Springfield Massachusetts Public Schools 4-Year Strategic Technology Plan For High Student Achievement July 1, 2011 through June 30, 2015

Transcription

1 Springfield Massachusetts Public Schools 4-Year Strategic Technology Plan For High Student Achievement July 1, 2011 through June 30, 2015 Superintendent of Schools Alan J. Ingram, Ed.D. Springfield School Committee Mayor & Chairperson Honorable Domenic Sarno School Committee Members Norman Roldan, Vice Chairman Christopher Collins Barbara Gresham Denise Hurst Antonette E. Pepe Peter Murphy Technology Contact Person Donna Boivin Chief Information, Technology and Accountability Officer District Name: Springfield Three-Digit LEA Code: Table 281 of Contents Address: 195 State Street Springfield, Massachusetts Website: Page

2 Table of Contents District Vision and Mission Office of Information, Technology and Accountability Vision and Mission 4 Budget 5 Evaluation. 7 Teaching and Learning 8 Educator Preparation.. 12 Administration and Support Services. 13 Database and Application Solutions. 17 Infrastructure for Technology Goals and Strategies Aligned with STaR Chart Appendices: A: SPS Technology Team.. 37 B: Acceptable Use Policy C: Assessment Calendar D: Blog and Podcast Policies E: School Status As Of March 2010 Hardware, Software, Networking F: Instructional Software G: Instructional Technology Addendum H: Academic Department Technology Plans. 80 I: E-Rate Information J: Results Of Teacher Technology Use Survey August K: Grant Information L: Core Development Platform M: Build Vs Buy Decision Chart N: Internet Access Outside the Springfield Public Schools O: Massachusetts Local Technology Plan Guidelines 167 P: Massachusetts STaR Chart. 174 Q: Massachusetts Technology Literacy Standards and Expectations R: Assistive Technology Guide. 181 S: Recommended Criteria For Distance Learning Courses. 183 T: Academic Plans Combined Budget. 185 U: School Plans Combined Budget V: Instructional Technology and Computer And Information Technology Staff 191 W: Action Research. 195 X: Data Life Management Plan 205 Y: Office of Information, Technology and Accountability Organizational Chart Technology Plan

3 ( model of SPS Technology Plan) Technology Plan

4 Springfield Public Schools Technology Vision and Mission Statements District Vision A Culture of Educational Excellence. District Mission The mission of the Springfield Public Schools is to provide the highest quality of education so that all of our students are empowered to realize their full-potential and lead fulfilling lives as lifelong learners, responsible citizens and leaders in the 21st Century. Office of Information, Technology and Accountability Vision A Culture of Educational Excellence where all staff and students have the technology knowledge and skills necessary for 21 st Century success. Office of Information, Technology and Accountability Mission The mission of the Office of Information, Technology, and Accountability is to provide leadership and support in the use of the information, technology, and accountability systems and protocols necessary to support the district culture of educational excellence. Technology Plan

5 Needs Assessment Curriculum, Instruction and Assessment needs are assessed through the Technology Teacher Use Survey (TTUS), the Technology Self Assessment Tool (TSAT) and classroom learning walks. Based on the resulting data professional development offerings, curriculum enhancement and assessment adjustments are made. Assessment, Research and Accountability (ARA) meets on a regular basis with Academic staff, the OITA, and principals to determine and plan for the role of this group related to assessments, MCAS support, processing and evaluation of data/research requests and other state or District mandated reports. Information System group meets on a regular basis with administrators, the OITA, and the principals to determine and plan for the role of this group related to student information system, data reports (e.g., SIMS, EPIMS) and related items. Infrastructure group meets on a regular basis with consultants, the OITA, and administrators to determine and plan for the role of this group related to hardware, software and network installation and maintenance. The SPS Technology Plan is reviewed and commented on by the SPS Technology Team (Appendix A). Appropriate adjustments to the plan are made based on resulting feedback/ Budget In order to provide students of the Springfield Public Schools with an education that is appropriate for 21st century learners, we must attain/maintain budgetary support for the following (at least to minimum compliance with the Massachusetts Local Technology Plan Guidelines- Appendix O): - Hardware for staff and students (operating system software and licensing must be included with hardware) (Appendix E) - Instructional software for staff and students (Appendix F) - Professional and administrative software - Instructional management software - Network infrastructure (Appendix I) - Instructional technology specialists/teachers (Appendix V) - Technology technicians - Technology administrative personnel - Professional development - Assessment, research and accountability staff and resources - Information systems staff and resources Additionally, to plan for the future, each school and academic area created Technology Plans with projected budgets - Academic Area Technology Plans (Appendix H) - Combined Projected Academic Area Technology Plans Budget (Appendix T) - Combined Projected School Technology Plans Budget (Appendix U) Each Springfield public school has developed a technology plan which is a part of its School Improvement Plan (SIP) document. The school technology plans focused on four areas: 1) infrastructure and staff technology allocation; 2) professional development; 3) student support (in acquisition of knowledge) and 4) electronic Technology Plan

