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A Tradition of Excellence TO: Dr. Bruce Law, Superintendent FROM: Pam Bylsma, Assistant Superintendent for Academics Tim Hohman, Director of Technology David Lapetino, Director of Instructional Innovation Josh Stephenson, Director of Financial Controls DATE: October 2, 2017 RE: 1:1 Learning Environment Readiness The purpose of this memo is to summarize the efforts over the past two years of the District 86 Information Technology and Instructional Innovation Technology teams to evaluate our readiness for the 2018-2019 implementation of the 1 to 1 Instructional Learning Environment Initiative. The report is divided into five sections:

After reviewing each section, you will see that District 86 is well positioned to launch its 1:1 Digital Learning Initiative. Work has been focused on the fall 2018-19 implementation date. If the Board continues to put this academic transformation at the forefront of its goals, there will be financial implications that need immediate consideration and resolution. It is our hope that these will be resolved so that our students can move into the 21st century instructional environment we collaboratively envisioned for them. We look forward to discussing that vision further at the October 2 Committee of the Whole meeting.

1. Technological Readiness a. Network Recommendations b. Internet Bandwidth Monitoring c. Wireless Network Monitoring

2. Chromebook Support Readiness

a. Technology Support Internship Course b. IT Staffing

3. Teacher Readiness

a. Instructional Technology Environment b. Formative Assessment c. Learning Management System

4. Student Readiness

a. Digital Literacy Skills b. Connectivity

5. Financial Readiness

a. Devices b. FTE (Full Time Equivalent) Employees c. Infrastructure Requirements d. Software Needs

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SECTION 1: TECHNOLOGICAL READINESS The purpose of this section is to summarize the recent efforts of the District 86 Information Technology (IT) team to remediate various infrastructure recommendations made by Sikich and Solid State consulting groups. During 2016 the services of Sikich consulting were employed to evaluate the readiness of the District 86 network. The primary focus of those recommendations were security not specifically ensuring the District 86 network would be ready for a 1 to 1 environment. As a result, the Board directed Administration to hire an independent consultant to review the Sikich recommendations. Ultimately, Solid State consulting group was selected to review the Sikich recommendations and the District 86 network. The table below contains the recommendations and status of the work. Some of the recommendations require technical skills that are specialized so the District 86 IT team will work with the consulting group Peters & Associates to address those items. Peters & Associates is the consulting group that worked with the District 86 IT team and Hewelt Packard to design and install the latest version of the wireless network. The District 86 IT team will use this school year to monitor the wireless network and internet usage. The data collected will allow us to make alterations during the summer of 2018 to ensure the District 86 network infrastructure is ready for 1:1 as scheduled for August, 2018. 1:1 Network Recommendations

Recommendation Details Status Completion Date VLAN VLANs broadcast domains are currently too large In progress Winter Break

SAN Configure port channel for the connections between the SAN and the core In progress Winter Break

Security Gateway Antivirus Complete August-2017

Gateway Spam blocking Complete Managed by Office 365

Remote Access • Review existing Remote Access mechanism • An SSL VPN has been implemented Complete March-2017

Switch Administration

• HPE iMC manager is currently in use • All 240 HP switches are currently under warranty • All core switches are covered with 24X7 HP warranty programs • The end of life switching devices have been replaced

Complete March-2017

Wireless • Add additional access points in areas of high density Complete August-2017

• Increase the required connection speed to 18Mbps or higher Complete August-2017

• Limit student per device Internet bandwidth to 15Mbps Complete May-2017

• Limit guest network per device Internet bandwidth to 3Mbps Complete May-2017

• Reduce power per access point radio to between 5dBm and 10dBm Complete August-2017

• Miscellaneous wireless changes In progress Winter Break

New-WAN • A layer three switch should be placed between the ISP edge device and the District’s firewall at South and Central

Complete

Not recommended by

Peters & Associates

New-Nodes • Remove end user administrative privileges to devices In progress

• For 1:1 Chromebook devices GoGuardian is used enforce content restrictions while these devices are off of the districts network

Complete March-2017

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• In G Suite only allow students to login with district credentials to their Chromebooks Complete March-2017

