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TECHNOLOGY PLAN UPDATE FRIT 8132 - Administration of Technology Resources Dr. Charles Hodges Jeff Johnson Stephanie Songer Christopher Kahley November 29, 2011

TECHNOLOGY PLAN UPDATE Part I

Introduction
Burke County Public Schools consists of three elementary schools, one middle school, one high school, and Burke County Alternative School. Burke County employs 402 certified staff members and has 4,932 students enrolled. All students receive free breakfast and lunch and 4,500 students are transported daily on one of the 109 buses provided by the county. Because of Plant Vogtle and their financial support, the school is well equipped and managed in all aspects, especially technology. According to the latest U.S. Census data (2011), Burke County has a population of 23,316, and has undergone growth of 4.8% since 2000. 47% of the population is white, 49.5% is black, and 2.6% is Hispanic. 26.9% of persons in the county live below the poverty level. The Technology Department at the Burke County Central Office is run by one Technology Director, one System Support Specialist, and one Technology Support Technician. Each school has one Technology Director that is responsible for implementing the Technology Plan, working with computer hardware and software, and providing technical support for instructional technologies. The Burke County Public Schools system received their SACS CASI Accreditation this year. This process required all aspects of the system to evaluate and update all operations of the system. One of these updates was the Burke County School System Technology Plan (2011).

Overview of Strengths and Weakness

The Technology Plan is a three year plan that runs from July 1, 2011 to June 30, 2014. Because the Technology Plan was developed so recently, it is almost as up-todate as any such plan could be. A summary of our initial evaluation of the Technology Plan is provided in Table 1. We found the plan to be very strong overall, particularly in the areas of (1) goals and realistic strategies; (2) professional development and strategies; (3) assessment of hardware, software, and services; and (4) budget resources. However, the ongoing evaluation process is in need of improvement. The original version of the plan provides for assessment of technology literacy only for 8th graders, but with no justification of why only this grade is singled out. Hispanic and ELL students make up a small but significant proportion of the student body, but their performance is not tracked, while black and white student performance on CRCT math and reading benchmarks is targeted for improvement.

3 Table 1

Evaluation of Burke County School System Technology Plan

CRITERIA Level of Comprehensiveness 1
Goals are not measurable. Difficult to understand or not clearly stated.

Level of Comprehensiveness 2
Goals are evident but not linked to long or short term plan. Goals are hard to measure. Limited details of current needs for PD. Limited strategies or incentives to support PD. Assessment of equipment and services are conducted. Limited information of process. Limited to equipment; no information on services. Realistic goals. Limited support of estimate information. Limited funding resources.

Level of Comprehensiveness 3
Goals are specific and linked to realistic timeline. Goals answer the who, what, when, and how much according to instrument. Specific and clear PD strategies. Description of PD offered, recommended and required. Incentives in place. Assessment is ongoing. Instruments in place to assess all hardware, software and services in all schools. Inventory and services well documented. Provides budget summary estimate of capital expenses. Provides funding resources and alternative funding. Budget is realistic with plan goals. An evaluation process and instrument is in place. Benchmarks are identified. Evaluation links to goals and objectives.

Score
3

Goals and realistic strategies

Professional development and strategies

Assessment of hardware, software, and services

Professional development minimal on current needs. No long term professional development structured. No needs assessment given or needs assessment outdated.

Budget resources

Ongoing evaluation process

Little or no reference to budget given. Timeline vague with limited information. Budget request unrealistic. No reference toward funding resources. Evaluation of plan not provided.

Evaluation process is described but lacks detail. Link to goals not apparent. Timeline of expectation provided.

Goals and Realistic Strategies, and Budget Resources

In the original version of the Technology Plan (2011), one section, consisting of a series of tables, addressed the issues of goals and realistic strategies, budget resources, professional development, and ongoing evaluation. We have retained the tabular format of this section, because we deem this to be a clear and efficient way of describing interrelated strategies and benchmarks, while pointing frankly to the costs associated with attaining stated goals. The individuals responsible for overseeing progress toward each goal are listed by position. The only weakness, which we have addressed in this revision of the technology plan, is in the area of ongoing evaluation of student learning. Although such evaluation is included in table form and scattered throughout other sections of the original plan we believe that a brief, yet cohesive discussion of this criterion would be beneficial. Assessment of hardware, software and services is addressed separately.

