Atlantic City Public Schools. Educational Technology Plan

Transcription

1 Atlantic City Public Schools Educational Technology Plan Atlantic City Public Schools of 66

2 NJ Department of Education District/Nonpublic School/ Charter School Three-Year Educational Technology Plan Checklist DATE: TASK Provide your educational technology plan s creation date (the date when the technology plan first contained all of the required elements in sufficient detail to support the products and services requested on the Form 470). ( Completed Req d by E-Rate Not req d E-Rate Tech Plan creation date: February 28, TECHNOLOGY INVENTORY: 1. Describe the technology inventory needed to improve student academic achievement in the school year that informs the basis for the Form 470. Include in the description the internal connections and basic maintenance for 12 months of the e-rate funded year, such as the following areas: a) Technology equipment including assistive technologies b) Networking capacity c) Filtering method d) Software used for curricular support and filtering e) Technology maintenance and support f) Telecommunications equipment and services g) Other services NOTE: If this plan is intended to be used for three years of E-Rate funding, provide anticipated inventory information for all three years. See Inventory Sample Table. Definitions of items eligible for e-rate discounts: NEEDS ASSESSMENT: 2. Describe the needs assessment process that was used to identify the necessary telecommunication services, hardware, software, and other services to improve education. THREE-YEAR GOALS: 3. List clear goals for that address district needs. There must be strong connections between the proposed physical infrastructure (bandwidth, cabling, electrical systems, networks) and goals. Include goals for using telecommunications and technology that support 21 st century learning communities. E-Rate requirements: Indicate in the unshaded spaces the page number where the corresponding information is found Req d by E-Rate Not req d by E-Rate THREE-YEAR IMPLEMENTATION AND STRATEGIES TABLE: 4. Describe the realistic implementation strategies to improve education. Include in the description the timeline, person responsible and documentation (or evidence) that will prove the activity occurred. Address only a and b below to meet e-rate requirements. Address all areas below to continue planning for a technology-rich learning environment. a. telecommunications, b. information technology, c. educational technology (including assistive technologies), and d. student technology readiness in preparation for online testing in of 66

3 PROFESSIONAL DEVELOPMENT STRATEGIES: 5. Professional development strategies should ensure that staff (teachers, school library media personnel and administrators) knows how to effectively use the technologies described in this plan to improve education, and will continue to support identified needs through Address only a below to meet e-rate requirements. Address all areas below to continue planning for a technology-rich learning environment. Describe the planned professional development strategies by addressing each of the following questions: Indicate in the unshaded spaces the page number where the corresponding information is found Req d by E-Rate Not req d by E-Rate a) How will ongoing, sustained professional development be provided to all educators, (including administrators) that increases effective use of technology in all learning environments, models 21 st century skills, and demonstrate learning experiences through global outreach and collaboration in the classroom or library media center? b) What professional development opportunities, resources and support (online or in person) exist for technical staff? c) How will professional development be provided to educators on the application of assistive technologies to support educating all students? EVALUATION PLAN: 6. Describe the evaluation process that enables the progress and effectiveness of goals to be monitored. 7. Describe the process to make mid-course corrections in response to new developments and opportunities as they arise. FUNDING PLAN (July 2013 June 2014): 8. Provide the anticipated costs for by source of funds (federal, state, local and other) and include expenses such as hardware/software, digital curricula including NIMAS compliance, upgrades and other services including print media that will be needed to achieve the goals of this plan. Allow specific provisions for interoperability among components of such technologies to successfully achieve the goals of this plan. 3 of 66

4 ATLANTIC CITY BOARD OF EDUCATION Patricia Bailey... President Gina Holmes... Vice President Ruth Byard Edward Cooper John Devlin Kirk Dooley Joan Glick (Ventnor Representative) Walter Johnson Frank Koch (Brigantine Representative) Nynell Langford Shay Steele Donna L. Haye... Superintendent Sherry Yahn... Assistant Superintendent Barry Caldwell... Assistant Superintendent Steve Moran... Business Administrator William Donio... Board Solicitor 4 of 66

5 Page # I. EXECUTIVE SUMMARY: District Technology Overview 6 a) Technology mission b) Technology vision Table of Contents APPENDIX A: Board Regulations & Policies (Computer Usage); District AUPs; Cyber Bullying II. TECHNOLOGY INVENTORY: Describe the technology needed to improve student achievement. a) Equipment b) Networking capacity c) Filtering Method d) Software used for curricular support and filtering 9 e) Technology maintenance and support f) Telecommunications equipment and services g) Other service APPENDIX B: Network Diagrams III. NEEDS ASSESSMENT: Describe the needs assessment process used to identify the necessary telecommunication services, hardware, software and other services to improve education. 16 IV. THREE YEAR GOALS: 21 List clear goals that address the district needs. V. THREE YEAR IMPLEMENTATION AND STRATEGIES TABLE: Describe the realistic implementation strategies to improve education. 22 VI. 25 a) Telecommunications b) Information technology c) Educational technology (including assistive technology) d) Student technology readiness in preparation for on-line testing in APPENDIX C: National Education Technology Standards PROFESSIONAL DEVELOPMENT STRATEGIES: Professional development strategies that ensure staff (teachers, school library media personnel and administrators) know how to effectively use the technologies described in this plan to improve education. a) How will on-going, sustained professional development be provided to all educators that increases effective use of technology in all learning environments, models 21 st century skills, and demonstrates learning experiences through global outreach and collaboration in the classroom or library media center? b) What professional development opportunities, resources and support (online or in person) exist for technical staff. c) How will professional development be provided to educators on the application of assistive technologies to support educating all students? VII. EVALUATION PLAN: 26 Describe the evaluation process that enables the progress and effectiveness of goals to be monitored. Describe the process to make mid-course corrections in response to new developments and opportunities as they arise. VIII. FUNDING PLAN (JULY JUNE 2014) Provide the anticipated costs for by source of funds (federal, state, local and other). Include expenses such as 27 hardware/software, digital curricula, upgrades and services needed to achieve the goals of this plan. 5 of 66

