ALSDE District Technology Plan

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11/08/2019 Locked

ALSDE District Technology Plan 2019-2020

Arab City Board of Education John Mullins

750 Arabian Drive, NE Arab, Alabama, 35016

Last Modified:

Status:

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A. Executive Summary ... 3

B. Stakeholder Involvement ... 6

C. Technology Diagnostics... 8

D. Needs Assessment ... 10

E. Goals, Objective and Activities ... 15

F. Surveys ... 16

G. District Assurances ... 17

Attachment Summary ... 18 TABLE OF CONTENTS

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The Executive Summary provides Planners with an opportunity to describe in narrative form its purpose as well as strengths and challenges within the context of continuous improvement. Use the links below to navigate the Executive Summary and respond to the various questions. The responses should be brief, descriptive, and appropriate for the specific section. Ensure that all Key District Program staff work collaboratively to provide input into the District Executive Summary, and all School Staff provide input into the School Executive Summary.

It is recommended that the responses are written offline and then transferred into the following sections:

1. Describe the size, community/communities, location, and changes experienced in the last three years. Include demographic information about the students, faculty/staff, and community at large. What unique opportunities and challenges are associated with the community/communities?

The City of Arab has a population of 8,237, with approximately 30,167 people living within a 10- mile radius. There are approximately 94,776 people in Marshall County. These numbers are

important because of the district's policy of open enrollment during the summer months and Arab's location in the corner of Marshall County, touching Cullman, Blount, and Morgan counties. Arab City Schools is comprised of four schools: Arab Primary School, serving grades PreK-2, with a student population of 718; Arab Elementary School, serving grades 3-5, with a student population of 588; Arab Junior High School, serving grades 6-8, with a student population of 604; and Arab High School, serving grades 9-12, with a student population of 786. The total student population of Arab City Schools for the 2019-2020 school year including the Pre K program is 2,696. The

percentage of children with disabilities in grade PreK-12 is 11.0% while the percentage of gifted students served within the district is 9.7%Approximately 40% of students live outside of the school district and their parents choose to drive them into Arab from Marshall, Morgan, Blount, and

Cullman counties. Of working adults who reside in Arab, approximately half drive to Huntsville to work.The percentage of students receiving either free or reduced lunch is 37.7%. The racial composition of the student body is predominately Caucasian; however, there are students who represent each of the following race categories: Asian (32), African American (25), Hispanic (81), Indian (11), Pacific Islander (8), and mixed races (29).The community has a variety of

manufacturing and retail businesses that require employees to have at least a high school diploma and career technical skills. Businesses in Arab are pleased with and are supportive of the school district and have established partnerships with all schools. The city council is a long-time supporter of Arab City Schools. It passed a 1.5 cent sales tax, earmarked for the district, in 1991. The

purpose of the tax was to offset the loss of property taxes going to Marshall County from students educated by Arab City School district but living outside the district. The community is proud of and supportive of the district. Athletic events, school programs, and theatrical productions are well- attended. Parents are involved and realize the importance and value of an education. Adults throughout the community, continue to invest themselves in the process of educating

children.Some of the many ways the citizens of Arab invest themselves in the district include the following: volunteer workers, senior adult reading buddies, helping with landscaping and

playground renovations, organizing field days, volunteering to tutor, helping to organize

fundraisers, sponsoring students of the month, volunteering to coach school sports, giving to Arab Schools' Foundation and serving on its board, serving on various district-wide committees,

volunteering as attendance office workers, and teaching Junior Achievement. In addition, local physicians speak to Health Occupations Students of America classes and give free physical exams, area professionals speak to classes and state legislators seek funds and speak to senior

ALSDE District Technology Plan 2019-2020 A. Executive Summary

Description of the School District/School

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government/economic classes.Arab City Schools offer students opportunities to participate in a variety of clubs and organizations. Some are unique to the district and are recognized in the nation for excellence. Among these are Arab Musical Theatre, Health Occupations Students of America, and Robotics. Other clubs and organizations include: WAJH, The Squire (junior high student- produced programming and newspaper), Annual Staff, Four-H Club, A Club, Band, Choral, Art Guild, Beta Club, Future Business Leaders, Fellowship of Christian Athletes, Future Career Community Leaders, Future Farmers, First Priority, Future Teachers, Interact, Junior Civitans, Student Council Association, Scholar's Bowl, Math Team, Skills U.S.A., Spanish Club, and Spirit Club. Additionally, students may choose to participate in a variety of sports, such as football, basketball, baseball, softball, track, tennis, golf, wrestling, volleyball, soccer, swimming, and cheerleading.

