Digital Learning Plan 20182

Township High School District 214 Digital Learning Plan 2018 – 23

Table of Contents Preface Technology Plan Mission Purpose and Goals District 214 Mission District 214 Vision District 214 Board of Education Goals Redefining Ready Instructional Goals District 214 Parameters Leadership Pedagogy and Technology Assistive Technology Blended Learning CTE Content and Curriculum Access Early College Center Equitable Access Evaluation of New Technologies Online Learning Fostering a Culture of Innovation

Learning Spaces Multi-Year Academic Planner Professional Learning Professional Learning Communities Discovery Education Cohort Teaching & Learning Facilitators Community Engagement and Outreach Website Redesign Research and Evaluation Technology Infrastructure Assets - Hardware Assets - Software Cloud Computing Disaster Recovery Printing Telecommunications Information Management Data Security and Privacy Helpdesk SupportTechnology Services Professional Learning Technology Services Staffing

PrefaceToday’s learning environment goes beyond the traditional classroom. From the classroom andfrom home, students now have the ability to actively choose their educationaloptions. Technology is not only a medium that facilitates students’ learning, but addsexcitement and interest to their curriculum. By having our District’s instructional strategiesappropriately supported by technology, students will best be positioned for increased studentlearning opportunities, as well as the development of critical life and work skills required to beproductive citizens in our global society.One of the major goals of the District is to increase student academic achievement. Academicachievement is directly tied to equitable access to learning resources available to the student,teachers and parents. Achievements gaps exist because opportunity gaps prevent somechildren from access to resources necessary to achieve at high levels. Technology providesresources to increase student’s learning opportunities. We at D214 want to prepare ourstudents for the future and enable them to be successful. The world we live in today requiresstudents to have a functional knowledge of technology to be contributing members of society.We must provide our students with the tools, experiences and opportunities necessary tobecome critical thinkers with the ability to adapt to our constantly changing world.Learning occurs at all levels throughout D214. Although our focus is always on the student, theongoing professional development of our teachers, staff and administration must be a priority,so that they can provide the best instructional opportunities to all our students within the District.A large part of the best practices in today’s classrooms involve technology. Within the Districtand throughout the state, teachers are learning how to integrate technology into theirclassrooms. As we continue to integrate technology throughout our organization, to meet theunique needs of our students, staff and community, we will develop our own best practices. Asan organization, we will discover how technology can be used to transform the way teachersand students teach and learn from one another. From these collective experiences, we believewe will be uniquely positioned as the nation’s foremost leader in the use of technology tosupport the mission of public education, allowing our students success to be among the bestavailable to the community, employers and colleges.Parent and community involvement is also a critical factor for student success. Parents’ rolesare evolving with the use of technology. Through the use of the Internet and access to districtinformation systems, parents have new ways of communicating with teachers, administrationand the school board. Parents now have more opportunities to participate in their child’sacademic progress and achievements. We must use technology to provide parents with theseadditional opportunities.Given the reliance we place on technology, it is our responsibility to develop a technology planthat allows us to embrace technology and prepare our students for the future. This planrepresents the collective input of a multitude of people throughout D214, including teachers,principals, parents, staff and administrative personnel.It is critical to understand the purpose of this plan The plan will facilitate implementation oftechnology, in a strategic fashion, throughout the District in support of improving studentopportunities and enhanced life and work skills. The Digital Learning Plan provides theroadmap for this process in direct support of instructional plans. The plan is not a guide for

instruction. It does not tell teachers or administrators how to do their jobs, but rather providestools that can be incorporated into instruction to enhance the learning environment and supportthe process for educating, providing appropriate funding and support for the acquisition and useof these tools.Another important aspect of this five-year Digital Learning Plan is creating an environment forstudents, teachers, and staff that adheres to “best practice” standards of safety andsecurity. The District’s technology infrastructure has become a vital aspect of everyday work,accountability and reporting. Technology provides tools to access information resources thatsupport users in making data based decisions with appropriate security, disaster recovery, andbackup. The Technology department will proactively support district systems, informationmanagement, and infrastructure.We believe this plan will support our ongoing efforts to improve the D214 community. Moreimportantly, this plan outlines exciting opportunities for D214 to continue to provide a qualityeducation for learners of all ages. Technology Plan Analysis Tom Ryan Ph.D. from the eLearn Institute was invited to help facilitate a conversationabout how technology can support a vision of learning. Guiding questions were asked to gather feedback. A main question was asked: Howdoes technology impact learning? Attendees were divided into three groups to answer fromdifferent perspectives.Teacher perspective:Classrooms don’t look the way they did and are not confined to four walls. Students haveaccess 24/7 and teachers need to redesign their curriculum. Instead of a passive environment,students are encouraged to be producers and creators of things. Teachers are preparingstudents to be responsible digital citizens, working side by side with students. New teachers arenot always prepared for the new type of classroom, but are familiar with new technology.Learner perspective:Authentic resources that are accessible by students in place of the textbook. Instruction can bepersonalized so students are more able to create learning, providing student choice and a morecollaborative learning environment. Teacher is facilitator. Teachers used to teach right andwrong and now teach fact and fiction. Learning doesn’t stop at the end of the day and cancontinue outside of the classroom. Students help each other and teachers help online. Thedownside is the distraction and a potential for a different type of bullying online. Difficult to keepup and more accessible with digital tools. Also can be a challenge with cheating using onlinedevices.Content perspective:Pros:

Can immediately find definitions, take notes, and highlight. Learning Management Systemprovides ways to share content and provide accessibility. Textbooks do not have to bepurchased. Customizable.Cons:Hard to distinguish fact from fiction. So many different places to get content and so muchinformation can sometimes be difficult for learners to focus. Cost can be a factor in deciding ondifferent hardware.Form follows function:If we design classrooms, we want to base on what is being done in the room. School is aboutteaching and learning and can be defined as a building or as an environment. Often it’s aboutoperations of the facility. Things that impact education but are not necessarily best for academicachievement:Attendance/seat time needs to be reported to the stateBudgetPhysical space – size of classroomState standardsHigher education – driven by college requirementsHow students interact socially – using phone/iPad instead of meeting in personSchool in spring and fallClass size – 28Group paced instructionLength of school day6-8 period daysAge based groupingSchool busesLong standing legacy practices are not re-examined for their value added contributions aseducation evolves. We’ve always done it that way so it continues.Definition of personalized learning - shared by the group:Best techniques or tools for that particular student and ability to change on the fly.Individual instruction based on student skills and goals and needs.Remove political and social constraints. Proficiency component that eliminates students beingheld back by peers. When you get it you move on.Meeting the student where they are. Adding new skill and content based on what their passionis. Drive forward in ways that the teacher didn’t intend.Classroom would have students at different levels of mastery.National Ed Tech – speaks of the pace of learning and the instructionalapproach for the needs of each learner.iNACOL- enabling student voice and choice in what, how, when, and where they learn.Barbara Bray – provides description of personalization vs. differentiation vs. individualization. Personalized learning environment creates challenges. It allows relevancy of learningbut increases the workload. Teachers need to know where students are at different times andneed a wide variety of content to challenge each student. Changes the way we assess students.

What would school look like if it was void of the barriers that we always used and hadpersonalized learning? System needs to be transformed; can’t get the improvement we wantjust by tweaking it. Awareness, Adaptation, Transformation.Awareness stage: providing information about this new concept. Not going to do anything. Justlearn that it exists.Adaptation stage: using new technology to do everyday tasks and processes you’ve alreadydone. Danger in getting stuck in this phase.Transformation stage: dramatically or fundamentally change the way we teach and work.Don’t need to change just because you can. Define the problem then build a bridge from whereyou are to where you want to be.What key areas should be addressed with technology? (prioritized by group)Assessment data on academic achievement, formative, summative and benchmark - 0Digital content – Create, Curate OER, Procure - 7Learning Management systems - 0Learning modalities pedagogy – blended and online courses - 4Research, exploration and innovation centers - 9Infrastructure (network, devices, support, training) - 3Security and Privacy – Network and data security - 3Digital literacy (cyberbully, fact vs fiction, network culture, social media) - 6Life balance with technology for students, teachers, admins - 4Other things that should be considered in the next 3-5 years:Internet of things – devices working with each other without human interaction.Digital content – where are we going?Evaluation of devices – is iPad the device to use? Different devices for different sets ofstudents?The group discussed developing a mission statement for the plan focusing on technologysupporting teaching and learning with a focus on innovation.After review of this information, it has been identified that student learning has changed in thedigitally connected world. How can we as a District continue to foster a change that disrupts thetraditional school setting? The District will continue to evaluate ways for students to learn withdifferentiated methods. Pilots are currently in place for blended learning, personalized learningand an Early College Center. Technology Plan MissionIn order to support our students in a changing landscape of education, we will continuouslyexplore new innovations with technology and support how technology cohesively exists withinthe varied curriculum to ensure our students are college, career and life ready, consistent withRedefining Ready!

