GREEN COUNTY SCHOOL DISTRICT TECHNOLOGY PLAN GREENSBURG, KENTUCKY

http://green.kyschools.us/ Updated Date: December 1, 2015 Plan Start Date: July 1, 2015 Plan Expiration Date: June 30, 2016 Approved Date: Pending Commonwealth Approval

Acknowledgments PARTICIPANTS

STAKEHOLDER GROUP

Sandra Bell Ben Davenport Tim Deaton James Frank Marcy Goff Mike Griffiths Crystal Hedgespeth Karen Marcum Kevin Jeffries Debbie Judd-Nunn William Hodges Amanda Mills Anne Moore Donna Patterson Chris Penick Rhonda Simpson Tammy Thompson

Middle School Teacher Principal Primary School, Parent Principal Middle School, Parent Superintendent of Green County Schools, Parent Green County Board of Education Success Academy Principal, Parent Principal Intermediate School/ Parent High School Principal Network Technician Director of Pupil Personnel, Parent District Finance Officer, Parent High School Special Education Teacher Middle School Guidance Counselor Instructional Supervisor High School Teacher Director of Special Education High School Guidance Counselor

Youth Advisory Council (Students)

Drue Hodges Dena Forbis Hilary Suratt Kate Squires Majestee Hughes

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Logan Westmoreland Gaige Meadows Ricky Cantrell Heizer Durrett Whitney Larimore

Table of Contents Acknowledgments ............................................................................................................................................. ii Table of Contents .............................................................................................................................................. iii Executive Summary........................................................................................................................................... 4 Technology Vision and Goals ............................................................................................................................ 6 Action Plan: Strategy/Activity ............................................................................................................................. 8 Staff Training/Professional Development Goals ............................................................................................... 14 Current Technology and Resources ................................................................................................................ 15 Evaluation........................................................................................................................................................ 18 Budget ............................................................................................................................................................. 20 Approximate Budget Summary 2015-2016 ...................................................................................................... 21

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Executive Summary Planning Process / Methodology The Green County School District is located in the small, south central town of Greensburg. Greensburg is a rural community where the school system and hospital are the two largest employers in the county. The school district has two elementary schools, one middle school, and one high school. The Green County Technology Center is also located on the district's campus, but this school also serves students from two adjoining districts. The district has strong supporting programs such as the Green County Early Childhood Center, Success Academy, Family Resource and Youth Service Centers that help to enhance the overall mission of the district. The school district has an enrollment of 1,629 students in grades K-12 along with 115 students enrolled in a blended preschool/Head Start program. The student population has little diversity with 92.5% white students, 2.5% black or African American, 1.7% hispanic, .4% asian, .1% Alaska native, 2.8% two or more races. 68% of the students qualify for free/reduced lunches. There are 116 full time teachers with an average of 13.1 years of experience. The Green County School District is small but the students enrolled in our schools receive individualized attention from the teachers and staff. The buildings are well-kept, fairly new, and provide a safe environment for our students and staff. We are proud of our school environment and the quality education that our students receive. The District Technology Committee, consisting of members from each school, the central office, various ethnic and interest groups, and the community, meets regularly to discuss school committee findings, to prioritize goals, to consider concerns, and to plan for purchases. Members of school and district committees attend local, regional, and state training sessions and share information. Full participation of all stakeholders has been encouraged in the planning process. Each school committee has a variety of ethnic/interest groups to insure all areas have input. Training for parents, classified staff, certified staff, and community partners is encouraged and supported. School committees, SBDM subcommittees, parents and business and industry representatives working together form partnerships in the decision-making process. School and district committees analyzed assessment scores and needs assessment results, appraised the obstacles to student achievement, and brainstormed ideas to overcome those obstacles. School committees inventoried their current technology, viewed their school’s status on the District Facilities Plan, trained trainers, and prioritized their goals accordingly in practical, achievable increments. Technology planning and coordination of activities between funding sources were interwoven into and became an integral part of the school and district improvement planning process. The following goals emerged based on teacher interviews and survey results, Professional Development, Needs Assessment data, and District Needs Assessment Committee Analysis reports. The mission of the Green County School System, through diverse educational experiences, is to provide every student the opportunity to attain necessary skills and knowledge to function as a responsible and productive member of a global society. We believe all students can learn and do so at different rates and in a variety of ways. In the process of learning, students develop behaviors that promote self-esteem, personal responsibility, and good citizenship. The Board, administrators, and staff of the Green County School District seek to provide effective instruction with curriculum that promotes high expectations of our students. We continue to be a successful school district by providing a safe, positive environment for all students. By creating opportunities for student involvement with home, community, and school we expect students to become productive members of society. The Green County School District provides a quality education that meets students' varied needs, promoting proficiency of skills necessary for long-term success and quality of life for all students. In summary, "We are people of good will doing what is best for children." Anonymous The administrators and teachers in the Green County School District will continue to determine goals, experiment with research-based practices and engage in conversations around teaching and learning. In order to continue to improve, all stakeholders are maintaining a focus on Kentucky Core Academic Standards, demonstrating effective and congruent instructional strategies, and developing formative assessment classrooms. We are continually 4

