Elizabeth City-Pasquotank Public Schools · increase and sustain the utilization of the...

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Elizabeth City-Pasquotank Public Schools

Technology Plan

2014-2016

Draft November 1, 2013

Local Board Approval by March 2014

State Board Approval May 2014

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Table of Contents

Vision Page 4

Strategic Priorities Overview Page 5

Priority 1: Shared Services Model Page 6

Priority 2: Universal Access to Personal Teaching and Learning Devices Page 10

Priority 3: Access to Digital Teaching and Learning Resources, Including Digital

Textbooks Page 14

Priority 4: Model of Technology-Enabled Professional Development Page 17

Priority 5: 21st Century Leadership for Your LEA Page 21

Appendices Page 24

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Elizabeth City-Pasquotank Public Schools

Technology Planning Committee/MTAC

Member Job Title/Position

Beth Strecker Director of Instructional Technology

Linwood Williams Superintendent

Frank Heath Assistant Superintendent

Sandy Madre Network Administrator

Stephen Hotchkiss Technology Specialist II

Renee Harris

Gwen Harris

Joanne Sanders

Director of Testing and Accountability

Director of Career and Technical Educational

Director of AIG and Professional Development

Amy Fyffe Principal

Tavia Clark Media Coordinator

Shelia Winslow Media Coordinator

Dan Simmons Teacher/Parent

Paul Wandell Technology Assistant

Jennifer Simons

Avery Jennings

Cyber Campus Manager

Teacher

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Elizabeth City-Pasquotank Public Schools Technology Plan

2014-2016

Vision Statement

Vision Statement

“To educate all students by creating experiences that produce life-long

learners.”

Elizabeth City- Pasquotank Public Schools (ECPPS) is committed to providing and utilizing

instructional technology to engage students to become life-long learners, engage students to be

active participants in education, and prepare students for the demands of a Global Society in the

21st century. The integration of technology tools facilitates student engagement which fosters

increased achievement. The purpose of this plan is to ensure that students and staff are

responsible digital citizens and effective users of technology in the teaching and learning process

and are prepared for using technology in the pursuit of higher education and careers. The plan

aligns with goals set forth in the North Carolina State’s School Technology Plan and the

guidelines of the Race to the Top initiative. This vision will continue to keep our system

dedicated to preparing future-ready students.

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Strategic Priorities

2014 - 2016

As stated in The North Carolina State School Technology Plan 2011-2013 (NCSSTP), “The

Commission on School Technology recognizes that for all students to be future ready, they must

possess equal opportunities for taking full advantage of information and technology resources

and tools, and must be taught in a way that maximizes the effective use of these technologies.”

For this reason, Elizabeth City-Pasquotank Public Schools will leverage state-shared services to

increase and sustain the utilization of the infrastructure through use of E-rate, content filtering

meeting Children’s Internet Protection Act (CIPA) compliance, digital resources, and increase

access to technology devices to support teaching and learning for all. ECPPS will increase the

use of teaching and learning devices supplied by both school and student (Bring Your Own

Device) while continuing to manage secure wireless access. As part of a digital reform effort,

teachers and students will have access and use of current sources of information such as NC

WiseOwl, Home Base, and CommonSenseMedia.org. ECPPS will provide technology-

embedded professional development to teachers and administrators by promoting the use of new

technologies and media that prepare staff and students for online assessments and support

students, teachers and administrators to be technologically proficient using International Society

for Technology in Education (ISTE)- National Educational Technology Standards (NETS) and

the NC Information and Technology Essential Standards (ITES).

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Strategic Priority 1: A Statewide Shared Services Model

Essential Questions for Elizabeth City-Pasquotank Public Schools

How will we leverage collaborative purchasing to pay substantially less for technology

services and platforms?

How can a Statewide Shared Services Model assist in shifting primary support from

infrastructure to instructional needs?

How can a Statewide Shared Services Model enable increased infrastructure and

technology efficiency and sustainability?

How can a Statewide Shared Services Model provide higher service reliability?

