DeKalb County School District (DCSD)

Stone Mountain, Georgia

Three-Year Technology Plan

July 1, 2012 June 30, 2015
Technology Plan Creation Date: March 13, 2012

Superintendent
Dr. Cheryl L.H. Atkinson

Technology Plan Component

SECTION 1.0 IT MISSION AND VISION FOR TECHNOLOGY USE
Mission
Vision
District Wide
Students
Teachers
Administrators
Parents/Community
SECTION 2.0 CURRENT REALITY
Access to Technology
Computers and Peripherals
Green Technology
Interactive Boards and Student Response Systems
Wireless Technology
Internet and Web Content Filtering
Telecommunications
WAN Infrastructure
Technology Support
Technology Use
Instructional Uses of Technology
Administrative Uses of Technology
Parent Uses of Technology
Gap Analysis
Classroom/Administrative Technology
Infrastructure
Business Applications
Professional Development
Communications

SECTION 3.0 GOALS AND BENCHMARKS

Goal 1: Instructional Uses
Goal 2: Instructional Uses
Goal 3: Instructional Uses
Goal 4: Internet Safety
Goal 5: Administrative Uses
Goal 6: Parent and Community Uses
Goal 7: Student Technology Literacy
Goal 8: System Readiness (Staff Competencies/Attitudes) Uses
Goal 9: System Readiness (Support)
SECTION 4.0 COMMUNICATION AND MARKETING
Communication and Marketing
SECTION 5.0 PROFESSIONAL DEVELOPMENT
Professional Learning and Instructional Technology
TH
SECTION 6.0 8 GRADE TECHNOLOGY LITERACY
Introduction
Test Administration
Validity and Reliability
Results
Developing Technology Literacy Skills
SECTION 7.0 APPENDICES
Policies and Procedures

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Components for District-Level Technology Plan

Section 1.0 Vision for Technology Use
1.1

Vision
The DeKalb County School District (DCSD) will be acknowledged as one of the highperforming
large school districts in the United States in preparing students to lead and succeed in a rapidly
changing world.

1.2

Mission
The mission of DCSD is to prepare 21st Century students to thrive and succeed in a diverse and
everchanging world through a partnership of homes, schools and communities. The DeKalb
Schools 21st Century student will demonstrate:

Flexibility and adaptability

Initiative and selfdirection
Social and crosscultural interaction
Productivity and accountability
Leadership and responsibility
Information and technology literacy
Critical thinking and problem solving
Creativity and innovation

The overarching goal is to transform DeKalb Schools into a School District of Excellence. Every
student in every part of our community will have access to a quality educationan education that
provides every student the opportunity to actualize their highest potential and become a productive
citizen. This is DCSDs sole mission, and all of its actions and decisions will be based on reaching
this goal.
An Excellence in Education Plan 2012 2017 has been developed in which five major goals were
established to ensure Every Childa Winner and Victory in every classroom. The goals are:
Goal 1:
Goal 2:
Goal 3:
Goal 4:
Goal 5:

Student Achievement and Success

Excellence in Leadership and Personnel
Operational Effectiveness
Safe and Orderly Schools
Engaging Stakeholders

Technology is one of the support systems that will foster a culture and learning environment in which
teachers and students will be able to perform at high levels, as well as support new innovations.
The purpose of the Division of Information Technology is to provide a customer service oriented
team of professionals dedicated to the seamless integration and implementation of technology
across the district. The divisions philosophy is to expand the walls of the classroom by providing
access to information and programs anytime, anywhere for anyone in a 21st century learning
environment.

1.3

Areas Where Technology Will Be Used for Rigorous Academic Courses

District Wide

District will establish a standard baseline for hardware and software distribution across all
schools.
District will seek input from end-users during the assessment of hardware and software needs.
District will allow more autonomy for local schools to make technology-based decisions above
the standard baseline.
District will ensure that students have the opportunity to utilize textbooks in electronic format.
Students

Students will be involved in authentic learning activities characterized by individual effort and
group collaboration, real-world problems, and interdisciplinary curricula with the use of
technology as an essential component.
Students will demonstrate skills relative to information retrieval, management, and synthesis
from a variety of sources through teacher-made assignments.
Students will have daily access to computers, handheld and other technical devices.
Students will have the opportunity to utilize textbooks in an electronic format.
Teachers

Teachers will utilize interactive boards to actively engage students in the learning process.
Teachers will have access to student response systems to collect real-time assessment data.
Teachers will routinely utilize technology to accomplish administrative tasks such as recording
grades and attendance, developing lesson plans, reporting student progress, and
communicating with parents thereby reducing the time needed for required administrative tasks.
Teachers will access student achievement data on-line in order to develop student profiles,
diagnose learning problems, and prescribe appropriate interventions to correct identified
achievement deficiencies.
Teachers will have expanded professional development opportunities through face-to-face,
online, and blended formats.
Teachers will use technology to foster interdisciplinary collaboration.
Administrators

Educational leadership personnel will routinely use technology to complete required

administrative tasks such as budget management, staff evaluation, student management, and
community relations.
School administrators will use the data management system to aid them as instructional leaders
and to monitor student progress and teacher effectiveness.
School administrators will encourage the use of technology to enhance the instruction of
students and monitor the use of instructional technology in their schools.
Parents/Community

Parents will be empowered to receive electronic information, participate as partners, and engage
in decision making opportunities for the support of student achievement.
Parents will have access to student, school and district information online and have open
channels of communication with schools and teachers via electronic devices.
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Parents will have access to school districts technology hardware and software through parent
centers (see 2.2.3).
Parents will have access to online information about their childs performance including daily
academic progress, academic history, class assignments, and school activities.

Section 2.0 Current Reality

2.1

Access to Technology
Data presented in this section was derived from a variety of methods which include: 2010-2011
annual hardware survey, local hardware/software inventory logs, and internal system
documentation.
2.1.1

Computers and Peripherals

There are 30,000+ Internet connected desktop and portable computers within DCSD. These
computers include both staff and student workstations. There are 1600+ internet connected
mobile devices. There are 4,500+ networked peripherals (i.e., printers, scanners, etc.).

