Foxborough Public Schools

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1 DEVELOPED September 2013 REVISED November 2013 Foxborough Public Schools 5-Year Technology Plan

2 Technology Plan Working Group Debra Spinelli, Superintendent of Schools Amy Berdos, Assistant Superintendent of Schools Bill Yukna, Business Administrator Paul Bortolotti, Director of Technology 2 P a g e

3 TABLE OF CONTENTS Background Vision Introduction Overview of Goals Goals, s, 1 and Technology Action Steps References and Backup Documents Strategic Plan Hardware Inventory Software Inventory Budget ISTE NETS (National Educational Technology Standards) for Students, Teachers, Administrators, and Technology Coaches 1 Link to MA Department of Education Technology Guidelines and s 3 P a g e

4 OVERVIEW OF CORE DESIGN The process by which this plan was developed included the creation of two supporting documents. First, Logic Model - Technology 2 was created. The framework of this model was built upon Empowering the 21 st Century Superintendent 5 Themes & Action Steps for Technology Leaders, a collaboration produced by the Consortium for School Networking (CoSN) 3 in The team also reviewed the 2013 NMH Horizon Report K-12 findings. 34 Second, Themes, Activities, and s 5 takes the outputs and activities identified in the logic model as important and relevant to the Foxborough Public Schools and organizes them by theme. Each is then aligned with s that are recommended per the posted technology plan guidelines of the Massachusetts Department of Elementary and Secondary Education (DESE). These benchmarks were then examined and applied to our school district and have been used as the foundation for this plan. The intent of this plan is to outline the Foxborough Public Schools technology goals and action steps necessary to meet those goals. To this end we acknowledge the Department of Elementary and Secondary Education state benchmarks for technology, which are established guidelines for schools to use in technology planning. While not mandated, these benchmarks are for districts to meet by the end of the school year The five benchmark areas consist of the following: 1: Commitment to a Clear Vision and Implementation Strategies 2: Technology Integration and Literacy 3: Technology Professional Development 4: Accessibility of Technology 5: Virtual Learning and Communications These state benchmarks are explicitly acknowledged and linked with the Foxborough Public Schools Technology Plan. They represent the recommended conditions for effectively integrating technology into teaching and learning as outlined in the Massachusetts guidelines for local technology plans. This guide can be accessed by the following link: 2 Link to Logic Model Technology document which will be available on foxborough.k12.ma.us 3 Link to Consortium for School Networking (CoSN) 4 Link to NMH Horizon Report 2013 K-12 Edition 5 Link to Themes, Activities, and s which will be available on the foxborough.k12.ma.us 4 P a g e

5 VISION The Foxborough Public Schools envisions a compelling PreK-12 learning environment in which students and staff have access to technologies that promote 21 st century teaching and learning. This environment leverages technology to provide access to authentic learning experiences that maximize student achievement and prepare students to be productive citizens in a competitive global society. INTRODUCTION The focus of educational technology is changing rapidly, from putting in place a solid infrastructure, to using technology systematically to change educational practices and significantly improve results. The current rate of this change presents significant challenges to technology planning and strategies for implementation that will modernize educational practices. The Consortium for School Networking (CoSN), presents the current spectrum of these challenges in three waves. The first wave of educational technology is the infrastructure. Effective system-wide use of technology to support student achievement depends on adequate hardware, software, networking, bandwidth, funding, community support, and educator capacity. This is widely understood to be the essential provision but it s only the beginning. A true 21 st Century infrastructure is one that provides individuals access to resources from anywhere at any time from any device. The second wave of educational technology is the supporting and enabling applications. Examples of these are Student Information Systems, on-line testing, and distance learning. These applications can make education more efficient and effective, and improve access to content. However, they do not fundamentally change existing models of traditional education. The third wave of educational technology is the transformative applications which fully infuse and integrate technology into all aspects of the educational system. This includes academic standards and curriculum, pedagogy, and professional development. It also includes leadership, administration, communication, and assessment. Examining the interactions between 5 P a g e

