a ratio of
two iPads per desktop.
The allocation of how the funding is distributed, resides at each school site. Each site has an
established Technology Committee, which researches the digital needs of the school and provides
feedback at their monthly meetings. The Technology Facilitator, a supplemental position at each
school, handles the purchase of the peripherals and the Media Specialist oversees the media
purchases. The committees will establish a monthly meeting schedule to discuss relevant issues.
Each school’s Technology Facilitator and Media Specialist meet monthly with the Executive Director
of Learning Through Technology and Media. Pertinent information is delivered in a virtual forum, and
a collaborative workspace is established for concerns as they arise, and addressed during their
meeting.
37
The peripheral orders are required to be in before winter break to be for deliver by the end of the
current school year. Ultimately, the principal at each school site makes the final decision as it relates
to technology funding.
Data explanation and observation for Figure 5.3B-Florida’s Common Core State Standards (CCSS)
Implementation
In Figure 5.3B, the timetable for total immersion in the PARCC assessment cycle is slated for the
school year of 2014 to 2015.


The acquisition timetable teeters between the final FCAT 2.0 test in April, 2014, and total
immersion in August 2014.
The Local Instruction Improvement System (LIIS), which are the guidelines our infrastructure
needs to accommodate for the web-based iObservation (teacher assessment tool for
administrators,) and student assessment information delivery system, must also be in place
prior to the start of the 2014 school year.
The relevance of including the state’s timetable, besides being witness to the enormity of the
implementation process and the production directed by the district technology department, is to
illustrate the reason for consistency and interoperability. Equipment and software must be able to ‘talk
to each other’, with an established compatibility test that will enable systemic flexibility. Due to this
incompatibility, the technology support staff spends countless hours troubleshooting unique scenarios
that consume precious time for all parties involved.
5.4
Acquisition Policies and Procedures
Consistency and Interoperability
38
The use of software programs, that are compatible with the following, will meet the interoperability
standards needed to provide consistency in our applicable existing and future technology delivery
systems:


IMS Interoperability Conformance Certification Status by IMS Global Learning Consortium, Inc.
o A set of universal standards that software companies are acquiring compliance of their
products and services
Sharable Content Object Reference Model (SCORM)
o Which is a set of technical standards for e-learning software products
Also, to maintain consistency, new software acquisition buyers must keep in mind our current
infrastructure with its strained bandwidth. Digital media that can be delivered via hardcopy in the form
of a CD-ROM, installed on an onsite server, or other method, to avoid total Internet reliance, is ideal
for speed and reliance.
As our computer population depreciates, the continuity of uninterrupted access will be a major factor.
On two levels, the older computers will struggle to run the new software, and the newer models will
suffer from incompatibility issues with the older software. An ironic situation, which will need to be
addressed on an individual basis as issues arise, until the funding is increased to entertain alternative
resources.
Upward Migration
Technology standards increase exponentially, and attempting to keep up with the advances is
possible if we are provided with the appropriate funds. Since funding is not going to increase to allow
the district to expedite the computer exchange rate, we will continue to swap out older units that are
currently running Windows XP and Microsoft Office 2003, for newer units with Windows 7 and
Microsoft Office 2010. Windows 8 and MS Office 2013 have not factored into our decision making at
this point in time, nor has Microsoft’s Surface Tablet.
We are however contemplating a change from First Class to Microsoft Outlook. The main incentive is
the savings. Microsoft Outlook uses Office 356 as its portal, which has a ‘drive’ or ‘cloud’ feature.
Through this portal, you have access to web-based MS Office applications, storage space, emailing,
and added features, that may require some funding. At this time, we are only looking into the free
services offered.
Support and Maintenance Requirements
The following list represents the support venues in existence:

CCPS Help Desk
o Network Technicians service the schools on site, fulfilling requests posted to the Help
Desk, as they provide site maintenance. They are also on the front lines when issues
arise or equipment needs to be replaced, thus, after Winter Break, when the new
39





5.5
allocations start to arrive, they are requested to set up the new equipment. Also, at the
start of each year, they are in high demand.
o Analyst service the school community through the Help Desk, and make on site visits as
needed. They also remotely monitor the digital operations of the entire school
community.
Technology Facilitators, a supplemental position, are available at each school site
Cadre graduates are valued for their technological savvy and assist as needed at their school
site. They are solicited to try new equipment and provide technical feedback.
Special Projects Center offers repair services for equipment. Items will not be serviced if the
cost to fix it is more than fifty percent of the value.
Also, textbook coding and assistance, via Destiny, is performed by our district’s Library
Technical Assistant.
Printers are maintained and serviced via a contracted vendor.
Technical Guidance
The provision for technical guidance to school and district personnel responsible for making strategic
technology related purchasing decisions is based on the following:






Pricing guidance via the District Technology Purchasing Office
Articulation to establish a team of reviewers during textbook adoption proceedings
Communication of the current state of the digital infrastructure’s overload
Networking suggestions to direct decision makers in acquiring the advice of staff qualified in
their area of expertise
Evaluation on the reliance on the Internet for the sole delivery method of information
Two way communication of the technical needs during the transition to PARCC guidelines
6.
ACCESS
6.1
Equitable and Effective Access
All students, in middle, high and soon to be elementary, possess access to their own network
accounts, which are unique to each individual student. With this resource, students can log in at any
computer on their respective campus and access a folder that stores 100mb of data, enough for text
based documents and basic presentations in support of their coursework. Also, from a monitoring
standpoint, data can also be tracked to and from a student’s account. Technology lab teachers have
a tool called the Inbox and Outbox whereby students can deliver their digital assets for viewing and/or
grading. Alternatively, teachers can download files, used to support any core curriculum, into the lab
Outbox for students to access while at any computer on campus. As a collaborative tool, it provides
two-way communication between students and teachers.
Distribution of Resources
Within our Intranet, each student has access to the Novell Zenworks Application portal. From this
window, they are able to use a variety of programs, some unique to individual schools. However, all
40
staff and students have universal access to the same basic programs within our network, which are
listed below:





Windows 7 or XP
o Including the basic programs that come with the operating systems
The Microsoft Office Suite
o Version 2003 or 2010
FOCUS (run via the ICS department)
o Student Information System, Gradebook, Finance, Accounting, Human Resources,
Payroll, and LIIS (student assessment and teacher evaluation standards)
Internet Explorer
o The default search engine that is closely monitored
Destiny,
o Web-based, library and textbook software
In reference to Figure 5.3A, the allocations for technology at each school site is decided by the
Technology Committee, with support from the Technology Facilitator. The final decision for all
purchases is made by the Principal. At the district level, all funding is split evenly between all entities
following the equal distribution process described in section 5.3, following the Acquisition Timetable.
Each school has online student technology labs. The minimum guidelines are as follows:




Elementary-one general and one STEM
Middle-three instructional labs and one STEM
High-three instructional labs
Printers-Administration approval of locations
o One printer per sixty students
o One printer per three classrooms
The student technology labs should maintain priority during the yearly computer exchange in a
systematic rotation process. The balance is distributed equitably according to the age of the
hardware. There are also mini labs in classrooms for designated purposes, which are maintained and
monitored according to the individual school’s technology plan agreed upon by their Technology
Committee.
In support of the CCSS, NGSS and PARCC, resources available are included on the CCPS Website,
individual school and teacher websites, online textbooks that offer e-curriculum in support of their
respective subject area, online vetted reference material and lesson plans, and the Department of
Education, that hosts many free web-based products to enhance assessed skills.
If students are in need of a computer, there is a community sponsored program that distributes
reconditioned computers to needy students. This service is accessible with a referral from school
personnel.
Best Practices
41
Providing access to best teaching practices and curriculum resources through technology for
students, parents and teachers are via various web-based programs, used as part of the on-site
curriculum with an available off-site portal. The district supports Compass Learning Odyssey, a
program that has lessons from all core subject areas, and grade levels. Every student and teacher
has access in school and at home. Similarly, FCAT Explorer, a free program, developed by the
Florida Department of Education, is accessible through an Internet connection and all students, and
teachers have accounts. Both Compass and FCAT Explorer databases are refreshed on July 1 to
insure students are in the correct grade level and school, and to accommodate the year round
schools’ schedule too.
In the piloting of the Khan Academy program, access to material is given via the iPad, which has the
lessons uploaded each quarter. Thus, Internet access at home is not a deterring factor. Students
participating in the program are allowed to take the devices home to follow the “Flipped Classroom
Model.” There is a contract that is signed by the student and parent to accept responsibility for the
use of the iPad at home. Also, an email element is needed for the activities and sign in, thus, a
document was established titled, “Charlotte County Public Schools Use Policy/Guidelines for Student
Email,” which will be added to Appendix B.
Using e-curriculum, the majority of our textbooks are accessible online in the form of e-books. School,
teacher, and vendor websites contain links to the online texts so students have access with their
Internet enabled devices. The main issues we have found is iPads don’t support Flash, which is a
format that many resources use to compress video files. Many of the tablets are similar to their own
islands, and some of the software they allow, is not universal to all devices, which is a major
compatibility factor.
The Technology Integration Matrix http://fcit.usf.edu/matrix/matrix.php (TIM) illustrates how teachers
can use technology to enhance learning for K-12 students.
Student Resources are made available via the links on all First Class webpages, created by teachers,
schools and district personnel. All of the following programs offer free resources for parents, and
students. Teachers have an added layer of access, which is supported with district funding:



Discovery Education offers a host of resources, from multimedia to community building. On
their site, it states, “We invite you to take a look at our family activities, contests, and a wealth
of other resources that are vetted by Discovery Education and uniquely designed with parents
in mind.”
The district hosts a site titled, “the Curriculum Resource Center,” which is accessible from the
CCPS homepage. The resources contain curriculum maps, Gold Seal Lessons, Standards,
Rubrics, plus additional curriculum resources and links.
o Available via the Florida Department of Education, CPalms is a repository of vetted
lesson plans with access to all users.
Research resources are available too, which is the district provided, Gale Reference Research
Library. We will also be piloting the Multimedia Research Model, which was developed by a
middle school technology lesson study team, to meet our school community’s growing
42
researching needs and education. Research is an important element in the Common Core
State Standards and infused throughout the curriculum as the main component of the
technology core curriculum.
The FOCUS portal, a program monitored by our Information and Communication Department (ICS),
is accessible to in varying degrees by educational personnel, parents and students.


Password protected for each user, the main student and parent feature is for progress
monitoring purposes, as they are able to review their academic performance’s historical and
current data in real-time. All of their state and district testing results are imported into the
program, categorized, organized and made available for viewing. There is also an email
feature whereby they can communicate directly to each teacher. Students are encouraged to
speak directly to their instructors, and informed that emailing from parents is the preferred
method of online delivery.
The teacher and staff portal provides a vehicle for historical and current or data aggregation,
grading, attendance, and documentation, from notes to discipline. The export feature allows
staff to organize reports using any field available for analysis of data, information gathering,
roster creation, etc. The ICS Department is instrumental in assisting staff to download reports,
and support all aspects of this dynamic and user-friendly program.
With the addition of many web-based programs, individual to schools, grade levels, curriculums,
teachers and students, to list them would be an extremely arduous process. There is access in and
out of school for all users to support the CCSS, NGSS, and PARCC.
Diversity
The resources available include features to assist users to meet their individual needs. The programs
or hardware can be adjusted accordingly to include added languages, larger fonts, contrasting colors,
sound enhancements, etc. Through the school’s guidance department, students and parents can
request modifications and assistance for access to resources to aid in student success. For instance,
suggestions can range from a username and password change for ease of memory, hardware
alterations for added accessibility, or devices to support tactile manipulation. Basically, for diversity
purposes to aid in student success on all levels, reasonable accommodations and modifications are
provided. Charlotte County also has a campus devoted to diverse student populations with structural
alterations, highly qualified staff specializing in students with special needs, and classroom aesthetics
designed to increase mobility and student access to meet their educational goals.
External Services
Charlotte County Public Schools provides a multitude of services to reach outside of the on-site
school community. Also, since students are now required to complete one online course prior to high
school graduation, the availability has multiplied. As noted under Best Practices, and to continue in
this section, the web-based resources are as follows:

Ed-Options
43



6.2
Charlotte Virtual School (CVS)
Florida Virtual School (FLVS)
Charlotte Technical Center
o Testing, remediation, and access to computers are made available to the public.
Acceptable Use Policy
Confidentiality, Ethics, and Integrity
The Charlotte County Public Schools staff and students are to abide by the rules and regulations
governing the laws of copyright, fair use, and academic integrity. In the district’s Student Code of
Conduct, these issues are addressed, paired with various technology related topics.
Our school board has approved an extensive compilation of the following acceptable use policies,
which will be made available to view in detail under Appendix C:

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









6.3
5136-Electronic/Wireless Communications Devices
7310-Disposition of Surplus Property
7530-Lending of Board Owned Equipment
7540-Computer Technology and Networks
7540.1-Technology Privacy
7540.02-District Web Page
5740.03-Student Network and Internet Acceptable Use and Safety
7540.04-Staff Network and Internet Acceptable Use and Safety
7542-Network Access from Personally Owned Computer and/or Other Web Enabled Devices
7543-Utilization of Districts Website and Remote Access to the District’s Network
Charlotte County Public Schools Acceptable Use Policy/Guidelines for Student E-mail
The Student Code of Conduct, which includes the following documents:
o Charlotte County Public Schools Statement on Cheating
o Charlotte County Public Schools Statement of Academic Honesty
o Student Records
o Network and Internet Rules, Safety and Use Agreement
o Electronic Communication and Laser Devices
Technology Protection Measures
Our district has a sophisticated series of protection programs in place, performing various tasks,
whether they are hardware or human. Our analysts and network specialists are instrumental in
maintaining the integrity of all systems, programs, and information resources. Their tools are the
many programs used to alert, quarantine, protect, and serve the school community. They are as
follows:



Sophos
iBoss
Novell ZENworks 11
44

Lanschool
Through these programs, the technology support staff, and lab teachers are able to monitor and
protect our student population from any Internet based threat, twenty-four hours a day. When school
is in session, the school’s administration, technology facilitator and/or lab teacher is immediately
notified of any suspicious behavior. The data available is the actual computer the incident occurred,
the times, users, sites or ‘flagged’ information, plus sophisticated details that can be accessed as
needed. Sites are constantly monitored with automated services, with the added layer of human
intervention.
Teachers may request access to sites for educational purposes only. Other sites may be made
available during times of need, for instance, during History or Science Fair to provide students access
to resources needed to participate.
In accordance with yearly CIPA compliance, principals sign a plan of action on how they will deliver to
their students, the iSafe curriculum, as it is their responsibility to monitor this program. During the
monthly administrator’s meeting, the Learning Through Technology Team informed and reminded the
school principals. Each school principal is required to document the iSafe curriculum they have
distributed to their students in the form of instruction, materials, and presentations. Instructors enter
the iSafe portal, which opens to an initial form used to document use by school and personnel, and
the frequency of use. The iSafe site website has links to curriculum, organized by grade level.
Schools have the availability of using the programs hosted by the Attorney General’s Office.
Information can be found on their website, Safe Florida.net, which supports the “Cyber Sense-The
CyberSafety” program Our district has an award winning resource officer team that has been trained
by the Attorney General’s Office, to present this informative and dynamic program to middle and high
school students. There are available resources for elementary students too. Also, Secure Florida.org,
and BullyingAcademy.org has addition resources.
7.
USER SUPPORT PLAN
7.1
End User Support
The Network Management Team has had several roll-outs of updated software this year. The major
transitions were the addition of Windows 7 and Microsoft Office 2010, the operating system and office
software for all the new computers. Also, Sophos, and Zenworks had a large amount of Help Desk
traffic as the updated versions migrated into the two different operating systems and unique software
housed in our equipment. The Learning Through Technology and Media Team made a concerted
effort to assist in any aspect of the roll out to insure the stability of the infrastructure, and troubleshoot
as needed.
The Information and Communication Services (ICS) department monitor all data transfers, to include
records, state reports, and the financial operations of the entire district. The ICS department consists
of the following: the Director, Bi-Tech Support, FOCUS Support, Testing Support, Operations, State
Reporting, Record Retention, and Website Administrator, each performing duties unique to their
respective positions.
45
Thus, with all parties involved, the following is a list of assistance that our teams provide:
Cycle of Service










CCPS Help Desk real-time monitoring and deployment of remote or on-site service with an
initial contact received within twenty-four hours to the end user
Email and website support
Policy review and changes via Zenworks to streamline Windows 7 initialization
Remote access to hardware
Information and Communication Services (ICS) maintain the integrity of all district data
Printers service via contracted vendor offering expedited response system
Testing support via ICS
Backing up of all digital information daily and providing a ‘safe’ storage facility
Mobile Device Management (MDM) and troubleshooting
Health Management services and diversity documentation
Communication Web















Keeping all connected using cellphones for instantaneous contact
Emailing appropriate team member for assistance
Web-conferencing via Safari Live for virtual meetings, on site assistance, recorded as needed
Skype available for district employees
Technology Facilitator monthly meetings to disseminate information to schools
Monthly meeting of all distinct Learning Through Technology and Media Teams: Network
Technicians, Analysts, District Technology Trainers, Administrative Assistants, and Media
Specialists.
Monthly meeting of the District Administrative Team
Google Docs used for two-way communication purposes of locations for team members,
dissemination of information, needs as they arise in real-time, agenda topics posting,
feedback, etc.
School Info Board access to monitor school climate for needs that may arise
Curriculum and Instruction Specialists advise and troubleshoot on technology issues affecting
the end users
Information and Communication Services operational support to maintain consistency of
district data
Internal phone system with operator, hard wired phones for all office areas and staff, and voice
mail
Synrevoice, a state-of-the-art computer telephone integration (CTI) and automated voice
processing system
Presentations to staff and parents with use of Khan Academy model and pilot program to equip
students with mobile device transfer to and from school.
Writing of policies and procedures as needs arise, ex. Email policy, and take-home devices.
46
Network of Support















7.2
On-site training for hardware and software in formal and informal settings
Providing technology coursework and instruction for the Charlotte Academy of Professional
Educators (CAPE)
Step by step instructions available
Email response and review of needs
Technology Facilitators at each school site
Technology Cadre Graduates to provide support and networking
Podcasts and video tutorials provided in advance or as requested
Hardware training as needed
iOS support and training of Apple products
Support via phone as needed
Assist with consultation on digital curriculum components during textbook adoptions
Observations, consultations, feedback sessions, meeting attendance and the art of listening to
brainstorm and provide support, alternatives, or projections for anticipated objectives, and
future aspirations
Instituting online technology instruction via Avatar
Piloting the CCPS Resource Desk for training assistance as needed
Networking within the district to expedite needs as they arise
Equipment Maintenance and Repair
The Special Projects Technology Repair Department provides services and repairs on a multitude of
equipment such as but not limited to computers/hardware, audio visual equipment, Audio
Enhancement systems, security cameras, Promethean boards, and TV studios.
The process for maintenance and repair is if the equipment is in need of fifty percent or more of its
value to be reconditioned, it will be replaced. At the repair facility, the equipment will be evaluated,
and either a message of replace will be sent to the corresponding site, or it will be reconditioned and
sent back to the owner. All equipment will be digitally tracked via their district identification number or
other approved methods.
On site, the Technology Facilitators and Network Technicians will inform the staff initiating the ticket
for repair of the “less than fifty percent or scrap rule,” to formulate an informed decision.
The CCPS Help Desk will follow the same procedure for any service call, and will look toward the
Technology Facilitator to communicate the specifications for any repairs.
The final decision is made by the site facilitator whether to repair via the district’s Special Projects and
Maintenance Center, by an external vendor, use for parts, or replace.
47
There are also some automated services provided by some of our ‘smart’ devices that alert the user
to perform scheduled maintenance like clean the filter of the LCD projector, or as problems arise, for
example, copy machine and printer error alerts, etc.
8.
PROFESSIONAL DEVELOPMENT
8.1
Increase Technology Use in the Classroom and Media Center
The level of need to increase technology use is as follows:


At the school level
o Individual student, teacher, and staff, classroom requests, departmental, grade level,
team and/or project requests, media center (which is used by all), networked
infrastructure, and wireless infrastructure
At the district level
o Grade levels, departmental, curriculum-based, project-based, progress monitoring
performance, district, state and national requirements, recovery system, software and
hardware administration services, wireless infrastructure, networked infrastructure,
Comcast link
Development and Acquisition of New Programs
Technology development and acquisition can occur at the various levels listed above, as long as the
integrity of the service is maintained. Thus, without the final link, which currently is Comcast, there is
no connection to the outside world, so software that requires the Internet, must take into
consideration the bandwidth it will consume as it will affect all the levels of need.
At the school level, teachers can submit proposals of need to their technology committee or principal
to demonstrate how they will utilize the technology acquired in the instructional component of their
course. Also, the school community can submit proposals to the Partnership and Performance
Council (PPC), the Parent Teacher Organization (PTO), School Advisory Council (SAC), and The A+
Committee, to gain access to funds to purchase programs/software that integrate the use of
technology into their curriculum.
At the district level, programs are provided to the district’s school community with differentiated
access. Programs that are available to all users are Microsoft Office Professional 2010, with Windows
7 or 2003, with Windows XP, Compass Learning Odyssey, FCAT Explorer, FOCUS, Curriculum
Resource Center, and Gale Research. Using teacher provided accounts, Promethean Planet, and
Discovery Education are available as supplements to their curriculum, but via the Internet, there are
features for all general users.
At the curricular level, the Curriculum and Instruction Specialists perform an intensive adoption
process for new textbooks which include digital content. As the process evolves, a committee of
digital representatives will be available to troubleshoot and provide feedback pertaining to the
selection of digital content that supports the textbooks to be adopted to assure interoperability.
48
Lesson Studies are encouraged and their products are shared throughout the district. Encouraged
are lessons that include technology to enrich the digital experience and foster interactivity with
Internet based objectives. For example, as exemplified by the student’s performance on the ST2L
simulation test, students are lacking in research skills. Thus, in response to this need, one lesson
study group created the “Multimedia Research Model” to aid the school community in research skills.
For additional programs, or programs that holistically affect the district, the Executive Director of
Learning Through Technology and Media, and the Director of Information and Communications
Services, with approval by the Superintendent and the School Board, will research the reasonable
request. A proposal, with substantiated research that takes into consideration the infrastructure
limitations, needs to be supplied by any entity that solicits new programs and/or software deployment
for use within the district.
Technology Integration
To establish a reliable transition of technology integration, support must be continuous, monitored,
reinforced, and reviewed. Due to the inclusion of digitally rich content into the curriculum, technology
is a major component of the training. Also, the hardware to access the digital curriculum requires
respective training. For instance, iPad support and training has been ongoing with the advent of the
Apple iPad cart with corresponding software and the Khan Academy pilot programs. Also, the
Promethean Board installations at each school are paired with training to include the instructions on
how to use the hardware and the ActivInspire software. The coaching team, after the complete
installation of the hardware, provides ongoing support, assisting teachers in transitioning to the
interactive whiteboard and its accompanying software.
The software has corresponding support to meet the needs of the individual instructors. At times, the
support is provided as peer to peer, technology coach to instructor, technology coach to small or
large group, with opportunities to acquire in-service hours. The following is a list of our District
Technology Support Team:













District Technology Coaches
Curriculum and Instruction Specialists
FOCUS Trainers
Technology Facilitators
Media Specialists
Webmasters
Technology and Curriculum Program Planners
Cadre Graduates and/or Technology Committee Members
Lead Teachers
Technology Teachers
STEM Teachers
Staffing Specialists and ESE Liaisons
Vendors
49
Some schools have adopted a technology focused monthly meeting to discuss ways to integrate new
programs and software into their curriculum. At times, district trainers are asked to present and/or
support the administration during these meetings and utilize their expertise in the area of technology
implementation best practices.
Coordination of Training and Support
For formal requests, if a school site desires differentiated technology assistance, the administrator in
charge will send a letter of intent, via email, to the Executive Director of Learning Through
Technology and Media and/or the Director of Information and Communication Services. At that time,
a proposal of coaching will follow to be approved by the administrator to verify the communication of
need. Once the approval is verified, an informational meeting with all participants will be established,
so that there is a plan of action for successful implementation of coaching services. Upon initial
execution, the plan may need to be revisited and tweaked. Once the objectives are met with
satisfaction, documentation of the outcome will be provided.
There are a variety of technology based instructional support programs available via the Charlotte
Academy of Professional Educators (CAPE) program. Training is offered with in-service credit
available or teachers can pay tuition to earn CAPE credit in accordance with the program guidelines.
With the ‘roll-out’ of new software and hardware, the training component is automatically built in.
Training may be provided by the aforementioned technology support teams or by the specific
vendors. At times, the training support is part of the purchase price or additional funds are allocated
to have the vendors either train the trainers or the end users.
Through the use of our CCPS Help Desk, tickets are passed to the appropriate coach to assist with
specific needs. For instance, an iPad cart is not properly syncing, assistance for video downloading,
teacher website issues, etc. At that time, the help ticket is transferred to one of the technology
support team members as needed.
Informally, support is provided via email and email groups, information boards, word of mouth,
telephone, Google Docs, voicemail and text messages.
Also, training needs are evaluated via the information gathering tools described in Section 5,
Technology Acquisition Plan.
Staff Development Necessities
To ensure adequate facilities, the David E. Gayler Professional Development Center houses the
equipment needed to perform professional development, to include a desktop lab, laptop lab,
interactive whiteboards, multiple projection devices, audio enhancement system, document camera,
Internet access with an extended source as needed, support staff and trainers on site. Depending
upon the training needs, the instructors, materials, equipment and funding for staff development are
provided as needed. Also, built into the district budget, funding is allocated for professional
development and training, with added support via grants, vendors and business partners, and our
coaches providing on-site assistance.
50
Professional Development Delivery System
With the shrinking budget, professional development funding has diminished greatly. Thus, our school
district has provided inventive processes to deliver the instruction to our school community to include
one or a combination of the following services:
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Online courses
Vendor and/or business partner supplemental training
Podcasts
Pre and post school training for whole group instruction or one on one
Planning period elective training
CAPE courses after school and on the weekends
Email instructions
Telephone instructions
Remote modeling
Web-conferencing
Web 2.0 resources like Google Docs, Edmodo, Schoology, Blogs, Wikis, etc.
As a pilot program, we will be partnering with Editure, to deploy via Avatar, our online professional
development management system, a Learning Management System to incorporate Google Docs,
along with added digital content and resources, and develop technology instruction modules to
support the needs of our teachers and staff.
In pursuit of our continuous improvement and future growth, our technology coaches’ objectives are
as follows:
Coaching to Increase the Use of Technology
The following goals are set by the International Society of Technology in Education (ISTE):
National Education Technology Standards for Coaches

