HTSD is “A Future Ready Community: Producing Global Citizens” TOC

HARRISON TOWNSHIP SCHOOL DISTRICT A Future Ready Community: Producing Global Citizens

120 North Main Street MULLICA HILL, NEW JERSEY

856.478.2016

http://www.harrisontwp.k12.nj.us/

FUTURE READY

TECHNOLOGY PLAN

2017 – 2020

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Table of Contents Appendixes District Overview BOE Approval BOE of Education Administration Future Ready Task Force Members Mission Vision Culture of Innovation and Collaboration District Infrastructure

Filtering & Safety

Technology Maintenance Support & Staffing Inventory Overview Technology Inventory (Including Assistive Technologies)

Software & Digital Resources

Telecommunications Equipment & Services

Needs Assessment NJTRAx District Survey Results Teaching and Learning within the District Resources & Skills Matrix for Teachers and Students

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Transformational Budgeting Inventory Table 2017 through 2020

Three-Year Goals 2017 through 2020 Professional Learning Strategies Reflection and Adjustment Plan

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APPENDIXES

A. National Future Ready Pledge

B. New Jersey Future Ready Pledge

C. Harrison Township Elementary School - Future Ready School Pledge

D. Pleasant Valley Elementary School - Future Ready School Pledge

E. Future Ready Schools Resources

a. National

b. New Jersey

F. New Jersey Student Learning Standards a. Overview

b. 8.1 Educational Technology

i. International Society for Technology in Education (ISTE) Standards for Student

ii. American Association of School Librarians (AASL) Student Standards for 21st Century Learner

iii. Common Sense Student Standards Alignment in the K-12 Digital Citizenship Curriculum

c. 8.2 Technology, Engineering, Design, and Computational Thinking

i. K-12 Computer Science Student Framework Statements by Grade Band ii. International Technology and Engineering Educators Association

Standards for Technology Literacy

d. NJ DOE Guidance for Implementing the Technology Standards

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G. Harrison Township District Task Force Self-Assessment: National Future Ready Rubrics a. Curriculum, Instruction, and Assessment b. Use of Space and Time c. Robust Infrastructure (Technology, Networks, and Hardware) d. Data and Privacy e. Community Partnerships f. Personalized Professional Learning g. Budgeting and Resources h. Across The Gears: Collaborative Leadership

H. Harrison Township Elementary School Self-Assessment: Indicator Tracking Sheets

I. Pleasant Valley Elementary School Self-Assessment: Indicator Tracking Sheets

J. Harrison Township School District Professional Learning Plan 2017-18

K. Curriculum MAP of Technology Units

L. Harrison Township School District - Code of Conduct (Including Digital Citizenship)

M. Acceptable Use Policy: Staff

N. Acceptable Use Policy: Students

O. Photo and Video Release: Student

P. Equipment Sign-out: Students

Q. Equipment Sign-out: Staff

R. Pleasant Valley School - New Jersey Schools to Watch Award

S. Harrison Township School District - Google for Education Reference District - Story of

Impact

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District Overview County: Gloucester County Code: 15 District: Harrison Township School District District Code: 2070 Grade Levels: PreK - 6 Student Count: Website: https://harrisontwp.k12.nj.us Date technology plan approved by Board of Education: July 24, 2017 The district is in compliance with the Children’s Internet Protection Act (CIPA) Person(s) to contact regarding this technology plan: Andrew P. Davis, Chief Academic Officer 856.478.2016 extension 7169 Chad Flexon, Academic Innovations & Stem Coordinator 856.478.2016 extension 7170

Board of Education

Barbara Beske, President Joseph Schwab, Vice President

Walter Bright Cristie Clark

Kristin DeSimone Stephen Houpt

Stacey Muscarella Mark Sterling

Shannon Williams

Administration

Dr. Missy Peretti, Superintendent Robert Scharle’, School Business Administrator

Dr. Andy Davis, Chief Academic Officer Lori Hynes, Supervisor of Student Services

Renee Ingiosi, HTS Principal Lisa Heenan, PVS Principal

Valerie Cline, HTS Assistant Principal Jennifer Hackett-Slimm, Supervisor of Curriculum

Shawn Shenk, Technology Coordinator Milt Ney, Supervisor of Building & Grounds

Susan Hanlon, Transportation Supervisor

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BOE Approval ❖ Tentative Approval: July 24, 2017

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Harrison Township School District - Future Ready Task Force Members

Name Position E-mail & Twitter

Margaret Peretti, Ed.D. Superintendent perettim@harrisontwp.k12.nj.us @HTWPSchoolsNJ

Joseph Schwab BOE - Vice President

Andrew P. Davis, Ed.D. Chief Academic Officer davisa@harrisontwp.k12.nj.us @FiberHead68

Robert Scharle’

School Business Administrator scharler@harrisontwp.k12.nj.us

Lori Hynes Supervisor of Student Services hynesl@harrisontwp.k12.nj.us @LoriHynes2

Shawn Shenk Technology Coordinator shenks@harrisontwpk12.nj.us

Chad Flexon Academic Innovations & STEM Coordinator

flexonc@harrisontwp.k12.nj.us @MrFlexon

Thomas Mills Chief of Police tmills@htwpd.us

Jennifer Bowen PTA President jbowen7915@gmail.com

AnnaLisa Rodano Language Arts Literacy Coordinator

rodanoa@harrisontwp.k12.nj.us @annalisa_rodano

Valerie Cline HTS Assistant Principal clinev@harrisontwp.k12.nj.us @Cline67V

Victoria Parise Teacher of First Grade parisev@harrisontwp.k12.nj.us @Parisev8

Olivia Langerhans Teacher of Second Grade langerhanso@harrisontwp.k12.nj.us @MissLangerhans

Lori Melchiore Teacher of Third Grade melchiorel@harrisontwp.k12.nj.us @LoriMelchiore

Anthony Otlowski Teacher of Music otlowskit@harrisontwp.k12.nj.us @churchmusicman1

Lisa Heenan PVS Principal heenanl@harrisontwp.k12.nj.us @lheenan13

Mary Capone Teacher of Special Education caponem@harrisontwp.k12.nj.us @MaryECapone

Meghan Loomis Teacher of Sixth Grade loomism@harrisontwp.k12.nj.us @loomislearner

Casey Heitman Teacher of Fifth Grade heitmanc@harrisontwp.k12.nj.us @CaseyHeitman123

Jean McLeod Teacher of Sixth Grade mcleodj@harrisontwp.k12.nj.us

Kathleen Lewin Library Media Specialist lewink@harrisontwp.k12.nj.us @pvslibmedia

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District Mission Statement

❖ The mission of the Harrison Township School District, in partnership with the home and community, is to provide all children with the opportunity to develop their intellectual, physical, emotional and social potential; to become confident, capable, life-long learners. It is the expectation of the Board of Education that students at all grade levels achieve the New Jersey Student Learning Standards. The district recognizes that an implementation plan with an established shared vision of personalized digital learning is required. The district has engaged stakeholders to develop a long range document that reflects evidence-based, deeper learning through smart uses of technology and new pedagogies. Together, we are committed to fulfill our mission by providing the necessary resources to foster a safe, caring, supportive environment of mutual respect, communication, teamwork, and appreciation of the individual.

