1 Roselle Public Schools District Technology Plan Prepared January 22, 2013 Roselle Public Schools Technology Plan Page 1
2 Table of Contents I. Stakeholders 3 II. Executive Summary A. District Mission B. Technology Philosophy C. Business Department D. Special Education Department E. T I T L E I Department III. Technology Inventory 13 I V. Needs Assessment 15 V. Three Year Implementation and Strategies (Including Goals and Objectives) 16 V I. Professional Development 22 V II. Evaluation Plan 23 V III. Funding Plan 25 Roselle Public Schools Technology Plan Page 2
3 I. Stakeholders Board of Education Ms. Donna Obe, Board President Mr. Archange Antoine, Board Vice President Rev. Reginald Atkins, Board Member Mr. Erick Cedano, Board Member Mr. Anthony Esposito, Board Member Ms. Celeste Sitarski, Board Member Ms. Cindy Thomas, Board Member Ms. Carla Walker, Board Member Central Administration Dr. Kevin West, Superintendent of Schools Dr. Dana Walker, Assistant Superintendent for Curriculum and Instruction Mr. Luiggi Campana, Business Administrator Ms. Monica Ahearn, Director of Special Services Mr. Joseph Pisauro, Director of Athletics Ms. Adrian Allotey, Interim Supervisor of Technology Ms. Patricia Caballero, Supervisor of Special Education Programs Mr. William Jones, Supervisor of Title I/NCLB Mr. Hung Kim, Supervisor of Mathematics and Science Ms. Miriam Malabanan, Supervisor of Language Arts/Humanities Ms. Angela Robinson, Supervisor for Special Services Dr. Chonita Spencer, Supervisor of Guidance Ms. Karen Tanner Oliphant, Supervisor of Testing Mrs. Daryl Wainer, Supervisor of Bilingual/ESL and World Languages Technology Planning Committee Ms. Adrian Allotey, Interim Supervisor of Technology Ms. Patricia Caballero, Supervisor of Special Education Programs Ms. Rene Edghill-Brown, Vice-Principal Dr. Nathan Fisher, Principal Mr. Marek Krakowski, Network Administrator Ms. Diana Lobozzo, Director of Special Programs and ITV Ms. Karen Tanner Oliphant, Supervisor of Testing Ms. Vivienne Perez, Teacher, Technology Integration Mentor, and Parent Ms. Teresa Petracca, Guidance Counselor Dr. Dana Walker, Assistant Superintendent for Curriculum and Instruction Ms. Sherrie Williams, Library Media Specialist Assistant Ms. Laurie Zark-Seigel, Library Media Specialist Roselle Public Schools Technology Plan Page 3
4 Technology Planning Committee (Signatures on File at the Board of Education Office) Name Title Signature Ms. Adrian Allotey Interim Supervisor of Technology Ms. Patricia Caballero Ms. Rene Edghill-Brown Dr. Nathan Fisher Mr. Marek Krakowski Ms. Diana Lobozzo Ms. Karen Tanner-Oliphant Ms. Vivienne Perez Ms. Teresa Petracca Dr. Dana Walker Ms. Sherrie Williams Ms. Laurie Zark-Seigel Supervisor of Special Services High School Vice-Principal Principal Network Administrator Director of Special Programs and ITV Supervisor of Testing Teacher, Technology Integration Mentor, Parent Guidance Counselor Assistant Superintendent for Curriculum and Instruction Library Media Specialist Assistant Library Media Specialist Roselle Public Schools Technology Plan Page 4
5 II. Executive Summary A. District Mission The Roselle Public School District is committed to and will prepare All of our students for college, work, and life. We will provide a safe, clean, positive and supportive learning environment in which All students can successfully develop socially, emotionally and academically into lifelong learners and responsible, productive citizens. We will continually strengthen and align our curriculum with state, national and international standards that are engaging, rigorous, relevant, and implemented consistently. We will ensure that all students, parents, staff and community members are respected and informed in our family-friendly schools. We will strive to motivate all of our students through various innovative we will prepare them to meet the demands of an ever changing competitive 21 st Century global society. District Vision To prepare All of our students for college, work and life in high performing Roselle Public Schools. Roselle Public Schools Technology Plan Page 5
6 B. Technology Philosophy Technology is uniquely positioned to transform learning, to foster critical thinking, creativity, and innovation, and to prepare students to thrive in the global economy. As engaged digital learners, students are able to acquire and apply content knowledge and skills through active exploration, interaction, and collaboration with others across the globe, challenging them to design the future as envisioned in the statements that follow: Mission: Technology enables students to solve real world problems, enhance life, and extend human capability as they meet the challenges of a dynamic global society. Vision: The systematic integration of technology across the curriculum and in the teaching and learning process fosters a population that leverages 21st century resources to: Apply information-literacy skills to access, manage, and communicate information using a range of emerging technological tools Think critically and creatively to solve problems, synthesize and create new knowledge, and make informed decisions that affect individuals, the world community, and the environment Gain enhanced understanding of global interdependencies as well as multiple cultural perspectives, differing points of view, and diverse values Employ a systemic approach to understand the design process, the designed world, and the interrelationship and impact of technologies Model digital citizenship Google Domain: students, teachers and administrators to access free Apps such as Google Docs, Calendar and Sites for communication and collaboration. Google manages all the technology details, so teachers and administrators can focus their time and energy on instruction. Data is automatically backed up by the Google server, which one can access, from any computer anytime of the day. Whetusic, there are Google features that make lessons more dynamic and projects more organized. Google Docs is an efficient way for teachers to revise student work. It allows both teachers and students to track what changes have been made, save each revision, and collaborate in real time. Documents can also be uploaded in one central location so files are accessible in one place. Not only can students create electronic documents and spreadsheets, they can also instantly access and edit each others work, post their work to a blog, publish it as a Web page, and create eye-catching presentation, all within the same program. Students, teachers, administrators and staff share ideas more quickly and get things done more effectively when they have access to the same powerful communication and sharing tools. Classroom Student Response Systems: The use of district student response systems has empowered students to monitor their own progress, gain insight into their strengths and weaknesses, and receive immediate feedback. Students who are reluctant to speak in class respond to teachers' questions in Roselle Public Schools Technology Plan Page 6