6 administrators, teachers, and students will be the most intensive and challenging use of technology. It is the direction our schools must move to make our students more competitive. This third wave represents the bulk of the leadership work outlined in the CoSN 5 Themes & Action Steps for Technology. 6 The five themes for technology leadership: I. Strengthen District and Communications II. Raise the Bar with 21st Century Skills III. Transform Pedagogy with Compelling Learning Environments IV. Support Professional Development and Communities of Practice V. Create Balanced Assessments Theme I (Strengthen District and Communications) underlies the work to be accomplished in all three waves. The Foxborough Public Schools Technology Plan is intended to be a working document that will communicate the examination and adaptation of the role technology plays in our schools as we plan and implement to modernize our educational practices. This process will be guided by our Core Values, Mission Statement, and Vision. 7 Themes will be used to provide clarity, priority, and direction for our initiatives, outcomes, and activities. s and Guidelines from the Massachusetts Department of Elementary and Secondary Education and other pertinent institutions will be adapted to our local community and used to further refine and evaluate our initiatives and their implementations. The intended result will serve as the beacon by which we will navigate the waves of educational technology change. PLANNING AND SUSTAINABILITY To meet the recommendations of the DESE s technology plan guidelines under 1: Commitment to a Clear Vision and Implementation Strategies, the district's technology plan establishes a clearly stated vision and a reasonable set of goals and implementation strategies that align with the district-wide Strategic Plan. Technology goals have been established with implementation strategies and benchmarks to measure the goals. The district s technology plan has been revised to accommodate growth and 21st century expectations. An annual Foxborough Public School Core Values, Mission Statement, and Vision are posted on the school district s website ( 6 P a g e

7 update on the Technology Plan will be provided to the Foxborough School Committee and community where progress toward the outlined goals will be reported. The district has a Technology Steering Committee which is comprised of teachers and administrators from all five schools as well as district level administrators. The Committee meets monthly. Adjunct advisory members (to include school committee member(s), community leaders, and parents) will be invited to meet with the Technology Steering Committee twice a year to provide community involvement and provide feedback on the technology plan. Outreach to local business partners in support of the district s technology initiatives will be. The purpose of the Technology Steering Committee is as follows: To examine our current educational technology systems and how they are used To provide guidance and act as a think tank for issues/challenges that arise as part of infusing technology into the curriculum To identify our own strengths and needs in fully infusing and integrating technology into academic standards and curriculum, pedagogy and professional development (i.e., deployment of mobile devices, software, technology resources) To prioritize those needs and set goals for the future 7 P a g e

8 OVERVIEW OF GOALS Source: Transforming American Education: Learning Powered by Technology, National Education Technology Plan Goal 1 - Learning: Engage and Empower All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. Goal 2 - Assessment: Measure What Matters Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement. Goal 3 - Teaching: Prepare and Connect Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. Goal 4 - Infrastructure: Access and Enable All students and educators will have access to a comprehensive infrastructure for learning when and where they need it. Goal 5 - Productivity: Redesign and Transform Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff P a g e

9 Goal 1 - Learning: Engage and Empower All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. The following s and Technology Action Steps will address this goal: A. The district encourages the development and use of innovative strategies for delivering high-quality courses through the use of technology. Theme III 5 Theme III 5 Theme III 5 Virtual High School courses (VHS) are available to high school students. The district will analyze current enrollment trends to consider the expansion of VHS and/or other online learning opportunities. Analyze current limited use of VHS at Ahern Middle School to consider whether expansion is warranted. Study the role of hybrid courses in contemporary education and determine the feasibility of piloting new course delivery systems Guidance Dept Principal Guidance Dept Supt./Asst. Supt. 25 seats per semester for total of 50 5 seats per semester B. The district deploys IP-based connections for access to web-based and/or interactive video learning on the local, state, regional, national, and international level. Theme III 5 Provide access to web-based and interactive learning platforms to enhance curriculum programs Technology Dept. Teachers Skype, Orton Gillingham s We All Can Read

10 C. Classroom applications of virtual learning include courses, collaborative projects, field trips, and discussions. Themes III, IV 5 Utilize the Tech Steering Committee to investigate where virtual learning is used within our K-12 curriculum. In concert with the technology integration specialists, provide teachers with guidelines and resources for virtual education to support the curriculum D. The district maintains an up-to-date website that includes information for parents and community members. Theme I 5 Theme I 5 Designate a staff member to review the district website each summer to be sure that all information is current. Convene a meeting with all principals and school-based webmasters to provide guidelines for maintaining the sites and share ideas for content. Annually Fall 2013 Web Masters E. The district educates teachers and students about appropriate online behavior. Topics include cyber bullying, potential risks related to social networking sites and chat rooms, and strategies for dealing with these issues 9. Theme III 6 Review when and how digital citizenship is taught and recommend any changes to the existing curriculum. By June 2014 Asst. Supt. 9 To learn more about teaching students about safety and the Internet, see Cyber Safety Campaign developed by Boston Public Schools ( More info available about Bullying Prevention and Intervention is available at ( See the following for related educator tools: ( 10 P a g e