2. Describe your notable student achievements and areas of improvement in the last three years. Additionally, describe broad areas for improvement that you will be striving to achieve in the next three years.

The Arab City School System has many notable achievements that validate the fulfillment of our mission and purpose of educating the students of the Arab community. Foremost, our greatest accomplishment is our students' consistent level of high academic performance. In Alabama, the Performance Series has been the instrument used to gauge grade-level proficiency. At the secondary level, the ACT has been the assessment utilized to determine proficiency in the core curriculum. During the last five years as measured by the prescribed state assessments,

elementary and middle school students in the Arab City School System have scored at or above grade level, while Arab High School students have consistently performed above state level

proficiency in all areas assessed by the ACT.Another notable achievement of the Arab City School System in the last five years is the purposeful implementation of professional development

designed to improve instruction. Embedded professional development throughout the district has enhanced teachers' repertoires of strategic instructional practices. Additional instructional coaches have been allocated at a local expense and five additional professional development days have been included in the current school calendar.An additional achievement is the significant

expansion of instructional technology throughout the system. During the last five years, classrooms were equipped with interactive whiteboards and projectors. In August 2013, Arab City Schools adopted a 1:1 technology initiative. All students grades six through twelve are issued

Chromebooks for instructional use on-campus and at home. All teachers system-wide have been issued a Chromebook or an iPad and have received training in the effective use of technology.Our district's self-assessment has led us to realize that our notable achievements also provide insight into the areas that we must continue to strive to improve. While we are very pleased with our past academic performance, we realize that transitions to more rigorous standards and assessments present us with future academic challenges. The district's investment of putting technology into the hands of students was partially driven by a desire to provide students of poverty with equal access to academic resources. The future challenge for the district is to provide students and teachers with the training necessary to effectively maximize both student learning and the district's technological investment.

3. Provide the purpose statement and ancillary content through the mission, vision, and values/beliefs. Describe how the District/School of Education embodies its purpose through its program offerings, technology, and expectations for students.

• Values and beliefs are brief, numbered statements about what your highest aspirations are for your students,

Notable Achievements and Areas of Improvement

District/School of Education Purpose

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staff, faculty, community, state, nation, and world based upon what skills and dispositions you think students will need to be successful in life, school, and careers.

• The vision statement describes the “perfect” world stakeholders would see if the mission is achieved. It evokes excitement, paints a picture, and has the effect of encouraging others.

• The mission statement should be brief, describe how the vision will be realized, and contain essential resources you will need (people, time, funding, technology, facilities, etc.).

The purpose of the Arab City School System is to provide a high-quality education in a safe environment that enables all students to develop the knowledge and skills needed to reach their maximum potential so they are prepared for college or the workforce after graduation. We believe that in order to fulfill our purpose, we must care deeply for all students and try diligently to motivate them to invest in others, serve our community, and seek growth. Our district's emphasis on

cultivating positive relationships, making collaborative decisions, and efficiently utilizing technology resources is allowing us to fulfill our purpose.

4. Provide any additional information you would like to share that you were not prompted to complete in the previous sections.

The new vision of the Arab City School District is to "Invest In Others, Serve Our Community, Seek Growth." We believe that this shared vision embodies the educational beliefs and philosophies that drive the decisions that we make each day on behalf of our students, staff, and/or parents. We will continue to hold true to our beliefs and are committed to ensuring that all of our students are provided with a strong educational foundation that will prepare each of them for the future. As a school district, we strive to reflect on and evaluate, both at the school and system levels, our instructional practices, the rigor of our curriculum, and our student performance data for the purpose of continued systemic academic improvement.

Additional Information

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Stakeholders are all the people that the plan will impact directly and indirectly. The Stakeholders have vested, real interests in ensuring the highest quality educational experience for every student. They may be partners, employees, teachers/faculty/staff, board members, community members, parents, and, of course, students themselves (former, current, future).

The Overall Planning Team should be comprised of representative stakeholders who should be involved according to levels of expertise and closeness of impact. Involvement spans a range from an input/advisory capacity to writing/expert levels. For example, it is helpful to have a Core Writing Team comprised of key program experts responsible for creating the basic content for input by the Overall Planning Team. Subgroups may be formed according to levels of involvement. All should clearly understand their roles and expectations in the process and final plan produced.