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Vision Statement “Educational Technology is the effective implementation of technology across all curriculum areas in a learner centered environment to support students and teachers in the learning process. It enables students to develop the knowledge and skills necessary to be productive, informed citizens, and self-directed lifelong learners. It requires teachers to develop teaching strategies that lead to academic success for each student. It supports higher-order thinking skills such as information-gathering information-organizing, evaluating, problem solving and decision making, and allows collaboration and the development of communication skills (New Jersey Department of Education).” 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. Our district believes:

❖ The school of tomorrow is not bound by walls or limited to a standard school day. ❖ The community of today is one of continuous learning. ❖ Information and communication are essential tools for the process of improving our

curriculum. ❖ Using technology ethically and appropriately, all stakeholders can control their own

learning by communicating with professionals and students from around the world. ❖ With increasing global information, all stakeholders must be able to scrutinize content for

reliability and validity. ❖ Educators must continue to engage in the use of technology, to provide direction and

motivation for all stakeholders. ❖ Effective student assessment is an integral part of strong teaching methods; technology

assists in providing and managing this information for our teachers.

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Culture of Innovation and Collaboration

❖ The Harrison Twp School District is a learning environment that cultivates and nurtures new thinking and approaches to teaching and learning. Staff is empowered, encouraged, and given flexibility to experiment with different and novel pedagogical approaches to improve their practice and the student experience. The district embraces the importance of distributed leadership and, therefore, provides the time and opportunities necessary to engage in the collective examination of practice in alignment to student learning outcomes. The capacity of leaders to innovate is maximized through a culture of trust and respect, providing leaders with the flexibility, adaptability, responsibility, and the authority to act, provided such actions have high potential to advance the vision of the district. Members take responsibility for student learning in accordance to their role and genuinely believe that working together will yield higher levels of individual student achievement. In a addition to leadership being lateral, HTSD believes in empowering students. Through the power of technology, student learning is no longer bounded space and/or time. Instead, students are directing their own learning. Learners are provided options to demonstrate mastery through their choice of media, independent or group work and unit/content/objective.

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District Infrastructure

❖ Current bandwidth needs have met the requirements that our staff and students require through our 150Mbps Internet connection. The finances have been allocated to increase our Internet speed to optimal capacity through a Metro Ethernet Connection, when increased demands require additional bandwidth.

❖ Internet connectivity is coming through our Pleasant Valley School which is

approximately 1 mile in distance from our other school, Harrison Township School. A dark fiber network (PFN) connects our schools and makes it appear as one physical network when accessing. Our core networking equipment have next business day contracts. A spare switch is kept at both schools. This allows a broken switch to be replaced in well under 4 hours. Dual active/active firewalls and dual active/active web filters provide redundancy at the network edge. The district provides high speed redundant wired connectivity to all wireless access points. It is the district’s policy that redundancy is an important feature to our wireless network, especially as a larger percentage of our technology devices are using the wireless network, instead of the wired network.

❖ Currently the district does not provide redundant wired connections to any educational

equipment. The current (or any future) ROI, after taking into account the investments required to implement redundancy to the client, is extremely low. Therefore, the district has deemed that educational equipment does not require redundancy, considering the cost needed to implement it. The district will constantly reevaluate this assessment.

❖ The selection of an appropriate wireless vendor was based on reliability, history of high performance access points, management features, and cost. Meraki provides a cloud based management dashboard, removing the need for a local controller. This helps to reduce the cost of wireless implementation. The purchase of a 7 year maintenance plan provides long-term sustainability to the district’s wireless network. The wireless network will be reviewed and reassessed when newer wireless technologies, than the 802.11ac standard, are released. Replacement of the wireless access points will be determined by the following: age of the access point, new wireless protocols available to the wireless access point market, financial viability of replacing the existing equipment, and/or consideration of renewing current maintenance contract(s) versus buying new access points To address access point signal saturation, there is an access point in 100% of classroom environments (excluding individual offices). By September 2017, over 70 percent of all school owned wireless devices will be 802.11ac Wave 1 or Wave 2 capable (currently at 57%). Each classroom can support 50 devices or more (current theoretical maximum is 128). All classrooms support a minimum wireless throughput of 450Mbps for 2.4Ghz and 1300Mbps for 5Ghz with overhead.

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❖ The entire Harrison Township School District meets the needs of all wireless devices thanks to the implementation of the 2013-2016 Technology Plan. Each building has a robust WIFI network meeting both coverage and capacity requirements. The district meets the needs of all educators and learners to have wireless access to mobile devices at the point of instruction throughout the entire building. As devices increase, as for example in 1st Grade, so will wireless coverage.

❖ Our current servers can meet the usage needs in terms of capacity and availability for

all local applications. Most of our servers are virtual machines which allows us to scale dynamically to meet increased demand. If a specific piece of software requires a non-virtualized environment, the district will purchase physical servers to install the software on. These physical servers are replaced on an as-needed basis, depending on whether the software manufacturer’s recommended specifications, for that particular piece of software, is no longer being met by the current hardware specifications of the server it is installed on. Furthermore, they are properly secured and undergo a backup procedure daily. A hardware refresh cycle is predetermined in conjunction with any software product’s recommended specifications.

Filtering & Safety

❖ The district uses dual active/active Lightspeed Rockets for filtering that provide redundant filtering. Licensing is purchased in increments of 3 years. Updates to the database are continuous (the main database resides on Amazon servers, that the Lightspeed appliance is constantly accessing). The filters allow the district to be compliant with the Children’s Internet Protection and the Neighborhood Children’s Internet Protection Acts. More information about the software can be found at their website.

❖ The district students and their parents sign the AUP yearly. New students and their

parents sign an AUP upon registration. The AUP for staff is in the staff handbook which is available in hard copy and digitally. The staff AUP is initially reviewed with all new hires. Each time a staff member logs onto a computer he/she will be prompted with a message of acceptance of the policy. If they choose to click on ‘no’ the internet will not be available. The photo release form has also been updated to include videos and online resources (e.g. ED Line, FaceBook, Twitter, etc.) and reflects a 21st century learning environment. All policies conform to our Board of Education ‘Acceptable Use Policy for Networked systems and The Internet’ Title code 4218.1.

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❖ Students are educated about online safety awareness, through formal instruction of the technology literacy standards that are stated below: A. Digital Citizenship: Students understand human, cultural, and societal issues related to

technology and practice legal and ethical behavior.

Advocate and Practice Safe, Legal, and Responsible Use of Information and Technology: 8.1.2.D.1 Develop an understanding of ownership of print and nonprint information. 8.1.5.D.1 Understand the need for and use of copyrights. 8.1.5.D.2 Analyze the resource citations in online materials for proper use. 8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

Demonstrate Personal Responsibility for Lifelong Learning: 8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media. 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. 8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.

Exhibit Leadership for Digital Citizenship. 8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media. 8.1.8.D.4 Assess the credibility and accuracy of digital content. 8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.

❖ Additionally, teachers utilize Common Sense Media as a resource to create digital citizens and look to the ISTE Student and Teacher Standards to influence decision making. Additional resources also include Teach InCtrl, South West Grid for Learning, Generation SafeTM (You Tube), and digizen.org (Childnet International).

