EDUC 629

Prince William County Public Schools

Educational Technology Plan 2011-2016

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Table of Contents
Vision, Mission, and Goals .. 3 Needs Assessment . 4 The Planning Process .. 6 State Goals and Objectives with Local Strategies and Measures . 6 Environment .. 6 Engagement . 7 Application .. 8 Tools . 9 Results .. 10 Implementation: Timetable and Budget for Goals, Objectives and Strategies .. 11 Executive Summary .. 17

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Vision, Mission, and Goals of Prince William County Schools

Mission Prince William County Schools (PWCS) will seek to acquire and implement the best of technology for all our students. PWCS will seek to hire and train the best possible administration and faculty. PWCS will research and implement the best strategies and technologies to reach all students to increase learning potential for all students at all times.

Vision Prince William County Schools (PWCS) desire to create a digital learning environment that eliminates boundaries so that all students may have their learning experience enhanced to its fullest potential. PWCS will be a school district that provides places for students in Prince William County of all cultures, learning abilities, and socioeconomic backgrounds to receive every conceivable manner of help to maximize their own personal learning while realizing their significance in the world.

Goals and Strategies Student Goals: 1. Classrooms will provide and environment in which all students will have equal opportunities to find solutions, whether by unique means or accepted practice, through individual and group work for their own benefit and for the good of all their classmates. 2. Classrooms will encourage all students to acquire the ability to learn new technologies and show increasing mastery of known technologies to enhance academic output and personal growth by means of engagement with meaningful curriculum with the help of assistive technologies as needed. 3. Classrooms will allow all students to apply appropriate technology in discerning long term objectives, devising appropriate steps to accomplish these goals in an acceptable amount of time, and producing artifacts. 4. Classrooms will provide students with an awareness of resources, and ability to use said resources, for differences in language and culture, learning and physical disabilities, and socioeconomic status. 5. Classrooms will discern achievement for all students through a variety of data-driven, researchbased methods and use that data to increase learning opportunities for all students, with an emphasis on digital equity issues.

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Needs Assessment

Strengths What are the current strengths? The Virginia Department of Education (VDOE) now integrates social and ethical issues as part of its Communication and Technology Standards of Learning. PWCS has implemented a new Strategic Plan for schools for the years of 2011-2015. There are repeated references to all equity issues in the key strategies and structure of the document with a clear, longterm plan to use technology as part of the solution to current needs. PWCS has implemented a new Education Technology Plan for the years of 2011-2015. The process for developing the document includes the claimed intent of correlating district goals with state requirements.

Weaknesses What are the current weaknesses? While the VDOE standards mention social and ethical issues, it does not specifically deal with the issues of assistive technology for special needs students, language and culture barriers, or socioeconomic issues. The PWCS Strategic Plan does not contain any statements combining educational technology and digital equity issues. The PWCS Educational Technology Plan also contains no statements combining educational technology and digital equity issues. The topic of digital equity appears to have been completely overlooked in the current documentation.

Opportunities What are the future opportunities? The implementation of the new VDOE SOLs allows for focus to deepen beyond the broad state standards to explore new areas in research and practice to digital equity issues. The new VDOE SOLs allow for districts to have a common standard from which to start but also allow for incentive based grant programs that allow districts to creatively pursue new ways of satisfying digital equity needs.

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The PWCS Strategic Plan provides an overarching approach to combine educational technology and digital equity issues. The parameters of the PWCS Educational Technology Plan allow for a combination of a true research based approach to Educational Technology and digital equity need areas.

Threats What threatens those future opportunities? The primary threat, in the modern setting, is financial. Economic problems can lead to budget cutbacks instead of progress and experimentation. It becomes extremely difficult to sell new and unproven methods and programs with decreasing financial means. If any new programs or methods fail, especially in a noteworthy way, then there may be less willingness to continue trying new approaches despite what research would point towards. There needs to be care to maintain an approach to provide an overarching direction in the plans that can be implemented in multiple scenarios instead of only developing ways to deal with specific digital equity issues as they arise. The PWCS Strategic Plan and Educational Technology Plan both claim to be flexible and have built in review expectations, but the temptation to not branch out into specific standards for digital equity issues until new plans are developed must be avoided.