6 communication with staff, parents, and community. Many schools are now including a fifth objective to explore online assessment and reporting. In general, the schools vision included procuring laptops for all administrative and teaching staff, mobile carts for student access, and other technology tools such as Interactive whiteboards, student response systems, docucameras, digital cameras, and camcorders. Schools also indicated a need for staff positions (1 FTE each) to work with teachers to increase their technology skills and knowledge, to integrate technology appropriately into the curriculum, and to work with students on projects aligned to the curriculum. This would require professional development in the areas of productivity tools, data analysis, and integration into content through embedded support by technology staff. The district has a budget for its local technology plan with line items for technology in its operational budget. It includes funding for staffing, district-wide administrative and instructional hardware and software, technology support, and contracted services. The district sets aside funding annually for the co-payment and non-discounted elements of each E-Rate application. A copy of this budget, which is updated regularly, is available from the Springfield Public Schools Finance Department. For all other staffing, hardware, software, professional development, support, and contracted services, the district leverages the use of federal, state, and private resources Projected Budget Items for Technology Enhancements! Replace a set of the 98 Operating System machines! Implement Acuity for the District Comprehensive Assessment System! Purchase student response systems for piloting school based assessment process! Technology replacement/repair parts! Infrastructure and Maintenance! Staff computers for Power School Student Information System for grading and attendance Technology Plan

7 Evaluation Evaluation of the District and the School Technology Plans The Springfield Public School district recognizes the need for ongoing evaluation of the district and school technology plans, as well as the need for evaluation of the effectiveness of technology resources and technology practices, and evaluates these in several different ways. The effectiveness of all academic resources, including technology resources, in support of student progress toward specific curricular goals is evaluated regularly by the academic departments utilizing the particular resource, as they are best equipped to evaluate this; mid-course corrections in response to new developments and opportunities are standard practice. The Office of Information, Technology and Accountability (OITA) assist with these efforts.. The Office of Information, Technology and Accountability conducts a full review of its District Technology Plan at least yearly, noting its alignment with all pertinent standards, guidelines, and requirements. Representatives of the various stakeholder groups, including but not limited to the Academic Directors, the Superintendent, and the School Committee, are involved. In addition, the principals work with department representatives to monitor and update their School Technology Plans. Data for review is collected by the OITA via surveys, interviews, and discussions at meetings and training sessions. Test data is also mined for pertinent information. The process for review is as follows: The OITA schedules the review meeting and sends out invitations. The plan and any pertinent data are included electronically for review prior to the scheduled meeting date. At the meeting, all concerns, comments, and recommended revisions are discussed and resolved (when possible). Electronic information is accepted from anyone not able to attend. Following the meeting, any revisions are sent to all stakeholders for final review. The revised plan is then submitted to the Superintendent for review and presentation to the School Committee. Evaluation of Technology Products and Services Prior to purchasing technology resources, the district assesses the products and services being recommended to ensure that they are appropriate, valid, in alignment with district, state, and federal standards, and able to be utilized in the technology environment/infrastructure for which they are proposed. One example of this evaluative process is; School-based and District-based Instructional Technology Specialists regularly review new and emerging technologies and make recommendations for classroom use. Any available research on the effectiveness of the resources is taken into consideration. This evaluation is a joint effort of the academic departments and the OITA. Evaluation of Office of Information, Technology and Accountability Work The Office of Information, Technology and Accountability recognizes the need to analyze the status of the department s work through metrics and key performance indicators. The department has developed and is in the process of automating a system of collecting, posting, analyzing and reporting a set of performance and other metrics aligned with the district s and department s goals. Technology Plan

8 Literacy Goals and Strategies Teaching and Learning - Technology Integration and Literacy Our department goals include providing the technology needed to support all district plans, to assist all students to achieve academic success, and to provide all educators with the tools to support these goals. The driving forces behind our district Instructional Technology Plan are the Springfield Public Schools academic curricula and the goal of high student achievement. All curricula support the 21 st century student outcomes which include the skills, knowledge and expertise students should master to succeed in work and life in the 21st century. ( ) Integration The technology integration and support plans of the various academic departments are listed in the appendices of this document (Appendix H). All technology goals are based upon the needs of the students and educators, and are developed in collaboration with the academic directors and supervisors as well as principals and teachers. We strive to make the classroom environment student-centered so that research, collaboration, and investigation are an integral part of teaching and learning. In alignment with the Massachusetts Technology Literacy Standards and Expectations, we strive to create the conditions that promote effective schools and accountability for results. Springfield promotes the use of technology as a critical factor in support of No Child Left Behind, A Culture of Educational Excellence, the Massachusetts Curriculum Frameworks, and our Springfield Public Schools Technology Instructional Guide (TIG) documents. Accordingly, our plan includes provision for professional development for teachers and administrators in the use of technology in support of the curriculum. We also recognize the need for, and include the use of, technology for administrative and academic support, to efficiently and effectively collect, analyze, and utilize assessment data to look at the strengths and weaknesses of students, classes, grade levels, schools, and the district to make informed instructional decisions, as well as to provide useful feedback to the community which we serve. The Massachusetts Technology Literacy Standards and Expectations and the Massachusetts STaR Chart are used as our guides. In order to determine the effectiveness of technology integration in the content classroom and discover possible areas for improvement, the District and School-based Instructional Technology Specialists conduct Classroom Action Research (see Appendix W); utilizing the following steps: Step 1. Research question-when using technology tools to teach content is there an increase in the acquisition of content knowledge? of technology skills? Step 2. Define a solution (i.e., Use MS PowerPoint to have students convey their knowledge of plot and character from Romeo and Juliet) Step 3. Apply the solution and collect data. Step 4. Analyze findings determining whether the solution had an impact on learning. Step 5. Take action either by revising intervention and returning to Step 2 to test another intervention, or by changing your practice to reflect a successful new technique. The purpose of the research is to determine if both classroom content and technology skills increase. Enhanced communication between and among students, teachers, administrators, support staff, parents, and the community is a major part of our technology goals. The district, in response to the need of enhance communication and uniformity in curriculum, has created an on-line repository of K-12 curriculum documents for each subject called The Learning Center, which includes curriculum, scope and sequence documents, pacing guides, student Technology Plan

