Educational Technology Plan.

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Educational Technology Plan

for Virginia Beach City Public Schools

www.vbschools.com

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Executive Summary... 3 Process... 5 Summary of Connections to the Virginia Beach City Public Schools Mission, Vision, Strategic Plan: Compass to 2015 and 21st Century Skills... 6 Summary of the Work of the Compass to 2015 Committee and Its Benchmarks.. 9 Summary of the Evaluation Process and Planned Update Cycle... 9 Conclusions from the Needs Assessment... 9 Actions... 12 State Goals and Objectives with Local Strategies and Measures... 12 Appendices... 22 Appendix 1: Timetable and Budget for Goals, Objectives, Strategies, and Measures Appendix 2: Division Acceptable Use Policy (AUP) Appendix 3: Summary of the Internet Safety Program

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Executive Summary

In today’s digital society, people live and work in ways never before imagined. Over an amazingly short period of time, technology has transformed our lives, and in the process, has created a critical and concomitant need to change the way we deliver, assess, and manage the education of children. To this end, the Virginia Bach City Public Schools (VBCPS) strategic plan – Compass to 2015 – provides us with a common understanding of where we are with today, a unified vision of where we want to be in the future, and a roadmap for aligning our efforts to get there. In order to fully adapt to the daily advances in technology, it is essential to create a clear vision of how we can leverage technology in helping us to reach our destination. When used effectively, technology can be an enabler for the school division to meet our strategic goal and objectives.

The VBCPS Department of Technology (DOT) believes in empowering every student to become a lifelong learner and informed citizen who can be successful in a global society through the effective integration of technology into the K‐12 environment. This requires careful and thoughtful planning. The Educational Technology Plan for Virginia Beach City Public Schools 2010‐2015 is built on the premise that technology is not an add‐on; rather, it is a critical tool for master craftspeople working with our young people and with each other to transform education and to establish a community of learners and learning, through rigor, relevance, and relationships, one student at a time. Our plan directly supports the VBCPS Strategic Plan Compass to 2015 and outcomes for student success while attempting to amplify the points of convergence between the newly adopted Educational Technology Plan for Virginia 2010‐2015 and the Draft National Educational Technology Plan 2010 released on March 5, 2010. The title of the Draft National Educational Technology Plan 2010 released on March 5, 2010, is "Transforming American Education: Learning Powered by Technology." The draft plan calls for education professionals throughout the United States to engage in "revolutionary transformation rather than evolutionary tinkering." (Executive Summary, p. 3, http://www.ed.gov/sites/default/files/NETP‐2010‐exec‐summary.pdf. Retrieved March 15, 2010). The goal areas for this draft plan include: Learning, Assessment, Teaching, Infrastructure, and Productivity. Through thoughtful consideration we aligned the Environment, Engagement, Application, Tools, and Results framework established in Virginia’s educational technology plan to Infrastructure, Teaching, Learning, Productivity, and Assessment within the national educational plan and developed strategies and measures that directly support the VBCPS Compass to 2015 five strategic objectives: Engage Every Student, Balanced Assessment, Improved Achievement, Create Opportunities, and Capacity Building. An outline of this alignment follows:

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Educational Technology Plan for Virginia: 2010‐2015 Draft National Educational Technology Plan 2010 VBCPS Strategic Plan: Compass to 2015 Goal 1: Provide a safe, flexible, and effective learning environment for all students. 4.0 Infrastructure All students and educators will have access to a comprehensive infrastructure for learning when and where they need it. SO3 Each school will improve achievement for all students while closing achievement gaps for identified student groups, with particular focus on African American males. Goal 2: Engage students in meaningful curricular content through the purposeful and effective use of technology. 3.0 Teaching Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. SO1 All teachers will engage every student in meaningful, authentic and rigorous work through the use of innovative instructional practices and supportive technologies that will motivate students to be self‐directed and inquisitive learners. Goal 3: Afford students with opportunities to apply technology effectively to gain knowledge, develop skills, and create and distribute artifacts that reflect their understandings. 1.0 Learning All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. SO4 VBCPS will create opportunities for parents, community and business leaders to fulfill their essential roles as actively engaged partners in supporting student achievement and outcomes for student success. Goal 4: Provide students with access to authentic and appropriate tools to gain knowledge, develop skills, extend capabilities, and create and disseminate artifacts that demonstrate their understandings. 5.0 Productivity Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money and staff. SO5 VBCPS will be accountable for developing essential leader, teacher and staff competencies and optimizing all resources to achieve the school division’s strategic goal and outcomes for student success. Goal 5: Use technology to support a culture of data‐driven decision making that relies upon data to evaluate and improve teaching and learning. 2.0 Assessment Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement. SO2 VBCPS will develop and implement a balanced assessment system that accurately reflects student demonstration and mastery of VBCPS outcomes for student success.

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Process

Summary of Connections to the Virginia Beach City Public Schools Mission,

Vision, and Strategic Plan: Compass to 2015

The Virginia Beach City Public Schools Compass to 2015: A Strategic Plan for Student Success was adopted in 2009 with one strategic goal: Recognizing that the long range goal of the VBCPS is the successful preparation and graduation of every student, the near term goal is that by 2015, 95 percent or more of VBCPS students will graduate having mastered the skills that they need to succeed as 21st century learners, workers and citizens. VBCPS Outcomes for Student Success will primarily focus is on teaching and assessing those skills our students need to thrive as 21century learners, workers and citizens. All VBCPS students will be: • Academically proficient; • Effective communicators and collaborators; • Globally aware, independent, responsible learners and citizens; and • Critical and creative thinkers, innovators and problem solvers.

