Raleigh Charter High School Technology Plan 2012-2014 ... · PDF fileaccessible and robust...

Raleigh Charter High School

Technology Plan

2012-2014

Draft March 2012 Final July 2012

Raleigh Charter High School Technology Plan, 2012-2014 2

Table of Contents

Vision 4

Strategic Priorities Overview 5

Priority 1: Shared Services Model 6

Priority 2: Universal Access to Personal Teaching and Learning Devices 9

Priority 3: Access to Digital Teaching and Learning Resources, Including Digital Textbooks 13

Priority 4: Model of Technology-Enabled Professional Development 15

Priority 5: 21st Century Leadership for Our LEA 18

Policy, Procedure, & Guidelines 21


Raleigh Charter High School

Technology Planning Committee/MTAC

Member Job Title/Position Cheryl Smith Network TechnicianHoey Crain Network AdministratorSteve Busonik English TeacherBetsy Newmark Monique Poirier

History TeacherForeign Language Teacher/Parent

Eric Grunden Science TeacherLisa Huddleston Thomas Humble Danny Zweigart

Math Teacher/Administrator /Parent Principal Member, Board of Directors/Parent


Raleigh Charter High School Technology Plan 2012-2014

Vision Statement

Vision Statement The RCHS technology vision is to promote excellence in teaching and learning. RCHS strives toward the ideal of a school community where students work with teachers, parents, peers, and members of the community in an environment capable of receiving high quality interactive content and where motivated, cooperative, and self-directed learners themselves create the content and applications specific to their needs and those of our community. The RCHS technology program is integral to the RCHS vision of engaged students and involved parents. Technology not only provides RCHS students with access to the wider world; it also helps us fulfill our goal of bringing home and community into the classroom and vice versa. Technology at RCHS supplements traditional classroom instruction to better serve our learners. An important aspect of our curriculum, technology facilitates learning, enhances the relevance of learning to students’ dreams and career aspirations, helps individualize instruction, and encourages the active, constructivist, learner-centered teaching that we strive to achieve.


Raleigh Charter High School Technology Plan Strategic Priorities

2012 - 2014 Students today have many more choices when they interact with technology than even eleven years ago. In 2001, laptops were rare, and desktop computers were the coin of the realm. Today students can communicate and exchange information via laptops, tablets, media players, and phones, and they can do this seamlessly between Wi-Fi and mobile internet connections. The opportunities today’s students have for accessing information are many, and this diversity of interfaces will inevitably become more complex. Consumers will choose the access to technology that is most comfortable for them without necessarily thinking about the content at the other end. The cloud ensures that whatever the consumers seek will be there; their only obstacle is how well the device gets them to it. Raleigh Charter students have access to tremendous educational content, both accessed and created by a highly qualified staff of teachers. Historically, we have had to provide access specifically: one group of students needs access to one teacher’s content, and only at certain times. Today, our systems need to accommodate multiple groups accessing multiple teachers’ content streams at any time. Given the limited resources available to charter schools, this untenable position limits our students’ access to digital content. Our technology plan concentrates on three critical elements. First, we plan to increase student access to digital content by making personal media devices more available. Currently, we employ a mix of self-contained permanent labs, mobile labs, and ad-hoc groups to give students access. This mix is insufficient, and we intend to focus on developing a plan for increasing the number of devices available for student use inside the school. Second, we intend to reduce our local infrastructure and personnel costs by leveraging cloud resources provided by the state. We hope that these savings will allow us to repurpose funds towards purchasing additional hardware to increase student access. In addition, we recognize that this will create additional opportunities for students to interact with content outside of the school day and outside of the school’s confines. Third, we plan to use technology as a catalyst for professional development: by assisting teachers in their developing 21st-century lessons, we can ensure the transmission of 21st-century skills.


Strategic Priority 1: A Statewide Shared Services Model Essential Questions 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 Charter School? Current Status and Moving Forward In addition to relocating our school over the summer 2011, we successfully connected our charter school to NCREN with the help of NC DPI, MCNC and the School Connectivity Initiative (SCI). We are now connected to the Internet2 backbone and have vastly improved our connection to the Internet. Without the funding from SCI and E-Rate, we would not be able to afford our connection to NCREN. With the increase in reliability and bandwidth, we are now able to look toward cloud solutions to lower our technology infrastructure costs and provide a more accessible and robust technology system to our students, parents, teachers, and staff.