Visionary Leadership
o Technology Coaches inspire and participate in the development and implementation of
a shared vision for the comprehensive integration of technology to promote excellence
and support transformational change throughout the instructional environment.
 Contribute to the development, communication, and implementation of a shared
vision for the comprehensive use of technology to support a digital-age education
for all students
 Contribute to the planning, development, communication, implementation, and
evaluation of technology-infused strategic plans at the district and school levels
 Advocate for policies, procedures, programs, and funding strategies to support
implementation of the shared vision represented in the school and district
technology plans and guidelines
 Implement strategies for initiating and sustaining technology innovations and
manage the change process in schools and classrooms
51


Teaching, Learning, & Assessments
o Technology Coaches assist teachers in using technology effectively for assessing
student learning, differentiating instruction, and providing rigorous, relevant, and
engaging learning experiences for all students.
 Coach teachers in and model design and implementation of technologyenhanced learning experiences addressing content standards and student
technology standards
 Coach teachers in and model design and implementation of technologyenhanced learning experiences using a variety of research-based, learnercentered instructional strategies and assessment tools to address the diverse
needs and interests of all students
 Coach teachers in and model engagement of students in local and global
interdisciplinary units in which technology helps students assume professional
roles, research real-world problems, collaborate with others, and produce
products that are meaningful and useful to a wide audience
 Coach teachers in and model design and implementation of technologyenhanced learning experiences emphasizing creativity, higher-order thinking
skills and processes, and mental habits of mind (e.g., critical thinking, metacognition, and self-regulation)
 Coach teachers in and model design and implementation of technologyenhanced learning experiences using differentiation, including adjusting content,
process, product, and learning environment based upon student readiness
levels, learning styles, interests, and personal goals
 Coach teachers in and model incorporation of research-based best practices in
instructional design when planning technology-enhanced learning experiences
 Coach teachers in and model effective use of technology tools and resources to
continuously assess student learning and technology literacy by applying a rich
variety of formative and summative assessments aligned with content and
student technology standards
 Coach teachers in and model effective use of technology tools and resources to
systematically collect and analyze student achievement data, interpret results,
and communicate findings to improve instructional practice and maximize student
learning
Digital Age Learning Environments
o Technology coaches create and support effective digital-age learning environments to
maximize the learning of all students.
 Model effective classroom management and collaborative learning strategies to
maximize teacher and student use of digital tools and resources and access to
technology-rich learning environments
 Maintain and manage a variety of digital tools and resources for teacher and
student use in technology-rich learning environments
 Coach teachers in and model use of online and blended learning, digital content,
and collaborative learning networks to support and extend student learning as
well as expand opportunities and choices for online professional development for
teachers and administrators
 Select, evaluate, and facilitate the use of adaptive and assistive technologies to
support student learning
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Troubleshoot basic software, hardware, and connectivity problems common in
digital learning environments
 Collaborate with teachers and administrators to select and evaluate digital tools
and resources that enhance teaching and learning and are compatible with the
school technology infrastructure
 Use digital communication and collaboration tools to communicate locally and
globally with students, parents, peers, and the larger community
Professional Development & Program Evaluation
o Technology coaches conduct needs assessments, develop technology-related
professional learning programs, and evaluate the impact on instructional practice and
student learning.
 Conduct needs assessments to inform the content and delivery of technologyrelated professional learning programs that result in a positive impact on student
learning
 Design, develop, and implement technology-rich professional learning programs
that model principles of adult learning and promote digital-age best practices in
teaching, learning, and assessment
 Evaluate results of professional learning programs to determine the effectiveness
on deepening teacher content knowledge, improving teacher pedagogical skills
and/or increasing student learning
Digital Citizenship
o Technology coaches model and promote digital citizenship.
 Model and promote strategies for achieving equitable access to digital tools and
resources and technology-related best practices for all students and teachers
 Model and facilitate safe, healthy, legal, and ethical uses of digital information
and technologies
 Model and promote diversity, cultural understanding, and global awareness by
using digital-age communication and collaboration tools to interact locally and
globally with students, peers, parents, and the larger community
Content Knowledge and Professional Growth
o Technology coaches demonstrate professional knowledge, skills, and dispositions in
content, pedagogical, and technological areas as well as adult learning and leadership
and are continuously deepening their knowledge and expertise.
 Engage in continual learning to deepen content and pedagogical knowledge in
technology integration and current and emerging technologies necessary to
effectively implement the NETS·S and NETS·T
 Engage in continuous learning to deepen professional knowledge, skills, and
dispositions in organizational change and leadership, project management, and
adult learning to improve professional practice
 Regularly evaluate and reflect on their professional practice and dispositions to
improve and strengthen their ability to effectively model and facilitate technologyenhanced learning experiences
NETS·C © 2011 International Society for Technology in Education.
8.2
Resources of Ongoing Training and Technical Assistance
The following is a list of resources available to teachers and administrators that offers ongoing
training and technical assistance:
53
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9.
CAPE
Editure
UDT
Safari Live
Lanschool
Instructional Conferences via district email
Certifications and In-service opportunities via district email
iPad Users Group via district email
Learning Through Technology via Zenworks Application Window
Learning Through Technology Website
Charlotte Technical Center
Pearson
Promethean Planet
National Geographic
ThinkCentral
Edison State College
Florida Attorney General’s Office
Charlotte County Sheriff’s Resource Officer Division
Charlotte Local Education Foundation
Florida Department of Education
o The William Cecil Golden School Leadership Development Program
o Teacher Talk
o Education 360
o SkoolPad
o Florida Teacher Community
o The Professional Development Portal for Educators of Students with Disabilities
o Florida Virtual Curriculum Marketplace-Knowledge Delivery Systems
Help menus internal to programs
Adobe tutorials
Microsoft Office tutorials
YouTube tutorials
PROGRAM EVALUATION
There are formal and informal assessment processes to solicit data determining the effectiveness of
the technology plan. The central formal assessment is the student state testing results directly related
to the integration of technology to enhance the curriculum. At the teacher level, the iObservation
process, which has a component to document the use of technology in effective lesson plans, is
another measurement tool. All in all, the program evaluation is rooted in the integration of technology
into the school curriculum.
9.1
Ongoing Evaluation of Technology Integration
54
Curriculum Integration
Within the school curriculum, the effectiveness of technology integration is evaluated as follows:
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Observation
Student portfolio samples
Training requests
Avatar feedback
Assessment criteria built into programs like Compass, FCAT Explorer, etc.
iPad use and App purchase frequency and curriculum validity
ST2L student test results
ITTS staff test results
Lanschool online testing
Core curriculum online testing support
Teacher website lesson criteria
Use of ActivExpressions, Activotes, and Activengage software with ActivInspire and
Promethean Board integration
Flipchart building and sharing
Info board perusal
History and Science Fair projects
STEM projects
Project Based Learning and Challenge Based Learning projects
School and district website articles
Newspaper articles
News stories
Public relations of varying vendors reporting use of technologies by Charlotte County Public
School students and teachers
Pertaining to integration of technology within the curriculum, we will strive to achieve the subsequent
goals.
The following goals are set by the International Society of Technology in Education (ISTE):
National Education Technology Standards for Teachers
Effective teachers model and apply the NETS·S as they design, implement, and assess learning
experiences to engage students and improve learning; enrich professional practice; and provide