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Vision and Mission

Vision: The vision of Virginia Beach City Public Schools is to ensure every student is achieving at his or her maximum potential in an engaging, inspiring and challenging learning environment. Mission: The Virginia Beach City Public Schools, in partnership with the entire community, will empower every student to become a life‐long learner who is a responsible, productive and engaged citizen within the global community. Leading from our mission as defined by our desired student outcomes, as measured by a system of balanced assessments, leading to our strategic goal – that by 2015, 95 percent or more of VBCPS students will graduate having mastered the skills they need to succeed as 21st century learners, workers, and citizens. We expect to reach this overarching goal through the following strategic objectives: Strategic Objective 1 All teachers will engage every student in meaningful, authentic and rigorous work through the use of innovative instructional practices and supportive technologies that will motivate students to be self‐ directed and inquisitive learners. This objective is the heart of the strategic plan because it is truly rigor, relevance and relationships that drive classroom excellence. We firmly believe technology transforms the culture of classrooms and profoundly engages students in their own learning. Strategic Objective 2 VBCPS will develop and implement a balanced assessment system that accurately reflects student demonstration and mastery of VBCPS outcomes for student success. It’s easy to talk about rigor, relevance, critical thinking, and higher‐order learning, but how do you go about measuring them? The challenge before us is apparent: We must develop a new performance assessment and rubric, knowing at the same time that we cannot and will not be abandoning the Virginia‐mandated Standards of Learning tests. Strategic Objective 3 Each school will improve achievement for all students while closing achievement gaps for identified student groups, with particular focus on African American males. Strategic objective 3 is perhaps our most concrete objective because it involves measures of student achievement and achievement gaps. This objective relies on the need to integrate the teaching of 21st century skills with the information and knowledge needed for high stakes tests.

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A few areas of focus include: Developing a K‐12 literacy plan, deploying a response to intervention model to meet student needs, and aligning individual schools’ plans for continuous improvement with Compass to 2015. Strategic Objective 4 VBCPS will create opportunities for parents, community and business leaders to fulfill their essential roles as actively engaged partners in supporting student achievement and outcomes for student success. There will concentration on several key strategies: The development of resources for parents and other stakeholders so they can support our outcomes for student success and implementation of parent training and improving collaboration with city agencies, civic groups, PTA(s) and community organizations that have similar educational missions. Strategic Objective 5 VBCPS will be accountable for developing essential leader, teacher and staff competencies and optimizing all resources to achieve the school division’s strategic goal and outcomes for student success. The action will be to foster principal and teacher leadership and expertise by ensuring that the resources needed are in place. At each school, we now have Professional Learning Communities in all core disciplines and we are working to create a professional learning culture across the division. Professional development for administrators and teachers has been and is being designed and delivered with the PLC concept as a delivery vehicle. A long‐term goal is to redesign teacher evaluation systems to match 21st century skills.

Virginia Beach City Public Schools 21

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Century Skills:

Our Compass to 2015 strategic plan for Virginia Beach City Public Schools has been designed to equip students with the skills they need to succeed as 21st century learners, workers and citizens. So just what are those 21st century skills? Based on our research and our own experience, we believe the following to be key skills for today’s world. Therefore, instruction will be designed to foster the development of those attributes.

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Critical and Creative Thinkers, Innovators, and Problem Solvers

• Critical Thinking: Analyze and evaluate information and ideas to determine appropriate actions or develop a point of view. • Creative/Innovative Thinking: Generate original ideas, unique solutions or new associations of existing ideas for an aesthetic or practical purpose. • Problem Solving: Anticipate and identify problems and challenges to develop solutions that effectively address them.

Effective Communicators and Collaborators

• Information Literacy: Use digital technology (networks, databases, and print materials) in an ethical manner, to identify relevant sources, evaluate validity, synthesize, analyze, and interpret information. • Listening: Construct meaning and demonstrate understanding from verbal and nonverbal cues. • Collaboration: Interact with diverse groups to achieve an objective while displaying flexibility and willingness to understand alternate points of view. • Communication: Articulate ideas and information clearly and appropriately for the given context, medium, and audience.

Globally Aware, Independent, Responsible Learners and Citizens

• Social Responsibility: Understand the importance of acting with integrity, empathy, and compassion and commit to making a meaningful contribution to the local, national and/or global community by offering time, talents, advocacy, and/or resources to a worthy cause. • Sustainability: Foster responsible development and protection of the world’s natural environment and resources through individual and collective action. • Interdependence: Recognize and understand the social, economic, and political issues and concerns that connect us on all levels ‐ locally, nationally and/or globally ‐ and commit, when necessary, to using this knowledge to inform decisions and actions. • Health Literacy: Make informed decisions based on appropriate sources for a healthy lifestyle.

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Summary of Compass to 2015 Strategic Plan Process and Benchmarks

Activity Person(s) Responsible Timeline Strategic Plan for student success adopted Strategic Plan Steering Committee October 2008 VBCPS Strategic Plan: Compass to 2015 implemented Strategic Planning Implementation Steering Committee Fall 2009 Reviewing all VBCPS curricula to ensure 21st century skills were embedded Department of Curriculum and Instruction Fall 2009 Moving VBCPS curricula into SchoolNet – an online system for curriculum resources and assessment Department of Curriculum and Instruction Department of Educational Leadership and Assessment June 2010 Developed an educational technology plan aligned with VBCPS Compass to 2015, VBCPS 21st century skills, and Virginia’s Educational Technology Plan 2010‐2015 Department of Technology December 2010

Summary of the Evaluation Process and Planned Update Cycle

The Educational Technology Plan for Virginia Beach City Public Schools 2010‐2015 will be evaluated annually through the Department of Technology. DOT will visit schools, participate in learning walks, and review artifacts of technology‐rich learning during the first year of the update cycle. Throughout the 2011‐2012 school year, DOT Leadership will evaluate data gathered from our measures, establishing baseline targets for each measure. Years three and four of the cycle will consist of reviewing and revising this technology planning document. The plan will be revised during 2014‐2015 to align with Virginia Beach Public Schools Strategic Plan.