9 technology record sheets, standard-based lesson/unit plans with rubrics, assessment suggestions, and Classroom Visit Guides for administrators ( ). Accordingly, providing appropriate and adequate hardware, software, network infrastructure, Internet access, and support to ensure the appropriate, effective use of communication and collaboration technology resources is a critical component of our plan. In order to ensure that all learners have access to the technology tools necessary for academic success, the Springfield Public Schools includes the principles of Universal Design in all areas of technology. Additionally, we include the use of assistive technology resources wherever/whenever needed. It is the goal of the Springfield Public Schools to meet or exceed all Massachusetts Department of Education Local Technology Plan Benchmark Standards, as well as all No Child Left Behind, Title II Part D Technology Standards. These standards, as well as the Massachusetts Technology Literacy Standards and Expectations and the Massachusetts STaR Chart, are included in the appendices of this document (Appendix Q, Appendix P). E-Learning Environments, Virtual Learning and Communication The Springfield Public School district actively promotes the development and use of innovative strategies for delivering specialized courses through the use of technology and on-line resources. We have designed and delivered coursework created by Springfield teachers and administrators to staff and students through MassONE, Moodle, and Manhattan. This is an ongoing effort which has been augmented considerably through the use of state and federal grants. We continue to utilize on-line coursework to meet the instructional needs of students; in addition, we are extending the use of this on-line coursework to address remediation and enhancement in the both the secondary and elementary classrooms. The OITA is creating an extensive set of on-line tutorials to enable SPS staff to extend their technology skills (in alignment with local, state, and federal guidelines). This resource resides on our SPS Technology Resource webpage, and includes an IT Newsletter, tutorials and self-paced guides written by SPS staff, as well as links to high-quality material already available on the Internet ( The Springfield Public School System is also taking advantage of third party on-line coursework such as that provided by Virtual High School. This initiative is ongoing at our high schools and will enable us to provide high level course content even for low incidence courses. Students are urged to avail themselves of AP and pre-ap coursework through this program. The district deploys some IP-based and/or ISDN-based connections for access to web-based and/or interactive video learning on the local, state, regional, national, and international level. We have already conducted successful international videoconferences. In addition, SPS staff utilized E2020 and Novanet for credit recovery and web 2.0 collaboration tools (e.g., E-Pals, PBWorks, Gaggle.net). Additionally, we have integrated e-learning resources and strategies into our curriculum documents, created TrackStar tracks and SMARTBoard Notebook 10 lessons aligned with our curriculum, and listed on-line resources on our website, providing teachers with guidance in the use of these academic resources. Staffing See Appendix V: Instructional Technology and Computer And Information Technology Staff. Technology Plan

10 Specific Goals Technology Integration and Literacy: Teaching & Learning Increase the embedded classroom support for technology integration into the content areas, 1) Continue providing as needed Mobile Cart / Care and Feeding of Your Laptop training for teachers, enabling them to integrate evolving technology to transform the teaching process; 2) Increase the ability to use technology resources for data-driven decision-making (to increase student achievement); 3) Enhance on The Learning Center webpage, the Technology Instructional Guides (TIG) including curriculum, scope and sequence, pacing guide, Student Technology Record Sheet, standard-based unit/lesson plans with rubrics, assessments, and Classroom Visit Guides for administrators, for all courses; 4) Continue to support student e-portfolios to guide learning; 5) Continue to provide on-line coursework (VHS, MassOne, Manhattan) ; 6) Pilot SPS On-line environment (MOODLE) for content and assessment; 7) Involve students in the review of the SPS Technology Plan and 8) Increase the District aggregate CPI score in ELA and Math by 5 points. Increase the District aggregate MCAS results in science and Social studies , 3 & 8) 3100 hours of embedded classroom support 2 & 8) 250 staff will received professional development data-driven decision-making including MADESE Data Warehouse, SPS Data Warehouse, MADESE Growth Model, ACUITY 4 & 8) Student portfolio project will be expanded 5 & 8) 1500 students will participate in on-line coursework 8) Continue Classroom Action Research 6)Applications of Technology I Assessments completed and analyze on-line 7) Gather student input for the SPS Technology Plan , 3 & 8) 3410 hours of embedded classroom support 2 & 8) 275 staff will received professional development data-driven decision-making including MADESE Data Warehouse, SPS Data Warehouse, MADESE Growth Model, ACUITY 4 & 8) Student portfolio project will be expanded 5 & 8) 1650 students will participate in on-line coursework 8) Continue Classroom Action Research 6)Applications of Technology I and II Assessments completed and analyze on-line 7) Gather student input for the SPS Technology Plan , 3 & 8) 3720 hours of embedded classroom support 2 & 8) 302 staff will received professional development data-driven decision-making including MADESE Data Warehouse, SPS Data Warehouse, MADESE Growth Model, ACUITY 4 & 8) Student portfolio project will be expanded 5 & 8) 1815 students will participate in on-line coursework 8) Continue Classroom Action Research 6) Grade 6,7,8, Applications of Technology I and II Assessments completed and analyze on-line 7) Gather student input for the SPS Technology Plan Technology Plan