1. Describe the process used to engage and solicit input from a variety of stakeholders in the development of the plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate various levels of input into the plan (For example, levels may range from the Core Writing Team to Advisory capacities.).

Stakeholders play a vital role in the growth and success of instruction at Arab City Schools. We strive to continue our success by involving key stakeholders to build the foundation. These stakeholders include staff, administration, students, parents and the community as a whole. The Technology Improvement Committee value the input of our stakeholders. Members of the

committee are chosen to represent their school, role, and involvement to implement best practices of technology. Along with the Technology Coordinator, members include central office personnel including the superintendent, school administrators, library media specialists, technology

integration coaches, teachers, students, parents and community leaders. The committee meets once per quarter to discuss, analyze and improve the direction of technology services.In 2013, Arab City Schools embarked on a journey to provide technology to the hands of every enrolled student in grades 6-12. The backbone of this initiative relied on input from all stakeholders of the community. As a district, we arranged community meetings, distributed information via email, phone and texts as well as using the district website and blogs.In the 2019-20 academic year, the district continues to utilize inputs from outside stakeholders to continue the success of technology integration.

2. List the Team Members and their respective Job Positions and Team Function being sure to include experts in each key program area. (Examples of program areas include Technology, Special Education, Curriculum and Instruction, Content Specialists, Leadership, Federal Programs, Career Technical, Project-Based Learning Specialists, etc.).

Stakeholders involved in the technology plan process include community leaders, parents, students, school administration, library media specialists, teachers, and central office staff. Each stakeholder has his or her own role as part of the development to enhance education through the integration of technology.Responsibilities include:1. Accessing the need for technology using goals, surveys, and other data to determine student success. 2. Identifying problems and needs for improvement at all campus locations.3. Setting timelines to implement new technologies.4. Provide guidelines and professional development opportunities.Brian Quillin, Technology Coordinator/

ParentAdam Jacobs, Network AdministratorSavannah Rodenberry, Technology AssistantCindy Ingram, Assistant Principal/ParentJodi Eckhoff, Computer Lab TeacherChrissy Bradshaw, Technology Assistant/ParentMelanie Williams, Teacher/ParentAmanda Rosewarne (K-5), Instructional CoachAnna Marie Graves (6-12), Instructional CoachStacie Pace, Assistant Superintendent

3. Explain how the final plan was/will be communicated to all stakeholders and the method and frequency in which stakeholders will receive information on the status of activities and progress during the year.

B. Stakeholder Involvement

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Methods of communication to stakeholders include public meetings, phone calls, mass email blasts, standard mail, announcements on school websites, blogs and learning management systems such as Google Classroom.

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1. Data Sources. Select all sources of data used for planning. (Check all that apply) If Other selected, enter in comments.

Board of Education Actions Compliance Monitoring Reports Continuous Improvement Plan Discipline and Attendance Reports Educate Alabama Data

End-of-Course Assessments Federal Government Regulations Formative Assessments

Graduation Rates

Inventory & Infrastructure Report - Fast and Easy Access to Network, and Availability of Technology School of Education (SOE) Accreditation Reviews/Reports

Principal Walk - Through Checklist

Professional Learning Evaluations, Lesson Plans SpeakUp Data

State Government Regulations Student Achievement Data Technology Program Audit, Etc.

Alabama Educator Technology Survey Other (enter in comments below)

2. Funding Sources. Select the most probable Funding Sources for each activity. (Check all that apply).

If Other selected, enter in comments.

Annual Giving Fund Booster Fund

Capital Improvement Fund Career Technical Funds District Funds (Local Funds) Endowment/Memorial Fund Financial Aid

General Fund Perkins

Scholarship Fund School Council Funds State Funds

Title I, Part A Title I, Part C

C. Technology Diagnostics

Data Sources & Funding Sources

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Title I, School Improvement Title I, Schoolwide

Title I, School Improvement Grant (SIG) Title II, Part A

Title III

Title IV, Part A Title IV, Part B USAC Technology No Funding Required

Other (enter in comments below)

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Use the needs assessment to write your objective and activities in section E.Goals, Objective and Activities

