Vance County Schools has developed an educational technology plan to support the system’s mission of educating all students to prepare them for life-long learning and productive citizenship. This plan addresses that mission through the use of technology tools as integral components of teaching and learning in its K-12 schools. It reflects the overall mission and goals of Vance County Schools within those adopted by the North Carolina State Board of Education.

Vance County Schools’ Vision Statement reflects the comprehensive approach the system uses to coordinate all resources in the development of strategies for achieving student success.

FACILITIES CURRICULUM

PERSONNEL

TECHNOLOGY

Vance County Schools envisions . . .

Specifically, the Vance County Schools Technology Plan reflects the strategic priorities of the North Carolina Department of Public Instruction and the Vance County School Board which include: high student achievement; safe and orderly schools; quality professionals; effective, efficient operations; and community and family support.

Every Vance County Schools graduate will possess the technology skills required to successfully participate in the American economic and political system and as a member of a greater global society. As indicated in the content and philosophies of the North Carolina Standard Course of Study and the ABCs of Public Education, technology tools will be used to nurture and empower the development of students to become self-directed learners, complex thinkers, quality producers, collaborative workers and community contributors.

Technology tools will focus on supporting the instructional goals of the school system. As such, technology targeted instruction will help students learn how to select, evaluate and use a variety of applications and resources for personal and academic needs.

Principals, as instructional leaders, will model the effective use of technology in the educational environment. Teachers and administrators will use technology to more effectively address the learning styles associated with a technological society.

Since 1995, Vance County Schools has increased efforts to integrate technology into the instructional program. With more accessibility to technology tools, connectivity and system-wide licensed software, there has been a marked increase in the use of technology as a method of and support for instruction at all levels.

Administrators and teachers are using technology to track and analyze student performance and to plan for instructional modifications as needed. All schools use ABC Tools and where applicable, VOCATS results to identify needs and adjust instructional programs. The A+ Software program is networked at every school and is used to track student progress, evaluate skills levels and provide remediation of students throughout the school year. Accelerated Reader is also available in all schools and Accelerated Math will soon be system-wide. Skills Bank and other development software are being used by many teachers to further assess and assist student growth.

Technology tools are being used with all ability levels and all learning styles. The original concentration of technology from the 1995 Instructional Technology Plan began with grade six. Due to multiple factors, (teacher turnover, inconsistent and inadequate funding, and a reconfiguration of grade levels at elementary and middle schools, change in school leadership) there was not the progress in technology integration that was anticipated at that level. However, over the last three five years, there has been a dramatic change in all areas of the technology program. With the connectivity project and increased access to computers has come an increase in teacher desire to use electronic resources to assist student instruction and planning for improvement.

All but two schools have at least one lab for student use. and both those schools have plans for labs this year. All media centers have multiple networked computers and all but two use flexible scheduling to provide resources and services at the point in time that fits the curriculum need. All but one schools have a minimum of one connected computer in each classroom and that one has two connected labs for student use. Mostany teachers are just beginning to use email for communication and sharing. Administrators are using email as the primary form of communication and are encouraged to make that the primary format within their school for disseminating staff information. Teachers and other staff are using Outlook Express for email. Teachers and administrative staff are using the full Outlook package for email communication, planning and scheduling.

The level of available technology has varied from school to school dependent upon in-house planning and parent support. The goal of the Vance County School Board and the technology department is to assure that every student in every school in the system has equitable access to and opportunity for the instructional enhancements available through the integration of technology. In the last two years, the student to computer ratio variance between schools has narrowed with all schools lowering the ratio to a system average of 1:4.

In 2001-2002, 81.4% of Vance County Schools students passed both components of the Computer Skills Test. Students not passing both of these tests are provided remediation and re-testing. It is anticipated that with increased opportunities for use, and by infusing the Information Skills and Technology Computer Skills curricula from kindergarten, the yearly percentage of students passing will increase and the need for remediation and re-testing will diminish accordingly.

To enhance teaching and learning through the infusion of technology into the classroom and within the content and philosophies of the North Carolina Standard Course of Study and the ABCs of Public Education, Vance County Schools will implement the following instructional initiatives and timeline.