11 , 3 & 8) 4092 hours of embedded classroom support 2 & 8) 332 staff will received professional development data-driven decision-making including MADESE Data Warehouse, SPS Data Warehouse, MADESE Growth Model, ACUITY 4 & 8) Student portfolio project will be expanded 5 & 8) 1996 students will participate in on-line coursework 8) Continue Classroom Action Research 6) Grade 6,7,8, Applications of Technology I and II Assessments completed and analyze on-line and related course work is available on-line 7) Gather student input for the SPS Technology Plan Technology Plan

12 Technology Professional Development Educator Preparation and Development The Springfield Public School District recognizes the importance of ongoing, relevant, high quality professional development for all staff members. The OITA utilizes all possible opportunities and funding sources, including grants and school department budget, to attain the state goal of 45 hours of high quality technology professional development per staff member, including but not limited to: 1) the August professional development days for teachers, 2) embedded professional development, 3) after-school, Saturday, and summer workshops, 4) study groups, 5) monthly instructional technology meetings, 6) seminars and workshops for administrators, 7) workshops for paraprofessionals, 8) training sessions for school clerks, 9) data warehouse sessions for guidance staff and 10) online coursework / on-line tutorial opportunities for staff. Following professional development sessions on-line tutorials are made available for staff on our Internet and/or Intranet. Specific professional development activities include: 1. Technology Integration (both formal and embedded PD) including Internet Safety, UD/AT, on-line resources, technology utilization (e.g., mobile lab, interactive whiteboards, docucams, student response systems, graphing calculators, digital cameras), strategies to support English Language Learners, and technology integration PD in content areas (e.g., Read 180, FASTT Math, Fast ForWord, Accelerated Reader, ALEKS, Thinkfinity, Teacherdomain.org, Fine Arts software, Magnet School theme support through technology, Chemistry virtual labs); 2. Software and resources for data analysis such as ACUITY, DBA item analysis, MADESE Data Warehouse, SPS Data Warehouse and School Improvement Planning resources such as the SPS Principals Page; 3. On-line Coursework for staff (e.g., Math- Fractions for Elementary Teachers, Differentiated Instruction Module, Looking at Student Work Module, INTEL course, IMPACT Grant MOODLE Course); and 4. Navigation and use of the new SPS Website, including school and department web pages, for instructional as well as informational purposes. Additionally, we will provide embedded PD facilitated by both District Instructional Technology and School-based Instructional Technology specialists, provide support to classroom teachers as they develop standards-based data driven unit/lesson plans, actively disseminate information regarding the internally developed on-line coursework and explore the use of technology resources to create and utilize teacher and student portfolios. Technology Plan

13 Specific Goals for Educator Preparation and Development: Educator Preparation and Development 1) Continue to survey all teachers using the Teacher Technology Use Survey (TTUS). Increase the use of the Technology Self-Assessment Tool (TSAT). Use the results to monitor growth and inform professional development; 2) Create and periodically revise tutorials for staff in alignment with the TSAT and other defined technology skill sets. Post the tutorials on the SPS Internet and/or Intranet sites; 3) Work with the SPS Professional Development Department to develop and implement a systemic structured Technology Professional Development Plan for administrators, teachers, paraprofessionals, and clerks; 4) Increase embedded professional development support for teachers; 5) Create an electronic method of collecting, analyzing and reporting on all professional development, including technology professional development, offered by the district; 6) Provide on-line professional development opportunities and 7) Increase the District aggregate CPI score in ELA and Math by 5 points. Increase the District aggregate MCAS results in science and Social studies. 8) Design and implement accountability systems to improve effectiveness of instruction and efficiency of operations, including such systems as the data warehouse, dashboards, and scorecards ) 1900 staff will take the TTUS AUG 2009; 1250 staff will take the TSAT 2) 65 modules will be posted on our webpage 3 & 7) Continue to provide professional development for paraprofessionals, teachers, clerks, counselors, resources staff, and administration 4 & 7) 3100 hours of embedded classroom support 5) All professional development is recorded electronically. 6 & 7) 30 staff participate in on-line course/module sessions. 8) SPS data warehouse professional development for directors, principals, guidance staff, ILS, CPDTs and District resource teachers, classroom teachers (220 staff) ) 2090 staff will take the TTUS AUG 2009; 1375 staff will take the TSAT 2) 70 modules will be posted on our webpage 3 & 7) Continue to provide professional development for paraprofessionals, teachers, clerks, counselors, resources staff, and administration 4 & 7) 3410 hours of embedded classroom support 5) All professional development is recorded electronically. 6 & 7) 33 staff participate in on-line course/module sessions. 8) SPS data warehouse professional development for directors, principals, guidance staff, ILS, CPDTs and District resource teachers, classroom teachers (242 staff) Technology Plan