Alignment to Other Plans and Initiatives: Strategic Priority 1: A Statewide Shared Services Model ACRE By participating in the shared services model offerings, our school will better prepare for the transition to online assessments, digital

textbooks and universal access to personal teaching devices.Race to the Top Local and State Scopes of Work Objective(A)(2)1.1:Incorporate the state infrastructure blue print into technology plans.

Objective(A)(2)2.1:Implement the infrastructure blueprint. Objective(A)(2)3.1:Provide and support student, teacher, administrator access to a Learning Management System, Learning Object Repository, and web collaboration tools at each school. Objective (D)(5)1.1:Provideaccesstoeffective,high-quality,job-embedded,data-informedprofessional development and support for Educators with objectives aligned to the Race to the Top Initiatives.

1. Statewide Shared Services Model

Suggested Goals/Targets Year 1

July 1, 2012 – June 30, 2013 Year 2

July 1, 2013 – June 30, 2014 Evaluation Method(s) DPI Use

Provide equitable and additional access to mobile devices

Evaluate mobile device options such as netbooks or tablets to provide mobile access beyond laptops -Tech committee/Network Administrator

Phase in purchases of mobile devices -Tech committee/Network Administrator

Documentation of research as well as purchasing documentation

Provide equitable and additional access to digital resources

Utilize online digital content resources such as LearnNC, NCWiseOwl and SAS Curriculum Pathways -Tech Committee/Teachers

Continue to encourage student use of online resources not only at school, but at home as well -Tech Committee/Teachers

Exemplars of teacher lesson plans utilizing online resources

Reduce operating costs by facilitating a more strategic budgeting model

Engage Development Office to pursue external funding opportunities. -Technology committee/ Development Office

Use additional funding from outside sources. Determine a budget goal for percentage of external funding. -Network Administrator

Budget documents


Facilitate a more strategic budgeting model utilizing blended funding and reducing isolated programmatic spending

Implement Google Apps for Education to reduce infrastructure and support costs -Network Administrator/Tech Committee

Phase in additional cloud services such as content filtering and anti-virus -Network Administrator/Tech Committee

Use logs for cloud services Budget comparison from previous year

Promote/maintain innovative funding model by utilizing NCEdCloud offerings and alternatives

Participate in IIS pilot to replace in-house LMS and development costs -Network Administrator

Evaluate implementing IIS to replace in-house LMS and development costs -Network Administrator

Budget documents listing costs of services replaced by IIS

Maximize E-rate in support of instructional programs

Pursue increasing E-rate percentage to assist with technology initiatives -Tech Committee/Principal

Maintain necessary documentation for E-rate based on eligibility -Tech Committee/Network Administrator

E-rate documentation submitted for eligibility

Provide content filtering in accordance with the Children's Internet Protection Act (CIPA).

Evaluate cloud-based firewall/filtering option to save maintenance costs for current firewall/CFS -Network Administrator

Maintain firewall/CFS to comply with CIPA -Network Administrator

Firewall logs Maintenance cost analysis Content filtering reports


Strategic Priority2: Universal Access to Personal Teaching and Learning Devices Essential Questions

What is universal access to personal teaching and learning devices?

Why do teachers and students need access to personal teaching and learning devices? How do LEAs and Charter Schools provide ample access to individual teaching and learning devices?

What models can be used for implementing universal access to personal teaching and learning devices to ensure sound 21st-century educations for the students of North Carolina?

Current Status and Moving Forward

PTLDs run the gamut from mobile phones to gaming devices to tablet devices to laptop and desktop computers, a great shift from even relatively recent years when desktop computers were the most accessible devices to students and teachers. It is clear from consumer trends that the future computing environment will feature a diversity of access tools, and any instructional entity needs to address that spectrum of interfaces with a coherent strategy for content delivery. Universal access still means a screen for every pair of eyes, but the universe is now bigger than it ever has been. Universal access means access across time: content and delivery platforms must be readily available. Universal access also means access across space: students learn and teachers work and develop in a variety of locations: at school, at home, while in transit or on vacation. There is less need for teachers and students to occupy the same physical space simultaneously as long as both have access to a common pool of knowledge and a means of communication.