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The Planning Process

State Goals and Objectives with Local Strategies and Measures

Environment
State (VA): Goal 1: Provide a safe, flexible and effective learning environment for all students. Objective 1.1: Deliver appropriate and challenging curricula through face-to-face, blended, and virtual learning environments. Objective 1.2: Provide technical and human infrastructure necessary to support real, blended, and virtual learning environments. Objective 1.3: Provide high-quality professional development to help educators create, maintain, and work in a variety of learner-centered environments. Local: Strategy 1.1.1: Encourage teachers and administrators to use current technology capabilities regarding digital equity. Strategy 1.1.2: Combine professional research, and data-driven district level research, to determine hierarchy of needs areas related to technology for digital equity. Strategy 1.1.3: Evaluate effectiveness of district and school level use of technology for digital equity and make data-driven decisions for necessary adjustments. Strategy 1.2.1: Identify and implement local and/or state solutions for wired infrastructure to provide all schools with wireless access both short and long term. Strategy 1.2.2: Review equipment provided to Instructional Technology Resource Teachers (ITRT) and make research-driven decisions for changes or improvements biannually. Strategy 1.2.3: Facilitate research-driven discussions on capability of current technology to meet the needs of students with cultural, special needs, and socioeconomic differences.

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Strategy 1.3.1: Facilitate professional development for ITRT specific to technology, infrastructure, and teacher support with an emphasis on digital equity. Strategy 1.3.2: Facilitate inclusion of digital equity issues in all professional development options for teachers. Strategy 1.3.3: Include community input and professional support regarding digital equity issues in shaping programs to develop new technology uses.

Engagement
State (VA): Goal 2: Engage students in meaningful curricular content through the purposeful and effective use of technology. Objective 2.1: Support innovative professional development practices that promote strategic growth for all educators and collaboration with other educators, content experts, and students. Objective 2.2: Actualize the ability of technology to individualize learning and provide equitable opportunities for all learners. Objective 2.3: Facilitate the implementation of high-quality internet safety programs in schools. Local: Strategy 2.1.1: Identify and collaborate with a variety of community institutions to identify interests and needs of various cultures and socioeconomic statuses. Strategy 2.1.2: Identify, develop and promote professional development opportunities that encourage creative measures for combining technology with digital equity needs. Strategy 2.2.1: Identify valid options for technology access for students needing assistance to achieve digital equity. Strategy 2.2.2: Provide professional development and support that encourages combining technology with Individualized Education Plans for students with special needs. Strategy 2.3.1: Develop and implement structure that allows for training in internet safety for all administrators, teachers, parents and students. Strategy 2.3.2: Identify specific internet safety needs relating to digital equity, and devise and disseminate information to stakeholders to whom it is pertinent.

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Application
State (VA): Goal 3: Afford students with opportunities to apply technology effectively to gain knowledge , develop skills, and create and distribute artifacts that reflect their understandings. Objective 3.1: Provide and support professional development that increases the capacity of teachers to design and facilitate meaningful learning experiences, thereby encouraging students to create, problemsolve, communicate, collaborate, and use real-world skills by applying technology purposefully. Objective 3.2: Ensure that students, teachers, and administration are ICT literate. Objective 3.3: Implement technology-based formative assessments that produce further growth in content knowledge and skills development. Local: PWCS currently provides schools with access to the following software: Discovery Education, Pixie, Frames, Share, Inspiration, and Kidspiration. Interactive Whiteboards and peripherals are provided for schools as well as laptops for each schools ITRT. All other software and hardware decisions are left up to the individual school due to the site based management structure of PWCS. Strategy 3.1.1: Provide teachers with information, examples, and professional development concerning software and internet applications that allow for students of all abilities and circumstances to gain understanding in how to learn on their own. Strategy 3.1.2: Encourage teachers to explore safe uses of social media and ways to implement that into the classroom. Strategy 3.1.3: Identify and evaluate new resources for recommendation and dissemination to teachers and schools to help bridge the gaps in digital equity issues. Strategy 3.2.1: Identify existing systems, software, and internet resources that assess Internet Communication and Technology (ICT) literacy. Strategy 3.2.2: Devise data-driven research standards to determine if Virginia Technology Standards of Learning are being met and develop remedial programs if necessary, especially regarding students with digital equity needs. Strategy 3.2.3: Identify and implement professional development opportunities that emphasize meeting the needs of students with cultural, special needs, and socioeconomic differences. Strategy 3.3.1: Identify existing assessments and assessment strategies from leading Instructional Technology societies and implement any deemed appropriate on a trial basis.

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Strategy 3.3.2: Design and implement data-driven and research-based assessments that adequately assess all students, regardless of digital equity needs, and all aspects of learning. Strategy 3.3.3: Identify and promote professional development opportunities that address technology based assessments.