Professional Development and Strategies

The professional development and strategies criterion was met at the highest level. Not only is professional development addressed as an integral part of the goals, strategies, and budgetary components of the plan; it also receives a separate discussion.

Assessment of Hardware, Software, and Services

The technology plan shows that assessment of hardware, software, and related servicesincluding telecommunicationsis ongoing, and so we rated this criterion at the highest level. Each type of hardware, software, and service that is available for use is listed and described. Inventory and functionality are scheduled to undergo regular scrutiny.

Outline of Changes
We have updated the technology plan using the same framework as our evaluation rubric, with a small number of additions. To help frame the plan, we included its mission and vision statements at the beginning. Because copyright and acceptable use in education have been growing areas of concern for the past several years (Quinn, 2003), we kept these detailed policies at the end of the plan. In keeping with the original plan, we combined goals and realistic strategies, and budget resources, into a single section, with multiple tables to illustrate how goals, strategies, budgets, evaluation, and responsibility should align. We added an expanded treatment of ongoing evaluation as it pertains to the performance of all students, and clarified the significance of the original plans focus on 8th grade technology literacy. The section on professional development was kept intact, and in fact was used as the

5 model for our discussion of student learning. The section on assessment of hardware, software, and services was also left intact per the original technology plan.

Expected Improvements
If the changes to the technology plan that we suggest were adopted, we anticipate an enhanced focus on the assessment of student learning that extends beyond an examination of only four categories of students. Because we provided a rationale for why technology literacy is only assessed in the 8th grade, we hope the importance of helping students succeed at this point in their academic careers would receive even greater emphasis. Part II Burke County School System, Waynesboro, Georgia, Three-Year Technology Plan, July 1, 2011 June 30, 2014

Mission
Information technology is revolutionizing the way we live and work. The Burke County Board of Education recognizes this fact and strongly believes that having a technologically rich environment in which to conduct the business of teaching and learning should be an integral part of any successful school system. Burke County Public Schools System is dedicated to providing its students with learning facilities equipped with the latest educational technologies as instructional tools. Teachers, administrators, and support staff will be proficient in using information technology in the instructional and administrative processes. Through the use of available technology students will develop an awareness of the practical applications in their personal, academic, and professional lives. Such an awareness and interest will make students of this district informed, self-supporting and productive members of society.

Vision
We envision a 21st century where understanding and using technology will be an integral part of virtually every aspect of daily life. It is the Burke County stakeholders and Burke County Public Schools system's responsibility to prepare students for this future. The classroom is the primary place where this preparation will occur; therefore, every classroom will be equipped with diverse technologies to support teaching and learning. Every teacher will be knowledgeable and skilled in the use of these technologies in daily instruction. Parents and the community will communicate with BCPS and participate in the education process through the use of technology.

6 We envision students engaged in a challenging curriculum that is focused on inquiry-based, hands-on learning. Students will be comfortable using technology. Students will take responsibility for their own educational success. Students will incorporate productivity tools into the design and delivery of instructional projects. Students will experience a variety of technologies, which will ready them for their future private and professional life. Students will learn to expand their cluster of classmates to include a global reach. We envision teachers using technology to support learning across all the curriculum areas. They function as coaches, mentors, advocates, and managers of information. Through on-going, comprehensive professional development, all teachers will acquire the knowledge and skills to integrate technology into a challenging and interdisciplinary curriculum, which addresses students' specific needs, developmental levels and learning styles. This will enable teachers to serve as facilitators of instruction, mentors, and coaches in a technology-rich, learner-centered classroom. Technology will provide a record of the student's academic history and ways to manage learning progress and activities. We envision the administrative functions, including those performed by instructional staff will be fully automated, thereby allowing more of the school system's energy and resources to be focused on student achievement. Administrators will use technology to assess everything that touches the school experience, from the success level of the curriculum to what makes students want to come to school. They have ready access to student data and the knowledge and skills to translate it into community perceptions, academic achievement across demographic groups, staff performance, perception surveys, etc. As our school system grow, administrators will use video broadcast technology, both live and recorded to deliver administrative messages and staff development to all employees at their work locations, and to parents at home at convenient times. We envision that parents will access grades, homework assignments, attendance, and student achievement information from their home and workplace. They will rely on effective contact with teachers and administrators through the use of technology when questions arise. Such communication will be made available via a totally integrated system or portal with proper security. In addition, BCPS will become a learning environment where all administrators, teachers, students, parents and district/school staff will use technology daily to effectively help students achieve high academic standards and prepare for their future.