7 anonymity. Teachers obtain real-time assessments of students' collective and individual comprehension of a lesson and use that information to adjust the lesson plan and provide personalized instruction. Technology Integration Mentors (TIMs): Each school has a Technology Integration Mentor who has been given the tasks of staying current with proven educational technology and 21 st Century learning practices, building practices through targeted professional development strategies, and creating a virtual professional learning community for teachers and administrators in order to facilitate communication, professional development, mentoring and collaborative activities. PD36O: The district utilizes PD360, an online library of educational professional development video programs which are broken into segments. It is based on specific topics with classroom examples featured by various educational experts and uses technology to make learning more effective, convenient, and sustainable. It has over 200 hours of video content that can be accessed anytime from the PD360 website. District personnel are able to view the videos individually or as part of their PLCs. Educators are able to communicate with professionals from all across the nation as well as their school district. Common Core 360: This online tool leads educators from the basic understanding of the Common Core Standards to mastery-level implementation of the standards across the district. It consists of a library of almost 300 training videos, which include 70 in-class examples of teachers actively using the standards. It features in-class footage of the development of the standards throughout an entire school year. The videos focus on the foundation, purpose, and vision of the standards and give case studies for educators to see how the standards are applied. They show how standards connect in a single grade level as well as across the various grades. Study Island: Study Island is an important web-based academic software supplier of standards-based assessment, instruction, and test preparation. It is proven to improve reading comprehension, math skills, science skills and concepts, and a vast amount of skills that are useful in the classroom. This is not only great software for students, but their parents are also able to monitor and assist their child/children as they do assignments. Teachers can assign individualized assignments as well as whole class assignments. Abraham Clark High Schoolol is a fine example of how technology is being used in the district schools. It services grades 9-12 (734 students) and is guided by the High Schools That Work initiative. High Schools That Work is an initiative that is founded on the belief that students can master a rigorous, academic, engaging and relevant curriculum. School leaders and teachers serve as mentors through Advisory periods that foster collaboration and relationships. All teachers are required to create and maintain a class page and maintain an electronic grade book in which both students and parents have access. Many teachers are using the Examview software to create lessons and tests. This type of electronic communication allows for real time response to questions that students or parents may have about coursework and grading. Math and science teachers are using TI-84 Emulator Software. Abraham Clark High School is a leader in the state in the development and implementation of Personalized Student Learning Plans. Each student maintains an electronic Personalized Learning Plan (PSLP), which they update yearly. This program allows students to manage their plan while locating information about careers, colleges, scholarships and preparation for the world of work. It also better prepares them for global 21 st Century Learning. Distance Learning also known as ITV (Interactive Television) allows both students and staff to communicate with other students and professionals around the state, country and world. Distance Roselle Public Schools Technology Plan Page 7
8 Learning has allowed students to work on multidisciplinary lessons, compete in competitions and share their work with students from other schools in real time. Distance Learning also allows for collaborative professional development for teachers. Occupations, Special Education and in the World Language. They are used for differentiation of lessons. Health Occupation students often use them during their clinical experience to record their daily activities and access medical terms or questions about a disease/disorder or the anatomy of the body. There are 57 interactive used for instruction daily to provide engaging lessons for the students. There are currently 4 Laptop carts with a total of 110 laptops. 