➢ Common Sense Digital Citizenship Scope and Sequence ■ Internet Safety ■ Privacy & Security ■ Relationships & Communication ■ Cyberbullying & Digital Drama ■ Digital Footprints & Reputation ■ Self-Image & Identity ■ Information Literacy ■ Creative Credit & Copyright

➢ ISTE Student ➢ ISTE Teacher ➢ Teach InCtrl ➢ South West Grid for Learning (SWGfl) ➢ Childnet International (digizen.org)

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❖ The New Jersey Student Learning Standards for Technology (HTWP Sequence) are addressed by the district teachers through the authentic integration of technology throughout the curriculum. The N.J.S.L.S. 8.1 and 8.2 are also formally addressed during library media classes. The school staff may address the topic of cyber safety on an individual basis as needed. See the formal technology Curriculum for further information.

❖ Our parents are informed about online safety via the district website, teacher sites,

school newsletters and digital messages, and parent presentations (e.g. PTA). The school staff may address parents on an individual basis as opportunities arise. The district offers a yearly presentation by staff, local and/or county officials for community members.

❖ Public notice and hearing(s) to address proposed Internet safety policies adopted by the

school and district pursuant to CIPA. The various acceptable use policies and BOE Policy 4218.1 are reviewed annually and updated as needed. Policy 4218.1 is being recommended for review.

❖ Information from Universal Service Code: 47 U.S Code § 254 Universal Service

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Technology Maintenance Support & Staffing

❖ The district employs a Technology Coordinator with formal training in computer technologies, networked information systems, and infrastructure. The coordinator has experience in the planning and implementation of all aspects of complex and dissimilar technologies. Additional responsibilities of the Technology Coordinator include but are not limited to:

1. Coordinate the administration of the district’s local and wide-area network. This

includes coordinating network monitoring and maintenance, administering users and applications on the network, managing software needs for instruction, business efficiency, and administrative requirements. Programs include: e-mail system, network security programs, instructional programs, student database programs, library database programs, and personnel files.

2. Participate in the development of the technology budget as it relates to hardware, software, services and other materials

3. Participate in the development of the district technology plan. 4. Research, review, and recommend purchases of software and hardware. 5. Process requisitions and maintain accurate records detailing acquisitions of

technology equipment, software and supplies.

6. Provide recommendations to school administration regarding future technology Purchases.

7. Supervise equipment, cabling, and other network upgrades. Ensure all services are rendered before signing purchase orders.

8. Track district software licenses and agreements for both administrative and student software. This includes working to help ensure district compliance with computer software copyright laws and policies.

9. Participate in the design of additions to the local area network. 10. Develop and initiate procedures to systematically upgrade, replace and retire

hardware and software.

11. Oversee the provision of technical support, which includes maintaining, troubleshooting, installing, upgrading, and repairing internet access, e-mail communications, network security, and hardware.

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12. Provide technical support needed to implement district computer-based student

assessment (MAP) and district web site.

13. Instruct appropriate personnel in the upkeep of hardware and software. 14. Train faculty to assure the competent operation of the district equipment at all

times.

15. Stay abreast of changes in technology and share these changes with staff as may be appropriate.

16. Attend systems technology workshops, conferences, meetings, and training sessions to keep skills current with rapidly-changing technologies and obtain knowledge of emerging technologies.

17. Diagnose, address and remedy software problems. 18. Maintain inventory records and registrations for all district computer hardware

and software.

19. Maintain system records detailing inventory of equipment and software.

20. Analyze, evaluate and resolve computer network problems. 21. Perform preventative maintenance on equipment and data communication.

22. Demonstrate knowledge and experience with networking, satellite communication

systems, and distance learning technologies.

23. Demonstrate experience with server installation, server administration, and backup of the network system.

24. Develop and document district’s disaster recovery plan.

25. Run and document regular backup of networked system, as well as perform

periodic tests of disaster recovery plan.

26. Perform any other duties as assigned by school administration.

● See BOE Approved Job Description

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❖ The district employs a Computer Technician that reports directly to and supports the duties and responsibilities of the Technology Coordinator.

❖ The district employs an Academic Innovations and STEM Coordinator that supports the

technology infrastructure as well as faculty, staff, student, and community learnings under the auspices of the Chief Academic Officer. Responsibilities of the AI & STEM Coordinator include but are not limited to:

1. Assists teachers in creating classroom learning systems 2. Coordinates professional training for math and STEM teachers 3. Advocates, facilitates and monitors the alignment of curriculum, Instruction, assessment, and improvement in the accomplishment of district mathematics and STEM goals

4. Manages data collection and reporting functions in mathematics; uses data in decision making

5. Monitors and communicates trends, benchmark, and comparison data in the areas of curriculum, instruction, assessment, and improvement in mathematics and STEM

6. Maintains an information system that supports the facilitation and monitoring of district goals and initiatives

7. Assists school personnel and administration in analyzing data for continuous improvement of student achievement in math and STEM

8. Monitors the results of school improvement research and development in math and STEM

9. Serves as consultant to teachers, administration, professional organizations, and community groups regarding STEM

10. Researches curriculum, instruction, and assessment services, activities, and product development related to math and STEM

11. Promotes, reviews, and communicates progress toward STEM goals 12. Facilitates articulation of the math and STEM program from grade to grade in the elementary program

13. Represents math and STEM on cross-functional teams and at team meetings

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14. Represents the district at regional or state conferences on educational research and effective practices in the teaching of math and STEM

15. Coordinates short- and long-term goal setting to support the District Strategic Plan

16. Collaborates to ensure the hiring, orientation, recognition, and career development of high-performing math and STEM teachers

17. Participates in School Improvement Plan reviews

● See BOE Approved Job Description

❖ The district also employs a Language Arts Literacy Coordinator that works

collaboratively with the aforementioned staff to support cross-curricular articulation. See BOE approved job description (LAL Coordinator) for further detail.

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Technology Inventory – Overview

Harrison Township School District The district is a fully wireless environment. Staff members have access to desktops, laptops, chromebooks, iPads, and are capable of bringing their own personal device at their discretion for instructional purposes. Because of our network design, all faculty and staff can log onto any device on campus and from home to complete productivity activities, e.g. email, student data base (RealTime), Microsoft Office Suite, G-Suite, Smart ® software, district share drive, etc. The district administration has access to technology in their workplace including devices such as using desktops, laptops, chromebooks, iPads, and personal digital assistants. Each administrator has a desktop workstation and a laptop computer. Additional devices are accessible as needed (e.g. LCD projectors, digital cameras, video cameras, VHS/DVD, etc). Administrators have access to the district’s network from any computer on campus and at home in order to check correspondences and complete productivity activities.