Tools
Goal 4: Provide students with access to authentic and appropriate tools to gain knowledge, develop skills, extend capabilities, and create and disseminate artifacts that demonstrate their understandings. Objective 4.1: Provide resources and support to ensure that every student has access to a personal computing device. Objective 4.2: Provide technical and pedagogical support to ensure that students, teachers, and administrators can effectively access and use technology tools. Objective 4.3: Identify and disseminate information and resources that assist educators in selecting authentic and appropriate tools for all grade levels and curricular areas. Local: Strategy 4.1.1: Make research-based decisions on which tools to provide with favor being shown to those that can be more easily adapted in digital equity situations. Strategy 4.1.2: Provide tools that allow the portability needed for 21st century classrooms and instructional settings that allow students to maximize learning opportunities. Strategy 4.1.3: Ensure students receive accurate training and opportunity to use tools in situations involving personal, local and community interests. Strategy 4.2.1: Equip ITRTs to provide assistance to teachers and students in effectively integrating tools into the learning process. Strategy 4.2.2: Provide IT support for ITRTs to maintain all tools and networks in working order. Strategy 4.3.1: Identify new technologies and tools through interaction with Instructional Technology societies and conferences and disseminate information to administrators and instructors. Strategy 4.3.2: Develop programs to evaluate tools relating to digital equity issues.

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Results
State (VA): Goal 5: Use technology to support a culture of data-driven decision making that relies upon data to evaluate and improve teaching and learning. Objective 5.1: Use data to inform and adjust technical, pedagogical, and financial support. Objective 5.2: Provide support to help teachers disaggregate, interpret, and use data to plan, improve, and differentiate instruction. Objective 5.3: Promote the use of technology to inform the design and implementation of next generation standardized assessments. Local: Strategy 5.1.1: Use data to inform purchases with emphasis on digital equity. Strategy 5.1.2: Conduct semester surveys regarding tools, applications, and digital equity and compare with state produced survey results. Strategy 5.1.3: Use current enrollment information to determine purchase budgets for specific assistive technology tools. Strategy 5.2.1: Provide training for ITRTs in disaggregating and interpreting data for planning assistance to teachers and administrators. Strategy 5.2.2: Identify resources for ITRTs to use in training teachers to disaggregate, interpret, and use data in instruction. Strategy 5.2.3: Provide training and tools to interpret data regarding cultural, special needs, and socioeconomic differences, and resources to overcome those differences. Strategy 5.3.1: Identify current technology based methods used to demonstrate understanding. Strategy 5.3.2: Identify or develop methods to use technology in creating assessments relevant to students with digital equity needs.

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Implementation
Budget and Timetable for Goals, Objectives, Strategies, and Measures
All budget items will begin immediately. Initial equipment purchases and infrastructure improvements will be made during the 2012 summer. Other improvements will be made either on a per need basis or as specified in the timeframe cell of the proposed budget corresponding to its related strategy. Strategies
1.1.1 Encourage teachers and administrators to use current technology capabilities regarding digital equity. 1.1.2 Combine professional research, and data-driven district level research, to determine hierarchy of needs areas related to technology for digital equity.

Timeframe & Estimated Budget

Ongoing No additional funding Ongoing No additional funding

Evaluation & Identification Measures

Formal and informal, anonymous surveys for school staff Current hardware and software in each school documented Current student needs by volume and specificity identified and listed Needs areas listed by technology deficiencies, urgent need, and largest volume need Formal, anonymous surveys for school staff

1.1.3 Evaluate effectiveness of district and school level use of technology for digital equity and make data-driven decisions for necessary adjustments. 1.2.1 Identify and implement local and/or state solutions for wired infrastructure to provide all schools with wireless access both short and long term. 1.2.2 Review equipment provided to Instructional Technology Resource Teachers (ITRT) and make researchdriven decisions for changes or improvements biannually. 1.2.3 Facilitate research-driven discussions on capability of current technology to meet the needs of students with cultural, special needs, and socioeconomic differences. 1.3.1 Facilitate professional development for ITRT specific to technology, infrastructure, and teacher support with an emphasis on digital equity. 1.3.2 Facilitate inclusion of digital equity issues in all professional development options for teachers. 1.3.3 Include community input and professional support regarding digital equity issues in shaping programs to develop new technology uses. 2.1.1 Identify and collaborate with a variety of community institutions to identify interests and needs of various cultures and socioeconomic statuses.