6 I. EXECUTIVE SUMMARY Vision Statement The Atlantic City District recognizes the urgency to provide resources to improve instruction through exemplary and diverse practices which are monitored and analyzed through student achievement data. In a society that is dependent on information and knowledge, equitable and universal access is essential to the learning process. With the guidance of skilled educators and community members, all students will have the opportunity to become actively engaged in the learning process as they think, create, inquire, solve problems and communicate in collaborative and interdisciplinary environments. Students will emerge as lifelong learners, productive members of the workforce and citizens that can contribute to society. Just as technology is at the core of virtually every aspect of our daily lives, we must leverage it to provide engaging and powerful learning experiences, content, resources and assessments that measure student achievement in more complete, authentic, and meaningful ways. Technology provides access to more learning resources than are available in classrooms and connections to a larger set of educators, including teachers, parents, experts, and mentors from outside the classroom. The learning day is now accessible 24/7. Digital tools are more widely used for research, collaboration, and communication in everyday lives. Students must learn to gather data and analyze it using inquiry and visualization tools. These tools give students opportunities to work with real-world problems and participate in a globally competitive workforce. The expectation of effective teaching and accountability for educators has been a critical component of turning Atlantic City Schools into a high performing district. Leveraging technology in the classrooms can help us improve learning and assessment. Technology builds capacity by enabling a shift to a model of connected teaching. In this model classroom teachers are fully connected to learning data and tools for using content, resources and relevant learning experiences for all students. Currently the schools have many of these technology resources available. However, as technology continuously changes, shifts in pedagogues will reflect the use of these emerging tools and resources. Technology promotes professional growth by providing a variety of opportunities for professional development. Through on-line professional learning communities, telecommunications, and collaborative projects, teachers are now learning in the same skill sets that our students need to be prepared for the global workforce. Technology fosters increased motivation and engagement for staff and students. The shift in these skills allows the students to take responsibility for their own learning to promote a culture of critical thinkers. 6 of 66

7 Our district believes: The school of tomorrow will not be bound by walls or limited to a standard school day The community of tomorrow will be one of continuous learning Information and communication are essential tools for the process of improving our curriculum Using technology ethically and appropriately, students can control their own learning by communicating with professionals and students from around the world With increasing global information, students must be able to scrutinize for information validity The role of the teacher must change to model effective technology use and to provide direction and motivation Effective student assessment is an integral part of strong teaching methods. Technology is central in providing this information to our teachers in a timely manner. 7 of 66

8 District Technology Mission Technology remains curriculum driven, current, and used seamlessly to improve student critical thinking, problem solving, and research skills. Atlantic City Schools continue to provide the technology resources and training necessary to ensure equitable educational opportunities for all students and staff. *We believe that high quality ongoing and sustainable professional development for teachers, staff and administrators is critical to our district s ability to achieve measurable growth regarding student achievement. *We believe all students deserve comprehensive access to a wide range of educational technologies to help them achieve their maximum potential as lifelong learners. *We continue to believe our district must invest in technology infrastructure (hardware, software and services) to ensure the continual availability and complete functionality of technology resources for students and staff. District Technology Vision Students will leave the Atlantic City School District understanding the role of technology in their lives. Students will gain the technology skills necessary to compete in the global economy. Teachers will use technology to analyze student data and support new levels of student creativity and research through collaborative projects. Effective infusion of available resources will prepare all students for new emerging technologies. In the Atlantic City School District we envision. using technology effectively in the classroom to support integrated teaching and learning by utilizing the available tools. using technology to promote student inquiry, self-directed learning, and authentic problem solving. integrating the 21 st Century skills, throughout the curricula, to meet the Common Core State Standards. provide comprehensive, accurate, and timely assessment data about student learning. adopting new learning technologies that will have a positive impact on student achievement. 8 of 66

9 II. TECHNOLOGY INVENTORY A. Technology Inventory Hardware (High School) Rooms Number Technology Location Classrooms 157 Multimedia computers Dell Printer Monitor/Television Digital Projector Ladibug Document Camera Classrooms CADD Labs 1 Assistive/adaptive peripherals Mobile Computer Labs 16 2 Business/Marketing Education Dell Laptop Carts Apple MacBook Carts 7 Dell Computers Digital Projector Sign-Outs C201 F200 Media Center 27 Dell Computers Digital Projector 2 Printers Guidance 6 Dell Computers G200 Teacher Laptops 215 Dell Laptops, Macbooks & Macbook Pros Assigned to Teaching Staff Technology Labs 5 Lab sizes determined by Classrooms program Multimedia Computers per Lab Digital Projector Special Education Labs 10 Labs Lab sizes determined by program 5-25 Multimedia Computers per Lab Digital Projector Classrooms Business Labs 6 Lab sizes determined by program 9-25 Multimedia Computers per Lab Digital Projector Mathematics Lab 1 25 Dell Computers Digital Projector English Lab 1 6 Dell Computers Digital Projector Science Labs 2 5 Dell Computers 6 Dell Computers Digital Projector ESL Lab 1 18 Dell Computers Digital Projector Classrooms C120 C102 H209 C205 G210 9 of 66

10 Distance Learning Lab 1 Digital Projector 30 network seats Administrative Offices 29 Dell Computers Printers per Office E100 Assorted Rooms 10 of 66