Purpose and Goals of the PlanThe Technology Plan is a comprehensive document that sets a long-term District technologyvision for the purpose of supporting the achievement and success of students, staff andcommunity members. This Plan coordinates and aligns the technology efforts of all District’s keyfunctional areas, provides a description of the District’s organization-wide informationtechnology infrastructure and outlines and prioritizes critical technology initiatives.Technology is a critical component of D214s overall instructional and operational strategy.However, it alone cannot address all of the challenges faced by our District. It is the function ofthis plan to support District goals with appropriate technology and not to duplicate or replacefunctions within the District. This Digital Learning Plan describes how technology can beimplemented over the next five years, in support of our current and future instructional andadministrative activities.The Digital Learning Plan will describe projects and major activities that are performed insupport of district goals and improved business operations. New technologies are not the mainfocus of our work as a school district, but a resource to assist in improving our core mission ofpublic education. The public education environment in D214 and the rest of the country is facedwith significant challenges to reduce dropout rates, increase graduation rates, and eliminate theopportunity gap between various groups of students. Highly motivated and skilled people fromacross the country, and right here in D214, have been working hard to dramatically improvepublic education. New technologies used appropriately can help us transform and improvelearning opportunities for our students.This plan is structured according to a model of education that includes student opportunities,professional development opportunities, business activities, and the infrastructure that supportsthem. The Technology Services Department working in partnership with schools and otherdepartments will deliver several projects and business improvements over the next five years.In this partnership the Technology Services Department supports the integration of data,technology environmental support, and equipment issues. Partnering departments ownprocedures and processes necessary for the various systems to function efficiently andeffectively. The Technology Department does not own the process definitions nor the content ofprofessional development related to major systems. The activities in this plan, therefore,describe the support and integration that is provided by the Technology Services Department,and are not comprehensive plans for projects owned by other departments.In the same fashion, this document exists to support our current instructional strategies. It doesnot dictate how and what should be taught to learners. Instead, it can be considered a“roadmap” that will provide direction for our technology efforts, aligned with our instructionalstrategies.The table below presents what the Technology Plan is and is not with the hopes of settingrealistic expectations for the reader of this document. This Technology Plan IS…

· An outline of D214’s technology vision for the next 5 years in line with D214’s district goals· A plan that coordinates and aligns the technology efforts between all of D214’s key functional areas· A plan that provides a description of D214’s future organization-wide IT infrastructure environment· A plan that outlines and prioritizes critical technology initiatives· A “living” document that must be reviewed, reassessed, and revised each year as the organization’s objectives and strategies evolve· A plan that identifies long term technology capital needs and integrates with the District’s Capital Plan· A plan that designs the long-term data environment in the districtThis Technology Plan IS NOT… · A guide for instruction · An instructional strategy plan · A plan that tells teachers or administrators how to teach or what to teach · An in-depth review of every functional area and programThe new plan focuses on supporting Redefining Ready! Harper Promise, CareerPathways and other instructional programs to continually improve student achievementand offer D214 students real life experiences and opportunities to be college, careerand life ready. Community of LearnersRedefining Ready! Career Pathways Harper PromiseThree main areas were identified for the focus of the new plan:1) Research, exploration and innovation centersThe District had a program from 2010-15 to identify and evaluate new innovations withtechnology. The program was called the Education Technology Replacement and InvestigationProgram (ETRIP). This led the District to implement iPads for every student and help transformteaching and learning in the classroom. The ETRIP program is being reevaluated to reignite the

innovation process, and as noted later in the document, a new program will be launched.2) Digital content – Create, Curate Open Education Resources (OER), ProcureDigital content has been purchased as the District moved to technology devices for teachersand students. This has created some challenges. Each publisher has created their own apps orweb content, which is accessed in a variety of ways. There are presently no standards forpublishers to adhere to for delivery of digital content. In addition, each has created a differentprocess for uploading rosters and assigning eBooks to students. This has created a complexsystem to access different materials in different formats and methods. The IMMP committeewith representatives from Teaching and Learning and Technology are evaluating new digitalcontent, which includes purchased and Open Education Resources (OER).3) Digital literacy (cyberbullying, fact vs fiction, network culture, social media)Digitally Literacy has been traditionally taught in Health classes throughout a student’s highschool career. With the expansive amount of information available to students in this day andage, students need to differentiate fact from fiction.There is a renewed focus with technology tools to help improve Digitally Literacy for ourstudents. A Digital Literacy course was created on the Schoology Learning ManagementSystem. All Freshmen students must complete the course during their first year of high school.Students will work through curriculum that is designed to help them navigate their iPad, DigitalCitizenship, and Digital Literacy. They are restricted from downloading any apps until successfulcompletion. The course was designed to provide a uniform process for the induction of studentsinto a digital learning environment. The program will continue to be evaluated and refined foreach subsequent school year. District 214 Mission Our Primary Mission is to help all students learn the skills, acquire the knowledge, and develop the behaviors necessary for them to reach their full potential as citizens who can meet the challenges of a changing society. Our Secondary Mission is to provide residents with opportunities for lifelong learning. District 214 VisionThe District 214 vision embraces continuous improvement and includes:Students who demonstrate...* analytic capabilities;* communication skills including reading, writing, speaking, listening, and numeracy;* creative expression and educated response to the creative works of others;* ethical judgment and decision-making ability;* career and life planning skills;

* responsible citizenship;* understanding of ways to participate in an interdependent world;* problem solving skills;* concern, understanding, and respect in social interactions;* technology literacy;* ability to develop and maintain wellness.An environment in which people are...* physically, psychologically, and emotionally safe;* treated fairly and ethically;* valued for their unique backgrounds and contributions.Staff members who...* are active, lifelong learners committed to continuing professional and personal development;* are leaders in instructional practices;* create school work which engages and challenges students;* are innovative, take risks, and share what is learned from successes and failures;* are concerned, caring, and compassionate;* cooperate as partners with parents and the community in the education of students;* use student learning data to inform instructional decisions and practices.A Board of Education that...* provides high quality resources for students and staff;* respects successful programs and practices;* encourages continual improvement through risk-taking and innovation;* cooperates and communicates as a partner with parents and the community in theeducation of students;* celebrates student and staff success;* promotes lifelong learning;* involves school and community members in decision-making processes. District 214 Board of Education Goals1. Provide quality education that is relevant to membership in a global society and economywhile maintaining a balanced operating budget and serving the student population.2. Increase student learning through engagement and innovative programs to ensure studentswill develop self-awareness, self-management, interpersonal, and decision-making skills asmeasured by social and emotional learning growth objectives to establish and maintain positiverelationships and achieve school and life success in a global society and economy.3. Promote and expand life-long learning opportunities for residents of all ages through positiverelationships, community involvement, community engagement and outreach, and collaborativeplanning in the efficient use of resources. District 214 Redefining Ready

Redefining Ready! is a national initiative launched by the AASA (The School SuperintendentsAssociation) to introduce new research-based metrics to more appropriately assess thatstudents are college ready, career ready and life ready.The initiative is a response to dismal college and career readiness scores reported bystandardized test makers that fail to portray a comprehensive picture of student potential.Our students are MORE than a SCORE.Our nation’s high schools provide students with rigorous academic programs, personalized andcareer-specific learning experiences, along with social and emotional skills that prepare them tobe global citizens in an ever-changing world.Students learn in a variety of ways. They should be able to demonstrate readiness in a varietyof ways.The new readiness indicators, developed from research by world-class organizations, moreaccurately reflect the educational landscape of the 21st century. Multiple metrics includeAdvanced Placement courses, Algebra II, early college credits, industry credentials, attendance,community service, among others. Instructional Goals1. As measured by the Board-approved College/Career Readiness Indicators, the District willincrease student success annually or will exceed a threshold established by the Board after twoyears of data are collected and analyzed. College Ready IndicatorsStudents are College Ready if they meet either the academic or standardized testingbenchmarks listed below.GPA 2.8 out of 4.0 and one or more of the following benchmarks: • Advanced Placement Exam (3+) • Advanced Placement Course (A, B or C) • Dual Credit College English and/or Math (A, B or C) • College Developmental/Remedial English and/or Math (A, B or C) • Algebra II (A, B or C) • International Baccalaureate Exam (4+)College Readiness Placement Assessment (Standardized test benchmarks minimum score) • SAT Exam: Math (530) | Reading and Writing (480) • ACT Exam: English (18) | Reading (22) | Science (23) | Math (22)Additional Factors that Contribute to College Success: Earning As, Bs, Cs; FAFSA completion;enrollment in career pathway course sequence; college academic advising; participation in

college bound bridge programs; senior year math class; completion of a math class afterAlgebra II. Career Ready IndicatorsStudents are Career Ready if they have identified a career interest and meet two of thebehavioral and experiential benchmarks listed below. In addition, students entering the militaryupon graduation must meet the passing scores on the Armed Services Vocational AptitudeBattery (ASVAB) for each branch of the military.Career Cluster Identified and two or more of the following benchmarks: • 90% Attendance • 25 hours of Community Service • Workplace Learning Experience • Industry Credential • Dual Credit Career Pathway Course • Two or more organized Co-Curricular Activities2. As measured by the growth from PSAT to SAT, the percent of students meeting or exceedingnational growth norms from PSAT to SAT will increase annually or will exceed a thresholdestablished by the Board after two years of data are collected and analyzed.** For the transitional years as the new SAT suite of assessments are being completelyimplemented, the District will use national norm data for comparison purposes. District 214 Parameters1. Keep all programs, practices, and activities consistent with the district mission, vision and goals.2. Operate six comprehensive high school and alternative programs to meet student needs and interests.3. Enlarge our candidate pool to attract highly qualified individuals to increase our cultural and ethnic diversity.4. Give the instructional program the highest priority in allocation of resources.5. Maintain sound fiscal practices to ensure appropriate budget fund balances and a balanced operating budget.6. Provide a Community Education Program that supports lifelong learning opportunities.7. Review and update district goals annually.