working to improve college and career readiness, making sure that all students are reading on grade level by the end of the primary years, and guiding our students in developing proficient math skills. The school and district staff continues to strive for academic, social, and personal growth opportunities for all students. For the 2015-16 school year, the Green County School District plans to continue to implement blended learning using learning management systems currently in place along with other digital and/or print resources, to enable our instruction to continue whether students are in school or at home due to school closings. Each day will be identified as a “Gold Day.” Green County schools will offer blended learning instructional opportunities by offering work online and also providing each student the opportunity and assistance to download assignments onto jump drives prior to implementing a Gold Day. On-line assignments may also be printed and put into folders for students to take home; therefore, all students could complete their snow day assignments either on-line, as downloaded documents, or by paper/pencil. The Gold Day instruction will help to continue content knowledge and skill development while students experience unavoidable time away from their classrooms. Each school in the district will develop a specific plan in the fall of 2015 for learning on days the non-traditional instruction plan in in effect.

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Technology Vision and Goals Goal 1: Increase the averaged combined reading and math K-Prep scores for Green County Intermediate School and Primary School students from 44% to 72% in 2017. Goal 2: Increase the averaged combined reading and math K-Prep scores for the Green County Middle School students from 44% to 72% in 2017. Goal 3: Increase the average freshman graduation rate from 83.9% to 90% by 2015. Goal 4: Increase the percentage of students who are college and career ready from 40.4% to 67% by 2015. Goal 5: Increase the average combined reading and math proficiency ratings for all students in Green County Intermediate and Primary School in the non-duplicated gap group from 39.3% to 67% in 2017. Goal 6: Increase the average combined reading and math proficiency ratings for all students in the Green County Middle School in the non-duplicated gap group from 29.6% to 65.9% by 2017. Goal 7: Increase the average combined reading and math proficiency ratings for all students at Green County High School in the non-duplicated gap group from 37.3% to 67% by 2017. Goal 8: Increase the averaged combined reading and math QualityCore Scores for Green County High School students from 39.8% to 72% in 2017. Goal 9: The district will provide all educators and students with equal and readily available access to current technologies. Goal 10: Technology will be integrated into instruction in all classrooms and will provide flexibility of instruction to incorporate various learning styles and needs by building around the core subject areas of language arts, math, science and social studies and increase the number of students who are college and career ready. Goal 11: Educators and students will be encouraged to embrace technology as a vital communication, educational, and management tool by exposing them to technological possibilities and solutions with the addition of smart classroom technologies and mobile internet enabled devices in their buildings and individual rooms. Goal 12: Our staff will become more proficient in the integration of technology and will use technology for innovative and effective teaching and learning. Goal 13: District staff will be provided on-going, timely support and training as they practice newly learned technical skills promoting self-confidence as they strive to meet the “Technology Standards for Kentucky Teachers (Beginning and Experienced), which were designed to help them integrate, communicate and facilitate learning. Goal 14: District staff will use content from numerous sources, classroom-appropriate assessments and varied smart classroom technologies to create a learning environment where students can acquire technology skills that are current.

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Goal 15: Our students will become more proficient in the use of technology by utilizing technology available in their building composed of smart classroom equipment, including but not limited to Examview, UnitedStreaming, Promethean, Interwrite, SMART branded technologies and mobile internet enabled devices, as an integral part of the learning process. Goal 16: Various forms of assessment including but not limited to MAP, A+LS, CATS, Accelerated Reader, Accelerated Math, and STAR Reading, will be used to evaluate students’ progress toward proficiency. Goal 17: Communication between staff, students, parents and the community will be improved and encouraged using Instant Messaging, blogs, classroom websites, newsletters, and other forms of publication and communication technologies. Goal 18: Network access will be added using wireless/wired, remote access technologies and mobile internet enabled devices. Goal 19: New communication including instant messaging, blogs, classroom websites, newsletters, and other forms of publication technologies in addition to e-mail will be used to increase student interest in communication and collaboration and will enhance communication and collaboration between the district staff, students, parents and the community at large. Goal 20: A mobile learning environment providing one-to-one availability of anywhere and anytime learning for both staff and students will be sought. Goal 21: Student achievement in curriculum subject areas, including technology literacy, of all students is improved through the use of technology. Goal 22: Provide certifications depicting technology skills and an awareness of industry standards on the path to being college and career ready. Goal 23: ALL students (special needs, regular, and gifted/talented) will be given equitable educational opportunities and services, meeting their diverse needs as measured by 10% gain on Kentucky Performance Assessment (moving 10% out of Novice Level and increasing numbers in Apprentice and Proficiency Levels by 10% in all content areas), including positive program evaluations and survey results. Goal 24: School personnel will provide all students/staff with skills to keep and maintain a safe and orderly environment. Students will be taught socially acceptable conflict resolution, healthy lifestyles, and self-image boosting strategies.