Conclusions from the Needs Assessment

Crucial to the task at hand was our VBCPS strategic plan steering committee. This committee was presided over by the dean of education for Old Dominion University. It was most assuredly a thoughtful balance of members of the community, and included 31 people representing a wide spectrum of VBCPS stakeholders. Among them were citizens, business people, members of the military, VBCPS teachers and administrators, PTA council members, representatives from higher

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education, School Board members, a representative from the city’s Department of Economic Development, a Virginia Beach Education Association representative, and several students. The committee’s charge was this: ‐ Analyze the VBCPS current system and mission. ‐ Review community input data and future trends. ‐ Identify gaps and strategic priorities. ‐ Recommend measurable strategic goals and targets to the School Board. The committee set about to gather data and develop strategies for eliciting community and staff input. A research firm was retained to conduct focus groups because the committee was absolutely committed to hearing the voices of K‐12 public education customers. What was unique about these focus groups was that each was composed of homogenous representatives of stakeholders – students, both at the high end and at‐risk; graduates; parents; business partners; the military; teachers; administrators; and community leaders. Led by facilitators, the focus groups met over the course of several days, brainstorming what they believed it was important for VBCPS students to know. In this way, each group was empowered to contribute its own perspective reflective of its particular point of view. At the same time, as each group’s responses were compiled, together they formed the nucleus of community input needed to move forward. Subsequently they were used as a jumping off point of discussion at a series of public forums and town hall meetings. It was apparent that our stakeholders truly knew what they wanted. There was also a desire to understand the global and societal trends that are impacting education in today’s world. Consequently, the division and the committee sponsored a public forum at our local convention center featuring the nationally recognized futurist, Marvin Cetron, who reported on his findings concerning future trends in education and entertained questions from the community. Additionally, a community town hall meeting was hosted at which 800 stakeholders had the opportunity to further share their perceptions regarding education and identify their priorities. As facilitators continued to lead participants through the process, an amazing thing happened – consensus was ultimately achieved despite the fact that this was such a diverse group. Overwhelmingly, the top priority was this: All students, not just those at the top level, should be offered rigorous and relevant instruction focusing on critical thinking, problem solving, and real life skills.

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The other four top priorities that are reflected in our strategic plan are these: • Teach students 21st century skills that will allow them to succeed in college, work, and as citizens in this “global Information society.” • Encourage students to develop ownership for their own education and learning. • Intensify parental involvement and their accountability in schools to ensure student success. • Close the achievement gap or, in other words, eliminate gaps by race, class, and gender. Identification of the Virginia Beach version of 21st skills was paramount if our work was to have significance. The committee researched 21st century skills on the national level by talking extensively to organizations such as the Partnership for 21st Skills and school districts that had gone down that road before us. They also convened focus groups of stakeholders – teachers, administrators and business and community members for the discussion. Eleven 21st century skills that we want to foster in Virginia Beach students were identified: Critical thinking, creative/innovative thinking, problem solving, information literacy, listening, collaboration, communication, social responsibility, sustainability, interdependence, and health literacy. To support the work of the strategic plan steering and implementation committees and the strategic objective subcommittees, DOT conducted several needs assessments in the form of SharePoint surveys to assess what we need to have in place to consistently meet the VBCPS Strategic Plan: Compass to 2015, the five strategic objectives, and eleven 21st century skills. The surveys were distributed to Department of Technology, all computer resource specialists, and all library media specialists. Recommendations from DOT Needs Assessments: • Develop a plan for implementation of the 21st Century Interactive Whiteboard Classroom Project. • Ensure computer resources specialists are using a framework to effectively integrate technology and align with the curriculum. • Ensure instructional staffs are aware of technology and information literacy resources available to move students along the 21st century skills continuum. • Increase the technological competence of all end users. • Ensure staff remains abreast of current technologies.

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Actions

States Goals and Objectives with VBCPS Strategies and Measures

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

Objective 1.1: Deliver appropriate and challenging curricula through face‐to‐face, blended, and virtual learning environments. Strategies Key Measures and Evaluation Strategies 1. Deliver existing online courses to students through Virtual Virginia Beach e‐Learning during summer school and the regular school year 1. Analyze the pattern of student registrations in course offerings in Virtual Virginia Beach e‐Learning for each school session. 2. Expand course offerings for students, in a sequence determined by the superintendent, to be delivered in Virtual Virginia Beach e‐Learning. 2. Analyze the sequence of course offering development in Virtual Virginia Beach e‐ Learning. 3. Revise existing online courses to meet changing SOL objectives and local course designs. 3. Match online course revision cycles to the SOL revision timetable and to changes in the local face‐to‐face course delivery. 4. Enhance Virtual Virginia Beach e‐Learning online courses to promote curricular objectives of the school division in terms of engagement, responsive instruction, and performance assessment. 4. Utilize local curriculum content specialists and online learning specialists as reviewers during the course development and revision phases, which will strengthen the alignment of all course components to division standards. Objective 1.2: Provide the technical and human infrastructure necessary to support real, blended, and virtual learning environments. Strategies Key Measures and Evaluation Strategies 1. Train certified content teachers in the pedagogy of online learning in adequate numbers to assure the availability of qualified teachers for current and future online courses. 1. Evaluate enrollment demands in terms of the 25:1 ratio of students to teachers established for Virtual Virginia Beach e‐ Learning and historical availability of trained online instructors. 2. Provide resources and support to assist 2. Number of professional development

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teachers in integrating technology into teaching and learning. opportunities, conduct surveys, the number of communications/resource disseminations, and conference attendance, number of times computer resource specialist collaborate with teachers to integrate technology 3. Meet or exceed the Standards of Quality staffing requirements. 3. DOT Staffing Plan provides for 101 FTE Computer Resources Specialists – one position at each elementary school, six middle schools, and the Career and Tech Ed Center and two positions at the remaining middle and high schools. 4. Meet or exceed state standards for infrastructure necessary to participate in on‐line SOL testing. 4. Maintain 500 Mbps school division connection to the Internet, the fiber Wide Area Network connecting all campuses and service facilities, and full wireless coverage in all schools. 5. Evaluate current infrastructure against next‐generation standards. 5. Number of recommendations implemented or addressed in budget initiatives 6. Increase the number of 21st century classrooms (interactive whiteboard, multimedia system, document cameras, student response systems) at all levels. 6. Number of 21stcentury classrooms by level Objective 1.3: Provide high‐quality professional development to help educators create, maintain, and work in a variety of learner‐centered environments. Strategies Key Measures and Evaluation Strategies 1. Identify, develop, disseminate, and maintain resources aligned to the VBCPS Strategic Plan: Compass to 2015 to support teaching and learning in the 21st century. 1. Continue to monitor computer resource and library media specialists’ monthly reports and conduct periodic needs assessments. 2. Continue to partner with the WHRO Consortium for Interactive Instruction (CII) to provide professional development opportunities. 2. Number of participants enrolled in courses 3. Continue to partner with Virginia’s 3. Number of participants enrolled in courses

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Community of Anytime Knowledge, online professional development powered by WHRO & VSTE and featuring Virginia’s PBS TeacherLine. 4. Continue to implement the Educational Technology Team program model to enable, encourage, and support the effective integration of technology as a tool for teaching and learning. 4. Continue to monitor computer resource and library media specialists’ monthly reports for professional development activities at each school.