positive models for students, colleagues, and the community. All teachers should meet the following
standards and performance indicators.
 Facilitate and Inspire Student Learning and Creativity
o Teachers use their knowledge of subject matter, teaching and learning, and technology
to facilitate experiences that advance student learning, creativity, and innovation in both
face-to-face and virtual environments.
 Promote, support, and model creative and innovative thinking and inventiveness
55
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Engage students in exploring real-world issues and solving authentic problems
using digital tools and resources
 Promote student reflection using collaborative tools to reveal and clarify students’
conceptual understanding and thinking, planning, and creative processes
 Model collaborative knowledge construction by engaging in learning with
students, colleagues, and others in face-to-face and virtual environments
Design and Develop Digital Age Learning Experiences and Assessments
o Teachers design, develop, and evaluate authentic learning experiences and
assessment incorporating contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified in the
NETS·S.
 Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity
 Develop technology-enriched learning environments that enable all students to
pursue their individual curiosities and become active participants in setting their
own educational goals, managing their own learning, and assessing their own
progress
 Customize and personalize learning activities to address students’ diverse
learning styles, working strategies, and abilities using digital tools and resources
 Provide students with multiple and varied formative and summative assessments
aligned with content and technology standards and use resulting data to inform
learning and teaching
Model Digital Age Work and Learning
o Teachers exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society.
 Demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations
 Collaborate with students, peers, parents, and community members using digital
tools and resources to support student success and innovation
 Communicate relevant information and ideas effectively to students, parents, and
peers using a variety of digital age media and formats
 Model and facilitate effective use of current and emerging digital tools to locate,
analyze, evaluate, and use information resources to support research and
learning
Promote and Model Digital Citizenship and Responsibility
o Teachers understand local and global societal issues and responsibilities in an evolving
digital culture and exhibit legal and ethical behavior in their professional practices.
 Advocate, model, and teach safe, legal, and ethical use of digital information and
technology, including respect for copyright, intellectual property, and the
appropriate documentation of sources
 Address the diverse needs of all learners by using learner-centered strategies
providing equitable access to appropriate digital tools and resources
 Promote and model digital etiquette and responsible social interactions related to
the use of technology and information
 Develop and model cultural understanding and global awareness by engaging
with colleagues and students of other cultures using digital age communication
and collaboration tools
Engage in Professional Growth and Leadership
56
o Teachers continuously improve their professional practice, model lifelong learning, and
exhibit leadership in their school and professional community by promoting and
demonstrating the effective use of digital tools and resources.
 Participate in local and global learning communities to explore creative
applications of technology to improve student learning
 Exhibit leadership by demonstrating a vision of technology infusion, participating
in shared decision making and community building, and developing the
leadership and technology skills of others
 Evaluate and reflect on current research and professional practice on a regular
basis to make effective use of existing and emerging digital tools and resources
in support of student learning
 Contribute to the effectiveness, vitality, and self-renewal of the teaching
profession and of their school and community
NETS·T © 2008 International Society for Technology in Education.
Ongoing Evaluation of Technologies Affecting Student Performance
The measure of how technology integration has affected student progress is present in the following
data aggregation tools:
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Performance Matters
o Provides data pertaining to state testing results, and is organized to illustrate mastery.
FOCUS
o Has all student scores uploaded, from classroom teacher to state testing results,
ranking, GPA, course credit, course completion grades, Bright Futures Scholarship
data, Cohort statistics for At-Risk students and Common Core reporting with Standards
Based Report cards for K-2.
Condition of Education (COE) Report
o Including completion and placement statistics for the Charlotte Technical Center’s
programs and students.
Performance Matters and FOCUS have the ability to download data in a spreadsheet for easy
manipulation and sorting.
The main focus of the Common Core State Standards, as it pertains to the mastery of technology
skills is:
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Research skills
Digital text comprehension
Compare and contrast information from
o Videos
o Simulations
o Multimedia sources
o Any other visual media
Use of technology to include:
o The Internet to
57
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 Produce
 Publish
 Update individual or shared writing projects
o The dynamic ability to display information
o Interactive feedback capabilities
Gather relevant information from digital sources
Complete advanced searches
Knowledge to avoid plagiarism
Practice copyright and fair use
Thus, student portfolio samples, discussion with instructors and school community members, and
formal assessments will be the most accurate measure of the integration of technology into the
curriculum. Using the data from the District Technology Plan, we have defined our action plan in
previous sections, which will culminate during the evaluation process, as we revisit and adjust the
plan accordingly.
Pertaining to integration of technology that are affecting student achievement and progress toward
meeting the educational goals of the CCSS, NGSS, and the PARCC, we will strive to achieve the
subsequent goals.
The following goals are set by the International Society of Technology in Education (ISTE):
National Education Technology Standards for Students
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Creativity and Innovation
o Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology.
 Apply existing knowledge to generate new ideas, products, or processes
 Create original works as a means of personal or group expression
 Use models and simulations to explore complex systems and issues
 Identify trends and forecast possibilities
Communication and Collaboration
o Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning an contribute to the learning of
others.
 Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media
 Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
 Develop cultural understanding and global awareness by engaging with learners
of other cultures
 Contribute to project teams to produce original works or solve problems
Research and Information Fluency
o Students apply digital tools to gather, evaluate, and use information.
 Plan strategies to guide inquiry
 Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media
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Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
 Process data and report results
Critical Thinking, Problem Solving, and Decision Making
o Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources.
 Identify and define authentic problems and significant questions for investigation
 Plan and manage activities to develop a solution or complete a project
 Collect and analyze data to identify solutions and/or make informed decisions
 Use multiple processes and diverse perspectives to explore alternative solutions
Digital Citizenship
o Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior.
 Advocate and practice safe, legal, and responsible use of information and
technology
 Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
 Demonstrate personal responsibility for lifelong learning
 Exhibit leadership for digital citizenship
Technology Operations and Concepts
o Students demonstrate a sound understanding of technology concepts, systems, and
operations.
 Understand and use technology systems
 Select and use applications effectively and productively
 Troubleshoot systems and applications
 Transfer current knowledge to learning of new technologies
NETS·S © 2007 International Society for Technology in Education.
9.2
Facilitate Mid-Course Corrections as Needed
The process to facilitate mid-course corrections in response to new developments and opportunities
will be as follows:
 The Executive Director of Learning Through Technology and Media and the Director of
Information and Communication Services will meet to discuss the corrections needed.
 Members of their respective teams will be involved in the discussions as needed.
 School community members will be notified and solicited for information and support.
 Information will be disseminated accordingly and a plan of action developed.
 All parties will be informed of the changes and a timetable will be established.
 As needed, final approval will be made by the Superintendent and/or the School Board.
10.
E-RATE PLANNING CRITERIA
10.1 Clear goals and a realistic strategy for using the telecommunications and information
technology to improve education or library services.

