ONE-TO-ONE PLAN

The School District of New Hanover County is committed to providing students with an innovative learning experience to prepare them for the future.  Technology is an essential tool that provides our students and staff opportunities to communicate, collaborate, and create content.  The following plan establishes how the implementation of one-to-one devices will benefit teaching and learning in New Hanover County Schools over the next five years. The strategic direction of this plan is shaped by the district's vision and mission. In addition, this plan utilizes the North Carolina Digital Learning Progress Rubric to address the main factors of consideration when transitioning to a one-to-one environment. Prior to implementing the one-to-one plan, schools will complete the Digital Learning Progress Rubric to create a baseline of digital learning. Then schools will complete the rubric annually to measure growth in digital learning. This data will be reviewed and school goals will be set based on the data.  The following components of the North Carolina Digital Learning Progress Rubric are used to outline the main components of this plan:

MISSION, VISION, GOALS

New Hanover County Schools Mission Statement
The mission of New Hanover County Schools, in collaboration with our parents and the community, is to strive to provide children with an opportunity for a superior education in a safe and positive learning environment where they are prepared with the skills to succeed. 

Technology Vision Statement
New Hanover County Schools students will graduate with a firm foundation in critical thinking, collaboration, communication and creativity so they can be future-ready and globally competitive. 

Goals of the One-to-One Implementation Plan
Based on the vision of the role of technology in teaching and learning in New Hanover County Schools, the following goals have been established. All stakeholders will play a vital role in ensuring these goals are achieved. 

• Provide equitable access to technology for all students  

• Develop and promote digitally responsible citizens 

• Establish uniform, effective communication among stakeholders

• Integrate technology into the curriculum to enhance learning experiences 

 

Leadership
The members of the district leadership team will work together to make the transition to a one-to-one learning environment successful by monitoring the progress of the following key leadership elements: Personnel, Communication and Collaboration, Sustainability, and Policy.

 

Personnel
The Digital Teaching and Learning and Media Specialists will be an integral part of the one-to-one implementation. These roles will provide teachers and students the support and training needed to be successful in a blended learning environment. In review of the personnel, it has been determined more personnel will be needed to support the transition to a one-to-one environment. The gap analysis below identifies the gaps in personnel.

 

Current Staff	Proposed Staff	Gap
2 District Digital Teaching & Learning Specialists 9 Instructional Technology Facilitators 36 Full-time Certified School Media Coordinators	17 Digital Teaching & Learning Specialists 1 Supervisor of Digital Teaching & Learning 36 Full-time Certified School Media Coordinators 1 Full-time Lead Media Coordinator	15 Teaching & Learning Specialists 1 Supervisor of Digital Teaching & Learning 1 Full-time Lead Media Coordinator
Appendix A: Digital Learning Progress Rubric Recommended Staffing

Communication and Collaboration

The Change Management Team, consisting of the Director of Technology and Digital Learning, Client Services, Technology Project Manager, Digital Teaching and Learning Specialists, Chief Communication Officer, Instructional Technology Facilitators, Media Specialists, Executive Directors of Elementary and Secondary Instruction, Instructional Leads, and the Assistant Superintendent for Technology and Digital Learning has planned a strategy for keeping key stakeholders informed throughout each phase of the project. In addition, the Change Management team will use this communication plan to:  inform, coordinate, facilitate feedback, and organize project tasks.  This communication process will ensure all stakeholders are involved in the innovation process of moving to a one-to-one learning environment.  The cooperation and dedication of all school employees is important for the successful completion of the one-to-one device implementation.
Appendix B: Communication Plan
 

Sustainability

Implementing a successful one-to-one plan for New Hanover County Schools will require a commitment from the state, county, and school board. The initial implementation has been designed as a five year roll out plan with a four year replacement cycle. As additional schools are added each year, digital resources will also be acquired and provided to teachers and students. The funding for the initial implementation will be provided by New Hanover County Schools in addition to the allotted Federal CARES money the district will receive. To maintain sustainability, the district leadership team created a comprehensive long-term funding plan and implementation timeline.
Appendix C: Long-Term Funding Plan
Appendix D: Implementation Timeline

End-User Devices

Currently, New Hanover County Schools students are required to share devices throughout the school day. Sharing devices restricts the quality of instruction and assessment educators provide because it limits students access to digital resources. In addition, sharing devices impacts classroom time management. This one-to-one plan will allow students and staff members access to a high quality portable device that will travel with them throughout the day. Providing students with consistent access to a device will increase meaningful curricular integration and will push teachers to reexamine pedagogical practices.