Ongoing No additional funding

2011-2012 $450,000

Number of schools with wired infrastructure

2012, 2014, & 2016 $2,000,000

Review of ITRT suggestions Study of advances in technology for education in conjunction with IT department Planned meetings with ITRT, administrators, classroom teachers, and community resources

Ongoing No additional funding

Ongoing $1,000,000

Ongoing No additional funding Ongoing No additional funding

Ongoing School-based funding

Identify local, state, and national instructional technology learning opportunities Identify local partnerships for training support Identify and promote professional development opportunities that explicitly attempt to benefit all students Identify local partnerships for training support Invite local experts in equity needs to assess our programs and offer suggestions for improvement Seek to identify and partner with organizations and persons in the community who are familiar with the specific needs of our students

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2.1.2 Identify, develop and promote professional development opportunities that encourage creative measures for combining technology with digital equity needs. 2.2.1 Identify valid options for technology access for students needing assistance to achieve digital equity.

Ongoing No additional funding

Ongoing School-based funding

2.2.2 Provide professional development and support that encourages combining technology with Individualized Education Plans for students with special needs. 2.3.1 Develop and implement structure that allows for training in internet safety for all administrators, teachers, parents and students.

Ongoing No additional funding

June 2012 No additional funding

2.3.2 Identify specific internet safety needs relating to digital equity, and devise and disseminate information to stakeholders to whom it is pertinent. 3.1.1 Provide teachers with information, examples, and professional development concerning software and internet applications that allow for students of all abilities and circumstances to gain understanding in how to learn on their own. 3.1.2 Encourage teachers to explore safe uses of social media and ways to implement that into the classroom. 3.1.3 Identify and evaluate new resources for recommendation and dissemination to teachers and schools to help bridge the gaps in digital equity issues. 3.2.1 Identify existing systems, software, and internet resources that assess Internet Communication and Technology (ICT) literacy. 3.2.2 Devise data-driven research standards to determine if Virginia Technology Standards of Learning are being met and develop remedial programs if necessary, especially regarding students with digital equity needs. 3.2.3 Identify and implement professional development opportunities that emphasize meeting the needs of students with cultural, special needs, and socioeconomic differences.

June 2012 No additional funding

Ongoing $150,000

Tracking national, state, and local organizations for opportunities Promoting those ideas, via email, as they are identified Developing district wide creative training in conjunction with ITRTs Research devices designed for special needs Research devices designed for multilingual learning Identify options for students with access needs due to socioeconomic status Identify number and type of resources provided to schools Identify number of IEPs for all schools Identify and promote professional development opportunities highlighting IEPs and technology Plan and organize professional development opportunity emphasizing safety curriculum, materials and Acceptable Use Policy Incorporate internet safety teaching into school curriculum and provide parents with access to standards Devise separate means of displaying and disseminating internet safety standards to students with special needs and language differences Purchase trial software and temporary internet access when pertinent Provide instructional video and practice assignments for potential new software and internet uses

Ongoing No additional funding Ongoing $50,000

Ongoing No additional funding

February (annual) No additional funding

Pilot projects for use of social media Development of social media standards within internet safety standards ITRT suggestions for new technology and web resources Teacher and administrator suggestions for new technology and web resources New programs from current technology and web resources Research sources that meet ICT literacy evaluation needs Survey ITRTs for suggested methods to assess ICT literacy Implement district wide VSOL standards testing for all grade levels Identify assistive technology needs for digital equity students

Ongoing No additional funding

Identify national, state and local professional development opportunities and disseminate among school staff

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3.3.1 Identify existing assessments and assessment strategies from leading Instructional Technology societies and implement any deemed appropriate on a trial basis. 3.3.2 Design and implement datadriven and research-based assessments that adequately assess all students, regardless of digital equity needs, and all aspects of learning. 3.3.3 Identify and promote professional development opportunities that address technology based assessments. 4.1.1 Make research-based decisions on which tools to provide with favor being shown to those that can be more easily adapted in digital equity situations. 4.1.2 Provide tools that allow the portability needed for 21st century classrooms and instructional settings that allow students to maximize learning opportunities. 4.1.3 Ensure students receive accurate training and opportunity to use tools in situations involving personal, local and community interests. 4.2.1 Equip ITRTs to provide assistance to teachers and students in effectively integrating tools into the learning process. 4.2.2 Provide IT support for ITRTs to maintain all tools and networks in working order. 4.3.1 Identify new technologies and tools through interaction with Instructional Technology societies and conferences and disseminate information to administrators and instructors. 4.3.2 Develop programs to evaluate tools relating to digital equity issues. 5.1.1 Use data to inform purchases with emphasis on digital equity. 5.1.2 Conduct semester surveys regarding tools, applications, and digital equity and compare with state produced survey results. 5.1.3 Use current enrollment information to determine purchase budgets for specific assistive technology tools.

