HomeMy WebLinkAbout06 Report 08-067 DRIVE to Success
26 March 2008
Report 08-067 to Chairs’ Committee
DRIVE to Success
Originators: Cathy Nevins, Superintendent of Instruction
Michele Giroux, Executive Officer
David Miller, Manager of Business & Learning Technologies
Purpose:
1. To provide an overview of the OCDSB “DRIVE to Success” initiative – becoming an
evidence informed decision making school district.
The Ministry’s focus on evidence informed decision making, matched with the OCDSB’s
own goal of becoming a “data driven board”, is now collectively known as “DRIVE to
Success”. “DRIVE” is an acronym for Data, Research, Information, Vision and Evidence –
critical components to effective decision making. This is a progressive initiative,
incorporating data collection and reporting strategies along with an integrated technology
plan.
Our DRIVE to Success ensures that we have the technological infrastructure and data
architecture to facilitate evidence based decision making based that will put our students first.
This initiative is a component of our district’s Strategic Plan, and exists to support school
improvement plans.
Background:
2. Effective decision-making in any organization must be supported by evidence which is
derived from research, data, observation, experience and analysis. Over the past several
years, there has been an increasing emphasis on the need to be a “data driven organization”.
Data collection is essential to any organization. At the OCDSB, as with most school districts,
data falls into two main categories: student based data and corporate data. Both must align at
some point to provide proper information for decisions to be made. Appendix A illustrates
some of the data currently collected at the OCDSB, and the purpose for which it is being
collected. Attached as Appendix B is a glossary of terms/acronyms referred to herein.
3. With the arrival of modern technology, the ability to collect, maintain, and analyze data has
increased exponentially. As the ability to collect and manipulate data gets easier, the need for
systems, technology, priorities, understanding and training about data management also
increases exponentially. Prior to undertaking any data collection process, it is imperative that
there is a clear understanding of decisions that will be made using the information derived
from the data.
4. In April 2005, the Ministry of Education adopted a “philosophy” of evidence informed
decision making (EIDM). They recognized that ‘data’ presented as fact without corroborating
evidence could be harmful, or at best a wasted effort. The evidence would, in turn, be used to
improve student achievement. Accordingly, they established a new data capacity building
program for school districts entitled “Managing Information for Student Achievement”
(MISA). The program was originally designed to invest $12 - $15 million over three years in
student achievement data collection systems at the provincial and at the local level. This has
proven to be a successful initiative, such that the total investment has increased to
approximately $90 million over three years.
5. MISA is intended to effect change in information management at both the provincial level
and within school boards in three primary areas:
• data management,
• technology, and
• human resources
At the provincial level, MISA will establish Ministry data management standards and
guidelines, and create informed policies and programs. The technology to be used will be
Ontario Student Information System (OnSIS) and the Elementary Secondary Data
Warehouse (ESDW).
At the local level, MISA is intended to establish school and school board data standards and
guidelines, and assist with informing decisions and instructional practice. Local technical
projects will vary by school district depending on requirements.
6. In order to support collaboration and consistency in provincial and local programs, the
Ministry established 7 regional Professional Network Communities (PNCs). These were
teams of academic, administrative and information management professionals from school
boards within a geographic region who worked together towards the MISA objectives. The
OCDSB belongs to the Ottawa Region PNC.
OnSIS
7. An important part of the MISA project at the provincial level was a technology initiative
called OnSIS – the Ontario School Information System. It was designed to collect validated
data from all school districts at three common points during the school year – October 31,
March 31 and June 30, replacing the previous October and March reporting processes.
8. OnSIS would allow for the collection of province wide achievement data with common data
collection and verification standards. It provides a common “snapshot” between all school
boards, so proper comparative analysis can be performed. OnSIS was designed to overcome
the limitation of the previous reporting processes. To achieve this, the Ministry became
extremely prescriptive as to the definition of the data sets, and the reporting period deadlines.
