FCCPS Instructional Technology Strategic Planning and Integration Recommendations
2014-2017 Ignite!
Falls Church City Public Schools www.fccps.org @fccps Twitter **Plan approved by the Virginia Department of Education, April 9th,2014
Update, April 22nd, 2014 (FCCPS Working Document)
Components of the Recommendation Index Planning Team
p. 4
Background
p. 7
Mission and Vision
p. 8
Long Range Goal
p. 8
FCCPS Outcomes Framework
p. 9
Student Outcomes
p.10
Teacher Outcomes
p.14
Administrator Outcomes
p.18
Standards of Learning: VDOE
p. 20
12 Key Performance Success Measures p. 48 Engaging the Community
p. 49
Content and Instructional Practice
p. 50
Professional Development
p. 51
Deployment and Training
p. 53
Finance and Funding
p. 56
IT Considerations- Acquisition
p. 60
IT Performance Metrics
p. 65
Cloud vs. Data Center Replication
p. 78 3
Strategic Planning Team Technology Advisory Committee Morgan Crafts, Community Member Gretel Patch, Community Member Doreen Ruyak, Parent Steve Trundle, Parent Andy Rankin, Parent, Justin Castillo, School Board Liaison Steve Knight, Instructional Coach GM Bradley Lands, Instructional Coach MEH Diane Zang, Instructional Coach TJ Scott Daugherty, Instructional Coach and Technician MD Courtney Quinlan, MD Teacher Rob Carey, TJ Teacher Brooke Brown, MEH Teacher Michelle Janney, MEH Teacher Al DeFazio, GM Teacher Nisha Sensharma, GM Teacher Bryan Harris, GM Teacher Peter Laub, GM Teacher Tyrone Byrd, Principal Bob Palermo, Principal Kathy Halayko, Principal Lisa High, Assistant Superintendent of Curriculum Innovation Rik Jowers, Director of Technology Toni Jones, Superintendent
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Infrastructure Advisory Panel Andy Rankin, Viget Labs Morgan Crafts, Northrop Grumman John Lloyd, Director of IT- CFCNCA Paul Handley, VP and CTO Three Wire Solutions Ira Green, Owner Lighthouse Technology Solutins Himmat Rathore, Disys Solutions Rafi Guroian, Apple James Quinn, PPS Infotech Mike Fallon, Dell Ronnie Riojas, Dell Executive for D.C and VA Chad Fulgham, CTO Lockheed Martin Gene Longo- Apple K12 Virginia and DC Eric L. Wood- Apple K12
Infrastructure FCCPS Team Dang Nguyen Hai Le Kim Nguyen
Special Thanks **Special thanks to the Digital Learning Teams at Mount Daniel, Thomas Jefferson, Mary Ellen Henderson, and George Mason who trial products, innovate, and provide valuable feedback for FCCPS. **Special thanks to experts who provided draft plan reviews: Morgan Crafts, Northop Gruman Jim Lengel, K-12 Technology Consultant Dr. Jerry Longo, Former Superintendent, Early Adopter of 1:1
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Strategic Planning Team Charge from the School Board
During the 2013-2014 School Year Establish a New Technology Advisory Committee Review Existing Climate and Infrastructure Determine FCCPS Next Steps Present a Plan to the School Board for Technology Integration
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Background Technology is revolutionizing the education paradigm faster than any other profession in our society. Teachers are changing their techniques and craft, and students are learning to navigate a world in which the information highway and unlimited learning is at the stroke of a key within seconds. We must prepare students for the future, not the past. FCCPS began a journey in 2011-2012 to have a renewed focus on student learning that would harness the power of global education while accessing enhanced technologies to prepare our students for the world in which they will work and live. The division infrastructure technology team was charged with the task to upgrade all aspects of infrastructure in FCCPS. In the past 24 months the team has prepared FCCPS for this new plan by enhancing wireless, virtualization, streamlined processes, and all aspects of technology architecture in the division. There are five key components which have provided direction for this plan.
I.
A community Technology Advisory Committee comprised of parents, community, teachers, district level IT staff, building administrators, and division level administration. 2013-2014
II.
Consultants from the field to guide instructional best practice and implementation: Dell, Apple, INACOL, ISTE, Google, VSTE, and prominent technology integrators in the field.
III.
A formal Information Technology Assessment performed by LBL Technology Partners completed in February 2011.
IV.
A formal Information Technology Efficiency Assessment performed by Gibson Consulting Group completed in December, 2013.
V.
Advisement from a local Infrastructure Advisory Panel consisting of experts in the field from in and around Washington, DC. 2013-2014
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Mission and Vision
In the City of Falls Church, our vision is innovative and student-centered schools where every child is engaged and achieves his or her full potential.
In partnership with families and the entire community, we educate according to each child’s needs so that each achieves at least one year of growth in academic subjects each year and every graduate is prepared for college, career, and responsible citizenship in the global community.
Long Range Goal Enhance Student Learning through Personal Empowerment and Engagement
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FCCPS Outcomes Students, Teachers, and Administrators
The committee began the work on Outcomes by creating local standards for student outcomes, but then quickly realized that a more comprehensive and focused Outcome section was desired that focused on students, teachers, and administrators. After much discussion, the committee chose to frame the FCCPS outcomes from the ISTE Standards that are widely accepted and respected around the world. The committee also felt the standards should be connected to the IB Learner Profile and existing FCCPS products and expected practice.
Global reach, local impact The International Society for Technology in Education (ISTE®) is the premier nonprofit organization serving educators and education leaders committed to empowering connected learners in a connected world. ISTE serves more than 100,000 education stakeholders throughout the world.
Membership ISTE membership is a powerful way for educators to connect with peers, share knowledge and ideas, and help lead the transformation of education. ISTE also offers innovative ed tech resources to support professional learning for educators and education leaders. ISTE's innovative offerings include the ISTE Standards (the definitive standards for learning, teaching and leading in the digital age), the ISTE Conference and Expo (the world's most comprehensive ed tech event) and a robust suite of professional learning resources, including webinars, online courses, consultation services for schools and districts, books, and peer-reviewed journals and publications.