Every educator (teachers, administrators and staff) will acquire the technical skills necessary to effectively use technology as an integrated tool for teaching and learning. Educators will serve as models for students and each other as life-long learners. Technology staff development, designed for the practitioner, is not limited by time, place or availability of instructors.

As active learners involved in their own growth, educators will seek staff development that will enhance their work and benefit both themselves and their students. Positive attitudes toward growth, provision of adequate resources and sufficient time for preparation and supportive administrators will promote the implementation of creative, meaningful integration of technology into classroom instruction.

Vance County Schools has sought a variety of methods to provide extensive staff development opportunities for all personnel. Workshops are continuously provided throughout the school year and during the summer. A technology training center has been located at Northern Vance High School L.B. Yancey Elementary School. In order to maximize available time, sessions are scheduled during and after the school day, on staff development and teacher workdays and on weekends. One on one sessions are also conducted during and after school, including during class sessions to model work with students. Employees also take many general technology courses at the local community college and participate in programs offered by NCCAT, Teacher Academy and the Principals Executive Program. Software vendors seeking to provide system-wide products for Vance County use, must provide staff development services and continuing support as a integral part of the purchase.

While conventional staff development has been successful, it cannot keep up with demand or produce the critical mass of prepared professionals to maintain the level of curriculum integration needed to produce the impact desired. The system has partnered in several grant funded staff development initiatives. Most schools target a portion of their Eisenhower program funds each year to technology training as a part of the technology portion of their School Improvement Plan. These approaches have produced excellent experiences, but prove to be very expensive per participant.

As a result of the continuing need, Vance County Schools, under a Technology Literacy Challenge Fund Grant is developed ing thirty-two sixty-four on-line staff development courses designed specifically for public school educators and tied directly to the NCSCS. The background materials and exercises in these tutorial courses have been developed by Vance County Schools teachers from all grade levels with expertise in all curriculum areas. Community college and university technicians have been responsible for the technical design of the program. Since these on-line courses reside on a Vance County Schools staff development server which is accessible to employees from the system’s home page, employees will be are able to work on the courses at work or at home, at any time of the day or night. Selection of on-line courses for credit is based on state guidelines.

The Vance County School Board takes the need for technology literate personnel very seriously. Recognizing how rapidly things change in the field of electronic technology, and the continuing need of students, the Board adopted a technology staff development policy requiring each certified employee to complete 5 CEUs or 50 hours of technology staff development each renewal cycle.

In an attempt to prepare all employees to better use technology in an integrated approach to achieving school improvement goals and to generally promote professional growth, Vance County Schools has outlined the following initiatives and timeframe.

Vance County Schools will access high speed IP Internet connectivity via a Frame Relay WAN supporting a T-1 connection or better. All students will access the Internet through the use of multi-media computers in the media center, in individual classrooms and lab settings. All staff will be provided Internet access and e-mail accounts available through classroom desktop work stations as well as roaming access on any computer in the school system. Every classroom will have multiple data ports, voice connection and a voice/video port.

Within each school, Local Area Networks with switched 10/100 Mbps data connectivity provide administrative networks, networked academic software and Internet capabilities for every classroom and instructional area. IP connectivity also supports AS400, SIMS (NCWISE) and the ITS mainframe. Each school’s LAN will host a minimum of one program/proxy server to provide academic software, enhance available bandwidth and increase security.

The central communication center for the WAN will host servers for: 1) mail, IMAP, 2) proxy and web filtering, 3) administration for TCP/IP services, news, tape backup, web site management, directory and other administrative services, 4) AS400 RISC, and 5) on-line staff development and shared program software.

Currently, all fifteen schools and an administrative office are connected to a system-wide WAN. All administrative areas have at least four data ports and voice connection. Every instructional space, with the exception of newer mobile units, have a minimum of six data ports, a voice connection and one voice/video hook-up.

All data connections are Category 5 copper with fiber optic connections to mobiles units and fiber optic backbone between multiple communication rooms. Ethernet connectivity to workstations in the WAN are designated, switched 10 Mb segment. All new servers in the WAN are designated, switched 100 Mb segment. Every Category 5 cable drop has a switched 10 Mb Ethernet port connection. All schools have a switched 100 Mb Ethernet backbone.