11 Figure 1. A Model of Learning, Powered by Technology What Learning Should Look Like Figure 1 depicts a model of learning powered by technology. In contrast to traditional classroom instruction, which often consists of a single educator transmitting the same information to all learners in the same way, the model puts students at the center and empowers them to take control of their own learning by providing flexibility on several dimensions. A core set of standards-based concepts and competencies form the basis of what all students should learn, but beyond that students and educators have options for engaging in learning: large groups, small groups, and activities tailored to individual goals, needs, and interests. Source: Transforming American Education: Learning Powered by Technology, National Education Technology Plan 2010

12 Goal 2 - Assessment: Measure What Matters Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement. The following s and Technology Action Steps will address this goal: A. Needs Assessment 1 Assess services and products that are currently being used and that Theme IV the district plans to acquire to improve teaching and learning. 2 Theme II 1 Theme V Conduct an audit that matches 21st century skills with the District Strategic Plan, and revise the Plan to address any gaps that are found. Conduct an audit of our assessment systems to ensure that we have timely formative and summative assessments for effective analytics Asst. Supt Administration Asst. Supt. Curriculum Directors HS Dept. Heads 1 Theme V Implement a comprehensive student warehouse Assessment Data System. September 2013 Administration Pearson Inform Assessment Data System (First phase completed 9/13)

13 Goal 3 - Teaching: Prepare and Connect Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. The following s and Technology Action Steps will address this goal: A. Technology Integration 10 2 Teaching and Learning: - At least 90% of teachers use technology with students every day to enhance student learning of the curriculum. Activities include some of the following: research, multimedia, simulations, data analysis, communications, and collaboration. Teachers integrate evolving technologies that enhance student interest, inquiry, analysis, collaboration, and creativity. 2 Professional Responsibilities: At least 90% of teachers use technology every day for the following purposes: research, lesson planning, organization, administrative tasks, communications, and collaboration. Teachers explore evolving technologies and share information about technology uses with their colleagues. Theme III Theme III As curricula are reviewed, assess opportunities for problem-based learning, inquiry, and the application of 21st century skills. Conduct a needs assessment and gap analysis of technology use across the district Teachers Teachers Curriculum Directors HS Dept. Heads Supt./Asst. Supt. Program Review commences January The Massachusetts Department of Elementary and Secondary Education defines technology integration as the daily use of technology in classrooms, libraries, and labs to improve student learning. 13 P a g e

14 B. Technology Literacy 2 At least 90% of eighth grade students show proficiency in all the Theme II Technology Literacy Standards and Expectations for grade eight as currently measured by the 21 st Century Skills assessment provided 2 Theme II 2 Theme IV 2 Theme IV 2 Theme IV by learning.com 11. At least 90% of fourth grade students show proficiency in all the Technology Literacy Standards and Expectations for grade four as currently measured by the 21 st Century Skills assessment provided by learning.com 12. Determine an appropriate measurement of the technology literacy skills of teachers and professional staff By 2015, 90% of teaching staff will have mastered 90% of the skills in the identified assessment. By 2018, 100% of teaching staff will have mastered 90% of the skills in the identified assessment Teachers Tech. Int. Spec Teachers Tech. Int. Spec Supt./Asst. Supt. By June 2015 By June 2018 Teachers Teachers Spring 2013: 69% Spring 2013: 54% Program Review Commences January The Massachusetts Technology Literacy Standards and Expectations for students are available on the Department s website ( The National Educational Technology Standards (NETS S) published by the International Society for Technology in Education and other resources are available at ( More information about Learning.com s skills assessment is available on their website ( 12 The Massachusetts Technology Literacy Standards and Expectations for students are available on the Department s website ( The National Educational Technology Standards (NETS S) published by the International Society for Technology in Education and other resources are available at ( More information about Learning.com s skills assessment is available on their website ( 14 P a g e

15 C. At the end of five years, 100% of faculty will have participated in high-quality, professional development that includes emerging technology issues, technology skills, universal design, and research-based models of technology integration. 3 Themes II, IV 3 Theme IV Identify 21st century technology professional development needs and develop priorities. PD Committee Implement differentiated workshops based on identified priorities. PD Committee D. Technology professional development is sustained and and includes coaching, modeling best practices, district-based mentoring, study groups, and online professional development. 3 Themes III, IV 3 Theme IV 3 Theme IV 3 Theme IV 3 Theme IV 3 Theme V Offer professional development workshops and online resources that enable teachers to effectively integrate technology into the learning environment. Technology Integration specialist has an effective schedule allowing work with classrooms and staff. Create a train-the-trainer model for common technologies (i.e. Qwizdom, document cameras, etc.) providing accessible go-to person in each building. Identify peers who can teach/model specific technologies with which they feel comfortable. Utilize Professional Development Days and Just-in-Time Workshops to meet specific needs that have been identified through the district Technology Steering Committee and PD committee. Train teachers on data analysis applications (Ex. Pearson Inform Analytics) PD Committee Asst. Supt., Princ. Tech. Int. Spec PD Committee Tech. Int. Spec. August- September 2013 TSC/PD Com. Teachers PD Committee PD Committee Teachers 2 days/cycle Phase 1 completed 15 P a g e