How can a Statewide Shared Services Model facilitate more strategic budgeting models for

our LEA/Charter School?

Current Status and Moving Forward

Currently, Elizabeth City-Pasquotank Public Schools is facing a tremendous financial burden.

Budgeting our resources is continually at the forefront of ECPPS planning models. By

participating in the shared services model, our district will be able to provide better, less

expensive services to our schools. However, the district must allocate funds to purchase and

maintain servers that provide access, authenticate, obtain an IP address, and provide printing and

storage space. The district must also finance web filtering services. ECPPS plans on taking

advantage of NCEdCloud by utilizing their services. Funds that are saved by using NCEdCloud

will allow the district to use local money for purchasing other tools and resources that can

personalize the learning process for their students. Furthermore, resources should be inter-

connected and work together seamlessly across the curriculum to improve the relevance, rigor,

and relationships seen among resources and stakeholders. This service, as well as Home Base,

will give our students and staff access to high-end services that were previously unavailable.

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Alignment to Other Plans and Initiatives:

Strategic Priority 1: A Statewide Shared Services Model

Elizabeth City-Pasquotank Public School will utilize and align with the following key initiatives/plans to reach for the vision and

complete the strategic priorities of our plan...

ACRE

By participating in the shared services model offerings, the ECPPS will better prepare for the transition to online assessments, digital

textbooks and universal access to personal teaching devices.

Career and College Ready, Set, Go!

Utilize statewide instructional improvement system (Home Base) to create and deliver assessments to help teachers plan and make

better instructional decisions.

Home Base

Utilize statewide, instructional improvement (ISS) and information system (SIS) for teachers, students, parents, and administrators.

1. Statewide Shared Services Model

Suggested Goals/Targets Year 1

July 1, 2014 – June 30, 2015

Year 2

July 1, 2015 – June 30, 2016

Yearly Evaluation

Evaluation

Method(s) DPI Use

Provide equitable and

additional access to mobile

devices and

Increase computer to student

ratio through purchases and bring

your own device.

Principals, Director of

Technology, Network

Administrator

Increase computer to student ratio

through purchases and bring your

own device.

Principals, Director of

Technology, Network

Administrator

AMTR

Provide equitable and

additional access to digital

Provide professional

development on effective use of

Continue to provide professional

development on online resources

Professional

development

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resources mobile devices and online

resources such as: Google apps,

Home Base, Web 2.0 tools, NC

Wise Owl, Open Class and

CommonSenseMedia.org.

Media Coordinators, Principals,

Technology Director,

from the state repository.

Media Coordinator, Principals,

Technology Director, Assistant

Superintendent

Professional

development

agendas and

evaluations

Facilitate a more strategic

budgeting model utilizing

blended funding and reducing

isolated programmatic

spending

Continue to use local, state, and

federal resources to supply

technology improvement.

Explore grant opportunities and

partnerships.

Assistant Superintendent,


Superintendent, Finance Director

Continue to use local, state, and

federal resources to supply

technology improvement. Explore

grant opportunities and

partnerships.



Superintendent, Finance Director

Budget Reports,

Purchase orders,

Contracts

Promote/maintain innovative

funding model by utilizing

NCEdCloud offerings and

Home Base and/or comparative

alternatives

Utilize Home Base to secure

benchmark assessments,

instructional resources, and

NCEdCloud firewall and filtering

services.


Network Administrator, Testing

Director, Technology Director

Continue to utilize Home Base

offerings and explore new

NCEdCloud offerings.


Network Administrator, Testing

Director, Technology Director

Pricing quotes

Maximize E-rate in support of

instructional programs

Continue to use E-rate services

allowable in the most current

eligible services including:

landline, cellular and/or VoIP,

leased or owned WAN and

webhosting. The district

anticipates the ability to bid for

many more goods and services

Continue to use E-rate services

allowable in the most current

eligible services list.

Technology Director, Network

Administrator, Assistant

Superintendent

Online E-rate

Forms 470 and

471

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once E-rate 2.0 becomes a

reality.


Administrator, Assistant

Superintendent

Provide content filtering in

accordance with the Children's

Internet Protection Act (CIPA).