Goal 2: Engage students in meaningful curricular content through the purposeful and

effective use of technology.

Objective 2.1: Support innovative professional development practices that promote strategic growth for all educators and collaboration with other educators, content experts, and students. Strategies Key Measures and Evaluation Strategies 1. Equip instructional staff with the necessary tools to develop students’ research skills in the 21st century. 1. The number of participants attending the training, instructional research projects shared through a division‐wide SharePoint site and collaborative planning sessions to plan research‐based activities 2. Implementation of the Vanguard Technology School Project. 2. Vanguard team members become trainers of innovative technologies for other schools through professional development workshops. 3. Provide opportunities for experts in the fields of technology integration, 21st century learning, and project‐based learning to present to the division’s instructional staff. 3. Number of presentations 4. Develop the capacity for virtual professionals learning communities and virtual student project work. 4. Number of users trained through WebEx or Live Meeting, number of virtual hosted sessions 5. Provide computer resource specialists with professional development opportunities to strengthen their collaboration and coaching skills 5. Number of professional development workshops and sessions 6. Provide both computer resource and 6. Agendas from computer resource and

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library media specialists with opportunities to build capacity in professional learning communities to examine student work and develop reflective practice. library media specialists monthly training sessions and reflective SharePoint blog entries Objective 2.2: Actualize the ability of technology to individualize learning and provide equitable opportunities for all learners. Strategies Key Measures and Evaluation Strategies 1. Continue implementation of the VBCPS Strategic Plan: Compass to 2015 to support teaching and learning in the 21st century. 1. Continue to monitor Department of Educational Leadership and Assessment (ELA) metrics for this strategy. 2. Provide resources and support for computer resource specialists to assist teachers in integrating technology in to their teaching and learning and create lessons that are aligned with the VB Computer/Technology Student Proficiencies 2. Computer resource specialists are employed on an 11‐month calendar in order to review specialized training during the month of August. Technology leadership training and technology integration training are provided to computer resource specialists on a monthly basis. Number of communications/resource dissemination through SharePoint, and number of technology integration related conference attendance 3. Ensure technology tools are consistently used throughout the division to elevate the learning of content, the ability to transfer knowledge, and the acquisition of 21st century skills 3. Number of activities/projects/learning plans that represent the use of a variety of technology and information resources by all grade levels/departments 4. Provide a media storage system for students to save media‐rich projects using a variety of technologies to enhance creative and innovative thinking 4. Evidence of essential equipment and training to enable students to create authentic media projects 5. Provide anytime/anywhere curriculum resources and applications, at school and at home, for all students through a centralized program 5. List of online databases, subscription applications, student SharePoint Portal accounts, and SchoolNet Parent Portal

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Objective 2.3: Facilitate the implementation of high‐quality Internet safety programs in schools. Strategies Key Measures and Evaluation Strategies 1. Provide resources and support for parents, teachers, computer resource specialists, library media specialists, instructional specialists, and administrators to assist in ensuring Internet safety. 1. Number of Internet safety web sites made available, internet safety workshops, and communications disseminated 2. Keep pace with the most current information available on Internet safety and communicating these updates to students for their protection and well being. 2. Continue to monitor and evaluate resources available. 3. Ensure instructional staff awareness of the division‐wide Internet Safety Plan that is incorporated into the K‐12 curriculum in every school. 3. Continue to monitor computer resource specialists’ monthly reports for activities at each school. 4. Employees are required to sign an Acceptable User Policy (AUP) as part of the contract‐signing process 4. Signed forms are retained in the employee files in Human Resources. Work with Human Resources to review current status of staff AUP documentation and process. Policies are kept updated and changes, if any, are communicated to employees electronically. 5. Require acceptance of the Acceptable User Policy (AUP) for students annually 5. Acceptable use of computers systems is included in the Student Code‐of‐Conduct document signed each year. Work with School Admin and Office of Student Leadership to review current status of student AUP documentation and process. Policies are kept updated and changes, if any, are communicated to students via Student Handbook. 6. Develop Internet safety lesson materials for students 6. The number of Internet safety lessons delivered by computer resource specialists at the school level

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Goal 3: Afford students with opportunities to apply technology effectively to gain

knowledge, develop skills, and create and distribute artifacts that reflect their

understandings.

Objective 3.1: Provide and support professional development that increases the capacity of teachers to design and facilitate meaningful learning experiences, thereby encouraging students to create, problem‐solve, communicate, collaborate, and use real‐world skills by applying technology purposefully. Strategies Key Measures and Evaluation Strategies 1. Continue implementation of the VBCPS Strategic Plan: Compass to 2015 to support teaching and learning in the 21st century. 1. Continue to monitor Department of Educational Leadership and Assessment (ELA) metrics for this strategy. 2. Develop professional development workshops and courses that support integrating technology/information literacy skills into teaching and learning utilizing the TPACK Framework and Big6 Problem Solving Process 2. Number of inclusions on internal workshop agendas, Number of communications/resource disseminations, and number of technology integration related conference attendance. 3. Identify, develop, disseminate, and maintain resources to support teaching and learning using SchoolNet Align 3. Monitor and evaluate progress made on Department of Educational Leadership and Assessment (ELA) metrics related to this strategy and evidence of discussions within Professional Learning Communities. 4. Develop building level capacity through the use of interactive whiteboard Power Users to support the 21st Century Classroom Project 4. Schools develop site‐based training plans and the number of instructional resources shared through a division‐wide SharePoint site.