Goals and Realistic Strategies, Budget Resources, and Ongoing Evaluation Instructional Uses of Technology
Goal: 1 Strategies Increase the utilization of differentiated instruction utilizing technology Improve instructional delivery process Benchmarks Evaluation Plan 95% of teacher % of teachers scoring evident scoring on use of emergent or differentiated above on Class instruction Keys Annual Evaluation (SBI Strand)

Budget Local Funds, Title I, Title VI, Professional Learning

Responsibility List Professional Learning Director, Principals

Goal: 2 Strategies Increase CRCT performance through the use of My Reading Coach, Reading Plus, Computer Assisted Instruction (CAI), Waterford Early Reading, SuccessMaker Math, iPASS

Improve the performance of identified subgroups Benchmarks Evaluation Plan Budget CRCT Reading: CRCT Results Local Funds, % of student Benchmark Title I, Title II, passing per testing Title VI subgroup, FY11FY10-11 12=15,000 SWD=70% FY12ED=89.3% 13=12,500 Black=87.4% FY13White=93.4% 14=12,000 FY13-14 SWD=80% ED=92% Black=90% White=96% CRCT Math: % of student passing per subgroup, FY10-11 SWD=56.4% ED=80.7% Black=76.6% White=89.4% FY13-14 SWD=66% ED=82%

Responsibility List Instructional Technology Director, Testing Director

CRCT Results Benchmark testing

Local Funds, Title I, Title II, Title VI

Instructional Technology Director, Testing Director

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Black=78% White=91%

Goal: 3 Strategies Offering GaVirtual School, Plato Credit Recovery, Distance Learning, opportunities

Increase progression and graduation rates Benchmarks Evaluation Plan % of students % of students graduating graduating FY09-10=72% FY10-11=72% FY11-12=73% FY12-13=74% FY13-14=75% % of students being promoted FY09-10=95% FY10-11=95% FY11-12=96% FY12-13=96.5% FY13-14=97% % of students being promoted

Budget Title I, Title IID, SIG(3) Local funds FY1112=$5,000 FY1213=$7,500 FY1314=$5,000

Responsibility List Principals, Instructional Technology Director

Goal: 4

To increase access to modern instructional technology Strategies Benchmarks Evaluation Plan Budget Increase access # students per Annual Title IID, Title VI, to modern modern Technology Title I Local Funds wireless laptops computer, 1:1 Inventory and desktop ratio is the Survey, FY span: computers for target purchase orders 2012=$100,000 student use 2013=$100,000 FY10-11=2.2 2014=$100,000 FY11-12=2.0 FY12-13=1.25 Contingent on FY13-14=1.25 available funds Add one 30station Wireless Mobile Lab per school per year

Responsibility List Technology Director

Administrative Uses of Technology

Goal: 1 Ensure efficient and effective organizational processes: Human resources, finance, transportation, school nutrition, facilities and maintenance, and technology

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Strategies To provide a core of central administrative applications serving all Central Office Departments: Human Resources, Finance, Transportation, School Nutrition, Facilities and Maintenance, and Technology, and all schools Promote a collaborative organizational culture through the use of collaboration software Benchmarks # of participants in workshops and online professional learning classes Evaluation Plan % of yes responses on district survey, Professional Learning Reports Budget Local Funds, SNP FY11-12: $25,000 FY12-13: $25,500 FY13-14: $30,000 Responsibility List Technology Director, Professional Learning Directors, All Department Heads

Purchase FY1011 of Microsoft SharePoint 2010, FY11-12=20 users FY12-13=50 users FY13-14=75 users