The Harrison Township School District’s web site (ED Line) is accessible to all stakeholders through the use of accessibility products (e.g. magnifier, narrator, and on-screen keyboard offered by Microsoft Office Programs). Over the course of the 2017-18 school year, staff will be trained on Google Sites for professional and classroom use. Harrison Township Elementary School Each classroom has a teacher workstation connected to an interactive whiteboard (Smart ©). The station provides the teachers with the ability to connect to the district's servers, access to Microsoft Office, and other non-cloud-based applications. Additionally, Chrome OS is the browser used by all staff to access their G-suite products. The station also provides a means to display videos through their LCD projector from their computer, DVD player, and/or VHS Player. First Grade classrooms are equipped with additional desktops and 13 Chromebooks. Kindergarten classrooms have 5 or 6 desktop stations and 6 iPads. Second and third grade classrooms have one-to-one Chromebooks. Each class has an additional teacher/student Chromebook in case a student unit temporarily loses connectivity or is broken (e.g. keyboard, screen, battery). Each grade level has a shared digital camera, two (2+) or more document cameras, and two (2) student response systems (Senteos) available. The Harrison Township Elementary School Library Media Center has a mounted interactive whiteboard (Smart ©), rolling full-size Smart © interactive flat panel, 13 student workstations, and a digital video camera. Additional equipment includes but is not limited to four (4)

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televisions, one (1) monochrome printer, one (1) color laser printer, and three (3) DVD and four (4) VHS players. Pleasant Valley Elementary School Each classroom has a teacher workstation connected to an interactive whiteboard (Smart ©). The station provides the teachers with the ability to connect to the district's servers, access to Microsoft Office, and other non-cloud-based applications. Additionally, Chrome OS is the browser used by all staff to access their G-suite products. The station also provides a means to display videos through their LCD projector, from their computer, DVD player, and/or VHS Player. Each classroom is housed with one student workstations and all students have have one-to-one Chromebooks. Each class has an additional teacher/student Chromebook in case a student unit temporarily loses connectivity or is broken (e.g. keyboard, screen, battery). Each grade level has a shared digital camera, two (2+) or more document cameras, and two (2) student response systems (Senteos) available. The Pleasant Valley Township Elementary School Library Media Center has a mounted interactive whiteboard (Smart ©), fifteen (15) student workstations, and a digital video camera. In 2016-17 through the work of our PTA and Academic Innovations and STEM coordinator the district secured funding for and purchased two (2) 3-D printers. Additional equipment includes but is not limited to one (1) Little Bits Pro Library, one (1) scanner, one (1) monochrome printer, one (1) color laser printer, five (5) iPads, three (3) DVD and four (4) VHS players.

District Wide Assistive Technology Assistive technology devices and services are considered for all students with disabilities regardless of type or severity of disability. The Individual Education Planning team consistently uses a collaborative decision-making process that provides a systematic consideration of each student’s possible need for assistive technology devices and services. A physical therapist and occupational therapist hired by the school district have completed RESNA training and are involved with on-going assessment of assistive technology student needs, devices and services. Decisions regarding the need for assistive technology devices and services are based on the student’s IEP goals and objectives, access to curricular and extracurricular activities, and progress in the general education curriculum. When a need for assistive technology is identified, the IEP team, through the RESNA trained occupational and physical therapist, explores a range of devices, services and supports to address those needs. Assistive technology assessments include functional assessment in the student’s environment. Assistive technology is integrated into the curriculum and daily activities of the student across environments. Staff supporting the student across all environments in which the assistive technology is expected to be used share responsibility for the implementation of the plan.

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Evaluation of effectiveness of assistive technology is a dynamic, responsive, and ongoing process.

The review of assistive technology devices includes the Quality Indicators for Assistive Technology Services with QIAT Self-Evaluation Matrices:

Quality Indicators for Consideration of Assistive Technology Needs Quality Indicators for Assessment of Assistive Technology Needs Quality Indicators for Including Assistive Technology in the IEP Quality Indicators for Assistive Technology Implementation Quality Indicators for Evaluation of the Effectiveness of Assistive Technology Quality Indicators for Assistive Technology Transition Quality Indicators for Administrative Support of Assistive Technology Quality Indicators for Professional Development and Training in Assistive Technology

The district continues to review, refine, and implement resources and practices that support Universal Design for Learning. The district is currently in the process of creating an Assistive Technology Strategy Bank.

Technology Inventory (Including Assistive Technologies)

❖ Staff and students have properly functioning devices that are used in the learning environment to enhance educational experiences. Financial support allows for a 4 year refresh cycle for our 1:1 Chromebooks. Devices have proven reliable beyond this amount of time, so the goal is not to wait for the devices to become unreliable. Slow or unreliable technology lowers user confidence, which then results in less technology usage and more reliance on paper copies. We need to be aware that technology-based demands on our school from the state, the end users, and our educational institution continue to increase. In the 21st century, we need to acknowledge that technology is an on-going expense in our budget. This program must be sustainable and must be planned in the budget yearly in order to allow a district to stay on task, with the plan, as missing a year can cause the district to fall behind financially in the refresh/recycle plan.

❖ On a yearly basis, the Technology Coordinator, with input from the technology staff, will inventory all hardware that has completed its life cycle following the decommissioning plan procedures. The district will verify that chosen recycling vendor is licensed and will properly dispose of any equipment as per EPA guidelines. All memory and hard disks shall be scrubbed of any data meeting Department of Defense standards. The Technology Coordinator will contact a licensed technology equipment recycling vendor for pick-up of all end-of-life hardware. Upon completion of pickup, a certificate declaring that all data has been securely erased and hardware has been disposed of properly shall be obtained.

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❖ Inventory Database ➢ Physical Computing Planning and Inventory

■ The Academic Innovations and STEM Coordinator works with the Chief Academic Officer to infuse appropriate technologies into the curriculum. Items include 3D printing, robotics, and other physical based coding components.

➢ Inventory Repository ■ The District Technology Coordinator and School Business Administrator

have access to a detailed chart including information such as the purchase date, 5-year date (for lease purchase data), and notes.

❖ Statement on Obsolescence and Decommissioning ➢ The district will attempt to replace educational technology by following the

Inventory Repository, maintained by the network administrator. Among many other data points, the Inventory Repository maintains purchase dates and decommission dates.

➢ At the time of purchase and up to (and perhaps past) the technology equipment’s decommission date, the district will follow the Harrison Township School District Technology Equipment Obsolescence and Decommissioning Plan. The plan includes the following steps:

■ At the time of purchase, the technology department will set a projected date of decommissioning. This will be just an approximate date. Factors such as replacement cost, the change of software system requirements, damage (caused either by accidental damage or “wear and tear”), etc. will play a major role in determining the final decommission date.

■ The projected decommission date will be communicated with all relevant administration positions, including but not limited to: superintendent, supervisor of curriculum and instruction, academic innovations supervisor, and business administrator.

■ At the time of purchase, the proposed use and purpose of the device will also be noted.

■ From the date of purchase, to the date of decommission, the technology department will communicate with the superintendent, supervisor of curriculum and instruction, academic innovations supervisor, and business administrator to determine the impact by the loss of functionality resulting from decommissioning the equipment. If a loss of functionality is determined, all stakeholders will work to find a solution (new technology equipment to replace the decommissioned item, a change in the curriculum that no longer needs to decommissioned equipment, extending the lifecycle of the equipment, etc.).