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FCCPS Student Outcomes ISTE Standards and IB Learner Profile
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities
Connection to International Baccalaureate Learner Profile
Risk Takers, Knowledgeable, Reflective
Connection examples to FCCPS Products and Practice
Google Apps 4-12, Apple Software, Mobile Apps, Digitally enhanced summative assessments
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems 10
Connection to International Baccalaureate Learner Profile
Communicators, Reflective, Principled
Connection examples to FCCPS Products and Practice
Use of Schoology 4-12, Google Apps 4-12, Encouragement of Social Writing projects, Video Conferencing, FaceTime/Hangouts
Connection to VDOE Standards
Technology Communication Tools
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results
Connection to International Baccalaureate Learner Profile
Knowledge, Inquirers, Thinkers
Connection examples to FCCPS Products and Practice
Various media databases (ProQuest, SIRS), Google Apps 4-12
Connection to VDOE Standards
Technology Research Tools
4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 11
a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions
Connection to International Baccalaureate Learner Profile
Inquirers, Thinkers, Open Minded, Principled, Risk Takers
Connection examples to FCCPS Products and Practice
Student access to devices which allow instant access to information, graphing programs, charting Apps, online survey software, and various organizational and scheduling supports.
Connection to VDOE Standards
Technology Communication Tools
5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship
Connection to International Baccalaureate Learner Profile
Principles, Balanced, Caring, Open-Minded
Connection examples to FCCPS Products and Practice
Use of Schoology 4-12, Google Apps 4-12, Digital Literacy Curriculum Beginning 2014-2015
Connection to VDOE Standards
Social and Ethical Issues 12
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies
Connection to International Baccalaureate Learner Profile
Knowledgeable, Thinkers
Connection examples to FCCPS Products and Practice
Consistent use of all technology for a variety of student produced projects utilizing a wide variety of tools and applications
Connection to VDOE Standards
Basic Operations and Concepts
Outcomes derived from: NETS·S © 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.
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FCCPS Teacher Outcomes ISTE Standards and IB Learner Profile Effective teachers model and apply the standards as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators.
1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Connections to instructional practice:
FCCPS teachers will increase student engagement in classroom environments by expanding individual creating of content and learning to work in ways which were not possible 10 years agosuch as online collaboration, editing, and publishing. ….
2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the standards. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 14
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Connections to instructional practice:
By 2017 lesson objectives will be consistently differentiated for each student in order to reach and teach all abilities, languages, and learning style preferences through use of enhanced capabilities of online resources and hardware features. Student achievement will increase on an annual basis as measured by work, college, and career skills: internships, mentorships, certifications, skill sets, and basic fundamental reading and mathematics skills.
3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
Connections to instructional practice:
By 2017 FCCPS teachers will ensure that every student in FCCPS in grades 4th -12th will have a personal online bookshelf (storage that belongs to his or her own profile) organized into content, and a repertoire of online tools at his or her disposal (calculators, dictionary, assistive tools, language translator….)
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4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
Connections to instructional practice:
FCCPS teachers will prepare students to use digital information and technology safely, legally, and ethically in our school as well as socially.
5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. a. Participate in local and global learning communities to explore creative applications of technology to improve student learning b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning d. Contribute to the effectiveness, vitality, and self- renewal of the teaching profession and of their school and community
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Connections to instructional practice:
FCCPS teachers will be engaged in professional development opportunities that empower them to innovate, create, and teach in ways which have been unprecedented in FCCPS over the last 10 yearstransformational teaching. NETS·T © 2008 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.
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FCCPS Administrator Outcomes ISTE Standards and IB Learner Profile
1. Visionary Leadership Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. a. Inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders b. Engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision c. Advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan
Connections to administrative practice:
Administrators will lead the change process in schools by promoting the use of innovative technology.
2. Digital Age Learning Culture Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. a. Ensure instructional innovation focused on continuous improvement of digital-age learning b. Model and promote the frequent and effective use of technology for learning c. Provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners d. Ensure effective practice in the study of technology and its infusion across the curriculum e. Promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital age collaboration
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Connections to administrative practice:
Administrators will encourage teachers to use of a variety of digital tools to create a technology-rich learning environment for students. Administrators will make sure ample time is dedicated to staff professional development and growth in innovative practice focused on personalized learning and collaboration.
3. Excellence in Professional Practice Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. a. Allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration b. Facilitate and participate in learning communities that stimulate, nurture and support administrators, faculty, and staff in the study and use of technology c. Promote and model effective communication and collaboration among stakeholders using digital age tools d. Stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning
Connections to administrative practice:
Administrators will actively participate in the digital learning teams in their school. 4. Systemic Improvement Educational Administrators provide digital age leadership and management to continuously improve the organization through the effective use of information and technology resources. a. Lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources b. Collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning
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c. Recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals d. Establish and leverage strategic partnerships to support systemic improvement e. Establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning
Connections to administrative practice:
Administrators will create and participate in learning communities that inspire and support staff in using technology for improved productivity. 5. Digital Citizenship Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture. a. Ensure equitable access to appropriate digital tools and resources to meet the needs of all learners b. Promote, model and establish policies for safe, legal, and ethical use of digital information and technology c. Promote and model responsible social interactions related to the use of technology and information d. Model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools
Connections to administrative practice:
Administrators will ensure equitable access to digital resources for students and educators and enforce social, legal and ethical use of technology.
NETS·A © 2009 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.
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Twelve Key Performance Success Measures 1. Summer enrollment will continue to increase in Hybrid Learning 8th-12. As measured by increased student enrollment (student per enrollment ratio) 2. Device per student will increase PK-12 as per the plan. 3. FCCPS will maintain 21st century classrooms (Smartboards, projectors, sound systems…) As measured by the number of rooms that have maintained interactive environments. 4. Number of professional development trainings offered during the work day will increase by 50%. 5. Student achievement will increase with sub-groups in accordance with the FCCPS Work Plan. 6. Digital Literacy will be infused as part of the curriculum at each level. As measured by curriculum outlines developed for each developmental age and stage. Specifically defined through: Basic Operations and Concepts (VDOE Computer Technology Standards of Learning) Social and Ethical Issues (VDOE Computer Technology Standards of Learning) (Appendix 4: Grades K-2 Standards, 3-5 Standards, 6-8 Standards, 9-12 Standards)
7. Student engagement will be high and there will be an increase in personalized learning. Speak Up Data will be utilized to gain student voice. As measured by a pre and post survey from the students to measure their technology attitude and aptitude. 8.
Schoology will be utilized and infused in all classrooms 4th-12th grades providing a safe online environment for collaboration, course content, and development of student organizational skills. As measured through the evaluation process. 95% of staff are proficient by 2017.
9.
95% of all FCCPS teaching staff and administration will maintain a technology performance grid.
10. 95% of all FCCPS teaching and administrative staff will complete 20 hours of technology professional development.
