Charlottesville City Schools
Educational Technology Plan
Charlottesville City Schools Educational Technology Plan 2004-2009
Table of Contents
Professional Development & Support Programs……………………………16-18
Staff Development 2004
Staff Development Summer 2004
CCS Fact Sheet
Charlottesville is often referred to as a quaint town located in the heart of central
Virginia and home to the University of Virginia and the historic site of Monticello. It
recently received the recognition of being the number one place to live in the country.
(Sperling & Sander, 2004) With such distinctions, the city has high expectations for its
institutions. Among these is the school system. Approximately 4400 students attend
PreK-12th grade classes at six elementary schools, one upper elementary, one middle,
one high school and one alternative school. One central administrative site completes the
distance radius of ten miles.
Schools continue to excel in academics, fine arts and sports with numerous
regional, state and national awards. (see fact sheet, addendum) A defining characteristic
of the school system is its diversity. Just under half of the students are white and just
under half of the students are black. Of the balance, 2% are Asian and 3% are Hispanic.
Sixteen percent of the student population qualifies for gifted education services and
sixteen percent qualifies for special education services. Forty six and one half percent of
the students receive free and reduced lunch.
With diversity come the challenges of equity and total student achievement. The
school system’s budget reflects earnest attempts to provide quality education for all.
Total revenue for the division 2003-2004 budget was $51,761,867. Local funds
contributed $31,732,735 (61%), state funds contributed $16,228,699 (31%), and federal
funds contributed $3,800,433 (8%). The per pupil expenditure for the 2003-2004 school
year was $11,705 with class sizes averaging 20 students in all schools except the middle
which has a smaller class average of 17 students.
While the school system is highly supported by an enriching community,
academic liaisons, numerous intervention programs, involved parents and a responsive
school board, the success of all students remains the central issue. Standards of Learning
tests results for 2002-2003 indicate that the economically disadvantaged continue to not
meet Adequate Yearly Progress for No Child Left Behind requirements. As a result, three
schools did not meet AYP status and four schools are provisionally accredited.
The system, having recognized the areas of concern, is seeking new, more
effective approaches to teaching and learning. Technology integration offers one such
In the initial stages of preparing a local technology plan, the new Educational
Technology Plan for Virginia was reviewed, made available to technology staff and
posted as link on divsionwide technology website. Various staff members attended
VDOE training sessions. The previous local plan from 1995 (revised in 1998) was also
reviewed and an assessment of goals and objectives which had been met was made. The
Coordinator of Instructional Media/Technology, with much assistance from the
Technology Department, conducted the activity related to planning. Planning models
were also selected and reviewed.
The technology integration specialists, media specialists, and technology staff did
needs assessments throughout the year. The current status was defined in the five areas as
designated by the VDOE plan. Monthly meetings were held with technology integration
specialists and media specialists to formulate strategies that would align with the state’s
goals and objectives. Specific input was requested from all central administrators,
divisionwide coordinators, principals, instructional coordinators, selected teachers,
technology integration specialists, media specialists, and parents. Much of the
communication and development of the final plan was done electronically as meetings in
the spring met with numerous conflicts. Also much discussion with the stakeholders
occurred one-on-one. The alignment workbook was consulted in the process.
The draft plan was sent to all administrators, Technology Planning Team, media
specialists, technology integration specialists and selected teachers and parents for further
review and input. Revisions were made and a final plan was submitted to the VDOE in
The Charlottesville City Schools Educational Technology Plan is a dynamic
document that has initiated much collaboration and thought. It serves as a framework for
future planning, decision-making and expenditures. It is expected to be revised and
updated frequently, especially in light of the arrival of a new superintendent in July and
new School Board members. An official presentation of the plan involving all
Technology Planning Team members is scheduled for the public School Board meeting
on August 5, 2004. School Board members will receive a copy prior to this date for
perusal. At this time, the new superintendent and Board members will also get an
overview of technology in the division. All staff will receive an electronic version in the
fall of 2004 and a copy will be posted on the division website. Future technology
meetings will determine the logistical execution of the strategies as identified in the plan.
The Strategic Plan for the Charlottesville City Schools provides the guiding focus
for all teaching and learning in the division.
“The mission of the Charlottesville City Schools is to graduate students who
aspire to achieve and who are prepared to participate fully in a free and
democratic society. Our students will be expected to master a challenging set of
academic standards. They will be taught to find and use information, speak and
write effectively, make responsible decisions, and work to achieve personal goals.
Our students will learn to appreciate history, diversity and the achievements of
humankind. They will learn to make contributions to the well-being of the
community. Upon graduation, our students will be prepared to secure
employment, continue their education, and adapt skillfully to a changing
It is with this mission in mind that the division approaches technology as one of the
essential means for developing students who achieve success and become life long
learners. As stated in the local, previous technology plan, the philosophy continues to be
“The Charlottesville City Schools provides opportunities to prepare students and
staff to function successfully within an information focused, technological
society. These opportunities allow students to gain skills and proficiencies, which
will enable them to take advantage of technology as a facilitating factor within the
lifelong learning process. Additionally, these opportunities enable students to
recognize the use and application of technology in technical, professional and
In providing these opportunities, the school division expects its educators in all
areas of responsibility and across all areas of the curriculum to utilize
technologies to facilitate the teaching/learning process. In order to create such a
technologically vibrant environment, the school division must provide ready and
equal access to technology resources and opportunities for both students and staff.
Additionally, in order to promote lifelong learning, the schools in the division
must recognize that they exist as one component of a larger community. Schools
must seek opportunities to utilize their technology resources not only for their
students but also for and within the general community as a whole.”
Furthermore, the Charlottesville City School Board priorities for 2002-2004 include the
uses of technology in communication and for the scientific analysis of student progress.
The Board has identified student achievement as its first priority. In efforts to improve
student achievement, the use of technology in the school environment both through direct
instruction and student application can help accomplish this goal.
The Virginia Department of Education’s Educational Technology Division has
determined that the following goals will serve as their directives from which localities
can set their goals.