11 II. TECHNOLOGY INVENTORY A. Technology Inventory Hardware (Elementary Schools) School Location Number Technology Classrooms * Chelsea Heights, Dr. Martin Luther King, New York Avenue, Sovereign Avenue, & Uptown Complex Chelsea Heights, Dr. Martin Luther King, New York Avenue, Sovereign Avenue, & Uptown Complex Brighton Avenue, & Texas Avenue -limited by electricity New York Avenue, Sovereign Avenue, & Uptown Complex Chelsea Heights, Dr. Martin Luther King, Brighton Avenue & Texas Avenue Dr. Martin Luther King, Texas Avenue, & Brighton Avenue All Schools **Brighton Avenue does not have a media center at this time. All Schools Small Instruction Classrooms Classrooms Computer Labs Computer Labs Mobile Computer Labs Media Center 3-20* Administrative Offices Venice Park (Pre-K) Classroom Venice Park Pennsylvania Avenue & Richmond Avenue Administrative 2 Offices 2 Classroom 8 1 Multimedia computers Printer Ladibug Teacher Laptop Projection device (LCD) Mimio (Interactive Whiteboard system) * Access provided via sign-outs Multimedia Computers Printer Ladibug Digital Projector Mimio (Interactive Whiteboard system) Multimedia Computer Printer Teacher Laptop Digital Projector Ladibug Mimio (Interactive Whiteboard system) * Access provided via sign-outs 30 Station Labs (1 Mac / 1 PC) Teacher Station Printer Mimio (Interactive Whiteboard system) 30 Station Labs (Mac) Teacher Station Printer Mimio (Interactive Whiteboard system) 20 Dell Mini laptops per cart 10 ibook cart Printer Student Computers Circulation Area Printer Ladibug Digital Projector *determined by room size Multimedia Computers laptops Printer Multimedia Computers Printer Digital Projector Multimedia Computers Printers Multimedia Computers Printer 11 of 66

12 Pennsylvania Avenue & Richmond Avenue Pennsylvania Avenue & Richmond Avenue Pennsylvania Avenue & Richmond Avenue Pennsylvania Avenue & Richmond Avenue Pennsylvania Avenue & Richmond Avenue Mimio Bundle (Teach, Pad, View & Vote) Digital Projector Audio Sound System with Teacher Microphone 2 Computer Labs 31 Multimedia Computers Printer Digital Projector Mimio Bundle Audio Sound System 3 Science Labs Art Room Music Rooms Administrative Offices 8 Multimedia Computers Printer Mimio Bundle (Teach, Pad & View) Digital Projector Audio Sound System with Teacher Microphone 5-7 Multimedia Computers laptops Printer Media Centers Multimedia Computers Printer Mimio Bundle (Teach, Pad & View) Digital Projector Small Instruction 3 Multimedia Computers Printer Mimio Bundle (Teach, Pad & View) Digital Projector 12 of 66

13 II. TECHNOLOGY INVENTORY B. Network Inventory Plan for Atlantic City Schools Three Year Technology Plan Inventory Table Area of Need Technology Equipment Describe for e-rate Funded year Add additional wiring to facilitate added equipment where needed. Replace current switches with 10/100/1000 switches with a Gigabit backbone from each IDF to the MDF at High School and Brighton to match rest of district. Upgrade wireless network to N in all schools. Deploy new Windows and Mac OS file servers where necessary for curriculum and data storage. Deploy & manage wireless equipment to facilitate laptop initiatives via Cisco Wireless Services Module (WiSM). Maintain infrastructure of Microsoft Active Directory for computer and user organization as well as the deployment of security policies and software applications. Describe for e-rate Funded year Add additional wiring where needed. Provide maintenance on all district switches to maintain 10/100/1000 to the desktop. Provide maintenance and monitor wireless network. Provide maintenance and replacements as needed. Monitor and replace wireless equipment as needed. Continue Active Directory maintenance of all district Domain Controllers, Servers, Workstations, Groups and Users. Describe for e-rate Funded year Add additional wiring where needed. Deploy 10/100 Ethernet switches were needed to facilitate re-wiring of schools. Provide maintenance and monitor wireless network. Provide maintenance and replacements as needed. Monitor and replace wireless equipment as needed. Continue Active Directory maintenance of all district Domain Controllers, Servers, Workstations, Groups and Users. 13 of 66

14 Technology Equipment Networking Capacity Filtering Method Software for Curricular Support Maintain Microsoft Windows Server Updates to proactively download and distribute MS security patches to all district MS operating systems using multiple servers for load balancing. Continue to manage MS security patches and updates on servers. Continue to manage MS security patches and updates on servers. 1 GB LAN backbone to desktop Maintain backbone at current status. Maintain backbone at current status. filtering in the cloud through MessageLabs and Viper Internet filter through Fortinet using Fortagate 4030b software Microsoft Office; Adobe Creative Suite; Scholastic Products: SAM, Read180, System44, SRI, Fastt Math, Fraction Nation, Timeliner; Kidspiration; Kurzweil; Garage Band; Finale; Final Cut Pro; CompassLearning; Achieve3000; Learning.com/ EasyTech; BrainPOP, BrainPOP Jr., BrainPOP Spanish; More Starfall; AutoCad, DriverEd software, and COINS (HS Only); BlackboardConnect; PowerSchool; IEP Direct; MealTime; Follet Destiny; LEGO; echalk Lesson Planner; NBC Learn filtering in the cloud through MessageLabs and Viper Internet filter through Fortinet using Fortagate 4030b software Microsoft Office; Adobe Creative Suite; Scholastic Products: SAM, Read180, System44, SRI, Fastt Math, Fraction Nation, Timeliner; Kidspiration; Kurzweil; Garage Band; Finale; Final Cut Pro; CompassLearning; Achieve3000; Learning.com/ EasyTech; BrainPOP, BrainPOP Jr., BrainPOP Spanish; More Starfall; AutoCad, DriverEd software, and COINS (HS Only); BlackboardConnect; PowerSchool; IEP Direct; MealTime; Follet Destiny; LEGO; echalk Lesson Planner; NBC Learn filtering in the cloud through MessageLabs and Viper Internet filter through Fortinet using Fortagate 4030b software Microsoft Office; Adobe Creative Suite; Scholastic Products: SAM, Read180, System44, SRI, Fastt Math, Fraction Nation, Timeliner; Kidspiration; Kurzweil; Garage Band; Finale; Final Cut Pro; CompassLearning; Achieve3000; Learning.com/ EasyTech; BrainPOP, BrainPOP Jr., BrainPOP Spanish; More Starfall; AutoCad, DriverEd software, and COINS (HS Only); BlackboardConnect; PowerSchool; IEP Direct; MealTime; Follet Destiny; LEGO; echalk Lesson Planner; NBC Learn 14 of 66