Today, teachers and students are both prosumers of educational content, and therefore have more needs in common than they may have in previous eras. PTLDs are the ticket for admission to this world of content consumption and creation that exists outside of a traditional school day and calendar. The educational validity of collaborative and creative school work has led to the adoption of Web 2.0 tools in the classroom, not because they are trendy but because they are engaging and they work. The ability to leverage existing content online has provided a measure of support for teachers, who are now free to draw on the collective mind of the worldwide professional community, reducing preparation time and freeing teachers to spend more time in the one-to-one relationship with students, addressing deficiencies as well as enriching through higher-order thinking activities. Students, by the same token, are freed from the limitations of the school building and day. They can access content at any time and as many times as they need to. They can collaborate with other students across town or the world in real time. They can get the instructional assistance they need from their own teacher or another, or someone else entirely, through the access provided by PTLDs, effectively multiplying the effort of their own teacher and effectively reducing the student to teacher ratio.

LEAs and Charter Schools must provide a level of infrastructure that guarantees access locally at the school as well as outside the school. At one extreme this could be a one-to-one model where the school provides hardware, allowing for a unified access and maintenance experience for both students and support personnel. At the opposite end could be an access system that supports all personal devices which might also mean multiple access means. If the LEA or Charter chooses to provide hardware, there are additional service and maintenance concerns, though by not providing hardware the expense might come with the need for additional support personnel to address all the different access means. However, it must also be noted that providing universal access to devices does not necessarily mean that devices will be universally used or that there will be any benefit to


students derived from the relatively large expense associated with their purchase and maintenance. Any technology investment must be seen as support for a working educational agenda. The LEA or Charter must push the development of curricula that ask for the use of these devices, rather than the devices themselves sitting unused while waiting for some reason to use them. The focus of the push needs to be on the instructional value.

The rise of blended instruction provides a need for PTLDs that will drive their adoption and justify their purchase. Specifically, many schools have begun to see success with what is known as the “flipped” model of instruction, where content is delivered outside of class, at home, individually to each student via a PTLD in a way that is most efficacious for the student, and what has traditionally been considered “homework” is done in class where the instructor is available for help. This also allows for greater differentiation of instruction and enrichment. Without the access device, this model could not be implemented.


Alignment to Other Plans and Initiatives: Strategic Priority 2: Universal Access to Personal Teaching and Learning Devices Raleigh Charter High 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 Update the analysis of the technology infrastructure needed to support a 21st century curriculum and assessment system and to move additional testing to appropriate technology

formats. This analysis will allow the transition from a paper-based assessment system to one that takes greater advantage of technology.Career and College Ready, Set, Go! Increase virtuallearningopportunitiessoeverychildnomatterwheretheylivecanreachhisorherpotential.

Putmoretechnologyintothehandsofstudentsandteacherstoincreaseindividualizedlearningoptions. Increasetheuseoftechnologyforprovidingprofessionaldevelopmentopportunitiesforteachers.

Race to the Top Local and State Scopes of Work Objective (A) (2)1.1: Incorporate the state infrastructure blueprint into technology plans.

Objective(A)(2)3.1:Provideandsupportstudent,teacher,administratoraccesstoLearnerManagement System, Learning Object Repository, and web collaboration tools. Objective(C) (3)1.2:UtilizeLEA/CharterandschooltechnologyfundstoenhanceschoolandLEA/Charter technologyinfrastructuretofacilitateonlinereal-timeassessmentsateachschool. Objective D (5)1.1: Provide access to effective, high-quality, job-embedded, data-informed professional development and support for educators with objectives aligned to the Race to the Top Initiatives.

Priority 2: Universal Access to Personal Teaching and Learning Devices

Suggested Goals/Targets Year 1 July 1, 2012 – June 30, 2013

Year 2 July 1, 2013 – June 30, 2014

Yearly EvaluationEvaluation Method(s)

DPI Use

Develop a comprehensive sustainable LEA plan for universal access. Resources: NCDPI, NCLTI, Educator Recruitment & Development, and District & School Transformation

The Technology Committee leads faculty in developing a plan for universal access. -Administration, Tech Staff

Begin implementation of the comprehensive plan -Administration, Tech staff

Meeting minutes, agenda, plan

Communicate your plan to all stakeholders.