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Action Plan: Strategy/Activity Strategy/Activity

Instructional Outcome

The district will continually seek new, creative and diverse technologies to provide students and staff an optimal learning and teaching environment.

Improved staff proficiency as evidenced by district walkthrough and TRT evaluations.

The district will seek to improve network connection speed, availability and reliability to promote readily available access to information.

Improved staff proficiency as evidenced by district walkthrough and TRT evaluations.

The district will upgrade, or purchase new hardware and software to provide the most current, reliable and robust teaching and learning environment.

The district will maintain and purchase software licensing as needed.

The district will provide content filtering for the safety of staff and students. The district will seek to improve communication methods and collaboration tools.

Timeline

Ongoing

Improved student scores as evidenced by state assessment test, and local assessment. Ongoing

Person Funding Responsib Source le Local Funds, KETS, District KISTA, Staff ERate, Grants Local Funds, KETS, KISTA, ERate, Grants

Technolog y Staff

Title II-D NonCompetit ive Local Funds

Title II-D Stimulus, Local Funds

Increase internet safety such as less cyber-bullying as evidenced by local assessment.

IDEA B Stimulus, Local Funds

Increase and improve communication between staff, students, and parents by adding additional cellular and land lines, electronic communications and paper-based notifications.

The district will coordinate activities between various funding sources.

The percentage of teachers qualified to use technology for instruction will increase.

The District will plan for and pursue a one-to-one device ratio for staff and students with optional “always on” internet access.

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The percentage of teachers, in the aggregate and in high poverty schools, who are qualified to use technology for instruction will increase by ½ from the baseline year 2008-2009 to the year 2009-2010 and by ½ more each year to the year 2013-2014. Increase communication, collaboration, productivity and technology proficiency.

ARRA EETT Title II Part D Competitive, Local Funds Local

Ongoing

Ongoing

All stake holders

Local Funds, KETS, KISTA, ERate, Grants

Teachers will instruct to increase awareness and understanding of varied cultures, utilizing such technology as the Virtual Library Educators will provide and promote appreciation for equal opportunities for ALL students including curricular materials, career preparedness, referrals for special services, and goal-setting for greatest achievement. Teachers will attend PD, such as classroom differentiation, to identify available programs and strategies for special diverse populations including gifted as well as the criteria for participation in each. Student exposure and involvement will increase by integrating content areas for all students through work-world experiences, and enhancement programs, community visiting specialists, field trips, student performances, technology experiences and additional guidedlearning-class time. The district will implement school wide initiatives to increase parental involvement in the academic setting through regional parent networks, technology, parent groups, conferences, regional trainings, and incorporating FRYSC services. School personnel will provide all students/staff with skills to keep and maintain a safe and orderly environment. All staff be aware of the “Bullying Bill” and know the requirements and provisions of HB91. Provide opportunities for two-way communications with stake holders and community partners. Update, revise and expand the district website utilizing student run helpdesk and website development teams Research and pursue curriculum with a focus to College and Career Readiness Standards.

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Teacher lesson plans and student work samples will reflect instruction and increased awareness of multi-cultures and equity issues. Teacher lesson plans and student work samples will reflect instruction and increased awareness of multi-cultures and equity issues. Survey results will reflect increased self-confidence of staff to provide strategies and referrals for services to meet the needs of diverse populations. All participating students (with those in greatest need receiving service first) will learn a variety of skills from experts based on plans related to student needs and quality of plan as evidenced by intersession evaluation data. Parents will be actively involved in academics and the special education process supported by student assessment data and sign in rosters at SBARC meetings.

Local Funds Ongoing

District Staff

Local Funds Ongoing

District Staff

Local Funds Ongoing

District Staff

Local Funds

Ongoing

District Staff

Local Funds Ongoing

District Staff

Local Funds Reduction or elimination of Bullying in schools to assure a safe environment for the wellbeing of ALL students.

