DTS Technology Plan 2013 - Deerfield Township School

Transcription

Three-Year District
Technology Plan
2013 - 2016
Deerfield Township Elementary School
Rosenhayn, New Jersey
Three-Year Educational Technology Plan
Deerfield Township School District
July 1, 2013 through June 30, 2016
County:
Cumberland County
District/Charter School or Affiliation:
Code: 11
Deerfield Township School District
District Code:
1020
Grade Levels:
PreK- 8
Web Site:
www.deerfield.k12.nj.us
Date Technology Plan approved by school board or governing body
5/22/13
Is the district compliant with the Children’s Internet Protection Act (CIPA)? (Y/N) Yes
Please indicate below the person to contact for questions regarding this technology plan:
Name: (print) Martha T. McGowan
Title: Technology Teacher
E-mail: mmcgowan@deerfield.k12.nj.us
Phone: 856-451-6610
Signature:
Martha T. McGowan
Date: 5/22/13
Superintendent/Lead Person Technology and Funding Plan Approval:
District Superintendent/Lead Person: (print) Edythe B. Austermuhl, Ed. D.
E-mail: eaustermuhl@deerfield.k12.nj.us
Phone: 856-451-6610
Signature:
Edythe B. Austermuhl, Ed. D.
Deerfield Township School District 2013-16 Technology Plan
1
Date: 5/22/13
2
3
This Document in: PDF | Microsoft Word
DIRECTIONS: Place a check  in the unshaded COMPLETED column when the TASK has been completed.
Completed
Req’d by
E-Rate
TASK
Not req’d
E-Rate
DATE:
Provide your educational technology plan’s creation date (the date when the technology plan
first contained all of the required elements in sufficient detail to support the products and
services requested on the Form 470). (http://www.usac.org/sl/applicants/step01/default.aspx)
√
Tech Plan creation date: April 26, 3013
Indicate in the unshaded
spaces the page number
where the corresponding
information is found
STAKEHOLDER TABLE
DISTRICT VISION STATEMENT
TECHNOLOGY INVENTORY:
1. Describe the technology inventory needed to improve student academic achievement in the
2013-2014 school year that informs the basis for the Form 470. Include in the description the
internal connections and basic maintenance for 12 months of the e-rate funded year, such as
the following areas:
a) Technology equipment including assistive technologies
b) Networking capacity
c) Filtering method
d) Software used for curricular support and filtering
e) Technology maintenance and support
f) Telecommunications equipment and services
g) Other services
NOTE: If this plan is intended to be used for three years of E-Rate funding, provide anticipated
inventory information for all three years. See Inventory Sample Table. Definitions of items eligible
for e-rate discounts: http://www.usac.org/sl/applicants/beforeyoubegin/eligible-services/default.aspx
NEEDS ASSESSMENT:
2. Describe the needs assessment process that was used to identify the necessary
telecommunication services, hardware, software, and other services to improve education.
4
Req’d by
E-Rate
4
5
6-9
10-12
Not req’d
by E-Rate
Indicate in the unshaded
spaces the page number
where the corresponding
information is found
THREE-YEAR GOALS:
3. List clear goals for 2013-2016 that address district needs. There must be strong connections
between the proposed physical infrastructure (bandwidth, cabling, electrical systems, networks)
and goals. Include goals for using telecommunications and technology that support 21st century
learning communities.
E-Rate requirements: www.ecfr.gov
THREE-YEAR IMPLEMENTATION AND STRATEGIES TABLE:
Implementation Activity Sample Table
Req’d by
E-Rate
13-16
Not req’d
by E-Rate
17-22
4. Describe the realistic implementation strategies to improve education. Include in the
description the timeline, person responsible and documentation (or evidence) that will prove the
activity occurred. Address only ‘a’ and ‘b’ below to meet e-rate requirements. Address all
areas below to continue planning for a technology-rich learning environment.
a. telecommunications,
b. information technology,
c. educational technology (including assistive technologies), and
d. student technology readiness in preparation for online testing in 2014-2015.
PROFESSIONAL DEVELOPMENT STRATEGIES: Professional Development Sample Table
5. Professional development strategies should ensure that staff (teachers, school library media
personnel and administrators) knows how to effectively use the technologies described in this
plan to improve education, and will continue to support identified needs through 2016.
Address only ‘a’ below to meet e-rate requirements. Address all areas below to continue
planning for a technology-rich learning environment.
23-27
Describe the planned professional development strategies by addressing each of the following
questions:
a) How will ongoing, sustained professional development be provided to all educators,
(including administrators) that increases effective use of technology in all learning
environments, models 21st century skills, and demonstrate learning experiences through
global outreach and collaboration in the classroom or library media center?
b) What professional development opportunities, resources and support (online or in person)
exist for technical staff?
c) How will professional development be provided to educators on the application of assistive
technologies to support educating all students?
EVALUATION PLAN:
Evaluation Plan Sample Table
6. Describe the evaluation process that enables the progress and effectiveness of goals to be
monitored.
28-29
30
7. Describe the process to make mid-course corrections in response to new developments and
opportunities as they arise.
FUNDING PLAN (July 2013 – June 2014): Funding Plan Sample Table
8. Provide the anticipated costs for 2013-2014 by source of funds (federal, state, local and other)
and include expenses such as hardware/software, digital curricula including NIMAS
compliance, upgrades and other services including print media that will be needed to achieve
the goals of this plan. Allow specific provisions for interoperability among components of such
technologies to successfully achieve the goals of this plan.
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31-34
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District Technology Vision Statement
Deerfield Township School District has a vision. We recognize that secondary education,
higher education, and employers require that prospective students and employees have technology
skills. It is the vision of the "elementary school community" of the Deerfield Township School District
to ensure that our students acquire these skills. We strive to create a technology institution, which
facilitates the infusion of technology into the curricula for the stakeholders including students,
teachers, parents, and the greater community, regardless of age. This will enable the stakeholders to
have the best opportunity for life-long learning that will prepare the students for the job market.
Deerfield's focus is to place technology at the fingertips of its staff and students: in the classrooms,
library media centers, computer labs, and other educational spaces.
Technology in the Deerfield School District should be viewed as critical to school reform
because of its capacity to support improvement in the educational process. A telecommunications
system, with a gateway for voice, video and data will be accessible by all students, staff and parents.
Interaction via electronic mail, facsimile, and research using the world-wide-web leading to problem
solving will revolutionize the way students learn. Professional development programs must be
provided to continually upgrade the technological skills of teachers. The technological system and
professional development must be related and supportive of the educational goals and objectives that
are established by the school district.
In a society that is dependent on information and knowledge, equitable and universal access is
essential to the learning process. With the guidance of skilled educators and community members,
all students will have the opportunity to become actively engaged in the learning process as they
think, create, inquire, solve problems and communicate in collaborative and interdisciplinary
environments. Students will emerge as lifelong learners, productive members of the workforce and
citizens that can contribute as informed and productive members of an increasingly global society.
Our district believes:
 The school of tomorrow will not be bound by walls or limited to a standard school day
 The community of tomorrow will be one of continuous learning
 Information and communication are essential tools for the process of improving our curriculum
 Using technology ethically and appropriately, students can control their own learning by
communicating with professionals and students from around the world
 With increasing global information, students must be able to scrutinize for information validity
 The role of the teacher must change to model effective technology use and to provide direction
and motivation
 Effective student assessment is an integral part of strong teaching methods, technology is
central in providing this information to our teachers
Introduction
The Deerfield Township School District has established goals and objectives which meet the
requirements of the State of New Jersey Core Curriculum Content Standards and has incorporated
the use of technology as a tool for intellectual, social and skill development into the instructional
process across all disciplines and grade levels. The district recognizes 21st Century technological
literacy as an essential component and is committed to engaging students in meaningful active
learning experiences designed to promote these skills as well as core content knowledge.
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1. Inventory of current technology networking capacity and telecommunications equipment
Rooms
Classrooms*
*Computers distributed
equitably among all
classes.
Library Media
Center
*Some items are
available for check
out/In for classroom
use
Number
51
11
21
8
20
12
1
6
20
10
20
22
5
4
9
3
1
1
6
4
3
Computer Lab
Administration
Office
Server Room
33
1
2
3
3
3
3
2
1
4
2
2
2
1
Technology
eMac
iMac (white)
PC Dell Desktop
PC Dell or HP Laptop
Overhead Projector
Okidata, IBM, HP
Network Printer
Brother Printer
HP/Dell USB Printer
TV
Digital Camera
VCR/DVD
Cassette/DVD Player
Mobile Computers
LCD Projectors
PC Dell Desktop
Printer
TV
Video Camdorder
Flip Video Cameras
LCD Projector Mobile
Computer Carts
Mobile Interactive
Whiteboards
iMac (black/chrome)
LCD Projector Mobile
Printers
iMac (black/chrome)
PC Dell Laptop
PC Dell Desktop
Printers
Copy/Fax Machines
PowerMac G4
Patch Panel
Dell Power Connect
3Com 5500 Switch
Raid Xserve
Dell Poweredge R710
8
Location
Pre K through 8th Grade, BSI
2/3 computers per class (eMacs
iMacs, PC Dell) plus
1 per Special Area Subjects
1 for every classroom per grade level,
special areas
Child Study Team
Nurse
Both Local and network per grade
level,
1 shared per grade level
Shared as needed for
Classroom use, presentations,
projects
Library Media Center -Schwab
Computer Lab - McGowan
Main Office
Child Study Team Office
Maintenance Office
1. Describe the technology inventory needed to improve student academic achievement in
the 2013-2014 school year that forms the basis for the Form 470. Include in the
description the internal connections and basic maintenance for 12 months of the e-rate
funded year, such as the following areas:
The table below describes the anticipated district technology inventory that is needed to
improve student academic achievement through 2016.