55 teachers have Apple MacBooks to utilize in their classes that connect to the network, internet and interactive white boards. (Power Vision Eno Boards, Hitachi Star Boards, and SmartBoards) There are 5 computer labs, 1 Distance Learning Lab and a Media Center at the high school to support instruction. There are 40 PC desktop computers located in the Media Center with Windows 7 and Microsoft Office 2010, and the Adobe CS3 suite software. Multi-media peripherals, such as document cameras, flip cameras and student response systems, are available for loan and the Technology Department assists with their use. The Graphic Arts Lab is designed to expose students to the various press operations using various media tools. Students who select this course of study are able to develop and plan for the printing of district materials to simulate a job with a printing company. The Graphic Arts Lab has 13 imac computers, which are furnished with Photoshop, Adobe Illustrator, iphoto, Keynote and Photo Booth software. Technology courses at the high school are designed to provide students with the essentials of computing -secondary education. They are learning collaboration skills and how to prepare for a global 21 st Century. Courses such as Computer Applications I & II emphasize the creation and use of Internet technologies and digital manipulation, such as graphic arts and multimedia. Students also learn how to create Web pages and Web graphics for student created Websites. New courses that are being explored for the school year include Introduction to Computer Programming and Computer Animation. The Marine Corps JROTC Academy has a vision to develop technologically competent leaders with a wealth of information and capabilities. Using the most advanced classrooms, cadets learn necessary skills for a rapidly changing technological environment. The students conduct professional development training not only for the cadet leaders but the instructors as well. They perform maintenance on the computers and printers and make suggestions for necessary software to enhance classroom instruction. The decided upon software helps the students with decision-making and problem-solving, software training and education and physical fitness monitoring planning. The students fully developed the Classroom Performance System to the LE1-LE4 Curriculum and created a cadet web site, including lesson notes and assessments. Cadets learn skills that will help to develop them into capable leaders that communicate through various technologies. They utilize both Microsoft Office and Google Docs programs. The classrooms are wired for 24 computers and four printer stations along with all offices being connected to SNSI and Storeroom. Having technology around them helps to build and maintain effective relationships and develop their leadership skills. Roselle Public Schools Technology Plan Page 8
9 C. The Business Department Student Information System (SIS): The student information system was implemented in Roselle Public Schools in It is a web-based service provided by Genesis Educational Services. It is considered the primary source for reliable data for district and state reports such as HIB ITP, ASSA, NJSMART (staff and students). Other available data include student records, schedules, grades assignments, report cards, interim reports, attendance registers, transcripts, testing, health, lunch, and bus information. The Genesis student database has provided secure and easy access to staff and parents for student information. In school year the district put into operation the automated calling system School Messenger that allows unlimited calls to parents and staff. School messenger interfaces with the student database Genesis to obtain parent contact information. Each building principal and selected administrators have been given accounts and access to the system that enables them to contact parents and staff and announce has been eliminated. All activities including school closings are announced via School Messenger. School Messenger has provided data that shows the number of parents whose contact information needs updating. With this information, the district Student Information Systems/Software Application Coordinator and school secretaries are able to gather correct information from parents. It is the intent of the district to use the School Messenger System to create an automated survey for staff and/or parents in hope of gathering additional data. Genesis has also allowed the district to become more efficient in its mailings of letters and reports. The Print-to-Mail machines that work with Genesis is able to fold, seal and address 3,000 pieces of correspondence within the hour for the purpose of expediting the process through which the district communicates with parents. In the continued efforts to maintain a transparent partnership with parents, the parent module was made active on Genesis in Through this module, parents are able to request access to view their module was intended for the middle and high school parents. Per the Technology Plan, the module is now available for access by parents of students in grades K-12. In 2012, the district upgraded its student contact module to the new Contacts2 status. In doing so, contact information became much more accurate and district staff is able to connect multiple students to the same family given similarity in contact information. This allows the identification of phone numbers to be used for special purposes (e.g. numbers to call in an emergency) and to specify the order in which the numbers are to be called. With Contacts2, much of the existing as well as future interfaces are able to run and gather data more effectively. Current interfaces include, Scantron (via Global Scholar), CC Productions (lunch applications), IEP Direct (Special Services) & School Messenger. Local Report Writer & Exports have yielded much more accuracy of data as well. In the next three years, the district intends to gain a 100% participation of parents via the Parent Access Module on Genesis. In addition to the parent access, parents will be able to make requests for elective courses for their child as well as share documents via Genesis. Recently, the staff module was added to Genesis to support the NJSMART required SMID and Staff Member submission. Until the existence of this module, vital staff information was not stored on Genesis. While staff information is stored on the Roselle Public Schools Technology Plan Page 9