2.1.2

Elementary schools have at least one computer lab with 24-33 workstations. Middle
schools have at least two computer labs with 33-35 workstations. High schools have
at least four computer labs with 28-35 workstations.

All media centers have at least one circulation desk workstation, at least one teacherlibrarian workstation, and three or more sets of Thin Client solutions (which allow for
four (4) student stations per solution).

All core classrooms have one teacher workstation and many have at least two
student workstations. All schools built since 2003 have at least two student
workstations in the core classrooms. Six high schools and one elementary school
have Thin Client solutions in core classrooms.

Career Technical and Agricultural Education (CTAE) currently supports 6 to 12

computer labs at the high school level, and 1 to 3 computer labs at the middle school
level. Within the DCSD there are 217 total computer labs supported by the CTAE
department with 5,245 computers, 651 printers, and 156 interactive boards.

Green Technology
Power Conservation
Thin Client solutions are deployed in all schools via the Media Centers. Each Thin Client
Solution deployed within DCSD allows for four (4) student workstations to operate using
one actual workstation. This solution substantially reduces electrical consumption
compared to four (4) standard workstations.

The district uses remote access technology to power off workstations at 8:00 p.m. each
night which substantially reduces electrical consumption.

Virtualization
Using virtualization software, the district has reduced the number of physical file servers from
450 devices to approximately 120 devices.
Collaborative Classroom
DCSDs Collaborative Classroom refers to the collection of tools within our email system that
enables teachers to provide electronic resources, facilitate and moderate discussions among
students, communicate pertinent information and collect and evaluate student work. This will
reduce the usage of paper and printing supplies.

2.1.3

Interactive Boards and Student Response Systems

There are 3800+ interactive board (IAB) systems within DCSD. All schools built since 2009
have an interactive board in every classroom.
Each interactive board system, provided within DCSD, includes an interactive whiteboard,
interactive whiteboard software, and an interactive slate. Additionally, each school is
provided with one or more sets of interactive student response systems. The response
systems are hand held response devices that allow each student to answer questions that
are presented on the interactive boards.

2.1.4

Wireless Technology
Wireless connectivity is available in a portion of every school and center within DCSD.
Approximately 20% of schools and centers have wireless connectivity throughout the entire
building. Additionally, every new school will have wireless access both inside and outside of
the building. The wireless infrastructure is robust enough to allow for future wireless growth.
DCSD wireless devices are configured with encryption information that allows access
through the wireless infrastructure to the internet. Some sites also offer Guest access so
visitors can obtain a wireless connection for their devices.
Students have access to mobile technology through the use of mobile carts. Each mobile
cart contains wireless devices, a printer, an access point, and a network switch.

2.1.5

Internet and Web Content Filtering

Every school and center within DCSD has internet access. As a part of being CIPA
compliant, DCSD uses six web filtering servers that utilize content controlling technology.
These web filters block access to potentially harmful internet information and websites.

2.1.6

Telecommunications
DCSDs telecommunications infrastructure provides telephone access to personnel in each
school and center, including mobile classrooms. This encompasses 13,000+ telephones,
15,000+ voice mailboxes, 300+ smart phones, and 500+ cell phones. Twenty-one percent of
the telephones use voice over IP (VoIP).
The telecommunications platform also includes an in-house automated calling system that
provides the ability to send notifications/messages to over 2,800 households per minute. The
robust telecommunications infrastructure provides a foundation for future growth of the
district.

2.1.7

WAN Infrastructure
DCSD owns a fiber based wide area network (WAN). There are three central sites and 16
school (head end) sites that are connected at 10 Gbs bandwidth. Each schools local area
network is a 1 Gbs bandwidth connection to a head end site. The WAN supports all
instructional and business applications which include, but are not limited to, internet, VoIP,
video, and wireless. Security components prevent unauthorized access to the network.

2.1.8

Technology Support
Technology troubleshooting is provided by various support personnel within the Division of
Information Technology. A primary avenue for problem resolution is the DCSD Support
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Center. The Support Center utilizes a help desk call management system to provide first and
second level support to every school and center. The Support Center receives 30,000+
technical service requests per year via email and phone.
2.2

Technology Use
2.2.1

Instructional Uses of Technology

Instructional Software (Widely Used)
Instructional software applications originate from local school and district-level initiatives.
The following instructional and administrative software applications are widely used
throughout the district.
District Widely Used
Software

Purpose/Instructional Use

ActivInspire

Adobe Creative Suite

(Acrobat Professional,
Dreamweaver, Flash,
Photoshop)
BrainPOP

Career Cruising

Classworks

Compass Learning Odyssey

Desire2Learn

Destiny Follett Software

Discovery Learning

Application designed to use with Promethean

ActivClassroom tools (Interactive Whiteboard,
Slates, and Student-Response Devices)
Collection of graphic design, video editing, and
web development applications

Curriculum-based and standard-aligned

animations with activities and assessments to
supplement lessons
Online career guidance and planning system that
provides tools to find the right career, explore
education and training options, and build their a
personal portfolio
Online software that differentiates and
personalizes K - 5 curriculums in reading,
mathematics, social studies and science
Assessment is embedded in the program
providing opportunities for remediation and
enrichment
Online software that differentiates and
personalizes K - 5 curriculums in reading,
mathematics, social studies and science
Assessment is embedded in the program
providing opportunities for remediation and
enrichment
Course Management System that supports
DeKalb Online Academy
Centralized resource management tool that helps
libraries in the district integrate and centralize
circulation, cataloging, searching and reporting
functions into one flexible library management
system
Digital video-based learning resource with content
specific video segments and images tied to the
Georgia Performance Standards
An Assignment Builder, Quiz Center and Writing
Prompt Generator are built-in features

eSIS (Core, Teacher

Assistant and Parent
Assistant)

ExploreLearning

Georgia Online Assessment

System (OAS)