16 E. Professional development planning includes an assessment of district and teachers' needs. The assessment is based on the competencies listed in the NETS-T standards. 2 Theme II 2 Themes II, III 2 Theme II 2 Themes II, III 2 Themes II, III Establish minimum expectations for technology skills for faculty, staff, and administrators Use NETS-T standards to develop action steps for improving classroom instruction and to identify supports that would be necessary to identify faculty supports that may be necessary 13. Use NETS-A standards to assess administrators technology skills to identify administrator supports that may be necessary 14. Use NETS-S standards to assess students technology skills to identify administrator supports that may be necessary PD Committee PD Committee Teachers Administrators PD Committee Teachers Use NETS-C standards to develop action steps for supporting faculty Tech. Int. Spec. to improve classroom instruction. 16 PD Committee 13 The National Educational Technology Standards (NETS T) published by the International Society for Technology in Education (ISTE) and other resources are available at ( 14 The National Educational Technology Standards (NETS A) published by the International Society for Technology in Education (ISTE) and other resources are available at ( 15 The National Educational Technology Standards (NETS S) published by the International Society for Technology in Education (ISTE) and other resources are available at ( 16 The National Educational Technology Standards (NETS C) published by the International Society for Technology in Education (ISTE) and other resources are available at ( 16 P a g e

17 F. Administrators and teachers consider their own needs for technology professional development Theme I 3 Theme I 3 Theme IV Require administrators to attend at least one educational technology conference each year Require administrators to include a performance goal that focuses on developing technology skills, keeping current with technology. Use Just in Time workshops to meet individual or small group needs identified by faculty Supt./Asst. Supt Superintendent PD Committee Teachers MASSCue October 2013 (9 Attended) 17 A sample administrator technology self assessment tool is available on the Department s web site ( Administrators may also want to refer to the National Educational Technology Standards (NETS A) and Performance Indicators for Administrators published by the International Society for Technology in Education ( 17 P a g e

18 The Practice of Connected Teaching In connected teaching, classroom educators are fully instrumented, with 24/7 access to data about student learning and analytic tools that help them act on the insights the data provide. They are connected to their students and to professional content, resources, and systems that empower them to create, manage, and assess engaging and relevant learning experiences for students both in and out of school. They also are connected to resources and expertise that improve their own instructional practices, continually add to their competencies and expertise, and guide them in becoming facilitators and collaborators in their students increasingly selfdirected learning (Figure 3). Like students in the learning model described earlier, teachers engage in personal learning networks that support their own learning and their ability to serve their students well. Figure 3. Connected Teaching Builds New Competencies and Expertise Source: Transforming American Education: Learning Powered by Technology, National Education Technology Plan 2010

19 Goal 4 - Infrastructure: Access and Enable All students and educators will have access to a comprehensive infrastructure for learning when and where they need it. The following s and Technology Action Steps will address this goal: A. Hardware Access Theme III Theme III Make continual progress toward the goal of having one highcapacity, internet-connected device for each student at the middle and high schools Provide students with emerging technologies appropriate to their grade level. Maximize access to the general education curriculum for all students, including students with disabilities, using universal design principles and assistive technology devices. Procurement policies exist for information and instructional technologies that ensure usability, equivalent access, interoperability and SIF compliance 19. Provide technology-rich classrooms, with access to devices such as digital projectors, electronic whiteboards, and student response systems Working toward 1:1 BYOD Annual review of status Teachers Director of Sped. Teachers Superintendent Business Mgr. Superintendent Business Mgr. Superintendent 4 Maintain an established computer replacement cycle of five years Annual CIP or less. process Theme I Establish policies and procedures for a BYOD initiative Superintendent Theme III Conduct a needs assessment and gap analysis of the technology infrastructure across the district. Annual status review Superintendent annually annually beginning annually 18 Link to hardware inventory 19 For more information, see the website for the SIF Association (