# of users accessing the application

Local funds, Title I, FY1112=$10,000

Technology Director

Goal: 2 Strategies Upgrade WAN and LAN bandwidth

Upgrade and maintain digital telephone system

Provide a quality telecommunications network infrastructure Benchmarks Evaluation Plan Budget Responsibility List WAN backbone Annual E-Rate funds, Technology upgrade Technology Title I, local Director Inventory, funds 10 gps to BCHS, installation BCMS, WPS, BES documentation FY1112=$300,000 100 mps 2013 10 gps FY12upgrade to SGA, WAN upgrade 13=$70,000 BCAS 2012 FY13completion of LAN 14=$70,000 upgrade Contingent on available funds Monitor phone Analyze data from Local funds, ETechnology system trouble the Helpdesk Rate funds Director log trouble log FY11-

10
12=$35,000 FY1213=$35,000 FY1314=$35,000 Local funds, ERate funds FY1112=$66,000 FY1213=$72,000 FY1314=$80,000 Contingent on available funds

Provide adequate Internet access bandwidth

Network performance, FY11-12=35 mps FY12-13=57 mps FY13-14=100 mps

Internet bandwidth usage report

Technology Director

Parent/Community Uses
Goal: 1 Strategies Internal Communication: Improve the perception of central office with school personnel External Communication: Increase successful contact through Alert Now Provide the Parent Portal for parent access to their childs academic, discipline, attendance data Increase parent participation in the schools Parent Center activities Enhanced internal and external communication Benchmarks Evaluation Plan Budget Responsibility List % of yes Results from Local funds Superintendent, responses on annual district Professional district survey survey Learning Directors

95% successful contacts per alert FY10-11=80% FY11-12=85% FY12-13=90% FY13-14=95% # of parents utilizing the portal FY10-11=395 FY11-12=450 FY12-13=500 FY13-14=600 # of parents attending Title I workshop and online classes

Average % of successful contacts per alert

Title I, local funds, Safe and Drug Free funds

Administrative Liaison

# of parents accessing the portal from utilization reports, # of new access requests, transaction log Parent Center needs a survey, Course listings, Registration forms, Sign-in sheets

Local funds

Student Information Coordinator

Title I

Title I Director

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System Readiness for Technology

Goal: 1 Strategies Utilizes Learning Focus school strategies Enhanced internal and external communication Benchmarks Evaluation Plan Budget 95% of staff using Learning Focus school strategies with technology emphasis % of staff scoring evident on LFS walkthroughs Local funds, Title VI, Title I, Title IID Responsibility List Professional Learning Directors, Instructional Technology Director, Principals

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Utilizes Learning Focus school strategies 95% of staff have participated in professional learning activities according to the Annual Professional Learning Report % of Technology Support Technician participants in at least two technical classes/workshops per year FY11-12=80% FY12-13=90% FY13-14=100% % of employees participating in at least one PL activity Local funds, Title VI, Title I, Title IID Professional Learning Directors, Instructional Technology Director, Principals Technology Director, Professional Directors

Offer continuing education for Technology Support staff

% of staff attending professional learning activities, Professional Learning Records, Sign-in sheets, Course registration

Local funds, Title I, Title IDI, Title IV FY1112=$10,000 FY1213=$10,000 FY1314=$10,000

Professional Development and Strategies

Technology plays a major role in the academic success of Burke County students. Supporting teachers in acquiring the knowledge and experience with the vast range of instructional technologies and learning strategies for using technology effectively in the classroom is an integral part of our comprehensive plan. The system encourages teachers to integrate technology daily by providing equipment and professional development that supports this endeavor. For example, equipment such as wireless mobile laptop labs, ActivBoards, laptops and desktop computers, LCD projectors, and digital cameras are in many classrooms. Special needs students at the middle and high school use the Kurzweil Educational System, a reading, writing, and learning software system for students with dyslexia, attention deficit disorder, or other learning difficulties, including physical impairments or language learning needs. In addition, the Professional Learning Directors work with the Federal Programs Director as well as building level leaders to provide training for all accessible technology using various professional learning models, including consultants, train-the-trainer, online, and faceto-face workshops. All professional learning activities are data-driven and designed to support high levels of learning for all students. Professional learning has evolved into a comprehensive school improvement process. Professional Learning Units (PLUs) are often provided as an added incentive to help teachers earn credit toward certification renewal while learning. All activities require follow-up, additional collegial interaction, monitoring, and feedback. This follow-up provides the information needed for additional courses in technology training. Regular and special education teachers received inservice and on-going technical support on application of technology in the content areas. This technology includes Kurzweil 3000 - software, license, server, and hardware - provided to BCMS and BCHS - print to voice technology for access to content for below grade level readers (IDEA). Teachers participate in training sessions during the