9
Three-Year Technology Plan Inventory Table
Area of Need
Technology
Equipment including
Assistive
Technologies
Networking Capacity
Filtering Method
Describe for 2013-14
PC Wireless Laptops,
PC/Mac Desktop Computers,
Mobile Laptop Carts
Interactive Whiteboards,
Digital & Video Cameras,
Blk/Wh, Color Laser Printers,
Audio Headphones/Speakers,
Video Player/Recorders,
Assistive Technology,
Multimedia LCD Projectors,
Additional Wireless Access
Points, Replacement of
obsolete equipment as
needed.
Upgrade current switch ports
to any necessary POE
Requirements to expand
wireless range. Measuring,
modeling, planning, and
optimizing networks to ensure
that they carry traffic with the
speed, reliability, and
capacity that is appropriate
for the nature of the
applications and the cost
constraints of district.
Mobile Laptop Carts,
Student Computers,
Classroom Interactive
Whiteboards with Polling
Equipment, Additional
Multimedia Projectors,
Video Player/Recorders
Printers, Wireless Devices
(Keyboards, Mice, Media
Hardware) Additional
Wireless Access Points,
Replacement of obsolete
equipment as needed.
Enhance and/or upgrade
applications to enrich
multimedia publications
tools for the students
Laptops for Mobile Lab
Student PC Computers,
Interactive Whiteboards
with Polling Equipment,
Video Recorders,
Multimedia Projectors,
Replacement of obsolete
equipment as needed.
Upgrade network to
Gigabit for enriched
multimedia options via the
web. Measuring,
modeling, planning, and
optimizing networks to
ensure that they carry
traffic with the speed,
reliability, and capacity
that is appropriate for the
nature of the applications
and the cost constraints of
district.
Secure School Web
Filtering Security
Software, Network
administration and firewall
software
Maintain/Upgrade MMS
Portal System
OSX/Windows software
Consider and evaluate
ISP bandwidth upgrades
by measuring, modeling,
planning, and optimizing
networks to ensure that
they carry traffic with the
speed, reliability, and
capacity that is
appropriate for the nature
of the applications and the
cost constraints of district.
Ongoing district-wide
weekly, monthly, and
annual maintenance
updates for workstations,
servers, backups, phone
system/RFP software
Windows/OSX Server,
Network, Infrastructure,
software, Network
Management by South
Jersey Technology
Partnership (SJTP)
IP/Telephony
Video Conferencing
Upgrade TLS services
from 50MB bandwidth
including maintenance,
management & support
http://www.k12usa.com/
secureapp.asp
Secure Schools Web Filtering
Security Software, Network
software
Software used for
curricular support and
filtering
Parent/Teacher/Student
Modular Management
System (MMS)
Technical Support
and Maintenance
Ongoing district-wide weekly,
monthly, annual maintenance
system/RFP, software
Windows/OSX Server,
software, Network
Management by South Jersey
Technology Partnership
(SJTP)
Telecommunications
Services
Other Services:
IP/Telephony
Ongoing district-wide
weekly, monthly, and
annual maintenance
system/RFP software
Windows/OSX Server,
software, Network
Management by South
Jersey Technology
Partnership (SJTP)
IP/Telephony
TLS services 50MB
bandwidth including
maintenance, management &
support
Upgrade TLS services
from 50MB bandwidth
including maintenance,
management & support
10
Secure School Web
Filtering Security
Software, Network
software
Maintain/Upgrade MMS
Portal System
OSX/Windows software
NEEDS ASSESSMENT:
2. Describe the needs assessment process that was used to identify the necessary
telecommunication services, hardware, software, and other services to improve
education.
The PARCC IT requirements for the upcoming 2014-15 online testing played a major part in the
needs assessment for the 2013 - 2016 Technology Plan. PARCC released a minimum requirement
for the desktop, bandwidth to the desktop, and Internet throughput. Using these requirements as a
guideline, we identified the telecommunication services, hardware, software, and other services
needed to improve our existing environment. Another driving force that played a role in identifying
the technological needs of the district over the next three years was the new teacher evaluation
model being introduced in 2013-2014. The impending & extensive additional workload being
generated from the new teacher evaluation system calls for supporting technology for the
administrators. A wireless infrastructure, portable computer devices, documenting software, and a
network share portal all lend to increasing the efficiency and effectiveness of the evaluator in
completing their increased workload in a shortened amount of time.
A needs assessment was conducted for educators to determine the proficiency level of their
computer skills. This survey was developed based on the six National Educational Technology
Standards for Teachers (NETS). All teachers in our district participated in this survey.
Currently our educators are using technology in the areas of student data management,
productivity, web authoring publication software to update class web pages, interactive whiteboard
hardware and software, email, research, human resources and inventory.
Our staff has ongoing, on-site technology training to learn new software applications such as
Adobe Contribute, Gradekeeper, Print Shop, Microsoft Office, Kidspiration/Inspiration, and
InspireData. Additional new staff training is scheduled for email program, creation of electronic
progress reports and training to learn use and options of Study Island Online Assessment software.
They have been trained and are utilizing our newly acquired software in the area of student data
management productivity using Modular Management System (MMS). This software is an online
web portal that can be accessed by administrators, teachers, parents and students with varying
levels of access. MMS is a school software with customizable reporting tools that allow you
to track data, analyze trends and opportunities, and report student information easily and
accurately:
•
•
•
•
•
Custom reporting
Registration and enrollment
Scheduling - automated & interactive
Attendance tracking
Integrated teacher grade book
•
•
•
•
•
Emergency contact services
State department of education reports
School nurse health system
Assessment reporting
Discipline monitoring
Additionally, ongoing staff training has enabled our teachers to improve their use of interactive
whiteboard lessons to integrate technology across the curriculum. Both SMART and MIMEO
products are implemented in the classrooms. On a daily basis they use technology in all
curricular areas to include grades for progress reports and report cards, newsletters, publication
software, research, Webinars for online professional development courses, and inquiry based
student research using WebQuests.
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Current Educational Environment and Barriers
Descriptors
i. Staff are assured access to
technology to facilitate technology
integration
ii. Often students have access to
technology in their learning
environment
iii. The needs of staff are
evaluated
iv. The needs of the students are
evaluated
v. Past professional development
addressed the staff and students'
needs for technology integration
vi. Past professional development
for all administrators was provided
to further the effective use of
technology in the classroom or
library media center
vii. Ongoing, sustained
professional development was
provided in 2009-2010 for all staff
to further the effective use of
technology in the classroom or
library media center
Current Educational Environment
Each teacher has at least one, and
some have several, desktop
computers in his/her classroom with
Internet and Intranet access. Most
share a grade level overhead
projector, digital camera, and
mobile TV cart equipped with both
VCR and DVD players.
Our media center is equipped with
6 desktop (multimedia) computers,
a large TV, and a mobile laptop cart
with LCD projector for teachers to
use in their classroom.
Barriers
Technology is constantly
changing and because of
budget restraints, it is
difficult to upgrade our
equipment every three
years.
Not enough mobile laptop
carts with LCD projector
for the teachers to use,
many times our teachers
have to sign up for the lab
weeks in advance.
Through a needs assessment using Not enough time to get
Computer Skills Survey
hands-on training in order
to learn and practice
developing skills.
Through a needs assessment using Not enough time to get
teacher checklists and multi-media
hands-on training in order
rubrics
to learn and practice
developing skills.
Staff in-service days had portions of Some staff members
the day allotted for on-site
reluctant to try a new
technology training to learn new
method of record keeping
software applications such as
that is unfamiliar to them
Adobe Contribute, Gradekeeper,
and takes more time than
Print Shop, Microsoft Office,
the older method.
Kidspiration/Inspiration, InspireData
Staff in-service days had portions of Technology is constantly
changing and because of
technology training to learn new
unfamiliar and
software applications, email
uncomfortable methods, it
program, and creation of electronic is difficult to gain staff
progress report.
support to utilize new
technology.
Staff in-service days had portions of Some staff members
reluctant to try a new
continued technology training to
method of record keeping
learn use and options of Study
that is unfamiliar to them
Island Online Assessment program and takes more time than
to adjust difficulty for learners.
the older method.
NJAET: NJ Association for
12
viii. Ongoing, sustained
professional development was
provided in 2009-2010 for
administrators to further support
the effective use of technology in
the classroom or library media
center
ix. Supports were provided for
staff other than professional
development
x. Professional development
needs and barriers related to
using educational technology as
part of instruction have been
identified
ETTCs: Educational Technology
Training Centers Educational
Technology
NJPEP: NJ Professional Education
Portal
NJSSI: NJ Statewide Systemic
Initiative
On-site technology teacher
provides support during open lab
times for staff to utilize the lab with
their classes for cross curricular
projects
All of our administrators
must attend at least one
technology
related training per year
which is dependent upon
budget funding
Not enough available open
periods for the teachers to
use. Many times our
teachers have to sign up
for the lab weeks in
advance.