DEVICE ALLOCATION CHART

Grade Level	Device Issued	Mobility Option
K-2	iPads	School Hours Access Only
3-12	Laptops	24/7 Access to Device to and from school

Focus

A primary focus of the one-to-one implementation plan will be on professional growth for all teachers, administrators, and other education professionals within the district. The professional development opportunities offered will lead to improvements in student
success and create a comprehensive understanding of skills that include success in a digital age. This plan is designed to organize the implementation of professional development surrounding the deployment of one-to-one devices to all students in the
district. The Digital Teaching and Learning Specialists will design and implement all required professional development. Topics included will consist of the following: device
management, best practices for teaching with one-to-one devices, blended learning instruction, classroom management with one-to-one devices, online safety, Google Workspace, TPACK Model, and how to effectively utilize Canvas, Google Classroom, or SeeSaw as a learning management system.

Appendix E: Comprehensive List of PD

Professional Development Vision

The vision of this professional development plan is to teach educators how to create a collaboratively enriched environment that is embraced by responsible students possessing relevant future ready skills. Each professional development session will be designed to teach educators how to maximize student learning using one-to-one devices.
 

Professional Development Mission

Our mission is to demonstrate for teachers how to…

• incorporate one-to-one devices into the curriculum and instruction to create an effective blended learning environment
• effectively manage one-to-one devices in the classroom
• model, promote, and instill appropriate digital citizenship skills

Professional Development Goals

All instructional staff in New Hanover County Schools will be required to attend the professional development provided.
Participants will learn…

• proper procedures for one-to-one device implementation and management
• different strategies for standards focused, technology infused lessons to create a positive and engaging learning environment
• how to integrate Google Workspace in the curriculum to promote communication and collaboration
• how to create an effective blended learning environment
• how to sue the features of the assigned learning management system to create an active learning atomsphere

Format

The format for the professional development will involve several different delivery methods. It will include face-to-face, virtual, and online self-paced training sessions. It will be tailored to staff needs and differentiated into beginners, intermediate, and advanced sessions. Professional development will be broken into five phases:

Phases	Phase Description
1: Create Implementation Plan	Create an implementation team that will guide the planning and preparation of professional development for implementing one-to-one devices.
2: Design Professional Development	Design self-paced, virtual, and face-to-face professional learning opportunities that will target the specific learning goals mentioned above.
3: Delivery of Proposal Development	Implement professional development to all educators.
4: Coaching Cycle	Provide ongoing site support for all stakeholders using individual/small group sessions, PLC’s and site-based initiated professional development as the one-to-one initiative evolves.
5: Annual Reflection & Revision	Reflect on the professional development and coaching provided during the 2021-2022 school year and make necessary revisions for the 2022-2023 school year based on reflection and site survey feedback.

 

Participation
Professional development will be provided for teachers and administrators. Additionally, central office administrators will have access to the professional development that is created for schools. Educators will receive digital learning continuing credit after completion of each professional development provided for the one-to-one implementation.

Appendix F: Professional Development Plan 

Educator Role

Educators in New Hanover County Schools will transition from a teacher-centered to a student-centered approach to learning. The deployment of one-to-one devices will allow educators to create personalized, blended, and problem-based learning environments to increase student ownership of learning. Educators will encourage students to be creative, critical thinkers and focus on student agency. This is a mindset of self-direction and student ownership and it begins by empowering students with voice and choice.
The TPACK (Technology, Pedagogy and Content Knowledge) and the Rigor and Relevance frameworks will be incorporated in the instructional design process and educators will provide opportunities for student creativity, communication, collaboration, and critical thinking in daily instruction.
During the one-to-one implementation plan, teachers will be expected to align all instructional design with the NC Digital Learning Competencies. Administrators will use the same competencies to measure educator digital teaching growth and mastery.