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Objective 3.2: Ensure that students, teachers, and administrators are ICT literate. Strategies Key Measures and Evaluation Strategies 1. Ensure all instructional staff and administrators are knowledgeable with the VB Essential Information Literacy Skills (EILS) and the library media specialists integrate the EILS into their lessons to support the VB 21st Century Skills Continuum. 1. The number of learning plans in SchoolNet Align and number of collaborative planning sessions at schools with library media specialists 2. Ensure all teachers and administrators are TSIP certified. 2. The percentage of teachers and administrators achieving TSIP certification 3. Continue to provide opportunities for teachers to become ISTE NETS*T certified. 3. The number of teachers pursuing and achieving NETS*T certification 4. Continue to provide technology leadership training aligned with the ISTE NETS*A for all administrators. 4. The number of administrator workshops and Principals’ Collaborative meetings 5. Develop and administer an ISTE NETS*S‐ based assessment to be completed by students prior to entering high school. 5. The percentage of students achieving proficiency Objective 3.3: Implement technology‐based formative assessments that produce further growth in content knowledge and skills development. Strategies Key Measures and Evaluation Strategies 1. Continue implementing local online diagnostic assessments. 1. The number of division‐level assessments, percent of students mastering 80% or more of objectives on the local assessments 2. Continue implementing SchoolNet Assess. 2. The number of school‐level and division‐ level assessments administered via SchoolNet Assess 3. Develop and/or adopt varied assessments, including performance‐based assessments saved in cross‐curricular digital portfolios, to create a balanced assessment system that measures VBCPS outcomes for student success. 3. The number of authentic assessments, performance tasks and digital portfolios

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Goal 4: Provide students with access to authentic and appropriate tools to gain

knowledge, develop skills, extend capabilities, and create and disseminate artifacts

that demonstrate their understandings.

Objective 4.1: Provide resources and support to ensure that every student has access to a personal computing device. Strategies Key Measures and Evaluation Strategies 1. Develop the capacity to support student use of personal devices at school 1. Number of personal devices being used in schools 2. Continue to provide a Content Keeper secured guest wifi at every school 2. Monitor the VBPSChannel access Objective 4.2: Provide technical and pedagogical support to ensure that students, teachers, and administrators can effectively access and use technology tools. Strategies Measures and Evaluation Strategies 1. Provide resources and support to assist teachers in integrating technology into teaching and learning. 1. Continue to monitor computer resource and library media specialists’ monthly reports for professional development activities at each school. 2. Focus principal conversations on engaging every student in meaningful, authentic and rigorous work through the use of innovative instructional practices and supportive technologies that will motivate students to be self‐directed and inquisitive learners. 2. Number of explicit agenda topics for leveled administrator meetings, learning walk data 3. Meet or exceed the Standards of Quality staffing requirements. 3. DOT Staffing Plan provides for 101 FTE Computer Resources Specialists – one position at each elementary school, six middle schools, and the Career and Tech Ed Center and two positions at the remaining middle and high schools. 4. Provide students in grades 3‐12 with network accounts, SharePoint Portal sites, and network home directories. 4. The number of students utilizing resources 5. Provide students in grades 9‐12 with Email accounts. 5. The number of students utilizing email accounts

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Objective 4.3: Identify and disseminate information and resources that assist educators in selecting authentic and appropriate tools for all grade levels and curricular areas. Strategies Key Measures and Evaluation Strategies 1. Instructional technology/information literacy activities developed in collaboration will be designed to meet the specific goals of the curriculum, be an integral part of student instruction, and include research‐based best practices. 1. Learning walks, observations, school portfolio evaluation, teacher and student surveys 2. Continue to provide Instructional Resource Center (IRC) services and expand media streaming capabilities. 2. Number of resources, services, streaming capabilities provided, and participants’ utilization 3. Continue to provide Planetarium services at Plaza Middle School. 3. Number of resources, services and participants

Goal 5: Use technology to support a culture of data‐driven decision making that relies

upon data to evaluate and improve teaching and learning.

Objective 5.1: Use data to inform and adjust technical, pedagogical, and financial support. Strategies Key Measures and Evaluation Strategies 1. Continue implementing the School Board balanced budget approach. 1. Instructional technology accounts balanced, updated and presented to School Board. 2. Continue with ongoing consulting and staff support, possible end‐of‐year funds for capital purchases. 2. 100% of the recommendations are implemented or addressed in budget initiatives. 3. Continue with ongoing professional development funds. 3. 100% of all proposed professional development will be delivered on‐time and at or under budget.

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Objective 5.2: Provide support to help teachers disaggregate, interpret, and use data to plan, improve, and differentiate instruction. Strategies Key Measures and Evaluation Strategies 1. Use of SchoolNet Align to access curriculum guides, pacing charts, learning plans and assessments to plan, improve, and differentiate instruction. 1. The number of learning plans, resources, curriculum documents and assessments entered into SchoolNet Align 2. Use of SchoolNet Align to access VBCPS curriculum objectives, 21st century skills, Essential Information Literacy Skills (EILS), and the Computer/Technology Student Proficiencies to plan instruction. 2. Number of learning plans in SchoolNet Align 3. Identify and provide specialized instructional technology resources for at‐ risk students and for remediation needs. 3. List of specialized instructional technology resources Objective 5.3: Promote the use of technology to inform the design and implementation of next generation standardized assessments. Strategies Key Measures and Evaluation Strategies 1. Use of SchoolNet Assess to create formative and summative common assessments. 1. The number of school‐level assessments administered via SchoolNet Assess 2. Provide parents via secure systems access to their child’s comprehensive assessment data through SchoolNet Parent Portal. 2. Number of parents applying for SchoolNet accounts

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Appendix 1:

Timetable and Budget for Goals, Objectives, Strategies and Measures

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Funding Source 2010‐2011 Requested 2011‐2012 Estimated State Grant (VPSA) $2,300,000 $2,300,000 State Grant (VPSA) Local Match $460,000 $460,000 Computer Replacement Cycle $2,900,000 $2,900,000 1600 – Instructional Technology $1,600,000 $1,600,000 2000 – Library Media $1,400,000 $1,400,000 8400 – Technology Maintenance $3,800,000 $3,800,000 Total $12,460,000 $12,460,000 Strategies Measures Timetable Budget Source 1.1.1 Annually 1600 – Instructional Technology 1.1.2 Annually 1600 – Instructional Technology 1.1.3 By Semester 1600 – Instructional Technology 1.1.4 Quarterly 1600 – Instructional Technology 1.2.1 Quarterly 1600 – Instructional Technology 1.2.2 Quarterly 1600 – Instructional Technology 1.2.3 Annually 1600 – Instructional Technology 1.2.4 Annually 8400 – Technology Maintenance 1.2.5 Annually 8400 – Technology Maintenance 1.2.6 Annually 1600 – Instructional Technology 1.3.1 Monthly 1600 – Instructional Technology 1.3.2 By Semester 1600 – Instructional Technology 1.3.3 By Semester 1600 – Instructional Technology 1.3.4 Monthly 1600 – Instructional Technology and 2000 – Library Media 2.1.1 Monthly 2000 – Library Media 2.1.2 Monthly 1600 – Instructional Technology 2.1.3 By Semester 1600 – Instructional Technology and 2000 – Library Media 2.1.4 Ongoing 1600 – Instructional Technology and 2000 – Library Media 2.1.5 Monthly 1600 – Instructional Technology 2.1.6 Monthly 1600 – Instructional Technology and 2000 – Library Media 2.2.1 Ongoing 1600 – Instructional Technology 2.2.2 Ongoing 1600 – Instructional Technology 2.2.3 Ongoing 1600 – Instructional Technology 2.2.4 Annually 1600 – Instructional Technology 2.2.5 Annually 1600 – Instructional Technology and 2000 – Library Media 2.3.1 Annually 1600 – Instructional Technology 2.3.2 Quarterly N/A

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2.3.4 Ongoing N/A 2.3.5 Ongoing N/A 2.3.6 Annually N/A 3.1.1 Ongoing 1600 – Instructional Technology 3.1.2 Monthly 1600 – Instructional Technology and 2000 – Library Media 3.1.3 Ongoing SchoolNet is funded through 8400 – Technology Maintenance 3.1.4 Monthly N/A 3.2.1 Ongoing SchoolNet is funded through 8400 – Technology Maintenance 3.2.2 Annually TSIP Compliance is determined through the Office of License Renewal 3.2.3 By Semester 1600 – Instructional Technology 3.2.4 Annually 1600 – Instructional Technology 3.2.5 By Fall 2015 1600 – Instructional Technology 3.3.1 Quarterly Local assessments funded through the Department of Educational Leadership and Assessment (ELA) 3.3.2 Ongoing SchoolNet is funded through 8400 – Technology Maintenance 3.3.3 Ongoing Funded through Departments of Educational Leadership and Assessment (ELA) and Curriculum and Instruction (C&I) 4.1.1 By Fall 2012 1600 – Instructional Technology 4.1.2 Annually 8400 – Technology Maintenance 4.2.1 Monthly 1600 – Instructional Technology and 2000 – Library Media 4.2.2 Monthly 1600 – Instructional Technology 4.2.3 Annually 1600 – Instructional Technology 4.2.4 Annually 8400 – Technology Maintenance 4.2.5 By Fall 2011 1600 – Instructional Technology 4.3.1 Quarterly 1600 – Instructional Technology and 2000 – Library Media 4.3.2 Annually 1600 – Instructional Technology 4.3.3 Annually 1600 – Instructional Technology 5.1.1 Annually N/A 5.1.2 Annually N/A 5.1.3 Annually N/A 5.2.1 Ongoing SchoolNet is funded through 8400 – Technology Maintenance 5.2.2 Ongoing SchoolNet is funded through 8400 – Technology Maintenance 5.2.3 Ongoing 1600 – Instructional Technology 5.3.1 Ongoing SchoolNet is funded through 8400 – Technology Maintenance 5.3.2 Ongoing SchoolNet is funded through 8400 – Technology Maintenance

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Appendix 2:

Division Acceptable Use Policy (AUP)

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School Board of the City of Virginia Beach Policy 6-64

Updated June 2010

INSTRUCTION Acceptable Use Policy

The School Board provides a computer system to promote educational excellence, resource sharing, innovative instruction and communication and to prepare students to live and work in the 21st century. The Division’s technological tools include, but are not limited to, all hardware, software, data, communication lines and devices. Inappropriate use of the computer system may result in disciplinary and/or legal action. The Division’s Computer System shall not be used to conduct illegal activities, or to send, receive, view or download illegal materials.

Use of the Division system and resources must be:  in support of education and/or research  for school business

 in support of the mission of the Virginia Beach City Public Schools  in accordance with all School Board Policies and Division Regulations.

Access to the Division System and resources is a privilege, not a right, and the Superintendent shall establish regulations containing the appropriate uses, ethics and protocol for the Division System. These regulations shall include some measure for preventing students from accessing information that the division determines to be harmful or inappropriate to students. All computer system users: employees, non-employees, and students (hereby referred to as users), must

comply with the requirements defined under the Acceptable Use of the Division technological tools. Any user who fails to comply with the terms of this policy or the regulations developed by the Superintendent may lose system privileges. Employees may also be disciplined by the

Superintendent up to and including termination depending upon the nature of the violation of this policy or the implementing regulations. Students may be disciplined in accordance with the Code of Student Conduct or other School Board Policies and Division Regulations governing student discipline. Users may also be the subject of appropriate legal action for violation of this policy or implementing regulations.

Use of the Division System must be in accordance with the parameters stated in this policy and the implementing regulation and, therefore, school officials reserve the right to review Division System use at any time to determine if such use meets the criteria set forth in School Board Policies and Division Regulations, this policy and any regulation the Superintendent may promulgate under this policy. Accordingly, users have no right of privacy and should have no expectation of privacy in materials sent, received or stored on School Board-owned resources or systems. The Superintendent or designee shall notify users of the terms of this policy and any regulations promulgated hereunder.

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The School Board shall not be responsible for any information that may be lost, damaged or unavailable when using the division system or for any information retrieved from the Internet. Further, the School Board is not responsible for any unauthorized charge or fee resulting from the use of the Division System.

Editor’s Note

See Regulation 6-64.1 – Acceptable Use of the Division Computer System. Legal References:

Code of Va. §22.1-70.2, as amended, Acceptable Internet use policies for public and private schools.