Plans to continue investing in
Our professional
professional development for
development will be
educational technology, seek
dependents upon our
available technology grants, explore district budget and NCLB
new seminars and workshops,
funding allocation.
subscribe to technology related
periodicals
Based on the answers given above, indicate the needs of the district to improve academic
achievement for all students through the integration of technology across all curricular areas.
Plans to continue investing in new hardware, software, and services to
increase availability, retire obsolete equipment, explore new technologies.
and facilitate technology instruction as a core component in the learning
environment.
Prioritize the identified needs:
Innovative technology teaching and learning strategies that are developed by teachers and
staff are shared during articulation meetings, in-service programs, and peer mentoring. The
district encourages administrators to understand the importance of educational technology.
The district supports professional development workshops and conferences including but not
limited to NJAET, NJSSI, ETTCs, and NJPEP.
13
THREE-YEAR GOALS:
3. List clear goals for 2013-16 that address district needs. There must be strong
connections between the proposed physical infrastructure (bandwidth, cabling,
electrical systems, networks) and goals. Include goals for using telecommunications
and technology that support 21st century learning communities.
Continue with development of 2010-13 goals. New goals and objectives have been developed to
include the infusion of technology into all curricula areas. Both teacher and student use of computer
applications and technology tools to improve student academic achievement and technology literacy
that are consistent with the NCLB Act and New Jersey Core Curriculum Content Standards and that
support 21st century learning communities.
Effective teachers model and apply the National Educational Technology Standards for Students
(NETS) as they design, implement, and assess learning experiences to engage students and improve
learning; enrich professional practice; and provide positive models for students, colleagues, and the
community. All teachers should meet the following standards and performance indicators:
•
•
•
•
•
Facilitate and Inspire Student Learning and Creativity
Design and Develop Digital-Age Learning Experiences and Assessments
Model Digital-Age Work and Learning
Promote and Model Digital Citizenship and Responsibility
Engage in Professional Growth and Leadership
As called for in the National Educational Technology Standards for Students (2007), an integrated
program prepares students to learn effectively and live productively. A complete program focuses on
six areas:
• Creativity & Innovation
• Communication & Collaboration
• Research & Informational Fluency
• Critical Thinking, Problem-Solving & Decision-Making
• Digital Citizenship
• Technology Operations & Concepts.
Source: National Educational Technology Standards Project of the International Society for
Technology in Education http://cnets.iste.org/index.html
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Goals & Objectives
The Deerfield Township School District envisions a school community where technology is an integral
part of the teaching and learning process, where:
1. School district staff will develop skills in the application of technology and design learning
environments that enhance and challenge students to use information technology in meeting
high academic standards that align with the New Jersey Core Curriculum Content Standards.
This will include skills to address emerging technologies and technological applications that
are needed for life and work in the global age.
2. The District will continue to maintain and improve technology for management and analysis of
data with appropriate policies and procedures to support district technology. Administrators
and teachers will use this data to implement emerging technologies to improve instructional
needs of the students.
3. The District will work to improve and enhance involvement and expand communication
between the school, parents/guardians, and community by using emerging technologies.
4. District instructional staff will deliver essential curriculum collaboratively by demonstrating
technology integrations to model differentiated learning and understanding by design.
5. All staff and students will be educated in responsible and appropriate use of technology.
6. Prepare district infrastructure and test bandwidth capabilities for compliance with administering
the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment
in 2014.
In support of these goals, the District will stay current with adoption of new and emerging
technologies and continue to improve methods of communication within the school community to
encourage parents to take an enhanced role in their child's education and where technology will be
used to address different students’ learning styles and needs.
15
The objectives of an integrated K-8 curriculum program are that all students will:
• Demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology
• Use digital media and environments to communicate and work collaboratively to support
individual learning and contribute to the learning of others
• Apply digital tools to gather, evaluate, and use information
• Use critical thinking skills to plan and conduct research, manage projects, solve problems
and make informed decisions using appropriate digital tools and resources
• Understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior
• Demonstrate a sound understanding of technology concepts, systems and operations in
using technology to complete tasks, communicate with others and extent their capabilities
• Graduate with a mastery of basic technology skills as outlined in the District K-8 Core
Technology Skills Continuum
• Participate in student-centered, media-rich lessons that emphasize skill building, critical
thinking, ethical discussion, media creation, and decision making while addressing safety
and security concerns, including ethics and behavior issues, as well as digital literacy skills.
The objectives of an integrated K-8 curriculum program are that all educators will:
•
Have access to technology tools and applications, knowledgeable support staff, professional
development opportunities, and external resources to further their educational and
instructional goals
•
Use technology to support learning in an informative, creative and efficient manner by
integrating technology into a challenging and interdisciplinary curriculum
•
Address access by minors to inappropriate matter on the Internet and Web
•
Deal with unauthorized access and other unlawful online activities by minors
•
Address unauthorized disclosure, use, and dissemination of personal information regarding
minors
•
Enable monitoring of minors’ online activities and identify measures designed to restrict
minors’ access to harmful materials
•
Provide for the education of minors about appropriate online behavior, including when
interacting on social networking websites and in chat rooms*
•
Provide for the education of minors about cyberbullying awareness and response*
16
*Common Sense Media offers this FREE Digital Literacy and Citizenship Curriculum to help
educators empower their students and their school communities to think critically, behave safely and
participate responsibly and acquire CyberSmart savvy as they navigate the fast-paced digital world.
These 21st Century skills are essential for students to harness the full potential of technology for
learning. Cross-curricular categories include:
Privacy & Security
Digital Footprint &
Reputation
Self-Image & Identity
Creative Credit &
Copyright
Relationships &
Communication
Information Literacy
Cyberbullying
Internet Safety
http://www.commonsensemedia.org/educators/curriculum
OnGuard Online
Provides tips from the federal government and the technology industry to help you be on guard
against Internet fraud, secure your computer, and protect your privacy.
http://www.onguardonline.gov/
.
*Compliant and aligned. The curriculum helps you comply with E-Rate's education requirement, and
it's aligned to ISTE and NJDOE Common Core standards.
17
Three-Year Implementation Activity Table
4. Describe the realistic implementation strategies to improve education. Include in the
description the timeline, person responsible and documentation (or evidence) that will
prove the activity occurred. Address only ‘a’ and ‘b’ below to meet e-rate requirements.
Address all areas below to continue planning for a technology-rich learning
environment.
a.
telecommunications,
b.
information technology,
c.
educational technology (including assistive technologies), and
d.
student technology readiness in preparation for online testing in 2014-15
Three-Year Technology Implementation Activity Table
District Goals and
Objective
Goal 1
School district staff
will develop skills in
the application of
technology and
design learning
environments that
enhance and
challenge students
to use information
technology in
meeting high
academic
standards that align
with the New
Jersey Core
Curriculum Content
Standards. This will
include skills to
address emerging
technologies and
technological
applications that
are needed for life
and work in the
global age.
Strategy/Activity
Timeline
1. Technology Information
Literacy Core Curriculum for
K-8 students will be ongoing in
accordance with the No Child
Left Behind legislation.
2. The district will continue to
provide a wide variety of staff
development and time to
integrate new strategies into
the curriculum.
provide online resources
required for meeting standards
and promote awareness.
promote best practices and
technology integration in order
to decentralize technology
utilization.
5. Provide ongoing instruction
for the staff through the
technology integration
specialists.
6. Staff will be encouraged to
continue grade level or
department learning and
sharing of technology best
practices.
7. Staff will develop goals in
integrating technology tied to
the curriculum.
8. Provide ongoing instruction
for the staff through the
technology integration and
media specialists.
18
Person
Responsible
2013-2016 Administrators
Educators
Documentation
Administrative
Observations
Certificate of
Attendance for staff
development
sessions and/or
ETTC seminars.
Demonstrate
evidence of
technology
integration in class
projects, lesson
plans, online
activities
Improvement in
staff proficiency
statistics as
reported by district
computer skills
survey
Access to Online
Tech Tutorials,
Integration Projects,
Tech Topics
Webinars
District Goals and
Objective
Goal 2
The District will
continue to maintain
and improve
technology for
management and
analysis of data with
appropriate policies
and procedures to
support district
technology.
Administrators and
teachers will use this
data to implement
emerging
technologies to
improve instructional
needs of the
students.
Strategy/Activity
Timeline
1. The district will provide
and promote remote access
from home to school online
resources. These would
include but not limited to
Study Island, Gradekeeper,
Online Library Database
Resources such as Folett
and Tumble Books
use MMS student
management system that
will enhance communication.
The new system allows
teachers, and parents to
access information about
their students over the
Internet. Information such as
grades, attendance, and
demographic information
may be available on-line.
3. Provide student
technology readiness in
preparation for online testing
in 2014-2015.
4. The district will evaluate
the effectiveness of portable
labs.
19
Person
Responsible
Educators
Documentation
Software
generated grades,
attendance,
student
information
Automated Email
Notifications
Online Activities/
Assessments for
NJ State testing.