10 ored on Genesis for easy access and the export of staff data for the purpose of NJSMART submissions. Within the next three years, the current roles and access to Genesis by staff will be revisited as the state mandates more information from staff. The roles and access will be updated to meet such requirements. Kronos: Kronos is a time-keeping software that allows district administrators to see, plan, and manage are time management, data collection and labor tracking. Time management helps to reduce labor costs by enforcing pay and work rules. This helps reduce the amount of time that administrators have to put into tracking the attendance of district personnel. Data collection helps the district organize labor costs by minimizing data entry errors and enforcing pay and attendance policies. Labor tracking puts the proper information at your fingertips by providing you with the latest and most detailed labor activity data. Applicktrack: The district uses an online website to post current open job positions and receive applications and resumes from applicants. AESOP: AESOP is an automated substitute placement and absence management system that can be accessed anytime through the phone or internet. After the teacher creates their absence, a substitute will be able to fill their work calendars by searching for available assignments. It also allows administrators to substituting. AESOP is a -e is no software or hardware installation. Cafeteria Point of Service (POS): The district utilizes computerized Point of Service Registers (POS) for student lunch registration. Money is meal account. When students visit the lunchroom the cost of food is deducted from their account. When installed in 2005, the intent was to reduce the amount of paperwork and long line of students waiting to pay for lunch. Over the years, the number of cash transactions has greatly reduced and was replaced by an increased number of debit card sales. Students are issued a four digit pin and their photograph is attached to their accounts to ensure their identity. This system is tied in to our SIS (Genesis) so that all new students are automatically entered into the POS System. D. The Special Education Department The Roselle Public School District is committed to reaching all learners, regardless of their abilities. Students with disabilities require accommodations and modifications with assistive technology devices to participate, communicate, and learn more effectively in the classroom. To that effect, our staff is devoted to utilizing flexible ways to present information such as digital books (using I-Pads), text-to-speech applications, and specialized software. They also provide students with various ways to express themselves in order to increase active engagement in different settings and situations. An assistive technology device is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The district employs a variety of assistive technology devices to augment, supplement and compliment the educational process for students with special needs. Child Study Teams identify assistive technology needs on a case-by-case basis and teachers have access to a laptop or desktop computer in the classroom, which in many cases is connected to an interactive Roselle Public Schools Technology Plan Page 10
11 board. Printers are available in some of the self-contained classroom, and Boardmaker is used to create materials for communication. in to the Microsoft and Mac operating system. On the higher-grade levels, students have access to a collaborative global community of learners, using tools such as online learning, podcasts, wikis, social networking, etc. Some of the most common hardware assistive technologies that you will find in the classroom include: Slant Boards: The angle of a slant board makes it easier for children to see and, as a result, develop fine motor skills. The slant of the board promotes shoulder, arm and hand coordination. Therapists and teachers commonly use slant boards for children with special needs as the child works on writing letters clearly. The angle of the board allows the child to write more clearly and with better posture than when the child is writing on a flat surface. Pecs Books: PECS (Picture Exchange Communication System) allows individuals with Autism to communicate by using pictures instead of, or in conjunction with, speech. PECS provides a functional outlet of expression for individuals who otherwise have difficulty communicating with others. It can be used, beginning as early as age two, to initiate conversation and to communicate wants or needs to another person and has also successfully been taught to adults with similar communication needs. The Department of Specials Services utilizes IEP Direct as its web-based software to develop IEPs, produce compliance reports, access to student history data, and integrate student information into Genesis. The team members utilize the Real-Time File Sharing feature to reduce errors and enhance collaboration, and to take advantage of a library of goals, objectives, benchmarks and a timeline tracker to ensure state compliance. E. T I T L E I Department The Reading Plus system is a silent reading intervention tool that uses various instructional methods to develop the essential visual and perceptual skills that students need to read at proficient levels. The program also provides individualized, scaffold instruction to students as they traverse the online program. All three Roselle Borough elementary schools: Dr. Charles C. Polk, Harrison, and Washington, are taking part in a pilot initiative this year involving the Reading Plus program. Approximately one hundred students are participating in the online program, which assists students with their silent reading skills and Reading Plus during the school day and in after-school programs. Once the pilot is completed in April, the district will gather quantitative and qualitative data to assess whether the Title I office will purchase licenses to continue the program with its Title I students next year. READ 180 is a reading intervention program that is designed to assist students who are reading two or more years below grade-level. READ 180 utilizes adaptive technology to individualize instruction for students and provides tools that enable teachers to differentiate their instruction. Scholastic Reading Inventory (SRI) is an interactive computer-adaptive assessment designed to measure how well students read literature and expository texts of varying difficulties. Roselle Title I teachers use this assessment Roselle Public Schools Technology Plan Page 11