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■ When the decommission date approaches, the technology equipment will be assessed to determine if the functions/purpose, it was purchased for, is no longer needed or the equipment is no longer able to meet newer system requirements of software released after the equipment’s purchase date. They will also take into account, the cost of replacing parts, to try to meet new system requirements. If the repair costs are prohibitive (more than 33% of the cost of a new replacement model), it will be decommissioned.

■ The technology department will contact a verified recycling vendor who will properly disposed of all technology equipment, by following EPA guidelines. It will be requested of the recycling vendor to scrub any data from decommissioned hard drives and memory, according to Department of Defense standards.

■ The technology department will request a certificate from the recycling vendor, declaring that all data has been securely erased and hardware has been disposed of properly.

Software & Digital Resources

❖ Digital resources are invaluable to the success of personalized learning in our classrooms. The appropriate tools to leverage that infrastructure for productive learning outcomes must be available to learners, and their network of support, when they need them, where they need them, in the ways they need them. The goal is to use criteria-based data to inform district decision making for evaluating and purchasing digital resources in order to provide the highest quality instruction to the children it serves. The process for vetting new instructional technology is one that is personable and allows risk-taking. Choice enables educators and students the ability to decide when things are relevant, updated, or have become obsolete. If a teacher or student has a desire to utilize a form of instructional technology in the classroom, they will first request an informal meeting with the Technology Coordinator, Academic Innovations Coordinator, or Chief Academic Officer. They are required to bring evidence of implementation in other schools or research that they have conducted. Administrators will then provide due diligence to look into opening the product or purchasing it. Upon review, teachers will have an opportunity to pilot, fully implement, or turnkey for fellow educators in a professional learning environment. Recent examples of this process include the implementation of DoInk, SeeSaw, and Google Hangouts.

Telecommunications Equipment & Services ShoreTel

ShoreTel ® provides schools worldwide with communications solutions that make interactions simple. The district currently uses their VOiP for one district-wide phone system that makes seamless connections for their two inbound school numbers. The

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ShoreTel resources have transformed the means in which we communicate. Each certificated staff member has been assigned a personal voicemail and when appropriate a classroom extension. Incoming messages are saved on their dedicated phone mailbox and digitally forwarded to their e-mail account. Personal extensions are easily transferred to in-house and personal (cellular and landlines) phone lines. The system as a whole has increased productivity, decreased response times, streamlined workflow, assisted with collegial collaborations, and increased school safety. SchoolMessenger Communicate SchoolMessenger Communicate is a mass notification service known for successfully delivering high volumes of messages quickly and efficiently. The district can use it to send school notifications via voice, text, email, social media, web, and push notifications. School emergency alerts are the most important type of message a school administrator must send, and SchoolMessenger Communicate allows school administrators to do so quickly and easily from simple web interface. Edline The district website is hosted through Edline which falls under the umbrella of Blackboard. Each district office (Superintendent, Business, Curriculum, Transportation, Principal (HTS/PVS), AI & STEM) and faculty member has their own account. Edline provides an easily managed platform to provide dynamic and static information to our school community. Frequently visited sites include the district calendars and food services. Over the course of the 2017-18 school year, teachers will be shifting to Google Sites. G-Suite G-Suite provides the district staff with a platform to connect, access (store files), create, and control (manage users, devices, applications, and data securely and easily) on any device 24/7. G-suite is managed by the district Technology Coordinator which affords the district with an added layer of protection; available applications our monitored and information can be archived, searched, and/or exported when needed. Through the educator platform (Google for Education - Classroom), all district users have unlimited storage. As a result of our innovative usage and Googliness, the district was invited to apply (and was granted) for Google for Education Reference District status in 2016-17. Sonitrol Sonitrol is an innovator in electronic security systems. The district benefits from access control, fire, and closed circuit television monitoring. The systems provides real time event identification and verification. Through verification (impact-activated audio verification) of an intrusion, law enforcement time and resources are used efficiently. The district continues to refine our school monitoring systems through the work of our District/School Safety Team.

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Go Guardian Go Guardian is a powerful cloud-based filtering and monitoring system. Go Guardian provides administrators and network administrators with the ability to easily log and review all usage of any district provided Google user account. District-wide analytics assist with the monitoring of Google Chrome based education applications and extensions. Teachers are able to view students’ screen, control tabs, chats, and more. Screen view allows teachers to see what their students’ are working on in real time and explore previous screens. The activity time line permits teachers to view every student's’ current open tab and previous browsing history on a single page. Go Guardian also permits teachers to create custom study, work, and testing environments to maximize learning time and minimize distractions through ‘scenes’.

Needs Assessment

NJTRAx District Technology Readiness Report

NJTRAx Harrison Township Elementary School Technology Readiness Report

NJTRAx Pleasant Valley Elementary School Technology Readiness Report NJTRAx District Survey Results

NJTRAx Pleasant Valley School Digital Learning Readiness Report

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Teaching and Learning within the District

❖ Mindset ➢ Technology is used in our district to provide students with the opportunity

to engage in rich, authentic work within real-world contexts. It is essential to have value outside the walls of a classroom or the school. Artifacts should demonstrate the student’s ability to collaborate digitally and solve real-world unpredictable situations.

➢ Personalized learning is intended to ensure that all students are held to clear, high expectations, but each student follows a customized path that responds and adapts based on his/her individual learning progress, motivations, and goals. Digital learning tools help individualize and personalize learning to ensure all students reach their full potential to succeed in college and a career.

❖ SAMR Model ➢ The Harrison Twp School District currently redefines and modifies the

curriculum through authentic creation of work by teachers and students thanks to technology. The acronym SAMR signals a transformation of learning experiences, not just enhancements. The graphic below demonstrates the tiers, starting at the bottom. SAMR is modeled through professional learning initiatives as the district has offered and will continue to offer trainings that utilize technology that allows staff and students to be creators of technology, not just consumers.

❖ Staffing and Supports ➢ The Curriculum, Technology, and Principals’ Offices all provide coaching

and mentoring for teachers to support their success in the classroom as knowledgeable and effective teaching professionals who leverage technology to personalize learning in the classroom. Specifically, the Academic Innovations & STEM Coordinator and English Language Arts

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Coordinator develop grade level leaders to further the saturation of learning. The goal is to use data-informed decision making to prepare and inspire teachers to provide the highest quality instruction and academic, social, and personal support to the children they serve.

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Resources & Skills Matrix for Teachers and Students Yes = This is a grade level expectation for teachers to use with all students and it acknowledges that they have been provided trainings and support. E = Exposure and Encouragement

● Teachers have been introduced to or have elected to attend training on the resources that the district provides through inservices and APPLES. Under each category, teachers are encouraged to choose at least one of the options to use with their students as a method of delivering a lesson.

● All learners are provided the choices included in the matrix when creating their own work

through classwork, projects, or extension activities.