PARCC
Technology
Readiness Tool
(TRT)
Teachscape
Online Teacher
Observation tool
Evaluate
webpages for
relevant and
current updates
Staff demonstrate
ability to use
Adobe Contribute
software
District Goals and
Objective
Goal 3
The District will work
to improve and
enhance
involvement and
expand
communication
between the school,
parents/guardians,
and community by
using emerging
technologies.
Strategy/Activity
Timeline
1. Utilize staff Web pages to
increase communication
between parents, students
and teachers.
2. Ongoing consistent use of
remote e-mail and Webpage
access for staff.
3.The district will continue to
use MMS student
management system that
will enhance communication
4. The district will evaluate
and implement emerging
technology initiatives.
provide current hardware
and software as resources
permit.
provide equitable access for
students.
Person
Responsible
Educators
Documentation
Administrator
Review
Vendor Quotes
for new hardware
and software
Grants for new
Emerging
Technology
Initiatives
SJTP Quotes/
Recommendation
Budget
Allocations
District Policy
Manual
School Memos,
Emails, Notices
District Goal and
Objective
Goal 4
District instructional
staff will deliver
essential curriculum
collaboratively by
demonstrating
technology
integrations to model
differentiated
learning and
understanding by
design.
Strategy/Activity
Timeline
1. Provide adaptive hardware/
software such as interactive
white boards, adaptive
onscreen keyboards, large
screen monitors, voicerecognition software, voice
amplifiers, Write Out Loud
software, and other assistive
devices as needed.
2. Staff meetings to share
information from attended
workshops and seminars.
4. Google docs to communicate
collaborate and share ideas.
5. Technology professional
development plan reviewed
annually.
20
Person
Responsible
Educators
Documentation
Administrative
Observations
Certificate of
Attendance for staff
development
sessions and/or
ETTC seminars.
Demonstrate
evidence of
technology
projects, lesson
plans, online
activities
District Goal and
Objective
Goal 5
All staff and students
will be educated in
responsible and
appropriate use of
technology.
Goal 6
Prepare district
infrastructure and
test bandwidth
capabilities for
compliance with
administering the
Partnership for
Assessment of
Readiness for
College and Careers
(PARCC)
assessment in 20142015.
Strategy/Activity
Timeline
1. Staff meeting to review
technology acceptable use
policies for both staff and
students.
2. Review of technology
acceptable use policies with
students.
3. Internet Safety resource
for parents and students
using CyberSmart
Curriculum.
3. Staff use of grade level
lessons plans using
CyberSmart Curriculum
1. Assess the current status
of infrastructure, technology
hardware/software and
Internet connectivity and
make necessary
improvements to meet
PARCC Readiness
Requirements.
2. Purchase additional
hardware/software that
meets PARCC assessment
standards.
3. Take the Education Super
Highway (ESH) free School
Speed Test for speed of
Internet on school network.
21
Person
Responsible
Educators
Documentation
Administrative
Observations
Signed document
by parent and
student from District
Policy Manual and
Student Handbook
Resource links for
Cyber Safety on
school website.
NET CETERA
Chatting with Kids
About Being Online
Handbook for
students and
parents.
2013-14
Administrators
Educators
Technology
Specialist and
Support Team
Demonstrate
evidence of
technology
projects, lesson
plans, online
activities
Successful
completion of
PARCC testing
within timelines
established by
state.
Three-Year Implementation Activity Tables July 2013 – June 2016
A. Identify specific telecommunications and
B. information technologies and other specific resources that are useful to reach the
stated goals.
 Use technology to increase productivity. Use tool features of word processing, desktop
publishing, and graphics programs to develop professional products.
 Utilize technology to support learner-centered strategies that address the diverse needs of
students.
 Integrate methods and strategies for teaching concepts and skills that support problem solving
and decision-making tools.
 Use methods and strategies that support media-based tools such as television, CD-ROM,
video, audio, print media, and graphics.
 Use technology to communicate and collaborate with peers, parents, and the larger community
in order to nurture student learning.
 Teachers will participate in online collaborative projects and team activities to build bodies of
knowledge around specific topics.
 The district will design, develop, and maintain web pages and sites that support
communication between the school and community.
 The district will identify, classify, and recommend adaptive /assistive hardware and software for
students and teachers with special needs and assist in procurement and implementation.
 Incorporate methods and classroom management strategies for teaching technology concepts
and skills in individual, small group, classroom and/or lab settings.
 Investigate online resources to plan technology rich experiences for students that embellish or
supplement lessons.
 Use current research and technology standards to build lesson plans and units of instruction
C. Develop strategies to ensure that educational technology, including assistive
technologies, to support 21st century learning communities.
 Use technology to support learner-centered strategies that address the diverse needs of
students.
 Use methods and strategies for integrating technology resources that support the needs of
diverse learners including adaptive and assistive technology.
 Use methods and strategies for teaching concepts and skills that support integration of
technology productivity tools.
 Use and apply major research findings and trends related to the use of technology in education
to support integration throughout the curriculum.
research tools.
problem solving/decision-making tools.
 Use methods and strategies for teaching concepts and skills that support use of media-based
tools such as television, audio, video, print media, and graphics.
 Use and describe methods and strategies for teaching concepts and skills that support use of
distance learning systems appropriate in a school environment.
22
 Use methods for teaching concepts and skills that support use of web-based and non webbased authoring tools in a school environment.
 Use methods and classroom management strategies for teaching technology concepts and
skills in individual, small group, classroom, and/or lab settings.
D. Provide details of the process for student technology readiness in preparation for online
testing in 2014-15.
New Jersey and Online Readiness
 Online Readiness is more than devices and online assessments– It’s digital learning,
which includes assessments
 It is a multi‐year transition process.
 Involves an in‐depth needs analysis, planning, communication, involvement of
stakeholders, as well as well as training and hands-on experiences for students and staff.
Step one in making online readiness a reality is to assess the current status of infrastructure,
technology and Internet connectivity at both a state and local level. As part of this process,
districts and New Jersey testing sites must update and maintain the information for each
school in PARCC's Technology Readiness Tool (TRT).
Currently our district is preparing students in the following ways:
Students have necessary skills and experience to learn and be assessed online.
Students are technologically proficient
Students have access to educational technology and the Internet
Students need experience with online assessments
Educators have necessary skills and experience
Administrators facilitate online readiness
Educators use a district prepared student checklist to assess readiness and/or proficiency
levels along with benchmark end of marking period assessments.
 All eighth grade students take the district developed assessment or an equivalent
assessment and pass with a rate of proficient.







Student technology readiness in preparation of the anticipated online-based assessment will
be utilized. Possible examples to help students prepare are as follows:
http://www.studyisland.com - a leading academic software provider of standards-based
assessment, instruction, and test preparation e-learning programs.
http://www.internet4classrooms.com/assistance.htm - assessment test help as a resource to
help students practice skills required on various assessments for grades 1-8.
Final Thought for Now Deerfield Township School District 2013-16 Technology Plan
23
Professional Development Strategies
5. Professional development strategies should ensure that staff (teachers, school library
media personnel and administrators) knows how to effectively use the technologies
described in this plan to improve education, and will continue to support identified
needs through 2016. Address only ‘a’ below to meet e-rate requirements. Address all
areas below to continue planning for a technology-rich learning environment.
Describe the planned professional development strategies by addressing each of the following
questions:
a)
How will ongoing, sustained professional development for all educators, (including
administrators) that increases the effective use of technology in all learning environments,
models 21st century skills and demonstrate learning experiences through global outreach
and collaboration in the classroom or library media center?
Technology cannot be used to its full potential without proper training. Our primary objective
is to make educators comfortable integrating technology into their existing curriculum and thus
gain the full utility of the technology for students. All training is based on research of best
practices and focused on improving student achievement.
• Provide educators with access to technology tools and time to learn how to integrate
them in their teaching
• Participation in online and in-person learning communities where educators share
expertise
• Staff development time will be provided for educators to locate lessons for the
interactive whiteboards used at each grade level
• Staff development time will be provided for teachers to learn the software and plan for
its integration into the curriculum.
• Classroom teachers will be trained to integrate the use of computers into existing
curriculum to meet state and national standards.
• The Media Specialist and educators will be trained to utilize “EVAN” through the
Cumberland County AVA Center. This site provides thousands of educational video
resources covering all content areas, all grades and all levels.
• Educators will be trained to design and implement technology-based learning
experiences that promote higher-level learning experiences for students.
• Media Specialist will be trained to use the new Follett Library Catalog software
• Training will be given to staff on the use of a MMS Data System software.
• Staff will be trained to use a computer/projector workstation for classroom instruction.
b)
What professional development opportunities, resources and support (online or in
person exist for technical staff?
 Our goal is to develop technology peer coaches whose responsibility will be to
oversee the use of educational technology for their assigned area(s)
 Our technology instructor will attend workshops pertinent to our school's
curriculum and provide turnkey training as relevant.
24
c)
How will professional development is provided to educators on the application of
assistive technologies to support all students in their learning?
 An action plan will be developed for a student for whom assistive technology has
been determined to be necessary.
 The student’s action plan should be consistent with program, district and
assistive technology guidelines.