IDMS - SchoolNet

DCSD district-adopted data management system

Microsoft Office

netTrekker

Renaissance
Learning(Accelerated
Reader, Star Reading, Star
Math)

Rosetta Stone

Scholastic Read180

Study Island

Microsoft Office consists of Microsoft Word, Excel,

Access, PowerPoint, and Publisher. These
software applications are primarily used with
students in grades 6-12
Educational search engine that yields internet
resources evaluated by educators and aligned to
state standards
Accelerated Reader (AR) personalizes reading
practice to each students current level and
assesses students reading with quizzes.
STAR Reading & STAR MATH provide skillsbased testing and reporting that provide data for
screening, instructional planning based on skills
mastery, progress monitoring, and standards
benchmarking
Language-learning solution allows students to
work independently, building their basic speaking,
listening comprehension, reading and writing skills
Reading intervention program that is a
comprehensive system of curriculum, instruction,
assessment, and professional development
proven to raise reading achievement for struggling
readers in grades 412
Standards-based assessment software that
provides instruction and test preparation

Successmaker

USA Test Prep

Web-based educational data management

solution providing administrators and teachers
access to real-time information to effectively
assess and support student achievement
includes Student Information System, Gradebook,
and Parent Portal
Interactive online simulations for math and
science education in grades 3-12 that are aligned
to state standards
Online assessment tool that provides practice for
standardized tests

Online software that differentiates and

personalizes K - 5 curriculums in reading,
mathematics, social studies and science
Assessment is embedded in the program
providing opportunities for remediation and
enrichment
Online solution that covers the fundamentals of
the Georgia High School EOCT/GHSGT test in an
easy-to-use interactive online format

Interactive Boards
The districts focus is to transform classrooms into engaging and efficient learning
environments. To achieve this goal, interactive board technology in every classroom
became critical to creating 21st Century learning environments. In the last three years, the
district has more than doubled the number of interactive boards in classrooms. Additionally,
there are approximately 1,050 student response sets in our schools.
With the increased number of interactive boards in our classrooms, the importance of
professional development became apparent. The DCSD Instructional Technology
Department created courses to demonstrate beginning, intermediate, and advanced skills as
well as to model best practices. Approximately 5,500 teachers and administrators were
trained on how to integrate ActivInspire and ActivExpressions efficiently and effectively in the
classroom environment during the 2010 2011 school year.
In 2010, DCSD Instructional Technology implemented a new initiative to enhance the skills of
teachers on the use of the interactive board within their classrooms. The initiative, known as
the A Team, consisted of 23 energetic teachers who took the time to complete a challenging
curriculum in which they learned how to effectively integrate ActivInspire and
ActivExpressions in their respective content area(s). Each year another group of teachers
has accepted the challenge to enhance their knowledge of the software and how to engage
students. The goal of this initiative is to increase the number of teachers demonstrating and
modeling for colleagues best practices on the use of instructional technology while promoting
the engagement of students, increasing student achievement, and preparing students to
compete in the 21st Century marketplace.
Video Conferencing
DCSD is exploring the instructional value of video conferencing. These systems were
acquired through our S.T.E.M. grant in the 2010-2011 school year. Video conferencing
allows students and teachers to engage in distance learning and virtual journeys. Video
conferencing will allow students to take classes from multiple locations and interact face to
face with distant students and teachers.
Career Technical and Agricultural Education (CTAE)
Career Technical and Agricultural Education (CTAE) is an essential component of the K-12
school curriculum. Technology plays a vital role in the success of this program. During the
2010-2011 school year in DCSD, 2,793 high school graduates completed a three-course
sequence within a particular area of study of CTAE. These pathway completers often
graduate with industry certification credentials that lead to high paying careers. CTAE is a
critical component in meeting the needs of students in academic achievement, career
exploration, career preparation, and leadership development. Successful transition to
postsecondary education, work, or the military is one of the goals of DCSD. The percentage
of students making successful transition is a component of the high school accountability
index. This index ensures that all students reach proficiency and graduate from high school
ready for college and/or careers.
DeKalb OnLine Academy
DeKalb OnLine Academy (DOLA) is DCSDs virtual program. DOLA is designed to enhance
the educational experience for students by providing greater access to learning via online
courses. DOLA offers a comprehensive curriculum that includes core courses required for
graduation, Advanced Placement courses, as well as elective courses.

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There are three components of DOLA:

During the School Day: There is no charge for the classes when they are scheduled
to be taken during the regular school day. Classes are taken online during the school
day at a designated area in the local school.
Beyond the School Day: This tuition based virtual program allows students to enroll
in courses beyond the school day. Classes may be taken for acceleration and or
remediation. These courses can be taken in addition to the regular school day
schedule.
Credit Recovery: To qualify, students must have earned a grade between 60 and 69
and be in 12th grade. These courses are taken in addition to the regularly scheduled
classes. The classes are free to all students that qualify.
E-mail Access for Students
All students in grades 5 12 have a district-provided email account. This has enabled more
efficient communication between teachers and students as well as an avenue for submission
of course work.
Mobile Devices
There has been a growth in the acquisition of mobile devices for instructional use in DCSD.
Mobile devices provide access to technology resources and flexibility to empower learning
anyplace, anywhere, and anytime. Along with increased accessibility to technology-rich
tools, mobile devices are providing DCSD teachers with additional tools to differentiate
instruction by learning style, skill level, language proficiency, etc. Teachers are using the
mobile devices to break away from teaching in the middle and utilizing mobile applications
that can address specific needs such as remediation/enrichment, problem-based and
collaborative learning, and assessment.
2.2.2