13 school day, after school, on scheduled professional learning days, and during the summer to learn how to effectively integrate technology into the curriculum to enhance learning and achievement for all students. Follow-up training is scheduled during the school year to address questions that arise after teachers have had an opportunity to use this new technology. Advanced online training sessions are made available for teachers who have mastered the basics of integrating the new technology into their everyday lesson plans. The system employs a full-time Director of Technology who coordinates technology purchases district wide, and manages the technology infrastructure. The director works closely with the Instructional Technology Director, the Federal Programs Director, the Student Services Director, the CTAE Director, the Curriculum and Professional Learning Directors, and Principals to plan, fund, and coordinate staff training activities. An A+ Certified Technology Support Technician is based in each school and serves as the first level of technology support. The districts Technology Services Department consists of the Director of Technology, one System Support Specialist and one Technology Support Technician, all serving as the second level of support for the schools.

Assessment of Hardware, Software, and Services

After reviewing school inventories and GaDOE Technology Inventory Survey along with parent, student, teacher and administrator surveys, the data shows that there is a strong need for more wireless mobile laptop labs to address the need for increase access to network resources (Internet, instructional software, etc.). We currently have a total of 2121 modern instructional computers in our classrooms and computer labs. This gives us a student to computer ratio of 2.25:1 which meets our goal. However, this ratio becomes ineffective when teachers and students desire a 1:1 ratio for classroom instruction. We need additional wireless mobile labs, at least one per school per year for the next three years. Another strong need is additional technology integration in the classroom in all content areas. Advance teacher training on how to effectively use technology in the classroom, and on how to provide safe and productive experiences for students using the Internet continues to be an ongoing need. Data from classroom observations indicates that teacher use of technology in the classroom is far more widespread than student use. Teachers main use of technology is the Promethean Board, which is being used as a fancy chalkboard in many cases. Increased collaboration time and increased access to ready-made resources will lessen the prevalence of this practice. There is also a need for further professional learning with staff utilizing technology to assess student learning. Surprisingly, a number of staff members are not comfortable utilizing existing systems such as Longitudinal Data System and Data Director to monitor student achievement in order to design interventions in a strategic and timely manner or maximize instructional time. In order to meet the needs of all students, more flexible grouping and differentiated instruction is needed. Teachers cite time as one of the primary reasons for not doing this as much as they should. Perhaps, more training on how to utilize technology to assist in this process will positively impact

14 utilization of these best practices. The greatest need is to narrow the achievement gap between subgroups of students. Based on test data, math, science, and language arts instruction has been selected as the instructional target areas. Many students have difficulty with verbal comprehension, reading and writing skills which affect their performance in math and science. By employing different technologies, teachers at Burke County Middle, Blakeney Elementary, SGA Elementary, and Waynesboro Primary Schools will be better able to meet the needs of these students, as well as to ensure that students with IEPs receive proper modifications. In order to increase student achievement, hands on individualized technology instruction can be most effective in differentiating instruction, especially for those students who do not acquire knowledge the traditional way via textbooks, worksheets, and lecture. Teachers of students with disabilities are consulted regarding special needs for hardware and software to aid in the education of special needs students. In our efforts to bridge this gap, BCPS has successfully implemented the Kurzweil 3000 Text-toSpeech System at Burke County High School and Burke County Middle school and plan to examine it effectiveness in lower grades over the next three years.