Ongoing

District Staff

Improved community wide support for the district.

Ongoing

Technolog y Staff

Improved community wide support for the district.

Ongoing

Technolog y Staff

Local Funds

Local Funds

College and Career Readiness Standards into instruction utilizing curriculum like Microsoft’s IT Academy and IC3 certifications.

Local Funds Beginning 7/2012 Ongoing

District Staff

Continual training for teachers on the topic of Internet Safety this summer. Internet Safety will be in combination with other professional development topics. The trainings for both teachers and students will be complete by this fall.

The Internet training will provide teachers the information needed to inform their students of the importance of Internet Safety awareness.

Research student to student mentoring program for digital citizenship, Web design and technical support.

Pursue meaningful and creative ways to achieve College and Career Readiness

Increase the averaged combined reading and math K-Prep scores for Green County Intermediate School and Primary School students from 44% to 72% in 2017.

Increase the averaged combined reading and math K-Prep scores for the Green County Middle School students from 44% to 72% in 2017.

Increase the average freshman graduation rate from 83.9% to 90% by 2016.

Increase the percentage of students who are college and career ready from 40.4% to 67% by 2016.

Increase the average combined reading and math proficiency ratings for all students in Green County Intermediate and Primary School in the non-duplicated gap group from 39.3% to 67% in 2017.

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Utilize technology to collaborate to increase the overall reading and math for elementary students from 44.1% to 49.7% by 05/15/2013 as measured by K-Prep. Utilize technology to collaborate to increase overall reading and math for middle school students from 34.9% to 41.4% by 05/15/2013 as measured by K-Prep. Utilize technology to collaborate to increase the freshman graduation rate from 83.9% to 86% by 05/15/2013 as measured by as measured by the graduation formula. Utilize technology to collaborate to increase the college and career ready percentage from 40.4% to 53.8% by 05/15/2013 as measured by the Unbridled Learning CCR formula. Utilize technology to collaborate to increase the average combined reading and math proficiency ratings for all students in the nonduplicated gap group from 39.3% to 45.4% at GCIS by 05/15/2013 as measured by K-Prep.

Local Funds Beginning 5/2012 Ongoing

District Staff

Local Funds Beginning 5/2012 Ongoing

Technolog y Staff Local Funds

Beginning 7/2012 Ongoing

District

Local Funds

Beginning 7/2012 Ongoing

District

Local Funds Beginning 7/2012 Ongoing

District

Local Funds Beginning 7/2012 Ongoing

District

Local Funds

Beginning 7/2012 Ongoing

District

Increase the average combined reading and math proficiency ratings for all students in the Green County Middle School in the non-duplicated gap group from 29.6% to 65.9% by 2017.

Increase the average combined reading and math proficiency ratings for all students at Green County High School in the non-duplicated gap group from 37.3% to 67% by 2017.

Increase the averaged combined reading and math Quality Core Scores for Green County High School students from 39.8% to 72% in 2017.

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Utilize technology to collaborate to increase the average combined reading and math proficiency ratings for all students in the nonduplicated gap group from 29.6% to 36.6% at GCMS by 05/15/2013 as measured by K-Prep. Utilize technology to collaborate to increase the average combined reading and math proficiency ratings for all students in the nonduplicated gap group from 37.3% to 43.6% at GCHS by 05/15/2013 as measured by End-ofCourse assessments. Utilize technology to collaborate to increase overall reading and math for high school students from 39.8% to 45.8% by 05/15/2013 as measured by ACT Quality Core End-ofCourse scores.

Local Funds

Beginning 7/2012 Ongoing

District

Local Funds

Beginning 7/2012 Ongoing

District

Local Funds

Beginning 7/2012 Ongoing

District

Student Technology Literacy Skills Strategy/Activity

The percentage of students by the end of grade 8 that meet or exceed state standards for student literacy in technology will increase.

The percentage of students by the end of grade 8 who are performing at or above grade level in mathematics will increase.

Teachers will teach from the aligned/mapped curricula and will complete a core content checklist with assessment for documentation of when core content/POS was taught and how core content/POS was assessed. Using Simple Assessment to diagnose technological needs of students and utilize data as an instructional guide. Use of Technology teachers in the elementary grades for introducing students to Microsoft Word, PowerPoint, and Excel. GCMS also utilizes the Technology teacher to teach the Practical Living/Career Studies content through the use of technology.

Use of end of course assessment to diagnose technological needs of students and utilize data as an instructional guide.