Current WAN connectivity is supported by Frame Relay with 4 T-1s and a fractional T-1 /384K at the communications center, and a 3meg pipe to the Internet. Ten schools and an administrative office access the WAN via 128K Frame Relay circuits, four schools have 256K circuits and one is connected by a 384K circuit. Currently, two of the 256K circuits are being upgraded to 384K and seven of the 128K are upgrading to 256K circuits. Within the WAN there are T-1 connections at the high schools, 384K circuits at six schools, 256K circuits at five schools, 128K circuits at one school and four administrative offices.

All school site LANs have been consolidated and integrated into the WAN. An Internet firewall serves as a gateway to the Internet for network security and network address translation. Each school has or is currently installing a LAN server which houses academic programs and proxy software.

SIMS and AS400 backups are conducted daily with system backups stored in an off site vault. Tape backups of WAN information are made nightly and follow the same off-site procedures as those for SIMS and AS400. Each school maintains a tape or zip backup of academic programs daily.

The central communication center for the WAN currently hosts servers for: 1) mail, IMAP 2) proxy and web filtering, 3) administrative for TCP/IP services, news, tape backup, web site management, directory and other administrative services, 4) on-line staff development and shared program software, and 5) the SMS server. The AS400 RISC though housed at a separate location,, while is on the WAN, and users connect using TCP/IP..is currently housed at a separate location. IP connectivity to the ITS mainframe for bus garage applications has not yet been included on the WAN. Services for the bus garage and two other administrative buildings are through a AS400 Client Access over the SNA network and through a dial up ISP for Internet access and e-mail services.

The WAN operates on a Microsoft server platform with Exchange Server software for e-mail service with and Outlook Express for classroom use and Outlook for administrative offices. Microsoft Proxy, Internet Explorer, Microsoft Windows NT Server CALs, CyberPatrol for Microsoft Proxy and Microsoft Exchange Server CALs are the operating software packages for the WAN. Microsoft Exchange Web Access is used for remote email access.

The use of Microsoft System Management Server (SMS 2.0) provides management functions that allow remote administration, application deployment and version management, hardware and software inventory and system use audits as necessary across the WAN from the main communications center.

An ISDN line and Intel-based video conferencing equipment provide real-time audio-video teleconferencing in either the media center or multi-purpose room at Dabney Elementary School.

A timeline for initiatives related to infrastructure and connectivity includes the following.

Vance County Schools seeks to provide technical/instructional support for all school and district personnel by employing sufficient numbers of qualified professional and technical staff in all areas of media and technology. Every instructional and administrative area needs access to support staff who will readily provide training, resource evaluation, assistance in technology and media integration, and will make routine repairs and troubleshoot problems. Educators in all areas of the system will more readily integrate technology if they have ready access to reliable technology systems and assistance in developing meaningful instructional connections.

• One Technology/Media Director

• One Information Systems Director – SIMS/NCWISE/AS400

• One Instructional Technology Services Coordinator/WAN engineer

• Two Software Support & Training Coordinator

• Two Technican II

• One SIMS/NCWISE data manager at each school

• One full-time library media coordinator at each elementary and middle school with populations under 1,000

• Two full-time library media coordinators at each high school

• One full-time library media assistant for the two high schools, one full-time library media assistant for each middle school and each elementary school with populations over 660

• One half-time library media assistant at each elementary school with populations under 660
• One instructional technology teacher at one elementary school (L. B. Yancey)

• One technology teacher assistant in six elementary schools (Carver, Clark St., Dabney, Rollins, Pinkston, New Hope)
• One technology remediation teacher in each high school

• At least one Technology Resource Contact (TRC) in each school for first responder assistance with technology issues

A timeframe for employment of additional personnel needed to support the current level of technology as well as the proposed level outlined in this technology plan is as follows:

Students and staff will have access to an increasing array of technology based resources for enhancing instruction and learning. Through the use of DPI purchasing initiatives, district-wide licensing opportunities, and standardized procedures for software purchasing, Vance County Schools will increase availability of relevant resources, provide current research materials and maximize the district’s purchasing power. These resources will be accessible for all students and staff through media centers, classrooms, offices, home, and other remote sites.

