Running head: SUNSHINE PUBLIC SCHOOL DISTRICT

Sunshine Public School District:

Five Year Technology Plan (2015 - 2020)
Deborah Bishop, Linda Davis, Corrie Emery, Mary-Kate Hagedorn
Liberty University

SUNSHINE PUBLIC SCHOOL DISTRICT

Sunshine Public School District

Enriching the minds of urban students for the future
Committee Members
Committee members were chosen to represent Leadership Team members from each building.
Edward Skead, Superintendent of Schools
Doug Bates, Department of Information Technology (Chair)
Alexander Smith, District Grant Manager
Marvin Beckett, Principal, Freedom High School
Kristy Goodwin, Teacher, Freedom High School
Karen Blakely, Principal, R.S. Hills Middle School
Martha Turner, Principal, Mountain View Elementary School
Lewis Foster, Teacher, Rockbridge Elementary School
Scott Lee, Instructional Technology - Data Analysis Resource Teacher
William Davis, Assistant Superintendent for Curriculum and Instruction
Jan Childress, Teacher, Pride Center
Janet Bellville, Parent
Henry Moore, Parent and School Board Member
Committee members are responsible for communicating with the following committees:
Elementary Leadership Team
Secondary Leadership Team
Superintendents Personnel Advisory Committee
Superintendent's Parent Advisory Committee
Superintendents Cabinet

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Mission

To provide all students with high quality educational experiences infused with technology
while promoting collaboration and critical thinking in our schools, and prepare our students to
pursue lives of lifelong learning in a diverse global society.
Vision
Students will access technology and effectively utilize technology to complete school and
prepare for ongoing learning as well as community and global responsibilities.
Value Statement
Sunshine School District values the commitment of all employees to create a consistent
student experience throughout the district and ongoing learning to achieve their educational
goals. We believe that open and respectful communication is essential; that student success is
vital; and that by working together as a community our students will be prepared for their 21st
century global responsibilities.
SMART Goals
Goal 1: Learner & Assessment
By June 30, 2020, all learners will be given educational experiences using technological
skills aligned to the International Society for Technology in Education (ISTE) and Mississippi
Standards to meet or surpass the 2015 student technology proficiency level.
Strategies
1. Create and administer student technological proficiency assessment according to the ISTE and
Mississippi State standards.
2. Promote technological skills and learning experiences to students both in and out of school to
include Web 2.0 and 21st century skills with tablets (Microsoft Surface 3) and laptops in the
media center and computer labs.

SUNSHINE PUBLIC SCHOOL DISTRICT

3. To promote a community of learning utilizing Web-based software for teachers and parents to
communicate about student grades, lessons, and assignments.
Rationale of Goal and Strategies
To generate lifelong learning in a diverse global society students will access a variety of
digital devices and services as needed. Studies of one-to-one computer initiatives found that
online research was often paired with productivity tools such as word processing, presentations,
or e-communications (Storz & Hoffman, 2013). Technology tools allow individual learning
experiences engaging students and meeting various learning styles.
Administration of mobile devices to each grade level based on cognitive, developmental,
and age-appropriate levels will occur. The use of iPads and mobile devices will offer
meaningful opportunities for our young learners as they begin their journey toward digital age
readiness (Getting & Swainey, 2012).
According to the technology standards established by ISTE and the state of Mississippi
the district will create and utilize a district assessment. The assessment will monitor student
technology outcomes at the completion of fourth, eighth, and twelfth grade.
Goal 2: Infrastructure and Access
By June 30, 2020, the district will establish and maintain infrastructure, Broadband and
WiFi operating systems and devices necessary for all students (1:1), administrators and staff to
safely access digital information, communicate virtually, and complete standardized testing
online.
Strategies
1. Establishment of short and long term maintenance, upgrading, and acquisition plan for
technology equipment and support materials.