Student Role

Upon receiving the device, middle and high school students will be required to complete a self-paced device management training through their LMS. Elementary teachers will be provided with resources to teach device management. In addition, all students will be enrolled in a digital citizenship program.
 

Access to Digital Content

New Hanover County Schools has been purchasing digital content for more than five years, however all students have not had the opportunity to access it anytime/anywhere due to not being one-to-one. One benefit of digital content is that it is always up to date as opposed to traditional textbooks. The district has planned a K-12 Curriculum expansion for all subject areas including materials, professional development, and access to online platforms. As the implementation of the one-to-one plan progresses the need for print materials can be assessed.
The K-2 phonics expansion includes materials, professional development for training and coaching. The K-8 ELA expansion includes access to the online platform and demonstration lessons at each school. The 9th and 10th grade English I and English II curriculum adoption includes access to print materials as well as an online platform. Training for teachers will be ongoing throughout the 2021-2022 school year.
Eureka Math will be implemented in K-5. Teachers will receive training to Launch Eureka, Focus on Fluency, and Preparation and Customization. Student workbooks, teacher manuals, and manipulative materials will be purchased for each school. In addition to print materials, teachers will have access to two online platforms to use for assessment and planning.
For 6-8 math the expansion includes print materials and online platform access for all teachers and students. NC Math 1 and Biology print materials will be purchased for each
student and all students and teachers will have access to the online platform which includes an interactive textbook, practice problems, assessments and videos. Professional development will be ongoing throughout the school year.
As of right now, all K-12 social studies courses will be under new content standards starting next year. In order to help teachers with this process, we are going to pilot Studies Weekly for elementary social studies. Seven schools will receive a hard copy of the materials and the other schools will have electronic access. Studies Weekly can provide live or asynchronous training to our teachers. Middle School standards did not go through as significant of a change, but History Alive has been recommended as a resource to help support the content. High school social studies has undergone the most significant changes and History Alive was also chosen to help support the teachers in this process. History Alive can provide live or asynchronous training.
Common threads throughout the curriculum expansion are project/problem based learning, the integration into our existing learning management systems, student centered, rigor, and personalization. These common threads along with one-to-one will help our teachers create authentic learning opportunities that are aligned with the depth of rigor the North Carolina Standard Course of Study requires. Appendix G: Curriculum Plan  

Student-Centered Learning

Technology is woven into every aspect of our daily lives and we must prepare our students for the jobs that have yet to be imagined. By focusing on learning activities that integrate critical thinking, communication, collaboration, and creativity in their tasks, New Hanover County Schools will prepare students to be successful in their chosen career path.

Learning Management System (LMS)

New Hanover County Schools has standardized the following learning management systems throughout the county:
 

• SeeSaw Learning Journal (K-2)
• Google Classroom (3-8)
• Canvas (9-12)

The use of a common learning platform will allow consistency for parents and students across grade levels. Additionally, it will provide educators a familiar platform as they co-plan or share lessons across the district.
By using a learning management system, teachers will be able to communicate more effectively with parents and students as well as differentiate their lessons for students and provide timely constructive feedback on assignments.

Multiple & Varied Assessments
In education, one assessment generates evidence, which can be used to make decisions about student learning and development, as well as improve the quality and effectiveness of instruction. However, the use of multiple and varied assessments creates more comprehensive and accurate data.
Going one-to-one will provide access to the digital tools teachers need to create multiple forms of assessment and give them more options to receive instant assessment results to adjust teaching methods and strategies. Additionally, one-to-one devices will allow
students to receive instant assessment results and quick constructive feedback from teachers. Educators will continue to use current data platforms, such as Schoolnet, to collect student data and assess student growth to make informed decisions regarding instructional practices.

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