14 ) 2299 staff will take the TTUS AUG 2009; 1512 staff will take the TSAT 2) 77 modules will be posted on our webpage 3 & 7) Continue to provide professional development for paraprofessionals, teachers, clerks, counselors, resources staff, and administration 4 & 7) 3720 hours of embedded classroom support 5) All professional development is recorded electronically. 6 & 7) 36 staff participate in on-line course/module sessions. 8) SPS data warehouse professional development for directors, principals, guidance staff, ILS, CPDTs and District resource teachers, classroom teachers (266 staff) ) 2528 staff will take the TTUS AUG 2009; 1663staff will take the TSAT 2) 84 modules will be posted on our webpage 3 & 7) Continue to provide professional development for paraprofessionals, teachers, clerks, counselors, resources staff, and administration 4 & 7) 4092 hours of embedded classroom support 5) All professional development is recorded electronically. 6 & 7) 40 staff participate in on-line course/module sessions. 8) SPS data warehouse professional development for directors, principals, guidance staff, ILS, CPDTs and District resource teachers, classroom teachers (292 staff) Technology Plan

15 Administration and Support Services The district has made a conscious decision to utilize technology to support administrative functions. Four major initiatives have emerged in this area: 1) data-driven decision-making, 2) assessment research and accountability, 3) enhanced communication and collaboration, and 4) program management. Program management strategies are embedded throughout all areas. Data-Driven Decision-Making The OITA has begun to establish the process by which key operational and educational data is identified and made available in the education data warehouse to support data driven decision making. Now within the post grant period, the district is inundated with data request from multiple departments (operational and educational) and must formalize the process for meeting these demands of the district. Specific Goals for Data-Driven Decision-Making: Data-Driven Decision-Making Define and implement a strategy/process for 1) Request identification/prioritization 2) ETL/Data modeling to data warehouse 3) Reports written 4) Professional Development provided to appropriate staff ) Identify 2 new data sources (e.g., Fountas and Pinell Reading Assessment data) 2) Model and load SPS EDW 2) Implement data level security 3) Define specifications for 3 reports per new data sources 3) Develop and deploy reports 4) Provide Professional Development ,2,3, & 4) Reevaluate last year s process and make modifications 1) Identify 2 new data sources (e.g., Fountas and Pinell Reading Assessment data) 2) Model and load SPS EDW 2) Implement data level security 3) Define specifications for 3 reports per new data sources 3) Develop and deploy reports 4) Provide Professional Development ,2,3, & 4) Reevaluate last year s process and make modifications 1) Identify 2 new data sources (e.g., Fountas and Pinell Reading Assessment data) 2) Model and load SPS EDW 2) Implement data level security 3) Define specifications for 3 reports per new data sources 3) Develop and deploy reports 4) Provide Professional Development Technology Plan

16 ,2,3, & 4) Reevaluate last year s process and make modifications 1) Identify 2 new data sources (e.g., Fountas and Pinell Reading Assessment data) 2) Model and load SPS EDW 2) Implement data level security 3) Define specifications for 3 reports per new data sources 3) Develop and deploy reports 4) Provide Professional Development Technology Plan

17 Specific Goals for Assessment Research and Accountability: The Assessment, Research, and Accountability group (ARA) marked the implementation of a new comprehensive district assessment system CTB McGraw-Hill (Acuity). Continued expansion of the district assessment system will include school-based management of the district benchmark, formative, summative, and predictive assessments through the use of student response systems and online technology utilizing school-based computers. ARA is responsible for oversight, project management, and the timely completion of the district assessment process including the key areas listed below: Assessment 1) Develop a district assessment calendar with key deliverable dates for district benchmark, mid-term, and final exam assessments (See Appendix C). 2) Improve processes to support implementation of District Benchmark Assessments (DBA). Establish a project plan and timeline for each entire school year outlining key dates and deliverables for assessments, to include district benchmark assessments, mid-term exams, final exams, and predictive assessments. 3) Establish a process for district benchmark data to be loaded into the data warehouse to enable reportwriting and querying. 4) Analyze district benchmark results and provide professional development to district staff on techniques for in-depth analysis to inform instruction. 5) Increase the District aggregate CPI score in ELA and Math by 5 points. Increase the District aggregate MCAS results in science and Social studies. 6) Design and implement accountability and information systems to improve effectiveness of instruction and efficiency of operations. 7) Improve accountability systems for graduation/dropout/credit recovery/achievement/state accountability status monitoring and improvement ) Develop a district assessment calendar with key deliverable dates for benchmark, mid-term, and final exam assessments. 2) Provide access to the district benchmark assessments to all stakeholders (1253 staff) 2) Expand the management of assessment delivery to be school focused, utilizing school based computers and labs and student response systems in the classroom. (10 schools either SRS or on-line) 3) Load DBA data into the data warehouse for reporting purposes. 3) Write and publish to Data Warehouse 2 reports. 4) Continue providing professional development on assessment data analysis for appropriate stakeholders. (220 staff) 5,6,7) Disseminate to District stakeholders, accountability memorandums on MCAS,MEPA,graduation and dropout rate compliance mandates and protocols ) Develop a district assessment calendar with key deliverable dates for benchmark, mid-term, and final exam assessments. 2) Provide access to the district benchmark assessments to all stakeholders (1378 staff) 2) Continue implementation of the district benchmark assessment including expanding the management of assessment delivery to be school focused, Technology Plan