* To improve student academic achievement through the use of technology in
elementary schools and secondary schools;
* To assist every student in crossing the digital divide by ensuring that every
student is technologically literate by the time the student finishes the eight grade,
regardless of the student’s race, ethnicity, gender, family income, geographic location, or
* To encourage the effective integration of technology resources and systems with
teacher training and curriculum development to establish research-based instructional
methods that can be widely implemented as best practices by State educational agencies
and local educational agencies.
Our division’s ultimate goal is to have educators and students comfortable with
and proficient in the use of technology in all its forms. The Charlottesville City School
System states in its "Values for Teaching" that we, as educators, believe that "teaching
and learning are life long processes" and that "effective teaching includes a repertoire of
skills to address a diversity of learning styles." As further stated in the Guiding Principles
for Success, we will "offer challenging educational opportunities, teach content and skills
that challenge each student to achieve, use technology as a tool in the learning process,
and make student achievement the focal point for decisions."
These statements form our belief system in respect to the student's total learning
and specifically to the place technology has in facilitating that learning. Its importance
becomes critical at the secondary level where much of the learning is self-directed and
less imposing than earlier years and the preparation for life beyond K-12 schooling
becomes a reality.
It is our belief that schools mobilized for the 21st century would ideally graduate
students competent not only in functional technology skills but also in the critical
thinking abilities necessary in the adaptation of technology to life. The infusion of both
results in a life pattern receptive to future technological advances, elements of change in
lifestyles and career paths and a sense of equilibrium, control and comfort amidst
increasing complexities. The achievement of this would empower a future work force
with confidence and energy and provide individuals with the collective tools to secure
their well being and happiness. This would primarily be accomplished through the
collaboration of a well-trained "teacher" with the student and his increasing knowledge
base. The "teacher" could be the community, an academic institution, a self-study
program, or the global environment. Walls and desks are incidental as technology
becomes a seamless part of instruction and the focus becomes quality of instruction rather
than process. According to Dale Niederhauser in "Using Computers in an Information
Age Classroom," most teacher training programs have emphasized didactic instruction.
"These teachers need professional development experiences that address new
pedagogies as well as training in the use of technology. If teachers are to
develop an integrated curriculum they must have a knowledge base of the relevant
content areas and know the appropriate instructional methods and how to use these
methods within and across content areas...so that they can guide students
in profitable learning directions, provide information when appropriate and assess
student learning on an ongoing basis."
Such would be the ideal instructional model. As further support of these ideals, the
Virginia Department of Education has envisioned schools, through technology, that will
"provide all K-12 students opportunities to learn skills essential to be productive, creative
citizens of the 21st century. Students and educators will have access to a variety of
information sources to utilize national and international networks. Students will be
empowered to use technology for continued learning." Not only will students utilize
technology but they will also develop a respect for it and see the magnitude of its
importance into the 21st century. This is the hope for future generations who will have
the advantage of resources beyond the imagination.
Research supports efforts to utilize technology in student achievement. The
resources in this plan identify studies that illustrate the impact of technology in learning.
One such report is entitled “Learning with Technology: Practices, Outcomes and
Effects.” The Review of the Literature sections of the Educational Technology Plan
2003-2009 (http://www.pen.k12.va.us/VDOE/Technology/plan2003-09.pdf) also provide
a review of the studies related to the effective use of technology in education specifically
in Virginia and the nation. With additional supporting research generated from No Child
Left Behind legislation and advances resulting from financial initiatives identified in the
Six Year Educational Technology Plan for Virginia, 1996, the state has been poised to
conduct a needs assessment and create a new technology plan. This plan provides the
framework of goals and objectives for school divisions to follow in development of their
local plans. Funding for implementation of the local plans is contingent upon alignment
with the state plan.
The division’s previous technology plan was written in 1995 and
revised in 1998. Though it was recognized as one of the top plans in the state, it
primarily reflected the infrastructure and equipment needs of the time. It did not address
the use of technology as a tool for instruction. With the current local allocations, eRate
funding, local and consortium NCLB ed tech funding, grants and the SOL Initiative,
systems are in place to advance to the next phase, technology integration at a more
comprehensive level. We share the state’s commitment to long range, effective, local
(statewide) integration of educational technology into teaching, learning and school
management. (Va Plan, p.i)
Since the revision of the previous plan in 1998, the Charlottesville City Schools can
acknowledge many accomplishments. Essential has been the development of an
infrastructure, which strives to keep pace with the needs of the division. In this area, the
following have been put in place over the last six years:
• Computer to student ratio of 5.12 to1 at K-8 levels and1.3 to1 at 9-12 level.
• PBX phone system.
• Divisionwide email system.
• Unified elementary school report card database.
• IEP writer database.
• One year of successful online SOL testing at high school level.
• Implementation of desktop management systems.
• Wide Area Network (allowing central email, calendar/scheduling, file sharing,
printing, real time connection to administrative operations, Internet access etc).
• AS400 system (central data repository) and server/workhorse for major business
• Scanning system (houses and manages all documents associated with accounts
payable, payroll, benefits and general finance operations).
• Data Warehouse (centralized data representing 16 years of archives available to
• Systemwide presence on the Internet with a division website with links to all school
• Administrative applications written and supported by CCS staff.
• Successful reporting system of NCLB data to VDOE.
• Baseline cycle for the replacement of equipment.
• Adoption of voice, data, and video wiring standards for building renovations (Three
schools have had rewiring).
• Creation of a centralized staff training lab.
• Two centralized T-1 lines for high speed Internet access.
• Updated public address systems.
• SASI student information system at middle and high schools.
• Acquisition of barcoded inventory system.
• Networked computer in every classroom and administrative office.
• Systemwide licenses for appropriate software.
• Filtering, antivirus, security and backup systems.
• Twenty additional servers (total 35).
• Limited wireless capability in all schools with one wireless campus.
• Sixteen wireless mobile laptop carts for the high school.
• Migration to Windows XP operating system for PC’s.
• Two school-based studio facilities, one with closed circuit capability for original
broadcasts at high school and one for production at elementary school.