Solicit input from stakeholders and present options -Tech Committee, Administration

Evaluation and feedback of plan elements from stakeholders Tech Committee, Administration

Copies of plan, survey results


Increase overall access to personal learning devices.

Purchase PTLDs using a blended funding model. -Technology, Development,

Acquire additional PTLDs as funding allows. Technology, Development

Budget documentsTechnology, Development

Utilize Personal Learning Devices to promote student owned learning.

Pilot “flipped” classroom model. Increase activities requiring digital content and devices. -Select faculty

Scale up use of flipped model (selective implementation) and broaden faculty involvement in the implementation. -Faculty

Online content examples, course documentation, STNA and LoFTI reports.

Raleigh Charter High School Technology Plan, 2012-2014

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 is used?

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

Current Status and Moving Forward Charter schools must purchase textbooks with their general student allocation money. This expense can make it difficult for charter schools to keep textbooks current and in good shape due to the cost of replacing or purchasing new textbooks. Raleigh Charter teachers often use self-created course packs to supplement or replace traditional course textbooks to reduce cost and architect them to better suit the curriculum. While this method enhances instruction at Raleigh Charter, it also poses some potential risks. Self-designed course packs must be aligned to the Common Core and NC Essential Standards. Therefore, teachers must spend time and resources to keep them updated. These expenditures are not very efficient when viewed at the state, national or global level. Teachers should be able to share curriculum resources and collaborate to make them better and easier to maintain. Digital textbook resources and learning object repositories (LORs) create a platform to make this possible. Resources such as Learn NC and NC WiseOwl should be utilized to supplement curricular resource wherever possible to help align with the Common Core and NC Essential Standards. By exploring these options and implementing when appropriate, teachers can more effectively use their time and energy for instructional purposes. A downside of using digital textbook resources is the cost of providing technology to students to utilize these resources. The cost of mobile devices to utilize digital resources can outweigh the cost savings from using them. Since charter schools receive technology funding from their general student allocation money, other methods, such as E-rate, must be used to fund these initiatives. This reality produces another caveat. Using sources, such as E-rate, adds additional load to already strained technology departments. Charter schools will need to allocate additional resources to make this happen. One way to allocate more resources is to offload current tasks, such as network infrastructure maintenance, to the cloud. By utilizing NC Education Cloud resources, charter schools may be able to free up more resources to meet the demands of funding sources used to provide digital content.


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


Year 2 July 1, 2013 – June 30, 2014

Yearly EvaluationEvaluation Methods(s)

DPI Use

Shift from traditional print and paper-based resources to affordable, current online resources

Teachers investigate and use collaborative online curricular resources to enhance course materials. -Tech Committee/Administration

Investigate funding for personal teaching and learning devices to utilize online curricular resources -IT staff/Teachers

STNA and LoFTI documents

Utilize procured resources such as NC WiseOwl, and other open education resources

Teachers investigate these resources for their curriculum -Tech Committee/Teachers

Utilize resources aligned with Raleigh Charter curriculum -Teachers


Use digital content aligned specifically to Common Core and NC Essential Standards

Utilize Learn NC/NC WiseOWL resources and digital assessment tools -Teachers

Utilize Learn NC/NC WiseOWL resources and digital assessment tools -Teachers


Alignment to Other Plans and Initiatives: Strategic Priority 3: Statewide Access to Digital Teaching and Learning Resources, Including Digital Textbooks Raleigh Charter High 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 Use online digital assessment tools to help teachers align their

curriculum with the Common Core and NC Essentials Standards Career and College Ready, Set, Go! Put more technology into the hands of students and teachers to

Increase individualized learning options. Race to the Top Local and State Scopes of Work Objective(A)(2)3.1:Provide and support student, teacher,

administrator access to Learner Management System, Learning Object Repository, and web collaboration tools. Objective(B)(3)1.1:Ensure teachers and staff understand the new Standard Course of Study, including the Common Core and Essential Standards and related assessments.


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 Raleigh Charter teachers and administrators?