Administrative Uses of Technology

Instructional Data Management System (IDMS)
During the 2007-2008 school year, the district implemented the Instructional Data
Management System (IDMS). IDMS empowers DeKalb educators to make informed
instructional decisions and deploy a standards-based curriculum to ensure consistent and
rigorous instruction. District and school leadership can identify trends and patterns by
analyzing multiple measures of student performance including standardized tests,
benchmark assessments and grade book data. Teachers can view and track their students
progress for the current school year with access to all historical data dating back to SY 20052006. Teachers track class and student instructional progress with formative and summative
assessment data and create learning plans for individuals and groups for differentiated
instruction. The curriculum component allows teachers to use the resources for instruction
and lesson planning.
During the 2011-2012 school year, the Professional Development (PD) module was
implemented, providing a central online catalog of PD activities across the district from a
single web-based interface. All employees use this module to register for activities, create a
PD plan and track their completed professional development hours. This module also
supports new teachers with a mechanism to create, track and manage mentor/mentee
relationships and interactions.
Student Information System
At the beginning of the 2009-2010 school year, the district implemented a new Student
Information System. This application provides for entry, storage and reporting of student
demographics, grades, discipline, attendance, schedules, standardized tests, diploma types,
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program services and teacher grade books. Student progress reports, report cards,
registration forms, withdrawal forms and transcripts are generated as needed from this
application. It also serves as the student information data hub, supplying data to critical
systems for mandated State and Federal Reporting, HOPE scholarship determination,
transportation services, food services, media services, parent assistance module, textbooks,
school choice lotteries, multiple instructional software packages, student individualized
education plans and IDMS.
Web Conferencing
Numerous meetings are held on a daily basis at various locations to conduct day-to-day
operations. This has improved the efficiency of time and allows principals, teachers and
central office administrators to participate in departmental and district level meetings without
leaving their desks.
Paperless Payroll System
An application referred to as WebPay was implemented in 2009. It is a web-based employee
self-service system that allows each employee secure online retrieval of their payroll direct
deposit statements and/or copies of checks along with online copies of annual W-2
statements. Approximately 14,500 direct deposit statements per semi-monthly payroll are
now delivered electronically.
Paperless Applicant Tracking System
The Department of Human Resources uses an online job advertisement and application
system. This software provides potential employees the ability to view current job postings,
apply for jobs and download documents that are required as part of the application process.
Electronic Vendor Payments
In 2010, in association with our partner bank, DCSD began offering our vendors electronic
payment versus payment by paper check, with the goal of all vendor payments becoming
electronic. This process has greatly reduced the costs and time associated with printing and
mailing paper checks.
2.2.3

Parent Uses of Technology

Lottery Automation
IT Division, in partnership with the Office of Student Assignment, has automated the lottery
selection process for Theme, Magnet, Montessori, Charter and IB schools. The
implementation of this initiative allows parents to submit an application online for their child to
be eligible to participate in the lottery.
Parent Assistance Application
Parents have access to their childs grades and attendance. Once registered and
authenticated, parents can view current averages, real-time assignment grades, homework
assignments, and daily or period attendance. Teachers and Parents utilize the messaging
system to collaborate about student progress. Parents also use the system to request
demographic changes such as contact information.
Community Resources
DCSD will provide the community with access to technology in their local schools to support
student learning and to maximize the benefit of the financial and intellectual investment in
student education. A students academic achievement is predicated on the involvement of
the community (relatives, neighbors, teachers, mentors, clergy, etc.). This serves to enrich,
stabilize, and strengthen any community.
DCSD has established eleven parent resource centers throughout DeKalb County. The
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centers are designed to empower parents to assist their children in maximizing their full
potential. The centers' resources are focused on instruction, finances, health, and cultural
awareness for students in grades Pre-K through 12. There are computers available for use
by parents to support student learning and a lending library giving parents the opportunity to
checkout resources. Parents benefit from workshops on topics ranging from test prep
information for their children, to personal finances for themselves. Resources are developed
with the input of all disciplines from departments within DCSD and with the support of the
community.
2.3

Gap Analysis
Data in this section was gathered primarily from various focus groups of internal and external
stakeholders of DCSD. There were many stakeholders included in this process: Students, Parent
Community, Curriculum and Instruction, School Operations, Human Resources, Finance,
Communications, Principals, Teachers, and Division of Information Technology.
The need for greater end-user involvement in building the requirements for new technology
initiatives was a repeated stakeholder concern, because there is wealth of knowledge and expertise
among all levels of staff. This will result in more efficient and effective use of technology.
The focus groups provided information to the technology planning committee based on:
Classroom/Administrative Technology ~ Instructional and Administrative Groups
Infrastructure Technology ~ System Readiness
Professional Development ~ System Support
Business Applications ~ System Support
Communications ~ Parent/Community
2.3.1

Classroom/Administrative Technology
The most common needs identified were:
Updated desktop and laptop computers
Updated printing technology and solutions
Updated office automation tools such as Microsoft Word, Microsoft Excel, etc.
Increased access to computers for all students
Increased access to mobile technology for students
Mobile devices for administrators to perform classroom observations and teacher
evaluations with data stored for later retrieval
There is a need for a system that integrates all of the following:
Teacher keys
Leader keys
Formative and summative assessments
Teacher grade book
Course management system
Textbook management system
Collaborative virtual communities
Universal screeners

2.3.2

Infrastructure
To adequately provide support for future DCSD instructional and business objectives,
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components of the wide area network (WAN) and local area network (LAN) infrastructure
need to be upgraded. For example: proliferation of instructional tablet devices, additional
voice over IP phones, and increased video conference use, will require upgrading internal
LAN/WAN switches and security components.
Wireless accessibility throughout all buildings within the district is not a luxury, but a
necessity. With the growing acquisition of handheld devices for students, teachers and
administrators, better access is a must in order for these devices to be used as they are
intended--anytime, anywhere for anyone. Currently, every schools media center is wireless;
only 20% schools are completely wireless. In accordance with this acknowledgement, a
repetitive theme has been the need to open the filtering system to make teaching web tools
more available to masses. There is a need to have the most open access possible, while
protecting our students and without violating any security policies and procedures.
2.3.3 Business Applications
Across the district in both offices and schools, the need for a document management system
has been echoed. There are years of paper documents that should be converted to digital
format. Many of the districts processes can benefit from the improved workflow realized
through implementation of a district-wide document management solution.
Schools and central office personnel have also identified the need for an updated in-school
financial accounting system that integrates with the districts central financial system. This
system should also include an electronic payment system for fee payments and purchases
made by parents and students.
Also identified was the need for an electronic time and attendance recording system used by
employees to clock in and out. This recording system needs to integrate with the human
resources and payroll systems.
2.3.4

Professional Development
Technology training is of paramount importance to DCSD. As new technology applications
and systems (both hardware and software) are acquired, the need for training is inevitable
and should be administered throughout the life cycle of each system. However, what is
lacking globally is having multiple mediums for administering training and having ways to
measure the adoption rate for usage in order to determine its effectiveness. It has been a
frequent concern that a lot of initiatives are being implemented in silos across the district
training included. Throughout the district, technology training has been focused more on
teachers and administrators. There is a great need for technology training for students to be
infused into the curriculum.