• Networked and Web-based circulation, catalog and inventory systems in all school
• Mounted television monitors with VCR and/or DVD units with closed caption, cable
access and limited computer connectivity capability in all classrooms throughout
• Central Media Center (IMS) that provides curriculum resources, broadcast and
satellite taping, ITV (instructional television) services, videoconferencing and
teleconferencing capability, production facility and divisionwide equipment for
• Schools equipped with digital cameras and camcorders, fax machines, multimedia
stations, scanners, LCD projectors, adaptive equipment, laser printers, Smartboards,
laptops, CD and DVD players and burners, scientific probes, microscopes and
calculators, administrative cellular phones and/or handheld PDA’s (personal display
• Current pilot projects include use of PDA’s for elementary PALS assessment.
• Purchase of scanner for disaggregating test data.
• Upgrade of the network operating system from standalone to directory based.
• Online document warehouse (division policies and procedures).
• Divisionwide implementation of Technology Standards for Instructional Personnel.
• Copyright/ethical use of technology training for all staff.
• Construction and revision of an Acceptable Use Policy for Staff and Students.
In addition to equipment acquisitions, technology-related staffing has also
increased since 1998 but still remains a need. A Network Administrator, 2.5 tech support
specialists, a Coordinator of Data Distribution Services (Websites and Data Warehouse)
and two Data System Technicians have been added.
The division’s primary decision-making body for technology is currently comprised of
the following individuals. They will hereafter be referred to as the Technology
• Judy Rood, Coordinator for Libraries, Instructional Media and Technology
• Mark Leach, Network Systems Administrator
• David Uhlig, Coordinator, Management Information Systems
• Harley Miles, Coordinator, Testing and Staff Development
• Michael Trump, Coordinator, Data Distribution Services
• Dan Fielding, Coordinator, Career and Technical Education
• Ed Gillaspie, Director, Finance/Business
• David Durrer, Technical Support Specialist, SASI
• Dan Lind, Technical Support Specialist
• Pavel Dovgalyuk, Technical Support Specialist (halftime)
• Bo Sosnicki, Technical Support Specialist
The division’s technology structure also includes a Tech Support Contact, a
Technology Integration Specialist (TIS) and a Webmaster at each school. Each of these
individuals has a full time instructional role as teacher, media specialist or administrator
in addition to the technology duties. These positions are new for the 2003-04 school year
and are funded by stipends from local or grant monies. Each person is responsible to a
division administrator, has a job description, receives technology equipment for use and
training and meets regularly in a group. The upper elementary school is the only school
with a full time technology specialist. A major focus in divisionwide technology this
year has been the training of these individuals. The local budget for 2004-05 includes the
addition of a half time technical support specialist added in the summer of 2004. The full
time media specialist and half time assistant at each school continue to be primary
instructional and technical leaders in technology and have also received extensive
training. Technology committees have begun to provide leadership to staff.
Staff development has been advanced by the implementation of the VDOE’s
Technology Standards for Instructional Personnel Initiative. A comprehensive skill-
based TSIP training program was developed divisionwide in 1999.
After an aggressive campaign this year to get all professional staff TSIP certified,
approximately 5% remain who are currently working on this certification. While the
TSIP program addresses basic technology skills, the focus divisionwide has shifted to
staff development related to the integration of technology. The Charlottesville City
Schools’ affiliation with the Shenandoah Valley Technology Consortium (SVTC) ed tech
grant has provided a plethora of training opportunities from which teachers have
benefited over the last two years. Free equipment, paid substitutes, travel, food, lodging,
registration fees and materials, and training are all provided to participants. The amount
expended through this grant for the CCS teachers in 2003-04 was $33,868.00
The division, ITV station WVPT and the VDOE also offer courses and workshops
throughout the year. The NTTI (National Teacher Training Institute in
Technology) and Master Teacher programs have laid the foundation in all schools for the
integration model that we are using. Training has been provided to teachers on
videostreaming, Inspiration software, Marco Polo, technology integration in core areas,
use of digital camera and camcorder, iMovie, powerpoint, Smartboards, webquests,
advanced word processing, OSX for the Mac, webpage editing, informational databases,
Internet resources, search strategies, copyright and ethical use of technology.
Technology-related courses at local universities or those offered on-line nationally are
publicized and teachers are encouraged to participate. Tuition is partially reimbursed and
tuition for one technology related graduate course is completely funded.
Teachers and administrators also attend or present at professional conferences and
workshops throughout the year. They include the Virginia Society for Technology in
Education Conference, The VDOE Technology Leadership Conference, and Virginia
Educational Media Association Conference. Last year, teachers had their first
opportunity to become nationally certified in technology integration. This program,
NETS*T, is sponsored by the International Society for Technology in Schools (ISTE)
and requires standards to be met by submission of teaching artifacts. An evaluator has
been trained in our system and one teacher has become certified. Two teachers are
currently working on this certification.
As teachers have received more training and equipment over the last six years,
they have been integrating technology into their lesson plans. All training funded
through grants and VDOE require follow-up application in the classroom and mentoring
and staff development at the building level. This has had a positive domino effect in
creating sharing relationships. Principals report that the enthusiasm generated by those
who receive training becomes schoolwide. The assignment of technology integration
specialists in each school has also had a positive effect. They model best practices in use
of technology and serve as the contact for teacher questions. In addition, preservice
teachers, assigned throughout the schools, influence technology use through their
application and shared knowledge from graduate education programs.
Instructionally, teachers are increasingly using digital cameras, powerpoint,
webquests, periodical databases for research, library database, labs and laptops for
writing assignments and Internet searching and electronic SOL testing practice and
subject area remediation. For management, teachers use electronic means for grading,
attendance, report cards, IEP’s, speech language therapy and to some degree, assessment
and data analysis. Many students benefit from home computer systems and come to
school with skills and an eagerness to interact with technology. For those without home
computers, the close proximity of the public library and recreation centers affords
opportunities for computer access. A local nonprofit organization, Computers 4 Kids,
accepts used computers for recycling with training to students and parents. A student
checkout system is also available through the central media center. Banks of computers
are available to students in all school media centers throughout the day.