How do teachers, administrators, and staff work with colleagues to guide Raleigh Charter 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?

Current Status and Moving Forward Professional development in technology no longer means learning technology “skills” in isolation. A more integrated approach must be used in order for teachers to better understand the application of technology skills in the delivery of instruction. Raleigh Charter personnel currently receive professional development through a variety of resources including state and national conferences, on-line courses and webinars, and one-on-one instruction. Instructors share ideas and methods of presenting course material at proscribed times during general faculty meetings as well as during department meetings. Raleigh Charter teachers already teach the existing core content in a way which includes skills like critical thinking and problem solving. Our teachers will also be instructed to implement more methods which include expanding our students’ information and communications technology (ICT) literacy. This improvement will include teaching such skills as how to use data to organize, plan, and set goals, and to learn when it is appropriate to use technology. They will also help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate. Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff. Since Raleigh Charter does not have any one individual who can devote the amount of time necessary to fully implement this plan alone, classroom teachers, through both planned and just-in-time professional development opportunities, must be trained to support the integration of information and technology standards into their own instruction. Raleigh Charter High School will, as time and budget allow, encourage teachers to attend technology and discipline-specific conferences and webinars which emphasize the utilization of online resources and cloud-based tools. Individual staff members will be encouraged to view such opportunities as Train-the-Trainer events when attending so that they may share what they learn with other staff members.


Alignment to Other Plans and Initiatives: Strategic Priority 4: A Model of Technology-Enabled Professional Development Raleigh Charter High 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 Work on creating a comprehensive, customized professional development system to provide teachers and administrators with the skills and understandings

needed to use data to inform instructional practice and make formative assessments a daily practice in the classroom. Determine what technology infrastructure is required to support a 21st century curriculum and assessment system and to move additional testing to appropriate technology formats. This study will allow the transition from a paper-based assessment system to one that takes greater advantage of technology.

Career and College Ready, Set, Go! Put more technology into the hands of students and teachers to increase individualized learning options.

Increase the use of technology for providing professional development opportunities for teachers.Race to the Top Local and State Scopes of Work Objective (A) (2) 3.1: Support student, teacher, and administrator access to web collaboration tools.

Objective (A) (2) EVAL 1.1: Participate in the evaluation of the RttT initiatives and use the resulting evaluation data and conclusions to improve effectiveness. Objective (B) (3) 1.1: Ensure teachers and staff understand the new Standard Course of Study, including the Common Core and Essential Standards, and related assessments. Objective (C) (2) 1.1: Complete a unified strategic plan for RCHS that utilizes data to determine priority goals and activities, and set targets for performance. Objective (C) (3) 1.1: Investigate a transition plan for Raleigh Charter to begin using the online IIS for the 2012-2013 school year. Objective D (5) 1.2: Measure, evaluate and improve professional development and support.

Other LEA initiatives/plans Restructure the Technology Team to aid in planning for Professional Development.Other LEA initiatives/plans Staff will attend Common Core Workshops and advise individual departments on changes to curriculum required to adhere to new Common Core standards.


4: The Raleigh Charter Model of Technology-Enabled Professional Development


Year 2 July 1, 2013 – June 30, 2014

Yearly EvaluationEvaluation Method(s) DPI Use

Implement a plan for embedded technology-enabled professional development for teachers and administrators.

-Restructure the Technology Committee to aid in planning for Professional Development -Survey teachers to determine needed skills training -Administration, Tech Staff

-Include specific days for technology training in school/staff calendar -Administration, Tech Staff

-Technology Committee meeting roster/ schedule/ agenda -STNA and LoFTI Survey results -List of skills taught

Prepare individual teachers and technology staff to support digital reform.

-Research online assessment and training tools for technology-enabled teaching -Administration, Tech Staff

-Implement online assessment and training tools for technology-enabled teaching -Administration, Tech Staff

-Display hardcopy test results for administered online tests -STNA and LoFTI Survey results

Deliver Common Core and Essential Standards training to teachers using integrated technology as a model for further classroom integration.

-Attend Common Core Workshops -Advise each department on changes to curriculum required to adhere to new Common Core standards -Selected staff from each discipline

-Advise each department on changes to curriculum required to adhere to new Common Core standards -Selected staff from each discipline

-Present changes in department curriculum made in order to adhere to new CCS

Prepare staff for online assessment delivery.