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Instructional Outcome The percentage of students by end of grade 8 that meet or exceed state standards for student literacy in technology will increase by ½ from the baseline year 2008-2009 to the year 2009-2010 and by ½ more each year through the year 2013-2014. The percentage of students by the end of grade 8 who are performing at or above grade level in mathematics will increase from 44% in the baseline year 2008-2009 to 50% in the year 2009-2010 and will increase at least 6% more each year through the year 2013-2014. Student proficiency will increase after having been taught what is measured on state assessments as measured by assessment reports and teacher observation.

Student proficiency will increase after having been taught integration of content and technology to include, but not limited to creating letters, memos, various publications with specified text features.

Student proficiency will increase after having been taught integration of content and technology to include, but not limited to creating letters, memos, various publications with specified text features.

Timeline

Person Responsible

Funding Source

District Staff

ARRA EETT Title II Part D Competitive Local

District Staff

ARRA EETT Title II Part D Competitive Local

District Staff

Title I Part A Basic Title II Teacher Quality Local

District Staff

GCMS grant, Enhancing Education Through Technology (EETT) Local

District Staff

Local Funds, Title II Part D, Grants

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Integration of Technology into Curricula and Instruction Strategy/Activity

Instructional Outcome

The district will provide training in the best ways to implement and utilize available resource, by assessing staff training needs, especially for new staff, conducting follow-up training and provide technical support for all offered professional development sessions, and developing recommend procedures to assure that staff share with colleagues and utilize what they have learned in PD training.

Improved staff proficiency as evidenced by district walkthrough and TRT evaluations.

The district will increase focus on training, on implementation, and utilization of previous purchases. This will be accomplished by proposing the increase of an instructional technology allocation for each school to assist in promoting these technology utilization and integration environments.

Teachers will teach from the aligned/mapped curricula and will complete a core content checklist with assessment for documentation of when core content/POS was taught and how core content/POS was assessed. GCMS Technology teachers integrate the content of Practical Living/Career Studies with technology skills. Continued technology training to expand usage and to meet technology proficiency standards will be implemented with the assistance of a District-Wide Technology Resource Teacher. Writing Program Review requires a technology component. Each school is required to use technology as a tool to research, organize, evaluate, and communicate information.

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Improved student scores as evidenced by state assessment test, and local assessment.

Timeline

Person Responsibl e District Staff

Funding Source Local Funds, Title II Part D, Grants

Ongoing

Improved student scores as evidenced by state assessment test, and local assessment.

Student proficiency will increase after having been taught what is measured on state assessments as measured by assessment reports and teacher observation.

Ongoing

District Staff

Title I Part A Basic Title II Teacher Quality Local Funds

District Staff

Title V PD Title I, Part C Carl D. Perkins Fund Local Funds Grants

Increased proficiency and use of technology as measured by PD summary/evaluation reports and usage logs will be demonstrated. Students will be able to create analyze and evaluate multimedia texts, create products for electronic portfolios, and/or make thinking public beyond the classroom (website, blogs, etc.)

Ongoing

Staff Training/Professional Development Goals Professional Development will be provided locally and at the regional and state level. Professional Development will be an ongoing process as requested by staff and/or mandated by the local school, district and/or state agencies. Professional Development will be used to support the needs of new and existing staff as we continue to integrate training into the districts professional development plan. Our staff will participate in professional learning during make-up days at the end of the 2014-15 school year. Teachers and staff will be informed of the process that students and staff will follow on days deemed as nontraditional. Teachers will have time to collaborate with other teachers skilled in utilizing blended learning on a regular basis. Also, staff will continue to improve their skills in blended learning during early release Fridays when time is set aside for work during PLCs. Teachers will work together to determine appropriate lessons to assign online as well as include in the students’ work folder. The training will be in the form of but not limited to the following:                                     

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United Streaming PD PW Trans PD (Transportation Software) Smart Classroom Technology PD Adobe Studio 8 PD Infinite Campus PD (Student Information System) PLATO PD Small Group Studies Novel Stars PD (credit recovery) E-School PD (credit recovery) In-service AutoCAD PD Peer Mentoring MAP Assessment PD (Measure of Academic Progress) Student Tutoring AUP (Appropriate use Policy) Training and Awareness PD District/School Technology Meetings Carnegie Learning Renaissance Learning (Accelerated Math, Accelerated Reader ...etc) School Visitations Interwrite RM Easyteach Software TurningPoint MID (Mobile Internet Devices) Helpdesk and STLP Social Media Web 2.0 Technologies Unified Messaging (Voice/Voice Mail/Fax/Instant Messaging/Video Conferencing/etc..) One-Call-Now (Parent, Student and Staff notification System) Online/Electronic Text books Destiny/Follett Document Camera Study Island CIITS Classroom Audio System Promethean Smart branded technologies ExamView