Utilize NCEdCloud’s filtering

and Zscaler firewall.

Network Administrator

Utilize NCEdCloud’s filtering

and Zscaler firewall.

Network Administrator

Reports from

content filtering

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Strategic Priority 2: Universal Access to Personal Teaching and Learning

Devices

Essential Questions

What is universal access to personal teaching and learning devices?

Why do our teachers and students need access to personal teaching and learning devices?

How will we provide ample access to individual teaching and learning devices?

What models can be used for implementing universal access to personal teaching and

learning devices in our LEA/Charter.


Universal access to personalized learning devices is providing an Internet capable device to

every student and staff member. Our teachers and students need access to personal teaching and

learning devices because education is changing. Today’s students are living in a fast-paced,

technology-rich environment. Anytime, anywhere learning is the model of the 21st century

learner. Our digital natives are equipped with finding answers on their own and do not rely nor

expect teachers to have all the answers. The job of the teacher is to guide, facilitate, and model

efficient and effective use of technology tools to create life-long learners. Economic conditions

make providing universal access a challenge. ECPPS will analyze the current situation by

examining AMTR data and finding creative solutions to add devices approaching universal

access. As stated in the NCSSTP, “…one-to-one personal teaching and learning device

implementation can greatly foster the 21st century skills necessary to future-ready learners.” This

one-to-one initiative may include a combination of personal computing devices including,

laptops and tablets.

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Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices

Elizabeth City-Pasquotank Public Schools will utilize and align with the following key initiatives/plans to reach for the vision and


ACRE

Increase the number of student workstations to accommodate online testing.


Provide students with technology devices needed to have access and participate in distance learning opportunities, such as NCVPS.

Priority 2: Universal Access to Personal Teaching and Learning Devices


July 1, 2014 – June 30, 2015

Year 2

July 1, 2015 – June 30, 2016

Yearly Evaluation

Evaluation

Method(s) DPI Use

Develop a comprehensive

sustainable LEA plan for

universal access. Resources:

NCDPI, NCLTI, Educator

Recruitment & Development,

and District & School

Transformation

Increase mobile labs,

presentation stations, and

wireless access in each school.


Administrator

Increase mobile labs, presentation

stations, and wireless access in

each school.


Administrator

AMTR,

Purchasing

records

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Increase overall access to

personal learning devices.

Continue to seek outside funding

to purchase and replace personal

computing devices.

Superintendent, Technology

Director, Technology

Department

Develop a plan to determine how

to provide technology devices to

students for in home use.

Superintendent, Principals,

Technology Director

AMTR,

purchasing

records

Utilize Personal Learning

Devices to promote student

owned learning.

Provide students with

opportunities to use personal

learning devices. Develop

policies for use.

Technology Director, Media

Coordinators, Teachers,

Principals

Continue to provide students

with opportunities to use personal

learning devices.



Principals

Workshop rosters

and evaluations,

Updated policies,

lesson plans, and

teacher

evaluations

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Administer online diagnostic

assessments in reading for

mClass elementary schools

using personal learning

devices.

Increase the number of

students tested using

mClass Reading 3D.

Increase the number of

online assessments to all

grade levels and subjects.

Director of Testing,


Network Administrator,

Principals

Increase the number of students

tested using mClass Reading 3D.

Increase the number of online

assessments to all grade levels

and subjects.

Director of Testing, Technology

Director, Network Administrator,

Principals

Purchasing

records,

subscription

reports, testing

reports

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Strategic Priority 3: Statewide Access to Digital Teaching and Learning

Resources, Including Digital Textbooks

Essential Questions

What are digital teaching and learning resources? What are digital textbooks?

Why do teachers and students need access to digital teaching and learning devices?

What are the benefits of digital textbooks?

What are open educational resources and how can they be used?

How can access to these resources be increased in our LEA?