15 Maintenance of district wide integration solution via SchoolDude to centrally monitor and manage network switches, servers and workstations via webbased tool. Continue to monitor and manage all network devices via web-based tool. Continue to monitor and manage all network devices via web-based tool Technical Support Maintenance Use remote access software for remote control of district computers, servers and switches Continue to use remote access software for remote control of district computers, servers and switches. Continue to use remote access software for remote control of district computers, servers and switches. State-approved contract vendors for network support. State-approved contract vendors for network support. State-approved contract vendors for network support. Telecommunications Equipment & Services Post e-rate RFPs, review, and award for maintenance agreements and warranties where allowed. Renew all contracts yearly. Internet 200mb expandable to 1 Gig; Internet LSI; Staff Outlook, Student & web hosting echalk; phone VOIP switches in every closet; Local & Long Distance LSI; Avaya Definity; Phone system WACR; 105 cellular phones V-Brick Video Distribution Systems into schools Post e-rate RFPs, review, and award for maintenance agreements and warranties where allowed. Renew all contracts yearly. Review internet usage for expansion; Transition additional phones to VOIP Maintaining V-Brick system Post e-rate RFPs, review, and award for maintenance agreements and warranties where allowed. Renew all contracts yearly. Review internet usage for expansion; Transition additional phones to VOIP Maintaining V-Brick system Other Services Maintain Sorenson Video phone for hearing impaired students. Maintain Sorenson Video phone for hearing impaired students. Maintain Sorenson Video phone for hearing impaired students. 15 of 66

16 III. NEEDS ASSESSMENT During the school year, the Atlantic City School District completed the revised LoTi Digital-Age Survey to ascertain current digital-age instructional practices aligned to the 2008 version of the National Educational Technology Standards for Teachers (NETS-T). Approximately 600 classroom teachers participated in this digital-age needs assessment process that generated a district profile in three key areas impacting digitalage teaching and learning in the District: LoTi (Levels of Teaching Innovation), CIP (Current Instructional Practices), and PCU (Personal Computer Use). The needs assessment also produced a district wide professional development priority profile consistent with the five empirically-validated categories comprising the NETS-T. These categories include: Digital-Age Work and Learning Digital-Age Learning Experiences and Assessments Student Learning and Creativity Professional Growth and Leadership Digital Citizenship and Responsibility An aggregate profile for our district involving professional development priority areas was generated revealing the following results: The highest priority area based on this assessment data focused on Student Learning and Creativity. According to the National Education Technology Standards for Teachers (NETS-T) from ISTE, Student Learning and Creativity signifies a teacher's ability to use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. 16 of 66

17 Educators Current Practices (Levels of Teaching Innovation - LoTi) An aggregate profile highlighting the staff s current digital-age teaching practices (Levels of Teaching Innovation) using the available digital assets across the curriculum revealed the following results: The median LoTi level in the District is currently at a LoTi 3. At a Level 3 (Infusion), the instructional focus emphasizes student higher order thinking (i.e., application, analysis, synthesis, evaluation) and engaged learning. Though specific learning activities may or may not be perceived as authentic by the student, instructional emphasis is, nonetheless, placed on higher levels of cognitive processing and in-depth treatment of the content using a variety of thinking skill strategies (e.g., problem-solving, decision-making, reflective thinking, experimentation, scientific inquiry). Teacher-centered strategies including the concept attainment, inductive thinking, and scientific inquiry models of teaching are the norm and guide the types of products generated by students. Digital tools and resources are used by students to carry out teacher-directed tasks that emphasize higher levels of student cognitive processing relating to the content under investigation. Thirty-four percent of the staff recorded their LoTi level at a LoTi 4A and above. LoTi 4 represents the target technology integration level for the District. At this level, the emphasis is on inquiry-based instruction, real-world problem-solving and collaborative learning environments as defined by the Partnership for the 21st Century Skills and the National Educational Technology Standards for Students (NETS-S). Fourty-two percent of the staff s self-assessment of their LoTi level was in the LoTi 0-2 range. This range focuses on lower cognitive skill development using the available district digital resources. 17 of 66