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11. At the end of the triennial plan an outside agency will be contracted to review the current status and provide feedback on technology management, metrics, and instructional practice from the division level.
Engaging the Community In the summer of 2013 FCCPS hosted a Community Visioning which involved people from all cross-sections of the community. Members of City Council, School Board, Chamber of Commerce, Parents, Teachers, Students, Administration, and people without children in the school system came together to discuss priorities for the future. Over the course of August and September 2013 there were six more mini sessions held for people to come and express their ideas, concerns, and suggestions. The School Board took all of the community input and formulated strategies that would guide the Work Plan for FCCPS over the course of the next three years. One component of the work plan was to form a technology advisory committee to provide guidance for technology implementation in FCCPS. This committee was formed in the fall of 2013, and will continue throughout this strategic plan. Those serving currently are listed on the front pages of this plan. During the 2013-2014 school year the administrative staff hosted two school visits and invited community members to tour all four of the FCCPS school sites. School visits will continue in the spring of 2014 and throughout this triennial technology plan.
Beginning in 2013-2014 Parent University evening sessions are being hosted regularly to help educate parents and guardians about the power of technology to help students learn (Assistive Technology, Google Apps, Schoology….)
The Technology Advisory Teacher Team presented an evening of “All Things Technology” with a series of 10 minute power talks and demonstrations. The video clips are now available online.
An Expert Infrastructure Panel was formed to provide guidance to the FCCPS infrastructure team. One evening session was held in the fall of 2013, and another one will be held in the spring of 2014.
Digital Learning Teams have been formed at all school sites.
This plan calls for annual survey of stakeholders (staff, students, and parents) to determine user satisfaction
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Strong community engagement is key to continue on the path working together to IGNITE! Personalized Learning for all FCCPS students.
Content and Instructional Practice Finding Success with Technology Integration Six Key Elements to Find Success (Rick Phelan, 2013)
In FCCPS We Must Do the Following to Ensure “Enhanced Student Learning through Personal Empowerment and Engagement”: 1. Professional Development Staff must have ongoing options learning how to integrate technology in their practice. Formal and informal opportunities exist that address both hardware and software operation pedagogies and new technologies. FCCPS must continue a strong focus on push-in professional development for staff. 2. Access to Technology Students and staff must have ready access to technology. School facilities must have infrastructure that supports productivity, information access, and communication. A cause for concern has been the lack of needed computers in the classroom; hence, student learning was interrupted. Much of this interruption was due to lab scheduling- labs not being available when the teachers and stents needed the access. 3. Focus on Student Learning: Student work with technology is articulated with a school’s academic outcomes. Technology promotes student access and expression across disciplines in accordance with individual needs and learning styles. Digital materials are recognized as essential curriculum elements along with books, paper, and pencils. The IB Learner Profile is infused in all classrooms. 4. Administrative Advocacy: FCCPS district administration must use their leadership skills to uphold the FCCPS technology plan through the allocation of time and resources. School Board members, staff, and the community must have a common vision for technology to enhance student learning and work to make that vision a reality. 5. Support for the Work of Staff: Technology supports staff productivity, information management, communication, and professional development. Teacher collaboration and
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communication are supported through electronic professional networks. Applications of technology increase the amount of time staff can work purposefully with students. 6. Maintenance and Service: Site technology must be reliable, in good repair, and optimized for maximum performance. Problems with essential equipment must be remedied quickly. Infrastructure must be robust and ready to handle the load.
Professional Development Professional development is the single most important aspect of creating a transformational student learning environment. Staff must be given the support to grow and learn. The vehicle for professional development must be diverse. Classes, seminars, and conferences are insufficient to provide deep and meaningful change. Teachers need to be provided with customized help, as well as offer online communities that aid them in supporting one another and exchanging ideas. During this triennial plan professional development days are intended to be increased by four calendar days. While portions of this time may be used for other division initiatives, one of the main focus areas for FCCPS will be technology integration focused on: Ignite! Personalized Learning.
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Staff will be required to maintain a technology proficient portfolio grid as part of staff expertise. Digital Learning Teams and Pilot Teams exist at all school sites, and those staff members serve as leaders on their school teams. A minimum of 20 hours of technology integration training will be required for all staff. Most of the hours will be provided by utilizing the increase in professional calendar days.
Technology staff development is led by the technology instructional coaching staff at MEH and GM. They coordinate closely with the Assistant Superintendent of Curriculum Innovation to ensure that staffs have the support they need.
Professional Development Options Which Will Be Available: 24-7 On demand digital seminars Early Release Workshop Sessions
Evening Sessions Individualized Technology Coach Sessions
Rotation Day Selection of Workshops
Training Goals Training will focus on enhanced student learning through collaboration and innovation. Training will be differentiated for teachers to meet them at their own level.
Training will focus on helping staff understand software, apps, and hardware selections and the way that specific tools can be used to enhance instruction. Training will focus on anytime/anywhere curriculum resources.
Training will focus on assisting teachers in gathering and utilizing student data. 51
Training will provide current understanding, practices, and precautions about internet safety and digital citizenship. Training will provide legal information on utilizing data, presenting media, FERPA, FOIA, and understanding professional responsibility.
Deployment and Training FCCPS has experience with student device deployment and this plan will continue to build on the knowledge acquired over the past 24 months. During 2012 an Implementation Specialist was on site with the FCCPS infrastructure team to compliment the team in their efforts to mobilize more than 1,200 devices across the division. Understanding thunderbolt cables, imaging for maximum efficiency, apps deployment, and general individualized inventory asset management were critical to the success of the team. This plan calls for another large scale deployment, and the team will again be assisted by an Implementation Specialist who will be on site. Currently the system is set up for dual platform to support deployment of various mobile and desktop units. The current FCCPS inventory of both tablets and laptops- excluding staff issued devices- is 1,469 individual units. These devices are available for student use on a daily basis. The difficulty with the current deployment is that a Cart Model has been used for deployment.
It is essential in this triennial plan that FCCPS turn in a different direction for large scale deployment in order to lower the Total Cost of Ownership (TCO), and find the most effective means of deployment for student access and teacher planning for implementation. The Cart Model vs. a Device Per Student Model is especially cost prohibitive in the secondary school settings where students move from class to class. At George Mason- on any given year- there are 60-75 classroom teachers. There are 60 permanent classrooms, and one cart per room would require 60 carts at $22,725 per room (25 units on a cart). The overall deployment for George Mason following a cart model requires 1,500 devices for a student population estimate of only 800. The Digital 52
Learning Team at GM is requesting daily access for all students in all subjects. A cost reduction is seen immediately by switching models.