They established unique identifiers for students (the Ontario Education Number - “OEN”,
the Ministry Educator Number – “MEN”) for teachers and administrators, and then
standardized course codes and time assignments for teachers.
9. OnSIS data collection is facilitated through the “Trillium” student information system, with
the initial data input derived automatically from information already existing in the system
such as elemental student data, OEN, course codes, teacher assignment. The validation
process is time consuming, requiring a collaborative effort between schools, central
departments, and often other school districts. However, since OnSIS data will be used to feed
other systems, and will be used as a basis for funding to all school districts, an effective
strategy for managing OnSIS information is critical.
10. The following diagram illustrates the data flow into / out of OnSIS. Beginning with school
boards, data is collected from students, teachers & principals, and from central departments
through the SMS (Trillium, in our case). Information is sent to our local data warehouse, then
on to the reporting system (in our case, the Datawall), next to final signoff by the board, and
finally up to OnSIS. The information is stripped of identifiers and then sent to the ESDW.
Elementary-Secondary Data Warehouse (“ESDW”),
11. The Ministry has a second technology project underway. The Elementary-Secondary Data
Warehouse (“ESDW”) is an online data repository containing depersonalized data collected
from OnSIS, test scores provided by the Education Quality and Accountability Office
(EQAO), and from other sources such as Statistics Canada. This system will enable analysis
and reporting of student achievement over time, and will be used to directly support programs
such as Student Success / Learning to 18, Literacy and Numeracy and others to come. This
system is not yet in operation.
Status:
12. Prior to the development of the MISA project, the OCDSB had recognized the need for a
comprehensive long term technology plan which addressed hardware infrastructure needs,
software solutions, and data management for both the academic and business functions of the
school district. A five year technology plan was developed with the following philosophy:
“Technology is a learning support tool – it provides physical aids to students, provides
communications vehicles for students, provides learning tools for students, provides
mechanisms to measure student achievement, provides administrative support systems
that allow the organization to be more efficient and student focused.”
13. The MISA project was a catalyst for progress on the academic side of the technology plan.
As a larger school district, the OCDSB was already well along the path in terms of
identifying needs for centralized data collection, but needed resources in order to address
those needs. When the province introduced the MISA project, it presented the opportunity
for us to use one-time funds to enhance our systems, equipment and training, specifically in
the elementary report card system, the data warehouse, the data archive system, and data
reporting tools.
14. Our local MISA Plan, as designed in 2005, initially focused on the implementation of an
online elementary report card (TWEA), the creation of a student data warehouse, and the
installation of a student data archive system for transcripts. Each of these initiatives required
the acquisition of hardware and software, but more importantly required significant emphasis
on training to ensure proper use and extensive data cleansing to validate the accuracy of the
data.
15. Over the past three years, work in these areas has continued and we have expanded the use of
the data warehouse to include achievement data. The following successes have been realized:
• TWEA report card fully implemented and in operation for two years
• Transcript archive system installed and continues to be populated with data
• Data warehouse “The Data mart” in operation; collecting formative assessment data,
achievement data, report card data
• Data reporting tool for teachers and principals “The Data wall” is in final test and is
to be rolled out in June across the system
• OnSIS reporting is now in year two, and is an ongoing process
• An Information Administrator has been hired to assess requests for data and
information, and to provide informative reports
• An Information Assistant is being hired to assist with the implementation of the
electronic document management project, eventually to include the coordination of
indexing and conversion tasks
• In collaboration with the Ottawa region PNC, the OCDSB developed and
successfully completed several action research projects for the classroom, plus three
regional technical symposiums held in Kingston, and assisted with a province-wide
privacy awareness project (“PIMT”) which has produced a toolkit for school boards,
to be released later this spring
• Provided direct assistance to two other PNC school districts with the implementation
of their own online report card.
16. Our progress on the MISA project has been guided by a provincial MISA continuum,
attached as Appendix B. The continuum is divided between the three MISA objectives:
technology, data management and human resources. Over the three years of the project, each
board was surveyed as to where on the continuum they stood (i.e.: on target or not). The
ultimate goal was to move all boards through four stages from pre-implementation, early
implementation, building capacity and ultimately, sustaining capacity.