18 Educators Current Practices con t (Current Instructional Practices - CIP) An aggregate profile highlighting the staff s current instructional practices (CIP) revealed the following results: The CIP portion of the LoTi Digital-Age survey revealed a median CIP Intensity Level 5. At a CIP Intensity Level 5, the participant s instructional practices tend to lean more toward a learner-based approach. The essential content embedded in the standards emerges based on students need to know as they attempt to research and solve issues of importance to them using critical thinking and problem-solving skills. The types of learning activities and teaching strategies used in the learning environment are diversified and driven by student questions. Both students and teachers are involved in devising appropriate assessment instruments (e.g., performance-based, journals, peer reviews, self-reflections) by which student performance will be assessed. Although student-directed learning activities and evaluations are the norm, the use of teacher-directed activities (e.g., lectures, presentations, teacher-directed projects) may surface based on the nature of the content being addressed and at the desired level of student cognition. The amount of differentiation is substantial based on the readiness level, interests, and learning styles of the students. The use of research-based best practices delves deeper into complex classroom routines (e.g., students generating and testing hypotheses, implementing cooperative learning, students identifying similarities and differences). Forty percent of the staff recorded their CIP Intensity levels at a 0-4. At these levels, the use of didacticbased instruction within a teacher-centered learning environment are the norm. 18 of 66

19 Educators Proficiency Using Technology (PCU) An aggregate profile for the staff s technological proficiency (Personal Computer Use or PCU) revealed the following: The median PCU intensity level in the district is currently at a PCU Intensity Level 4. A PCU Intensity Level 4 indicates that the participant demonstrates moderate to high fluency with using digital tools and resources for student learning. Participants at Intensity Level 4 commonly use a broader range of digital-age media and formats in support of their curriculum and instructional strategies. Participants at this level model the safe, legal, and ethical uses of digital information and technologies and participate in local discussion forums that advocate the positive impact of existing digital tools and resources on student success in the classroom. 19 of 66

20 NETWORK NEEDS ASSESSMENT District holds meetings with e-rate and non-erate vendors to review approved projects for network, phone, internet, hardware, fiber, audio, and wireless systems to be interoperable. This is to ensure all systems will work seamlessly without conflict. Participation in PARCC webinars and regional meetings to establish benchmarks to meet the goals of PARCC for of 66

21 IV. THREE YEAR GOALS Goal 1: District will constantly monitor and update network and telecommunication services and equipment to ensure that schools, classrooms, and computer labs have access to a rigorous technological environment to support teachers and learning in the 21 st century. Goal 2: Students will utilize technology as a tool in all curriculum areas to demonstrate critical thinking skills; to problem solve; to evaluate and analyze information; to communicate and work collaboratively; to develop innovative projects; and to exhibit leadership for digital citizenship; developing 21st century college and career-ready skills. Goal 3: Implement the district s professional development goal for technology. The seamless integration of technology skills into the curriculum to enhance instruction in core content areas with project based learning. Goal 4: District will maintain plans for modernizing existing data solutions and hardware to provide equitable access to the internet and multimedia capable computers for staff and students. 21 of 66

22 V. THREE YEAR TECHNOLGY IMPLEMENTATION District Goal and Objective Goal 1 Objective 1A:. To build and manage a network and hardware base capable of supporting future PARCC Assessment and curriculum delivery. Goal 2 Objective 2A: Students will conduct research, use media, and produce projects across all content areas. Objective 2B: To utilize technology tools to facilitate curriculum goals using applications, internet, distance learning, and digital media. Objective 2C: Teachers will use technology tools to engage students in higher order authentic thinking activities as an instructional method. Objective 2D: Establish basic technology practices using the H.E.A.R.T. model. Three-Year Technology Implementation Activity Table Strategy/Activity Timeline Responsible Person Documentation District will constantly monitor and update network and telecommunication services and equipment to ensure that schools, classrooms, and computer labs have access to a rigorous technological environment to support teachers and learning in the 21 st century. Monitor internet usage to maintain Technology Inventory sheets accessibility for all users 2016 Supervisor Usage reports Update all hardware and software as needed IT personnel to support curricular needs Students will utilize technology as a tool in all curriculum areas to demonstrate critical thinking skills; to problem solve; to evaluate and analyze information; to communicate and work collaboratively; to develop innovative projects; and to exhibit leadership for digital citizenship; developing 21st century college and career-ready skills. New Jersey Standards and Common Core State Standards support all students using digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. Students will create original products individually and in groups to generate new ideas and to problem solve. Teachers will provide opportunities for authentic real-world projects that engage students in research based learning, communication and collaboration. Use technology and other tools to identify problems, collect data, and make decisions Curriculum Coordinator Principals Teachers Curriculum Coordinator Principals Teachers Curriculum Coordinator Principals Teachers Curriculum Coordinator Principals NJASK, HSPA Lesson Plans; Student projects; student access reports Lesson Plans; Student projects; student access reports LoTi classroom walk-throughs 22 of 66

23 Goal 3: Objective 3A: Utilize the yearly district s LoTi (Levels of Teacher Innovation) Digital Age survey to plan PD activities. Objective 3B: Professional staff members will display proficiency in the integration of technology into the curricula. Objective 3C: Professional staff members will have access to on-going, sustained and high quality professional development to facilitate changes in pedagogues. Implement the district s professional development (PD) goals for technology. Institute and maintain 21st century professional learning communities (PLC) to ensure a collaborative approach to technology integration. Facilitate seamless integration of technology skills into the curriculum to enhance instruction of the Common Core State Standards (CCSS) and the New Jersey Core Curriculum Content Standards (NJCCCS). Teachers complete the district s online LoTi Digital Age survey for teachers at the beginning of each year. Administrators complete the district s online LoTi Digital Age survey for Administrators at the beginning of each year. Analyze LoTi Digital Age survey results building by building. Disseminate data to building principals annually. Plan comprehensive professional development interventions that meet the divergent needs of individual schools based on their LoTi Digital Age Survey data. Evaluate the LoTi survey data annually and revise as necessary. Building Technology Coordinators will provide introductory and intermediate level workshops to increase technology integration practices in the classroom. Use the ISTE standards and the LoTi framework for teachers as benchmarks for teacher proficiency with technology integration. Provide professional development sessions on 21st Century Content and Skills Design student assessments throughout the curriculum that emphasize 21st Century Content and Skills. Use 21st Century Content as thematic organizers to promote authentic student problem-solving and decision-making, which will add greater relevance and rigor to the curriculum. Develop an individualized professional development program for staff based on their LoTi Digital Age profiles. ETTC will provide training in the integration of technology and district curriculums at all levels and/or curricular areas. Create flexible schedules to allow staff opportunities to work with Building Technology Coordinators on projects involving complex thinking project Provide opportunities for Building Technology Coordinators to learn the newest Curriculum Coordinator Principals Teachers Technology Supervisor Principals Teachers Curriculum Coordinator Technology Supervisor Principals Teachers Lesson Plans; teacher evaluations; DETAILS Survey Lesson Plans; teacher evaluations Individual PDPs; Professional Development Hours; Teacher evaluations 23 of 66