Deployment Inventory Current and Planned (Student Device) iPad Pre-K MD TJ MEH GM Laptop MD TJ MEH GM Total Devices Total Student Projected Enrollment
2013-2014
2014-2015
2016-2017
2017-2018
10 250 150 152 75 637
10 250 225 50 75
20 300 225 50 75
30 400 225 50 75
0 200 224 418 842
100 400 575 800
100 500 600 850
100 600 650 900
2485
2720
3030
2539
2677
2813
610
1875
670
2050
780
2250
**This deployment plans for iPads in K-2 with four carts of Mac Airs for computer adaptive integrated learning systems. Training FCCPS has an expansive array of Apple products currently in circulation and this plan is adding to an already robust and well managed inventory. An implementation specialist will work directly with the FCCPS infrastructure team to ensure a smooth roll-out of all new devices. Each device will coordinate with a mobile device management (MDM) 53
system. This component will involve technicians from the MDM Company, as well as the Apple implementation specialist. Staff professional development is addressed in a following section of the plan.
Planned Deployment Year 1 George Mason High School
Devices will be issued directly to students Insurance will be covered by FCCPS on the Device A parent meeting will be required to sign devices out to students Student contracts and expectations will be outlined during the device issue An on-site ‘Genius Station’ will be established for daily assistance Keyboard covers and cases will be mandatory for all devices
Mary Ellen Henderson Middle School
Devices will be housed with a home-room model Students may check out a device for 24-7 access with payment of insurance A parent meeting will be required to sign devices out to students Student contracts and expectations will be outlined during the device issue An on-site ‘Genius Station’ will be established for daily assistance Keyboard covers and cases will be mandatory for all devices
Thomas Jefferson Elementary Mac Air Devices will be housed one cart per two classrooms 3rd-5th iPad Devices will be housed one cart per two classrooms 2nd Grade Mount Daniel Elementary iPad Devices will be housed one cart per two classrooms K-1 Year Two Same model….Increase in devices for student enrollment K-5 MEH will be evaluated for best strategy depending on the Year One analysis at GM 54
Year Three Same model…Increase in devices to one cart per classroom for K-2 Continue to increase Mac Air for 3rd-5th one cart per classroom
Finance and Funding System-wide Technology has an approximate annual budget of $2,000,000 in the annual FCCPS Operating Budget. This represents 4.0% of the entire budget for FCCPS. The largest percentage of the budget is spent on staff wages. In the FY 2014 budget technology was reduced slightly less than 1% as a result of reductions in expenditures through strategies such as: bulk purchasing, system-wide standardization, and cost effective infrastructure decision-making. This triennial plan will continue to reduce annual expenditures with a continued focus on enhanced infrastructure, strong specialist support, and increased access for students and staff.
*Examples of category expenditures
Salary and Benefits 41% Technology Director and Specialist Wages FICA, Retirement Health Medical Disability Insurance Group Life
Hardware 35% Infrastructure needs (servers, wiring, general equipment upgrades)
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Hardware for instruction (computers, smart boards, document cameras…)
Software 7% Keystone, Power School, School Net, Schoology ….
Services 17% Maintenance agreements on equipment and software annual upgrades
Funding Model This triennial plan will see a switch from a traditional hardware funding cycle with an annual outlay per device, to a funding cycle that supports three-year integration and refresh cycle. Funding over the three year period allows maximum student access immediately in Year 1for George Mason and MEH. Funding the implementation over a three year cycle provides a cost effective strategy. For technical purposes, the devices are paid through a lease structure for a period of three years, and at the conclusion of the three year cycle, the devices may be purchased for $1.00 (one dollar). The division may also use to trade in the equipment and apply the credit towards a new three year cycle. This model adds an approximate cost of $15.00 per device, but the cost is offset by the large volume discounts attributable when bulk purchasing is employed in Year 1. Year 1: Year 2: Year 3: Year 4:
1200 new student devices Implement- supplement for student growth through state grant funding Implement- supplement for student growth through state grant funding Refresh
Funding Per Annum Year 1: $358,632 Year 2: $358,632 Year 3: $358,632 Year 4: Refresh *New cycle contract On a traditional funding model $358,632 could purchase 408 devices per year. It would take three years to accomplish what a lease will do for FCCPS to have an immediate impact and transformation for FCCPS classrooms. On a traditional cart per classroom model, the funding would only accomplish an annual infusion of 16 classrooms with new carts. As a growing school division with more than 160 classrooms, the cart per classroom model is not sustainable or a cost effective strategy.
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This model supports 62% funding from system-wide technology hardware. The remaining 38% ($214,368) utilized for infrastructure, additional technology needed for student enrollment growth, and classroom upgrades and updates- such as projectors. In FCCPS the current rate of hardware failure on the Mac Air has been less than .5% (or 1 in every 165 units). All but two of these have been covered under the standard equipment warranty. FCCPS has a warranty strategy that forgoes the Apple Care additional warranty for $149 per unit, understanding that it would take 1 unit in every 7 Mac Airs to fail in order to make Apple Care cost positive. It is much more cost effective to replace units which fail that are outside the warranty. Standard student device insurance will cover the machines for theft, breakage, and drops.
Technology per Student Total Cost of Ownership (TCO) Overview of Technology Shifts in Funding The transition for schools from a traditional educational model to a transformational culture centered on student achievement and personalized learning calls for a new way to think about TCO. As the technological revolution was just beginning, computers were seen as capital items in schools. They were treated as large capital expenditures which sent a message that they were expensive luxuries in education. A new educational paradigm exists in 2014; the global economy and educated mass understand the relevance and necessity to equip students technologically in rapidly advancing world. Cost centers within an organizations budget are shifting. Technology staff exist not to stand in a lab and turn computers on, but to be highly mobilized specialists who are ensuring that all functions of technology in an organization are operating at the highest levels. Technology staff must oversee not only the infrastructure necessary for instruction, but every aspect of an educational institution relies – and is required to do so- on technology. Shifts in Instructional Cost Centers Changing TCO Sample for a High School 1:1 Access Model Traditional model Textbooks
Hard Copy $105/per student
E-Copy $55/per student
Copying
4 Copies per 10 page paper
1 Copy per 10 page paper Online editing and revising
$6.00
$1.50
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Norm Referenced Assessments
$12.50 Per Student
$4.00 Per Student
Media Center Books
$12.95 Average Book Cost
$4.00 Average download cost
Paper
$40 case 1 per student
$10 case ¼ case per student
In Virginia all state tests must be given on the computer. State reports must be uploaded and submitted electronically for state and federal funding. Areas such as student attendance, grading, and discipline are all part of legal records for a school division that require complex software systems. The community expects and demands online payments for food service and day care fees. The auditor expects electronic record keeping for all financial systems. The broader community expects a robust web communication and alert system. The majority of technology demands in an educational organization are the operational functions of the school division. The demands on the technical staff for instructional purposes are minimal in comparison. This pattern is especially true as FCCPS has moved to Google Apps for Education and more instructional software, apps, and utilities are cloud based. While a division can analyze TCO on a per student basis, it is cumbersome and inaccurate because technology has changed rapidly and infuses every aspect of instruction, administration, technology, transportation, maintenance, and all sub-budgets of a division. Isolating student use is more effective when looking at the overall per student expense of a school division (as seen below). It should be noted that in FY 11FY 13 funding was drastically reduced and had negative impacts. As noted in conversations with LBL, the most challenging aspect of FCCPS technology was lack of adequate funding. Low level funding resulted in no refresh cycles for equipment, outdated software packages, and lack of adequate infrastructure. Current funding is sustaining near 2007 levels. Technology is allowing us to operate more efficiently and more effectively in all aspects of the division.