Ongoing Evaluation of Student Learning Benchmarks and Evaluation of Student Success

The BCPS has targeted specific areas of student performance for improvement as part of this technology plan. Among the plan goals are incremental increases in performance on the CRCT Reading and Math tests for all students. Student scores will be examined by the categories traditionally used by BCPS: SWD (students with disabilities), ED (economically disadvantaged), and race (black and white). In addition, a task force will be appointed by the Superintendent to suggest the addition of more categories of students to the CRCT performance benchmark of our technology plan. Specifically, the task force will examine the utility of including Hispanic students and ELL (English language learner) students as distinct categories for CRCT score analysis. Although the percentage of students who would fall into these categories is currently relatively low (U.S. Census Bureau, 2011), growth of this segment of our public school system students is likely to occur. An examination of the performance of this small but significant group of students is intended to better use technology to serve their educational needs, now and in the future. Several technology tools are available to assist all students. These include: My Reading Coach, Reading Plus, Waterford Early Reading, SuccessMaker Math, and iPASS. To increase availability of these tools, additional computer purchases are planned each year through 2014. Furthermore, each school is slated to receive a Wireless Mobile Lab to accommodate 30 students. BCPS has established a community base program funded through the 21st Century Grant called, Project Burke 21st Century Community Learning Center. The purpose of this program is to support and coordinate enrichment programs and activities designed to actively participate in the education of their children. By forming

15 partnerships with a variety of community entities (such as churches, civic groups, etc.), BCPS continues to emphasize the role that technology plays in the academic success of our students.

8th Grade Technology Literacy

The 8th Grade Technology Literacy Test utilized by the system has been in place for the last three years and came from the Georgia Online Assessment System (OAS). This test is the only benchmark currently used to assess technology literacy in Georgia Public Schools (Georgia Department of Education, 2010). The performance of our students in FY10-11 resulted in 81% of the 8th graders taking the test achieving mastery/competency (as shown in the chart below). These scores indicate that a high percentage of our students are able to transition into a 21st century work environment. We need to address this deficit while the students are in middle school, and the way to do this is to provide staff development and digital resources for teachers in all core areas at all grade levels.
Year 2008-09 2009-10 2010-11 Students 364 333 347 # Students taking test 330 272 289 Achieved mastery/competency 209 227 225 % Passing 63% 83% 81%

Beginning in Grade K and up through Grade 5, students are taught computer basics. Computer concepts introduced at this level serve as a foundation upon which more complex computer skills can be built in later grades. Concentrating on core technology skillsfor example, keyboarding, organization, basic troubleshooting, accessing data files, logging on and offin the early grades is an imperative foundation as students progress though each grade. This foundation allows our teachers to address the six categories that comprise the ISTE NET-S standards including: Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving, and Evaluation Digital Citizenship Technology Operations and Concepts BCPS is working to integrate the new standards into the lesson plans, instructional models, and technology activities at the local schools. Professional learning to support these standards is provided by the Professional Learning Department.

Copyright/Acceptable Use Policy A. Purpose

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The Burke County Public Schools Network (BCPSnet) has been established for a limited educational purpose. The term educational purpose includes classroom and administrative activities and high quality self-discovery activities. BCPSnet has obtained access to the BellSouth Network, a regional telecommunication system, which includes Internet access, provided through an Agreement with the Georgia Department of Education. The Superintendent has been authorized by the Burke County Board of Education to develop regulations and agreements for the use of the BCPS Network that are in accord with the BOE Policy IFBGA and other BCPS policies, including the Code of Conduct. Activities that are acceptable on BCPSnet include classroom activities, career development and high-quality personal research. BCPSnet is not a public access system or public forum. BCPS has the rights to place reasonable restrictions on the materials you access or post through the system. You are expected to follow the rules set forth in this document, the BOE Code of Conduct, and the law in your use of the system.

B. Due Process
1. BCPS will cooperate fully with local, state, or federal officials in any investigation concerning or relating to any illegal activities conducted through the BCPSnet. 2. Student violations will be handled pursuant to the Burke County Board of Education Code of Conduct. 3. Employee violations of BCPSnet/Internet Acceptable Use Policy will be handled in accordance with BCPS employment policy. 4. Any BCPS administrator may terminate the account privileges of a guest user by providing notice to the user. Guest accounts not active for more than 90 days may be removed, along with the user's files, without notice to the user.