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IC3 (Internet and Computing Core Certification) training, exam and certifications STLP SMS (short message service/Text Messaging) Microsoft IT Academy Lunch Box (Foodservice Program) G-MADE (Group Mathematics Assessment and Diagnostic Evaluation) GRADE (Group Reading Assessment and Diagnostic Evaluation) PAS (Predictive Assessment Series from ThinkLink/Discovery Education) COMPASS (Computer Adaptive Placement Assessment and Support System) End of Course Assesment LYNC Mobile Device (Android/IOS/Blackberry/Windows Phone device) Blogs Google Applications Wordpress Blogger Windows Live Office365 Sharepoint Opensource Technologies Opensource Content Apple Volume Purchasing Program Online learning Edmodo Evernote Dropbox Management systems for learning and content CIITS Dropbox MobyMax APEX Schoolology Writestepswriting

Current Technology and Resources Currently the technology staff consists of a full time DTC (District Technology Coordinator), a full time technician, and a full time TRT (Technology Resource Teacher) and a part time technician. The DTC oversees the entire operation of the technology for the district. The technician supports the DTC in the everyday running of the operation of the district. The TRT works with the technology staff and the staff of the school district. Our current technology consists of 111 projectors, 64 wireless smart tablets, 60 smart boards, five projection TV’s, 57 Classroom Performance Systems, 15 digital cameras, 6 digital camcorders, 15 PDAs, 60 laptops, 200 terminals, 35 servers and 725 desktops. Our phone systems, security systems, multimedia capabilities, have been upgraded. We will be seeking to expand our phone system into a unified communication system incorporating texting, fax, voice mail, call conferencing, video conferencing, instant messaging and other technologies into our existing voice and cellular systems. We are continue to upgraded and modernizing our camera system servers to better support and maintain a safe learning environment. Implementation and evaluations are underway of an automated calling system (One Call Now) to provide near instant notification to students and parents regarding vital school notifications. Coordination of activities between funding sources are continuous and ongoing. We are continuing a multiyear initiative to place smart classroom technology in each classroom modernize existing phone systems and provide for wireless connectivity in each building. We have added 75 MID (Mobile Internet Devices) to our technology tool belt and plan to add 200 new MID for staff and students as an expansion on our pilot and expand to 2000 MIDs in stages as we have success with each previous deployment. These MID will consist of phones, tablets, netbooks or an equivalently capable device. Our current goal is to provide “Anywhere and Anytime Learning” to our staff and students with the future goal of “Everywhere and All the Time Learning”. We are currently evaluating whether it is feasible to provide the devices or if the students would be better served with a bring-your-own deployment. Our internal assessment shows availability and lack abundance of technology to be a liability. The smart classroom technology is a current trend that holds great promise in dramatically affecting student and teacher communication and learning. The limiting factor is availability and complicated setup and configuration. The district is purchasing this technology to increase availability and mounting the hardware to prevent the need for setup and configuration. Our goal is to have at the end of this project 200 staff MID, 1800 student MID, 150 new workstations (desktop and/or laptop), 70 smart classroom bundles to include projectors, document cameras, wireless tablets, in-ceiling speakers, smart boards, some type of response system and software, as well as 10 servers and various accessories. We will then evaluate and the impact of these additions and make adjustments for future purchases. Various software for managing, monitoring, and evaluating these technologies and plans are being considered and proposals sought. In the Green County Schools, we have many teachers who use CIITS, Google Docs/Classroom, Edmodo, and various learning management applications in their classrooms in order to communicate and keep students continuously connected and engaged. The Success Academy in Green County, a credit recovery program, is a non-traditional environment for students. Students take on-line courses in APEX but also have the option to complete career and technical courses. Students are successful in completing on-line courses at the Success Academy. Several Green County High School students take on-line AP courses with successful completion. All of our schools incorporate learning management systems as instructional tools which is commonplace during a traditional day for our students. Our district intends to improve and refine blended instructional strategies in all classrooms with further professional learning from the Kid-Friendly/RTTT grant sup-port as well as various resources. Gold Days will be a continuation of instruction already provided to our students. Teachers have several digital resources that have been used throughout the district. Professional learning will continue to enhance the level of growth of the teachers across the district to incorporate blended learning all during the school year. Teachers will be expected to assign at least one on-line lesson per week beginning with the 2015-16 school year. Therefore, teachers and students will have appropriate skills to manage learning from home during bad weather or emergency days. Since all schools have access to learning management systems, teachers will prepare assignments during the fall for non-traditional instruction days using a system selected by each school. The student assignments will focus on enduring skills that can be reinforced anytime during the months of January, February, and March. Students will have options for accessing and 15