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IT Considerations – Acquisition Considerations
Infrastructure Performance Metrics Cloud vs. Data Center Device Acquisition and Standardized
Infrastructure FCCPS has undergone large scale infrastructure upgrades within the past two years. During the 2013-2014 the technology infrastructure team has completed a thorough review of needs, and consulted with experts in the field to gain a strong understanding of direction. The division infrastructure supports BYOD (bring your own device). This is intended to be a secondary support for student learning on his or her own device.
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The infrastructure team must support 6 critical functions in a school division. Each critical function is unique, and requires a strong set of technical knowledge and understanding. Below is a sample of many of the tasks that fall within those critical functions.
Critical functions require a strong architecture that can support the needs of a diverse and complex organization. School divisions operate within a unique environment and require IT considerations that can support the needs of staff, students, and the broader community. School divisions support the needs of clients who are as young as 4 years old. Safety, security, access, and equity are four of the FCCPS fundamental considerations. FCCPS has an active daily client base of approximately 3,000 individuals (staff and students). The architecture of FCCPS must also support a large number of community functions. During 2013 there were 1.9 million page views on the FCCPS website, and more than 4,000 subscribers to the daily Morning Announcements.
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Three Year Outlook for Major Technology Hardware and Services In Place 2013-2014 or Planned Upgrade/Implementation in Triennial Plan 2013-2014
2014-2015
2016-2017
2018-2019
Network Cisco ASA Firewall Cisco Wireless Controler ISE Systems Cisco Routers
Cisco Switches Cisco Access Points- increase to all spaces including hotspot zones Cisco VPN SolarWinds Orion Solar Winds IP Monitor Room Alert Monitoring Uninterruptible Power Supplies Upgrade Asset Management Increase Bandwidth
Upgraded Upgraded 10Gb Upgraded 175
215
235 *Includes new construction
75/35 Verizon 100/30 Cox
Security/Disaster Recovery Mobile Device Management Data Center Full Redundancy
300/75 Verizon 100/30 Cox
2013-2014 HP Intrusion Protection Barracuda Web Application Firewall Barracuda Web Filter
195 *Includes New construction
2014-2015
2015-2016
2016-2017
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SSL Host Protection Tenable Nessus Vulnerability Scan VEEAM Virtual Back up Server Barracuda Spam Filter Google Apps Vault Symantec Backup Exec Server Symantec Backup Agents Emergency Generator Backup McAfee EPO McAfee AntiVirus/Malware Barracuda AntiMalware Ghost Cloning Software IP-Video Surveillance System ERP Solution
Risk Assessment *Bi-Annual Testing
Upgraded 2013
Study and Refine
Below are the SIF, Applications, Server, Hardware and Virtual components in place for FCCPS. Much of the following are governed by product upgrades which are greatly depended upon vendor timing. FCCPS works to upgrade as necessary and time all upgrades in accordance with best practice for schools. For instance, performing a PowerSchool upgrade right before grades are posted would not be a strategy utilized by the tech team. *Daily monitoring of updates will be conducted as part of this triennial plan.
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SIF
Applications
Server
Hardware * Standardized for
Virtual
Zone integration server
Adobe Acrobat
Windows 2003 and 2008
*Apple iPads
Adobe Flash
Dell Physical Servers (6)
*Apple Mac Air
Destiny Agent
Adobe Premiere
Dell Laptops
Renaissance Agent
Manatee Accounting
AirWave Wireless Control Door Access Control
Active Directory Agent
Munis
VidVault
Va State SLF Locator
iPad Apps
Veeam Backup SAN
*HP/DELL Laser printers *Xerox Copiers
AIR Client
Apple Communicator
Active Directory
*Epson Projectors
VRP Data Collector
Office Pro 2007, 2011, 2013
McAfee EPO
*Apple TV
VMWare ESX Hosts (6) Vmware Virtual Servers (49) Dell M620 Blade Server (6) Dell MD3200i SAN (3) Cisco Blade Switch (4) VMWare View Desktops (150) External Virtual Center/DNS On-line UPS Power Protection
PowerSchool Agent
DHCP, WINS and DNS
*Ladybug Document Cameras *SmartBoards
FCCPS
SEAS Agent Schoology
Curriculum Software at all school sites
SASI Archive
InfoSnap
SQL Server
Google Apps
Virtual Center Help Desk HR Web
SIF
Applications
*Dell Desktops
*Front Row Sound Cox Cable TV Feed Zero Client Desktops Verison Wireless iPhones Dell Servers
HR Application Server Hardware Identity Dell SAN Servers Services Engine
Virtual
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PowerSchool
Del Blade Servers
Performance Metrics FCCPS will log performance metrics monthly with an annual report. Currently, all systems are monitored on a daily basis through the FCCPS Command Center located at George Mason High School. Performance Reports closely mirror those utilized by Falls Church City Government Technology offices. While the City staff contract their Performance Metrics with a private provider, FCCPS technology staff prefers to monitor metrics on a daily basis due to the extensive technology use and constant infusion of increased device usage. FCCPS has increased technology use 200% in in the past 24 months which has required intense and precise monitoring. These metrics will include a multitude of reports. Some key metrics compiled will include the sample reports as shown below:
Metric 1 Response Time/Packet Loss This chart displays the Response Time and Packet Loss of all wireless traffic over our network in a week. It is normal for Response Time to be below 0.2ms and 0% Packet Loss. This is indicative of a very responsive
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and stable network Normal functioning response time is under .2ms not to exceed .3ms. 0% Packet loss is normal and above 1% is an indication of a network issue.