18 utilizing school based computers and labs and student response systems in the classroom. (20 schools either SRS or on-line) 3) Continue process of loading DBA data into the data warehouse for reporting purposes. 3) Write and publish to Data Warehouse 4 reports. 4) Continue providing professional development on assessment data analysis for appropriate stakeholders. (242 staff) 5,6,7) Disseminate to District stakeholders, accountability memorandums on MCAS,MEPA,graduation and dropout rate compliance mandates and protocols ) Develop a district assessment calendar with key deliverable dates for benchmark, mid-term, and final exam assessments. 2) Provide access to the district benchmark assessments to all stakeholders. (1516 staff) 2) Continue implementation of the district benchmark assessment including expanding the management of assessment delivery to be school focused, utilizing school based computers and labs and student response systems in the classroom. (30 schools either SRS or on-line) 3) Continue process of loading DBA data into the data warehouse for reporting purposes. 3) Write and publish to Data Warehouse 6 reports. 4) Continue providing professional development on assessment data analysis for appropriate stakeholders. (266 staff) 5,6,7) Disseminate to District stakeholders, accountability memorandums on MCAS,MEPA,graduation and dropout rate compliance mandates and protocols ) Develop a district assessment calendar with key deliverable dates for benchmark, mid-term, and final exam assessments. 2) Provide access to the district benchmark assessments to all stakeholders. (1668 staff) 2) Continue implementation of the district benchmark assessment including expanding the management of assessment delivery to be school focused, utilizing school based computers and labs and student response systems in the classroom. (40 schools either SRS or on-line) 3) Continue process of loading DBA data into the data warehouse for reporting purposes. 3) Write and publish to Data Warehouse 8 reports. 4) Continue providing professional development on assessment data analysis for appropriate stakeholders. (293 staff) 5,6,7) Disseminate to District stakeholders, accountability memorandums on MCAS,MEPA,graduation and dropout rate compliance mandates and protocols. Technology Plan

19 Database and Application Solutions SPS Education Data Warehouse The Springfield Public Schools was awarded the TD3 Technology for Data Driven Decision Making grant for the years of & Upon receiving the grant, the District made the SPS Cognos Data Warehouse the centerpiece of our reporting strategy. The Cognos application delivers a single enterprise level reporting platform for the District. Up to this point much of the reporting capability was reserved for power users working with ODBC connections to District Data. By investing significant time and staff resources in the creation of a data warehouse, the District now has a central repository for its critical data. Couple this with having Cognos as a powerful reporting, development and delivery platform and the District is now has the tools to tackle the challenge of providing the data for the District. Moving to a single reporting platform also increases the staff resources available to develop custom reports. SPS will invest a significant amount of time building the internal capacity to meet the District demand for data. Specific Goals for the SPS Education Data Warehouse: Data Warehouse 1) Maintain alignment to the DESE EDW 2) Import all data DESE data points (MEPA, MELAO, SIMS, EPIMS) 3) Expand consumer base and create appropriate security roles 4) Expand local data loaded to the EDW ) Maintain and enhance all system documentation 1) Meet with DESE to discuss EDW program direction 2) Load SIMS expansion data including EPIMS 3) Identify 1 new security role and grant EDW access 4) Load two (2) new local data sets ) Meet with DESE to discuss program direction 3) Identify 1 new security role and grant EDW access 4) Load two (2) new local data sets ) Meet with DESE to discuss program direction 5) Identify 1 new security role and grant EDW access 1) Load two (2) new local data sets ) Meet with DESE to discuss program direction 6) Identify 1 new security role and grant EDW access 1) Load two (2) new local data sets Technology Plan

20 Student Information and Services: The Student Information and Services team is dedicated to managing, maintaining, securing and reporting all student data in accordance with District, State, and Federal policy. The SIS staff is responsible for maintaining and enhancing the student information system while providing professional development and support to its end users. PowerSchool will be the SPS Student Information System software in August of Specific Goals for Student Information and Services: Student Information and Services 1) Provide monthly professional development training sessions 2) Bring the PowerSchool parent portal online 3) Pursue SIF integration (Vertical/Horizontal) 4) Phase out paper based scanning for Attendance/Grades 5) Remain current - within one release of PowerSchool software version ) Provide monthly PD on PowerSchool application 2) Pilot the PowerSchool parent portal with five schools. 3) Recommend/Implement SIF integration of PowerSchool 3) Investigate joining DESE SIMS SIF project 4) Implement online attendance/grades in 30% of schools 5) Upgrade PowerSchool Installation ) Provide monthly PD on PowerSchool application 2) Continue PowerSchool Parent portal pilot with 5-10 additional schools 4) Implement online attendance/grades in 50% of schools 5) Upgrade PowerSchool Installation ) Provide monthly PD on PowerSchool application 2) Go live with all schools using the PowerSchool parent portal. 4) Implement online attendance/grades in 75% of schools 5) Upgrade PowerSchool Installation ) Provide monthly PD on PowerSchool application 4) Implement online attendance/grades in 100% of schools 5) Upgrade PowerSchool Installation Technology Plan