17. Throughout the project, the OCDSB has been leading in some areas consistently, especially
in the technology and data collection areas. This is understandable as the OCDSB adopted the
EIDM philosophy and central collection process prior to MISA. At this point, our area of
focus is in building capacity at the human resource level, which means teaching people how
to effectively use data to develop the information required in order to make decisions.
18. The OCDSB has embarked on several data collection and reporting programs to aid in the
EIDM goals. This will reduce the number of systems and occasions that data must be entered,
providing more accurate data at a reduced risk and cost.
Some of these projects include:
• Subject attendance recording
• Web-based IEP
• Web based TPA
• The Data Wall
• ELL / ELD tracking
• ESL tracking
• Continuing Ed on-line course registration and payment
• School locally-collected funds automation, on-line payment of school fees (trial)
• On-line student transfer application process (Lisgar and Col By)
• Co-op education Personal Placement Learning Plan (PPLP)
• Report catalogue / data mapping
• New web page which incorporates an access portal (“Students Area” and “The Staff
Room”), so that students and staff may access resources securely without having to
look in several locations, or remember several account names or passwords.
19. As we continue to develop data collection tools our focus is ensuring the tools are ‘tightly
integrated’, meaning that in most cases data will be collected from a single source often at a
single time, and will be used to support multiple applications. For example, data collected for
specific testing (such as PM Benchmarks) can be input directly into the assessment tool so
that it does not have to be entered manually at another time for a different purpose. This will
facilitate the most efficient collection of data with the least impact on the teachers’ or
administrators’ time, and will greatly improve data accuracy and security.
Linking Data Collection with Classroom Technology
20. In order for data collection tools to be effective in the classroom, we must ensure that our
schools and classrooms house the right equipment and that we create learning environments
where technology plays a supportive role. This year, we introduced a new program entitled
the Classroom Technology Needs Assessment (“CTNA”). CTNA is designed to address the
growing gap between available technology, student and staff use of that technology, and
identification of replacement technology for the classroom that would integrate into the
current curriculum, and as well address the needs of the modern student (“the Facebook
Generation”). The CTNA initiative recognizes that the everyday use of technology in the
classroom in a positive way enhances the use of technology for data collection purposes
which ultimately ensures that we can move the organization towards evidence based decision
making.
21. The overall strategy of CTNA has been designed to reduce the impact of barriers to teachers
making use of technology in everyday instruction. Some of the key initiatives under CTNA
include the following:
• Stable, consistent teaching and learning environments: In the past, computers have
been allocated to schools based solely on a mathematical formula (ratio of
students/computer). While equitable, this process has lead to a mishmash of models
and operating systems that can lead to user frustration, problematic support issues,
and decreased time on task for learners. This year’s allocation strategy, while still
based on need and ratio, has been tuned to try and standardize computer labs in one
third of schools, ensuring a stable, consistent environment.
• Refurbishment: In the remaining two thirds of schools who are not in line for a
complete lab renewal this year, a refurbishment of existing equipment has been
offered. Replacement mice/keyboards, re-imaging and cabling clean-up have been
performed to help ensure the best possible experience for learners. This proactive
program is also helping alleviate some pressure on the volunteer "Computer Contact
Teacher" in the schools. This initiative along with the previous one are also
addressing some of the ‘fighting’ for the best machines by students as they enter a
lab.
• Professional Development: One of the key barriers to technology integration that
teachers identified was a lack of professional development opportunities. Workshops
on key strategic curriculum areas (Assistive technology, literacy and technology,
"Web 2.0" social tools, pod casting, etc) have been developed and offered around the
district. Special attention has been focused on new teachers and on schools receiving
new computer labs, with an eye towards making the best possible use of the
investment in technology.
• Teacher-led professional learning/sharing: B< is sponsoring a number of teacher-
led initiatives to investigate and develop best practices with emerging technologies.