• In G Suite block all applications and extensions except for the ones allowed by the district Complete March-2017

• In G Suite disable developer mode and inforce enterprise enrollment in they G Suite Administrative console

Complete March-2017

The final task of the consultant was to review the IT staffing level in District 86 in terms of current and future needs. The original business case called for two additional PC Specialists. After working with many schools districts, Solid State has determined that a PC Specialist can manage 1000 Chromebooks. Using this formula, our current level of staffing will be adequate to accommodate the shift from classroom-based computer sets to student-owned Chromebooks. On the other hand, according to the Solid State consultant, several areas in the Information Technology Department currently do not receive the attention that is required to successfully implement a 1 to 1 program. Therefore, based on the advice from Solid State, we are recommending the creation of a “Computer and Information Systems Manager” (see Apr 03, 2017 - Committee of the Whole Meeting agenda”). This district-level position will allow the Network Administrator to work full time on monitoring and maintaining the District's network resources. Additionally, the Computer and Information Systems Manager will assume some of the duties currently performed by the System Administrator, thereby, allowing the System Administrator to focus more on security. These changes will result in a 1.0 reduction in proposed FTE from the original business case while providing improved service for the 1:1 initiative.

Internet Bandwidth Monitoring

The graphs below represents internet bandwidth for two days. The key indicator is how close the “Traffic In” comes to 500,000 Kbit/s. Based on last year’s data, we need to add an additional 500,000 Kbit/s connection for the 2018-19 school year to be ready for full implementation of 1:1.

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Wireless Network Monitoring

The next two graphics will help us identify areas that might need additional wireless access points. When looking at the graphs I am looking for a high client count on an individual AP. The first graph has one AP with 35 clients connected (anything under 40 is acceptable). The second graph indicates the Bouchard center AP had 100 clients. The Bouchard Center will need additional investigation.

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In conclusion, the District 86 IT team in conjunction with Peters & Associates will use the network monitoring tools to analyze the wireless network during this school year to ensure the network is ready for 1:1.

SECTION 2: CHROMEBOOK SUPPORT READINESS Technology Support Internship Course: Staffing and Course Space

As part of our preparation for full 1:1 implementation in the Fall of 2018, preparations for the Tech Support Internship (TSI) course continue (See “2016-10-03 Academics, Course Modification Proposal Board Memo” and “2016-10-3 Academics, Technology Internship Course Proposal”). As these students will be the first line of support in assisting students with Chromebook-related questions and issues, they will be an essential component of our readiness for a Fall rollout. As discussed in the October 2016 Board memo, TSI students will have the unique opportunity to not only gain valuable hands-on experience working with their peers in the HelpDesk environment, but will also have the opportunity to pursue independent projects to further their own knowledge base (such as technology-related certifications and independent projects). Under the supervision and mentorship of a Certified Staff Member, TSI students represent an integral part of our support system for the 4400 students and devices that will be part of our “full” 1:1 implementation. As part of the preparation for the 2018-2019 school year, we anticipate the hiring of 2.8 Certified FTE to staff the TSI course in the Spring of 2018. In addition, both Hinsdale South and Hinsdale Central anticipate minor remodeling of existing physical spaces to prepare for the TSI course, including the purchase of storage and work furniture. At Hinsdale Central, Room 504, which currently serves as the Digital Video Production (DVP) course classroom, would house the TSI class, device/supplies storage and repair workspace. A new wall will need to be built in the Multi-Media Room to divide it into two spaces: one for office use and the other to house the displaced DVP class. At Hinsdale South, the TSI operation will occupy an existing space between the Tech Office and Library; however, a hallway access door will need to be built. Costs to remodeling both buildings is roughly estimated in the business case as $5,000, but that could increase after research is concluded and bids are secured.

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IT Staffing As the November 2016, 1:1 Business Case (“Business Case for 1 to 1”) reflected, it is anticipated that the PC Instructional Specialist role will become increasingly important. These individuals will not only continue to work with staff to support their individual Help Desk issues, but will, in a 1 to 1 environment, also be acting as support to the TSI students and staff, advising and assisting as TSI students take on more challenging tasks. As presented in the 1:1 Business Case, we anticipated hiring two additional PC Instructional Specialists to provide the necessary support for the TSI environment but now feel that only one will be needed. The use of our new Help Desk Monitoring software has improved our efficiency and response rates as they relate to problem-solving. Additionally, the analytics provide the IT staff with ways to quickly identify and resolve large issues before they become difficult to manage.