 Provide adaptive hardware/ software such as interactive white boards, adaptive
onscreen keyboards, large screen monitors, voice-recognition software, voice
amplifiers, Write Out Loud software, and other assistive devices as needed
 Teachers and support staff will be trained in using assistive technology devices
and/or software. Usually a company representative comes to provide this
service, or turnkey training takes place if there is already someone with
knowledge of how to use the technology. Additional training may be needed
by attending seminars and workshops as identified by needs assessments for
individual students.
Integrating Assistive Technology
An action plan should be developed for a student for whom assistive technology has been determined
to be necessary.
The student’s action plan should be consistent with program, district and assistive technology
guidelines.





Define a student-centered team which will develop a plan for implementation
Identify student and facilitator strategies
Identify individual responsibilities, and proposed timelines
Identify training needs
Identify support personnel needed to assist the student and staff in accomplishing the
curriculum goals and activities
The effective integration of technology into curriculum-oriented efforts requires support and
assistance. Assistive technology should be incorporated into the instructional setting in such a way
that education is facilitated without calling undue attention to the technology being used, or to its user.
It is recommended that an assistive technology strategy bank be developed and maintained to assist
educators with examples of methods and ideas.
For Successful Use of Assistive Technology in the Classroom:
1. Provide written instruction that is left with the device. This provides an explanation in how to
use the technology. Individualized instruction manuals and visual instruction sheets are
valuable resources for students and individuals working with students with special needs.
The visual instruction sheets model valuable, simple directions on how the technology is
used. Orientation and explanation should also be provided to teachers, para-professionals
and any interested party who is working with the student.
2. Teachers make all the difference to assistive technology working in the classroom. If the
teacher can embrace and use it, then the student can be successful at using it too. Teacher
support is also needed for paraprofessionals who work with students to be competent in the
use of technology.
25
During the 2013-2016 school years, we plan to conduct annual reviews of our district website for
accessibility, identify problems, repair accessibility barriers identified through conformance
evaluation process, and expand positive aspects on site.
Based on educators' proficiency and the identified needs for professional development, various
ongoing, sustained, high-quality professional development opportunities are planned for 2013-2014
as it relates to the infusion of technology into the curricular process.
In-class support includes the technology teacher and other knowledgeable staff members working
together to plan and create experiences for the students.
We will provide in-service and outside resources and opportunities to enable educators to foster
student learning and skill development within academic areas. The staff may access technology for
professional work and growth and as a student resource.
Professional development activities that will continue to support identified needs through
2016:
•
•
•
•
•
•
•
As our district needs evolve and change over the next three years, our district is
committed to train all necessary personnel
Use of online and video-based technology courses
Training in updated hardware and software
Professional development opportunities for using video-conferencing
Workshops on applying technology in assessing student learning of learning of
subject matter using a variety of assessment techniques
Training in how to apply multiple methods of evaluation to determine students'
appropriate use of technology resources for learning, communication and productivity.
Webinars
26
The following supporting resources include services, other electronically delivered
learning materials and print resources that will be acquired or are currently being used to
ensure successful and effective uses of technology.
Blue Web'N
Blue Web'N is a library of "blue ribbon" learning sites on the Web. Brief abstracts are written for
featured sites. Categories include arts, business, English, foreign language, health & physical
education, history & social studies, mathematics, science, technology, vocational education,
education, and community interest.
http://www.kn.pacbell.com/wired/bluewebn/
Classroom Connect
Classroom Connect, Inc., is a privately held Internet company that develops and markets original,
Web-based curriculum products and teacher professional development programs for the K–12
education community.
http://corporate.classroom.com/
edutopia
The George Lucas Educational Foundation
Publish the stories of innovative teaching and learning through a variety of media -- a magazine, an enewsletter, CD-ROMs, DVDs, books, and this Website. Here, you'll find detailed articles, in-depth
case studies, research summaries, instructional modules, short documentary segments, expert
interviews, and links to hundreds of relevant resources. You'll also be able to participate as a member
of an online community of people actively working to reinvent schools for the twenty-first century.
http://www.edutopia.org/
eThemes
eThemes is an extensive database of content-rich, age-appropriate resources organized around
specific themes. These resources are created for educators to use in their classroom
http://www.emints.org/ethemes/index.shtml
Fastt Math
Using FASTT Math (Fluency and Automaticity through Systematic Teaching with Technology),
struggling students, grades 2 – up, develop fluency with basic math facts in addition, subtraction,
multiplication, and division.
http://www.tomsnyder.com/products/product.asp?SKU=FASFAS&Subject=Math
Gradekeeper
Gradekeeper is the powerful and easy to use gradebook software for Windows, Mac OS X, Palm OS,
and Pocket PC. This group is for anyone interested in sharing questions, suggestions, or the latest
news about Gradekeeper.
http://www.gradekeeper.com/
Internet4Teachers
Collaborative effort to extend assistance to fellow teachers. The web portal which we call i4c is free to
anyone who wants to find high-quality, free Internet resources to use in their classroom instruction.
The portal is used by teachers on six of the seven continents and is available to anyone with an
Internet connection.
http://www.internet4classrooms.com/index.htm
27
Reading Eggs
Reading Eggs as a unique online world where children learn to read. It supports each child’s learning
by offering individual, one-on-one lessons that allow children to progress at their own rate. The
program focuses on a core reading curriculum of phonics and sight words using skills and strategies
essential for sustained reading success
http://www.readingeggs.com
Study Island
Study Island is a leading provider of web-based state assessment preparation programs and
standards based learning programs.
http://www.studyisland.com/
Thinkfinity (formerly MarcoPolo Education Foundation)
The MarcoPolo Professional Development program provides teachers with strategies, materials, and
resources to integrate the Internet into classroom teaching. Flexible on-site and distance learning
options are available through a nationwide network of Field Trainers and Certified Master Trainers. To
date, over 180,000 educators have completed MarcoPolo training and acquired the skills and tools to
fully leverage Internet resources for the benefit of K–12 education.
http://www.thinkfinity.org/home.aspx
Techs4schools
Developed by Tech Corps, in partnership with Compaq, techs4schools is a free online mentoring
program and tech support community connecting school technology coordinators with industry
experts who provide advice and support. Techs4schools delivers personalized technical help and
counsel regardless of geographic or demographic barriers. It vastly increases the number of volunteer
experts who can help teachers and reaches out to fill the void of technical advice and assistance at
schools.
www.techcorps.org/techs4schools/
28
Professional Development Table
Educators’ proficiency/
Identified Need
Fundamental concepts,
knowledge, skills, and
attitudes for applying
technology in educational
settings
Identify and locate
technology resources and
evaluate them for accuracy
and suitability.
Integrating technology into
the all curriculum.
Design developmentally
appropriate learning
opportunities that apply
technology-enhanced
instructional strategies to
support the diverse needs
of learners.
Demonstrate continual
growth in technology
knowledge and skills to
stay abreast of current and
emerging technologies.
Apply technology to
increase productivity.
Use technology to
communicate and
collaborate with peers,
parents and the larger
community in order to
nurture student learning.
Effective integration of
assistive technology into
curriculum requires support
and assistance.
Ongoing, sustained, highquality professional
development planned for
2013-2014
Training in computer
basics
Training by staff of
Cumberland County AVA
Center on use of EVAN
(video streaming)
Training in use of various
pieces of software and
web resources which
support curriculum.
Online and video-based
graduate courses
Support
District in-service supports professional
development with technology based
workshops dealings with specific identified
needs.
Grade level and staff monthly meetings to
develop plans for use of technology in
lessons; exchange lesson ideas; discuss
scope and sequence in various curriculums,
as well as pacing, in order to accomplish
goals.
Technology instructor and Media Specialist
will provide support.
Collaboration among classroom teachers,
technology instructor and media specialist.
Peer to peer teacher support: tech savvy
teachers model lessons for other teachers to
adapt for their grade level.
District and County inservice workshop
opportunities
Collaboration among classroom teachers,
technology instructor and media specialist.
Training in use of grade
book software and
Microsoft Office
District in-service supports professional
development with technology based
workshops dealings with specific identified
needs.
Technology instructor and Media
Specialist will provide support and peer coaches
Training to develop a
classroom webpage and
improve communication
with the community.
Teachers and support
staff training for using
assistive technology
devices and/or software
for specific identified
needs.
29
Technology Company Representatives,
Turnkey Peer training and professional
development in using assistive technology
devices and/or software. If the teacher can
embrace and use it, then the student can be
successful at using it, too.
Evaluation Plan
6. Describe the evaluation process that enables the progress and effectiveness of goals to
be monitored.
In order to regularly evaluate the extent to which goals, objectives, activities, resources and services
are effective our district practices:
1. Integrating technology into curricula and instruction to promote 21st century skills and global
collaboration and outreach.
2. Enabling students to meet challenging state academic standards, and
3. Developing life-long learning skills.
Our professional development committee will continue their on-going needs assessment of
staff to determine opportunities geared to specific needs. The administration will continue to monitor
lesson plans for technology integration as well as encouraging for project based learning geared
around technology. The administration will continue to assess staff via questionnaires and surveys.
By training staff and ensuring equitable availability of technology, students will have more exposure to
technology ensuring academic improvement and development of long-term life skills.
Ongoing evaluation of the Deerfield Township School District will assist to find answers to
these essential questions:
 How is technology integrated into the curriculum?