Technology is one piece of the many to support the District’s core mission of Student Learning.The graph below depicts Student Learning as the primary focus and the many supports. Alltechnology in the District, whether in the classroom or administrative offices, exists to enhanceand support Student Learning. Leadership• Leadership and Vision The executive team works together to develop a shared vision with all stakeholders for effective and strategic technology use.

• Strategic Planning School system leaders utilize their high-level view of the school system to identify the steps needed to transform the digital vision into a long-range plan, complete with specific goals, governance, objectives, and action plans.• Ethics and Policies The school system leadership team models responsible decision- making and manages the creation, implementation, and enforcement of policies related to the social, legal, and ethical issues linked to technology use throughout the school system. Pedagogy & TechnologyThroughout the shift to a full 1:1 school district, Township High School District 214 hasmaintained that the integration of technology must be both authentic and connected to - not thedriver behind - student learning. Without a doubt, technology is a tool with the capability totransform and redefine learning; however, technology alone does not have the capacity todetermine what actually needs to be learned, for that is the role of the educator. Once thelearning objectives of a unit or course have been articulated, both educators and students canseek to reimagine possibilities for learning by embedding technology in their lessons.Technology integration clearly connects to District 214’s Redefining Ready Goals. Educatorscontinually explore uses of technology that prepare our students for success in an ever-changing global economy. Technology is used to foster 21st Century skills: Collaboration andTeamwork, Critical Thinking, Communication and Problem-Solving. Assistive TechnologyAnalysis: Under the Individuals with Disabilities Act (IDEA) Amendments of 1997, the team thatdevelops an individual education program (IEP) for a child must consider whether the childrequires assistive technology devices and services. Assistive technology services directly assista student with a disability in the selection, acquisition or use of an assistive technology device.An Assistive technology device is any item, piece of equipment, or product system that is usedto increase, maintain, or improve functional capabilities of a student with disability.Goal: Provide our students with the necessary Assistive Technology tools to improve theirfunctional capabilities.Strategy: iPads will continue to be used to access curriculum for students with disabilities. Withthe numerous new apps coming out everyday, our students will benefit from apps that focus onaccessibility. It has become easier than ever to experiment with apps and tools on iPadsA Schoology site has been created and will continue to be used for teachers with informationand steps on how to access different options for student accessibility.Each school will be visited to review Assistive Technology options and tools, as well asproviding ESP with training.Student Services will continue to partner with Technology Services to provide the best tools insupport of our students varying needs. Moreover, we will continue to partner on ways to

streamline IEP and 504 information so that our teachers can easily access student information,along with other staff who help coordinate services, such as transportation.In recent years the opportunity to collaborate in Professional Learning Communities acrossschools has been enhanced by using technologies such as GoogleHangout, Periscope, andZoom. Teachers who are in a PLC of one, for example, now have the opportunity to collaboratein cross district PLCs and have routine, virtual conversations to learn from one another. Blended LearningIn preparation for the implementation of a blended learning pilot, District 214 administrators andteachers attended the iNACOL conference and visited with schools that have successfulblended learning programs.Teachers interested in delivering blended learning met as a group to discuss the model and talkabout procedures. All blended courses begin each semester fully face to face, in a traditionalsetting. The creation of a flex/release schedule is determined by each individual teacher.The blended learning initiative began at the beginning of the 2016-2017 school year with 10blended courses offered across the district. The courses represented a wide range of subjectsand grade levels and there is at least one blended learning course at each of the sixcomprehensive high schools. Towards the end of that school year, blended learning teachersmet to discuss their experiences and share progress and best practices. Students and staffwere surveyed at the end of the school year on their experiences with blended learning.Between 80 and 85% of students: • were very satisfied with their blended learning course • wanted to take a blended learning class again • felt that the schedule allowed them to manage their time better • felt better prepared for collegeOverall, students reported being highly engaged in their Blended course. The majority ofteachers and students felt that the quality and quantity of student-teacher interaction andstudent-student interaction were very effective. The quantity and quality of technology use wasbetter and the ability to get help and get homework done was higher.Many students did feel likethere was more homework in their blended learning course than with a traditional course.The Professional Learning Department has supported this initiative by offering a course throughInternal University on Blended Learning. This graduate course is open to all teachers andexplores the blended learning model and strategies for implementation. CTECareer Pathways Tools and Resources

Analysis: A number of tools/resources/solutions are being developed or investigated foracquisition or have been acquired to support career pathway efforts/Redefining Ready!/HarperPromise/etc. Some of these tools are parent/student/community facing while others areprimarily used in logistics supportGoal: Technology will provide guidance and support all applications and tools to enhanceCareer Pathways, Harper Promise and Redefining Ready!.Strategy: Technology staff will be involved in early stages of tool/resourcecreation/identification, as appropriate, to provide input and address integration of solutions intoour infrastructure. • Coding/programming support in development/integration/modification of tools, as appropriate. • Provide software troubleshooting, maintenance, and licensing support • Examples include, but are not limited to: o GradLeaders/CSO Research - Career Discovery online tool to facilitate internship Processes o MentorMatching Engine - Career Discovery online tool to facilitate virtual mentorships o Career Cruising o ECRA/student readiness dashboard/student dashboard for all Redefining Ready! And career pathway metrics o Tableau career cluster planning toolCareer Pathways Hardware SupportAnalysis: Courses within existing career programs of study require the use of laptop or desktopcomputers as part of the core functionality and related learning objectives of the courseEven as computer lab needs are reduced as iPads support the needs for many traditionalclasses, the need for technology in many career pathway courses is actually increasing (innumber and complexity) in order to keep up with 21st century needs and the requirements ofour career pathway/Redefining Ready! Model. Examples include PLTW engineering, computerprogramming, computer networking, robotics, media, and graphic artsGoal: Provide desktop/laptop support for career pathway programs.Strategy: Technology will provide collaborative consultation/input/support to identify appropriateequipment to purchase (generally Teaching and Learning requesting input from technology onappropriate models based upon needs/published specs) to make sure they work with ourinfrastructure and can be supported.Specialized TechnologyAnalysis: Courses within existing career programs of study require the non laptop/desktop/iPadtechnology as part of core functionality and related learning objectives of the course

Examples include engineering/manufacturing equipment (CNC mills, lathes, routers, plasmacutters), 3-D printers, plotters/industry printers, robotic systems, servers and digital storagesolutions, auto scanners and equipment, camera and editing equipment, monitors and displaydevices.Goal: Identify support of specialized technology for career pathway programs.Strategy: Support the integration and networking of devices into existing technologyinfrastructure as needed. • Software/hardware troubleshooting, support, and maintenance, as appropriate.Analysis: To run an effective summer school program which utilizes our current technology richcurriculum, it is critical for every enrolled student to have an iPad and for support to be availableIndividual specialized programs and assignments still also need access to computer labs andspecial applications.Goal: Provide computer and iPad support for Summer School.Strategy: Provide iPads to all Summer School students - distribution efforts supported in aneasy and effective manner. • Work with Summer School Coordinator to identify needs for Summer School. • Computer lab needs identified at summer school sites - additional temporary resources (e.g. laptop carts) are identified if needs exist. • Tech support available for Summer School staff and students.Dual Credit Program SupportAnalysis: Dual credit opportunities for students have dramatically expanded in support ofRedefining Ready! D214 currently works with 9 post-secondary partners in the dual creditspace, each with slightly different requirements for application, fees, and reporting.Goal: Technology will support dual credit opportunities for students by providing solutions tobetter serve registration and track results.Strategies: Technology solutions will be programmed to simplify the dual credit process, bothfor families as well as staff (district and buildings).Potential opportunities include: • Fee payment system • Application/rostering/reporting tools and portals • Integrated system for all dual credit functionality.IT Pathways SupportAnalysis: Our IT pathway (coding, networking, and cybersecurity) is one of our primary focusareas in the career pathway model. Students in this pathway engage in relevant curricular andextracurricular learning experiences to develop their interest, skills, and decision making relatedto IT. Students also engage industry partners in career related and work-based learningopportunities including career speakers, site visits, internships, and industry problem based