SUNSHINE PUBLIC SCHOOL DISTRICT

2. Development of technological standards to assure that purchases support future expansion of the
infrastructure and Internet access for devices.
3. Provide each district building with one (or more) Instructional Technology Specialist member(s)
to assist with troubleshooting, curriculum connections, and professional development needs.
Rationale of Goal and Strategies
To support overall integration of technology, a dynamic, flexible, and authentic
environment is essential to student learning in the 21st century. According to Ibrahim Hefzallah
(2004), We learn to drive a car by being behind the wheel and driving the car, not by reading
about it. We learn to speak a foreign language by speaking the languageWe learn by taking an
active role in life situations (p. 47). To accomplish this, technology can help make the
instruction environment flexible, dynamic, learner centered, contextual, social, and intelligent
(VDOE, 2010). Committee members identified that a technology rich network is vital to the
success of the teachers and students in the district.
Goal 3: Productivity and Sustainability
By June 30, 2020, the school district will maintain access, affordability, and enhance
diversity by providing technology hardware and software resources, technical support to ensure
that every student (1:1) has access to the necessary course material and to a computing device in
an effective, safe, and flexible learning environment.
Strategies
1. Secure adequate financial support to purchase necessary technologies to sustain ongoing and new
initiatives.
2. Provide monthly professional training sessions to teachers on appropriate software, updates, and
peer reviewed practices.
3. Communicate and collaborate with faculty and students to monitor technology needs.
Rationale of Goal and Strategies

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Students today are in sync with the ever-changing pace of technology. Educational
institutions must be equipped with the current hardware, software, and personnel resources to
maintain current and future needs of the district.
The CEO Forum categorized the skills needed for the 21st century under these topics:
digital age literacy, inventive thinking, effective communication, and high productivity (NCREL,
2003). Training of the best practices with these skills and tools should be ongoing between
technology leadership and teachers. Input from teachers is essential as a way to identify
challenges and work toward program improvements through valuing collective effort reflective
of shared instructional leadership (Marks & Printy, 2003).
Goal 4: Teachers Preparedness and Connection
By June 30, 2020, teachers, support staff, and administration will engage in technological
training individually and collaboratively on technology resources, data/content, and learning
experiences providing them the confidence and capacity to be innovative teachers for the
students.
Strategies
1. Appropriate staff development training ensures current and future use of technology in
education.
2. Ongoing assessment of technology implementation, involving students, teachers, administrators,
support staff, parents, and community members.
3. Provide a safe learning environment and training for teachers and students in password and
computer/internet safety.
Rationale for Goal and Strategies
Sunshine School District believes by providing teachers and students with the current
technological tools and support they will be better equipped to face 21st century problems and

SUNSHINE PUBLIC SCHOOL DISTRICT

goals. In accordance with the National Educational Technology Plan, Sunshine School District
agrees with the statement that The challenge for our education system is to leverage technology
to create relevant learning experiences that mirror students daily lives and the reality of their
futures (USDE, 2010). The effectiveness of this technology plan is shared through the support
of the school-wide technology leadership, administrators, technology specialists, and teachers
(Anthony, 2012). For this reason, a high level of professional development training,
collaboration, and accountability with evaluations will occur throughout the school district.
21st Century Learning Skills
The 21st century skills categories consist of digital age literacy, inventive thinking,
effective communication, and high productivity (NCREL, 2003). Each of these skills presented
throughout the technology plan to include professional development, assessments, surveys, and
continual monitoring of personnel and equipment. Success of the plan makes communication
vital. The District will work cooperatively with School Administration, teachers, and parents to
effectively integrate technology across the district. Assessments will provide critical thinking
opportunities to students and provide teachers with a way to integrate creative technologies.
Integration of this technology plan ensures teachers, students, and parents are prepared to face
21st Century digital age.
Expected Outcomes in Terms of Student Learning and Achievement
Evaluations conclude the use of technology in the classroom has a positive impact on
students motivation, engagement, self-directed learning, and peer collaboration. Studies link the
introduction of technology to increased attendance rates and fewer disciplinary referrals. Other
benefits reported include higher levels of self-confidence, more positive attitudes toward
learning, and the development of problem-solving, communication, and organizational skills