To make multiple resources available to all students and staff many preliminary actions must be taken. All buildings must become WAN and Internet capable as indicated in the Infrastructure/Connectivity portion of this plan. Classrooms and media centers must be connected and equipped with suitable hardware as reported in the hardware portion of this plan. Home page links for remote access and specific software programs (i.e. automated media software) must be addressed to realize the maximum use of on-line, LAN, WAN resources. Vance County Schools has made the following progress toward achieving statewide recommendations for access to technology-based resources.

• A LEA web-site is active and current.

• All schools have are in the process of developeding web-sites. Staff development has been conducted.

• All staff and students have access to online resources for research.

• All staff has access to system provided e-mail accounts through a network at work and through web-based access at home or travel.

• All classrooms have access to basic application software.

• All students and teachers have access to NC WISE OWL.

• Access to the school’s library media collection via an online public access catalog is being made available to all schools with automated catalogs. All but three schools have or are currently installing automated media systems.

• All classrooms and administrative facilities have access to Internet resources.

• All resources acquired and used by Vance County Schools are previewed and selected based on VCS policies for selection, curriculum relevance and technical compatibility.
• All schools are using networked software, such as A+ and Accelerated Reader, to support instructional programs.
• Video retrieval systems are included in all new construction. Currently, both high schools, both middle schools and five of the elementary schools have video systems. Five schools are adding systems this year. All elementary schools have moveable satellite dishes and large screen projection TV systems in the media center.
• CD-ROMs, laser discs, videos, and satellite programming enhance the instructional program at all schools.
• Procedures for evaluating, purchasing, processing and storing electronic media have been developed and are being implemented.
• All schools have the necessary administrative software applications and on-going staff development including updates and upgrades

Identified areas for improvement or expansion in electronic resource procurement and management are as follows.

The classroom is the focal point for teaching and learning. As teaching has changed from teacher-directed to project-based learning, the need for technology in the classroom has changed. One computer in the classroom will no longer provide adequate accessibility.

The classroom should include numerous, multimedia, connected computers so the students can work on projects, access online resources, and use remediation and basic application software. The teacher workstation must be equipped for classroom administrative functions such as taking attendance, developing IEPs, communicating with parents, processing grades, analyzing student performance data, and collaborating with other professionals as well as planning for student instruction. A variety of electronic resources should be available for student and teacher use such as digital and video cameras, scanners, and assistive/adaptive devices for children with special needs. Classrooms should also have voice communication capabilities with voice mail so that teachers and parents can communicate without interrupting instructional time.

The school library media center as an extension of the classroom, is where teachers and media coordinators collaborate to bring information resources to teaching and learning. Computers in the media center serve every student and teacher in the school. Here students do research, prepare multimedia presentations, search on-site and remote databases, check out materials, and learn to evaluate resources.

Even with computers in both the classroom and the media center, a computer lab is still necessary. Labs must be a flexibly accessed space. They need to have one to one, computer to student ratio. The lab is used for whole class instruction with the classroom teacher, media coordinator and instructional technology facilitator working in collaboration to teach large groups of students, specific skills and concepts. Mobile labs are not currently planned. Laptops are available as needed.

In office areas, each administrative space is equipped with a computer that has access to networked printers. Administrative stations should have access to all appropriate student information databases (SIMS or NC WISE, D-Trak) other pertinent administrative databases such as Human and Financial Resource Systems, e-mail, and voice mail. These workstations should have access to all midrange and mainframe systems via IP where appropriate.

As of June 2002 according to the Annual Media and Technology Report for 2001-2002, the ratio of students to multimedia computers in Vance County Schools was 1 to 6.5 4.03 and the ratio of students to all computers was 1 to 5.7. A focused effort from teachers, administrators and parents has doubled the number of multi-media computers available for students by the end of the current school year.

One hundred percent (100%) of Vance County Schools permanent classrooms have Internet access with a minimum of 6 drops per room. The majority of All temporary structures also have hard-wired access. and the remaining will have wireless access during this school year. All instructional support and administrative personnel have email accounts.

Vance County Schools has operated on a split platform format basis for a number of years with a PC platform at the middle and secondary schools and MAC platform at the elementary. For the last four years the system has been making a gradual transition to a single PC platform format while continuing to preserve the considerable monetary investment in elementary hardware. Currently, all schools and administrative sites are PC platform with a limited number of MAC computers in specialized programs. Hardware purchases are facilitated by the,Technology Department and the Purchasing Agent in order to ensure compatibility and economy. The system is exploring alternatives to capital expenditures as the primary avenue for hardware procurement. Local funding is relied upon for the bulk of the hardware maintenance budget.