At the elementary level, students are exposed frequently to applications of
technology. The Accelerated Reader Program provides an electronic incentive for
increased, improved reading. Students are taught rudimentary as well as higher level
thinking skills through a local information skills curriculum. Projects are done using
Kidpix, digital cameras, and the Internet. At higher levels, students take keyboarding and
learn applications in lab settings. They are able to produce interdisciplinary
presentations, original digital movies and graphic designs, and converged media
documents that incorporate embedded text, photos, weblinks, video, audio and graphics.
Students also use word processing extensively in addition to database and spreadsheet
applications as best evidenced by science fair projects. At the secondary level, WEB
design, WEB marketing, computer applications and CAD classes offer advanced levels of
technology application. Students also benefit at the secondary level from a studio facility,
video distribution system to all classrooms, and an interactive, networked computer
In preparing for the construction of a new plan, needs assessments were done
throughout the year. The compilation of these reflects a continued primary need for
systematic staff development. Time is the critical factor as core teachers are less and less
available inside or outside of the school day. Currently most raining opportunities are
available after school or in the summer. Sustained training requires three to five days
outside the classroom and followup upon return to school. One-on-one instruction given
by the media specialist, instructional technology specialist or tech support staff continues
to be a time-consuming, inefficient method of instruction. Staff development
opportunities related to subject areas, many of which are required, most often take
precedence over technology skill or integration training. More focus needs to be made on
having teachers visualize the use of a computer as an instructional tool especially for low
achieving students in the classroom and not solely as a personal management tool. The
division needs a comprehensive long term plan for providing staff development that
includes teachers designing their own professional technology goals. This would include
lesson plans designed with technology integration. Additionally, the need for staff
development in analyzing student progress related to constructing, accessing and
interpreting student data will increase.
At the district and school level, technology staffing remains a critical adjunct to
the success of improved technology-related instruction and staff development. The
central staffing has responsibilities for various aspects of technology but exist without
directorship. Communication, joint planning and decision making are often lacking.
Technology budgets are not consolidated and up top this point, have not been driven by a
plan. At the building level, only one school has a full time lab technology instructor who
is also the school technology integration specialist, Webmaster, chair of the technology
committee and tech support contact. With full time instructional responsibilities, the
building level tech support contact nor technology integration specialist can respond to
teacher needs, offer adequate staff development nor have opportunity for planning.
Recent reduction in assistant staffing in the elementary media centers will also restrict the
media specialists from attending to teacher needs related to technology. Adherence to the
Standards of Quality’s recommendation of one full time tech support person and one full
time integration specialist per 1,000 students would offer a limited solution but a
beginning to address the growing need.
The diversity of the student population and the gaps in achievement are reflected
in the technology skill level of students. For example, keyboarding skills are inconsistent
at the elementary level. Some elementary schools do not have computer labs. Though
distribution of computers, digital equipment such as cameras, scanners, multimedia
stations, laptops etc. has been equitable, students in one school, designated as the
elementary technology school, have more experiences upon entering the combined upper
elementary school. Since the technology SOL are no longer tested, less attention has been
given to implementing them. Accountability for their implementation has not been in
place. As the VDOE reintroduces testing for them, proficiencies become imperative.
Lastly, the infrastructure continues to face increasing demands as more
management and instructional uses occur. Enough resources are not available to achieve
a meaningful replacement cycle to keep computers up-to-date. The baseline needs to be
reevaluated and options such as wireless technology explored divisionwide. Upgrades for
operating systems (i.e. Netware) and new software need to be funded. Internet usage
continues to require additional bandwidth. Although all divisionwide computers have
baseline software such as Appleworks, Microsoft Office, Kidpix and File Maker Pro,
acquisition of educational software for student learning specifically in the core content
areas and for remediation needs to be a priority. Network security, filtering and safety
problems (i.e.viruses, unwanted email) require continuous and sometimes, immediate
attention. Also issues with authentication, document sharing, implementing new
technologies and revising the AUP need current attention. Though the division has an
informative, attractive website, school and department links need to be maintained for
currency and teacher websites developed. Finally, the data warehouse, which has
recently evolved to contain all major division documents and data, currently has limited
accessibility by instructional staff.
To adequately plan for and implement technology, new sources of revenue will
need to be found. Grant funding is often unstable and short termed. A consolidated
approach to utilizing a variety of resources will be necessary to make technology a viable
and influential tool in achieving student success.
Charlottesville City Schools Educational Technology Plan 2004-2009
The Strategic Plan for the Charlottesville City Schools provides the guiding focus for all
teaching and learning in the division.
“The mission of the Charlottesville City Schools is to graduate students who aspire to achieve and who are prepared to
participate fully in a free and democratic society. Our students will be expected to master a challenging set of academic
standards. They will be taught to find and use information, speak and write effectively, make responsible decisions, and
work to achieve personal goals. Our students will learn to appreciate history, diversity and the achievements of
humankind. They will learn to make contributions to the well-being of the community. Upon graduation, our students will
be prepared to secure employment, continue their education, and adapt skillfully to a changing technological society.”
It is with this mission in mind that the division approaches technology as one of the
essential means for developing students who achieve success and become life long learners.
Furthermore, the Charlottesville City School Board priorities for 2002-2004 include the uses of
technology in communication and for the scientific analysis of student progress. The Board has
identified student achievement as its first priority. In efforts to improve student achievement, the
use of technology in the school environment both through direct instruction and student
application can help accomplish this goal. Our division’s ultimate goal is to have educators and
students comfortable with and proficient in the use of technology in all its forms.
The local plan presents five areas of educational technology concentration. They are identified
below with key strategies to meet Goals and Objectives, which have been aligned with the Educational
Technology Plan for Virginia. The plan also includes a status report, needs assessment, timeline and
• Align curriculum documentation with appropriate technology-related instruction.
• Integrate Information Skills curriculum and Technology Standards of Learning.
• Identify software in content areas to assist in instruction, especially in areas needing intervention.