-Orient faculty to online digital assessment resources. -Testing Coordinator, Tech staff

-Utilize assessment resources from IIS and LOR to give further access to online assessment. -Testing Coordinator, Tech staff

-STNA and LoFTI Survey results


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

Are North Carolina school leaders at the state-, district- and local-levels 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 and opportunities available to prepare teachers

and administrators to lead in a 21st-century learning environment? Current Status/Moving Forward

School leaders at every level in North Carolina are generally not prepared to lead the state’s schools into a 21st century vision of education. First, every level of educational infrastructure is still anchored in a 19th-century factory model of content instruction wrapped up in an agrarian calendar. Second, there is nothing that is accomplished at the school level which at all is analogous to the workplace into which our graduates will be released. Third, though this is improving, the number of teachers, administrators, and school leaders who are uncomfortable with 21st-century communications is too great; they cannot lead. Fourth, teachers often do not have the time, funding, or inclination to abandon their 20th-(or 19th-) century instructional systems and lessons and adapt to a more flexible, effective, and engaging socially collaborative classroom environment that fosters learning in a world where knowledge changes by the hour. That said, it is incumbent upon schools, districts, and the state to foster this change to the extent they can. Change is coming as students are beginning to demand 21st-century methods and a 21st-century climate of learning as exemplified by their poor performance and lack of engagement with traditional classroom instruction. The state must not only encourage but require teachers to develop functional 21st-century instructional plans that incorporate modern workplace technology and techniques. Supralocal-level entities can support this movement by providing hardware and infrastructure for communications access, learning repositories so that traditionally underserved areas have access to the same content and instructional methods that other areas have, and providing flexibility for schools to develop instructional models that have efficacy for their particular populations.

Raleigh Charter is improving its instructional leadership in order to bring about these kinds of changes, and we are incorporating teacher-led examples of technology-infused instruction in order to help all faculty enhance their curricula. RCHS personnel are attending workshops and presenting technology-infused lessons at state and national conferences as a way of providing leadership both in and out of North Carolina. Teachers are encouraged to enroll in supplemental technology instructional programs which are supported by the school and PD time is dedicated to these efforts at the beginning of each school year.


Alignment to Other Plans and Initiatives: Strategic Priority 5: 21st Century Leadership for All Schools and Districts Raleigh Charter High School will utilize and align with the following key initiatives/plans to reach for the vision and complete the strategic priorities of our plan... Career and College Ready, Set, Go! Provide leadership opportunities for school personnel by recruitment. Schools need good leaders who know how to motivate teachers and students and data to make good

decisions. Use data from school climate surveys to continue to create a supportive educational environment for students and faculty. Expand the transformation model to bring successful instruction techniques developed at RCHS to other schools. Provide incentives to ensure there are Great teachers in every classroom. Increasetheuseoftechnologyforprovidingprofessionaldevelopmentopportunitiesforteachers.

Race to the Top Local and State Scopes of Work Objective (A) (2)3.1: Provide and support student, teacher, and administrator access to Learner Management System, Learning Object Repository, and web collaboration tools.

Objective (A) (2) EVAL1.1: Participate in the evaluation of the RttT initiatives and use the resulting evaluation data and conclusions to improve effectiveness. Objective (D) (1)1.2: Use alternative routes to administrator and teacher certification with fidelity. Objective (D) (2)1.1:Utilize the evaluation tool and process as a primary factor in teacher and principal development plans and decisions related to promotion, retention and removal. Objective (D) (2)1.2: Provide evaluation results to the State by submitting summary ratings. Objective (D) (3)1.1: Identify and select highly-qualified candidates to participate in regional leadership academies. Objective (D) (3)2.2: Forecast hiring needs and use succession planning to identify candidates for school leadership positions. Objective D (4)2.1: Provide feedback for preparation, certification and alternative licensure programs. Objective D (4).2.3: Establish or extend existing partnerships with North Carolina colleges and universities. Objective D (5)1.1: Provide access to effective, high-quality, job-embedded, data-informed professional development and support for educators with objectives aligned to the Race to the Top Initiatives. Objective D (5)1.2: Measure, evaluate and improve professional development and support. Objective E (2)1.2: Engage in NC Comprehensive Needs Assessment, Leadership and Instructional Coaching, Professional Development, change plan and implementation map.