SECTION 3: TEACHER READINESS

Instructional Technology Environment

As part of our continued commitment to providing professional development opportunities to staff to help prepare their instruction for a 1 to 1 instructional environment, skills assessments have been administered to track staff growth (“1_1 Instructional Technology Skills 17-18 - Google Form”). As a result of the August 2016 administration of the skills assessment, a “1:1 Essentials” professional development course was created for all staff. This self-paced course helped establish a set of foundational skills, such as the use of the Google Education Suite tools in a collaborative learning environment. Teachers will also receive additional professional development to encourage the development of students’ “digital literacy” skills, or the “ability to use information and communication technologies to find, evaluate, create, and communicate information” (American Library Association). The results of the 2017 administration of the Instructional Skills Assessment, recently concluded, will also be used to inform future professional development plans to ensure that staff are receiving the professional development they need to be successful in this transition. The Instructional Innovation Coaches continue to work with teachers and curriculum teams to promote the use of instructional technology tools that support “best practice”. Whether in a one-on-one setting, working with instructional teams during Monday late-starts, or planning district-wide professional development, the Instructional Innovation Coaches help ensure that teachers feel supported in using instructional technology effectively.

Formative Assessment

During the summer of 2017, classroom teachers from both Hinsdale Central and Hinsdale South attended professional development workshops focusing on how instructional technology can support formative assessment within the classroom. Through the use of formative assessment, both teachers and students receive ongoing feedback that helps to guide the learning process. These workshops, facilitated by District 86 Instructional Innovation Coaches, are part of a long-term professional development plan that will continue into the 2017-18 school year (and beyond), helping teachers thoughtfully incorporate instructional technology in a way that it can support effective instructional practices.

Learning Management System

During the spring of 2018, teachers will receive focused professional development on the Canvas learning management system in order to help them prepare their curricular materials for the inclusion of additional instructional technology tools. They will have opportunities to practice with this platform over the summer, as well, funded the summer curriculum hours provided for teacher development.

SECTION 4: STUDENT READINESS

Digital Literacy Skills

The librarians at South and Central have been working over the past years to instruct all students in their freshmen and sophomore years on digital literacy skills, working in collaboration with the English teachers. Digital Literacy studentsurveys are administered as pre-tests and post-tests to measure students’ growth in skills and knowledge. Additionally, all 1:1 teachers at both schools are required to cover relevant aspects of digital literacy in the curriculum

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they teach. Finally, student training materials are being developed and will be rolled out next year as students receive their Chromebooks.

Connectivity

An increasing amount of students’ school work relies on access to Internet-based resources. In recognition of the fact that not all students have consistent access to Internet when not at school, District 86 is currently piloting the home use of wireless Internet hotspots with at-risk students. During registration for the 2017-2018 school year, families were asked to indicate whether they had consistent access to computer-based Internet at home. As a result of these responses and demographic data, students identified as “at risk” (students identified as “homeless” and lacking Internet access) have been offered the use of Chromebooks and WiFi “hotspot” devices during the 2017-2018 school year. Through the support of a Federal grant, we can provide these students with consistent access to a district-monitored Internet connection both in and out of the school environment. Students not identified as “homeless”, but lacking consistent computer-based Internet access at home, have received informational materials on reduced-cost Internet options (provided by local Internet providers) available to families that also qualify for fee assistance or free-and-reduced lunch programs.

SECTION 5: FINANCIAL READINESS

The business case for 1:1 implementation in the fall of 2018-19 academic year can be found on the following pages. It includes the pass-through costs of the Chromebook devices as well as the District’s direct costs related to those devices. In addition, other direct costs include the cost of Full Time Equivalent (FTE) Employees, infrastructure upgrades and requirements, remodeling projects to accommodate the TSI course, and software purchases related to monitoring, organizing and communicating in a 1:1 environment.

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