• Provide adequate technology (including digital cameras, camcorders, laser printers, scanners, digital
microscopes and probes, calculators, projection systems, Smartboards, laptops, multimedia stations,
printers, PDA’s) to support teaching and learning.
• Offer ongoing staff development opportunities through division, VDOE, SVTC (Shenandoah Valley
Technology Consortium), WVPT, universities, collaborating school systems, and online.
• Provide technology integration specialists, Webmasters, tech support contacts who receive a stipend
and full time media specialist in each building to assist with support and training.
• Include technology integration as component of teacher evaluation.
• Implement at all levels the Virginia Standards of Learning (SOL) Initiative.
• Provide teaching and learning resources such as networked media centers, videoconferencing,
instructional television and satellite broadcasts and videostreaming.
• Continue to make division and school websites informative and current.
• Utilize data, retrieved electronically, to determine student progress.
• Provide all instructional and administrative areas with networked computers that have high speed
• Provide adequate staffing to support network system.
• Develop an accessible data warehouse.
• Provide infrastructure to accommodate needs of network.
• Measure student technology literacy.
• Require all professional staff to be TSIP certified (Technology Standards for Instructional Personnel).
• Align local technology plan with state plan.
• Use technology resources for management and reporting of data to state and national agencies.
Goal 1. Improve teaching and learning through the appropriate use of technology.
CCS will create conditions whereby technology becomes a vital, seamless vehicle for
instruction and management.
Strategy 1. Require that all schools create a building level technology committee,
which reflects the staff appropriately, meets regularly and makes decisions related
to technology based on input from staff.
Strategy 2. Require that all schools create a plan for technology that is in
alignment with local and state plans.
Strategy 3. Revise the current Acceptable Use Policy and distribute to all staff and
students for signatures.
Strategy 4. Identify the principal as the instructional leader in supporting, and
promoting the integration of technology at the building level.
Strategy 5. Encourage district and school leaders to attend technology related
regional, state and national conferences.
Strategy 6. Encourage school leaders to articulate expectations for appropriate
integration of technology into instruction.
Strategy 7. Disseminate information on partnerships in technology integration to
school and district leaders.
Strategy 8. Provide adequate equipment and resources for the technological
delivery of instruction.
Strategy 9. Require that all staff demonstrate local and state technology
Strategy 10. Encourage collaboration among teachers, media specialists,
technology integration specialists, tech support personnel, curriculum specialists,
parents and students.
Strategy 11. Examine schedules for flexibility in allowing time for collaboration.
Strategy 12. Encourage the sharing of successful practices by encouraging staff to
present at local, state and national educational conferences and to publish in
Strategy 13. Sponsor peer observations within school system and in other
CCS teachers utilize technology for enhanced teaching and learning.
Strategy 1. Create a technology integration tool for evaluation of effective
Strategy 2. Include technology integration component as part of teacher’s formal
observation and evaluation.
Strategy 3. Continue to formally train leaders in technology evaluation.
Strategy 4. Require curriculum development that integrates technology into lesson
Strategy 5. Investigate and implement a management program for providing
video-on-demand across the network.
Strategy 6. Define technology expectations for instructional use of technology in
teaching and learning.
Strategy 7. Add technology integration to “CCS 21 Key Features of Quality in
Strategy 8. Provide adequate connectivity and devices for classroom
CCS teachers and instructional leaders utilize technology to analyze and improve student
Strategy 1. Continue to provide training in analyzing data related to literacy and
math assessment, SOL testing and Average Yearly Progress reports.
Strategy 2. Examine content areas of low achievement and provide training in
alternative technological methods of instructional delivery and student
participation. (i.e. interactive WEB-based lesson plans, electronic books.)
Strategy 3. Infuse technology resources and activities that stimulate learning such
as web design and video production.
Strategy 4. Utilize parents and volunteers in assisting students using technological
Strategy 5. Identify technology based intervention strategies and apply in
appropriate content areas.
CCS teachers integrate Information Literacy Skills and Student Technology Standards of
Learning throughout content areas.
Strategy 1. Provide training to teachers in identifying and developing information
and computer competencies in students.
Strategy 2. Establish a committee to document appropriate levels and content
areas for student skill development.
Strategy 3. Administer and support practice online technology SOL testing.
Strategy 4. Examine technology SOL test results and adjust instruction
Strategy 5. Utilize state assessment rubric to measure technology literacy among
Goal 2. Improve districtwide equity in the implementation of technology-enhanced
teaching and learning.
CCS educators and students have sufficient access to technology to support instructional
Strategy 1. Reevaluate the process and criteria currently being used for upgrading
and/or replacement of software and hardware.
Strategy 2. Examine input from a needs based assessment and develop a
systematic plan for acquiring and distributing new software and hardware.
Strategy 3. Collaborate on the most efficient use of funding from all sources.
Strategy 4. Adhere to minimum state specifications for acquiring foundation level
CCS teachers use appropriate technology-based instructional strategies for students with
Strategy 1. Provide adequate access to adaptive technologies for special education
Strategy 2. Identify and provide specialized instructional resources (i.e. software)
for at-risk students, ESL students and for students needing remediation.
Professional Development and Support Programs
Goal 1: Establish partnerships for identifying and delivering effective technology
training to assist educators as they help students achieve high academic standards.
CCS will assess the technology training needs of instructional staff.
Strategy 1. Give all new employees a technology skill questionnaire upon hiring.
Strategy 2. Conduct a presentation for new teachers on technology status and
expectations for instructional application in the system.
Strategy 3. Conduct a building level survey of technology skill needs in the fall
Strategy 4. Conduct a training needs assessment session with principals in the fall
Strategy 5. Provide email correspondence for ongoing training recommendations
Strategy 6. Develop and administer a survey to students on effective instructional
Strategy 7. Ensure that technology applications follow tenets of best practices
CCS will develop and provide internal technology training opportunities.
Strategy 1. Provide technology training at the district level for times after school
and on staff development days to include instructional integration and
Strategy 2. Provide informal and formal training sessions at the building level.