Digital teaching and learning resources are available online and include: text, video, photo,

audio, and interactive content in a variety of combinations. Online resources offer schools

enormous opportunities to transition from a static single source of knowledge to dynamic

repositories of powerful learning objects created and selected by the teachers and students who

will use them. Access to state provided content, such as the multiple resources housed by NC

Wise Owl, Home Base, and other offerings to come from the NC Cloud, are vital resources that

students and teachers need to be able to access. ECPPS will continue to explore various ways to

implement the use of digital textbooks and are currently using them at Northeastern High

School’s CTE agriculture classes, as well as in the elementary AIG classrooms. The district is

committed to proving online testing, which includes benchmark testing. ECPPS will utilize

Information and Technology Essential Standards (ITES), and CommonSenseMedia.org to teach

Internet Safety.

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Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks



ACRE

Utilize Common Core and Essential Standards for instruction and assessment. Promote access and utilize resources offered in Home

Base.


Use of several online courses including, NCVPS and College of the Albemarle.

Race to the Top Local and State Scopes of Work

Promote and provide teacher and student access to Home Base resources.

Other LEA initiatives/plans

Increase wireless infrastructure to support Bring Your Own Technology (BYOT) devices for teachers and students.

Home Base Implementation

Utilize Home Base resources to secure benchmarks assessments and instructional resources.

3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks


July 1, 2014 – June 30, 2015

Year 2

July 1, 2015 – June 30, 2016

Yearly Evaluation

Evaluation

Methods(s) DPI Use

Shift from traditional print and

paper-based resources to

affordable, current online

resources

Support quality online resources

and platforms, such as Google

Docs. Explore online resources

that can be used to replace

textbooks.


Curriculum Directors,

Continue to explore online

resources that can be used to

replace textbooks, such as ebook

subscriptions.


Curriculum Directors,

Technology Director, Principals,

Evaluation of

online resources.

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Teachers

Teachers

Utilize procured resources such

as NC WiseOwl, Home Base,

and other open education

resources

Increase awareness of and

provide professional

development on resources, such

as NC WiseOwl, Home Base

resources, and NC Learn.

Regional Facilitators,


Coordinators, Teachers

Maintain and update instructional

resources that are tied to

curriculum objectives and that are

provided in Home Base.

Regional Facilitators, Technology

Director, Media Coordinators,

Teachers

Staff

development

agendas and

evaluations

Use digital content aligned

specifically to Common Core

and NC Essential Standards

Utilize Home Base instructional

resources, NC WiseOwl, Learn

NC and other valid and reliable

online resources that align to the

Common Core and NC Essential

Standards.

Regional Facilitators,


Coordinators, Testing

Coordinator, Teachers

Continue to utilize Home Base

resources, NC WiseOwl, Learn

NC and other valid and reliable

online resources that align to

Common Core and NC Essential

Standards.


Coordinator, District Directors,

Teachers

PD agendas and

evaluations,

Curriculum

Pacing Guides

STNA results

Ensure equity to digital

teaching and learning

resources from school to school

in your LEA.

Increase mobile labs,

presentation stations, and

wireless access in each school.


Administrator

Increase mobile labs, presentation

stations, and wireless access in

each school.


Director

AMTR

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Strategic Priority 4: A Statewide Model of Technology-Enabled Professional

Development

Essential Questions

What skills are needed to transition to digital teaching and learning resources?

How can these skills be delivered and sustained to our LEA teachers and administrators?

How do teachers, administrators, and staff work with colleagues to guide our LEA toward

more effective uses of 21st Century tools for teaching, learning, and managing instruction?

How are teachers, administrators, and staff prepared to understand, implement, and assess

the span of skills and processes that students need to succeed in the 21st Century?

How are teachers, administrators, and staff prepared to apply 21st Century assessment

systems to inform instruction and measure 21st Century knowledge, skills, performance,

and dispositions?