learning opportunities. We are currently pursuing the development of a Youth Apprenticeship inCybersecurity.Goal: Support the IT pathways program to support practice and procedures which allowstudents to successfully learn in classroom environments while also addressing technologyneeds of district.Strategy: Allow students to work and operate on real networks in order to develop skills anddecision making around IT, but also to mitigate the risks such work may pose to districtnetworks) • Industry partner recruitment for support of IT pathway activities (internships, problem based learning, speakers, etc) • Integration of students with D214 technology operations to support IT pathway activities (internships, problem based learning, speakers, etc) • Investigation of a career pathway leading into D214 technology operations. Content and Curriculum AccessAnalysis: As the District advances to more digital curriculum, a problem has been identifiedwith the inconsistencies of access and rostering students. Each publisher has defined their ownsystem and processes to upload rosters and access digital content. Some publishers have aseparate server to send rosters. Some support secure uploads through the SFTP protocol, whileothers do not. Sending publishers student information through unsecured channels is inherentlya security risk for school districts.Some publishers also support nightly uploads to keep rosters up-to-date for students that moveinto, or out of a course. Others only allow a single roster upload. Subsequent changes have tobe done manually by either a teacher or a staff member. There is no consistency to make iteasy on school districts.It has become very challenging for teachers and students when they have different titles toaccess with each one being accessed differently; some through a web browser and othersthrough an IOS app. Add on the complexity with having a different login and this makes itdifficult to keep track of all the moving pieces.Publishers aren’t moving fast enough with the immanent digital transition taking place. They aretrying to figure out the integration and delivery method of the content.IMS Global has laid the groundwork with input from the K12 community to create the OneRosterversion 1.0 framework that was introduced in June of 2015. The OneRoster standard consistsof seven csv files; orgs, users, courses, classes, enrollments, academic sessions, anddemographics. There is also the OneRoster server that uses the REST (representational statetransfer) API (application programming interface). The main idea of OneRoster is to upload oneset of csv files and then the publishers’ process them nightly. Think of it as a “one stop shop”for uploading and processing roster files.While publishers have been announcing their support for the OneRoster standard, they are notfully supporting both components. Districts have experienced support of the csv files through an

upload to only the publisher’s’ site. What’s missing is the csv file uploads to the OneRosterserver – the “one stop shop”.There is another challenge with students and teachers having to use multiple logins. This is dueto the requirements of each publisher. Some publishers require a unique login to access contentfrom their systems. This creates complexity when districts are expected to upload roster fileswith usernames and passwords. Some publishers are integrating single sign-on with LearningManagement Systems, while others allow an identity provider using a district’s Active Directory,or other authentication system. Some publishers won’t allow a bulk upload without using singlesign-on. It is becoming very difficult for school districts to figure all of this out.Goal: a) Review and evaluate the OneRoster framework:https://www.imsglobal.org/activity/onerosterlis for rostering students and digital content.Strategy: Verify publishers have their titles available in the One Roster portal.Implement the OneRoster framework.Goal: b) Review and evaluate single sign-on solutionsStrategy: Review Single Sign-On providers and select one with the most tools to help studentsand teachers access digital content with the click of a button, without having to login to manydifferent applications with different login credentials. Early College CenterAnalysis: The honors program, housed at District 214’s new Early College Center, provides anopportunity for students to take an eight-week course every quarter as well as a self-pacedmath course, guided by a District 214 teacher, and simultaneously earn high school and collegecredit.The Early College Center is open to District 214 seniors with the demonstrated ability to workindependently and succeed in college-level work. Selection into this program is based onstudent interest, academic readiness and a counselor recommendation.Goal: Provide District 214 seniors the opportunity to participate in a new honors programstarting this fall to earn up to 16 early college credits in an online partnership with Arizona StateUniversity.Strategy: Offer online courses including College Algebra, English Composition, Intro to SolarSystems, Macroeconomics and Social Science. Partner with Arizona State University to offerDistrict 214 students a reduced tuition rate, helping families save money for college.

Equitable AccessAnytime, Anywhere AccessAnalysis: The Technology Services Department’s goal is to provide educational opportunities24 hours a day, 7 days a week. Coursework, as well as online courses, can be administeredand delivered through the District’s Learning Management System, Schoology, thereforeproviding opportunity for learners to engage in the learning process in a self-paced manner.Teachers are able to provide students with access to a “virtual classroom” anytime and tap intothe best practices of educators anywhere. Learners will have unprecedented ownership of theireducation and the ability to further their learning opportunities anytime, from anywhere. ALearning Management System can also be effectively utilized to provide professionaldevelopment opportunities for District staffNot all students have the same opportunities to access the Internet from where they live andstudents in D214 come from various socioeconomic backgrounds. This presents challenges forstudents to have the required Internet access for their assignments when outside of the schooland when using mobile devices issued by the District.Goal: Provide disadvantaged students with Internet access.Strategy: Continue to partner with Sprint as part of the Connect ED program to provide Wi-fihotspots and free Internet access. Continue to look for other options to provide Internet accessfor D214 students. Evaluation of New TechnologiesAnalysis: All students presently have an iPad as their primary learning tool. The iPad wasselected after careful evaluation of many different devices and for the educational ecosystem it

provided after a thorough pilot process took place from the 2010 - 15 school years. Even thoughwe are currently a 1:1 district with iPads, the learning needs of our students are continuallyevolving. This 1:1 program targets students who are beginning to think beyond high school andprepare for college and career readiness.As technology changes along with teaching and learning, the District is embarking on anotherevaluation of devices. This will determine if different sets of students e.g. AP, Special Ed ordifferent cohorts of students will benefit from using a different tool. Other school districts mayhave an iPad at lower levels; grades K-6 and then provide a laptop, Chromebook or otherdevice from 7-8 or grades 9-12.Goal: Determine if there is a better learning tool that will benefit different groups of students.Strategy: Three different devices will be piloted over the course of 12 - 18 months. The devicesinclude: Chromebooks, Macbook Airs and Microsoft Surface Pro 4s. Each device has its ownunique set of qualities and there will be a set of 3 students per device per school in the pilot.Teachers will be part of the testing to determine educational value and to address instructionalpractices.A total of 18 Chromebooks, Microsoft Surface Pros, and Mackbook Airs were purchased. Thereare three of each device per school in a pilot that will last 12 - 18 months.Communication Plan: • Juniors will receive a message on Schoology and through SchoolMessenger about the program. • All juniors are invited to apply to be considered for the pilot. Applications will be in the form of a Google form and the deadline for completion is Friday, October 20, 2018 at 3pm. • Participating juniors will be asked to turn in an agreement signed by them and their parent/guardian. • Teachers will be notified if any of their students have been selected for the pilot.Pilot Participation: • Participating students will be placed in a Schoology course for ongoing discussion and feedback on their findings and experiences using the various devices. • Focus groups will conducted at each school quarterly. • Surveys will be sent to participating students, parents, and teachers who have pilot students enrolled in their classes.Desired Outcomes for Pilot: • Qualitative feedback from students on note taking, organization, productivity and overall achievement. • Feedback on device stability, longevity, usability. • Understanding device management and support. • Feedback on the availability of educational resources on various computing platforms. • Feedback on overall satisfaction and comfort level with device. • Feedback toward next steps and possible future pilot for teachers.

Computing Device Pilot results have been compiled from the first evaluation withstudents providing their feedback.Focus Group Session #1 Summary - 3 months after Device Issue Date February 21 - February 30, 2018MacBook Air • Good battery life • Schoology - easy access, difficult to work with Notability • No learning curve • Accessing online texts is easy • Still using iPad for Notability/Schoology and some digital text apps • Cannot annotate PDFs • No access to airplay has not been a problem • Great for typing - doing more of this junior year • Reading is more difficult than on the iPad - screen farther, can’t fold overChromebook • Good battery life • Schoology - easy access, difficult to work with Notability • No learning curve • Still using iPad for Notability/Schoology and some digital text apps • Annotating PDFs very difficult with options from Chrome store • No access to airplay has not been a problem • Great for typing - doing more of this junior year • Reading is more difficult than on the iPad - screen farther, can’t fold overSurface Pro 4 • Good battery life • Schoology - easy access, easy to annotate in OneNote • Training provided by Microsoft helped with learning curve, some would like additional training now that they have used the device. Rose has scheduled this. • Still using iPad for Notability/Schoology and some digital text apps • Annotating is easy - docs, screenshots, etc. • No access to airplay has not been a problem • Great for typing - doing more of this junior year • The 2 in 1 (tablet and laptop) got good reviews - offers flexibility. The pen is also very useful with shortcuts/functionality. Online LearningAnalysis: Online learning provides access to quality learning for our students so they areprepared to work in a global connected world. We provide courses, professional development,tools, resources and content to support students, teachers, and administrators in the onlinelearning environment. Our students will be prepared for the workplaces so they will be able tocreate, contribute, collaborate, collect information and apply it as needed in their workplace.