21 Database and Application Development During the 2009 and 2010 school years, the school department was part of a City initiative to implement an enterprise payroll and human resource solution. The school department was charged with migrating all of its home grown applications into the MUNIS/TLM solution. Upon completion of the project, the school department began a project to consolidate all remaining applications into a standardized development environment. This project will consolidate over 10 databases, four physical servers, and three web servers. In addition to the consolidation effort, SPS will be refining its systems development life cycle (SDLC) for application development initiatives and taking on application development project from the PMO project queue. Specific Goals for Database and Application Development: Database and Application Development 1) Redefine the SPS Systems Development Life Cycle (SDLC) to align with new technology standards and SPS project management process. 2) Operationalize application/database consolidation project 3) Integrate applications to SharePoint installation 4) Implement source code version control 5) Revise/training coding standards, techniques, and best practices 6) Provide ongoing support for HR/Business office ) Finalize SPS SLDC and train SPS Project Management on the process 2) & 3) Pilot 2 applications in the new development environment 4) Install and configure TFS 4) Train developer staff to use TFS version control system 5) Finalize security model for consolidated application environment 5) Perform code audit of two applications ) Migrate 50% of all application to new development environment 2) Undertake at least three application requests from the PMO 5) Perform code audit of two applications ) Migrate 100% of all application to new development environment 5) Perform code audit of two applications ) Perform code audit of two applications Technology Plan

22 Technology Application Implementation Technology application implementation within the Springfield Public School system has two primary paths: purchasing solutions and developing solutions. Both options have distinct benefits, but the fact that we have multiple options places the SPS system in an advantageous position. Our development capabilities allow us to integrate and extend packaged solutions while at the same time enabling us to control acquisition costs. The diagram in Appendix L identifies our current Core Development Platform. The diagram Appendix M shows our build versus buy decision chart. The district has already met the benchmark of five students per high-capacity, Internet-connected computers (type A/B). Each year, the district inventories and reviews the placement and capacity of the computers in the administrative offices and the schools. Every possible funding source is utilized to meet the ultimate goal of a oneto-one, high-capacity, Internet-connected computer ratio, including federal, state, local, and private funding (grants and other sources). Please note that this ratio is district-wide and varies from school to school. The district recognizes the need, and is utilizing every possible funding source, to bridge the gap that exists between schools. The district has already begun to utilize interactive white board, docucams, student response systems and portable and handheld computers and devices appropriate to the different grade levels.. Graphing calculators are utilized in the middle and high schools. Regular calculators are utilized in some middle school grades and in the elementary schools. Technical Support The district makes every effort to provide timely in-classroom technical support with clear information on how to access the support, so that technical problems will not cause major disruptions to curriculum delivery. We have, for example, implemented an on-line HelpDesk solution, with computer hardware and software problems being handled by professional computer technicians. The full-time Technology Operations Manager oversees this process. In addition to the HelpDesk staff, the district provides professional computer technicians to oversee repair and maintenance. We have not yet met the goal of one FTE person to support every 150 computers, but the district understands the need for this service and is making every attempt to increase the number of support personnel. Also available for user support is an and network account manager who works in conjunction with OITA staff members to ensure accurate, secure user account information. The Technical Support staff is constantly searching for innovative methodologies to maximize the department s efficiency and effectiveness. Some of our current strategies are:! Meetings are conducted weekly with the technicians to ensure that the districts needs are met in a coordinated approach.! Cross-training for the technicians is ongoing to ensure quicker response time and future support sustainability.! Remote access for support is being deployed using UltaVNC. UltaVNC provides technical staff the ability to view problems over the network, simultaneously with an end user without having to travel to the site.! Technician observations are now being conducted in the field by the Technology Operations Manager to ensure that district and department policies are adhered to. Technology Plan

23 ! Technicians have been divided into three zones. Each zone is being directed by a specialist technician. Our goal is to create a culture where technicians learn to depend upon each other by working in smaller groups to share ideas, brainstorm solutions, and escalate problems. Technology Plan