12 instrument as a diagnostic tool to place students at the best level in the READ 180 program so they can read with success. Scholastic Math Inventory (SMI) is a computer-adaptive assessment that measures student math achievement and reports results based on the Quantile Framework for Mathematics. SMI provides teachers with universal screening for intervention, progress monitoring, data for creating instructional groups, and instructional recommendations. Roselle Title I teachers use this assessment tool for students who are enrolled in the Title I After the Bell programs. FASTT Math is a software program that gauges student progress with math fact fluency in addition, subtraction, multiplication, and division. The program assists students in developing fluent recall of the basic facts through online drills thereby allowing them to focus on more complex computations, problem solving, and higher order math concepts. FASTT Math uses adaptive technology to offer each student a customized learning experience based on their individual needs. Both L.V. Moore and Grace Wilday utilize READ 180, Scholastic Reading Inventory, Scholastic Math Inventory, and the FASTT Math online programs for their Title I After the Bell programs. Approximately 60 students participate in the after school program at L.V. Moore and 45 students take part in the after school program at Grace Wilday Junior High. In addition, the Title I teachers at both schools have received initial training and have begun using elements of these programs as intervention tools as they provide in-class support services to Title I students. differentiate learning paths and offer interactive content for academically at risk students. Compass Learning. Ody-media rich content gives students an opportunity to self-progress and take an active role in their learning. The high school currently utilizes Compass Learning, an online program, as an instructional tool for its students in the Title I After the Bell program. Approximately 57 students are enrolled in the after school program. Students receive assistance in Math and English by participating in an individualized academic course through the online program. Subject area teachers employed by the After the Bell program provide in-person assistance. The Title I office is currently planning on offering the Compass Learning program as part of a summer program in which struggling students can achieve course credit. Abraham Clark High School utilizes two laptop carts that have been purchased with Title I funds for this program. Roselle Public Schools Technology Plan Page 12
13 III. Technology Overview Three-Year Educational Technology Plan Inventory Table A rea of Need Technology Equipment Including Assistive Technologies Networking Capacity Filtering Method Software Used for Curricular Support Technical Maintenance and Support Telecommunication s Equipment and Services PCs, Printers, Copier Machines, Devices Based on IEPs such as Slant Boards, Pecs Books, Alternative Keyboards, Electronic Pointing Devices, Sip-and-puff Systems, Wands and Sticks, Joysticks, Trackballs, Touch Screens, Screen Enlargers, Screen Readers, Speech Recognition Core Switch Upgrade, Upgrade of Main Distribution Frame (MDFs) and Independent Distribution Frame (IDFs), UPSs, 1 Gig Fiber Connections and Supporting Cables Active Filtering Appliance and Software with 1 Gig Capacity READINg Plus, FASST Math, READ 180, Scholastic Reading Inventory, Scholastic Math Inventory, Compass Learning, Kuder, TI-84 Emulator Software, Study Island, PD360, Common Core 36) Maintenance Licenses that Support Switches, Routers, Servers, Phones, APs and other District Equipment, External Maintenance Agreement for Fiber Connections Phone Servers, Landline and Cell Phone Service PCs, Printers, Copier Machines, Devices based on IEPs such as Slant Boards, Pecs Books, Alternative Keyboards, Electronic Pointing Devices, Sip-andpuff Systems, Wands and Sticks, Joysticks, Trackballs, Touch Screens, Screen Enlargers, Screen Readers, Speech Recognition Additional/Replacement/Upgr ade of Wireless Access Points across the District, Storage Servers, 10 Gig Fiber Connections and Supporting Cables Active Filtering Appliance and Software with 10 Gig Capacity READINg Plus, FASST Math, READ 180, Scholastic Reading Inventory, Scholastic Math Inventory, Compass Learning, Kuder, TI-84 Emulator Software, Study Island, PD360, Common Core 360 Maintenance Licenses that Support Switches, Routers, Servers, Phones, APs and other District Equipment, Maintenance Agreement for Fiber Connections Phone Servers, Landline and Cell Phone Service, Upgrade of VOIP System PCs, Printers, Copier Machines, Devices based on IEPs such as Slant Boards, Pecs Books, Alternative Keyboards, Electronic Pointing Devices, Sip-and-puff Systems, Wands and Sticks, Joysticks, Trackballs, Touch Screens, Screen Enlargers, Screen Readers, Speech Recognition Additional/Replacement/Upgra de Necessary District Switches and Routers, Storage Servers, 10 Gig Fiber Connections and Supporting Cables Active Filtering Software with 10 Gig Capacity READINg Plus, FASST Math, READ 180, Scholastic Reading Inventory, Scholastic Math Inventory, Compass Learning, Kuder, TI-84 Emulator Software, Study Island, PD360, Common Core 360 Maintenance Licenses that Support Switches, Routers, Servers, Phones, APs and other District Equipment, Maintenance Agreement for Fiber Connections Phone Servers, Landline and Cell Phone Service Roselle Public Schools Technology Plan Page 13