June (annual) No additional funding

Research sources for existing technology based assessments

Ongoing No additional funding

District assessment data Input from ITRTs and other school staff Data-driven best practices for assessment in digital equity Identify national, state, and local professional development opportunities relating to technology based assessments Disseminate information among school staff Identify number of assistive technology tools & students Identify number of language needs tools and students Identify appropriate new tools via research and suggest as appropriate Identify tools via data-driven research Develop pilot programs for new tools Use district level data to determine further use and purchases Provide ICT training and instruction for all students Provide all schools with state mandated number of ITRTs and encourage their involvement in the classroom Provide ITRTs with membership in ISTE Provide cooperative professional development days to foster teamwork between ITRTs and classroom teachers Develop secure and efficient communication process between ITRTs and IT department District level Instructional Technology account with ISTE, AECT, AACE and other Instructional Technology societies

Ongoing No additional funding

Ongoing $2,500,000

Ongoing $5,000,000

Ongoing No additional funding

Ongoing $100,000

Ongoing No additional funding Ongoing $1,000

Ongoing No additional funding

Ongoing No additional funding Fall & Spring (annual) No additional funding

Ongoing School-based funding

Formal surveys for all school staff using technology with digital equity students Data-driven comparison of differing tools used for similar students Identify data-driven research on multiple internet, software and hardware tools from multiple sources Formal surveys concerning tools and applications related to digital equity district wide Comparison with related state produced data Identify number of assistive technology tools & students Identify number of language needs tools and students Identify appropriate new tools via

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5.2.1 Provide training for ITRTs in disaggregating and interpreting data for planning assistance to teachers and administrators. 5.2.2 Identify resources for ITRTs to use in training teachers to disaggregate, interpret, and use data in instruction. 5.2.3 Provide training and tools to interpret data regarding cultural, special needs, and socioeconomic differences, and resources to overcome those differences. 5.3.1 Identify current technology based methods used to demonstrate understanding. 5.3.2 Identify or develop methods to use technology in creating assessments relevant to students with digital equity needs.

Ongoing No additional funding

Ongoing No additional funding Ongoing $100,000

research and suggest as appropriate Identify professional development opportunities in disaggregating and interpreting data Disseminate information to ITRTs Provide professional development to ITRTs to assist in training classroom teachers Identify professional development opportunities for interpreting data Use data-driven research to identify tools to help interpret data Data-driven research for simulations, game environments, delivery platforms and multiple ways for students to demonstrate understanding. Data-driven research for simulations, game environments, delivery platforms and multiple ways for students to demonstrate understanding.

Ongoing No additional funding

Ongoing School-based funding

Lesson Plan 1: Course Information --English --Multi-Media Presentations --Grade 9 --3-5 class periods (1st class period sequence given) Issues and Challenges for English Instruction --Media and technology usage --Research methodology --Group presentations Technology Integration in English Instruction Using multi-media sources to gather information Examples: Youtube, Vimeo, and Smithsonian, History Channel, or other professional video source; Web-based news archives, Online newspapers. Motivational tools Examples: Completed projects, Video presentations of ideas Objectives Virginia Standards of Learning
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VA 9.2 The student will produce, analyze, and evaluate auditory, visual, and written media messages VA 9.8 The student will use print, electronic databases, online resources, and other media to access information to create a research product NETS-S 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems and operations. Introduction/Attention Grabber --Ask students if theyve ever watched a Youtube video --Ask students if theyve ever watched a video podcast --Ask students if theyve watched a Youtube video or video podcast that describes an historical event, is a how-to video, or gives information about a person --Ask students to describe what they liked about their favorite Youtube videos and video podcasts Class Sequence --Hook (3-5 minutes) --Teacher plays sample video clips (5 minutes) --Teacher places students into groups of 4 (3-5 minutes) --Students brainstorm and present potential topics to teacher/resource teacher for approval (510 minutes) --Teacher/resource teacher monitors as students develop initial storyboard idea (5-10 minutes) minutes) --Teacher/resource teacher monitors and group begins to research their topic (10-15 minutes) Resources/Materials --Sample video clips --Computers/tablets (school specific) for internet --Video recording equipment (presentation) Digital Equity Strategies --Research can be multilingual
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--Language and assistive aids for research --Authentic practice opportunities --Group work to mitigate assistive technology needs --All work done in classroom to remove socioeconomic disadvantage Assessments --Ongoing: Monitor/guide group work in choosing topic Monitor/guide group work in choosing research sources Monitor/guide group work in storyboarding Monitor/guide group work in scripting video podcast --End of Lesson: Students present 3-5 minute video podcast