C. Search and Seizure

1. BCPSnet users have no privacy expectation in the contents of their personal files and records of their online activity while on BCPSnet. Desktop computers and network storage areas may be treated like school lockers. The Network Administrator may review files and communications to maintain system integrity and insure that users are using the system responsibly. Users should not expect that files stored on the file server will be private. 2. Routine maintenance and monitoring of the system may lead to discovery that the user has or is violating BCPSnet/Internet Acceptable Use Policy, the Code of Conduct, or the law. 3. An individual search will be conducted if there is reasonable suspicion that a user has violated the law or the Code of Conduct. The nature of the investigation will be reasonable and in the context of the nature of the alleged violation.

D. Selection of Material

17 1. When using the Internet for class activities, teachers will: a. Select material that is appropriate in light of the age of the students and that is relevant to the course objectives. b. Preview the materials and sites they require their students to access to determine the appropriateness of the material contained on or accessed through the site. c. Provide guidelines and lists of resources to assist their students in channeling their research activities effectively and properly. d. Assist their students in developing the skills to ascertain the truthfulness of information, distinguish fact from opinion, and engage in discussions about controversial issues while demonstrating tolerance and respect for those who hold divergent views.

E. Parental Notification and Responsibility

1. BCPS will notify the parents about BCPS network and the policies governing its use. Parents must sign an agreement to allow their child to have an individual account. Parents have the right at any time to investigate the contents of their child(ren)'s email files. Parents have the right to request the termination of their child(ren)'s individual account or access to the BCPSnet at any time. 2. BCPSnet/Internet Acceptable Use Policy contains restrictions on accessing inappropriate material and student use will be supervised. However, there is a wide range of material available on the Internet, some of which may not be fitting with the particular values of the families of the students. It is not practically possible for the BCPS to monitor and enforce a wide range of social values in student use of the Internet. Further, BCPS recognizes that parents bear primary responsibility for transmitting their particular set of family values to their children. BCPS will encourage parents to specify to their child(ren) what material is and is not acceptable for their child(ren) to access through BCPS system. 3. BCPS will provide students and parents with guidelines for student safety while using the Internet.

F. Access
The following levels of access will be provided: 1. Classroom/Media Center Accounts. Initially Elementary, Middle and High School students will be granted BCPSnet/Internet access only through a classroom account. Elementary students may be provided with an individual account under special circumstances at the request of their teacher and with the approval of their parent. An agreement will only be required for an individual account, which must be signed by the student, one parent and the sponsoring teacher. 2. Individual Accounts for Students. Only Secondary students may be provided with individual BCPSnet accounts. A written agreement will be required for an individual account. This agreement must be signed by the student, his or her parent and the sponsoring teacher.

18 3. Individual Accounts for BCPS Employees. BCPS employees will be provided with an individual account for the purpose of performing the daily job functions. 4. Access to the Internet by elementary students will be monitored by their teacher. Middle schools and high schools will establish a process that will enable staff to monitor authorized student access. 5. Accessing any other e-mail or messaging program other than those provided to you by BCPS (which at the current time is Groupwise and Office View Pro) is strictly prohibited, unless authorized by the BCPSnet administrator.

G. Unacceptable Uses
The following uses of the system are considered unacceptable: 1. Personal Safety (Restrictions are for students only) a. Users will not post personal contact information about themselves or other people. Personal contact information includes address, telephone number, school address, work address, etc. b. Users will not agree to meet with someone they have met online without their parent's approval and participation. c. Users will promptly disclose to their teacher or other school employee any message they receive that is inappropriate or makes them feel uncomfortable. 2. Illegal Activities a. Users will not attempt to gain unauthorized access to BCPSnet or to any other computer system through the BCPSnet, or go beyond their authorized access. This includes attempting to log in through another person's account or access another person's files. These actions are illegal, even if only for the purposes of "browsing." b. Users will not make deliberate attempts to disrupt the computer system performance or destroy data by spreading computer viruses or by any other means. These actions are illegal. c. Users will not use the BCPSnet to engage in any other illegal act, such as arranging for a drug sale or the purchase of alcohol, engaging in criminal gang activity, threatening the safety of a person, etc. 3. System Security a. Users are responsible for the use of individual account and should take all reasonable precautions to prevent others from being able to use their account. Under no conditions should a user provide his/her password to another person. b. Users will immediately notify the system administrator if they have identified a possible security problem. Users will not go looking for security problems because this may be construed as an illegal attempt to gain access. c. Users will avoid the inadvertent spread of computer viruses by following the BCPS virus protection procedures if they download software. d. Users will not use another user password or account to access BCPSnet. 4. Inappropriate Language