2.3.5

Communications
Our current telecommunications calling system has benefitted DCSD with vital
communications to parents. The district would also benefit by harnessing the power of social
media to further enhance communication and collaboration.

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Section 3.0 Goals and Benchmarks

GOAL 1: INSTRUCTIONAL USES

Strategies

Increase student engagement through analytical and critical thinking and experiences using digital tools and
resources to achieve content standards, explore real world issues and solve authentic problems.
Benchmark

Evaluation Method

Establish a district wide refresh cycle

for student desktops, laptops, mobile
devices, printing solutions, operating
system, and production applications.
Develop and implement a plan that
provides additional access to
electronic devices and resources.

Refresh plan has been

established and
documented by Year 3

One-to-one initiative and Ratio of student to device

eBook access

TBD

Include students in a newly created

Technology Advisory Committee.

Participation from 40% of Technology Plan that is in

the secondary schools
the CSIP

N/A

Provide training/support for teachers

to integrate technology K-12 in the
core curriculum.

100% of the schools will Training logs

commit to 8 hours of
technology professional
development training
based on school
technology plan needs
By Year 3, 100% trained # participants trained

N/A

IT Division ITS Department/C&I/

Local School Resident Experts

N/A

IT Division ITS Department/C&I/

Local School Resident Experts

Usage reports

N/A

IT Division ITS Department

Trial phase complete by

Year 1

TBD/E-rate

IT Division Telecom

Number of students
assessed

TBD

IT Division ITS Department/

C&I/Local School Resident
Experts

Train teachers to appropriately

incorporate technology into
instructional activities that address
real world issues and authentic
problems.
Use of websites (i.e., Web 2.0 tools) By Year 3, 100% trained
that integrate technology skills
st
required for the 21 century
workplace (e.g. handheld devices).
Acquire new audio/video conferencing 25% of Administrators
system that will integrate with the
using the system
current telecom system.
th
Assess all 8 grade students
100% by Year 1
technology literacy skills for
st
proficiency per 21 skills assessment
(GaDOE).
Continue to create and/or update
Policy review in years 1,
policies (i.e., AUP, Board, etc.) to
2&3
address internet safety.

Completed plan

Funding
Person Responsible
Source/Amount
TBD
IT Division/School Operations/
C&I/Operations (Plant Services)

Documentation from review TBD

process
15

IT Division/School Operations/
C&I/Technology Advisory
Team/Local School Resident
Experts
IT Division ITS Department

IT Division/ Technology Advisory

Committee

GOAL 2: INSTRUCTIONAL USES

Strategies

Increase teacher use of technology for administrative and instructional uses to promote data-driven
instructional decisions.
Benchmark

Create an online professional learning 40% of teacher

community (PLC) for teachers to share participation by Year 3
strategies for using technology in the
classroom.
Provide training on the use of
classroom performance system as a
form of assessment.

Evaluation Method
Development of the
PLCTeacher contributions
to PLC

100 % of schools who

Number trained
have these devices will be
trained

Funding
Source/Amount

Person Responsible

N/A

IT Division ITS
Department/ C&I/Local
School Resident Experts

N/A

IT Division ITS
Department/ C&I/Local
School Resident Experts

Begin a district-wide telephone refresh. 25% of classrooms

migrated to soft phones

Number of phones replaced TBD

IT Division Telecom

Upgrade current system to the next

generation of absentee and broadcast
message system.

Acquisition of the system

TBD/E-rate

IT Division Telecom

Usage report

TBD

IT Division

Number of teachers
assessed

TBD

IT Division ITS
Department/ C&I/Local
School Resident Experts
IT Division/ Technology
Advisory Committee

50% schools active

Implement an employee electronic time 75% of employees using

and attendance recording system that by Year 3
integrates with the districts payroll
system.
Assess teacher technology literacy skills 100% by Year 3
st
for proficiency per 21 skills
assessment (GaDOE).
Continue to create and/or update
Policy review in years 1, 2
policies (i.e., AUP, Board, etc.) to
&3
address internet safety.

Documentation from review TBD

process

16

GOAL 3: INSTRUCTIONAL USES

Strategies

Increase virtual learning opportunities for students and staff.

Benchmark

Evaluation Method

Funding
Source/Amount

Person Responsible

Provide a variety of online virtual

Years 13: Develop new
learning opportunities for students and online courses each year
staff by implementing a district wide Year 1: Identify course
course management system.
management system
Year 2: Train staff,
students and parents
Year 3: Full immersion
Train and encourage the use of
Begin using the districts
collaborative classroom for students email/collaboration tool
and teachers.
instructionally for all
teachers (Grades 5-12)
Year 1: 40%
Year 2: 70%
Year 3: 100%
Increase advanced placement course Develop two or more
offerings for online schools.
classes each year

Number registered for

online classes

Number of courses offered TBD

Principal of Online School

Offer middle school online courses

(per Senate Bill 289).

Number of courses offered TBD

Principal of Online School

Number of students
enrolled

TBD

Principal of Online School

Successful completion of
the first 10 schools

TBD/E-rate

IT Division T&S

Develop two or more

classes each year

Research and develop elementary

Develop content
school online courses (per Senate Bill completed:
289).
Grade 5 - Year 1
Grade 4 - Year 3
Implement a mass video conferencing Deploy in at least 10
system.
schools
Continue to create and/or update
policies (i.e., AUP, Board, etc.) to
address internet safety.