 How are electronic resources synthesized and adapted by our users?
 How can we match technology with our students’ learning needs?
 How is our professional development technology infused?
 How can technology serve as a catalyst for school improvement and student
achievement?
 How can technology be used as effective communication within our school district
and community?
 How can our school/student information resources best be utilized for school
management and student achievement?
The evaluation narrative must include how telecommunications services, hardware, software and
other services will improve education. Telecommunications services are leased, tariffed, contracted,
or month-to-month services that are used to communicate information electronically between sites.
The services MUST be provided by an eligible Telecommunications Service provider. Examples of
Telecommunications Services for E-Rate include T-1 lines, basic telephone service, and ISDN.
Broadcast services (such as over-the-air radio and television) and cable TV are not considered
Telecommunications Services.
The burden of proof for any federal inquiry lies with the district that should be able to support their
process with methodology and documentation.
30
Three-Year Technology Plan Evaluation Narrative
Describe the process to regularly evaluate this plan as effectively. . .
a. Telecommunication
services, hardware,
software and other
services are improving
education.
The technology teacher and network technician/consultant spend
much time in classrooms, media center and computer lab
installing and updating software, cleaning, maintaining and
configuring devices, repairing and troubleshooting. Though
somewhat informal, this is the perfect time to observe how our
technology solutions are working. Much of our knowledge of the
effectiveness of our goals and ideas comes from what we hear
and see during these hours.
b. Effective integration of
technology is enabling
students to meet
challenging state
academic standards.
Administrative observation and evaluation process will examine
the effective integration of technology into the curriculum for all
grade levels. This will include both staff lesson plan review and
student projects to include:
Performance assessments, teacher observation, software
generated assessments, checklists, project rubrics, technology
presentations, class projects, student end products, and online
activities that incorporate inquiry based learning activities.
c. The LEA is meeting the
identified goals in the
educational technology
plan.
Delivery of lesson plans utilizing various software applications
that promote higher-level thinking. Delivery of lessons identifying,
exploring, and researching cross curricular concepts that
incorporate Internet etiquette, social and ethical behavior, of
inappropriate use of copyrighted materials, and personal security
and safety issues. Students will emerge as lifelong learners,
productive members of the workforce and citizens that can
contribute to society while developing life-long learning skills.
31
7. Describe the process to make mid-course corrections in response to new developments
and opportunities as they arise.
Evaluation is a continuous process that takes place in our district on an annual basis. The
District Technology Committee will be responsible for the evaluation of the plan. The
committee will meet at least twice each year at mid-marking period and again at the end of the
year to formally evaluate the effectiveness of the plan. The committee will monitor the district’s
progress in comparison with the original timeline of the plan. The plan will be revised and
updated as needed. New and expanded technologies shall be explicitly discussed and the plan
will be modified when needed.
We rely upon administrative staff, teachers, and students having lines of communication with
technology coordinators. In fact, a Help Desk log is our way to track problems and troubleshoot
them in a timely, efficient time frame. Users are quick to point out our problems, needs, and
ideas for improvement. The documentation allows us to address issues of concern that are
reoccurring and may require a new plan of action to resolve. Our technology teacher,
administrators, and network technician/technology consultant spend a great deal of time
listening to such concerns.
Past technology plans, their manner of implementation, and their evolution over time have
shown us that emerging technologies and funding opportunities may require that the goals and
strategies of a plan need to be accommodating. Budget allotments will be made to cover the
cost of replacement of obsolete equipment, acquiring new hardware and/or software, or
upgrading existing software. Another factor to consider is how teachers and students actually
use the tools we provide. Our goal with this plan is to use observational and survey data to
constantly monitor innovations of technology and patterns of teacher and student use in order
to modify our implementation strategy and improve effectiveness of all technological resources.
32
Funding Plan July 2013 – June 2014
8. Provide the anticipated costs for 2013-2014 by source of funds (federal, state, local and
other) and include expenses such as hardware/software, digital curricula including
NIMAS compliance, upgrades and other services including print media that will be
needed to achieve the goals of this plan. Allow specific provisions for interoperability
among components of such technologies to successfully achieve the goals of this plan.
Three-Year Technology Plan Anticipated Funding Table (2013-2014)
ITEM
FEDERAL
FUNDING
STATE
FUNDING
Digital curricula:
LOCAL
FUNDING
MISC. (e.g.
Donations, Grants)
$1,000
NIMAS/NIMAC (National Instruction
Material Accessibility
Standard/National Instructional
Center) is a technical standard used
by publishers to produce source files
(in XML) that may be used to develop
multiple specialized formats such as
Braille or audio books for students
with print disabilities. This
requirement is met by the utilization
of the services through the
Commission for the Blind and/or the
Recording for the Blind and Dyslexic.
Print media needed to achieve
goals
$2,000
Print resources to include, but not
limited to cross-curricular textbooks,
workbooks, periodicals, and
supplemental resources for use in the
classroom.
Library books and printed resources
in Media Center.
Technology Equipment:
Switches, Wiring, Servers, Patch
Panels, Student Computers,
Peripherals, Printers and supplies
Interactive Whiteboards, Mobile
Labs, Client Licenses, Internet
Connectivity
Network
South Jersey
Capacity
South Jersey
$1,000
$8,000
Included
above
33
$2,000
Filtering
Secure School
$1,500
Software
$3,200
Software and electronically
delivered learning materials
to include but not limited to:
Microsoft Office, Inspiration,
Kidspiration, Kid Pix Studio
Deluxe, Type to Learn, Adobe
Products, Study Island, Follett
and Cross Curriculum instructional
software for all grade levels.
Maintenance
South Jersey
Anti-Virus Renewals
Keri Security System
Upgrades
$10,000
$2,000
Policy and Plans
Other Services
Miscellaneous Training
$6,883
Three-Year Technology Plan Anticipated Funding Table (2014-2016)
ITEM
FEDERAL
FUNDING
STATE
FUNDING
Digital Curricula:
NIMAS/NIMAC (National
Instruction Material
Accessibility Standard/National
Instructional Center) is a
technical standard used by
publishers to produce source
files (in XML) that may be used
to develop multiple specialized
formats such as Braille or
audio books for students with
print disabilities. This
requirement is met by the
utilization of the services
through the Commission for
the Blind and/or the Recording
for the Blind and Dyslexic.
Print media needed to
achieve goals
Print resources to include, but
not limited to cross-curricular
LOCAL
FUNDING
MISC. (e.g.
Donations, Grants)
$1,000
$2,000
34
$2,000
textbooks, workbooks,
periodicals, and supplemental
resources for use in the
classroom.
Library books and printed
resources in Media Center.
Technology Equipment:
Switches, Wiring, Servers,
Patch Panels, Student
Computers, Peripherals,
Printers and supplies Wireless
Access Points, Interactive
Whiteboards, Mobile Labs,
Client Licenses, Internet
Connectivity.
Network
South Jersey
Capacity
South Jersey
Filtering
Secure School
Software
Software and electronically
delivered learning materials to
include but not limited to:
Microsoft Office, Inspiration,
Kidspiration, Kid Pix Studio
Deluxe, Type to Learn, Adobe
Products, Study Island, Follett,
and Cross Curriculum
instructional software for all
grade levels.
Software Upgrades and or
reoccurring licenses*
Maintenance
South Jersey
Anti-Virus Renewals
Keri Security System
Upgrades
$1,000
$8,000
Included above
$1,500
$3,200
$10,000
$2,000
Policy and Plans
Other Services
Miscellaneous Training
$6,883
35
*Software upgrades and/or reoccurring licenses – Symantec Norton Anti-virus license; Microsoft
Open Volume Office License; Study Island Subscriptions, Reading Eggs Subscriptions, Follett Library
Catalog
C. Attach a copy of the board approval for this technology plan. Be sure it includes the
budget for the first year of this plan.
D. (NEW) A board approved budget for each successive year of this plan must be filed with
the technology plan for e-rate auditing purposes.
E. July 2013 is the technology plan’s creation date which, as defined by e-rate, is the point
when these five elements are in your plan. Those elements are:
Goals and strategies for using telecommunications and information technology;
A professional development strategy;
An assessment of telecommunications services, hardware, software, and other services needed;
Budget resources; and
An ongoing evaluation process.
Curriculum and learning needs should drive technology purchases. The purchasing of devices or the
increase in Internet services/network capacity should address the learning needs of students as
well as the assessment needs of the school.
36
2009 New Jersey Core Curriculum Content Standards - Technology
The 2009 standards provide the foundation for creating local curricula and authentic
performance assessments and emulate the philosophy and goals contained in documents
produced by national technology organizations, including the Partnership for the 21st Century
Skills and the New Jersey Educational Technology Plan.
Content
Area
Standard
Strand
By the
end of
grade
P
Technology
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively and to create
and communicate knowledge.
A. Technology Operations and Concepts
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
The use of technology
and digital tools requires
knowledge and
appropriate use of
operations and related
applications.
8.1.P.A.1
Use the mouse to negotiate a simple menu on the screen
(e.g., to print a picture).
Use electronic devices (e.g., computer) to type name and to
create stories with pictures and letters/words.
Identify the “power keys” (e.g., ENTER, spacebar) on a
keyboard.
Recognize that the number keys are in a row on the top of
the keyboard.