The projects (proposed by teachers and supported by Principals in the school) include
such areas as GPS/Mapping technologies, school-wide use of USB memory keys,
pod casting, use of handheld personal digital assistants with students, and rich-media
authoring with at-risk learners.
• Library Infrastructure: A significant upgrade to the library circulation system is
underway, with 25 school successfully migrated to the new system. This upgrade
enables students to access the library catalogue from any OCDSB computer (via a
web browser), thereby significantly increasing their access and use of library
resources.
• Technologies of Engagement: To further drive integration of technology across the
curriculum, modern tools are being brought into the classroom to help drive student
engagement. Each school has been allocated a new multi-media cart (cart, laptop,
LCD projector). In additional to this, 22 additional interactive whiteboards have been
purchased this year to explore their effectiveness as a classroom tool. A parallel
project is also underway to place 18 interactive input "tablets" into classrooms as an
alternative to a fixed whiteboard. Also this year, several new pieces of equipment –
mini laptop computers, handheld portable interactive whiteboards, video capturing
equipment, to name a few – are being field tested in several locations.
Transforming Data into Information – Looking Forward
22. The installation of technology solutions and the collection of data are important because they
create the architecture for a data driven organization. However, data is simply a collection of
facts and figures – sets of information that you manipulate in order to draw conclusions.
Information is the collection of data that has been analysed and can be used as evidence to
inform decision making.
23. Data is always subject to a number of restrictions - who can legally access the data, what
purpose was it collected for, how can the data be used, who needs data for analysis, who
needs information for decision making, what data is required to support the information that
leads to the decision making? Effective data management strategies are critical in order to
ensure the integrity and security of the data, and the privacy rights of the individuals about
whom the data has been collected.
24. To assist in managing our use of data, we have moved forward with several important first
steps that assist with our information delivery to various stakeholders, including the Board
and its committees, as well as research groups :
• The creation of a new position entitled Information Administrator who is responsible
for coordinating requests for information and reports, collecting the required data,
address privacy concerns, and releasing the available information.
• The development of a corporate records program which will ultimately ensure the
proper identification, coding and storing of both paper and electronic records across
the district. This will speed up many research and reporting functions, and will aid in
security of private information.
• The development of an indexed catalogue of standard OCDSB reports that are
prepared to address a particular question, and released in a suitable format for the
intended audience, pulling from data “mapped” consistently year over year,
• A privacy awareness project in collaboration with the PNC, OASBO and CODE,
which will identify the responsibility of the Board with respect to privacy laws, and
how the Education Act and the Municipal Freedom of Information and Privacy Act
(MFIPPA) work together.
25. Looking forward, we recognize that there is still significant work to be done in terms of
effective data management, particularly in the areas of collection, use and privacy. The
privacy forum scheduled for April 11, 2008 is an important first step in building awareness
about the privacy issues associated with data collection and use. Over the next year, we will
be undertaking a significant amount of work in the privacy area with a view to ensuring that
all data collection and use is done in accordance with all legal requirements and with
informed consent.
26. In addition, as an organization we need to continue to develop our capacity to use data
through data correlation, analysis, data based reports, and data based dialogue, particularly
with respect to student achievement. This will require additional staff training at various
levels on data analysis and data use, as well as an assessment of resources to ensure that we
have the organizational capacity to use the data that we collect appropriately, fully and in a
meaningful way. Given that the majority of school boards involved in the MISA project are
at a similar point on the core capacities continuum, there are ongoing discussions with the
Ministry regarding the need to continue the MISA project funding.