Strategy 3. Conduct specific sessions for teachers needing TSIP certification.
Strategy 4. Utilize a variety of delivery methods.
Strategy 5. Provide a central library of self directed skill lessons and support
Strategy 6. Continue to provide a central divisionwide training lab.
Strategy 7. Publicize via print, email and website a listing of staff development
opportunities throughout the year.
Strategy 8. Encourage at the building level peer-to-peer observations of modeling
of effective technology use.
Strategy 9. Include training in instructional strategies for integrating technology in
the system’s formal Staff Development Program.
CCS will establish partnerships outside the school system to provide training on
technology to administrators and teachers.
Strategy 1. Encourage teachers to participate in technology-related online
discussion forums, chat rooms, listservs , email correspondence and professional
Strategy 2. Continue to utilize training opportunities provided and funded by
SVTC consortium, ITV stations and VDOE (ex. Ed Tech Academy, NTTI,
Library of Virginia database offerings, Master Teacher program, Marco Polo,
SOL Academy, videostreaming).
Strategy 3. Promote and offer incentives for NETS-T certification.
Strategy 4. Seek instructional assistance from local universities and businesses.
Strategy 5. Promote virtual training opportunities that utilize videoconferencing,
satellite or online experiences.
Strategy 6. Continue to offer recertification points for sustained training in
Strategy 7. Continue to utilize vendors for training in hardware and software
Strategy 8. Seek out surrounding school systems and consolidate offerings.
Strategy 9. Assist preservice teachers with technology integration and classroom
Goal 2: Administer grant programs and financial assistance initiatives that
support implementation of educational technology integration.
CCS will seek funding sources to support the integration of technology.
Strategy 1. Continue to participate in local NCLB Ed Tech grant (Title II, Part D).
Strategy 2. Continue to participate in the NCLB regional consortium (SVTC)
Strategy 3. Fully participate in the Web-based SOL Technology Initiative
Strategy 4. Submit proposals for various grant opportunities.
Strategy 5. Partner with surrounding businesses and school systems to fund
CCS will continue to provide incentives for training.
Strategy 1. Provide professional leave, substitutes and reimbursements to teachers
for attendance at technology related conferences and workshops.
Strategy 2. Utilize equipment incentives as part of SVTC grant training.
Strategy 3. Provide partial/full tuition to teachers and administrators for college
coursework taken related to the integration of technology in the classroom.
Goal 3: Establish and maintain instructional technologists (including site-based
technology resource teachers) in schools.
CCS will provide adequate district level instructional technologists.
Strategy 1. Examine the current staffing and determine need based on state and
national standards, a local needs assessment and effective models.
Strategy 2. Implement a plan for restructuring the technology department as a
collaborative, interdependent team.
Strategy 3. Evaluate and define job descriptions for technology staff.
Strategy 4. Seek funding for adequate staffing to meet state standard.
CCS will provide site-based instructional technologists who provide leadership in the
integration of technology.
Strategy 1. Continue to identify a technology integration specialist who is
provided a stipend in each building.
Strategy 2. Seek funding to increase TIS position to half time and eventually full
time at each site.
Strategy 3. Provide job descriptions, guidelines and expectations for TIS
Strategy 4. Continue to identify a webpage designer who is provided a stipend in
Strategy 5. Provide technology leadership opportunities for tech staff (VSTE,
VDOE tech conference, Ed Tech Academy, content area conference workshops,
graduate courses, sessions on emerging technologies).
Strategy 6. Continue to utilize the train-the-trainer model (NTTI, Master Teacher,
Strategy 7. Establish peer mentoring teams for specific skills at each site.
Strategy 8. Ensure that time is provided at each site for staff training organized by
the TIS and technology committee.
Strategy 9. Continue to provide adequate equipment for staff training to
technology leaders in each school.
Goal 1: Improve teaching and learning through the appropriate use of network-
accessible educational applications.
CCS staff have access to teaching and learning resources that effectively support the
Virginia Standards of Learning (SOL).
Strategy 1. Review current network applications and determine their benefit to
teaching and learning.
Strategy 2. Continue to publicize new content specific resources electronically.
Strategy 3. Utilize local software evaluation tool with emphasis on correlations to
SOL and local curriculum in determining purchases.
Strategy 4. Provide staff development on media and technology resource
identification, evaluation, SOL correlation and selection processes.
Strategy 5. Continue to provide a networked library media center with access to
Strategy 6. Continue to provide a networked foreign language lab at high school.
Strategy 7. Continue to provide networked labs for technology education classes.
Goal 2: Promote and develop Web-based applications, services and resources.
Appropriate CCS staff and students participate in the Virginia Web-based SOL
Strategy 1. Implement future stages of SOL Initiative by providing adequate
infrastructure, staff training and student review.
Strategy 2. Create a clearinghouse of SOL resources in each building that is
developed and maintained by technology committee.
Strategy 3. Ensure that schools are certified to participate in SOL testing.
CCS administrators use Web-based applications for state data collection and analysis,
warehousing and reporting.
Strategy 1. Continue to develop local Web-based data warehouse.
Strategy 2. Ensure that a common set of data definitions and protocols are
determined for communicating data.
Strategy 3. Provide appropriate training in utilization and analysis of data and
information available from local and DOE sources.
Strategy 4. Determine authorizations to data warehouse.
CCS community utilizes school based technology and applications.
Strategy 1. Continue to work with partnerships to provide students with
computers, software and Internet access.
Strategy 2. Continue to provide current news and curricular information via
Strategy 3. Continue to provide remote access to library related electronic
Strategy 4. Continue to provide and publicize online resources for SOL review
and practice testing.
Strategy 5. Continue to offer school based programs that train parents and
students jointly in technology applications.
Strategy 6. Seek partnerships with public libraries, colleges and businesses to
utilize school based facilities and technology.
Strategy 7. Develop data system whereby appropriate student information is
available to parents/guardians.
Strategy 8. Evaluate teacher website authoring system software and determine
feasibility of purchasing and supporting (i.e. Blackboard, eChalk).