Metric 2 Internet Traffic This chart displays overall Internet traffic, Received and Transmit Throughput on a daily basis. Inbound should not reach a maximum of 300mb. Normal inbound is expected to reach 75-100Mbps peak and should not exceed the maximum of 300mb.
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Metric 3 Data Center Traffic This chart displays weekly traffic to and from the Data Center. These are normal and expected utilization levels each day. Normal peak utilization is 350-400Mbps Transmit and 150-200Mbps Receive. Transmit not to exceed 500Mbps and Receive 400Mbps.
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Metric 4 Total Bandwidth This chart displays the total amount of Bandwidth consumed in a 24 hour period. A steady rise is to be expected from increased use of streaming and access to Cloud data. Normal functioning peak is 100120Gbps not to exceed 300Mbps.
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Metric 5 Bandwidth by Connection These charts display inbound & outbound bandwidth for each of our three Internet connections, the primary being WAN1 with normal Inbound at 75-100Mbps not to exceed 300Mbps.
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Metric 6 Data Traffic Received This display shows Data Traffic Received on our core network switch on all interfaces. There are nominal traffic readings over a week’s time. The F10-C1 40Gb link functions at 250-300Mbps not to excel 400Mbps. Each of the other links show normal Received data between 75-150Mbps not to exceed 100-250Mbps.
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Metric 7 Data Traffic Transmitted This display shows Data Traffic Transmitted on our core network switch on all interfaces. These are nominal traffic readings over a week’s time. The F10-C1 40Gb link functions at 250-300Mbps not to exceed 400Mbps. Each of the other links normal Transmitted data between 75-150Mbps not to exceed 100-250Mbps.
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Metric 8 Data Center Dashboard This console screen displays a summary of all Virtual Hosts and Resources for the Data Center. We examine this screen several times a day to monitor for abnormal conditions and readings. CPU functions normally between 10-25% not to exceed 40%. Memory functions normally between 40-55% not to exceed 75%. Network Utilization functions normally below 125Mbps not to exceed 200Mbps.
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Metric 9 Google Apps for Education This display shows analytical information of the use of the Google Drive section of our Google Apps for Education account.
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Metric 10 Wireless Controller Dashboard The Wireless Controller Console displays several important reports, such as the number of clients connected to the different wireless domains and all access points serving those clients. 1,200-1,500 connected clients are normal and expected to increase not to exceed 2,000. CPU usage functions normally below 10% not to exceed 40%. Memory usage functions at 50% not to exceed 75%.
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Metric 11 Web Filtering This chart displays data on Web Filtering including Blocked requests of domains, Allowed Requests, and Internet Bandwidth per day. These numbers are expected to rise with increasing Internet activity. Normal functioning Bandwidth is 120-150GB not to exceed 200GB.
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Metric 12 Virtual Resources This chart displays the utilization of Virtual Hardware Resources over a 24 hr. period. CPU functions normally in the range of 20-40Ghz not to exceed 50Ghz. Memory functions normally between 200 and 500GB not to exceed 600Gb. Disk functions normally at 20-30Mbps not to exceed 70Mbps. Network traffic functions normally at 100-400Mbps not to exceed 1,000Gbps.
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Metric 13 Help Desk Requests This chart displays current status of Help Desk Requests by site. Normal requests are 30-50 per week depending on the time of year and building location. Normal requests are responded to within 24 hours, not to exceed 48 hours. Open tickets are normally closed within 48 hours not to exceed 72 hours with certain exceptions such as purchasing/shipping delays and project scheduling issues.
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Cloud vs. Data Center Replication During the work of the Strategic Plan a thorough vetting took place to analyze the suggestions made by LBL and the Infrastructure Expert Panel to find the best method for replicating the FCCPS data center. The 2013-2014 Infrastructure Expert Panel encouraged the technology staff to explore cloud storage to fully understand the benefits and drawbacks of the system. LBL had made a similar suggestion in 2011, and the staff felt that it was time to explore the option again. In 2011, the original cost quote was $1.4 million to perform the technology function necessary for full replication. Technology has continued to change rapidly- and given technological advances made- the technology team wanted to perform due diligence to explore the concept again. The positives of cloud storage are primarily in the ease of maintenance and minimal staff required for ongoing support. The negative aspect for FCCPS remains the cost prohibitive annual costs. While costs are considerably less in 2013-2014 than they were in 2011, the quotes ranged starting from $120,000+ per year. Given the history of subscription based implementations, the staff also acknowledges that annual increases average 1-2% per year. At the end of five years – based on a 2% increase per year- the division would be paying approximately $130,000 annually. Over the period of 5 years cloud storage would require an investment of $624,403 in comparison to $123,672 for data center replication. Given the additional $500,000 necessary, it is cost prohibitive during this triennial plan to move toward putting more in the cloud than currently exists. The team will explore the concept in the next triennial plan.
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FCCPS has numerous applications which are hosted in the Cloud. While moving to full data center hosting is not in this plan, FCCPS will continue to monitor and refine the applications and data in which staffs are comfortable with hosted products. Some examples of currently hosted products and applications:
Google Apps for Education: Gmail, Drive for Documents and Calendar SchoolNet InfoSnap SEAS Renaissance Learning STAR Student Locator SchoolDude Compass Learning Schoology AESOP Destiny (next year) Keystone Air-Watch MDM FCCPS Web Sites Apple Communicator
Device Acquisition and Selection FCCPS began a small scale implementation in 2012-2013. In order to capture economy of scale, and a division wide strategy for standardization, a device was selected. FCCPS chose to purchase iPads and Mac Airs for student use at the request of the instructional technology team. There are pilot teams and digital learning teams established at all school sites. While FCCPS is committed to standardization of devices and products, the team is always piloting and does not assume that in three years the device will stay the same. For this triennial plan the division is purchasing more iPads and Mac Airs. A strong reason to stick with one device is also for teacher training and comfort. Much of the FCCPS teaching staff have been challenged to integrate and learn new skills and expand their repertoire that includes a new teaching and learning paradigm. This triennial plan will move FCCPS to new heights by increasing equity and access for all of our children, while allowing staff to build on the training and knowledge they have gained over the past two years. Gibson Consulting commended FCCPS for their strong use of piloting hardware and software before full implementation. The division will remain proactive and alert as technology advanced over the next three years. 78
This Plan Continues with Standardization of Equipment as Recommended by LBL and Gibson Consulting. All large scale purchasing is handled at the Central Office in order to capture bulk purchase pricing and consistency across the division. Again, products are constantly reviewed and if deemed appropriate the standardization selection may change after careful analysis and trial implementation.