Professional
Learning for staff
classes

IT Division ITS
Department/
DOLA/C&I/Local School
Resident Experts

N/A

IT Division ITS
Department/
DOLA/C&I/Local School
Resident Experts

Local school training logs

District training logs

Number of
teachers/students trained
on email/collaboration tool
and through virtual
classrooms

Policy review in years 1, 2 Documentation from review TBD

&3
process

17

IT Division/ Technology
Advisory Committee

GOAL 4: INTERNET SAFETY

Strategies

All stakeholders will participate in cyber-safety and cyber-ethics training to ensure the safety of our
students.
Benchmark

Evaluation Method

Funding
Source/Amount

Person Responsible

Make cyber safety and ethics

Year 1 100%
training part of the annual mandatory
professional learning.
Implement a virtual cyber safety
100% of district-wide
class for students that will be
Year 1 train experts
delivered by school staff
Year 2 implement
training to students

Annual ethics training

TBD
Attendance verification
forAcceptable Use training
Number of resident experts TBD
trained at each school to
redeliver training to
students

ITS/IT Division/PL

Provide community education

opportunities for all key stakeholders
on cyber safety.
Continue to create and/or update
policies (i.e., AUP, Board, etc.) to
address internet safety.

Parent logs (i.e., schools, TBD

parent centers, parental
involvement fairs, etc.)
Documentation from review TBD
process

Local Schools/IT/PL

PTA Participants, Parent

Centers, Parental
Involvement Fairs, etc.
Policy review in years 1, 2
&3

18

ITS/IT Division/PL/Local
School Resident Experts

IT Division/ Technology
Advisory Committee

GOAL 5: ADMINISTRATIVE
USES
Strategies

Increase effective uses of technology for data-driven environments to increase student achievement
and maximize business operations.
Benchmark

Evaluation Method

Funding
Source/Amount

Person Responsible

Establish a district wide refresh

cycle for administrative desktops,
laptops, mobile devices, printing
solutions, operating system, and
production applications.
Increase the use of Instructional
Data Management System (IDMS)
and State Longitudinal Data
System (SLDS) by administrators
and teachers.

Refresh plan has been

established and
documented by Year 3

Completed plan

TBD

IT Division and all Central

Offices Division Heads

100% usage

Usage report

Funded

IDMS Certified Trainers

Increase communication and

collaboration with staff to support
use of IDMS reporting tools.

100 % participation
(Staff not yet trained)

History documentation of
reporting tools usage

TBD

IDMS Certified Trainers

Train and support teachers on the 100 % participation

use of the electronic grading
(Staff not yet trained)
system.

Number of teachers
trained

TBD

IT Division ITS
Department

Develop and implement a plan that One-to-one initiative

provides administrators additional implemented by Year-3
access to electronic devices and
resources to observe and evaluate
teachers.
Train and support teachers on the 100 % participation
st
use of 21 Century classroom (all (Staff not yet trained)
components) methodology.
Train and support teachers and
60% participation (Staff
administrators on the use of
with access to equipment)
mobile and hand-held devices for
administrative and instructional
use.

Ratio of administrator to
device

TBD

Number of teachers
trained; adoption rate

TBD

Purchase GPS tracking system for Pilot systems

buses.
implemented on 20% of
the buses

Successful use of the GPS TBD/E-rate

features

Number of teachers
TBD
trained; number of mobile
applications purchased;
adoption rate

19

C&I/IT Division ITS

Department/ Local School
Resident Experts
C&I/IT Division ITS
Department/ Local School
Resident Experts

IT Division/Transportation

GOAL 5 (cont.):
ADMINISTRATIVE
USES
Strategies
Implement enhanced 9-1-1
technology.

Increase effective uses of technology for data-driven environments to increase student achievement
and maximize business operations.
Benchmark
100% DCSD locations

Purchase a district-wide document Year 1: Define and

management system with
implement the system
adequate storage.
and organize a plan for
relocating the documents
from the schoolhouse to
the document retention
center
Year 1: Organize and plan
how each central office
department will utilize the
system
Year 2: All active
students permanent
folders will be digitized
Year 2: 20% of central
office documents digitized
Year 3: 20% of inactive
student permanent folder
will be digitized
Year 3: 40% of central
office documents digitized
Establish a central records
Year 1: Identify a location
retention center for student
and personnel
records.
requirements
Year 2: Develop the plan
around the document
management system
Year 3: Have all student
records in a central
locations
Deploy flat panel monitors.
20% Lower carbon
footprint

Evaluation Method

Funding
Source/Amount

Person Responsible

9-1-1 calls can be

identified down to room
location:
office/cubicle/classroom
number
Reduction in documents
that are stored in paper
form

Local budget

TBD

IT Division/Operations

All student records in one

central location

TBD

IT Division/School
Operations/ Operations
(Plant
Services)/HR/Finance/C&I/

Decrease energy
consumption

TBD

IT Division

20

IT Division Telecom

GOAL 5 (cont.):
ADMINISTRATIVE
USES
Strategies

Increase effective uses of technology for data-driven environments to increase student achievement
and maximize business operations.
Benchmark

Deploy generators at all head-end 70% reduction in

sites.
downtime

Evaluation Method
More time on task for
students

Evaluate the need for a selfauditing tool that will alert the
Finance Department of potential
compliance issues.

Year 1: Complete needs Milestones met

assessment and research
possible solutions
Year 2: Acquisition based
on needs assessment and
budget
Year 3: Plan
Provide a local school financial
Year 1: Complete needs Milestones met
accounting system that integrates assessment and research
with the districts central financial possible solutions
system. This system should also Year 2: Acquisition based
include an electronic payment
on needs assessment and
system for fee payments and
budget
purchases made by parents and Year 3: Plan
students.
Provide a media catalog and
Year 1: Complete Needs Milestones met
retrieval system for video and
assessment and research
audio recordings.
possible solutions
Year 2: Acquisition based
on needs assessment and
budget
Year 3: Plan

21

Funding
Source/Amount

Person Responsible

TBD/E-rate

IT Division

TBD

IT Division/Finance

TBD

IT Division/Finance

TBD

IT
Division/Communications

GOAL 6: PARENT AND

COMMUNITY
USES
Strategies

Increase consistent collaboration between stakeholders that supports teaching and learning.