Goal: Our vision is that all students, teachers and administrators have and use technology tools to facilitate their work in teaching and learning in the global society. Strategy: • Provide a Learning Management system (LMS); • Provide tools and resources to support the LMS; • Provide a tool to host synchronous activities; • Provide quality courses; • Provide professional development for teachers and administrators on online pedagogy, web tools, and instructional design; • Provide multimedia support; • Provide information on models of current and evolving e-learning trends. Fostering a Culture of Innovation Reimagining Learning Program The Reimagining Learning Program proposal process:1. Proposals from buildings, divisions, and departments interested in investigating a specific application or technology tool can submit a proposal at any time during the school year. 2. Proposals should be reviewed by the API, TLF and TSS at the building and signed by the Principal before submission to the Director of Technology Services.3. Once the proposal is received, the Director of Technology Services will review the proposal with the API, TLF and TSS to assure the application or tool will work with the District’s infrastructure and be able to be supported long term.4. The RLP proposal will be scheduled on the agenda for the next available Forest View Planning Team meeting.5. The person submitting the proposal will be invited to present to the Forest View Planning Team. If they are not available, another representative from the building, division or department is invited in their place. 6. The Forest View Planning Team will make a determination if the proposal is approved and to what extent.7. After approval, the Director of Technology Services will work with the leaders of the RLP proposal to order the instructional software, hardware or other tools for the pilot. Criteria for Selection Criteria for selection would include demonstrated alignment with Redefining Ready!, There are pockets of innovation taking place throughout the school district with many more opportunities available to experiment with different tools and new applications. In order to continue to foster innovation, the Reimagining Learning Program (RLP) will be available starting in the 2018-19 school year. With teachers and students all being learners, the new program is designed to promote innovation through a process guided by teachers and students, and shared with District administration. A budget will be set aside for each school to participate. An amount of $7,500 per school will be available each year. The funds can also be pooled together to form a larger innovative pilot. For example, if multiple schools wanted to explore an innovation and the cost is $20,000, $7,500 per school can be pooled together between the participating buildings.

one or more of the Career Pathways, Harper Promise, or another District goal. A demonstrated interest among teaching staff and students who will be served by the innovation should be clearly presented. In order to ensure accurate evaluation of the innovation, the proposal should demonstrate: • Expected student results and assessment strategies with baseline data for the specific instructional outcomes being targeted.• Expected advantages and assessment strategies with status information for the outcome being targeted.• Strategies for tracking both professional development and adequacy of technical ] support to ensure that participants are focused on desired tasks to increase optimal Results. Requirements of Approved Proposals: • Promote at the school each month through regular updates at A-Team meetings and PLCs; • Share through PLCs across the District; • Get students involved with sharing successes and how the innovation is shaping their learning; • Regularly promote and share on social media with the hashtags #214Learns and #214Ready; • Portfolio created to share assessment results; • Showcase results at end of the year with other peer innovators. Students are encouraged to participate. Learning Spaces Analysis: Considerations are given to architectural design, safety and a highly conducive learning environment for students. Our priority is consistent with one common goal to create flexibility in the classrooms and break away from the traditional room with rows of desks and chairs. Goal: Create flexible classroom spaces that are conducive to a more collaborative and less structured learning environment in alignment with the Danielson Model to be supportive of teacher/student needs. Strategy: As rooms are being remodeled to meet the needs of the digital learner, Building Operations and Technology Services will work together to development the classrooms of the future. • Floor to ceiling whiteboards will be added in newly constructed or renovated classrooms • Make rooms appeal to any subject area and to be universal. • Create seating solutions that can be reconfigured daily to meet the needs of any class activity i.e. furniture on casters that are adjustable to allow easy movement and

rearrangement within a learning space. Along with dry erase surfaces for writing and collaborating. • Consider bringing in more natural light as classrooms/spaces are renovated. Interior rooms without windows will get windows along the top corridor wall to allow natural sunlight from the room across the hall that has outside windows. • Safety and security will be kept a priority as rooms are renovated. • Keep teacher workspaces modernized with technology tools for presentation and digital classroom activities. A padded seat and a rollable file cabinet will allow students to sit next to the teacher’s work area when students need some additional assistance. • Several dedicated learning spaces will have TVs mounted on the perimeter of the classroom to allow for students to collaborate and share each other's work in groups. • New and existing technology tools will be added to renovated rooms: projectors, Apple TVs, projector automation controls, wireless and hardwired access, interactive panels, along with other tools/systems to enhance teaching and learning. Muliti-Year Academic PlannerAnalysis: The Multi-Year Academic Planner (MYAP) on the Infinite Campus Portalwas developed to help students and parents develop a 4 year academic plan. Thispowerful tool allows students to view and plan out their high school curriculum to meettheir academic, career and college goals.The MYAP allows students to: • ● do long-term academic planning to meet their college and career goals • ● map out their curriculum over several years to meet graduation requirements • ● plan courses to meet different honors diploma requirements. • The plan can be saved and changed throughout the student’s high school career to meet their changing career and college goals.Goal: Setup MYAP accurately to be ready for implementation in August of 2018.Strategy: • Work with Teaching and Learning and Counselors to review Score Groups to align with Advanced Placement, Honors and General Education score groups and D214 grading scale. • Setup Planning Rule relationships between courses across years and for a single year. • Confirm each program contains: credit requirements, course requirement, test requirement. compound requirements, and gpa requirements. • Train Counselors on use of MYAP. • Work with Teaching and Learning on training materials to share with parents/students. • Roll out MYAP in August 2018. Professional LearningThe Department of Professional Learning Mission is for all members to plan and activelyparticipate in a variety of experiences that will lead to continued professional growth and

renewal. Our primary mission is to promote the continuous improvement of district staff andincrease student achievement.Department of Professional Learning Services Include: Planning for Training Needed to Meet School, District, and Staff Professional Goals Dissemination of Professional Resources Support for Professional Growth Evaluating the Effectiveness of Staff Professional Learning Activities and Programs Designing, Conducting, and Facilitating Professional Learning Activities New Teacher Mentor and Induction Program FacilitationPriority Training AreasThe Department of Professional Learning Program will provide professional developmentopportunities and training in the following high-priority areas:1. Innovative Structures and Services Participatory Decision Making Planning for Continuous Quality Improvement Professional Learning Community Implementation2. Positive Relationships Non-Violent Crisis Intervention Conflict Resolution Supervision/coaching3. Engaged Learning Multicultural Awareness,Curriculum Planning, and Instruction Technology Integration Learning Styles/Multiple Intelligences/Brain Research Differentiating Instruction in Mixed-Ability Classrooms Performance-Based Instruction and Assessment Teaching in Extended-Time Blocks Integrated/Interdisciplinary Curriculum Cooperative Learning Reading Improvement Writing Improvement Critical and Creative Thinking Skills and Processes School-to-Work/Life and Career Planning Reading and Writing Across the Content Areas Social Emotional Learning Problem-based Learning Content-specific Strategies and Practices Data-driven Instructional Design and Delivery Assessment LiteracyInternal University

Internal University offers D214 staff quality graduate-level professional learning with a focus onthe student and the classroom. All of our courses are taught by District 214 staff members whoare expert practitioners in their field, who are committed to continuous improvement, and havebeen approved as adjunct faculty by Quincy. Through a partnership with Quincy University,teachers can earn transcripted graduate credit for course completion.The Internal University curriculum offers courses focused on educational technology, literacy,lesson design, social emotional learning and challenged learners.Some examples of courses taught include: • Applying SEL Techniques in the Classroom • Blended Learning • Building a Digital Curriculum • Coaching Strategies for Classroom Success • Coding Across the Curriculum • Conversational Spanish • Current Issues in School Improvement • Differentiated Instruction • Grading Practices that Work • Lead, Learn & Build Community with Social Media • Principles of Instructional Design • Reading Across Content Areas • SEL in the Classroom • Seven Literary Shifts of the Common Core • Spanish 1,2,3 for Educators • Special Education Law • Teaching in a Digital Classroom • Teaching Students of Poverty • Teaching Using an iPad • Technology Integration in the World Language Classroom • The Highly Engaged Classroom • Utilizing Career Pathways to Assist in the Classroom • Writing Across the CurriculumThe process for registering and receiving reimbursement for Internal University follows the sameprocedures as all other graduate courses.Staff members must: • Register and pay for the course through Protraxx • Enter the course on a graduate study plan through Protraxx • Receive approval notification from Professional Learning • Submit for reimbursement during the three week reimbursement windowReimbursement for Internal University courses follows the same procedure as any othergraduate class. The cost will be $275 per credit hour. Certified staff will be reimbursed $250 foreach Internal University credit hour, making the out of pocket expense for a 2 hour class $50.Administrators and ESP are welcome to take courses through Internal University and will bereimbursed according to their contractual guidelines.