Curriculum Components

Pre-K K 1 2 3 4 5 6

Reading Street

N/A Yes Yes Yes Yes Yes Yes Yes

Math Expressions

Exposure

Yes Yes Yes Yes Yes Yes N/A

Reflex Math N/A N/A Yes Yes Yes Yes SE/BSI SE/BSI

KBWOT E Yes Yes Yes Yes Yes Yes Yes 17-18

Social Studies Alive

N/A N/A N/A N/A Yes Yes Yes Yes

Khan Academy

N/A E Yes Yes Yes Yes Yes Yes

Tenmarks N/A N/A N/A E Yes Yes Yes Yes

Newsela E E E E E E E E

Actively Learn

E E E E E E E E

IXL E E E E E E E E

Prodigy E E E E E E E E

DuoLingo E E E E E E E E

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Buncee E E E E E E E E

Blendspace E E E E E E E E

QR Codes E E E E E E E E

Nimbus E E E E E E E E

Visuwords E E E E E E E E

G-Suite Pre-K K 1 2 3 4 5 6

Google Docs Yes Yes Yes Yes Yes Yes Yes Yes

Google Slides

Yes Yes Yes Yes Yes Yes Yes Yes

Google Drive Yes Yes Yes Yes Yes Yes Yes Yes

Google Sheets

Yes Yes Yes Yes Yes Yes Yes Yes

Google Classroom

N/A N/A E Yes Yes Yes Yes Yes

Google Sites 18-19 18-19 18-19 18-19 18-19 17-18 17-18 17-18

Google Forms

E E E E E E E E

Google Hangouts

E Yes Yes Yes Yes Yes Yes Yes

Communication Pre-K K 1 2 3 4 5 6

Remind E E E E E E E E

Twitter E E E E E E E E

Seesaw E E E Yes Yes Yes Yes Yes

Flipgrid E E E E E E E E

Talk & Comment

E E E E E E E E

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Classroom Management

Pre-K K 1 2 3 4 5 6

Class Dojo E E E E E E E E

Class123 E E E E E E E E

ClassCraft E E E E E E E E

Schoology E E E E E E E E

Collaboration Pre-K K 1 2 3 4 5 6

Padlet E E E Yes Yes Yes Yes Yes

Trello E E E E E E E E

Flipboard E E E E E E E E

Appear.in E E E E E E E E

Todays Meet E E E E E E E E

Global Audience Project

E E E E E E E E

Presentation Pre-K K 1 2 3 4 5 6

Prezi E E E E E E E E

Do Ink E Yes Yes Yes Yes Yes Yes Yes

Adobe Spark E E E E E E E E

Nearpod E E E E E E E E

Screencastify E E E E E E E E

PowToon E E E E E E E E

Projeqt E E E E E E E E

Emaze E E E E E E E E

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Zoho Show E E E E E E E E

Assessment Pre-K K 1 2 3 4 5 6

Quizlet Live E E E E E E E E

Kahoot E E E E E E E E

Quizizz E E E E E E E E

Socrative E E E E E E E E

EdPuzzle E E E Yes Yes Yes Yes Yes

Spelling City E E E E E E E E

Plickers E E E E E E E E

Recap E E E E E E E E

ClassMarker E E E E E E E E

Formative E E E E E E E E

Exit Ticket E E E E E E E E

Triventy E E E E E E E E

Flippity E E E E E E E E

Video Resources

Pre-K K 1 2 3 4 5 6

YouTube E E E E E E E E

Discovery Education

Yes Yes Yes Yes Yes Yes Yes Yes

Brain Pop Yes Yes Yes Yes Yes Yes Yes Yes

Coding Resources

Pre-K K 1 2 3 4 5 6

Kodable E Yes Yes Yes Yes Yes Yes Yes

Code.org E E E E E E E Yes

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Scratch E E E E E E E E

Pencil Code E E E E E E E E

Tynker E E E E E E E E

Code Academy E E E E E E E E

Digital Creation Pre-K K 1 2 3 4 5 6

Smore E E E E E E E E

Tagul E E E E E E E E

Thinglink E E E E E E E E

Wordle E E E E E E E E

Mural.ly E E E E E E E E

Coggle E E E E E E E E

Roundme E E E E E E E E

Infographics Pre-K K 1 2 3 4 5 6

Canva E E E E E E E E

Posterini E E E E E E E E

Visme E E E E E E E E

PiktoChart E E E E E E E E

Easel.ly E E E E E E E E

Infogram E E E E E E E E

Venngage E E E E E E E E

Timelines Pre-K K 1 2 3 4 5 6

Capzles E E E E E E E E

Timeline JS E E E E E E E E

Tiki-Toki E E E E E E E E

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Timetoast

E E E E E E E E

Sutori E E E E E E E E

Animate & Comics

Pre-K K 1 2 3 4 5 6

Biteable E E E E E E E E

GoAnimate E E E E E E E E

Plotagon E E E E E E E E

Animaker E E E E E E E E

Blabberize E E E E E E E E

iPad Apps Pre-K K 1 2 3 4 5 6

Aurasma E E E E E E E E

Epic E E E E E E E E

iMovie E E E E E E E E

Lego Movie Maker

E E E E E E E E

Touchast E E E E E E E E

Swift Playground E E E E E E E E

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Transformational Budgeting The following section provides the anticipated costs for the 2017-18, 2018-19, and 2019-2020 school years. The document includes the source of funds (federal, state, local, and other) as well as expenses such as hardware/software, digital curriculum including NIMAS compliance, upgrades, and other services including print media that will be needed in order to achieve the goals of this plan. The plan also also includes provisions for interoperability among many technology components. For e-rate purposes this plan also includes a creation date (formal BOE adoption 7/24/2017), technology inventory, needs assessment(s), three-year goals, three-implementation and strategies table, professional development strategies, and an evaluation plan. A copy of the formal Board of Education approval is included in this document. All yearly budgets are Board approved and available for review in the Harrison Township Business Office. Funding Plan 2017-2020

Area Target Group Funding Source

Estimated Cost 17-18

Estimated Cost 18-19

Estimated Cost 19-20

Assisted Technology

IEP/504 Local $3,000 $3,000 $3,000

Curriculum: ELA

Students & Faculty

Local N/A $12,000 $12,000

Curriculum: Mathematics

Students & Faculty

Local N/A $20,000 N/A

Curriculum: Science

Students & Faculty

Local $5,000 $5,000 $5,000

Curriculum: Social Studies

Students & Faculty

Local N/A $10,000 $5,000

Curriculum: Technology (Physical Computing)

Students & Faculty

Local $30,000 $30,000 $30,000

Consultation Services

Student, Faculty &

Staff

Local $4,000 $4,000 $4,000

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Digital Curriculum (NIMAS)

Students Local $500 $500 $500

Filtering District Local $13,000 Three-year License

Internet Connections

District Local $27,000 $27,000 $27,000

Hardware: New and Replacement including but not limited to desktops, laptops (PC and Chrome), interactive whiteboards, printers, LCDs, and wireless lab equipment.

District Local (Lease Purchase)

$135,000 $135,000 $135,000

Licensure (AESOP, Brain Pop!, Discovery Education, ED Line, Enchanted Learning, Microsoft, NWEA, Realtime)

Students &

Faculty

Local &

PTA

$55,000 $55,000 $55,000

Network Capacity

District Local (Lease Purchase)

$60,000 If Needed If Needed

Phone/Voice Mail Systems

District Local $20,000 $20,000 $20,000

Print Materials included but limited to academic textbooks, workbooks, and periodicals typically for professional development and trainings.