Use basic technology terms in conversations (e.g., digital
camera, battery, screen, computer, Internet, mouse,
keyboards, and printer).
Turn smart toys on and off.
8.1.P.A.2
8.1.P.A.3
8.1.P.A.4
8.1.P.A.5
8.1.P.A.6
2
knowledge and
appropriate use of
applications.
8.1.2.A.1
8.1.2.A.2
8.1.2.A.3
8.1.2.A.4
8.1.2.A.5
4
knowledge and
appropriate use of
applications.
8.1.4.A.1
8.1.4.A.2
8.1.4.A.3
8.1.4.A.4
8.1.4.A.5
Identify the basic features of a computer and explain how to
use them effectively.
Use technology terms in daily practice.
Discuss the common uses of computer applications and
hardware and identify their advantages and disadvantages.
Create a document with text using a word processing
program.
Demonstrate the ability to navigate in virtual environments
that are developmentally appropriate.
Demonstrate effective input of text and data using an input
device.
Create a document with text formatting and graphics using a
word processing program.
Create and present a multimedia presentation that includes
graphics.
Create a simple spreadsheet, enter data, and interpret the
information.
Determine the benefits of a wide range of digital tools by
using them to solve problems.
37
8
knowledge and
appropriate use of
applications.
8.1.8.A.1
8.1.8.A.2
8.1.8.A.3
8.1.8.A.4
8.1.8.A.5
knowledge and
appropriate use of
applications.
12
8.1.12.A.1
8.1.12.A.2
8.1.12.A.3
8.1.12.A.4
Create professional documents (e.g., newsletter, personalized
learning plan, business letter or flyer) using advanced
features of a word processing program.
Plan and create a simple database, define fields, input data,
and produce a report using sort and query.
Create a multimedia presentation including sound and
images.
Generate a spreadsheet to calculate, graph, and present
information.
Select and use appropriate tools and digital resources to
accomplish a variety of tasks and to solve problems.
Construct a spreadsheet, enter data, and use mathematical or
logical functions to manipulate data, generate charts and
graphs, and interpret the results.
Produce and edit a multi-page document for a commercial or
professional audience using desktop publishing and/or
graphics software.
Participate in online courses, learning communities, social
networks, or virtual worlds and recognize them as resources
for lifelong learning.
Create a personalized digital portfolio that contains a
résumé, exemplary projects, and activities, which together
reflect personal and academic interests, achievements, and
career aspirations.
38
Content
Area
Standard
Strand
By the
end of
grade
P
2
4
8
12
Technology
B. Creativity and Innovation
Content Statement
CPI #
The use of digital tools
and media-rich resources
enhances creativity and
the construction of
knowledge.
8.1.P.B.1
Use a digital camera to take a picture.
the construction of
knowledge.
the construction of
knowledge.
the construction of
knowledge.
the construction of
knowledge.
8.1.2.B.1
Illustrate and communicate original ideas and stories using
digital tools and media-rich resources.
8.1.4.B.1
Produce a media-rich digital story about a significant local
event or issue based on first-person interviews.
8.1.8.B.1
Synthesize and publish information about a local or global
issue or event on a collaborative, web-based service (also
known as a shared hosted service).
8.1.12.B.1 Design and pilot a digital learning game to demonstrate
knowledge and skills related to one or more content areas or
a real world situation.
39
Content
Area
Standard
Strand
By the
end of
grade
P
2
4
8
12
Technology
C. Communication and Collaboration
Content Statement
CPI #
Digital tools and
environments support the
learning process and
foster collaboration in
solving local or global
issues and problems.
8.1.P.C.1
Digital tools and
Digital tools and
Digital tools and
Digital tools and
8.1.2.C.1
Engage in a variety of developmentally appropriate learning
activities with students in other classes, schools, or countries
using electronic tools.
8.1.4.C.1
Engage in online discussions with learners in the United
States or from other countries to understand their
perspectives on a global problem or issue.
8.1.8.C.1
Participate in an online learning community with learners
from other countries to understand their perspectives on a
global problem or issue, and propose possible solutions.
8.1.P.C.2
Operate frequently used, high-quality, interactive games or
activities in either screen or toy-based formats.
Access materials on a disk, cassette tape, or DVD. Insert a
disk, cassette tape, CD-Rom, DVD, or other storage device
and press “play” and “stop.”
8.1.12.C.1 Develop an innovative solution to a complex, local or global
problem or issue in collaboration with peers and experts, and
present ideas for feedback in an online community.
40
Content
Area
Standard
Strand
By the
end of
grade
2
4
8
12
Technology
D. Digital Citizenship
Content Statement
CPI #
Technological
advancements create
societal concerns
regarding the practice of
safe, legal, and ethical
behaviors.
Technological
advancements create
societal concerns
behaviors.
8.1.2.D.1
Model legal and ethical behaviors when using both print and
non-print information by citing resources.
8.1.4.D.1
Technological
advancements create
societal concerns
behaviors.
Technological
advancements create
societal concerns
behaviors.
8.1.8.D.1
Explain the need for each individual, as a member of the
global community, to practice cyber safety, cyber security,
and cyber ethics when using existing and emerging
technologies.
Analyze the need for and use of copyrights.
Explain the purpose of an acceptable use policy and the
consequences of inappropriate use of technology.
Model appropriate online behaviors related to cyber safety,
cyber bullying, cyber security, and cyber ethics.
Summarize the application of fair use and Creative Commons
guidelines.
Demonstrate how information on a controversial issue may be
biased.
Evaluate policies on unauthorized electronic access (e.g.,
hacking) and disclosure and on dissemination of personal
information.
Demonstrate appropriate use of copyrights as well as fair use
and Creative Commons guidelines.
Compare and contrast international government policies on
filters for censorship.
Explain the impact of cyber crimes on society.
8.1.4.D.2
8.1.4.D.3
8.1.8.D.2
8.1.8.D.3
8.1.12.D.1
8.1.12.D.2
8.1.12.D.3
8.1.12.D.4
41
Content
Area
Standard
Strand
By the
end of
grade
P
2
4
Technology
E. Research and Information Literacy
Content Statement
CPI #
Effective use of digital
tools assists in gathering
and managing
information.
8.1.P.E.1
Use the Internet to explore and investigate questions with a
teacher’s support.
and managing
information.
and managing
information.
8.1.2.E.1
Use digital tools and online resources to explore a problem
or issue affecting children, and discuss possible solutions.
8.1.4.E.1
Investigate a problem or issue found in the United States
and/or another country from multiple perspectives, evaluate
findings, and present possible solutions, using digital tools
and online resources for all steps.
Evaluate the accuracy of, relevance to, and appropriateness
of using print and non-print electronic information sources
to complete a variety of tasks.
Gather and analyze findings using data collection technology
to produce a possible solution for a content-related or realworld problem.
8.1.4.E.2
8
12
and managing
information.
and managing
information.
8.1.8.E.1
8.1.12.E.1 Develop a systematic plan of investigation with peers and
experts from other countries to produce an innovative
solution to a state, national, or worldwide problem or issue.
8.1.12.E.2 Predict the impact on society of unethical use of digital
tools, based on research and working with peers and experts
in the field.
42
Content
Area
Standard
Strand
By the
end of
grade
P
2
4
8
12
Technology
F. Critical Thinking, Problem Solving, and Decision-Making
Content Statement
CPI #
Information accessed
through the use of digital
tools assists in
generating solutions and
making decisions.
8.1.P.F.1
Navigate the basic functions of a browser, including how to
open or close windows and use the “back” key.
tools assists in
making decisions.
tools assists in
making decisions.
tools assists in
making decisions.
tools assists in
making decisions.
8.1.2.F.1
Use mapping tools to plan and choose alternate routes to and
from various locations.
8.1.4.F.1
Select and apply digital tools to collect, organize, and
analyze data that support a scientific finding.
8.1.8.F.1
Use an electronic authoring tool in collaboration with
learners from other countries to evaluate and summarize the
perspectives of other cultures about a current event or
contemporary figure.
8.1.12.F.1 Select and use specialized databases for advanced research
to solve real-world problems.
8.1.12.F.2 Analyze the capabilities and limitations of current and
emerging technology resources and assess their potential to
address educational, career, personal, and social needs.
43
Content
Area
Standard
Strand
By the
end of
grade
2
4
8
12
Technology
8.2 Technology Education, Engineering, and Design: All students will develop an
understanding of the nature and impact of technology, engineering, technological design, and the
designed world, as they relate to the individual, global society, and the environment.
A. Nature of Technology: Creativity and Innovation
Content Statement
Technology products
and systems impact
every aspect of the
world in which we live.
Technology products and
systems impact every
aspect of the world in
which we live.
which we live.
which we live.
CPI #
8.2.2.A.1
Describe how technology products, systems, and resources
are useful at school, home, and work.
8.2.4.A.1
Investigate factors that influence the development and
function of technology products and systems.
Using a digital format, compare and contrast how a
technology product has changed over time due to economic,
political, and/or cultural influences.
Explain the impact of globalization on the development of a
technological system over time.
8.2.4.A.2
8.2.8.A.1
8.2.12.A.1 Design and create a technology product or system that
improves the quality of life and identify trade-offs, risks, and
benefits.