Financial Implications:
27. The data and information capacity building work that has been completed under the DRIVE
to Success initiative has been funded by the MISA program. The OCDSB received
approximately $2.2 million in one time funding over three years (2005-2006 to 2007-2009)
from the Ministry. Another $30,000 in funding was received from the regional PNC to
finance research projects. The MISA Funds were apportioned as follows:
Component Description 2005-2006 2006-2007 2007-2008
Technology Trillium – SMS -
TWEA
$ 97,500 $ 174,000 $ 20,000
Reporting Tool $ 120,000 $ 117,400 $ 70,000
Computer
Hardware
$ 33,000 $ 100,200 $ 25,000
Data Management Data Holdings $ 133,000 $ 190,000
Data Cleansing $ 35,500 $24,000 $ 150,045
Data Mapping $ 44,500 $ 25,400 $ 65,000
Data Integration $ 45,000
Access $ 5,000 $ 126,000
Human Resources Training $ 351,000 $ 219,000 $ 26,000
Totals $ 681,500 $ 798,000 $ 717,000
28. Looking at the table one can see that approximately two thirds of this MISA funding was
used for staff training, data holdings and cleansing (validation) labour costs. The indicated
amounts for 2007-2008 include monies spent and planned for the balance of the year. At the
time of this report, no future funding is scheduled from the Ministry (i.e.: MISA Year 4).
29. Looking forward into 2008 and beyond, the OCDSB will incur ongoing costs for OnSIS data
verification in the amount of approximately $150,000. In addition to the OnSIS there are
ongoing costs associated with the implementation of the five year technology plan which are
dealt with annually as part of the regular budget process.
Summary:
30. The DRIVE to Success initiative is a comprehensive approach to moving the OCDSB
towards an evidence informed decision making organization. With the financial support
provided through the MISA project, the OCDSB has been able to make significant
advancements in our technological infrastructure in order to support effective data collection
mechanisms, particularly on the academic side. Looking forward, we must ensure that we
continue to develop our capacity to use data effectively, securely and purposefully, while
guaranteeing the privacy of the information.
31. This report is intended to provide an overview of the technology framework that supports our
move to becoming an evidence based decision making organization. In April, there will be a
report coming forward to the Education Committee providing more detailed look at the
OCDSB data wall and our student achievement data strategies and practices.
SUBMITTED FOR INFORMATION AND DISCUSSION:
____________________________ __________________________
Cathy Nevins Dr. Lorne M. Rachlis
Superintendent of Instruction Director of Education/ Secretary of the Board
Appendix A – DATA COLLECTION
The following table (while not exhaustive) indicates types of data currently being collected, and a brief description
of the purpose for which the data will be used:
Ministry Mandated Collections Data Collected Purpose
OnSIS (Ontario School Information
System)
Contains all information about
students, teachers, courses,
achievement and special needs,
collected three times per year
Used to determine funding (grant
structure)
Trillium Student personal and demographic;
course selection and timetabling;
assessment data
Board use, generates on-line lookup,
facilitates timetabling, course
selection, report card generation,
transcript generation, suspension
data, etc
Formative assessment instruments
mandated by Ministry
EQAO
Literacy testing
EQAO comparative reporting
Spec Ed IPRC data
Suspension Data
OnSIS requirement
HR Teacher personal data OnSIS requirement
Financial Standard 7 month and year end
accounting reports
Ministry auditing
Facilities Good Places to Learn, req’d for
auditing
Technology, req’d for OnSIS
Ministry auditing
Technology report Equipment in schools, such as
computers, labs
OnSIS requirement
OCAS / OUAC Ontario College and University
application service elemental and
achievement data
Application process for students
wishing to enter college or
university in the fall
TPA
Teacher Performance data Regularly scheduled performance
reviews by principals as determined
by ministry policy
Board Initiated Data Collections Data Collected Purpose
Spec Ed subsystems SEA equipment type and location Ministry auditing
IEP data Deliverable to parent and student
after IPRC assessment complete
PM Benchmarks, GB +
CASI
DRA
Student formative assessment data Used to populate datawall, used to
track progress of a student as part of
learning process
Kindergarten testing Physical and health information,
general work habits, observations
Initial assessment of students as they
enter school system at a young age
EQAO
Achievement data resulting from
standardized testing mandated by
Ministry.