Key Standardized Selections
Interactive whiteboard: Smartboard
Document Camera: Ladybug
Projector: Epson Desktops: Dell Laptops: MacAir Tablets: iPad LMS: Schoology Data warehouse: School Net Early Childhood Web: Teacher Web Management Grade and Attendance System: Power School Reading and Math Norm Reference Assessment: STAR Renaissance Learning Network: Cisco Media: Follett Destiny Telephones: Cisco Desktop Mobile Phones: iPhone
Expansion of Wireless Access This plan implies wider area coverage outside the school buildings, buses, and Falls Church (Hot Spots).
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I.
LBL Technology Assessment
Completed: February 28th, 2011 A thorough assessment of the technology structure and team was completed through LBL Technology Partners, A Division of Lurie Besiko Lapidus & Company LLP. This task was undertaken in coordination with Falls Church City Government. While the study was expensive, it proved highly valuable and provided an infrastructure roadmap for the next 24 months in FCCPS (2011-2013). LBL noted that IT and “related configurations are fluid and can change very quickly. Therefore, our report does not include any information regarding configuration, hardware, or operational changes that have occurred subsequent to our fieldwork.” Key Findings below do not necessarily reflect all items that were already in process and completed before the study was produced or were completed within months of completion. The full report was 103 pages in total.
Areas Reviewed: LBL’s approach examined the four key generally accepted Information Technology (IT) dimensions of an Information Technology organization., 1. 2. 3. 4.
IT Governance IT Service Delivery Infrastructure Applications
Included Exhibits for the following: Network Redundancy ; Technology Standards and Policy ; Information Security ; IT Performance Metrics ; Phone Systems ; Microsoft Enterprise Agreement ; Job Descriptions and Classifications.
While much of the document is classified as Proprietary and Confidential, there were several key recommendations that guided the work of 2011-2012 regarding the charge to upgrade all aspects of FCCPS Infrastructure. Recommendations provided the initial stages of the infrastructure upgrade which began in 2011-2012 and will continue through this Triennial Plan. Public components of the document can be found at www.fccps.org . Previous Key Findings Specific to FCCPS documented in the comprehensive study results and/or shared during interviews between LBL and FCCPS:
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Some Weaknesses Noted a. Primary weakness was determined to be budgetary constraint which had an adverse effect on all aspects of technology operations and planning. b. Refresh cycles not maintained. (Directly related to the reduced school budget) c. No redundancy in wide-area network (School or City). *LGL Noted that if the cost was prohibitive a formal acceptance of the risk posed by the decision should be documented. The solution advised was estimated to have an impact of $1,400,000. (Directly related to the school overall budget capabilities) d. Periodic network vulnerability scans are limited by time constraints. (Directly related to the school overall budget and inability to hire needed staff) e. Helpdesk is not providing robust data and it was recommended that a comprehensive helpdesk ticketing system be implemented. (Directly related to the school budget and lack of funding to upgrade the system) f. Microsoft licenses for schools are bought through bulk purchasing. It was recommended that FCCPS explore a Microsoft enterprise Agreement. The primary benefit to the agreement would be the assurance component. (Directly related to the school budget and no ability to update any licenses- bulk or enterprise) g. Develop IT equipment standards. h. Develop a combination of computer based training and classroom onsite training sessions for applications.
Some Strengths Noted: 1. Well managed department. Specifically: “staff retention, providing the retention of organic experience within the organization, and in areas of expertise” (p. 6) The FCCPS Technology team takes great pride in obtaining and maintaining multiple certifications which contributed to the high level of expertise as noted by LBL. 2. Efficiency in management: Specifically, a. Helpdesk and other IT demands are effectively addressed on a timely basis b. System backups are rotated to an off-site location c. Multiple datacenters at separate geographic locations 3. Focus on security and safety for the students (including systems management).
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a. Utilizing Fortress Desktop which protects unattended desktop computers by assuring that they are locked down. b. Fortress Desktop restricts access to the machine’s resources and sensitive data to its proper user (an essential student safety feature) c. LBL noted that an Intrusion Detection System was recommended as an added layer of safety, as well as segmenting the network. Network intrusion was already in motion when LBL performed the study and it was acknowledged that the schools were looking at implementation (p. 40). The system was completed before LBL completed the study, and while LBL did not update their report language the strength was noted as such in interviews. The network segmentation was also in the early planning stages and was consequently completed and was noted by LBL that segmenting added to the security benefits for FCCPS by: a. improving network performance and reducing network congestion b. containing attacks (viruses, worms, Trojans, spam, adware) from overflowing into other network segments; and c. improving security by ensuring that nodes (workstations) are not visible to unauthorized networks. LBL noted that “network segmentation is one of the most effective and economical controls to implement,” as well as the security benefits (p.40).
II.
Gibson Consulting Group Assessment Completed: December, 2013 Gibson Consulting is an independent company who was hired to examine the efficiency of all operations in FCCPS- including Technology Management. In the period from the LBL Assessment and the Gibson Consulting assessment it was noted that “FCCPS has made intentional investments in technology and technology leadership to improve the division’s technology capabilities and services for instructional and administrative purposes”. It was noted by Gibson Consulting that the department functions at a very high level with the Director of Technology having strong knowledge in both infrastructure and instructional needs, which is not often seen in school IT departments. Strength was noted in the increased efficiencies recently undertaken with implementing multiple software systems. Some of the systems introduced to reduce overhead costs and time management are: substitute management, formative assessment tools, facilities management tracking, human resources management system, and technology ticketing. 82
Gibson Consulting’s approach looked at three key areas of support: Network Services, Application Services, and Support Services.
Key Recommendations for FCCPS: It was noted that a large infusion of equipment is now in place for FCCPS as they are replacing their aging computer desktops with mobile tablets and BYOD. This was a primary reaction to the recommendation from LBL to regain control of the refresh cycle which had once been in place before the economy brought financial hardship. a.