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(Blazer, 2008). In addition, increases in the quality of student educational experiences led to
higher Standards of Learning (SOL) scores; increased high school graduation rates; increased
graduate potential to obtain higher education; and increased higher education built a better
economy.
Evaluation Measures
Sunshine Public School District seeks to administer and maintain the technology plan and
deem it effective and complete by meeting every goal within the set timeframe (2015-2020).
The Technology Implementation Team determines how well the goals are met. If the goals are
not met, the team will adjust the plan if goals are not met within the timeframe. A total of one
school year will be added to the plan for the existing and new goals to be met. Specific
evaluation methods and persons responsible are detailed in Appendix B.
Childrens Internet Protection Act and E-Rate
To receive funding from E-Rate certain guidelines and policies ensuring Internet safety
must be in place for users. In accordance with the Childrens Internet Protection Act, filtering
and firewalls establishment and maintenance needs to occur. Sunshine Public School District and
all responsible parties will ensure age-appropriate training for students who use the district
Internet facilities. The designed training will promote the districts commitment to the following:
student safety on the internet as well as appropriate behavior while online, cyber-bulling, and
password creation and protection. The district must remain in compliance with the E-Rate
requirements of the Childrens Internet Protection Act (CIPA) (E-Rate Central, 2015).
Budget and Funding Source
A budget committee will create and annually review the districts budget to assess current
and future needs. Sunshine Public School district will apply for grants such as: e-rate, federal,

SUNSHINE PUBLIC SCHOOL DISTRICT

and state to purchase, maintain, and update district goals. Grants allowed the district to purchase
the necessary equipment and personnel to maintain the budget for one school year. Local monies,
in addition to grants continue to be raised to maintain and increase the budget as laid out in the
budget plan. Budget and funding source information found in Appendix A.
Related ISTE Standards for Students, Teachers, & Administrators
This technology plan was created and based on the International Society for Technology
in Education (ISTE) and Mississippi State Standards. Aligning this plan with these standards will
improve academic performance as measured by state assessments. These standards will be
applied to the instructional curriculum for K-12 to ensure educational experiences infuse with
technology while promoting collaboration and critical thinking in our schools. In addition,
national and state standards will parallel the professional development plans for administration
and teachers. Sunshine Public School District aims to keep professional staff current with the
best practices in technology allowing our students to pursue lives of lifelong learning in a diverse
global society. ISTE and Mississippi State Standards are aligned with goals for this plan in
Appendix A.

Professional Development Plan

The Sunshine Public School district has established goals that reflect a strong
commitment to student achievement and professional learning. Professional development needs
were developed based on the needs of the educators, administrators, and students. The Sunshine
Public School Districts perspective instructs students by certified, highly effective teachers
curious about current trends in their area of expertise as well as basing instruction on researchbased concepts. Based on research, successful performance outcomes require technology.

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Effective teaching requires effective technology use (Etmer & Ottenbreit-Leftwich, 2010). The
Sunshine Public School district technology committee, administration, and technology support
staff will monitor the technology practices of our district teachers as well as the innovative
changes pursued to maintain the goals set forth in this plan.
The Sunshine School District will provide professional development to all administration
and educational faculty in the following ways:
Technology workshops prior to the school year in preparation of the technology standards
aligned to the district curriculum.
Technology workshops prior to the start of the school year and twice throughout the school year
will focus on current software, Apps, Web 2.0 and 21st century skills, and hardware tools.
Training for accessing and navigating the school Internet, Internet safety and protocol for
students, email system, and District Web-based software to record student and teaching data
(grades, daily lessons, homework).
Workshop prior to computerized standard testing. A training facilitator from the testing company
will lead these workshops.
Technology Specialist in each building will be responsible to collaborate with teachers on
integrating instructional curriculum with technology. Through this collaboration, needs for
future training will be determined and covered in monthly sessions.
Administrators will work with the Instructional Technology Specialist to monitor and evaluate
teachers progress.
Staff evaluations on use of new technologies, Web-based lessons and integration strategies.
Training to sustain ongoing and new initiatives will be proposed to the district technology
coordinator.
Needs Assessment
Strengths What are the current strengths?
LAN and WiFi Infrastructure in place (Leake County School District, 2015)
Department of Information Technology personnel in place to serve as tech support
Instructional Technology - Data Analysis Resource Teacher available

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Disabilities Services Coordinator available

Capital investment in place
Meets faculty, parent, and student demand
Increases the quality of student educational experiences to build a better economy
Infuses technology and promotes collaboration as well as critical thinking skills into student

learning experiences
Meets ISTE Standards for Administrators, Students, and Teachers (ISTE, 2007)
Meets state of Mississippi standards (MDE, 2008)
Weaknesses What are the current weaknesses?