20 B. Internet Access Provide connectivity to the Internet for all computers in all classrooms in all schools. Provide wireless connectivity in all classrooms in the middle and high schools. Provide wireless connectivity in all classrooms in the elementary schools. Provide an external Internet connection to the Internet Service Provider (ISP) of 100 Mbps per 1,000 students/staff 20. Provide bandwidth of at least 10/100/1 Gb to each classroom. At peak, the bandwidth at each computer is at least 100 kbps. The network card for each computer is at least 10/100/1 Gb. Technology Dept. existing Technology Dept FHS & grades 7/8 complete Technology Dept Media centers are wireless Technology Dept currently 50 Mbps Technology Dept 20 For more information, see the 2008 report High-Speed Broadband Access for All Kids: Breaking through the Barriers published by the State Educational Technology Directors Association (SETDA), available on SETDA s website ( ). 20 P a g e

21 C. Networking (LAN/WAN) 4 Provide internal wide area network (WAN) connections from the district to each school between schools of at least 1 Gbps per 1,000 Technology Dept students/staff Provide access to servers for secure file sharing, backups, scheduling, , and web publishing, either internally or through Technology Dept contracted services. Theme I Expand infrastructure and bandwidth to support new technology tools and solutions Technology Dept Theme I Implement new and IP Telephone phone systems to enhance communication and collaboration. Technology Dept 4 Expand remote access capabilities to include hosted software Technology Dept. 4 Expand remote access capabilities to include teacher remote 4 4 desktop access to their classroom computers Expand remote access capabilities to include more single-sign-on applications Expand remote access capabilities to include end-user account password reset Technology Dept Technology Dept Technology Dept existing existing file access in place starting starting 21 Link to network diagram 21 P a g e

22 D. Access to the Internet Outside the School Day 4 Provide access to computers before and after school at the middle and high school levels to ensure that students and staff have adequate access to the Internet outside of the school day. 4 Communicate up-to-date information about where students and staff can access the Internet after school hours. Theme III Assess students access to technology outside of school Revisit existing Additional information: In regards to safety, security and data retention the district has a CIPA-compliant Acceptable Use Policy (AUP) regarding Internet and network use. The policy is updated as needed to help ensure safe and ethical use of resources by teachers and students. A plan is in place to protect the security and confidentiality of personal information of its students and staff 22. The district complies with federal and state law 23, and local policies for archiving electronic communications produced by its staff and students. Staff and students are informed that any information distributed over the district or school network may be a public record. 22 To find out how state agencies in the Executive Branch must protect personal information, as well as to find training tools related to this effort, see the Commonwealth s ( 23 Information about state regulations is available from the state s Record Management Unit ( 22 P a g e

23 Goal 5 - Productivity: Redesign and Transform Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff. The following s and Technology Action Steps will address this goal: A. Budget - The district recognizes that technology plays a critical role in achieving its goals. Develop CIP Budget annually that reflects and supports the : d: 1 implementation of the long-range technology plan. annually 1: d: 2 1: d: 3 1: d: 4 Budget for adequate staffing, infrastructure, hardware, software applications, professional development, support, and contracted services. 24 Pursue funding for technology programs from federal, state, and private resources. Explore ways technology can reduce costs and create efficiencies in other areas of the district budget. Ensure that the technology plan specifies how the district will pay for the non-discounted portion of their costs for the services procured through E-rate. Superintendent Business Mgr Superintendent Business Mgr Superintendent Business Mgr Superintendent Business Mgr. 24 Technology Budget Documents 23 P a g e

24 B. Evaluation 1 1 Engage in a regular evaluation process that enables the school district to monitor its progress in achieving its goals and to make mid-course corrections in response to new developments and opportunities as they arise. Ensure routine consultation with technology staff before purchasing technologies items, to ensure that the items are appropriate, costeffective, and sustainable Superintendent Business Mgr Business Mgr. annually C. Staffing 2 Employ a district-level director/coordinator Superintendent Business Mgr. 2 2 Provide one full-time instructional technology integration specialist per instructional staff to coach and model. 26 (State benchmark) FPS goal is to employ 3 full time instructional technology specialists by Dedicate staff to focus primarily on data management and assessment Superintendent Business Mgr Business Mgr. existing 2 to 280 existing: 1.5 FTE 25 Link to FPS Hardware/Software form 26 The district added an additional Technology Integration Specialist position for the start of the school year. This will now provide 2.0 FTE for this position. 24 P a g e

25 D. Staffing 4 4 Provide staff or contracted services to ensure that the district network is functioning at all times. Resolve technical problems within 24 hours, so that they do not cause major disruptions to curriculum delivery. The district provides clear information about how to access technical support existing Technology Dept. 4 The district provides at least one full-time technician to support Superintendent computers. 28 Business Mgr hrs estimated existing 27 Link to Help Desk 28 Link to Staff Organizational Chart 25 P a g e

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