14 (Hardware/Software) Other Services: Unlimited Website and Services, Electrical and Air Conditioning Upgrades, Additional Security Measures, SNMP Unlimited Website and Services, Electrical and Air Conditioning Upgrades, Security, Additional Security Measures, SNMP Unlimited Website and Services, Electrical and Air Conditioning Upgrades, Security, Additional Security Measures, SNMP In response to the district needs assessments that were completed, it is critical that the following technologies are purchased. An updated full-featured managed core switch s hub location that will connect to all the district servers and switches, the Internet service provider (ISP) via a router, and other crucial pieces of equipment that will allow redundancy in the district and no downtime An upgrade of Main Distribution Frame (MDFs) and Independent Distribution Frame (IDFs) that will maximize the performance of end products such as communications, work stations, and the districts wide is network (WANs) and local area networks (LANs) environments The installation, replacement, and upgrade of the wireless access points that will provide highly secure and reliable wireless connections, improve reliability, speed and coverage as the reliance on wireless devices and cloud computing increases A filtering system with proposed changes with a new active firewall device with a 1 Gig capacity to ensure CIPA compliance and a more reliable and stable network performance Unlimited Website and Services to support internal and external communications Necessary electrical upgrades for additional district systems and devices to ensure stable and nonoverloaded circuits Upgraded telecommunication systems current including an upgrade VOIP System (Hardware and Software) to support the needs, including the consideration of video phone calls Storage Servers to support the increased need for student data, implementation of multimedia and ebooks, back up data storage, and paperless initiatives The implementation Simple Network Management Protocol (SNMP) to maximize the capabilities of existing equipment, to report on their health and usage, track and alert on potential problems, identify trends and provide remote access Upgrade to Cat 6 performance cables to utilize Gigabit transmission speeds across the network All replacement switches must be Cisco so that they are consistent with the environment and to eliminate compatibility issues Web-based instructional software to maximize the reliability of the network Uninterrupted Power Supply (UPS) for all critical equipment Purchase and implement assistive technologies, including training for all stakeholders, based on student need such as including o Alternative keyboardsfeaturing larger- or smaller-than-standard keys or keyboards, alternative key configurations, and keyboards for use with one hand. o Electronic pointing devicesused to control the cursor on the screen without use of hands. o Sip-and-puff systemsactivated by inhaling or exhaling. Roselle Public Schools Technology Plan Page 14
15 o Wands and sticksworn on the head, held in the mouth or strapped to the chin and used to press keys on the keyboard o Joysticksmanipulated by hand, feet, chin, etc. and used to control the cursor on screen. o Trackballsmovable balls on top of a base that can be used to move the cursor on screen. o Touch screensallow direct selection or activation of the computer by touching the screen o Screen enlargers, or screen magnifierswork like a magnifying glass for the computer by enlarging a portion of the screen, which can increase legibility and make it easier to see items on the computer. o Screen readersare used to verbalize, or "speak," everything on the screen including text, graphics, control buttons, and menus into a computerized voice that is spoken aloud o Speech recognition or voice recognition programsallow people to give commands and enter data using their voices rather than a mouse or keyboard. I V. Needs Assessment The district is committed to meaningful and intentional professional development and prioritized its professional development needs by seeking input from instructional leadership teams comprised of teachers, staff, administration, community partners and parents. professional development goals are based on gaps in student achievement that are regularly assessed by principals formally and informally. A needs assessment was developed based on student learning through multiple measures; classroom observation, gap analysis of content material, feedback from mentor training and new teacher induction programs, teacher professional development surveys/evaluations, formative and summative assessments, analysis of individual student performance by teacher, analysis of school and state assessment data for trends, patterns strengths, weakness and growth, report card data, district walkthrough data, and recommendations made by the NJDOE. The NCLB Consolidated Application reiterated the findings of the professional development planning committees. It identified student academic needs to include the achievement of Common Core State Standards in English Language Arts Literacy and Mathematics and the staff needs to include high quality professional development in instructional skills and strategies in the implementation of English Language Arts and Mathematics. It also identified district and community issues to include Parent/Community Involvement personnel completed an online LoTi Digital- level of teaching innovation individually and as a district. The following components that are critical to digital-age literacy and innovative teaching practices were measured; LoTi (Levels of Teaching Innovation), PCU (Personal Computer Use), and CIP (Current Instructional Practices). The LoTi Digital- Age Survey focuses on teacher behaviors, perceptions, and instructional practices using digital tools and resources, which collectively have the greatest impact on student achievement and success in the classroom. The Levels of Teaching Innovation (LoTi) profile approximates the degree to which each participant either supports or implements the tenets of digital-age teaching and learning in a classroom setting. The Personal Computer Use (PCU) profile addresses each participant's fluency level with digital tools and resources for student learning as well as their use in the workplace. The Current Instructional Practices (CIP) profile reveals each participant's support for or implementation of instructional practices consistent with a learner-based curriculum design. Roselle Public Schools Technology Plan Page 15