1a. Technology Infrastructure - fast and easy access to network, digital content a) Identify the top 1-3 areas of need

b) Identify the top 1-3 areas of strengths c) Identify the data sources

With a network supporting a 1:1 initiative at the secondary level as well as BYOT (Bring Your Own Technology) and classroom mobile devices at the lower elementary grades, we strive to keep a quality infrastructure backbone to support the ever growing expansion of devices. In the summer of 2016, we upgraded our network based on the needs we expressed in the 2015-16 Tech Plan and to meet the Alabama Ahead Act WIRED Standard. This upgrade included replacement of switches, wireless access points, uninterrupted power supplies and needed cabling throughout the entire district. This was made possible by leveraging USAC funding and the much-anticipated passing of the Alabama Ahead Act.All infrastructure needs have been discussed with the Technology

Improvement Committee to determine feasibility and funding to complete these tasks. This year, Arab City Schools will address the following needs for infrastructure upgrades:1) Implement an enhanced network onboarding solution for better user management and device profiling. 2)

Removal of outdated copper network cabling found in instructional and non-instructional rooms. 3) Restructure VLAN's to support streaming media from security camera systems. For the 19-20 academic year, the technology department is focusing on implementing IP based security systems district-wide.The strengths of our infrastructure include a quality fiber optic feed that connects all of the Arab City Schools campuses to a central core switch at the speed of 10Gbps. All routing and switching between Main Distribution Frames (MDF) to Intermediate Distribution Frames (IDF) transmits data at 10Gbps. We expanded our wireless network by a 70% increase in the total number of access points per device. This allows fast and easy access for teachers, staff, and students. All network traffic is filtered to meet CIPA regulations to prevent harmful content reaching students and staff. We have data disaster recovery options that include server and data backups in the event of a disaster.This data reflects the inputs from district officials/administration, teachers, and students. Local surveys, infrastructure evaluations and/or responses from the Alabama Transform 2020 were used to determine the strengths and needs.

1b. Technology Inventory - fast and easy access to technology a) Identify the top 1-3 areas of need

Areas of need for the inventory of devices at Arab City Schools include: 1) Continued replacement of out-dated/out-of-warranty end-user desktops for all campuses. 2) Purchase applications and devices that support project-based learning and STEM activities 3) increase the inventory of

devices for instructional use in grades K-5.The strength of our inventory is the ratio of students per device and the accountability of all devices on the network. All students, teachers and staff have access to technology at all campuses with a ratio no greater than 5:1 at the elementary level and 1:1 at the secondary level. All desktops and laptops are accounted for and supervised by Novell Zenworks allowing the technology staff to assign policies, manage patches, remote capabilities for end-user workstations and push software applications. Mobile devices on the network are

accounted for by using MDM (Mobile Device Management) systems and Google Management.This data reflects the inputs from district officials/administration, technology staff, teachers and

D. Needs Assessment

Technology Program Areas

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students. Local surveys, evaluations and/or responses from the Alabama Transform 2020 were used to determine the strengths and needs.

1c. Student Learning - subject area processes and content; 21st C. skills and dispositions to ensure school, career, and life success

a) Identify the top 1-3 areas of need b) Identify the top 1-3 areas of strengths c) Identify the data sources

The needs associated with technology and student learning include:1) More students creating digital content and participation in technology-infused DOK lessons to enhance instruction. 2) Provide more professional development for students to impact their daily use of available technology resources. 3) Continue to provide resources and learning events to teach digital citizenship.The strengths of technology and student learning include 1) Ability to provide and promote technology resources to all PreK-12 students using social media, vodcasts, and professional development through online and face-to-face methods. 2) With Arab Jr. High and Arab High Schools being a 1:1 environment, students are engaged with instruction being delivered digitally and the impact has created more collaboration and an increase in digital creativity and problem-solving skills. This initiative has created a whole new culture that promotes fun and effective learning strategies.This data reflects the inputs from district officials/administration, teachers, and students. Local surveys, teacher evaluations and/or responses from the Alabama Transform 2020 were used to determine the strengths and needs. Our district implements alignment of technology with Common Core and Alabama State Course of Study standards.