24 Objective 3D: Professional staff members will demonstrate best practices with technology integration into their curricula. Objective 3E: All staff members will be trained on software and hardware that is applicable for their position. technologies and how they best impact instruction and student achievement. Utilize the Building Technology Coordinator to provide professional development interventions at a LoTi 3 and higher. Utilize the Building Technology Coordinators as on-site support to facilitate active and ongoing technology integration practices at a LoTi 3 and higher on each campus. Provide developmental sessions based on the Levels of Technology Implementation (LoTi) Framework. Develop directory of in-house resources available to integrate technology with curriculum. Implement professional development interventions that provide effective use of learning technologies throughout the curriculum. Identify classrooms within the district that are implementing technology at a LoTi 4 (Integration) and higher. Provide staff development on all new and emerging technologies. Conduct staff workshops on new software applications as it relates to job description. Disseminate information about programs and workshops. Provide workshops for special populations that enhance proficiency level of technology in their position Curriculum Coordinator Technology Supervisor Principals Teachers Curriculum Coordinator Technology Supervisor Principals Teachers Lesson Plans; teacher evaluations; student projects; classroom observations Sign-in sheets Objective 3F: All technical staff will be trained to maximize district resources Enroll technical staff in hardware and software sessions for upgrades as needed Technology Supervisor Certificates Goal 4: Objective 4A: Review current inventory for upgrades/purchases to meet the district s model classroom (4 year refresh) to maintain a high level of performance for curricular and administrative needs. District will maintain plans for modernizing existing data solutions and hardware to provide equitable access to the internet and multimedia capable computers for staff and students. Continue to purchase and install up-to-date hardware, peripherals, and software for utilization by students, staff and administration. Purchase and hire support services to maintain an educational network, available to all staff, students and administrators. Continually review, evaluate and update hardware, peripherals and software to remain current in technology Technology Supervisor Curriculum Coordinator Inventory sheets Board Resolutions Purchase Orders 24 of 66

25 VI. PROFESSIONAL DEVELOPMENT STRATEGIES Educators Proficiency/ Identified Need Integrating technology aligned with the 5e model of all curriculum areas. Providing teachers with training to develop echalk classroom pages & lesson planner. Development of Professional Learning Communities Provide instruction on attendance & grade book through the district portal. Training for interactive whiteboards (Mimio) Training for new Hardware & Software Ongoing, sustained, high-quality professional development planned Dr. Chris Moersh will provide Curriculum Benchmarks to model the use of technology in the classroom. Utilizing echalk to provide students with information on their teacher s webpages. Provide teachers with echalk online lesson plan resources. Use of echalk discussion boards and/or other technological opportunities to seek solutions to issues that arise within individual classrooms, grade levels, etc., in order to create a more collaborative professional learning community. Use of the portal to do an online attendance & grade book. Lesson development utilizing the interactive white boards. Ongoing support will be provided. Support Dr. Moersh, Math Coaches, Supervisors, Technology Coordinators Literacy Coaches Representatives from echalk Staff will have access to echalk during planning time and when off sight. Data Center, Technology Coordinators Technology Coordinators, Literacy Coordinators, & Math Coaches working collaboratively to develop and design lessons. Support provided by the Distributors, Technology Coordinator, Data Center, Math coaches, Literacy Coaches, Compass Representative. 25 of 66

26 VII. EVALUATION PLAN Educational Technology Plan Evaluation Narrative Describe the process to regularly evaluate how... a. Telecommunication services, hardware, software and other services are improving education. Monthly meetings with building level technology coordinators and Supervisor of Technology to review program effectiveness, delivered or affected, utilizing technology Periodically survey teachers on technology use in the classroom through echalk log-ins Monitor bandwith usage to support video and online coursework b. Effective integration of technology is enabling students to meet challenging state academic standards. Atlantic City Public Schools infuse technology throughout all curriculums Maintain rigorous curriculums that support Common Core State Standards and PARCC testing requirements c. The LEA is meeting the identified goals in the educational technology plan. The goals of the technology plan are reviewed by the district technology committee on a yearly basis Process to make mid-course corrections: The district s educational technology center meets regularly with faculty, staff, & administrators regarding academic and administrative needs. As technology continuously changes, all planning is fluid and allows for district resources to be re-directed, as needed, to ensure an educational environment which provides students with 21 st century career ready opportunities. 26 of 66