CCPS has documented their goals and strategies in the following section/s of the 2013-2016
Technology Plan:
59
o Section 3-Needs Assessment/Goals
10.2 A professional development strategy to ensure that staff know how to use these new
technologies to improve education or library services.

CCPS has documented their goals and strategies in the following section/s of the 2013-2016
Technology Plan:
o Section 8-Professional Development Plan
10.3 An assessment of the telecommunications services, hardware, software and other services
that will be needed to improve education or library services

CCPS has documented their goals and strategies in the following section/s of the 2013-2016
Technology Plan:
o Section 5-Technology Acquisition Plan, Section 6-Access, and Section 7-User Support
Plan
10.4 A sufficient budget to acquire and support the non-discounted elements of the plan: the
hardware, software, professional development, and other services that will be needed to implement
the strategy
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CCPS has documented their goals and strategies in the following section/s of the 2013-2016
Technology Plan:
o Section 4-Funding Plan
10.5 An evaluation process that enables the school or library to monitor progress toward the
specific goals and make mid-course corrections in response to new developments and opportunities
as they arise.

11.
CCPS has documented their goals and strategies in the following section/s of the 2013-2016
Technology Plan:
o Section 9-Program Evaluation
NCLB: ENHANCING EDUCATION THROUGH TECHNOLOGY (EETT)
Enhancing Education Through Technology (EETT) Grant funding period was July 1, 2009 to
September 30, 2011. The primary goal was to improve student academic achievement through the
use of technology in elementary and secondary schools. Our school district participated in this grant
by funding programs like the Cadre Mentees, which directly affected teachers’ digital literacy skills
mastery, implementation of technology into their instruction and support for their school community to
increase technology skills. Teachers completed the Inventory of Teacher Technology Skills (ITTS) to
evaluate their digital literacy skills, and their results are found in Section 5.1.
Added goals of the grant were to help students become technologically literate by the end of eighth
grade. CCPS instituted the use of the Student Tool for Technology Literacy (ST2L) in which all eighth
graders completed the simulation test. The data was aggregated yearly and teachers were able to
60
view the progression of students’ digital mastery. The scores for the SY2011-2012 are included in
Section 5.2
All Charlotte County Public Schools comply with the Federal No Child Left Behind legislation.
61
APPENDICES
APPENDIX A
8.0 Data Integration
Item
Requirement Description
8.1 Integration with school district, state or other applications
Ability to integrate for the purpose of seamless sharing of data from district, state, and/or other
8.1.1 applications including, but not limited to:
a. Student Information Systems
b. Staff Information Systems
c. Course Management Systems
d. Content Management Systems
e. Special Education Systems
f. Response to Intervention (RTI) Systems
g. Human Resource Systems
h. Professional Development Systems
i. Longitudinal Data Systems
8.2 Data and Systems Standards
8.2.1 Supports the Sharable Content Object Reference Model (SCORM) version 1.2 or above.
8.2.2 Supports Simplified Object Access Protocol (SOAP) standard for exchange of information.
Complies with the World Wide Web Consortium's (W3C) Web Content Accessibility Initiative (WAI)
8.2.3 and with Section 508 standards.
Supports a variety of interoperability standards including but not limited to School Interoperability
8.2.4 Framework (SIF).
8.2.5 Supports Secure Socket Layer (SSL) encryption.
8.3 Import and Export
Ability to securely import and export data, documents, files, and information by individuals and
8.3.1 systems including, but not limited to:
a. data (i.e. student, staff, grades, assessment, etc.)
b. documents
c. images (i.e. graphics, photos, etc.)
d. multi-media materials (i.e. videos, podcasts)
e. benchmarks
f. subjects
g. courses
h. course descriptions
i. lesson plans
j. instructional materials and/or resources including from multiple publishers
k. curriculum guides
l. assessment items
m. assessment item banks
n. rubrics
o. professional development information
8.3.2 Ability to export data in a variety of formats including, but not limited to:
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a. comma separated value (CSV)
b. PDF
c. HTML
d. text
e. spreadsheet
8.3.3 Ability to receive data using a variety of mechanisms including, but not limited to:
a. web forms
b. scanning
c. automated batch processing
9.0 IT Platform and Security
Item
Requirement Description
9.1 General Features
9.1.1 Ability to support hardware requirements including, but not limited to:
a. a variety of hardware environments
b. n-tiered, easily scalable open architecture
c. virtualization
9.1.2 Ability to support application requirements including, but not limited to:
a. browser-based components
b. compliance with browser standards
c. compliance with ADA
d. copy and paste function across components/modules
e. spell check, including ability to disable for assessments as needed
f. grammar check, including ability to disable for assessments as needed
g. prepopulates fields, where appropriate
h. drop-down, radio button, or checklist of appropriate values for each validated field
i. note fields
j. display of data received from other systems
9.1.3 Ability to support database requirements including, but not limited to:
a. one time entry of data for use throughout the system
b. data validation including, but not limited to:
i. verification
ii. range checks
iii. table of valid entries
iv. allowances for online editing/validation of all update transactions
c. identification of data element that must be tracked for changes
d. identification of security at data element level
e. a year-end roll over process
Ability to implement software and hardware upgrades without loss of configurations,
9.1.4 customizations, data, or documents.
9.1.5 Ability to complete a full or incremental backup on a scheduled or ad hoc basis.
9.1.6 Ability to restore from backup.
9.1.7 Provides performance, audit, and security logs including, but not limited to:
a. hardware
b. network
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9.1.8
9.1.9
9.1.10
9.1.11
9.1.12
9.1.13
9.1.14
9.1.15
9.1.16
9.1.17
c. application
d. database
Ability to subscribe, unsubscribe, and receive notifications about events in the system including,