Benchmark

Evaluation Method

Funding
Source/Amount

Include parents in a newly

100% participants meet
created Technology Advisory periodically
Committee.
Provide training/support to
80% participation
parents in use of electronic
grade book.

Number of participants
(one per region)

Number trained; training TBD

logs; online training URL
statistics

IT Division ITS Department

Provide training/support to
80% participation
teachers in webpage
development and/or
development of group email
lists for increased community
communication.
Provide real-time information 60% participation
on local and district-wide
events and emergencies using
an electronic parent
communication system.

Observation of number TBD

of participants

IT Division ITS Department/

C&I/Local School Resident
Experts

Participation reports

IT
Division/Communications/School
Operations

22

N/A

Person Responsible

TBD

IT Division

GOAL 7: STUDENT
TECHNOLOGY
LITERACY
Strategies
Provide training to teachers on
ISTE NETS technology literacy
competency skills.

Increase information and technology literacy competency skills.

Benchmark

Evaluation Method

Funding
Source/Amount

100% of teachers by Year # of participants trained

3

TBD

Provide training to administrators 100% of administrators by # of participants trained

on ISTE NETS technology
Year 3
literacy competency skills.

TBD

Assess teachers and

administrators technology
literacy competency skills.

100% of all by Year 3

# of participants assessed

TBD

Establish, communicate and

implement DCSD technology
standards and goals to ensure
technology literacy.

Year 1: establish
standards
Year 2-3: Communicate
and Implement

Documentation of the
technology standards and
goals
Results of the technology
literacy assessment

TBD

Person Responsible
IT Division ITS
Department/ C&I/Local
School Resident
Experts
IT Division ITS
Department/ C&I/Local
School Resident
Experts
IT Division ITS
Department/ C&I/Local
School Resident
Experts
IT Division ITS
Department/ C&I/Local
School Resident
Experts

GOAL 8: SYSTEM
READINESS (STAFF
Increase staff competency to implement technology related initiatives identified by the district.
COMPETENCIES/
ATTITUDES) USES
Strategies

Benchmark

Provide virtual and face-to-face 40% of staff

professional development to
improve technical skills and meet
certifications.

Evaluation Method
Number of certifications;
number of certificates

23

Funding
Source/Amount
Funded

Person Responsible
IT Division

GOAL 9: SYSTEM READINESS Adequately support DCSD applications, bandwidth and security needs to support expanded uses of
(SUPPORT)
wireless, mobile, and hand-held devices.
Strategies

Benchmark

Evaluation Method

Funding
Source/Amount

Person Responsible

Provide more power over Ethernet 50% of switches are

(POE) network switching
replaced with Gb speed
equipment to support VoIP
POE switches
phones, security devices and
wireless access points.

Switch Installations
TBD/E-rate
completed between Year 13

IT Division I&S
Department

Provide equipment to support the 50% of switches are

needs of higher speed interactive replaced with GB speed
devices (ex: ebooks, tablets, video switches
conferencing units).

Switch Installations
TBD/E-rate
completed between Year 13

IT Division I&S
Department

Upgrade WAN/LAN switches to

provide fast access to internet.

60% of layer 3 switch

devices will be upgraded

IT Division I&S
Department

Provide equipment to support

video tracking devices used by
Transportation department.
Provide hardware and software
needed to secure devices and
applications within the district
infrastructure.

60% of layer 3 switch

devices will be upgraded

Switch Installations
TBD/E-rate
completed between Year 13
Switch Installations
TBD/E-rate
completed between Year 13
Installation completed
TBD/E-rate
between Year 1- 3

TBD/E-rate

IT Division I&S
Department

Device Installations
TBD/E-rate
completed between Year 13

IT Division I&S
Department

Implement device(s) and

software that provide
network access control:
Year 2 50% complete
Year 3 100% complete
Upgrade software and hardware to Complete implementation Installation completed
monitor WAN/LAN to maintain
of network management between Year 1- 3
optimum network access by
device(s) by Year 3
students and staff.
Provide better remote access
Upgrade/replace all VPN
capabilities from outside of DCSD. devices by Year 3

Maintain CIPA compliance.

Upgrade web filtering,

Upgrades completed
email filtering, antivirus,
between Year 1- 3
and anti-malware software
and hardware:
Year 2 50% complete
Year 3 100% complete
24

TBD/E-rate

IT Division I&S
Department
IT Division I&S
Department

IT Division Department

GOAL 9 (cont.): SYSTEM

READINESS (SUPPORT)
Strategies

Adequately support DCSD application, bandwidth and security needs to support expanded uses of
wireless, mobile, and hand-held devices.
Benchmark
Evaluation Method
Funding
Person Responsible
Source/Amount

Support district business and

student systems (i.e, SIS, ERP
systems, etc.), and support
electronic data archives.
Develop disaster recovery plan.

Install new/upgraded
blade servers:
Year 2 50%
Year 3 100%
Year 2 Develop plan
Year 3 Establish
implementation methods

Installations/Upgrades
TBD/E-rate
completed between Year 13

IT Division Department

1 develop plan
2 Implementation
methods
3 - Cost Analysis and
Testing
5 - Implementation

IT Division Department

25

TBD/E-rate

Section 4.0 Communication and Marketing

Communication, Integration/Coordination with Long Range Planning Initiatives

Focus groups were formed and stakeholder meetings held to include internal school/department staff,
students, parents and community members to inform, get buy-in, and participate in development of the
three-year plan.

The DCSD Public, Press & Media Relations Department will coordinate press coverage of technologyrelated news and updates.