27 VIII. FUNDING PLAN Three-Year Educational Technology Plan Anticipated Funding Table (First Year) ITEM & Number 1 - Digital curricula (see NIMAS) 2 - Print media needed to achieve goals 3 - Technology Equipment 4 - Network DESCRIPTION Follett; NBC Learn; Plato; Compass Learning FEDERAL FUNDING STATE FUNDING LOCAL FUNDING $ 150,000 Instructional Texts / Manuals $ 50,000 PreK-5 classroom computers, teacher laptops, printers, and devices district wide Network switches and servers ACHS & Brighton capital improvements Network switches and servers as needed; upgrade wireless network in (10) schools 5 - Capacity Bandwidth to 200mb 6 - Filtering 7 - Software 8 - Maintenance Message Lab - filtering; Fortigate web filtering; Viper Scholastic Products READ180, System44, FasttMath, Fraction Nation; BrainPOP, etc ; Microsoft Office; Adobe Creative Suite Maintenance: servers, switches, ups, etc, phone system Apply under e-rate Apply under e-rate Apply under e-rate Apply under e-rate $ 800,000 $ 560,000 previous year e-rate reimbursement $ 200,000 $ 50,000 $ 50,000 $ 200,000 $ 300, Upgrades Software & hardware as needed $ 100, Policy and Plans N/A 11 - Other services N/A Federal, State, Local and other sources of Funding The Atlantic City School District supports technology through a variety of funding sources. This includes general funds, Title 1, Perkins, Refugee Students Impact Programs, e-rate and discretionary grants. Technology is woven seamlessly through all areas of general budget and grants. Technology funds provide the DS3 internet access, wireless networks, servers and switches, telephone systems, video distribution, classroom computers, printers, responders, digital projectors, document cameras, flip video cameras, software and more. 27 of 66

28 APPENDIX A BOARD REGULATIONS & POLICIES (Computer Usage) DISTRICT ACCEPTABLE USE POLICY AGREEMENTS (Staff & Student) CYBER BULLYING 28 of 66

29 POLICY ATLANTIC CITY BOARD OF EDUCATION 2360 USE OF TECHNOLOGY The Board of Education recognizes that the use of technology in the educational process is essential as part of the schooling experience. Technology is to be viewed as a tool to enhance the learning process among other tools that are required for teachers and students to fully explore the curriculum. In addition, technology can be used to enhance the administration of the schools and the district. In order to provide direction and meaning to the use of technology as an instructional tool, the Board directs that the Superintendent and the teaching and support staff use technology as a regular part of the learning process in every area of the curricular area. For purposes of this policy 'technology' means the use of computers and computer peripherals, communications networks, access to databases and libraries of information and the integration of audio, video, multimedia devices and media for purposes of teaching and learning. The Superintendent in consultation with the teaching and support staff shall recommend to the Board the acquisition of appropriate technology to best implement the curricular, instructional and administrative program of the school district. The Superintendent shall prepare a technology plan for the school district to encompass the following: Curricular, Instructional and Administrative Need The technology plan shall define the curricular, instructional and administrative need for technological equipment and media for each area of instruction and shall project the need to the extent possible for a five year period. In-service Education The Board shall provide opportunities to participate in in-service programs for employees on all hardware or software programs to be used in the execution of educational and administrative tasks. In-service programs may be provided on or off site. The cost of tuition for in-service programs may be reimbursed by the Board. Standards, Codes and References PROGRAM 2360/Page 29 of 66 USE OF TECHNOLOGY All technology installations shall conform to the following standards, codes and references N.J.S.A. 18A, N.J.A.C. 5:23 and 6:22, BOCA National Building Code, NEMA, EIA/TIA 568 and 569 (Electronics Industry Association/Telecommunications Industry Association), LPC NFPA 78 (Lighting Protection code) IEEE Ethernet and Token Ring (Institute of 29 of 66

30 Electrical and Electronic Engineers), UL (Underwriter's Laboratories), ANSI (American National Standards Institute) and ADA (Americans with Disabilities Act). Facilities Planning In all facilities projects involving new constructions, additions and renovations the Superintendent or designee shall ensure that the plans include provisions for current and future technology needs in terms of the structural, electric/electronic, mechanical, acoustical and visual systems of the building(s). All educational specifications shall include under the description of instructional activities and implications for technology and under special features, those features required for the use of instructional technology. Computers The school district will provide support or maintenance agreements for specified brands of computers. All other computers purchased or donated will be subject to repair only when nonallocated funding is available and therefore may remain unrepaired until funding is available. Computer Software Acquisition and Upgrading The school district will only support the specified software and updates and training. Staff members shall not purchase software that has not been included on a list of specified software or has been approved by the Supervisor of Educational Technology. The Board will purchase upgrades to software on a periodic basis. An evaluation of upgrades shall be made by appropriate personnel and no upgrade shall be purchased without the express approval of the Supervisor of Educational Technology. Site Licenses In the case, where more than one copy of a software program is required, the Data Center shall attempt to acquire or negotiate a site license with the software developers. In the event a site license is not possible, vendors shall be sought who will provide multiple copies at a discounted cost. Software Copyright All employees shall strictly adhere to the copyright laws of the United States. No software shall be copied and/or distributed except in accordance with these laws. All software placed on media workstations or any network which there is public access shall be copy protected by the Data Center who shall assure that individuals who have access to such programs shall not copy them without authorization. 30 of 66

31 Internal Communication (District) The school district shall provide communication between schools by a variety of means including but not limited to: Backbone Media Distribution, Unshielded Twisted Pair, Coaxial Cable, and/or Fiber Optic Cable. External Communications The Board encourages the use of external communications so that the schools may utilize the vast resources of external databases and communicate with other schools, external agencies and business throughout the world. Gateways to such communications will be supported by the school district. The use of particular gateways shall be approved by the Supervisor of Educational Technology. The Supervisor of Educational Technology shall be responsible for the installation of software in district owned computers and/or computer systems that prevents access to gateways and Internet sites that have material considered by the Data Center to be inappropriate for use by pupils. Equipment Acquisition The school district shall acquire technology equipment through direct purchase or lease purchase. The Superintendent or designee shall develop a plan for the continual replacement and upgrading of equipment. Computer Laboratories and Distributed Computing In order to provide teacher, staff and pupil access to computers the Board directs that provisions be made as follows: Computer Laboratories The Board may provide computer laboratories where clusters of computers and computer peripherals are available. When computer laboratories are provided, they shall be accessible to all teachers and pupils who have a defined educational need for computing facilities. Audio/Video All audio and/or video materials shall be used in accordance with the copyright laws of the United States. Teachers, students or staff who create audio or video materials containing the voices or images of the individuals involved shall obtain proper releases from those individuals, their parent(s) or legal guardian(s) or instructional use within the school. 31 of 66