Faculty, Staff, and

Admin

Local &

ESSA

$4,000 $4,000 $4,000

Security Systems

District Local $25,000 $25,000 $25,000

Technology Services: Personnel

District Local $140,000 $145,000 $150,000

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(Coordinator & Technician)

Inventory Table - 2017 through 2020

Harrison Township School District Technology Plan Inventory Table 2017-2020

Area of Defined Need 2017-18 2018-19 2019-2020

Network Capacity Server Maintenance Server Replacement of 2 Servers

Server Replacement of 2 Servers

Cabling Cat6 Cabling Upgrade Cabling Upgrade

VMWare Licensing (N/A) VMWare Licensing Upgrade

VMWare Licensing (N/A)

Consider Secondary ISP for Redundance

Consider Secondary ISP for Redundance

Consider Secondary ISP for Redundance

Reach 70% Wireless 802.11ac Wave 2 Client Capacity

Increase Wireless 802.11ac Wave 2 Client Capacity Above 70%

Increase Wireless 802.11ac Wave 2 Client Capacity Above 70%

Install Wireless Access Points in Kindergarten and Grade 1 Classrooms

Renew Access Point Maintenance Contract or Replace Access Points purchased in 2014

Filtering Lightspeed Maintenance Lightspeed Maintenance Lightspeed Maintenance

Antivirus Suite Antivirus Suite Antivirus Suite

GoGuardian Maintenance GoGuardian Maintenance / Review Alternatives

GoGuardian Maintenance / Review Alternatives

Telecommunications Shoretel Maintenance Shoretel Maintenance Shoretel Maintenance

School Security Sonitrol Maintenance Sonitrol Maintenance Sonitrol Maintenance

SchoolMessenger Communicate Maintenance

SchoolMessenger Communicate Maintenance

SchoolMessenger Communicate Maintenance

Video Monitoring Upgrade (All Exterior Doors)

Video Monitoring Maintenance

Video Monitoring Upgrade (Interior High-traffic Areas)

Technology Equipment

Student/Staff Chromebook Replacements (250)

Student/Staff Chromebook Replacements (250)

Student/Staff Chromebook Replacements (500)

iPad Replacements (30) iPad Replacements (30) iPad Replacements (30)

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Laptop Replacements (9)

Replace Teacher Workstations (322)

Interactive Whiteboard Replacement (1)

Interactive Whiteboard Replacement (10)

Interactive Whiteboard Replacement (10)

Copier/Scanners Lease Renewal (2)

Copier/Scanner Lease Renewal (2)

Copier/Scanner Lease Renewal (2)

Replace Network Printers at HTS (6)

3-D Printer (2 HTS) 3-D Printer (0) 3-D Printer Replacement (2 PVS)

Green Screen Studio (1 PVS)

Green Screen Studio (1 HTS)

Green Screen Studio (0)

N/A New Projector Installation for Gym 1&2 at HTS

New Projector and Screeen Installation for Superintendent’s Conference room

Research Digital Exterior School Message Board (HTS)

Digital Message Board HTS

Maintain Message Board

Website Move to SchoolMessenger Presence web hosting service

SchoolMessenger Presence (District) Google Sites (Teacher)

SchoolMessenger Presence (District) Google Sites (Teacher)

Licensing Microsoft School LIcense Agreement - Maintain

Microsoft School LIcense Agreement - Maintain

Microsoft School LIcense Agreement - Maintain

Realtime Maintain Realtime Maintain Realtime Maintain

Curriculum Licensing Danielson (N/A) Danielson (N/A) Danielson (N/A)

STRONGE (Inact) STRONGE Maintain STRONGE Maintain

N.W.E.A. MAP K-6 Consider FALL PARCC Consider FALL PARCC

DIBELS Next ® K-3 DIBELS Next ® K-3 DIBELS NExt ® K-3

ELA: Reading Street (N/A) ELA: Reading Street (N/A) ELA: Reading Street (N/A)

Essay Scorer (N/A) Essay Scorer (N/A) Essay Scorer (N/A)

Math Expressions (N/A) Math Expressions (N/A) Math Expressions (N/A)

Math Grade 6 TBD Math Grade 6 TBD Math Grade 6 TBD

Reflex Math (1-5) Reflex Math (1-4) Reflex Math (1-4)

Science Grade 6 IQWST Science Grade 6 IQWST Maintain

Science Grade 6 IQWST

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Science 5 Activate Learning (½)

Science 5 Activate Learning (½)

Science K-5 Activate Learning Maintain

Science K-4 Activate Learning (⅓)

Science K-4 Activate Learning (⅔)

See Above

TCi Social Studies (N/A) TCi Social Studies (450 Student Licenses)

TCi Social Studies (450 Student Licenses)

Keyboarding Without Tears (K-6)

Keyboarding Without Tears (K-6)

Keyboarding Without Tears (K-5)

Kodable K-6 Kodable K-6 Kodable K-6

Discovery Education Discovery Education Discovery Education

Brain Pop! Brain Pop! Brain Pop!

Nearpod (20 licenses) Nearpod (20) Nearpod (20)

Physical Computing ($30,000 per year)

Technical Support Technology Coordinator

Technology Coordinator

Technology Coordinator

Computer Technician (1)

Computer Technican (Consider Additional Staffing)

Computer Technican (2)

Higher Level Engineering Services

Higher Level Engineering Services

Higher Level Engineering Services

Summer Help (1) Summer Help (2) Summer Help (2)

Three-Year Goals and Implementation Strategies

Goal 1 - Create and Support 21st Century Professionals Goal 2 - Create and Support 21st Century Learners

Goal 3 - Create, Maintain, and Enhance 21st Century Learning Environments and

Systems

Goal 4 - Maintain and Grow 21st Century Collaboration

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Three-Year Technology Plan Evaluation Chart The processes and accountability measures that are used regularly to evaluate the extent to which goals, objectives, activities, resources, and services are effective in:

Goals, Objectives, and Activities:

1. Create and Support 21st Century Professionals:

The evaluation of the student applications through: Observations by Teachers Grade Level and/or Team Meetings Observations by Administration Administrative Learning Walks Curriculum Revisions Analysis of Applications (projects and portfolios)

Use of the Rubrics to evaluate all applicable grade level applications Surveys: Staff Surveys (e.g. In-service and Yearly)

Student Survey Parent Survey

2. Create, Maintain, and Enhance 21st Century Learning Environments:

Analysis of the English Language Arts and mathematics scores from the PARCC assessment (Grades 3, 4, 5 and 6) and pre- and post-reading and mathematics assessments via the N.W.E.A. Measures of Academic Progress (Grades K through 6). Review of progress and trimester student reports by administration. Continual review of applications and the aligned assessments (rubrics) to ensure continual growth and academic rigor.

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3. Create and Support 21st Century Learners:

The evaluation of the student applications through:

Observations by Teachers Grade Level and/or Team Meetings Observations by Administration Administrative Learning Walks Curriculum Revisions Analysis of Applications (projects and portfolios)

Use of the Rubrics to evaluate all applicable grade level applications Surveys: Staff Surveys (e.g. In-service and Yearly)

Student Survey Parent Survey

Resources and Services:

Although this list is extensive, it is not all inclusive.