completing work assigned on non-traditional instructional days. Most students will complete work at home, accessing assignments through an on-line management system or from downloadable documents. For students without on-line access at home, they may complete the same on-line assignments but provided in paper form. Each school in the Green County District utilizes various learning management systems. All teachers in this district have been trained to use Edmodo, CIITS, and various systems. Some classroom teachers utilize Edmodo on a regular basis to make student assignments or as a form of communication with students and families. The high school faculty has made Google Docs/Classroom their main learning management system. The teachers in Green County commonly use CIITS, Study Island, MobyMax, Khan Academy, Google Drive, along with various other systems specific to certain grade levels. Teachers and students in our district have access to APEX as well. On-line assignments will be provided as hard copies and will be designed according to common core standards, daily learning targets, and district pacing guides. Students will focus their instructional time on completing tasks based on enduring skills identified by teachers. The paper versions will be given to students during the first week of December of the current school year. The paper assignments will include a minimum of five day assignments and a maximum of ten days. Students will work on reading, math, science, socials studies, college/career readiness standards, or any other projects/products deemed necessary by teachers and staff.

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The type of trainings needed relate to the types of technology available now and becoming available in the future and include but are not limited to the following:

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United Streaming PD Smart Classroom Technology PD Adobe Studio 8 PD Infinite Campus PD (Student Information System) PLATO PD Small Group Studies and In-service Novel Stars PD (credit recovery) E-School PD (credit recovery) AutoCAD PD Peer Mentoring MAP Assessment PD (Measure of Academic Progress)  Student Tutoring  AUP (Appropriate use Policy) Training and Awareness PD  District/School Technology Meetings  Carnegie Learning  Renaissance Learning (Accelerated Math, Accelerated Reader ...etc)  School Visitations  Interwrite  RM Easyteach Software  TurningPoint  MID (Mobile Internet Devices)  Helpdesk and STLP  Social Media  Web 2.0 Technologies  Unified Messaging (Voice/Voice Mail/Fax/Instant Messaging/Video Conferencing/etc..)  One-Call-Now (Parent, Student and Staff notification System)  Online/Electronic Text books and content management  Diigo (social bookmarking)  Destiny/Follett  Document Camera  Study Island  Classroom Audio System  Promethean  Smart branded technologies

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ExamView IC3 (Internet and Computing Core Certification) training and exam STLP SMS (short message service/Text Messaging) Microsoft IT Academy Lunch Box (Foodservice Program) G-MADE (Group Mathematics Assessment and Diagnostic Evaluation) GRADE (Group Reading Assessment and Diagnostic Evaluation) PAS (Predictive Assessment Series from ThinkLink/Discovery Education) COMPASS (Computer Adaptive Placement Assessment and Support System) End of Course Assesment LYNC Mobile Device (Android/IOS/Blackberry/Windows Phone device) Blogs such as Wordpress and Blogger Google Applications Windows Live Office365 Sharepoint Opensource Technologies and content Apple Volume Purchasing Program Edmodo Evernote CIITS Dropbox MobyMax APEX Schoolology Writestepswriting