In order to provide engaging 21st century digital teaching and learning, our teachers need to be

proficient in the use of technology that is available. Professional development is the catalyst to

transform teaching practices that successfully utilize technology. ECPPS is committed to

providing ongoing professional development through a variety of means including, but not

limited to: professional learning communities, collaborative planning, and using collaborative

web based tools, such as Google docs, forms, and apps. Currently ECPPS has no dedicated

Instructional Facilitators, but the need for them is being evaluated. Currently there are full-time

media coordinators at each school except for H.L. Trigg (alternative school). The state has

revised the standards and evaluation instrument for media coordinators. One of their new roles is

to be a technology leader. ECPPS will utilize media coordinators’ skills to facilitate and lead

technology professional development. ECPPS is committed to providing online assessments to

students. Our schools even participated in the Smarter Balanced pilot test. We use ClassScape for

benchmark assessments as well as other online resources such as Accelerated Reader, Star

Reader, Read 180, and mClass Reading 3D. ECPPS will also utilize Home Base assessment

resources to create and deliver benchmark assessments.

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Strategic Priority 4: A Statewide Model of Technology-Enabled Professional Development

Elizabeth City-Pasquotank County Schools will utilize and align with the following key initiatives/plans to reach for the vision and


ACRE Utilize Common Core and Essential Standards for instruction and assessment.

Increase wireless infrastructure to support BYOT devices for teachers and students.

Race to the Top Local and State Scopes of Work

Utilize Home Base for professional development.


Provide professional development and utilize Home Base resources.

4: A Statewide Model of Technology-Enabled Professional Development


July 1, 2014 – June 30, 2015

Year 2

July 1, 2015 – June 30, 2016

Yearly Evaluation

Evaluation

Method(s) DPI Use

Implement a plan for

embedded technology-enabled

professional development for

teachers and administrators.

Develop and implement a plan

for providing professional

development that includes

embedded technology into the

Common Core and Essential

Standards. Train media

coordinators to support and teach

others to use digital technologies

in their schools.

Evaluate and revise technology

related PD for all stakeholders.



Media Coordinator

Professional

Development

agendas and

evaluations, PLC

Plans, Surveys

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Media Coordinator

Support models that promote

and further the ideals of

technology-enabled and

integrated professional

development

Utilize the train-the-trainers

model at all schools to deliver

high quality professional

development. Attend training

offered through DPI and state

conferences.


Coordinators, Teachers DPI

Consultants, Director of Testing

Utilize the train-the-trainers

model at all schools to deliver

high quality professional

development. Attend training

offered through DPI and state

conferences.


Coordinators, Teachers DPI

Consultants, Director of Testing

Conference and

workshop

agendas,

Purchase orders,

Post conference

meetings

Prepare media specialists to

support digital reform.

Continue to send media

coordinators to conferences and

workshops.

Director of Technology

Continue to send media

coordinators to conferences and

workshops.

Director of Technology

Conference and

workshop

agendas,

Purchase orders,

Post conference

meetings

Prepare staff for online

assessment delivery.

Provide training for online

assessments such as Home Base

formative and summative

assessments, EOC and EOG.


Director

Provide training to new faculty

and staff for online assessments

such as Home Base formative and

summative assessments, EOC and

EOG.


Director

Professional

Development

agendas and

evaluations

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Prepare students for online

assessment delivery.


assessments through guided

practice, direct classroom

instruction, mock testing and

participating in pilot testing.


Director, Teachers, Principals


assessments through guided

practice, direct classroom

instruction, and mock testing.


Director, Teachers, Principals

Lesson Plans,

Assessment data,

Student work

samples

Provide ongoing support and

professional development

necessary for use of data to

inform instruction.

Provide professional

development in using Home Base

to generate reports of student

progress.

Testing Coordinator, Teachers,

Principals

Utilize Home Base to generate

reports of student progress.

Testing Coordinator, Teachers,

Principals

Professional

Development

agendas and

evaluations,

Student Reports

Provide support for teacher

and administrator progress

and evaluation according to

MCREL standards.

Provide training to principals and

staff on the evaluation

instrument. Attend DPI trainings

sessions and webinars.

Personnel Director, DPI

Facilitators

Provide training to principals and

staff on the evaluation instrument.