Professional Learning CommunitiesIn order to best prepare students to be 214Ready, educators need to be lifelong learnersthemselves. Professional Learning Communities (PLCs) in District 214 are one way thatteachers are supported in continual collaborative professional learning. The PLC structureenhances the integration of technology by giving teachers in both course-alike andinterdisciplinary teams time to meet regularly to share their practice. Through theseconversations, teachers work collaboratively to authentically embed technology in theirinstructional and assessment design. Discovery Education CohortDiscovery Education & Quincy University are proud to partner with Township High SchoolDistrict 214 in creating systematic and sustainable change throughout all classrooms throughthe delivery of a 9 semester hour cohort program. Discovery Education’s mission is totransform teaching and learning through innovative partnerships with districts, states, and like-minded organizations worldwide. To achieve this goal, Discovery Education leverages theirextensive experience in providing comprehensive solutions through research-basedprofessional development, robust digital content and immersive community engagements thathave proven successful in positively impacting students by: • Accelerating academic achievement and student engagement through instructional excellence; • Fueling research-based, differentiated instructional practices across all classrooms through collaboration, inquiry and a culture of continuous improvement • Transforming a culture of teaching and learning through a focus on best practices in instruction as well as college and career readiness; and, • Igniting a consistent, sustainable, inquiry-based approach to instruction. Teaching & Learning FacilitatorsThe Teaching and Learning Facilitator is an instructional leader who is responsible for fosteringprofessional growth in all instructional areas. This person works with building administrators tosupport professional learning and school and district initiatives. The Teaching and LearningFacilitator works closely with the Professional Learning department to promote continuedinstructional excellence through the induction, mentoring and coaching of licensed staff.Year 1 Program:New teachers participate in three days of orientation before the start of the school year. Thenthroughout their first year they meet monthly with their Teaching & Learning Facilitator to gothrough the year 1 curriculum.Year 2 Program - Mentors:Required component for Mentors:

• 2 hours: 2 Cognitive Coaching sessions with mentee. These sessions should support the mentee’s reflection on the instructional coaching experience and be documented with CALs. • Submit CALs/payroll claim forms to Lori AbbottOptional component for Mentors: • 3 hours: Collaborate on the coaching cycle with TLF and mentee o Attend initial meeting o Support mentee throughout the cycle, as needed o Attend follow-up meeting • Submit payroll claim form to TLF once cycle/meetings are complete.Year 2 Program - Mentees:Required components for Mentees: • 3 hours: Complete one instructional coaching cycle with TLF. Submit payroll claim form to TLF once cycle/meetings are complete. • 2 Hours: Meet with mentor to participate in 2 Cognitive Coaching sessions reflecting on the instructional coaching experience.The Teaching & Learning Facilitator also serves as the instructional coach. All coaches havebeen trained through the Jim Knight Institute for Instructional Coaching. Community Engagement and OutreachCommunicationsAnalysis: The D214 community encompasses more than 250,000 people. They entrust theDistrict to provide a quality education to their children that attend our schools. They want toknow that their tax dollars are being used effectively and responsibly. This is one of the mainreasons why effective, transparent, and innovative two-way communication and publicengagement initiatives are critical to share with the community at large.Goal: The Community Engagement and Outreach department will work to share the successesand stories of our District through effective and innovative two-way communication and publicengagement initiatives. More broadly, through these efforts and in partnership with thecommunity, we will continue to empower a positive dialogue about public education at the local,regional and national levels.Strategy: Community Engagement and Outreach will use these vehicles to share the D214story:Board Buzz: The goal of Board Buzz is to inform parents and staff about decisions anddiscussions that occurred during Board of Education meetings. This monthly recap also featuresstudent recognition and is supported by Constant Contact.Redefining Ready! Blog: The 214Ready blog highlights the ways our staff is preparingstudents for postsecondary success. The blog posts feature stories on district programs,

students, staff, and alumni, and tie back to the Redefining Ready! indicators. The intendedaudience is primarily staff. The blog is supported by Squarespace.News to Know about: News to Know is a monthly recap of stories that mention or highlightDistrict 214. Education related stories are also included. The recap is supported by ConstantContact.Social Media presence and focus: District 214 is on Facebook, Twitter and Instagram. Socialmedia posts are tailored to each channel's audience with a focus on showing our stakeholderswhat public education in District 214 looks like and celebrating student, staff and alumniachievements.Adult/Community EducationAnalysis: Adult and Community Education are vital to the fabric of our communities. They servethousands of residents each year through innovative programming and partnerships and aim toengage all learners and improve the quality of life for individuals and families in our region.Community Education is an educational philosophy that extends learning beyond the restrictionsof age and the traditional school day, with the belief that our student body is potentiallyeveryone who lives or works in our areaGoal: Working with individuals, local agencies, businesses and organizations of all typesinterested in becoming active partners in addressing community-wide issues. We will buildlearning communities, which in turn improves the quality of life for everyone.Strategy: • Offer a wide variety of challenging Continuing Education classes • Offer affordable and convenient Cultural & Performing Arts programs • Offer exciting and educational day trips and worldwide travel • Offer ESL, ABE, GED, Family Literacy classes • Offer citizenship Prep Services • Offer one-to-one literacy tutoring • Offer intergenerational and Older Adult programs1. Communal database. Provide unified customer information views from data across thefollowing CEO/CE customer touch points on/with customer facing apps:a. Continuing Education: i. Include legacy static FileMakerPro (FMP) data import ii. Include rSchool Community Ed Registration data extracts via an Application Programming Interfaceb. Cultural Performing Arts: i. Member ticket purchases are tracked on paper, will require data-entry of paper records. ii. EventBrite provides attendee export reports. Will require template loading into DWgoing forward.c. Travel: i. Include legacy FMP data ii. Ensure Travel purchase data from the NEW system can be interfaced / extracted.d. Gold Card:

.i. Ensure rST CR Gold Card feature data can be interfaced / extracted. ii. Adding easy-to-find information on all the ways people can register for courses.c. Action items: i. Define Social media platform requirements ii. Define USP location, look and feel iii. Test Search feature iv. Review expanding course descriptions v. Review Course registration paths3. Event ticketing. Deploy a ticketing solution that includes the following features:a. Reviewed following COTS ticketing apps: i. EventBrite ii. TicketTailor iii. Picatic iv. TicketSpice v. TicketLeapb. Can sell tickets onlinec. Provides PayPal, credit and debit card payment optionsd. Can accommodate District and non-district venuese. Findings: i. NOTE: Gauging the efficacy of a ticketing platform is the responsibility of the CE/CEO departments. ii. www.eventbrite.com provides website integration widgets, reserved seating, venue visualization, Eventbrite Payment Processing, PayPal, or Authorize.Net payment options. Event Bright pricing: iii. Free for $0 events iv. Commercial event:1. Service Fee, 2.5% of ticket + .99 / ticket.2. Payment processing 3% / ticket v. Nonprofit event1. Service Fee, 2% of ticket + .99 / ticket.2. Payment processing, 3% / ticketf. Action items: i. Review payment paths, i.e. Click to buy > credit card submitted > funds transferred to District accounts. ii. Confirm EventBrite is a good fit for CE/CEO. iii. Setup app and merchant account(s) as needed iv. Review integration options to make buying tickets easy for existing CE customers.4. Travel. CET systems and processes. Replace the aging & unsupported FileMaker appa. Ensure the existing features and processes are replicated on the new platform.b. Ensure the new platform provides online purchase, payment and possibly pay-over-timefeaturesc. Migrate legacy data to the new platformd. Action items: i. Compile current business processes and FMP app features ii. Define how much legacy data to migrate iii. Review commercially available application options on www.capterra.com Fare Harbor,Bookeo, ZOZI Advance, CheckFront. Website Redesign

Analysis: The District’s website is the main focus for the community. It offers a vast amount ofinformation to provide parents, students and the community an opportunity to see the manygreat things taking place. It also helps them make informed decisions to move into the D214area, so their children can to attend our schools.The website should be refreshed every three to five years and be kept up-to-date regularly. TheD214 and school websites are required to be ADA compliant with a new set of standards thatcame out in 2017.Goal: Refresh the D214 website with intuitive navigation that highlights the academic successesof the District. D214 websites will also meet new ADA guidelines for accessibility.Strategy: • Solicit feedback from administrators, teachers, students and community for a new design; • Develop specifications for the new design; • Send out RFP to web design companies; • Interview top three companies that meet specifications; • Select a web design company; • Develop a project plan for migration and implementation; • Roll out new design in the summer of 2020. Research and EvaluationAdvanced PlacementAnalysis: Advanced Placement (AP) course and exam participation has grown steadily inrecent years. The District exceeded its prior goal of 50 percent of all graduates to have earned a3 or higher on an AP exam. At 53.8 percent, this is higher than the 51 percent of 2016. In2017, more than than two-thirds of graduating seniors had taken at least one AP course and62.1 percent had taken a corresponding AP exam.Prior to 2017, one of the primary instructional goals for District 214 is to increaseAdvanced Placement (AP) course completion, exam participation and exam pass rates. Itreflects a larger trend across the country in increased AP participation. This goal is nowsubsumed under the overall Redefining Ready metrics, but given the importance of AP thisreport continues a distinct presentation of the data. The integration of the AP curriculumincreases course rigor, enhances student learning and performance, and translates intomillions of dollars saved by students and their families every year in tuition for avoidedcollege level coursework. Success in AP coursework and exams also provides a launchingpad to success after high school.Goal: Support AP registration along with AP curriculum.