16 The LoTi Digital-Age Survey also generated a customized professional development priority profile for each staff member and for the district as a whole based on the LoTi Digital-Age Priority Areas aligned to the ISTE National Educational Technology Standards for Teachers (NETS-T) that targets Digital-Age literacy, classroom pedagogy, and student achievement. In addition to the daily, weekly and monthly network audits the district contracted with a consulting firm to evaluate the technology infrastructure of the Roselle Borough School District's instructional and administrative programs and make recommendations on infrastructure upgrades and needed improvements for present and future services. A comprehensive report was given to the district and included the following: 1. Analysis of infrastructure and connectivity in all buildings a. The core connection to the district b. The core connections that link buildings c. Integrity of the network d. MDF and IDFs : switches, ups, etc. e. File servers functionality f. Security of all networks, computers & physical plant g. Security of district records h. Functionality of computers and labs i. The phone system j. Capabilities for using other technologies 1. Streaming video, 2. Teleconferencing k. Back-up of vital data 2. Interviews a. Superintendent b. Business Administrator c. Building principals d. IT personnel e. Librarians V. Three-Year Implementation Activity Table (Including Goals and Objectives) Three-Year Technology Implementation Activity Table G O A L 1: Students will attain the educational technology and information literacy skills that will support an educational learning environment in which they will have rigorous access to the Common Core State Standards, the remaining active NJ Core Curriculum Content Standards and will demonstrate mastery through administration of on-line formative, performance based, and summative assessments leading to successful preparation and measurement of college and career readiness standards required of the workplace of the 21st century. Objective 1.1: Students will work with various technologies to develop a familiarity with problem solving Roselle Public Schools Technology Plan Page 16
17 and writing in an on-line environment to simulate the assessment environment of the PARCC used to measure mastery of the Common Core Standards. Objective 1.2: The infusion of technology will be included in all curriculum guides per the Common Core Standards and NJ Core Curriculum Content State standards. Objective 1.3: Students will be digital literate by the end of 8 th grade as defined by the New Jersey Department of Education. Objective 1.4: Students will communicate, collaborate and problem solve with students worldwide. Objective 1.5: Students will be actively involved in their learning goals. Objectives 1.6: Students will have equitable access to technology hardware and software. Goal Strategy/Activity Timeline Person(s) Documentation Objective 1.1, 1.2, 1.3, 1.4, 1.5 The infusion of technology in all curriculum guides to make classroom instruction more student centered and give students more responsibility for their learning 1.1, th and 8 th grade online technology literacy assessment 1.1, 1.3, , , 1.2, 1.3, 1.4, 1.5, 1.6 Equitable and accessible hardware and software technologies purchases Implementation of blended learning environments as appropriate throughout the district Increase the number of 1:1 computing environments as appropriate throughout the district 1.1 Development of new district courses as appropriate, including College and Career Readiness 1.1, 1.2, 1.4, , 1.2, 1.3, 1.5, Implementation of online student learning environments Plan and budget for new and replacement hardware and software Implementation of student personalized learning environments and appropriate training Annually Annually Annually Reviewed and Recommend ed Annually Responsible Assistant Superintendent Curriculum & Instruction, Principals Principals, Teachers Director of Special Education, Supervisor of Technology, Network Administrator, Business Administrator Assistant Superintendent Curriculum & Instruction, Principals, District Supervisors, Teachers, Business Administrator Network Administrator, Business Administrator, Principals Assistant Superintendent of Schools, Building and Central Administration Network Administrator, Principals, Teachers Business Administrator, Network Administrator, Building Principals, Principals, District Administrators Curriculum Guides Assessment Reports Purchase Orders, Universal Design Compliance District Curriculum, Purchase Orders Purchase Orders District Course Codes, Studies Licenses/Agreements School/District Budgets, Purchase Orders Student Individualized Learning Plans, Purchase Order Roselle Public Schools Technology Plan Page 17
18 1.1, 1.6 Student participation in extended September Principals, District Program Rosters learning opportunities/programs to June Administrators G O A L 2: Educators will attain the skills and knowledge necessary to effectively use educational technology to create more rigorous learning environments to assist students to master the Common Core and the remaining active NJCC Standards by personalizing learning through the collection of student data to support differentiated instruction and to manage the on-line assessment environments to support PARCC. Objective: 2.1: The management and security of PARCC assessment sessions will be planned and implemented to maintain the administration process and specific problem determination procedures will be developed to resolve technical problems. Objective 2.2: Classroom instruction models will be designed to support the rigorous expectations of the new learning and assessment environment to support student readiness for the types of questions and performance based activities found on the PARCC assessments. Objective 2.3: District personnel will make use of available tools to best utilize data to drive instruction and make decisions. Objective 2.4: District personnel will have access to up to date hardware and software appropriate for discipline and working environment. 