Vance County Schools will approach hardware acquisition and deployment initiatives for classrooms, media-centers, computer labs and administrative areas during the next four years based upon the following timeframe. Computer hardware is tracked and inventoried through the SMS package on the WAN server. Other technology hardware is inventoried as acquired by site technology committee members and entered into a system database. Capital outlay inventory is also maintained for all eligible items in the warehouse inventory. All surplus, lost, stolen, or discarded items are removed from the inventory.

Vance County Schools, working through its School Board Policy Committee, remains committed to maintaining policies and procedures. This will ensure that all of its programs and personnel meet the legal and moral obligations associated with a safe instructional setting which provides maximum teaching and learning opportunities while maintaining the balance between preserving the principles of academic freedom and observing the parameters of community standards. The policy manual is reviewed regularly. New policies are developed and adopted and standing policies are amended or replaced as needed.

Policies which impact technology resources and technology based instruction are not always technology specific. Some are general policies related to all inventory or practices in the system. All Vance County Schools policies are available on-line through the system web-site. Currently, Vance County Schools has the following policies in place:

• Instructional Materials Selection and Adoption

• Contracts and Warranties

• Copyright Compliance

• Internet Acceptable Use Policy

• Gifts and Donations to the Schools
• Obsolescence Determination
• Fixed Asset Accounting Procedure
• Protection and Care of School Property
• Personnel Records (Related to Information Access)
• Students Records (Related to Information Access)
• Technology Staff Development
• Student Code of Conduct

In addition, the following administrative procedures are currently operational in Vance County Schools:

• A Technology Standards Committee which administers

• hardware and software procurement based on IRM standards and NC

• standards and procedures for equipment and material donations;

• deployment of software and hardware based on written standards for compatibility and instructional effectiveness;

• procedures for equipment maintenance and repair;

• recommendations for scheduled equipment replacement and upgrade;

• periodic copyright and network security audits and training as required by Copyright Compliance and Acceptable Use policies including instructional use of videotapes.

• Purchasing and Distribution Office, which administers the disposal of outdated and surplus resources according to state statute.

Four Year Implementation Plan

The policy committee will continue to assess the applicability of current policies and the need for additional policies over time.

Specific policies to be addressed and a development timeline are as follows.

Budgeting for technology should cross all program areas of the school system. This unified approach will lower the Total Cost of Ownership (TCO). It will also insure that every program is adhering to technical standards, and that the hardware and software being purchased can be supported by the technical (including facility capacity) and personnel infrastructure. Technical purchases are school/department-based decision, but state and system-level standards must be followed so that repair, maintenance, support and replacement are available.

Beginning with the 1994 funding of the Technology Trust Fund, Vance County Schools has maintained an approved technology plan meeting state specifications. The original plan had never been fully implemented due to the reduction in the original funding level. The current level of state funding received for technology is roughly equal to the annual non-discounted charges for data lines forming the frame relay for the system WAN. In order to reach the current level of technology, Vance County Schools has had to plan across program areas and seek alternative methods of funding.

As a low wealth county, sources of local funding are extremely limited. Parent and business volunteers helped initial wiring during a series of "Net Days". The recent FCC initiative to provide E-Rate discounts has enabled the system to develop an extensive WAN, maintain and upgrade a frame relay system and re-designate local telecommunications funds for other technology support uses.

The rapid growth in computer technology use and the increasing demand by administrators, teachers, students and parents has led to short and long term plans for facility upgrades to support the increased demand on electrical circuits. It is difficult to provide adequate technology services when facility needs are so great. State and federal grant programs have provided additional sources of funding as have several large corporations and annual parent led fundraisers specifically designated for technology.

A timeframe for approaching budgeting initiatives is as follows.

Vance County Schools will continue to actively develop partnerships with parent organizations, business, industry, IHEs, nonprofit organizations and the community in general. The system will use partnership opportunities and communications avenues to make sure that taxpayers and legislators are aware of the impact of media and technology programs on teaching and learning in Vance County Schools.