Sent to Ministry (required data), and
used in local datamart to populate
datawall for use by teachers to help
improve achievement
Administrative Data Systems Data Collected Purpose
IPPS (Human Resources) System Staff (personnel) Pay generation, personnel
information, T4s etc
BAS (Financial Management)
System
Accounting & Budget Purchasing module, PO generation,
accounts and ledgers, budgeting
modules,
Berriger Community demographic, census,
enrollment data
Used to plan accommodation in
building, project enrollment based
on demographic trends, used for
budgeting and planning purposes
Appendix B- Glossary of Terms
Acronym or
Term
Definition What It Is….
Action Research Research project that takes place using real work,
live environment as test bed, which will produce
usable results
BAS 2000 Budgetary Accounting System (2000) Brand name of the OCDSB’s financial
management system, used for payroll, purchasing
and accounting
BI Business Intelligence [tools] Software that permits modeling of a situation or
process that, combined with a variety of data, will
aid in planning and improvements
CMS Content Management System Large repository of user-inputted information,
indexed and retrievable on line, combines several
types of media such as video, podcasts, straight
data
CODE Council of Ontario Directors of Education
CTNA Classroom Technical Needs Assessment 3 year classroom technology review, replacement
and stabilization program
Data Basic elements of information
Data Cleansing A process that verifies or validates the accuracy
of data in a field or a report, and example being
that there are not two student numbers for the
same student thereby counting her twice.
Data Wall Reporting tool for Principals & Teachers
Data mart The “Data Warehouse” Central storage of all assessment data
Education Act Provincial Act of Parliament which is essentially
the policies and procedures which all school
districts must operate under.
EIDM Evidence Informed Decision Making
EQAO Education Quality & Accountability Office
ERP System Enterprise Resource Planning Large scale modular application used for payroll,
personnel, accounting, some BI
ESDW Elementary Secondary Data Warehouse Ministry’s online data warehouse
Filemaker Local non-connected desktop database software
application
HRIS System Human Resources Information System
IEP Individual Education Plan
Information Useful summary of a variety of data elements,
which will answer a question
IPPS Integrated Personnel & Payroll System OCDSB’s personnel management system
IPRC Individual Placement Review Committee To ensure that the student receive proper
placement for his / her individual educational
requirements.
MEN Ministry Educator Number Province wide unique identified for each teacher,
vice principal, principal and supervisory officer
MFIPPA Municipal Freedom of Information and
Privacy Act
Provincial privacy legislation established in 1991
that governs organizations like the OCDSB
MISA Managing Information for Student
Achievement
Ministry’s “Evidence Informed Decision
Making” process
OASBO Ontario Association of School Business
Officials
OEN Ontario Education Number Province wide unique identifier for each student
OLAP Online Analytical Processing Tool Report against Data Warehouses
OnSIS Ontario School Information System Ministry’s Data Collection system
PIA Privacy Impact Assessment Required process to be applied to every request
for data or for a report or reporting subsystem
PIMT Privacy Information Management Taskforce Province wide collaborative project designed to
bring awareness of privacy issues as they relate to
the new information collection systems and
privacy laws
PNC Professional Network Community Mutliple organizations joining together with a
like purpose
Portal Online location where information can be
accessed, changed, stored in a secure manner with
a single login and password
PPLP Personal Placement Learning Plan Use for matching the co-op placement with the
student’s learning plan correctly.
SDAS Student Data Archiving System Application used to index store and retrieve
transcripts and other historical data
SDS Student Decision Support System Online Analytical Processing Tool (OLAP) that
uses data from the DataMart to help central
researchers complete their task
SEA Special Education Assistance
SePRO Special Education Filemaker Pro Database Defunct legacy collection tool, now being
replaced by IEP through trillium
SMS Student Management System
SPSS Stat Statistical Analysis Tool
SPTS Spec Ed Tracking System
TPA Teacher Performance Appraisal
Trillium Brand name of the OCDSB’s student information
management system
TWEA Trillium Web Achievement Online elementary report card
APPENDIX D - OCDSB TECHNOLOGY PLAN – THE NEXT FIVE YEARS AND BEYOND!