2.2, 2.3 Personnel participation in local, state, national and global online professional learning communities 2.3 Use of formative and summative assessments to individualize instruction 2.1, 2.2, Facilitate the use of online 2.3, 2.4 webinars, video conferencing 2.1 District professional development on PARCC including its security 2.1, 2.2, 2.4 Plan and budget for research based hardware and software 2.2 District professional development on effective educational technology usage, UDL, the use of rubrics, student choice, authentic and relevant student centered project based learning 2.2, 2.3, Evaluation of educational technology as part teacher 2.2, 2.3, 2.4 evaluation system Implementation of district walkthroughs Annually District Administrators, Network Administrator, Principals, Teachers District Administrators, Principals, Teachers Network Administrator Supervisor of Testing, Supervisor of Technology Principals, Business Administrator, Supervisor of Technology, Network Administrator, District Administrators District Administrators, Principals, Teachers District Administrators, Principals Licenses/Agreements Monthly Assessment Reports Licenses/Agreements Sign-in Sheets, Staff Evaluation Forms School/District Budgets, Purchase Orders Lesson Plans, Class Pages, Web 2.0 sites, Observations/Evaluation s District Administrators Walkthrough Feedback 2.2, 2.3, Implementation of Loti Digital Annually Reports Roselle Public Schools Technology Plan Page 18
19 2.4 Aged Survey for district personnel 2.1, 2.2, Use of School Technology 2.3, 2.4 Integration Mentors (TIM) 2.2, 2.3 Online access to district curriculum 2.1, 2.2, 2.4 Current broadband, voice, and data networks available in all learning/working environments 2.2, 2.4 District access to online research-based resources 2.1, 2.2, Timely access to technical 2.4 support 2.3 Dialogue of the utilization of data to drive instruction 2.1, 2.2, Creation of District Professional 2.3, 2.4 Development Plan 2.2, 2.3 Continued adaptions to curriculum for students with technologies (including training) Annually Building Principals, Teachers Building Principals, Business Administrators Assistant Superintendent of Curriculum and Instruction, Supervisor of Technology Network Administrator Network Administrator Network Administrator, Technical Team District Administrators, Principals, Teachers Assistant Superintendent of Curriculum and Instruction, Supervisor of Technology, District Administrators, Principals, Teachers, Director of Special Services, Principals TIM Google Calendar Posted Curriculum Network Reports District Website, Web 2.0 tools Online Tech Request System PLC Meeting Agendas and Minutes Sign-in Sheets, Staff Evaluation Forms District Curriculum, Lesson Plans, Sign-in Sheets, Staff Evaluation Forms Goal 3: The school district will increase parental involvement in the educational process through the use of. Objective 3.1: Parents will receive access and an understanding of the distric. Objective 3.2: Parents will be informed of all district events. Objective 3.3: Educators will have access to tools to communicate with parents. 3.1, 3.3 Placement of parent SIS portal Website Manager, SIS District Website Coordinator 3.1, 3.3 Availability of parent SIS portal SIS Coordinator Sign-in Sheets, tutorials 3.1, 3.3 Placement of SIS contact information on the 3.2, 3.3 Notifications of district events on district website and through online/phone notification system 3.2, 3.3 Implementation of Parent University 3.2, 3.3 Use of district/schools websites to inform community of schools Website Manager, SIS Coordinator Evaluation Forms District/Schools Website District Administrators, Principals School Messenger Monthly Superintendent of Schools Sign-in Sheets, Agendas Website Manager, District Administrators, Principals District/Schools Website Roselle Public Schools Technology Plan Page 19
20 happenings 3.3 Parent access to Study Island and its reports 3.3 Parent access to teacher class pages Principals, District Administrators, Teachers Reports Class Pages Building Principals, Teachers IT Team Accounts 3.2, 3.3 Implementation of district services and Web 2.0 tools Goal 4: A technology infrastructure will be established and maintained to support the district instructional and administrative goals. Objective 4.1: District locations will have appropriate hardware/software to support district learning and administrative goals. 4.1 Installation and maintenance of fiber throughout the district Project Sign-off, 4.1 High speed connectivity that supports instructional and administrative needs 4.1 S Support via an Online Tech Request System 4.1 Updated security, back up, and disaster recovery plans 4.1 Continued IT training for Network Administrator and IT team 4.1 Evaluate, plan, and budget for new and replacement infrastructure and learning hardware and software Beginning 7/1/13 and ongoing Annually Annually Network Administrator, Business Administrator, IT team Network Administrator, Business Administrator, IT Team Network Administrator, IT Team Network Administrator, IT Team Network Administrator, IT Team, Business Administrator Network Administrator, IT Team, Business Administrators, Building Principals, 4.1 File for erate funding Annually erate Manager, Business Administrator, Supervisor of Technology 4.1 Maintenance of Interactive IT TV Room 4.1 Maintain current district hardware and software licenses 4.1 Maintenance of appropriate memory/capacity of district hardware/software 4.1 Increase the use of Cloud Computing as appropriate Annually Network Administrator, IT Team Network Administrator, IT Team Network Administrator, IT Team Network Administrator, IT Bandwith Reports Online Tech Request System Reports District Audits Purchase Orders District/School Budgets USAC Forms Online Tech Request System Reports Log of district licenses Purchase Orders Licenses/Agreements Roselle Public Schools Technology Plan Page 20
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