No Child Left Behind Act of 2001 Title II: Preparing, Recruiting, High Quality Teachers and Principals, Part D: Enhancing Education through Technology, Subpart 4: Limitation on Availability of Certain Funds for Schools. Section 2441 Internet Safety.

Adopted by School Board: July 18, 1995

Amended by School Board: November 16, 1999 Amended by School Board: August 5, 2003 Amended by School Board: June 6, 2006 School Board of the City of Virginia Beach Regulation 6-64.1

INSTRUCTION Acceptable Use of the Division Computer System: Users A. Purpose

This regulation defines the responsibilities of Virginia Beach City Public School users of computer systems, telecommunications, network, Internet resources, and other technological devices.

Effective performance of computer and telecommunications networks, whether local or global, relies upon end users adhering to established standards of proper conduct. This regulation defines the responsibilities of Virginia Beach City Public School users of network and Internet resources. In general, this requires ethical, and legal utilization of the division system. If a user violates any of these provisions, his or her access to the division resources may be denied and disciplinary action may be taken. This resource, as with any other public resource, demands those entrusted with the privilege of its use be accountable. Use of the division system resources must support education and/or research or school business, and the mission of the Virginia Beach City Public Schools and be in accordance with all School Board Policies and Regulations. Use of the

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division system is limited to educational and school related purposes. Access to the Virginia Beach City Public Schools division system resources is a privilege, not a right.

B. Division Responsibilities

The Chief Information Officer shall serve as the administrator overseeing the division system. The principal or department head shall serve as the site coordinator overseeing the system within a school or department/office.

Filtering levels for all students are determined by the Associate Superintendent for Curriculum and Instruction. The Department of School Administration determines filtering levels for school employees.

C. Access to the System

The prohibitions set forth in School Board Policy 6-64 and herein will govern all use of the division system. Student use of the system will also be governed by the Code of Student Conduct and School Board Policies and Division Regulations governing student discipline.

D. Parental Notification and Responsibility

The Acceptable Use Policy (hereby referred to as AUP) is integrated into the Code of Student Conduct, which parent or guardian must sign annually, acknowledging that they have read and understand the Policy and Regulations. Implicit in this acknowledgment is that they have reviewed these policies and regulations with their child.

A wide range of material is available on the Internet, some of which may not fit with the values of particular families. The division recognizes that parents bear primary responsibility for transmitting their family values or beliefs to their children. Therefore, the division encourages parents to specify to their child(ren) what material is and is not acceptable to access through the division's system. It is not possible for the division to monitor and enforce social values in student use of the Internet.

E. Division Limitation of Liability

The division makes no warranties of any kind, either express or implied, that the functions of the services provided by or through the division's system will be error-free or without defect. The division will not be responsible for any damage users may suffer, including but not limited to, loss of data or interruptions of service. The division is not responsible for the accuracy or quality of the information obtained through or stored on the system. The division will not be responsible for financial obligations arising through the unauthorized use of the system.

F. Due Process (Maybe Legal can Modify)

The division will cooperate fully with local, state and federal officials in any investigation concerning or relating to any illegal activities conducted through the division's system.

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In the event that there is an allegation that a student has violated the division's Acceptable Use Policy or the provisions of this regulation, the student will be provided with a written notice of the alleged violation and his/her account privileges may be suspended immediately. The student will be given an opportunity to present an explanation for a final determination regarding continuing access to the system (see Code of Student Conduct).

Disciplinary actions will be tailored to meet the specific concerns related to the violation and to assist the student in gaining the self-discipline necessary to behave appropriately on an electronic network. If the alleged infraction involves a violation of other provisions of the Code of Student Conduct or other School Board Policies and Division Regulations governing student discipline, the violation will be handled in accordance with School Board Policy 5-21 and its implementing regulations.

Employees violating the Acceptable Use Policy and the provisions of this regulation are subject to disciplinary action by the Superintendent or designee. Violations of the Acceptable Use Policy and the provisions of this regulation may subject the employee to disciplinary action up to and including dismissal, depending upon the nature of the violation. Violations of the Acceptable Use Policy and this regulation may result in immediate suspension of access privileges to the system. The employee will be given notice of violation and given an opportunity to provide explanation for determination regarding continuing access to the system.

Non-employees violating the Acceptable Use Policy and the provisions of this regulation shall have their access privileges immediately suspended and shall be subject to legal action and prosecution to the fullest extent of the law. At the school level, non-employees will obtain approval from and be monitored by the school principal and/or designee.

G. Search and Seizure

System users have no right of privacy and should have no expectation of privacy in materials sent, received or stored in School Board controlled technological devices or on the division system. School officials reserve the right to review division system use at any time to determine if such use meets the criteria set forth in School Board Policies and Division Regulations.

Routine maintenance and monitoring of the system may lead to the discovery that the user has or is violating the Acceptable Use Policy and this regulation, the Code of Student Conduct or other School Board Policies and Division Regulations governing student discipline or the law. Once a problem is discovered, an individual search will be conducted when there is a reasonable

suspicion that the user has violated the law, the Code of Student Conduct or School Board Policies or Division Regulations governing student discipline. The nature of the

search/investigation will be reasonable and in keeping with the nature of the alleged misconduct. Employees should be aware that their personal files may be subject to public inspection and copying under the Virginia Freedom of Information Act.

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H. Copyright, Plagiarism and Attribution

School Board Policies and Division Regulations will govern the use of material accessed through the division system. Because the extent of copyright protection of certain works found on the Internet is unclear, employees will make a standard practice of requesting permission from the holder of the work if their use of the material has the potential of being considered an

infringement. Teachers will instruct students to respect copyright and to request permission to use copyrighted material in an instructional setting when appropriate.

School Board Policies and Division Regulations on plagiarism will govern the use of material accessed through the division system. Teachers will instruct student in appropriate research and proper methods of attribution.

I. Academic Freedom, Selection of Material, Student Rights to Free Speech

School Board Policies and Division Regulations on academic freedom and free speech will govern the use of the Internet.