ANNUAL UPDATE – MARCH 2008
GOAL:
The ability of the OCDSB to meet core business requirements that will serve all staff in all departments
and schools in the most efficient and effective manner.
2004-2005
• Fully implement Trillium (combine and centralize all SMS)
• Build capacity to fully support Trillium
• Desktop computers for all teachers, to facilitate teachers accessing central software
2005-2006
• Refine “e-Learning” deliverables
• Build capacity to fully support Learning Management System (“Blackboard”)
• Add capacity in secondary schools to facilitate full videoconferencing
• Add web conferencing facility accessible to all
• MISA / OnSIS Year One deliverables, including TWEA report card and secondary school subject
attendance collection
2006-2007
• Collaboration process between central departments underway
• Streamlining the B< Staff Advisory Committee – changed focus from school
acquisition requirements to more strategic identification of information needs, technology
issues and solutions
• School Operations Committee – added representation from B< academic side so that
we could ensure link between academic planning and technology forward
• Next stage is to bring regular tech reporting to DEC
• Business Systems Advisory Group (“BSAC”) is formed - a new inter-departmental
committee that meets on a monthly basis to discuss business software applications. This
committee is intended to break down some of the silos within our administrative
functions and improve the connectivity of our systems and practices
• Transform Field Service into a “dispatched” service
• OnSIS data cleansing, first year production for OnSIS
• Consolidation of core software begins with elimination of some sub-systems
• “Special Education Assistance” hardware distribution and tech support process begins
• Implement Emergency Operations Centre
• School computer software installed via demand-driven loaders “Zenworks”
• Data wall is designed and initial prototype made
• Data mart in operation
2007-2008
• Classroom Technology Needs Assessment (“CTNA”) program, year one
• New web page rollout, school web page enhancements begin
• MISA – Datawall rollout, data mapping expanded, OnSIS data cleansing
• Classroom-based “Action Research” projects
• Core business software updates (IPPS.net, BAS 2000)
• Privacy and information management education
• Begin electronic document management project
• Upgrade central servers, begin to phase out Novell
• E-Mail system (“BEAM’) upgrade
• Disaster Plan – Threat-Risk Assessment, begin constructing backup site
• Staff skillset “PD” process begins with school office admin staff, OnSIS training expansion, SEA
application training, Datawall training
2008-2009
• Year two of CTNA program; last year for Macintosh support
• Administrative computer replacement using mobile computing
• Systematic migration of standalone “databases” into mapped Trillium links
• Information Administrator role fully established
• Privacy reviews, PIAs; begin development of report catalog
• Continue migration from Novell to Active Directory
• Incorporate Virtualization into server design; “Green Data Centre”
• Standardized cell phone, PDA (“Blackberry”), radios acquisition and configuration plan
• School telephone systems replacement program with VoIP, year one of three
• Action items for Disaster Recovery from threat risk report
• Replace central Oracle database system with SQL Server
• Full portal access to user applications and information
• Single sign-on migration underway
• Continue skillset training and support to manage new data systems,
2009-2010
• Full wireless connectivity at all sites
• Teacher computer replacement using mobile devices
• Move towards “self-service” resources for staff – timesheets, password changes, etc
• Extended hours support structure to be phased in
• School telephone systems replacement with VoIP, year two of three
• Voice – data integration
• Year three of CTNA program
• Begin making all application software available via web browser
• Completion of Novell to Active Directory conversion
• Expansion of Business Intelligence tools
• Electronic Document Management in production
• Completion of disaster recovery site
• Continue PD to align skill sets with technology
2010-2011
• Student desktop computers’ replacement with mobile devices
• Curriculum development review to “co-habit” with mobile devices
• Web-access for all applications
• School telephone systems replacement with VoIP, final year
• Review of core software for continued suitability
• Continue PD to align skill sets with technology