44
Content
Area
Standard
Strand
By the
end of
grade
2
Technology
B. Design: Critical Thinking, Problem Solving, and Decision-Making
Content Statement
CPI #
The design process is a
systematic approach to
solving problems.
8.2.2.B.1
Brainstorm and devise a plan to repair a broken toy or tool
using the design process.
Investigate the influence of a specific technology on the
individual, family, community, and environment.
Develop a product using an online simulation that explores
the design process.
Design an alternative use for an existing product.
Explain the positive and negative effect of products and
systems on humans, other species, and the environment.
Compare and contrast how technology transfer happens
within a technology, among technologies, and among other
fields of study.
Design and create a product that addresses a real-world
problem using the design process and working with specific
criteria and constraints.
solving problems.
4
8.2.2.B.2
8.2.4.B.1
8.2.4.B.2
8.2.4.B.3
8.2.4.B4
solving problems.
8.2.8.B.1
8.2.8.B.2
8
8.2.8.B.3
solving problems.
12
Identify the design constraints and trade-offs involved in
designing a prototype (e.g., how the prototype might fail and
how it might be improved) by completing a design problem
and reporting results in a multimedia presentation.
Solve a science-based design challenge and build a
prototype using science and math principles throughout the
design process.
8.2.12.B.1 Design and create a product that maximizes conservation
and sustainability of a scarce resource, using the design
process and entrepreneurial skills throughout the design
process.
8.2.12.B.2 Design and create a prototype for solving a global problem,
documenting how the proposed design features affect the
feasibility of the prototype through the use of engineering,
drawing, and other technical methods of illustration.
8.2.12.B.3 Analyze the full costs, benefits, trade-offs, and risks related
to the use of technologies in a potential career path.
45
Content
Area
Standard
Strand
By the
end of
grade
2
4
8
12
Technology
C. Technological Citizenship, Ethics, and Society
Content Statement
CPI #
Knowledge and
understanding of human,
cultural, and societal
values are fundamental
when designing
technology systems and
products in the global
society.
Knowledge and
when designing
society.
Knowledge and
when designing
society.
Knowledge and
when designing
society.
8.2.2.C.1
Demonstrate how reusing a product affects the local and
global environment.
8.2.4.C.1
Explain the impact of disposing of materials in a responsible
way.
Explain the purpose of trademarks and the impact of
trademark infringement on businesses.
Examine ethical considerations in the development and
production of a product from its inception through
production, marketing, use, maintenance, and eventual
disposal by consumers.
Explain the need for patents and the process of registering
one.
Compare and contrast current and past incidences of ethical
and unethical use of labor in the United States or another
country and present results in a media-rich presentation.
8.2.4.C.2
8.2.4.C.3
8.2.8.C.1
8.2.8.C.2
8.2.12.C.1 Analyze the ethical impact of a product, system, or
environment, worldwide, and report findings in a web-based
publication that elicits further comment and analysis.
8.2.12.C.2 Evaluate ethical considerations regarding the sustainability
of resources that are used for the design, creation, and
maintenance of a chosen product.
8.2.12.C.3 Evaluate the positive and negative impacts in a design by
providing a digital overview of a chosen product and suggest
potential modifications to address the negative impacts.
46
Content
Area
Standard
Strand
By the
end of
grade
2
4
8
12
Technology
D. Research and Information Fluency
Content Statement
CPI #
Information-literacy
skills, research, data
analysis, and prediction
provide the basis for the
effective design of
technology systems.
effective design of
technology systems.
effective design of
technology systems.
effective design of
technology systems.
8.2.2.D.1
Collect and post the results of a digital classroom survey
about a problem or issue and use data to suggest solutions.
8.2.4.D.1
Analyze responses collected from owners/users of a
particular product and suggest modifications in the design of
the product based on their responses.
8.2.8.D.1
Evaluate the role of ethics and bias on trend analysis and
prediction in the development of a product that impacts
communities in the United States and/or other countries.
8.2.12.D.1 Reverse-engineer a product to assist in designing a more
eco-friendly version, using an analysis of trends and data
about renewable and sustainable materials to guide your
work.
47
Content
Area
Standard
Strand
By the
end of
grade
2
4
8
12
Technology
E. Communication and Collaboration
Content Statement
CPI #
Digital tools facilitate
local and global
communication and
collaboration in
designing products and
systems.
local and global
communication and
collaboration in designing
products and systems.
local and global
communication and
local and global
communication and
8.2.2.E.1
Communicate with students in the United States or other
countries using digital tools to gather information about a
specific topic and share results.
8.2.4.E.1
Work in collaboration with peers to produce and publish a
report that explains how technology is or was successfully or
unsuccessfully used to address a local or global problem.
8.2.8.E.1
Work in collaboration with peers and experts in the field to
develop a product using the design process, data analysis,
and trends, and maintain a digital log with annotated
sketches to record the development cycle.
8.2.12.E.1 Use the design process to devise a technological product or
system that addresses a global issue, and provide
documentation through drawings, data, and materials, taking
the relevant cultural perspectives into account throughout
the design and development process.
48
APPENDIX A
DEERFIELD TOWNSHIP ELEMENTARY SCHOOL
STAFF COMPUTER SKILLS ASSESSMENT SURVEY
SPRING 2013
Name: ______________________________
Grade/Subject: __________________
This survey is designed to assess individual and group abilities regarding computer skills. Results of this
survey will be used to determine staff training needs in various areas of computer technology and develop
a plan/training schedule. Please complete survey below and return to Mary by Thursday, May 30, 2013.
Thank you for your cooperation.
COMPUTER FUNDAMENTALS: Check all
that apply to your general computer skills listed
below:
Start up and shut down a computer and peripherals
Use a mouse
Insert and eject disks, CD ROM
Create and name folders and files
Move, copy, and delete folders and files
Print documents
Restart a frozen computer
Increase memory used by software
Use of a USB drive
Choose printer location
Install software from a disk or CD
Troubleshoot basic hardware and software
Use a scanner or digital camera to import graphics
WORD PROCESSING: Check all that apply to
your skills using word processing software such
as MS Word, Word Perfect, Text Edit, Word Pad
Open/Save place documents inside sub-directories/folders
Adjust tabs, margins
Create header and footers
Change on-screen view mode
Use a template
Insert a table
Insert graphics/clip art
Create a template
Work with a glossary
Apply borders
Use print preview
Selecting text
Starting a new paragraph
Changing font style
Changing font size
Cutting, copying, and pasting text
Undoing a change you’ve just made
49
No
Knowledge
Beginner
Proficient
Advanced
Changing to single or double spacing
Using spell-check, grammar check, word usage
Name, save, revise document
Copy document from hard disk to CD Rom disc and
visa versa
Add columns to document
Create a table
INTERNET:
Check all that apply to your skills using a browser
such as Safari or Explorer
Connect to the internet
Conduct a search using search engine
Know how to view history on a browser
Set a home page on a browser
Copy - Paste and Save text from web page
Copy - Save graphic from a web page
Download files
Make a bookmark or favorite
Export / Import bookmarks or favorites
Use the refresher key
EMAIL:
Check all that apply to your skills with e-mail
programs such as Outlook Web Access or Webbased (Yahoo, Comcast,)
Save - print - delete email
Create folders
Compose, edit and send new email
Recognize and use embedded web links
Create and use an address book
Create a distribution list
Configure email preferences
Locate, manage and attach files
Create and use a signature
Know how to reply to a sender
Know how to forward a message
Know how to CC and BCC a message
Define database terms (field, record, cell, etc)
Create - open - save a database
Sort data
Use the find command to locate specific records
DATABASES: Check all that apply to your skills
using a database program like Access or similar to
Excel, Gradekeeper, MMS Teacher Portal
Explain the difference between a report and query
Create labels or lists
Import - Export data
50
Insert calculations into a database field
SPREADSHEETS: Check all that apply to your
skills using a spreadsheet program such as Excel
Create - open - save a spreadsheet
Sort cells
Use print preview
Import / Export data
Change size, placement and title of a chart
Replicate a formula for a range of cells (fill)
Create a graph from a spread sheet
Create a spread sheet with rows, columns, and headings
Enter data into spread sheet
Enter spread sheet into Word document
PRESENTATION: Check all that apply to your
skills using presentation hardware and/or software
i.e. PowerPoint, Print Shop, Prezi, Smartboard
Set up and use interactive whiteboard
Locate and download lessons for interactive whiteboard
Use tool options for interactive whiteboard
Create - open and save a presentation
Define presentation terms such as slide, hyperlinks,
animation
Add new slides to a presentation
Add or modify animation and transitions on presentation
Insert or change card design for a presentation
Insert movies into slide
Incorporate hypertext links in presentation
Record sound and insert in presentation
Convert presentation into html for web
Print handouts from presentation
Insert clip art or digital pictures into presentation
Animate objects to illustrate a concept
Insert text, format text or add text box to slide
Use painting and drawing tools
Produce print based products (newsletters, brochures,
banners, posters, cards, etc.)
Please list any specific skills or specific programs that you are interested in learning in order to improve your
technology skills and broaden your teaching methods and skills:
1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
Do you have any technology expertise that you would like to share with your colleagues? Please list below:
1. _______________________________
2. _______________________________
51

DTS Technology Plan 2013 - Deerfield Township School

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