FCCPS needs to acquire a mobile device management (MDM) solution to allow the technology department to manage and deploy its growing number of devices. Functional requirements in selection of the MDM should include: Integrate with Active Director to provide role based administration Remotely push applications, patches and updates to devices based on groups Ability to remotely uninstall applications on devices Self-service application store for commercial and in-house apps Support Apple software volume purchase program with central logging of code redemption by device Capable of deploying images to devices Ability to remotely wipe devices Administrative- remove reset of device password Ability to send notification directly to screens Ability to self-heal/reinstall management agents after upgrades Capable of exporting inventory information to external databases Ability to list machines and software installed on them Ability to track hardware and software changes Performs system inventory, memory information, printers, battery life and warranty information
b. Improve Technology Asset management FCCPS as a result of the recommendation from LBL, did install a helpdesk system. In an effort to be financially prudent, the highest level version was not purchased. It is now recommended that the version be updated to include asset management functionality. The inventory for FCCPS has more than quadrupled in the last 24 months, not only single devices, but also in instructional devices such as: smart boards, document cameras, projectors, and other ancillary items.
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There is an upgraded version of the Managed Engine software that offers the asset management functionality. FCCPS should evaluate the upgrade to see if it will satisfy their asset management needs, and if so purchase the upgrade.
c. Implement tighter controls to ensure the approval of technology equipment by the FCCPS Technology Department. Prior to 2011-2012 each school site purchased most of the hardware and software as that site deemed appropriate. FCCPS has switched to a central purchasing and equipment standards model, but at times, school sites and departments still order items not approved.
d.
III.
Purchasing modules must be updated to require electronic approval of the technology department for all items regarding technology. Functionality needs to be explored within the current MUNIS financial system.
Consider long-term integrated ERP solution. Currently FCCPS must use MUNIS as their financial system in coordination with the City. However, the system does not meet their needs for school personnel management or student information system. This requires multiple duplicate entries of information. In the future FCCPS needs to consider a fully-integrated ERP solution to minimize duplication of data and processes across systems.
Local Expert Infrastructure Panel November 2013 The panel was convened to gather input on FCCPS infrastructure needs from some of the best and brightest who work in the technology industry in and around Washington, D.C. The local panel had several key areas for recommended consideration. Several of the recommendations supported the formal assessments from both LBL Technology Partners and Gibson Consulting. Key Areas for Consideration a. Data Center options need to be explored. b. Robust redundancy needs to be explored, and if possible, implemented. c. Mobile Device Management should be implemented to gain greater control of the large volume of devices which are now in circulation. d. Help desk metrics needs to be examined to see if the current system is providing what is needed to understand the needs of the division. e. Increase risk assessment and vulnerability scanning on a more consistent schedule. f. Conduct cost benefit analysis of selected solutions. g. Establish an acceptable disaster downtime. How long is too long?
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IV.
Technology Advisory Committee 2013-2014 The primary function of the Advisory Committee was to provide guidance and unified support for one strategic plan that meets the FCCPS Vision that our schools are “innovative and student-centered schools where every child is engaged and achieves his or her full potential". The infrastructure aspects of the division have been vetted from three different expert groups: LBL, Gibson, and Local Expert Infrastructure Panel. The FCCPS technology infrastructure team has crafted the roadmap for the next three years based on the advice and direction given from all three groups. The Technology Advisory Committee has the great task to recommend a plan that will meet the educational needs of our learners, and more than anything, provide personal empowerment for the learner. The Technology Advisory teaching members gathered information from their school sites, and then reported that information back to the Technology Advisory Committee so that the collective voice of the entire FCCPS staff was heard. Needs assessments have been conducted periodically over the past 24 months as each stage of implementation was put in place and the refresh cycle restored.
V.
Committee Exploration The Committee Explored Three Central Themes Connected To Teaching and Learning in Regards to Technology Acquisition
Theme 1: What do the experts in the field- our FCCPS teachers and instructional leaders- believe we need to provide in regards to equity and access for our children?
How many devices are needed at each grade level? Does Bring Your Own Device (BYOD) provide equity and access? Does a single device in a classroom provide a greater level of support for the teacher who may be on a steep learning curve?
Theme 2: What device provides the catalyst for transformational student learning because it’s both a consumption and production tool? Does FCCPS need 1 single device, or many different devices? 85
Theme 3: What is the driving purpose for education, and how can technology change the way students learn over the course of the next three years.
VI.
Key Purchasing Recommendations for the Triennial Plan Needs Assessment from the Staff
Mount Daniel a. Increase access to a 1:1 model (cart per room) b. Create a digital learning space for early childhood during new construction c. Continue to create a blended model with tablets and laptops (or keyboard access for early childhood practice) d. Continue to increase educational technology professional development e. Continue to increase technical support and infrastructure f. Continue to purchase and provide strong early childhood literacy apps and software Thomas Jefferson a. b. c. d. e. f.
Increase access to a 1:1 model (cart per room) Continue a blended model with both tablets and laptops Increase access for Encore teachers and broader staff Continue a robust professional development program Continue a strong refresh cycle Continue the Teacher Pilot team model
Mary Ellen Henderson a. b. c. d. e.
Increase access to a 1:1 model per student. Continue a blended model with both tablet and laptops Provide 24-7 access for all students Allow students to take devices home to build his/her own content on that device Continue to infuse online contributions through a strong LMS presence (Schoology) f. Provide Mobile Device Management g. Continue to support infrastructure enhancements George Mason a. Provide a laptop for every student just as you would a textbook or other tool 86
b. Continue to provide some tablet access for a variety of activities where tablets provide a different mode of consumption or production for students c. Continue to pilot devices and stay on the cutting edge by adding student pilot teams in addition to piloting with staff. d. Stay with a continued pilot mentality so that 3 year refresh cycle becomes the norm
Division-wide Recommendations a. b. c. d. e. f.
Increase and enhance professional development opportunities Proactively seek free Wi-Fi for the City Have a strong budget strategy that keeps us on course Enhance cloud opportunities (Google Apps for Education) Continue to aggressively seek increased bandwidth Continue to add technology staff to support the technical needs of increased devices g. Increase deployment access to 1 device per student (same device)
VII.
Consultants from the Field The division and the committee sought the expert help from implementation specialists around the country who have an eye for the future, a keen sense of instructional best practice, and an understanding of where technology is headed in the future.
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Appendices Appendix 1: A special thank you is extended to our supportive volunteers who provided feedback and guidance for FCCPS on the new plan. a. b. c. d. e.
Morgan Crafts, Senior Executive, Northrop Grumman Gibson Consulting- Overview Statement of Department Status Jim Lengel- Plan Review Dr. Jerry Longo- Plan Review Dr. Scott Smith, CTO Mooresville Graded Schools, Phone Consultation
Appendix 1: FCCPS Responsible User Policy (RUP)
Appendix 2: School Board Policy related to online learning
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