1d. Professional Learning Program - Teachers, Staff, Leaders, Community a) Identify the top 1-3 areas of need

Our needs for professional learning includes 1) More professional development opportunities to ensure blending instruction using technology. 2) More professional learning opportunities for parents and the community to understand the direction and goal of how technology impacts instruction.These areas of need come from faculty surveys, professional development

opportunities, and the technology planning committee. As we continue to expand the C4Ward Technology Initiative, our teachers, administration, students, and parents need more professional learning programs to sustain the success of integration.Our strengths include the delivery methods of communication. This includes information delivered to teachers, students and parents using mass emails, phone calls, public meetings, surveys, websites, blogs, social media and learning management systems. This year, two technology instruction coaches were funded locally to present face-to-face as well as online professional learning opportunities. Teachers and other faculty are encouraged to attend many local and regional professional development opportunities including the North Alabama Technology Conference, Alabama Educational Technology

Conference as well as unconference learning opportunities including edcamps.

1e. Teacher Use - Teaching - how teachers use technology to teach as well as require students to use technology to learn

The areas of need for teaching with technology include: 1) Professional development for

incorporating activities that align to higher DOK levels using technology. 2) Access to more mobile devices for Arab Primary and Arab Elementary. 3) Replacement plans for 21st-century classroom tools including interactive whiteboards and projectorsOur main strength is the continuation of

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equipping every classroom with new resources and equipment to increase teacher use of

technology. These classrooms include mounted LCD projectors, document cameras, interactive whiteboards, student response systems, and tablets/mobile devices. Student engagement has increased due to using Google Classroom as a learning management platform creating instruction inside and outside of classroom walls.According to survey data from Transform 2020 surveys as well as school directed surveys, the need for professional development opportunities is prominent across the district. This school year, the Arab City Schools Board of Education voted on a 177-day student calendar to allow 5 extra teacher workdays for professional development. These 5 non- instructional days are filled with information/training events that teachers selected by surveys.

1f. Teacher Use - Productivity - how teachers use technology for increased productivity a) Identify the top 1-3 areas of need

The areas of need for teaching with technology include: 1) Professional development for

incorporating activities that align to higher DOK levels using technology. 2) Access to more mobile devices for Arab Primary and Arab Elementary. 3) Replacement plans for 21st-century classroom tools including interactive whiteboards and projectorsOur main strength is the continuation of equipping every classroom with new resources and equipment to increase teacher use of

technology. These classrooms include mounted LCD projectors, document cameras, interactive whiteboards, student response systems, and tablets/mobile devices. Student engagement has increased due to using Google Classroom as a learning management platform creating instruction inside and outside of classroom walls.According to survey data from Transform 2020 surveys as well as school directed surveys, the need for professional development opportunities is prominent across the district. This school year, the Arab City Schools Board of Education voted on a 177-day student calendar to allow 5 extra teacher workdays for professional development. These 5 non- instructional days are filled with information/training events that teachers selected by surveys.

1g. School Leaders Use - Productivity - how administrators use technology for increased productivity a) Identify the top 1-3 areas of need

Administration and school leaders are using technology to become more productive. Our areas of need include: 1) more professional learning for school leaders to utilize technology including apps to become more productive and efficient. In 2016-17, Arab City School administrators implemented a new practice to evaluate teachers based on the ALSDE model of Teacher Effectiveness. This evaluation model will be conducted and implemented by teachers and administrators digitally using Google Classroom with the suite of Google Apps. Lesson Plans, Self Assessments, PLP's and evaluating tools will all be performed digitally.Administrators modeling increases teachers use of effective technology integration.Our strength to meet this assessment is that every school leader and administrator has fast and easy access to multiple internet-connected devices. All

administrators are equipped with iPads and/or Chromebook computers.

1h. Other (Optional)

Professional Learning

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2. Based upon the strengths and areas of need in Technology Program Area above, what are your Professional Learning topics for the upcoming year?

(Note: You do not have to address all needs or build upon strengths in one year! You will need to prioritize them over three years.)

For each topic, include the delivery method, time, who will attend and who will present.

A. Delivery method(s): Face-to-Face (onsite or offsite), hybrid/blended (combination), webinar, videoconferencing, online (real-¬time or asynchronous), etc.

B. Time: Number of hours

C. Who will attend: Teacher, school administrator, district administrator, specialists, other

D. Who will present: Indicate type or name, e.g., Technology in Motion Instructional Specialist, ALEX A.C.E.

Trainer, ACCESS trainer, LEA staff, AETC attendance, external trainer, corporate, consultant, etc.).

If uploading attachment with the information, please type See Attachment in text field.

Example: Google Training A. Face to Face B. 3 Hours C. Teachers, D. Presented by Tech Coordinator.