Vance County Schools has made a dramatic leap in the level of technology accessibility for all students and staff during the last three five years. Additionally, through collaborations and partnerships with PEP, NCCAT, CISCO, ExplorNet, Vance Granville Community College and North Carolina State University, we have greatly increased the technical skills of teachers and staff. Some of our achievements resulting from these relationships include:

• Technology plans for all schools
• Internet access for all instructional and administrative areas in all schools
• Email for all staff, voice mail in each new phone system
• Staff development agreement with Vance Granville Community College
• On-line staff development project with VGCC and NCSU
• In-house computer repair training program for high school students
• Network instruction and troubleshooting experience for high school students
• Cooperative network training between high school instructor and community college instructors

In spite of the strong technology advances, there is a lack of awareness of how extensive this progress has been. This lack of recognition exists, both in the community in general and within the LEA. The school system must be aggressive in demonstrating the value and capabilities of the current level of technology available to students and staff in order to continue to expand and adequately use technology to improve teaching and learning.

Focused efforts to improve communications and increase collaboration efforts are included in the following timeline.

The vision for the evaluation of technology in Vance County Schools, is a vision of a seamless integration of technology tools into the instructional and support programs. Clearly the evaluation component must include a process evaluation to determine if components of the technology plan have been implemented, i.e. Were computers purchased according to guidelines and in sufficient numbers as planned? Did staff development activities provide the materials and practices required? This type evaluation will determine if counting and measuring tangible items and actions followed operational procedures.

Just as important, if not more so, but much more difficult to evaluate are the outcome evaluation components which determine the final value and results of any instructional plan. These questions will be harder to measure directly i.e. How does technology impact learning and teaching, especially student achievement?

Vance County Schools will incorporate a comprehensive evaluation approach to the results of the implementation of the Instructional Technology Plan 2001-2005. Evaluation components and tools will be varied to measure correlation with district and state standards, check for level and quality of actions by responsible parties and provide focused data (feedback) that can be used to determine progress and refocus as necessary.

Beyond the placement of numbers and kinds of technology tools and infrastructure as outlined throughout this plan, the vision of technology outcomes in the Vance County Schools includes:

• Technology integrated throughout the educational setting
• New electronic resources interpreted and adapted by their users
• Technological capacities matched to student learning needs
• Technology as a tool for planning, analyzing, and managing information
• Technology as a catalyst for school improvement
• Technology impacting learning and teaching, especially student achievement

Vance County Schools currently uses a variety of instruments to evaluate technology use. Each school and the system use the state Annual Media and Technology Report to check progress in technology equipment and connectivity. Completing the Milken Survey requires the system to track and compile data that allows a comparison with other states and provides data for evaluating the LEA’s technology plan.

Vance County Schools also uses the StaR chart to assess progress and target areas for growth. The system maintains data on all technology staff development conducted within the system or funded through system resources. This data includes the number of participants and the kind of staff development offered as well as individual evaluations by participants.

An overall weakness of the entire evaluation plan has involved measuring the impact of technology initiatives on teaching and learning. The recent implementation of the SEA staff development software for Eisenhower Pprogram management provides a long term evaluation component to follow up on the results of implementing new skills in the classroom gained as a result of a staff development program. The use of system-wide remediation and acceleration software is allowing for more focused awareness of individual student progress. It was the three year documented use of A+ software in one low-performing school in its computer-centered acceleration program that led to the system-wide selection of its use by all schools last year. (The school has been an exemplary school for the last three years). During 2002-2003, Vance County Schools will be conducting a project funded by Title II, Part D of the No Child Left Behind legislation. We will use the evaluation procedures from the State Technology Plan in determining the impact of the project.

Evaluation initiatives designed to measure progress toward plan goals and keep the system on course as well as provide for adjustments as necessary are included in the following timeline.

Vance County Schools Technology Benchmarks for Student Achievement

North Carolina Standard Course of Study K-12 Computer/Technology Skills

Strands: SI = Societal Issues; KU/WP/DTP = Keyboard Utilization/Word Processing/Desk Top Publishing;
DB = Database; SS = Spreadsheet;T = Telecommunications; M/P =Multimedia/Presentation