Personnel Director, DPI

Facilitators

Professional

Development

agendas and

evaluations

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Strategic Priority 5: 21st Century Leadership for All Schools and Districts

Essential Questions

Are your LEA/Charter leaders prepared to lead and create a vision for 21st century

education?

Are mechanisms in place for school leaders to create 21st century learning cultures?

Are professional growth programs/opportunities available to prepare teachers and

administrators to lead 21st century learning environments?

Current Status/Moving Forward

Leaders at ECPPS have created a shared vision for success among our students and staff.

Leading, modeling, and coaching have been the primary techniques used by our administration

to create an environment for 21st century learning. They encourage integration of technology by

all stakeholders. All teachers and administrators use data to guide instruction. Currently we use

questions in the iiS of Home Base as a means of gathering formative and summative data to

determine the differentiated instruction decisions in the classroom. Students also have access to

Web 2.0 tools that allow them to create products, as well as to communicate and collaborate. As

technology trends continue to change, the administration makes every effort to examine and

determine the best implementation practices for new technologies. Administrators, teachers, and

media coordinators participate in training and attend conferences to stay abreast of educational

research and trends in emerging technologies. Other opportunities for staff to develop their

leadership skills are through PLCs and RttT initiatives. ECPPS utilizes a variety of training

methods, including train-the-trainer, to ensure that our staff is informed about new technologies

available. ECPPS is constantly looking for ways to improve our resources and technology tools.

The administration is aware of technological concerns and areas of need. This includes

increasing the capacity of the wireless access points to handle the increased use of personalized

technology devices. We will begin exploring various one-to-one initiatives, including allowing

students to bring their own devices to school. As ECPPS moves forward, the administration will

continue to search for innovative practices to lead our students and staff through the 21st century.

Administrators must incorporate technology as an essential component of their daily work and

encourage their staff to take leadership roles within and outside the district. Administrators are

committed to allocating time, resources, and access to ensure ongoing professional growth in

instructional technology.

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Strategic Priority 5: 21st Century Leadership for All Schools and Districts



ACRE

ECPPS will provide opportunities for teachers and administrators to develop the skills necessary to ensure that the school environment

is respectful, healthy, engaging and supportive for all stakeholders.


Train and support media coordinators, teachers, and principals to be professional development leaders.


Provide professional development to administrators in how teachers and staff can integrate personalized learning devices in the

classroom.

5: 21st Century Leadership for All Schools and Districts


July 1, 2014 – June 30, 2015

Year 2

July 1, 2015 – June 30, 2016

Yearly Evaluation

Evaluation

Method(s) DPI Use

Create and lead a vision for 21st

century education

Integrate the vision for 21st

century learning through school

improvement plans and local

initiatives.



Curriculum Directors, Home

Integrate the vision for 21st

century learning through school

improvement plans and local

initiatives.



Curriculum Directors, Home

School

Improvement

Plans

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Base Coordinator, Technology

Assistants

Base Coordinator, Technology

Assistants

Create 21st century learning

cultures

Provide administrators, teachers,

and students digital tools and

training for creating a digital

learning culture.


Coordinators, Curriculum

Directors, Teachers, Technology

Assistants

Continue to provide

administrators, teachers, and

students digital tools and training

for creating a digital learning

culture.


Coordinators, Curriculum

Directors, Teachers, Technology

Assistants

School Reports,

Faculty meeting

agendas and

evaluations,

Purchase orders

Prepare teachers and

administrators to lead 21st

century learning environments

Train teachers,

administrators, and

students to be proficient at

Informational and Technology

Standards (ITES).

Technology Director, Teachers,

Media coordinators

Utilize online assessments in

Home Base to collect student

data.

Testing Coordinator, Curriculum

Directors, Assistant

Superintendent

Assessment data,

professional

Development

agendas and

evaluations,

Lesson Plans

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Appendix A: Policies and Procedures


Policy, Procedure, & Guidelines Implementation Chart

Policies, Procedures, & Guidelines

All Policies, procedures and guidelines should be updated to include the fundamentals

of 21st Century Education and Information & Technology Skills. Policies should be

translated into predominant languages of students and parents. Policies, procedures

and guidelines should be displayed along with the STP and other referenced

LEA/Charter plans. Make sure links have navigations that are user friendly.