24 Infrastructure for Technology Networking The district has established as its standard 10/100/1000 MB Cat 5e/6 switched network and utilizes mobile labs to provide b/g/n wireless networking. Our goal has been to provide professionally installed, state of the art infrastructure wiring in all of our city owned schools. We currently have one school remaining and have submitted an E-Rate application for the 2010/2011 school year. Internet Access The district provides connectivity to the Internet in all classrooms. We have purchased numerous wireless mobile carts (approximately 133 mobile carts), providing wireless connectivity wherever the mobile lab is utilized. The Springfield Public Schools has recently increased its bandwidth to the Internet from 60 Mbit/Sec to 100 Mbit/Sec. Springfield Public Schools will monitor and evaluate our current bandwidth to the Internet and between sites and adjust as needed in the future. NOTE: Because the following starred issues (*) are E-RATE dependent and/or inter-dependent. The timetable will be updated and evaluated annually based on segment completion. *Fiber Beginning with E-RATE Round 09 ( ), and continuing each year thereafter, Springfield Public Schools has been in the process of converting and upgrading its existing WAN infrastructure from T1s/T3s to a leased fiber service (Verizon Switched Ethernet Service) though a State Contract Vendor, MECnet ( This upgrade from copper to fiber will provide reliability, high capacity Internet bandwidth and high-speed building-tobuilding (WAN) connections enabling the Springfield Public Schools to effectively utilize web-based applications for instruction, interventions, credit recovery, assessment, information system and professional development. Springfield Public Schools has upgraded over 45 schools to fiber and is planning to upgrade the remaining city owned schools to fiber in the 2010/2011 school year. Springfield Public Schools will reapply for E-rate funding for T-1 connectivity for all rented or leased buildings. *Wireless Springfield Public Schools is currently in the process of systematically upgrading its current School LANs to include a managed Wireless Infrastructure. All new LANS to be constructed will also include a managed Wireless Infrastructure. This will be a multi-year project under the auspice of E-RATE and available co-payment funding. In E-RATE Round 10 ( ), Springfield Public Schools has completed: 2 New LAN Applications! FOREST PARK MIDDLE SCHOOL! BALLIET ELEM SCHOOL 6 LAN Upgrades! H.S. OF COMMERCE! CHESTNUT ACCELERATED MIDDLE SCHOOL! VAN SICKLE MIDDLE SCHOOL (VSMS & SELS) Technology Plan

25 ! BROOKINGS K-8 SCHOOL! BOLAND ELEM SCHOOL! MILTON BRADLEY ELEM SCHOOL E-RATE Round 11 ( ), Springfield Public Schools has submitted: 9 LAN Upgrades! H.S. OF SCIENCE & TECHNOLOGY! DUGGAN MIDDLE SCHOOL! EDWARD P. BOLAND ELEMENTARY SCHOOL! HARRIS ELEMENTARY SCHOOL! KENNEDY MIDDLE SCHOOL! KILEY MIDDLE SCHOOL! LIBERTY ELEMENTARY SCHOOL! SPRINGFIELD CENTRAL HIGH SCHOOL! VAN SICKLE SCHOOL E-RATE Round 12 ( ), Springfield Public Schools has submitted: Re-submitted 9 pending LAN Upgrades 1 New LAN Application! SAFE ACADEMY ELEMENTARY 4 LAN Upgrades! REBECCA JOHNSON SCHOOL! LINCOLN ELEMENTARY SCHOOL! FREEDMAN ELEMENTARY SCHOOL! SPS DATA CENTER E-RATE Round 13 ( ), Springfield Public Schools has submitted for 4 LAN Internal Connection upgrades, Re-submitted for 1 LAN Internal Connection Upgrade, and to upgrade our server to Exchange LAN Upgrades:! SUMNER AVENUE SCHOOL! GERMAN GERENA COMMUNITY SCHOOL! HOMER STREET SCHOOL! INDIAN ORCHARD ELEMENTARY SCHOOL Resubmitted for 1 LAN Upgrade:! SAFE ACADEMY ELEMENTARY E-RATE Round 14 ( ) Springfield Public Schools will evaluate: Applying for Internal Connections at the new Roger L. Putnam Vocational-Technical High School Additional schools for Wireless/LAN Upgrades Application virtualization Voice over IP Technology Plan

26 E-RATE Round 15 ( ) Springfield Public Schools will evaluate: Additional schools for Wireless/LAN Upgrades Application virtualization Voice over IP E-RATE Round 16 ( ) Springfield Public Schools will evaluate: Additional schools for Wireless/LAN Upgrades Application virtualization Voice over IP *Server Farm In order to improve the efficiency of both the management and utilization of the network, we are in the process (long term) of minimizing server deployment and maximizing server management. Some of the necessary steps for this to be accomplished are as follows: Upgrade and increase the storage capacity of our Storage Area Network (SAN). The SAN will provide storage for our Exchange data, Data Warehouse, allow for the consolidation of servers utilizing virtualization technology and provide the infrastructure for Disaster Recovery and Centralized backups. We have begun purchasing blade servers allowing us to collapse older servers on to a more energy efficient platform. 1. Utilizing the recent fiber backbone between the data Center and Central Office, all servers other than authentication, print & DHCP servers are or are planned to be relocated to the Data Center. This will eliminate redundant network congestion and improve efficiency. 2. Virus Protection deployment and management, including, definition updates, has been centralized from a reduced number of servers at the Data Center for all sites updated to a fiber connection. 3. Operating System and Software Updates deployment and management have been centralized from a reduced number of servers at the Data Center for all sites updated to a fiber connection. 4. Establishment of a Server Farm at the Data Center: a. This will include a full evaluation of the server room in the data center and will include a floor plan for the layout and reorganization of all servers. The main focus of this project will be to prepare for the continued increase in servers housed in the room. b. Existing equipment will be evaluated to identify what is needed to attain the optimal configuration. This will include items such as rails, shelves, rack mount power strips, racks, KVMs, cables, and any other equipment needed. c. Building Application Servers, where the facility is serviced by fiber, may be relocated to the Data Center, for improved management without degradation of service.. Future concerns and issues: a. Implementation of an Extranet for external access b. Platform Standardization on a single Operating System c. Standardization of a single Office suite d. Utilization of emerging technologies such as VDI (Virtual Desktop Infrastructure) Technology Plan