Strategy: Continue to program online AP registration programs that integrate with InfiniteCampus and make it easy for students to register and for staff to keep track of progress.Support AP curriculum in digital format (eBooks) and other apps/programs on mobile devices.Data Warehouse SupportAnalysis: The District started using a data warehouse called Tableau a couples of years ago.The warehouse allows mining of student information and other data to provide reports andvisual representations on progress. The information is also used for accessing RedeifiningReady!, Harper Promise, Career Pathways and to help us determine where students need someassistance.Goal: Keep up-to-date with versions of Tableau and work closely with Research and Evaluationto support their growing needs.Strategy: Technology Services will work closely with Research and Evaluation to determine thebest stable version of Tableau to upgrade to on regular intervals.Confirm daily the nightly data sync with the Student Information System takes place to keepdata current. Technology InfrastructureInternet ConnectivityAnalysis: The Federal Communication Commission (FCC) and the State Education TechnologyDirectors Association (SETDA) have provided guidance on the amount of bandwidth requiredfor school districts to support teaching and learning. The Commission’s short-term goal of 100Mbps per 1,000 students/staff was recommend in 2016 with a long term goal of 1,000 mbps per1,000 students/staff. With the increased demands of using mobile devices, cloud computing,software as a service, IP security cameras and the many other devices that now connect to theInternet, a regular review of bandwidth utilization is required on a regular basis.The graph below depicts the average amount of bandwidth used in the past 30 days. TheDistrict is using half of the available bandwidth and shows there is enough room for growth tosupport operations.

Goal: Each school has a high-speed 10 gbps fiber connection that connects into the districtoffice to create the District's WAN. Two high-speed fiber Internet connections to Comcast andZayo provide an aggregate of 14 gbps of Internet access. Each Internet connection providesfailover and redundancy in the event one of the service providers is out.Strategy: The District is currently meeting the long term FCC and SETDA goals. Bandwidth willbe reviewed on a daily and monthly basis using network monitoring tools already in use.The District continues to use several network tools and standards to manage and assess thenetwork performance such as: • Bandwidth monitoring and capacity planning tools • Anti-spam, anti-virus and anti -phishing tools • Tools to identify the type of bandwidth traffic on the network • Controls that prioritize the bandwidth available and the various types of traffic • Various network and equipment standards • Student & staff Responsible Use Policies • Internet Filtering • Remote Desktop management toolsFunding: Erate funding will continue to be leveraged to support the internal WAN connectionsand for transport to the Internet. The District currently receives 50% Erate reimbursement.Core Switching RefreshAnalysis: The switching infrastructure has been improved as the District started to pilot mobiledevices. The equipment and wiring were upgraded to support the increased capacity andthroughput needed to support Teaching and Learning. This included upgrading the Local AreaNetwork (LAN), the Wide Area Network (WAN), and Internet capacity. The switches are nowseven years old and ready for a refresh.Goal: Replace all 250 plus switches in the next two years.Strategy: Evaluate different vendor solutions to determine the most cost effective switches thatare interoperable with the rest of the backbone infrastructure.Replace two to three schools per year depending on budget.

Assets - HardwareAnalysis: The District currently has more than 3,500 pieces of technology equipment in eachbuilding. This includes iPads, laptops, desktop computers, wireless access points, Apple TVs,projectors, phones, network switches, printers, PA system, security cameras, video distributionsystem, software/hardware applications, Local Area & Wide Area Network.connectivityClassroom TechnologyApple TVs - 622Assistive Technology - 254Desktop computers - 3,433Digital cameras - 81Document cameras - 368Electronic whiteboards - 32iPads - 13,785IPTV encoders - 185IPTV receivers - 839Laptops 2,239LED clocks - 571Multifunction printers - 194Television Monitors - 320Uninterruptible Power Supplies - 134Network OperationsFirewalls With Intrusion Prevention and Intrusion Detection Systems - 3Network switches - 250Virtual servers - 145Blade Servers - 16Storage Area Network - 2 filers with 122 Terabytes of storageWeb filters - 4Wireless access points - 1,037TelecommunicationsVoIP phones - 1,405Voice Gateways - 61Cisco Call Managers - 3Unified Voice Mail server - 1Telephone lines - 2,586Cell phones - 122SecurityIP Security Cameras - 910Goal: To keep technology up-to-date and working properly, a hardware lifecycle plan is aneffective way to keep computer technology updated. A lifecycle plan calls for replacement oftechnology hardware at predetermined times.Strategy: Hardware replacement standards are reviewed each year by the TSS and TLFgroups to have consistency and alignment: http://shortlinks.d214.org/hardware. Hardware will

be replaced on the schedule below pending adequate funding is available each year. The TSSand TLF groups will continue to work with teachers to determine if more cost effectivecomputing devices can be used to replace computer labs in the schools. • Teacher laptops - 5 years • Desktop computers - 5 - 7 years • Apple TVs - 3 years • Students iPads - 4 years • Network switches - 7 years • Wireless Access Points - 5 years • Virtual server operating systems are upgraded a year after a new operating system comes out from the vendor. • Firewalls - 3 - 5 years • Web filters - 3-5 years • Call Managers - 4 - 5 years • Uninterruptible Power Supplies - 5 years • Uninterruptible Power Supply batteries - 3 years • Cisco phones - As needed • Multifunction printers - 5 - 7 years • IP Security cameras - 5 - 7 yearsFunding: The current technology budget will allocate $1,287,000 for iPad replacements eachyear, along with $200,000 for teacher laptop replacements. An additional $350,000 will beallocated for desktop computer replacements. Leasing will be leveraged to replace Networkswitching infrastructure, Storage Area Network, clocks and other specialized systems. Assets - SoftwareAnalysis: Below is a list of software used throughout District programs, along with amount oflicenses. Titles are categorized to reduce the length of the list. Each title within each category isreviewed each year to determine if it is effective for instruction. The challenge is finding acohesive way to evaluate these tools.Desktop Publishing/Graphics/Music Editing/Video Editing Tools - 2,380Word Processing/Spreadsheet/Presentation - 62,640Communication Tools - 44,801Assessment - 43Webpage Development - 896Utilities - 88,681Speciality Apps - 104,843CTE Software - 24,371Business Office Application - 800Learning Management System - 14,000IOS Apps - 142,324Goal: Evaluate tools that capture usage and performance data to help make determinations oneffectiveness. Tools that are not shown as highly used or effective for instruction will bereviewed to determine if they should be renewed each year.

Strategy: Investigate and implement a software inventory management solution. Cloud ComputingAnalysis: The District presently has its own internal Cloud computing infrastructure that wasinstalled in 2012. The platform is built upon CIsco blade servers, NetApp Storage Area Network,and VMware virtualization platform. This has allowed the District to save almost $200,000 peryear over replacing 20% of the retired physical servers each year. The Cloud infrastructure isaging at 5 years old and is end of life by the manufacturer. There are third party companies thatsupport the end of life equipment. These companies have strategic partnerships with themanufacturer and buy off-lease equipment directly from them. The District will continue toleverage the third party vendors to support the Cloud infrastructure until further analysis iscompleted.Goal: Determine if the District’s Cloud infrastructure should stay on premise, move off premise,or take a hybrid approach with some on premise and off premise equipment.Strategy: A review of Amazon Web Services, Microsoft Azure, Server Central, Unitrends andGoogle Cloud will take place. The Technology Team will evaluate cost, reliability and security todetermine if it’s more cost effective to move District hardware off premise, keep on premise, orhave a hybrid approach with some services on premise and others off premise. Disaster RecoveryAnalysis: The District replicates data from the District’s Data Center at Forest View EducationCenter (FVEC) to Buffalo Grove High School (BGHS). There is a power up sequence thatdictates which systems will be brought back online first at BGHS in the event there was a majordisaster that makes FVEC unoperational.Goal: Determine if the District’s Disaster Recovery site (BGHS) should stay where it presently islocated, or move it out the cloud.Strategy: A review of Amazon Web Services, Microsoft Azure, Google Cloud, Unitrends andServer Central will take place in the upcoming years. The Technology Team will evaluate cost,reliability and security to determine if it’s feasible to have the Disaster Recovery center at BGHSor off site in the Cloud. PrintingAnalysis: An analysis of printing throughout the District took place in the 2014-15 school year.The analysis provided requisite information to develop a plan for consolidation. This includedblack and white and color printers, fax machines and table top all-in-one multifunction machines.

More than 400 printers and other devices were removed and replaced with multifunction printersover the next two years.The results of phase I resulted in a significant reduction in copies and standalone printers.