32 Interactive Television Teachers or pupils may participate in interactive television courses provided in conjunction with other education institutions. Full credit may be obtained by pupils by participating in such courses. If the teacher involved is not the teacher of the course but rather a proctor, such assignment shall be counted as a duty rather than an instructional assignment. Informing Parents, Legal Guardians and Interested Parties The Superintendent or designee shall inform parent(s) or legal guardian(s) of computers and software purchased by the district in order that a computer purchased privately for home use may be compatible with the computer and software the pupil uses in the school setting. Technology Coordination The Superintendent shall appoint a district wide Coordinator of Technology to assure the technology needs of the district are met in the most efficient manner possible at the lowest costs available to meet specified needs. The position of Coordinator of Technology shall be full time. The Superintendent shall prepare a job description for the Supervisor of Educational Technology. Instructional Media Center/Library The Instructional Media Center/Library shall be the division of the high school responsible for coordinating the distribution and use of educational technology throughout the school. The Center shall contain the electronic media distribution system and shall make the system available throughout the school and to the external world. To the extent possible, the IMC/Library shall acquire data and publications electronically to facilitate distribution and use. Teachers, students and staff shall be given the opportunity to indicate data and publication needs. All items available through the IMC/Library shall be cataloged electronically and are to be available through the school's computer network. To avoid duplication, all media and software purchases shall be coordinated through the IMC/Library and approved by the Coordinator of Technology and the school principal. In determining approval, the following factors shall be taken into account: 1. The title of the material; 2. Any recognized rating of the material (e.g. motion picture industry rating); 3. The relevance to the curriculum; 4. The cost of the media or software; 5. The viability of the company producing the software. 32 of 66

33 Broadcast Rights and Copyrights The Board specifically retains the Broadcast rights and copyrights to all materials created by employees of the Board as part of their responsibilities to the Board. Any financial remuneration for the use of such materials shall be retained by the Board and specifically dedicated to enhance technology used as part of the educational program. Computer Security The Superintendent shall develop security procedures to include, but not be limited to, the following areas: 1. Physical Security of Equipment All computer equipment shall be maintained in a secure manner appropriate to its location. 2. Data Security a. Back-up procedures for system files, libraries, and data shall be practiced in a timely fashion. b. Disaster recovery plans shall be kept up-to-date at all times. c. Password protection shall be in place and updated periodically. d. Resource security shall be in place to prevent unauthorized access to system files, libraries, and data. 3. Employee Training All new employees having, as part of their job responsibilities, access to computers and information systems will be trained in the proper security procedures outlined above. All employees having, as part of their job responsibilities, access to computers and information systems will be kept up-to-date on current security procedures for equipment and data. 4. Transaction Audit Trail Appropriate procedures will be maintained in order to monitor system activity and users, as necessary. 33 of 66

34 5. Security Officer The Superintendent shall designate a Computer Security Officer to monitor system security procedures. Use of Facsimile (FAX) Machines Fax machines provide a useful means of communicating and shall be subject to the same rules that apply to the use of telephones. All incoming faxes shall be considered confidential mail. No disclosure of the contents of any fax shall be made except to the individual for whom the fax is intended. Any individual violating this confidentiality shall be subject to discipline as provided by the policies and regulations of the Board. N.J.A.C. 6: U.S.C. 101 et seq. Adopted: 28 May of 66

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43 District Network Acceptable Use Policy Staff Agreement Internet access and electronic mail are provided for staff and students to conduct research and communicate with others. The primary use of these resources should be for School District related business. Communications over the network are often public in nature, therefore general rules and standards for professional behavior and communications will apply. Users should not expect or files stored on District servers to be private. In fact, under Board Policy and Regulation 2361, the District reserves the right to review, and monitor all network activity, including the sending and receiving of s. The following activities are examples of activities not permitted on District networks: Sending, displaying or accessing messages, pictures and/or websites that may be defined by a reasonable person as profane, lewd, threatening, defamatory, obscene, racist, homophobic, or that promotes or advocates illegal, unethical, violate and/or hateful activity/acts; o Inadvertent access of or displaying of such material should be reported immediately to the Data Center; Sending or displaying messages that violate the District s affirmative action policy; Sending or displaying messages that contain confidential information to persons not authorized to receive that information; Sending or displaying messages that harass, attack or insult others; Sending or displaying messages that do not pertain to legitimate District Business and/or professional or career development activities; o Limited personal use will be permitted so long as it does not interfere with the performance of the user s job responsibilities, impede or inhibit District operations, or violate any other applicable Board Policy or Regulation. This applies, but is not limited to, discussion group mail lists, instant message services and participation in Internet chat room conversations. Attempting to gain unauthorized access to the District computer system or to any other computer system through the District computer system, or going beyond your authorized access. o This includes, but is not limited to, attempting to log in through another individual s account or accessing another s files without permission. Attempting to deliberately disrupt the District s computer system s performance or destroy data by spreading computer viruses, worms, Trojan Horses, trap door program codes or any similar product that can damage computer systems, firewalls, servers or network systems; Installing or downloading software or other applications without permission of the Data Center and/or Supervisor of Technology; 43 of 66