Expense of providing mobile devices to each students

Expense of training teachers and students
Ensuring Internet and device accessibility
Requires hiring bilingual teachers to provide assistance to ESL children
Opportunities What are the future opportunities?

Meets the demand of the workforce

As students graduate and enter the workforce potential exists to strengthen the Mississippi

economy
Potential to bring in outside industrial and business opportunities to Mississippi
Potential for grant opportunities
Increase high school graduation rates
Increase graduate potential to obtain higher education
Threats What threatens those future opportunities?

Failure to keep students engaged

Lack of accessibility because of Internet services, mobile devices, and/or assistance
Financial support disappearing
Lack of teacher buy-in
Lack of student buy-in
Lack of parental buy-in

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References
Anthony, A. (2012). Activity theory as a framework for investigating district-classroom
system integrations and their influence on technology integration. Journal of Research on
Technology in Education, 44(4), 335-356. Retrieved from
http://files.eric.ed.gov/fulltext/EJ976472.pdf
Blazer, C. (2008). Literature review: Educational technology. The School Board of
Miami-Dade County, Florida. Retrieved from
http://files.eric.ed.gov/fulltext/ED536868.pdf
E-Rate Central. (2015). C.I.P.A. resources. Retrieved from http://e-ratecentral.com/CIPA/
Etmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How
knowledge, confidence, beliefs, and culture intersect. Journal of Research
on Technology in Education, (42) 3, 255-284. Retrieved from
http://files.eric.ed.gov/fulltext/EJ882506.pdf
Getting, S., & Swainey, K. (2012) First graders with iPads? Learning & Leading with
Technology, 40(1), 24-27. Retrieved from http://files.eric.ed.gov/fulltext/EJ991227.pdf
Hefzallah, I. M. (2004). The new educational technologies and learning (2nd ed.). Springfield:
Charles C. Thomas.
ISTE. (2007). Standards for Administrators. ISTE. Retrieved from
http://www.iste.org/standards/standards-for-administrators
ISTE. (2007). Standards for Students. ISTE. Retrieved from
http://www.iste.org/docs/pdfs/20-14_
ISTE. (2007). Standards for Teachers. ISTE. Retrieved from
http://www.iste.org/standards/standards-for-teachers

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Leake County School District. (2015). Wireless installation RFP. E-Rate 2014 - 2015 Internal
Connections Request for Proposals (RFP) for Wireless Infrastructure. Retrieved from
http://www.leakesd.org/LinkClick.aspx?fileticket=yK3O5C8Mmcs
%3D&tabid=12656&mid=67619
Leake County School District. (2015). LAN infrastructure RFP. E-Rate 2015 - 2016 Category 2
Request for Proposal (RFP) for LAN Infrastructure. Retrieved from
http://www.leakesd.k12.ms.us/LinkClick.aspx?fileticket=OThGg83bqMM
%3D&tabid=12656&mid=67619
Marks, H., & Printy, S. (2003). Principal leadership and school performance: An integration
of transformational and instructional leadership. Educational Administration Quarterly,
39(3), 370-397. Retrieved from
http://palmbeachschools.org/dre/documents/schoolleadermarksn.pdf
Mississippi Department of Education (MDE). (2012). Federal programs. K-12
Education. Retrieved from http://www.mde.k12.ms.us/OFP
Mississippi Department of Education (MDE). (2012). SLDS grants. K-12 Education. Retrieved
from http://www.mde.k12.ms.us/SLDS
Mississippi Department of Education (MDE). (2008). Teaching and Learning. Mississippi
Technology Plan. Retrieved from
http://www.mde.k12.ms.us/docs/management-information-systems-library/sheet2.pdf?
sfvrsn=2
NCREL. (2003). enGauge 21st century skills: Literacy in the digital age. Metiri Group.
Retrieved from http://pict.sdsu.edu/engauge21st.pdf
Storz, M. G., & Hoffman, A. R. (2013). Examining response to a one-to-one computer initiative:

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Student and teacher voices. Research in the Middle Level Education, 36(6), 1-18.
Retrieved from http://files.eric.ed.gov/fulltext/EJ995733.pdf
United States Department of Education (USDE). (2010). Transforming American education
national education technology plan 2010. National Education Technology Plan. Retrieved
from http://tech.ed.gov/wp-content/uploads/2013/10/netp2010.pdf
Virginia Department of Education (VDOE). (2010). 2010-2015 educational technology plan for
Virginia. Retrieved from
http://doe.virginia.gov/support/technology/edtech_plan/plan.pdf
Walton Family Foundation. (2015). Grant information. K-12 Education. Retrieved from
http://www.waltonfamilyfoundation.org

Appendix A
Proposed
Budget

Proposed Funding Source

Related Strategy

District
Wide

Federal Grant monies received from the Office of

Federal Programs. Programs provide leadership
in federal grants management for Elementary and
Secondary Education Act (ESEA) (Mississippi
Department of Education (MDE, 2012).

To collaborate across the agency in

support state initiatives.
To support district planning and
implementation.
Evaluate and monitor performance
(MDE, 2012).

District
Wide

State Grant monies received from the Statewide

Longitudinal Data Systems (SLDS) Grant
Program (MDE, 2012).

To help educators and stakeholders make

data-informed decisions to improve
student learning and outcomes.
To facilitate research to increase student
achievement and close achievement gaps

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(MDE, 2012).

District
Wide

The Walton Family Foundation

To expand opportunity for individuals

and communities in the United States.
To improve quality of life initiatives in
Mississippi (Walton Family Foundation,
2015).

Elementary
Schools
Buildings: 7
Teaching
Staff: 330
Students:
3,700

Federal funds Mobile devices district-wide

1.1, 1.2, 1.3, 3.1

Local funds for maintenance of devices

2.1, 3.1

Local funds for PD training on devices

2.3, 3.2, 4.1

State funds to replace/upgrade software

3.1, 3.3, 4.1

Middle
Schools
Buildings: 2
Teaching
Staff: 79
Students:
1,850

Federal funds Mobile devices district-wide

1.1, 1.2, 1.3, 3.1

Local funds for maintenance of devices

2.1, 3.1

Local funds for PD training on devices

2.3, 3.2, 4.1

State funds to replace/upgrade software

3.1, 3.3

High
Schools
Buildings: 1
Teaching
Staff: 80
Students:
1,850

Federal funds Mobile devices district-wide

1.1, 1.2, 1.3, 3.1

Local funds for maintenance of devices

2.1, 3.1

Local funds for PD training on devices

2.3, 3.2, 4.1

State funds to replace/upgrade software

3.1, 3.3

Appendix B

Goal 1: By June 30, 2020, all learners will be given educational experiences using technology skills aligned to th
Standards to meet or surpass the 2015 student technology proficiency level.
Strategy Timeline
Expected outcomes
for
Implement
ation

Current
Status

Evaluation Method &

responsible party

National Edu
Technology S
(NETS
ISTE)

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1.1

Ongoing

Increase the quality of

student educational
experiences leading to
higher Standards of
Learning (SOL)
scores.

Limited
Professional
Development

Administration and teachers

will create assessments
based on ISTE and
Mississippi State Standards
for teachers to administer as
laid out in the timeline.

(ISTE, 2008).
ISTE Standard
Administrators
2008)

1.2

Ongoing

Increase collaboration,
communication,
creativity, and/or
critical thinking skills.
Increase workforce
readiness potentially
building up the local
economy.

Limited
Mobile
Devices

Administration and teachers

will use student assessment
scores and surveys to
determine the effectiveness.
Provide teachers and
students with personal
learning devices, necessary
software, and training to use
them.

ISTE Standard
Administrators
4.d (ISTE, 200

1.3

Ongoing

Increase
communication
between teachers,
parents, and
stakeholders as well as
display accountability.

Special
Development

Administrators and
instructional technology
specialist will monitor the
updates to individual
schools Website.