DCSD staff will make presentations at forums and conferences regarding technology integration
throughout the district.

Parent centers throughout the district will hold classes in the use of technology for families and citizens
in the community beyond the school day.

Technology information will be communicated through the DCSD website which is updated regularly
with current information.

Educational Access Channel (Cable Television) PDS 24 will share updates on technology
information.

District will communicate via social networks (i.e., Twitter.com).

DCSD WebPages with technology-related information:

http://www.dekalb.k12.ga.us/ (DCSD Website)
http://www.dekalb.k12.ga.us/mis/ (Division of Information Technology)
http://www.dekalb.k12.ga.us/administration/mis/it/ (Instructional Technology)
http://www.dekalb.k12.ga.us/mis/telecom/ (Telecommunications)
http://www.dekalb.k12.ga.us/parent-resource-centers (Parent Resource Centers)

26

Section 5.0 Professional Development

Describe how the local educational agency will provide professional development and ensure that
specific funds like E-rate and other sources are spent on scientifically and/or evidence based practices
in relation to the purchase of technology and technology tools.
Over the next three years it is our goal to create collaborative experiences amongst school-based staff that are
job-embedded through the implementation of Professional Learning Communities that are face to face and
online. A professional learning community (PLC) is comprised of educators committed to working
collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the
students they serve. PLCs operate under the assumption that the key to improving learning for students is
continuous job-embedded learning for educators (Dufour, 2008). The most powerful form of staff development
occurs in ongoing teams that meet several times a week, for the purposes of learning, joint lesson planning,
and problem solving. These teams operate with a commitment to the norms of continuous improvement and
experimentation and engage their members in improving their daily work to advance the achievement of school
district and school goals for student learning (National Staff Development Council, 2007)
Through intense training and research, PLC has developed an eight-week training curriculum model that works
with the local school to take a deeper look at the current school culture, student data, systemic interventions,
and teacher practices that currently exist. In addition to local support of the schools, we offer extended
learning for the entire district using the virtual classroom.
One method to provide direct support of professional learning activities is through school-based coaching and
mentoring.
DCSD PL Coaches design professional learning experiences to help instructional leaders boost
achievement.
DCSD Instructional Technology Specialists (ITS) design and model best practices for integrating
technology-rich tools.
DCSD uses expert developed course content, and engaging online course activities to offer
Professional Learning courses to ALL employees.
DCSD will implement a new rubric-based evaluation system for our teachers and leaders in 2012-2013. DCSD
also uses a professional development management tool which allows all employees to register online for
courses, track PLUs, participate in surveys and have immediate access to their transcript.

27

Section 6.0 8th Grade Technology Literacy

Introduction
DCSD has assessed 8th grade students in each middle school to measure student technology literacy annually
from 2007 until 2012. Each assessment measured the percent of students that had mastered the ISTE NETS
Technology Foundation Standards for Students (ISTE NETS-S). All questions address the six categories in
the ISTE NETS-S including:
Creativity and Innovation
Communication and Collaboration
Research and Information Fluency
Digital Citizenship
Technology Operations and Concepts
Critical Thinking
Test Administration
From 2007 until 2011, DCSD Instructional Technology Department created and administered a 25-question
survey. During the 2011 12 school year, DCSD adopted the Georgia 21st Century Skills Assessment by
Learning.com for all middle schools. This web-based assessment was administered to a class selected by the
administration from each middle school and proctored by a designated teacher. Two DCSD middle schools
tested all 8th grade students to meet the requirements for a grant.
Validity and Reliability
The validity and reliability of the Georgia 21st Century Skills Assessment (2012) was established by the
Georgia Department of Education (GaDOE). Scores can range from 100 to 500 and proficiency is set at 300.
Results
Results are reported to the GaDOE yearly as required on the Annual School Technology Inventory Survey.
The District Summary Report from Learning.com revealed the following proficiency data for DCSD 8th graders
tested during the 2011 - 12 school year:

28

There were a total of 1182 8th grade students tested and the average proficiency score was 261. This score
falls four points below the state of Georgia average (265) and 19 points below the global average (296).
According to the data, over half of the students tested were not proficient in meeting the ISTE NETS-S
standards. The data is not as conclusive as it could be because DCSD only tested a sample of the 8th grade
students. DCSD needs to test all 8th grade students for a complete district-wide assessment of technology
proficiency.
Developing Technology Literacy Skills
Embedding technology into the learning experience in all curricular areas is critical to developing technology
skills and literacy at all grade levels. In order to increase access to technology, DCSD continues to invest in
updating the districts infrastructure as well as tools such as workstations, mobile devices, interactive
whiteboards, student response devices, and curriculum-aligned web-based instructional software.
Understanding that the curriculum always dictates the use of technology, the DCSD Instructional Technology
and Curriculum and Instruction departments continue to collaborate to identify and model strategies for
integrating technology into instruction.
Although progress has been made to ensure technology literacy by the 8th grade and beyond, DCSD still has
areas of improvement that need to be addressed. These areas include:
Expand isolated victories by ensuring equity and access to up-to-date technology district-wide.
Identify and communicate DCSD technology standards and goals for ensuring technology literacy to all
stakeholders (staff, students, parents, community).
Assess teacher technology literacy and provide training, modeling, and resources on best practices for
using technology-rich activities.
Train administrators on how to detect and evaluate best practices for using technology-rich activities.
More in depth examination and proposed strategies to address these action items are included in the current
reality, gap analysis, and goals sections of this technology plan.

29

Section 7.0 Appendices

Policies and Procedures need to attach:

A copy of the DeKalb County School Districts acceptable use policy can be found at
https://eboard.eboardsolutions.com/epolicy/policy.aspx?PC=IFBG&Sch=4054&S=4054&RevNo=1.44&C=I&Z=P
A copy of the DeKalb County School Districts purchasing policy can be found at
https://eboard.eboardsolutions.com/ePolicy/policy.aspx?PC=DJE&Sch=4054&S=4054&RevNo=1.96&C=D&Z=P

30