LEA Policy

Code or

Procedure

LEA

Adoption,

Implementati

on or

Revision

Date

Policies Required

A. Materials Selection Policy including internet resources (GS §115c-98(b))

IIAC

IIAC-R

3/22/1993

4/29/1996

B. Disposal of Equipment / Replacement of Obsolete Equipment (GS §115c-518) DN 6/28/1993

C. Hardware and Software Procurement (GS § 115c-522, 115c-522.1)

DJF

DJF-R

6/28/1993

4/30/1997

D. Copyright and Plagiarism Policy (PL §94-553, 90 Stat. 2541),

IIAC

IIAD

3/22/1993

6/24/2002

E. Acceptable Use Policy (PL §106-554) (including existing 1:1, bring your own device) IIAD 6/24/2002

F. Equipment/Materials Donation Policy (GS §115C-518) DFCA 6/28/1993

G. Data Privacy Policy (20 U.S.C. § 1232g; 34 CFR Part 99 (FERPA))

JO

IIAD-E2

5/24/1999

1/22/2008

H. Inventory Control Policy (GS §115c-539, 115c-102.6A-C(5)) DID 4/22/2002

I. Access to Services Policy (GS §115c-106.2) IIAD 6/24/2002

J. Online Assessment and Instruction Policy

K. Advertising and Commercialism Policy (GS §115c-98) (Procurement and gifts ethics) KBG 12/13/1993

L. Internet Safety and Ethical Use including Cyber bullying and Harassment

(Protecting Children in the 21st Century Act, CIPA, FERPA, GS 115C-407) IIADA 3/26/2012

(Locally identified policies)

Procedures

A. Hardware and Software Deployment SoPrac 1/5/2007

B. Equipment maintenance and repairs eHelpdesk 1/1/2008

C. Outdated Resources and Equipment Replacement SOPrac 1/5/2007

D. Disaster Recovery of Data and Hardware SOP 9/2/2008

E. Administration of Online Courses DL Handbook 7/6/2006

F. Administration of Online Assessment

(Locally identified procedures)

Guidelines

A. Policy Translation Practice

As needed by

Community

Schools Dept.

B. Use of Digital Media and Resources

http://www.ncga.state.nc.us/enactedlegislation/statutes/pdf/bysection/chapter_115c/gs_115c-98.pdf



http://www.ncga.state.nc.us/enactedlegislation/statutes/pdf/bysection/chapter_115c/gs_115c-522.1.pdf

http://www.copyright.gov/title17/circ92.pdf

http://www.gpo.gov/fdsys/pkg/PLAW-106publ554/pdf/PLAW-106publ554.pdf


http://ed.gov/legislation/FedRegister/finrule/2004-2/042104a.pdf

http://www.ncga.state.nc.us/EnactedLegislation/Statutes/PDF/BySection/Chapter_115C/GS_115C-539.pdf

http://www.ncleg.net/enactedlegislation/statutes/html/bysection/chapter_115c/gs_115c-102.6a.html

http://www.ncga.state.nc.us/EnactedLegislation/Statutes/HTML/BySection/Chapter_115C/GS_115C-106.2.html


http://transition.fcc.gov/Daily_Releases/Daily_Business/2011/db0819/FCC-11-125A1.pdf

http://www.usac.org/sl/applicants/step10/cipa.aspx

http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S526v5.pdf

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C. Instructional Use of Videos IIAC-R 4/29/1996

D. Development of Online Resources Web Guide 9/4/2002

(Locally identified guidelines)

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Appendix B: Home Base Implementation Plan


Home Base Implementation Plan

Home Base

Home Base is a statewide, instructional improvement (IIS) and student information system

(SIS) for teachers, students, parents and administrators. ECPPS teachers will use Home Base

to access student data as well as teaching and learning resources. ECPPS students will be

able to access their schoolwork, grades, and learning activities by second semester of the

2013-14 school year. This will allow parents will to view their child’s attendance and

progress, and administrators can monitor data on students, teachers and schools. By

December 2013 a letter will be distributed to parents and students informing them of how to

access the system and will include their IDs and passwords.