National Educational Technology Plan Oureducationsystematalllevelswillleveragethepoweroftechnologytomeasurewhatmattersanduse assessment data for continuous improvement.

Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners. Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.


5: 21st Century Leadership for All Schools and Districts


Year 2 July 1, 2013 – June 30, 2014

Yearly EvaluationEvaluation Method(s)

DPI Use

Create and lead a vision for 21st century education

Restructure the Technology Committee to aid in planning for technology leadership -Administration, Tech Staff

Continue to incorporate 21st century goals and techniques into curriculum at department level -Faculty

Lesson plans, meeting minutes

Create 21st century learning cultures

Identify 21st century teaching practices and analyze ways to expand them into other disciplines or lessons. -Faculty, Department Heads

Add 21stcentury teaching techniques to PD throughout the year and across curricula -Administration

-Records of PD sessions, sign in sheets, agenda -STNA and LoFTI Survey results

Prepare teachers and administrators to lead 21st century learning environments

Evaluate current teaching methods and determine appropriateness with respect to 21st Century techniques -Faculty, Administration

Encourage adoption of 21st century teaching techniques -Faculty

-Lesson plans, exemplars -STNA and LoFTI Survey results

Develop strategic partnerships with community and business to promote 21st Century learning.

Review current Flex/Citizenship contacts and content and identify 21st century learning opportunities -Flex Coordinator

Highlight 21st Century learning opportunities in Flex programming and grow opportunities for additional exposure. -Faculty

Flex documentation, photos, records of Flex activity


Raleigh Charter High School Policy, Procedure, & Guidelines Implementation Chart

Policies, Procedures, & Guidelines LEA Policy

Code or Procedure

LEA Date of Adoption,

Implementation or Revision

Policies Required

A. Materials Selection Policy including internet sources (GS §115c-98(b)) POL-07A Adopted 5/15/09

B. Disposal of Equipment / Replacement of Obsolete Equipment (GS §115c-518) POL-07B Adopted 4/15/07

C. Hardware and Software Procurement (GS §115c-522, 115c-522.1) POL-07C Adopted 4/15/07

D. Copyright and Plagiarism Policy (PL §94-553, 90 Stat. 2541) POL-07D Revised 8/15/10 E. Acceptable Use Policy (PL §106-554) including existing 1:1, bring your own device POL-06E Revised 8/01/11

F. Equipment/Materials Donation Policy (GS §115C-518 POL-07F Revised 10/01/08

G. Data Privacy Policy (20 U.S.C. § 1232g; 34 CFR Part 99 (FERPA)) POL-07G Adopted 4/15/09

H. Inventory Control Policy (GS §115c-539, 115c-102.6A-C(5)) POL-07H Adopted 4/15/07

I. Access to Services Policy (GS §115c-106) POL-07I Adopted 4/15/07

J. Online Assessment and Instruction Policy POL-12J K. Advertising and Commercialism Policy (GS §115c-98) Procurement and gifts ethics POL -07K Adopted 4/15/07

L. Internet Safety and Ethical Use including Cyber bullying and Harassment (Protecting Children in the 21st Century Act, CIPA, FERPA, GS 115C-407) POL-12L

Procedures A. Hardware and Software Deployment PROC-07A Adopted 7/15/10 B. Equipment maintenance and repairs PROC-07B Adopted 4/15/07 C. Outdated Resources and Equipment Replacement PROC-07C Adopted 4/15/07 D. Disaster Recovery of Data and Hardware PROC-07D Adopted 4/15/07 E. Administration of Online Courses PROC-08E Adopted 8/10/08 F. Administration of Online Assessment PROC-12F

Guidelines A. Policy Translation GL-07A Adopted 4/15/07 B. Web Site Development GL-07B Adopted 6/15/11 C. Instructional Use of Videos GL-07C Adopted 4/15/07 D. Development of Online Resources GL-07D Adopted 4/15/07 E. Use of Digital Media and Resources GL-12E

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