but not limited to:
a. new or revised data
b. new or revised documents
c. new or withdrawn students
d. professional development registrations, reminders, and cancellation notifications
e. workflow status
f. system modifications
g. security updates
h. database performance issues
i. application performance issues
j. hardware performance issues
k. network performance issues
Ability to create, update, or remove workflows based on district review and approval requirements
including, but not limited to the following types:
a. lesson plans
b. professional development plans
c. instructional materials and/or resources
d. assessment items
e. documents
Ability to designate evaluation criteria for each step of the workflow review and approval process.
Ability to complete entire workflow process from submission, through review and approval, in the
system.
Ability to view and print reports on the status of the workflow process.
Ability to view the status of the workflow process from the item under review.
Provides a calendar including, but not limited to the ability to:
a. create individual, course section, or subject area calendars including, but not limited to:
i. student
ii. teacher
iii. professional development
b. add, update, or remove assignments or events (i.e. assessments) on the calendar
c. add, update, or remove recurring assignments or events
Ability to open multiple windows concurrently for both inquiry and updating across any
combination of components without losing any data previously entered on an open screen.
Provide a system that requires only basic computer skills by individuals.
Ability to provide information and communications to parents in their home language including,
but not limited to:
a. English
b. Spanish
c. Haitian Creole, where applicable
d. Portuguese, where applicable
e. Vietnamese, where applicable
64
9.2 Scalability and Adaptability
9.2.1 Ability to manage the system by subgroups such as multiple schools, multiple school districts, etc.
Ability to scale system to support required number of concurrent district users via the district's
network and/or internet, including but not limited to district personnel, school personnel, students
9.2.2 and parents.
Ability to scale system to support collection, storage, and reporting of data for operational and
9.2.3 research purposes.
9.2.4 Ability to receive and import periodic transmissions of data within a minimum period of time.
9.2.5 Ability to store assessment information longitudinally.
Ability to scale system to support archiving in accordance with legal retention and district research
9.2.6 requirements including, but not limited to:
a. data
b. documents
c. images
d. multi-media materials
9.3 Security
9.3.1 Provide access to system via single sign-on.
Provide secure, role-based access to the system and all of its functions for multiples types of users
9.3.2 including, but not limited to:
a. administrators
b. teachers
c. students
d. parents
e. technical support/administrators
Provide secure, role-based access to confidential and other data in accordance with district, state,
9.3.3 and/or federal rules or regulations.
9.3.4 Ability to manage user account profiles in the database (i.e. not hard-coded).
9.3.5 Ability to create and manage multiple parent/guardian accounts for a single student.
9.3.6 Ability to create and enforce best practice guidelines for passwords including, but not limited to:
a. minimum length
b. combination of alpha and numeric characters
c. expiration dates
9.3.7 Ability of individuals and systems to change passwords.
Ability for technical support/administrators to reset passwords for other users and not view the
9.3.8 password.
9.3.9 Ability to add, update, or remove an individual or application's account in the system.
Ability to validate individuals and systems against a security profile and persistently store the
9.3.10 security profile where it can be accessed by all system components.
9.3.11 Ability to customize the secure login screen including, but not limited to by:
a. school district
b. school
c. group of schools
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APPENDIX B
Charlotte County Public Schools Acceptable Use Policy/Guidelines for Student E-mail
Internet, Web-based, student E-mail accounts are made available to Charlotte County Public Schools’
(CCPS) students for instructional reasons. Student access to E-mail is a privilege with a corresponding degree of
responsibility for the user.
Student responsibilities include:
1.
2.
3.
All users are expected to use email in a responsible, legal and ethical manner.
Email should be used only for school-related business.
To protect your privacy, students should never put personal information in the E-mail messages
(name, phone number, age, home address).
4. Students must not use E-mail in an inappropriate or offensive manner.
5. Use only appropriate language. Do not create or send anything that could not be printed for all to see.
Avoid jokes, offhanded comments, and wording that might be misinterpreted. Sensitive information
should never be discussed in email.
6. Do not open attachments from anyone you don’t know. Attachments can be the source of viruses.
7. Log out of the email system when you are finished.
8. Do not respond to spam, e.g. unsolicited junk mail or chain letters.
9. Use of the District’s email accounts from home still falls under the same guidelines.
10. Students are responsible for returning a signed parental consent form before E-mail accounts will be
issued.
11. Students will adhere to the CCPS Acceptable Use Policy for Computer Based Technology.
Please check the appropriate box:
I DO
I DO NOT authorize my son or daughter to be
issued a CCPS email account. I understand that denial of an email account may impact the ability for my child to
participate in some educational activities.
I have read and accept the CCPS Student Email Acceptable Use Policy. This policy will remain in effect until
withdrawn by the school or account withdrawal is requested by parent.
Parent Name
Parent Signature
Date
I have read and I understand the District’s Agreement for Acceptable Use of the Student Email Policy and
Guidelines. I understand and agree to abide by the conditions and rules in this policy. I further understand that
violations of these provisions may result in suspension or revocation of my student email access as well as possible
disciplinary action.
Student Full Name
66
Student Signature
Date
APPENDIX C
School Board of Charlotte County Bylaws and Policies
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68
69
70
71
72
73
74
75
76
77
78