Goal 3: Offer digital learning opportunities at state and local levels.
CCS staff and students have access to distributed/distance learning and online courses
and staff development.
Strategy 1. Investigate equipment and resources necessary to facilitate electronic
learning opportunities, especially those affiliated with local university and
Strategy 2. Continue to promote course offerings available via
teleconferencing/satellite, Web-based digital, public television and two way
interactive audio and video.
Strategy 3. Encourage and provide incentives to staff who take or develop
electronic learning courses.
Strategy 4. Develop a local plan for converting analog to digital public television
Strategy 5. Investigate the feasibility of offering coursework via virtual
CCS staff and students produce and utilize digital video in teaching and learning.
Strategy 1. Incorporate instruction in digital video production in student and
staff learning situations.
Strategy 2. Design a management system for downloading, storing, indexing and
distributing videostreaming clips that are aligned with the SOL and local
Strategy 3. Continue to offer staff development workshops in instructional
application of videostreaming.
CCS teachers and administrators are cognizant of emerging technologies that improve
teaching and student achievement.
Strategy 1. Provide research and demonstration of innovative technology to staff
on a continual basis.
Strategy 2. Implement new technology and strategies as they are scientifically
proven to be successful in impacting teaching and learning.
Strategy 3. Continue to participate in field tests and pilot programs that utilize
Goal 1: Ensure that all schools have access to integrated instructional and
administrative services across interoperable high-speed networks.
All administrative and instructional areas throughout the system have access to integrated
instructional and administrative services across interoperable high speed networks.
Strategy 1. Ensure that all administrative and instructional areas have sufficient
connections to a local area network (LAN).
Strategy 2. Ensure that areas have adequate bandwidth to support current and
future instructional and administrative applications.
Strategy 3. Maintain target number of student-to-Internet computer ratio to the
Virginia General Assembly recommendation of 5:1 or lower.
Strategy 4. Adhere to DOE recommendations for architectural
guidelines/standards to upgrade infrastructure.
Strategy 5. Participate in WEB-based SOL Technology Initiative at high school
level followed by middle and elementary levels as a means for upgrading
Strategy 6. Continue to plan for new acquisitions based on acceptable ratios,
considerations for equity, need, instructional goals and emerging technology
Strategy 7. Continue to refine schedule for replacement of equipment and
software upgrades for instructional and administrative use.
Administrative and instructional staff will utilize management information systems as a
means for assessing data and improving student achievement.
Strategy 1. Review and become familiar with legal data issues as they relate to
protecting the privacy of student and employee information. (Review policy
manuals with special regard to FOIA and FERPA rules.)
Strategy 2. Further develop system’s data warehouse. (Document, publish, and
distribute data descriptions and definitions for the data that is already contained in
the repository in a standard format; determine what needs to be added and the data
sources for any new data.)
Strategy 3. Determine and administer access rights for individuals and groups to
the various data contained in the data warehouse.
Strategy 4. Set up “universes” of data for the groups of data warehouse users.
(These universes of data would be a subset of data contained in the data
warehouse repository. These subsets of data would be the data to which the
particular groups have access.)
Strategy.5. Provide data warehouse training in running predefined reports and
creating custom reports.
Strategy 6. Implement the Virginia Educational Information Management System
Strategy 7.Receive and provide training on the Virginia Educational Information
Strategy 8. Make administrative data more accessible using only a web browser
Strategy 9. Identify the various programs being administered to students by the
division and identify the students enrolled in these various programs by year.
(This will enable the use of data to evaluate the program’s impact on student
achievement by comparing progress of children enrolled in the programs to
children not enrolled in the programs.)
Strategy 10. Explore and implement uses for the Schools Interoperability
Framework (SIF). http://www.sifinfo.org.
All school facilities are connected through a wide area network with sufficient bandwidth
to accommodate instructional and administrative needs.
Strategy 1. Continue to acquire information related to Erate issues and wide area
network standards provided by the VDOE.
Strategy 2. Establish bandwidth needs to support a wide area network that
provides electronic mail, file sharing, Internet access, and webpage development.
Each school local area network has reliable high speed access to the Internet, capable of
supporting instructional and administrative applications and initiatives.
Strategy1. Participate in the WEB-based SOL Technology Initiative to develop
high speed local area networks at the secondary, middle and elementary levels.
Strategy 2. Assess current need and evaluate options for upgrading Internet
connectivity to each LAN.
An integrated suite of instructional and administrative applications supported by a
standards-based enterprise architecture for K-12 schools is in place.
Strategy 1. Develop a comprehensive plan whereby system technology is
standards-based and supportable.
Strategy 2. Acquire new applications and operating systems that can be readily
integrated and are based on current and future need.
Strategy 3. Continue to provide home access to web-based instructional resources
such periodical databases, electronic databases and resources identified on system
Goal 2: Ensure sufficient support for ongoing, reliable network operations.
Adequate support personnel are in place to operate and support K-12 school technology
Strategy 1. Identify and compensate technical support personnel in each building.
Strategy 2. Continue to operate a service request database for staff.
Strategy 3. Offer technical training for staff.
Strategy 4. Allocate funding for appropriate ratio of technology to support
personnel based on Standards of Quality recommendations, need and business
Strategy 5. Provide supplemental services through outsourcing, cooperative
agencies, VDOE, Instructional Television stations, and volunteers.
Strategy 6. Examine current support staffing and determine need based on local
needs assessment and state SOQ recommendations.
Strategy 7. Evaluate and define job descriptions for support staff.
Strategy 8. Publish self-help manuals and troubleshooting guides for staff.
Support personnel for K-12 school infrastructure have appropriate technical skills.
Strategy 1. Provide funding for continued training for technical support staff.
Strategy 2. Provide support and incentives for technical support staff to obtain
industry standard certification.
Strategy 3. Provide local training for school-based technical support contacts and
Strategy 4. Continue to utilize training provided by VDOE, vendors, local
educational agencies and WEB-based resources.
Strategy 5. Seek opportunities for training and sharing of resources and support
personnel with other school systems.