Transition to Home Base The ECPPS PowerSchool Implementation Team has been working with a Pearson Project

Manager since November, setting up our district, preparing data, and performing data

validation testing. The NCDPI has purchased data conversion services from Pearson. Pearson

will convert our current NCWISE data in three phases. Phase 1 is a test conversion that was

performed in November 2012. A second conversion was performed in June 2013, after all

schedules had been created for the 2013-2014 school year. In September 2013, a final

conversion was performed, pulling all graduated/historical students and grades out of

NCWISE. ECPPS began using PowerSchool as the primary student information system after

year End Transition (YET).

PowerSchool Administrator Training (This does not include teachers) ECPPS district staff makes every effort to provide timely and appropriate training resources

to all users so that they can use PowerSchool to perform their assigned job duties. Ultimately,

however, it is incumbent on individuals and schools to ensure that users are competent in the

skills necessary to use the application. Many individuals and groups throughout the district

rely on the data contained in our student information system to make decisions, submit

reports, and fulfill their job responsibilities. Data is also used to submit state and federal

reports that affect funding and accreditation for our schools. It is very important that the data

in PowerSchool is accurate, complete, and standardized. PowerSchool Administrator training

began in April, 2013.

PowerTeacher Training

Training for teachers in the use of the PowerTeacher portal and PowerTeacher grade book

was delivered using the Pearson Self-Directed Distance Learning classes. In addition,

Teacher Training Leads have been identified at each school. The Teacher Training Leads will

work with building administrators to plan and facilitate training workshops for teachers. The

initial training for teachers took place in June, 2013. In November 2013 ECPPS will attend

webinars and training sessions on Open Class. ECPPS will utilized Truenorthlogic as the

evaluation system and PD management system and attend trainings as they become available.

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Schoolnet Training

Schoolnet’s Instructional management Suite (IMS) enables districts to improve student

achievement and drive efficiencies by bringing together all of the district’s programs and

initiatives around assessments, curriculum, instruction, and reporting and analysis into a

single user-friendly platform. Schoolnet empowers educators to make informed instructional

decisions, identify student needs, differentiate instruction, and track student progress every

day. ECPPS will provide training to teachers and principals throughout the 2013-14 school

year. In October 2013 benchmark tests were created for middle and high school. ECPPS

teachers and administrators will utilize resources and assessments items as they become

available throughout the school year.

Training Delivery Methods PowerSchool training was and will continue to be provided using a variety of delivery

methods. Some of these are familiar to ECPPS employees and others are new. Our goal in

offering a variety of delivery methods is to provide users with flexibility in how and when

they receive the information and extend training resources to all users. Some content can be

delivered through multiple methods. Users should consider their learning needs and

schedules when multiple methods are offered for the same content.

ECPPS Instructor-Led Face-to-Face or online These methods utilize ECPPS personnel to deliver instruction on-site at ECPPS facilities or

online using WebEx. Participants can interact with the instructor to ask questions, seek

clarification, or request additional information. The instructor has knowledge of ECPPS

policies and procedures, so instruction can be tailored to ECPPS needs.

Pearson Self-Directed Distance Learning This method utilizes Pearson’s catalog of distance learning classes which are offered through

the PowerSource portal to deliver anytime, anywhere access to classes. The training is

delivered as a pre-recorded demonstration with opportunities for participants to check their

knowledge of the material and practice what they have learned. Participants can start and

stop training at any time. When training is stopped, it can be resumed at the same point in the

course at a later date and time.

Facilitated Distance Learning This method also utilizes Pearson’s catalog of distance learning classes which are offered

through the PowerSource portal. The training will be delivered in the same manner as the

Self-Directed Distance Learning method, but an ECPPS training facilitator will be available

to answer questions and provide guidance. Participants will meet with the ECPPS training

facilitator to log in to the PowerSource portal and complete one or more distance learning

classes.

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