19 a. Restrictions against Inappropriate Language apply to public messages, private messages, and material posted on Web pages. b. Users will not use obscene, profane, lewd, vulgar, rude, inflammatory, threatening, or disrespectful language. c. Users will not post information that, if acted upon, could cause damage or a danger of disruption. d. Users will not engage in personal attacks, including prejudicial or discriminatory attacks. e. Users will not harass another person. Harassment is persistently acting in a manner that distresses or annoys another person. If a user is told by a person to stop sending them messages, they must stop. f. Users will not knowingly or recklessly post false or defamatory information about a person or organization. Respect for Privacy a. Users will not repost a message that was sent to them privately without permission of the person who sent them the message. b. Users will not post private information about another person. Respecting Resource Limits a. Users will use the system only for educational and professional or career development activities (no time limit), and limited, high-quality, personal research. b. Users will not download large files unless absolutely necessary. If necessary, users will download the file at a time when the system is not being heavily used and immediately remove the file from the system computer to their personal computer or diskette. c. Users will not post chain letters or engage in "spamming". Spamming is sending an annoying or unnecessary message to a large number of people. d. Users will check their e-mail frequently, delete unwanted messages promptly, and stay within their e-mail quota. e. Users will subscribe only to high quality discussion group mail lists that are relevant to their education or professional/career development. f. Users will not access any other e-mail or messaging programs other than those provided to you by BCPS (which currently is Lotus Notes and OfficeView Pro). Plagiarism and Copyright Infringement a. Users will not plagiarize works that they find on the Internet. Plagiarism is taking the ideas or writings of others and presenting them as if they were original to the user. b. Users will respect the rights of copyright owners. Copyright infringement occurs when an individual inappropriately reproduces a work that is protected by a copyright. If a work contains language that specifies acceptable use of that work, the user should follow the expressed requirements. If the user is unsure whether or not they can use a work, they should request permission from the copyright owner. Inappropriate Access to Material

5.

6.

7.

8.

20 a. Users will not use BCPS system to access material that is profane or obscene (pornography), that advocates illegal or dangerous acts, or that advocates violence or discrimination towards other people (hate literature). For students, a special exception may be made if the purpose is to conduct research and access is approved by both the teacher and the parent. BCPS employees may access the above material only in the context of legitimate research. b. If a user inadvertently accesses such information, they should immediately disclose the inadvertent access in a manner specified by their school.

H. Enforcement of Policy (technology protection measure)

1. BCPS uses a technology protection measure that blocks or filters Internet access to some Internet sites that are not in accordance with the policy of BCPS. 2. The technology protection measure that blocks or filters Internet access may be disabled by the BCPSnet administrator for bona fide research purposes by an adult. 3. The BCPSnet administrator may override the technology protection measure that blocks or filters Internet access for a student to access a site with legitimate educational value that is wrongly blocked by the technology protection measure that blocks or filters Internet access. 4. BCPS staff will monitor students' use of the Internet, through either direct supervision, or by monitoring Internet use history, to ensure enforcement of the policy. References Burke County School System. (2011). Three-year technology plan: July 1, 2011 June 30, 2014. Waynesboro, Georgia. Burke County School System. Retrieved from: http://www.burke.k12.ga.us/education/components/docmgr/default.php?section detailid=183& Georgia Department of Education. (2010). Georgia Technology Literacy Assessment Toolkit. Retrieved from: http://www.gadoe.org/it.aspx?PageReq=ToolKit Quinn, D.M. (2003). Legal issues in educational technology: Implications for school leaders. Educational Administration Quarterly, 39(2),187. Retrieved from: http://eaq.sagepub.com/content/39/2/187 U.S. Census Bureau. (2011, Oct. 27). Burke County, Georgia. State and County QuickFacts. Retrieved from: http://quickfacts.census.gov/qfd/states/13/13033.html