Goal: Continue to evaluate where a reduction in printers and fax machines makessense to reduce cost of hardware and printing.Strategy: In the second phase and yearly review of printing devices, opportunities will beevaluated for continued reductions. TelecommunicationsAnalysis: The District installed a Voice over Internet Protocol phone system in the 2005-06school year. This has saved the District between $400,000 - $425,000 in the first fews years ofoperation and resulted in a return on investment within 2 1/2 years. AT&T has provided phoneservices to the District for many years through Primary Rate Interface lines. They have not beenproviding enough competitive pricing to continue using their services. Money can be saved byusing alternate providers of phone service.In addition, external phone lines to telephone service providers called SIP lines are becomingmore mature in the marketplace.Goal: Identify cost savings with other telephone service providers while reviewing maturity ofSIP lines.Strategy: Evaluate other phone service providers in the Chicagoland area to determine ifsavings can be accomplished with better local and long distance pricing packages. An additionalreview of SIP lines will take place to determine if SIP lines provide the safety and pricingflexibility for the DIstrict.VoIP Phone RefreshAnalysis: The District installed a Voice over Internet Protocol phone system in the 2005-06school year and the phones have not been replaced since. In order to keep up-to-date with theCall Manager versions, the phones will need to be updated to be supported.Goal: Replace all 1,405 VoIP phones in the next two years.Strategy: Send out Request for Proposals to get the best pricing on new phones.Replace two to three schools per year depending on budget. Information ManagementElectronic Time and AttendanceAnalysis: The District has many paper processes for staff timekeeping. Central Maintenanceand Food Service staff use time clocks with paper punch cards. Substitutes fill out white formsthat are sent into the Payroll Department and Educational Support Personnel fill out a weeklysheet to confirm the time they worked.

Goal: Reduce the amount of paper and payroll costs associated with manually processing stafftime by automating the timekeeping process and implementing an electronic time andattendance system that will integrate with the APECS Finance and Human Resource system.This will save numerous hours of staff time and create efficiencies by not having to touch somany pieces of paper for entry into the APECS Finance and Human Resource system.Strategy: AESOP has been in use since the 2010-11 school year for absence reporting. Thesystem is integrated with the APECS Finance and Human Resource system and has providedautomation for absence reporting and reconciliation. Using AESOP’s TIme and Attendancemodule, Central Maintenance, Food Service and substitute teachers will punch into anelectronic time clock that will sync timekeeping with APECS. Educational Support Personnel willhave a weekly electronic calendar that will be approved by their supervisor.Custom ProgrammingAnalysis: In order to support District operations with programs that connect parents andstudents to the District, Technology has developed a suite of applications since 2007. Theseunique programs were not commercially available at the time. In addition to these programs, aData Warehouse was purchased to track to student achievement with Redefining Ready!,Harper Promise, AP Testing, along with many other metrics. These custom programs haveassisted parent, students and the District by streamlining registrations electronically. They havehelped track where the District is making progress and where there can be improvement. Thecost of custom programming has increased as technology moves at a fast pace.Goal: Evaluate commercially available programs to replace existing custom programs. By usingcommercially available programs, it will reduce the cost of hiring consultant programmers. Thesavings generated can be shifted to other parts of the Technology Program.Strategies: Review and purchase commercially available software packages to replace customprogrammed in-house applications.Some of the programs to replace: Online Fall Registration,Online AP Test, ACT Test and SAT Test Prep, Summer School and Summer CampRegistration, Parent Teacher Conference Scheduler, along with others. Data Security and PrivacyAnalysis: The District has an Information Security Policy and Incident Response Plan. Thispolicy and plan is reviewed each year and adjustments made based on the ever changing worldof technology threats. The graphs shown below represent the threats the District faces on aregular basis. Not only are there attempts to access systems, phishing scams (phishing scamsare used to trick people into providing confidential information) are on the rise and representanother threat. Security means reliability and integrity of the operation, as well as keeping thedoor locked on data.

Daily threatsWeekly threatsMonthly threats

Goal: Provide a safe and secure computing environment for staff and students, and protect theDistrict’s data.Strategies: • Use anti-SPAM, anti-virus and anti-phishing tools; • Review the Consortium of School Networking (CoSN) Cybersecurity Checklist to evaluate areas that need to be addressed. • Review daily security logs; • Security team meets once a month to review areas that need to be addressed; • Continue security awareness program; • Subscribe to a Threat Mitigation Service; • Achieve the Trusted Learning Environment (TLE) Seal. TLE is a mark of distinction for school systems, signaling that they have taken measurable steps to implement practices to help ensure the privacy of student data. Achieve CoSN’s Trusted Learning Environment Seal: http://trustedlearning.org/ Helpdesk SupportAnalysis: The department reviews Helpdesk reports to evaluate performance of theTechnology Services Department in its delivery of services to support the mission of the schooldistrict. Measurements are based on data, which indicates the performance of each building.These indicators allow for trend analysis over time. It is these graphs the technology departmentuses to show progress and to set expectations.. The graphs below represent a snapshot in time of the amount of tickets opened bylocation and the amount of time tickets are open before being closed. The Tickets by Locationgraph provides a snapshot in time from August 1 - October 30, 2017. As you can see from thegraph, the amount of tickets open at each building is very close. This is a good indicator to show

each school has about the same amount of support tickets that were opened. If there was alarge variance between locations, it would mean there is something that would need to belooked at a little closer e.g. more breakdowns of a particular system, or not enough staff to keepup with repairs.The next graph is the Average Open Time of a ticket. This takes into account weekends, whichmakes the averages a little higher. We can see from the graph where Rolling Meadows has alonger average open ticket time. These are indicators where a discussion with the technologyteam would take place during one of their regularly scheduled meetings to find out how thetimes can be improved.

Goal: Provide the best levels of support as possible for our students, staff and community.Strategy: Collect and analyze Helpdesk reports to measure and monitor performance. TheHelpdesk monitors progress to improve in each of these areas. 1. Improve the Helpdesk’s ability to handle incidents and requests more efficiently 2. Improve Tier 1 Helpdesk incident resolution 3. Improve customer satisfaction 4. Reduce support costs by efficient use of resources and technologyProvide annual survey to staff to seek input and help gage where improvements can be madefor our customers.Analysis: The District implemented a Helpdesk solution in the 2004-05 school year. Since thattime, it has provided a means for tracking tickets and assets. The company was purchased by alarger one a fews years ago and it hasn’t made any enhancements to the product. There areproducts that have automation that can streamline support and provide more functionality. Forexample, a staff member should be able to send an email to a specific address and theHelpdesk software should be able to automatically open a ticket and assign to a technician.Goal: Review different Helpdesk solutions that provide more functionality to serve ourcustomers.Strategy: • Develop a matrix of features to evaluate different products

• Solicit feedback from local districts to determine which are the most prominently used applications • Review different applications with the best features to support District operations. • Select a new Helpdesk application. • Develop a project plan for implementation. Technology Services Professional LearningAnalysis: Over the years, the Technology Department has demonstrated the need forProfessional Learning for staff to provide the best levels of support. The evolution into the digitalage has taught us the increased importance to develop staff to maximize support and theirpotential for Teaching and Learning.Goal: Provide ongoing professional learning activities for the various technology supportpersonnel.Strategy: Supervisors engage in activities to enhance their leadership abilities, communicationand team building skills. Technicians and Helpdesk staff will participate in monthly meetings toshare, collaborate, network, and learn. Technology Services StaffingAnalysis: Technology is changing at a rapid pace. With this rapid change, it’s increasinglyimportant to keep up with changing technology skills and adjust staffing structures to meet theneeds of the organization on a regular basis.Goal: Review organizational chart, positions and overall Technology Services structure everytwo years. This will include evaluating technology staff per device and staff member.Strategy: Make the necessary organizational adjustments based on review of support structure,Helpdesk reports, workloads and available budget. Review and adjust all job descriptions tomeet the changing technology landscape to support the District effectively. Technology Services Core ValuesThe Digital Learning Plan will be guided by the department’s Core Values.1. Trust, respect and care for each other. • Trust is the result of commitments realized.

2. Take pride in what we do. • Deliver the best product and service possible.3. Maintain true and real partnerships. • Great teaching and learning opportunities are built upon positive relationships.4. Have fun. • Make work a fun place. If you love what you do, you don’t work a day in your life.5. Do more with less. • Find out where there are opportunities to reduce costs without sacrificing service.6. Hold yourself and others accountable. • Take responsibility for your work and hold your co-workers accountable for their role in projects.7. Be prepared and on time. • Commit to whatever you’re working on and do your best.8. Embrace and drive change. • Technology changes rapidly. Inspire others to accept change throughout the organization.9. Learn something new every day. • Lifelong learning depends on continuous improvement. Innovate and create new opportunities for our students and staff.This plan is a “living” document. It is updated often to reflect accomplishments, documentprogress and lessons learned, and project recommendations for the future.Date Document Action