School division plans for the total cost of ownership (TCO) associated with K-12
Strategy 1. Identify and communicate total cost of ownership for K-12 technology
(hardware, software, operations, administration, end-user operations, and
Strategy 2. Restructure allocations related to local, state, Federal funds and other
grants to most efficiently meet goals of technology plan.
Goal 3: Provide leadership and resources to promote efficient procurement of
infrastructure including the identification and procurement of emerging
K-12 school technology procurement process is efficient and cost effective.
Strategy 1. Continue process of establishing guidelines and specifications for
hardware and software.
Strategy 2. Create a database of vendors and online resources for purchasing.
Strategy 3. Continue to use state, consortium or locally negotiated contracts.
Strategy 4. Continue to utilize centralized electronic procurement procedures.
Schools are regularly informed about emerging technologies for instruction and
Strategy 1. Continue to participate in pilot programs utilizing emerging
Strategy 2. Attend workshops and conferences which feature demonstrations of
Strategy 3. Continue to subscribe to professional literature and listservs which
promote new technologies.
Strategy 4. Invite vendors to showcase new technologies.
Strategy 5. Visit divisions which have successfully adopted and integrated
Strategy 6. Investigate emerging technologies related to inventory control,
photocopying, student identification, school and bus safety and nutrition services.
Goal 4: Ensure that schools have in place network security, filtering and disaster
Policies, procedures, and technologies are in place to ensure that data and computing
resources are secure.
Strategy 1. Examine and update network and security procedures and policies.
Strategy 2. Publish and publicize manual detailing security policies and
procedures in print and on website.
Strategy 3. Continue to utilize firewall and virus protection software.
Strategy 4. Develop and communicate a policy that effectively secures sensitive
information, critical systems and computer equipment and software.
Strategy 5. Define job descriptions and personnel responsible for activities related
to the network and data security.
Strategy 6. Develop a plan for coordination of network activities and data delivery
locally, regionally, statewide and nationally.
Policies, procedures, and technologies are in place to ensure that data and computing
resources are recoverable.
Strategy 1. Examine and update data procedures and policies.
Strategy 2. Develop a disaster recovery plan that includes extensive daily
Strategy 3. Perform routine tests for disaster recovery and data restoration.
School division maintains up-to-date Acceptable Use Policy (AUP) and disseminates
Strategy 1. Review and update AUP on a two-year cycle and file with the VDOE.
Strategy 2. Monitor compliance with AUP.
Strategy 3. Provide staff development on copyright, plagiarism and computer
School division effectively uses network filtering solutions.
Strategy 1. Review and update existing network filtering solution.
Strategy 2. Identify areas needing filtering solutions.
Strategy 3. Continue to utilize reconsideration procedures for blocked sites.
Goal 1: Assess the value that information technology (IT) adds to teaching and
Identify elements of technology integration that benefit the teaching and learning
Strategy 1. Develop survey and tool for assessing the integration of technology.
Strategy 2. Research systems in place that utilize best practices in technology
integration and develop a model for sharing.
Strategy 3. Develop process whereby the impact of technology-rich environments
on student achievement can be determined.
Strategy 4. Utilize tech ed personnel in the division to provide training for staff in
workplace technology expectations.
Strategy 5. Publicize tech plan throughout system and in the community.
Readiness to integrate technology into teaching and learning has been assessed for each
Strategy 1. Utilize state assessment tool (rubric) to document readiness to
integrate technology at each school.
Strategy 2. Develop a process in which school technology committees provide
technology recommendations to the technology department.
Goal 2: Provide appropriate decision support capabilities for all stakeholders.
Information systems provide comprehensive information about student learning progress.
Strategy 1. Set up a mechanism whereby all technology personnel, administrative,
instructional and support, collaborate on a frequent, regular basis in support of
technology readiness and data analysis.
Strategy 2. Examine interfacing models provided by VDOE.
Strategy 3. Acquire IT software and any other necessary management applications
that provide timely and in-depth information on student learning progress.
Strategy 4. Provide opportunities for IT staff to receive in-service training on
gathering, reporting and analyzing student data.
Information systems interface to provide staff members the ability to use appropriate and
effective data to make decisions.
Strategy 1. Provide staff development on gathering and interpreting data on
Strategy 2. Provide staff development on the impact of student data on decision
making related to program and curriculum planning.
Goal 3: Assess information technology (IT) literacy.
Objective A. All students are Information Technology literate.
Strategy 1. Utilize the VDOE assessment rubric to measure student technology
Strategy 2. Align existing and future curriculum with Computer/Technology
Standards of Learning.
Strategy 3. Include in teacher observations and evaluations, the inclusion of
student technology SOL integration.
Strategy 4. Utilize student practice assessments (i.e. SOLmate).
Strategy 5. Plan for future technology SOL testing.
Strategy 6. Publicize technology Standards of Learning to staff, students and
parents upon their release by VDOE.
Strategy 7. Correlate technology SOL with purchases of learning and teaching
All instructional personnel are Information Technology literate.
Strategy 1. Redesign information literacy tool for instructional personnel.
Strategy 2. Continue to support staff completion of TSIP requirements for
All paraprofessional and support staff are Information Technology literate.
Strategy 1. Assess literacy level of paraprofessional and support staff as it relates
to job performance.
Strategy 2. Continue to provide technology staff development to paraprofessionals
and support staff.
Goal 4: Ensure that local technology plan is consistent with the state technology
CCS will have a technology plan consistent with the state technology plan.
Strategy 1. CCS’s technology plan will contain revisions as directed by the local
school board and/or VDOE.
Schools will have a technology plan consistent with the local plan.
Strategy 1. Publicize and provide planning assistance to school technology
committees in development of plan.
Strategy 2. Evaluate plans for consistency with local plan.
All schools and the school division will evaluate annually the progress and effectiveness
of their technology plans.
Strategy 1. Ensure that plans incorporate evaluation components.
Strategy 2. Ensure that education, public and private entities are included in
planning and implementation.
Strategy 3. Assess plans yearly and make revisions as determined by Technology