Due to the results of the Alabama Transform 2020 survey, local district surveys and face-to-face contact with teachers and staff, the Arab City School system has determined the following topics for professional learning in 2019-2020.1. Using digital devices and tools to enhance curriculum 2.

Classroom Management with digital devices3. Project Based Learning4. STEM curriculum5. Using Google Apps for Education and how it benefits the classroom 6. Learning Management

SystemsArab City Schools Board of Education voted to provide teachers and staff five full days of professional development with 177 instructional student days. Professional learning opportunities will also be held after school days by face-to-face contact and via the web including screencasts, podcasts, and webinars. Presenters of these opportunities include LEA staff such as the

technology coordinator, curriculum coaches, administrators and district personnel including the superintendent, curriculum director, and principals. We will also utilize outside sources such as Alabama Technology in Motion and other technology vendors.

3. Inventory - Upload a copy of your 2019-2020 District Technology Inventory.

The Technology LEA Inventory will be completed in a spreadsheet provided by your regional contact.

Attached.

ATTACHMENTS Attachment Name

Arab City Inventory 19-20

4. Infrastructure - Describe how your infrastructure and inventory supports student achievement at all locations.

Use the following terms as headings in your description:

Inventory

Infrastructure

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• WAN Infrastructure

• LAN Infrastructure

• Connectivity

• Bandwidth

• Internet Access

• Information Security & Safety

• Digital Content, and Digital Tools

If uploading attachment with the information, please type See Attachment in text field.

The Arab City Schools network connectivity is accessible to all faculty and students. The WAN infrastructure consists of 10 Gbit/s fiber connection to 5 campuses including the Board of Education. The fiber is then fed to 10 Gbit/s switches within the main distribution frame at each campus site. Internet bandwidth services are provided by Alabama Super Computer with a maximum throughput of 500Mb/s. This traffic is filtered on-site for information security and safety per CIPA regulations for both staff and students. All 1400+ Chromebooks issued to students grades six through twelve are filtered on and off campus using iBoss Web Filtering appliance.

5. Has the local school board adopted a data governance and use policy?

Must attach a copy of the policy.

Yes.

Arab City Data Governance

6. Has the local school district developed a Data Governance Procedure document to address physical security, access controls, possible sanctions, data quality, data exchange and reporting as defined by the data

governance and use policy?

Must attach a copy of the procedures.

Procedures included in Data Governance Policy.

7. Has the local school board adopted a policy providing at a minimum a virtual education option for eligible students in grades 9-12 pursuant to ACT # 2015-89, Section 1(a)?

Must attach a copy of the policy.

Yes.

ACS - Virtual School Policy

Data Compliance

Virtual School Plan

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Accountability Questions: Identify at least three (3) programmatic, district-wide digital learning integration activities geared toward impacting student achievement in all schools (District Plan).

(Note: May be different activities for different schools, but all schools must be implementing at least one major related strategy.)

Step 1: Download and complete the Goals, Objective and Activities spreadsheet.

Step 2: Upload the Goals, Objective and Activities spreadsheet.

I have completed and uploaded the Goals, Objective and Activities spreadsheet.

I have not completed or uploaded the Goals, Objective and Activities spreadsheet.

ACS - AL Tech Goals, Objectives, and Activities

E. Goals, Objective and Activities

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This survey should be completed each year from March to May. Use the results from the survey to write or update your Technology Plan each year.

I certify to the best of my knowledge and belief that the Alabama Educator Technology Survey has been completed for this district.

I certify I do not certify

F. Surveys

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The last step before submitting your plan to the ALSDE is to review the Assurances Statements document. If the statements are true, then both the Technology Coordinator and Superintendent should sign it. It is then uploaded as an attachment into eProve^™ diagnostics.

Step 1: Download and complete the Alabama Technology Plan District Assurance document.

Step 2: Upload the completed Alabama Technology Plan District Assurance.

I have completed and uploaded the Alabama Technology Plan District Assurance.

I have not completed or uploaded the Alabama Technology Plan District Assurance.

ACS - District Assurance

G. District Assurances

Assurances Document

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Attachment Name Description Associated Item(s) ACS - AL Tech Goals, Objectives, and

Activities • E

ACS - District Assurance • G

ACS - Virtual School Policy • D.7

Arab City Data Governance • D.5

Arab City Inventory 19-20 • D.3

Attachment Summary