When using the Internet for class activities, teachers will select material that is appropriate and relevant to the curriculum. Teachers will preview the resources that students are required to use in the course in order to determine their appropriateness. Teachers will provide guidelines and lists of resources to assist their students in focusing their research activities effectively and properly. Teachers will assist their students in developing the skills to evaluate Internet resources using the following criteria:

 Author  Audience  Scholarship  Bias  Currency  Links J. Political Use of the Division System

Employees may not use the division system to engage in “political activities” as defined in

Division Regulation 4-29.1. Employee associations may not use the division system to conduct association business.

K. Division Requirements of Acceptable Use: Students

The following acceptable use requirements will be stated in the division's Acceptable Use Agreement as part of the Code of Student Conduct, and will be reinforced to students.

 Personal Safety (Restrictions are for students only):

o Students will not post personal contact information about themselves or other people. Personal contact information includes home, school or work addresses, telephone numbers, etc.

o Students will not agree to meet with someone they have met online without the approval of their parents or legal guardians.

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o Students will promptly disclose to a school employee any message they receive that is inappropriate.

 Illegal/Inappropriate Activities

o Users will not attempt to gain unauthorized access to the division's system or to any other computer system through the division's system, or go beyond their authorized access. This includes attempting to log in through another account or accessing or attempting to access another person's files without authorization. Unauthorized access is illegal, even if only for the purpose of browsing.

o Users will not deliberately attempt to disrupt the division's system performance or destroy data by spreading computer viruses or by any other means.

o Users will not use the division's system to send, receive, view or download any illegal materials or engage in any other illegal act.

o Restrictions against inappropriate activity apply to public messages, private messages and material posted on Web pages. Students and employees will conduct themselves in a manner that is appropriate and proper as representatives of the school division.

o Users will not post private information about another person. (what does this mean exactly?)

 System Security

o Users are responsible for the use of their individual account and should take all precautions to prevent others from accessing their account.

o Users will immediately notify the DOT or designee if they have identified a possible security breach.

Editor’s Notes

The provisions listed below can be accessed through the School Division Website at

www.vbschools.com

See Policy 6-62 – Computer System See Regulation 6-62.1 – Computer System See Policy 6-64 – Acceptable Use Policy See Policy 4-32 – Employee Associations See Policy 5-39 – Publications

See Regulation 5-39.1 – Student Publications

No Child Left Behind Act of 2001, Title II: Preparing, Training, and recruiting, etc. See Code of Virginia §2.2-3700 et seq. Virginia Freedom of Information Act Virginia Beach City Public Schools Code of Student Conduct.

Approved by Superintendent: July 18, 1995 Revised by Superintendent: August 18, 1997 Revised by Superintendent: December 29, 1999 Revised by Superintendent: August 25, 2003

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Appendix 3:

Summary of Internet Safety Program

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Goal:

The goal of Internet Safety Plan is to provide strategies and resources for integrating Internet safety into the instructional program, to assist in protecting our students from online dangers, to foster responsibility among all stakeholders, and to insure compliance with House Bill 58 by developing and incorporating an Internet safety policy into the existing Acceptable Use Policy (AUP).

Students

The Guidelines and Resources for Internet Safety in Schools (pp. 7-9) identifies that students need to know or be taught the following:

 Not all Internet information is valid or appropriate so students must know specifically how to maximize the Internet’s potential while protecting themselves from potential abuse.

 Internet messages and the people who send them are not always what or who they seem.  When sending e-mails or instant messages, students should understand the consequences

they may face for inappropriate messages.

 Predators and cyberbullies anonymously use the Internet to manipulate students  How to avoid dangerous situations and get adult help.

 Which Internet activities are safe and legal

Goal: Ensure compliance with House Bill 58 by developing and incorporating strategies and resources for integrating Internet safety into the instructional program and for fostering the protection of our students from online dangers.

Strategies:

 All Levels

o Recommend instruction during student orientations to include the VB Technology Proficiencies and The Essential Information Literacy Skills where appropriate. o Provide consistent reinforcement of age appropriate and grade level topics

through collaboration among the CRSs, LMSs, and classroom teachers o Design and develop visual aids to reinforece Internet Safety Strategies. o Create a reminder of appropriate Internet safety messages that display on a

computer upon startup.

o Sponsor Internet safety poster contest through the Department of Technology. o Provide instruction detailing appropriate usage of Online Resources.

o Promote Cyber Security Awareness Month activities (October). o Develop a plan to provide new students with Internet Safety Training.

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through a school account.

o Incorporate Internet Safety into discipline guidelines presentations.

Parents, Grandparents, and Caregivers

Goal: Ensure that parents, grandparents, and caregivers are informed of the Virginia Department of Education mandates set forth by state law on Internet safety along with guidelines established by the school division in support of these state mandates.

Strategies:

 Promote the current page Computer Safety Tips for Students and Parents currently available on vbschools.com.

 Continue to provide an Internet safety link on the OPRAA (Online Parent Resource for Academic Achievement) page of the school division’s Web site.

 Include Internet safety tips/guidelines on the Back-to-School page on vbschools.com and the back-to-school issue of The Virginia Beach Beacon in preparation for the start of the school year.

 Partner with the Virginia Beach Police Department to schedule and produce Internet safety forums throughout the school year.

 Include a contact for Internet Saety in the Speaker’s Bureau.  Publish tips on Internet safety in issues of Apple-A-Day.

 Feature Internet safety tips under the Headline News section of vbschools.com.  Include an Internet Safety link on the home page of all school Web sites.

Instructional Staff

The Guidelines and Resources for Internet Safety in Schools (pp. 13-15) identifies that instructional staff members need to know or receive training about the following:

 Classroom Internet use can be exciting, rewarding, and challenging; and how students’ use should be tailored to their ages.

 Monitoring is crucial.

 Student technological interactions in the virtual world can be negative and spill over into the real world.

 Exchanging information with others is a great way to use the Internet but also possesses inherent dangers.

 Students need to hear the rules often.

The Ad Hoc Committee for this target audience acknowledged that although the Virginia Beach Technology Proficiencies and Essential Information Literacy Skills (EILS) provide age

appropriate and grade level appropriate standards that enable teachers to integrate technology instruction and online literacy instruction throughout the instructional program, additional

Educational Technology Plan.