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Executive Summary
Crosswalk of Goals A goal comparison of the National Educational Technology Plan, the Educational Technology Plan for your state, and the Imaginary County Public Schools Strategic Plan.
National Educational Technology Plan Educational Technology Plan for (your state) Imaginary County Public Schools Strategic Plan

Learning: All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.

Engage students in meaningful curricular content through the purposeful and effective use of technology.

Assessment: Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement.

Use technology to support a culture of data-driven decision making that relies upon data to evaluate and improve teaching and learning.

Teaching: Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners. Infrastructure: All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.

Afford students with opportunities to apply technology effectively to gain knowledge , develop skills, and create and distribute artifacts that reflect their understandings.

Classrooms will encourage all students to acquire the ability to learn new technologies and show increasing mastery of known technologies to enhance academic output and personal growth by means of engagement with meaningful curriculum with the help of assistive technologies as needed. Classrooms will discern achievement for all students through a variety of data-driven, research-based methods and use that data to increase learning opportunities for all students, with an emphasis on digital equity issues. Classrooms will allow all students to apply appropriate technology in discerning long term objectives, devising appropriate steps to accomplish these goals in an acceptable amount of time, and producing artifacts. Classrooms will provide students with an awareness of resources, and ability to use said resources, for differences in language and culture, learning and physical disabilities, and socioeconomic status. Classrooms will provide and environment in which all students will have equal
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Productivity: Our education system at all levels will redesign processes and structures to take

Provide students with access to authentic and appropriate tools to gain knowledge, develop skills, extend capabilities, and create and disseminate artifacts that demonstrate their understandings. Provide a safe, flexible and effective learning environment for all students.

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advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.

opportunities to find solutions, whether by unique means or accepted practice, through individual and group work for their own benefit and for the good of all their classmates.

The plan, as presented, places significant interest on identifying the variety of needs amongst students. By providing consistent access to the best learning tools, be they assistive technology, internet, multilingual learning activities, etc., all students will have the opportunity to achieve to their maximum potential. Professional development will be sought for all school staff with an emphasis on developing a technology based approach that encourages higher order thinking from students and assessing their progress with a variety of data-driven, research-based means. Teaching staff and ITRTs will be tasked with identifying student abilities and needs, pairing appropriate technology with each student, and helping students with needs to achieve as much as possible. Infrastructure in schools will be kept at the highest level affordable. Internet connectivity, technology tools, and technology training will be organized in a manner to benefit all students with a special focus on digital equity needs areas. With the overall emphasis, student productivity should occur at the highest level possible for each individual.

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References International Society for Technology in Education. (2007). NETS for students. Retrieved from http://www.iste.org/standards/nets-for-students.aspx International Society for Technology in Education. (2008). NETS for teachers. Retrieved from http://www.iste.org/standards/nets-for-teachers.aspx Prince William County Public Schools. (2010). Educational technology plan: 2011-2015. Retrieved from http://ww2.pwcs.edu/admin/techtaskforce/techplan/201115EdTechPlan11.30.2010_1.pdf Prince William County Public Schools. (2011). Strategic plan: 2011-2015. Retrieved from http://pwcs.accountability.schoolfusion.us/modules/groups/homepagefiles/cms/1007118/File/Str ategicPlan/StrategicPlan_2011-15.pdf United States Department of Education. (2010). National education technology plan 2010. Retrieved from http://www.ed.gov/sites/default/files/netp2010.pdf Virginia Department of Education. (2010). Educational technology plan for Virginia: 20102015. Retrieved from http://www.doe.virginia.gov/support/technology/edtech_plan/plan.pdf Virginia Department of Education. (2011). School division report card: Prince William county public schools. Retrieved from https://p1pe.doe.virginia.gov/reportcard/report.do?division=75&schoolName=All

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