Evaluation Careful tracking of assets and inventory control will be used to ensure appropriate use of resources and sufficient accessibility. Coordination of activities between funding sources are continuous and ongoing. Parent and student surveys will be completed at the beginning of each school year to determine the access students have for internet services and devices available while students are at home. According to the results of the survey, teachers and staff can plan on-line assignments as well as paper versions depending on the results of the survey. Teachers will also consider the learning styles of their students so that students have a choice in how the assignments are completed on non-traditional instructional days. Per our application for the Non-Traditional Instruction Program: Student participation will be monitored through the learning management systems when students have access to on-line assignments. Google Docs and Edmodo are prevalent learning management systems currently used in our district. Both will track participation and measures of learning. These are a couple of examples that teachers can use to communicate assignments, collaborate on projects, open discussion points that lead to other digital learning tools. Students that complete paper versions of on-line assignments will be required to turn the work into their teachers once school is back in session. A log of all hours worked shall be maintained and reconciled prior to the end of the school year. A call log/on-line log will track students’ time on instructional tasks and will be kept by each teacher. Principals may work with individuals to develop an alternate plan if staff availability does not meet duties outlined in this plan. Staff that have not met contractual obligations shall make up work prior to the closing day of the current school year. The expectations for student work will be the same as if the students were sitting in the classroom. Students will be expected to participate and engage in the on-line or paper/pencil work as well as complete all work assigned by their teachers. Evidence of learning on non-traditional instructional days will be gathered by utilizing learning management system reports and maintaining records of outcomes completed. Student work folders will be collected when students return to school and graded for completion and accuracy. Teachers will provide feedback to students while monitoring their progress on-line, through email, or by phone. The district will collect reports from each school following the first non-traditional instruction day in order to make necessary operational adjustments before utilizing an additional day. This will allow administration to ensure the proper time and resources are available to all students in order to continue high levels of learning when non-traditional time is being used. Teachers will evaluate the student work from the digital assignments and formative assessments to determine if students have met the learning outcomes. PLC teams will review student work submitted and develop an analysis report for building principals. The analysis will include evidence of student growth on enduring skills, work completed, and average time on-task. Special education teachers shall have access to all digital content and paper assignments where their caseload of students is involved. These teachers will also collaborate with regular education teachers to plan lessons according IEP plans developed for each student. Modifications and adaptations will be made before any assignments are communicated to students. Plans for student work assignments and results of that work will be discussed in ARC meetings as needed. All grade level and department teachers will collaborate on assignments made for students with Gifted Student Service Plans and Program Service Plans in order to make sure the instructional assignments are enriched/accelerated or modified for English Language Learners. Classroom teachers will be responsible to ensure the plans are being followed on all of the students’ work.

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District evaluation of the technology plan and its goals will include but not be limited to the following:                      

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CATS Scores Technology Walk through Documents School and District Observation Measure of technology use by TRT and other Administrative Staff. Computer usage as measured by KDE network monitoring. Software usage as measured by district monitoring tools. Student projects produced. Teacher proficiency in the use of technology as measured by the ISTE standards and indicators. Periodic review of the technology plan as part of the school and district planning process, including tracking progress toward specific goals and adjust goals and activities accordingly. Periodic review of school and district needs as evidenced by computer lab logs, school inventories, circulation records, and school technology plans. Proxy monitoring as a review and evaluation as a supplement to classroom management of our internet usage to ensure CIPA compliance. Periodic review and re-evaluation of the coordination of activities between funding sources as evidenced by usage logs, receipts from purchase orders and group meetings. Microsoft IT Academy certification Internet and Computing Core Certification (IC3) Digital Driver’s license G-MADE (Group Mathematics Assessment and Diagnostic Evaluation) GRADE (Group Reading Assessment and Diagnostic Evaluation) PAS (Predictive Assessment Series from ThinkLink/Discovery Education) MAP (Measures of Academic Progress) COMPASS (Computer Adaptive Placement Assessment and Support System) End of Course Assesment CIITS

Budget The annual budget summary on the following pages reflects sufficient resources to acquire and support all technology outlined in this plan. Expenses include e-rate discounted and non-discounted hardware, software, professional development, and other miscellaneous costs associated with each goal. The careful combination of board-allocated funds, along with e-rate discounts and reimbursements, state and federal funds is key to maintaining and improving our level of technology services and coordination of activities between funding sources are continuous and ongoing. PLEASE NOTE: The budgets included in this plan are best “guess” estimates and do not actually reflect budgeted funds. Because of system failures, funding cuts or other unforeseen circumstances budgets may be altered to fill a critical need.

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Approximate Budget Summary 2015-2016 Acquired Technologies and Professional Development

Ed Tech Ed Tech Competitive Formula Title Title IID IID

E-Rate

KETS Workstations (including Desktop, Laptop, and Mobile Devices) KETS Servers

NCLB/other than Title IID

KETS

$30,000 (Local and Grants) $24,539.32

Printers Wired and Wireless Networking

Other (Specify)

$5,000 Local $176,728.30

$44,182.07

Technology PD

$40,000 Local and Grants

Phone Service/Telecommunication/ etc Smart Classroom Technologies (Wireless tablets, Projectors, DVD/VCRs, Document Cameras, etc …) Phone System

$49,000

Mobile Internet Access

$80,000

$75,000 Local

$30,000 Local

$20,000 Local

Multimedia (Scanners, Digital Camera, Camcorders, etc…) Salaries

135,736.00 Local

Maintenance on Workstation Instructional Software – Various Titles Library Management (Follett Software and Hardware) Device and Client Access Licenses

$40,000 Grants $20,000 Local 24,994.32 Local

Contingency Funding TOTAL

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$305,728

$68,721

$374,450

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