ISTE Standard
Administrators
(ISTE, 2008)

Goal 2: By June 30, 2020, the district will establish and maintain infrastructure, Broadband and WiFi operating s
necessary for all students (1:1), administrators and staff to safely access digital information, communicate virtual
standardized testing online.
Strateg
y

Timeline
Expected outcomes
for
Implement
ation

Current
Status

Evaluation Method &

responsible party

National Edu
Technology S
(NETS ISTE)

2.1

As needed

Limited
Handheld
Devices

IT Department will
collaborate with school
administration to complete
annual maintenance to all
equipment including device
updates as needed.

ISTE Standard
Administrators
3.c (ISTE 2008

At Least
Annually

Attain appropriate
technologies to create
suitable educational
environments;
creation of
maintenance plan to
include support staff.

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2.2

As needed
At Least
Annually

2.3

As needed
At Least
Annually

19

Technology
coordinator, IT
personnel will provide
documentation
containing standards
to meet current and
future needs to present
to the School Board.

N/A

Technology coordinator and

IT personnel will evaluate
the standards and determine
effectiveness based on
outcome.

ISTE Standard
Administrators
4.c (ISTE, 200

The IT Chair will

determine, advertise,
and hire experienced
technical support
personnel for each
school in the district.

Limited
Funding

The IT Chair will ensure

personnel receive necessary
infrastructure and meet job
description requirements.

ISTE Standard
Administrators
4.a-4.e,5.a (IST

Goal 3: By June 30, 2020, the school district will maintain access, affordability and enhance diversity by providi
and software resources, and technology support will ensure that every student (1:1) has access to the necessary co
computing device in an effective, safe, and flexible learning environment.
Strateg
y

Timeline
Expected outcomes
for
Implement
ation

Current
Status

Evaluation Method &

responsible party

National Edu
Technology S
(NETS ISTE)

3.1

Annually

Superintendent
determines financial
support of school
district and works
with District Grant
Manager determining
applicable grants.

Limited
Funding

Yearly surveys/feedback
from administration/faculty
analyzed determining need
for more financial support.
Superintendent/District
Grant Manager determine
sufficiency of grants.

ISTE Standard
Administrators
3.d (ISTE, 200

3.2

Monthly

Instructional specialist
creates a Professional
Development program
(PDP) meeting needs
of in person one-onone group, and online
instruction basis.

Limited
Professional
Development

Teachers integrate
software/best practices into
lesson plans/classroom.
Teachers complete session
surveys and assessments to
determine teacher
perception of training.

ISTE Standard
2.a-2.d, 3.a-3.d
(ISTE, 2008)

3.3

Monthly

IT Chair/School
Administration creates, disperses, and
analyzes surveys

Limited
Professional
Development

Teachers demonstrate
knowledge of technology
software, devices, and
applications in lesson plans,

5. ISTE Standa
Teachers:
5.a-5.d (ISTE,

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determining PDP
meets faculty needs.

professional development
opportunities, and practices.

Goal 4: By June 30, 2020, teachers, support staff and administration will engaged in technology training individu
technology resources, data/content and learning experiences that will provide them the confidence and capacity to
all students.
Strateg
y

Timeline
Expected outcomes
for
Implement
ation

Current
Status

Evaluation Method &

responsible party

National Edu
Technology S
(NETS ISTE)

4.1

Annually

The IT Chair/School
Administration will
determine through
analysis of
professional
development needs.

Limited
Professional
Development

IT Chair/School
Administration analyze
demonstrated skills,
professional development
feedback, surveys, and
proficiency evaluations.

ISTE Standard
Administrators
ISTE Standard
3.a-3.d, 5.a-5.d
2008)

4.2

Ongoing

The IT Department
creates assessment
tools and analyzes
data monitoring
technology
implementation.

Limited Data

Students and teachers show

proficiency on assessments
created by the IT
Department.

ISTE Standard
Teachers:1.a-1
ISTE Standard
4.a-4.d, 6.a-6.d
2008)

4.3

Ongoing

School
Administration
determines and
provides Internet
safety and cyberbullying instructions
to students/teachers.

Limited
Development

Security is maintained and

students and teachers show
proficiency in computer
safety.

4. ISTE Standa
Administrators
(ISTE, 2008)

Updated
Annually