Local Budget Service Providers Stakeholders Mainframe Phone System Internet Connectivity Multimedia Computers (desk and laptops) Interactive Whiteboards & LCD Projectors Licenses (e.g. MAP, DIBELS, NWEA, Discovery Education, SchoolMessenger Presence, Survey Monkey, etc.) Digital Media

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Professional Learning Strategies The Chief Academic Office and Academic Innovations & STEM Coordinator, the building-based (HTS and PVS) and district-based Professional Development Committees, as well as the full administration team are responsible for coordinating the professional development opportunities for this district. 21st Century Learning In-service days are devoted to providing a variety of technology related workshops based on ongoing needs assessment. In-service days include the development and refinement of short and long term technology applications as appropriate. The long-range goal includes the development of technology coaches (teacher leaders) at each grade level so that grade level projects continue to be implemented and refined. As staff members investigate new technology resources through mini-grants, they will be expected to train their colleagues in their use with our students. An additional goal is to continue to support the opportunity, for interested staff members that have the ability to lead and turn-key trainings, to attend out-of-district workshops and sessions as appropriate to keep abreast of the latest technology trends and future changes that will potentially affect student learning. The number of Google Level I, Level II, and Certified trainers continues to grow. District trainings include Active Participants Professional Learning Essential Skills (APPLES) delivered during non-contractual time; staff members volunteer to attend. APPLES have been successfully delivered to maintain and extend timely, relevant, and on-going job-embedded professional learning for all stakeholders (administration, faculty, staff, and parents). The administrative team will remain abreast of current research through personal research study groups and applicable workshop attendance. A current area of study is focused on Achieve New Jersey and educator effectiveness. The administrative team continues to refine their skills and align their teacher ratings; consistency and accuracy are paramount to the teacher evaluations. More importantly, the evaluation tools assist in identifying areas of strength and weakness for individual teachers and the district as a whole; these findings assist with targeted professional learnings for administration and staff. Future Ready Schools tenets are also informing district administrative (and teaching) practices. The seven gears provide education leaders with strong focal points for system and instructional change. Workshop, trainings and trainers will be actively sought to support staff development and to provide the catalyst for change in the design and delivery of our (21st Century) curriculum. Our in-house in-service days are open to all administration, faculty, and staff and offer a variety of technology related workshops (e.g. book clubs, blogs, NINGs, etc.). Our system administrators and Academic Innovations and STEM coordinator attend workshops, and courses as appropriate, to keep abreast of the latest technology trends that will positively affect student, faculty, staff, administration, and parent learning. They attend yearly conferences which include Techspo. The technology staff also attends Gloucester County Technology Committee meetings and tri-district meetings. The tri-district meetings continue to foster the

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relationships between technical staff, faculty, and administration through collaborative conversation and interactions which continue to support student academic growth within the Harrison Township, Mantua Township, and Clearview Regional school districts. Our district trainings also include investigating the needs of our identified students (IEP/504). After careful review of individual student needs in conjunction with the review of the Quality Indicators for Assistive Technology Services (QIAT) self-evaluation matrices individual student action plans will be developed. Teacher and support staff will be trained in using the specific assistance technology. As the student’s IEP are reviewed so shall the effectiveness of these interventions. A cyclical needs assessment, training/planning for integrators, implementation, and evaluation model will be utilized to foster sustainability and growth in the area of assistive technology. The philosophical, theoretical, research-supported, and practical implication of Universal Design for Learning will be peppered throughout the districts’ in-service days, publications, and presentations.

Three-Year Implementation and Strategies The following bulleted list provides additional support for the Harrison Township School District’s use of specific telecommunications and information technologies strategies to support student learning:

❖ Apply technology to increase productivity. Use a variety of advanced features of word processing, desktop publishing, graphics programs, and technology tools to develop professional products in the office and the classroom.

❖ Locating, selecting, capturing, and integrating video and digital images in varying formats for use in presentations, publications and/or other products.

❖ The use of instructional design principles to develop multimedia projects to support professional development.

❖ The use of technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning via e-mail and e-boards.

❖ Teachers will participate in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics.

❖ The district will design, develop, and maintain Web pages and sites that support communication between the school and community via e-boards.

❖ The district will identify, classify, and recommend adaptive /assistive hardware and software for students and teachers with special needs and assist in procurement and implementation.

❖ The use of SchoolMessenger Communicate to enhance communication in emergency / crisis and non-emergency situations.

❖ Our district’s student database provides easy access for teachers to review longitudinal student academic data to track student academic achievement. The Realtime data feature will be accessible to staff in 2017-2018.

❖ The DIBELs web-site is actively used to produce, gather, store, and analyze student’s strengths and weaknesses.

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❖ Our computer-based MAP (Measures of Academic Performance) national assessment program aids teachers to diagnostically identify the strengths and weaknesses of students to assist in differentiating instruction.

❖ Shared Folders on the Local Area Network (LAN) provides easier and more efficient communication tool when preparing report cards for parents.

The following bulleted list provides additional support for the Harrison Township School District’s use of strategies to ensure that the technology plan addresses the use of technology, including assistive technology, to support the learning communities:

❖ Use technology to support learner-centered strategies that address the diverse needs of students.

❖ Use methods and strategies for integrating technology resources that support the needs of diverse learners including adaptive and assistive technology.

❖ Use methods and strategies for teaching concepts and skills that support integration of technology productivity tools.

❖ Use and apply major research findings and trends related to the use of technology in education to support integration throughout the curriculum.

❖ Use methods and strategies for teaching concepts and skills that support integration of research tools.

❖ Use methods and strategies for teaching concepts and skills that support integration of problem solving/decision-making tools.

❖ Use methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print media, and graphics.

❖ Use and describe methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment.

❖ Use methods for teaching concepts and skills that support use of web-based and non web-based authoring tools in a school environment.

❖ Use methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings.

❖ Use current research and district/region/state/national content and technology standards to build lessons and units of instruction.

Please note that the Harrison Township School District is a K to 6 system. Our students will be assessed via the state testing system - PARCC in grades 3 through 6. Our students will have been exposed to the testing procedures and protocols and future technology purchases will meet or exceed the PARCC guidelines.

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Professional Development for 2017-2018 (See PD Plan for Further Detail) Professional development detail is provided for the first school year of the educational technology plan. The table illustrates the aspects of technology that need to be developed and/or enhanced, the professional development that is planned to address or strengthen these needs, and the follow-up support that will be provided after the professional development is completed. The table below is based on the Harrison Township School District educators' proficiency and the identified needs for professional development. The chart includes the ongoing, sustained, high-quality professional development opportunities planned for 2017-2018 as it relates to the infusion of technology into the curricular process. The information provided below includes a description of in-class support such as coaching that is used to ensure effective use of technology to improve learning. The chart also includes a description of the involvement of all partners associated with professional development for the district.

Educators’ Proficiency / Identified Need

Ongoing, sustained, high-quality professional development planned for

2017-2018

Support

Integrating technology into the content areas based on the applications determined by various curriculum committees (e.g. ELA, math, science, social studies, and technology). Infusion of the NJSLS 8.1 & 8.2 throughout the curricula (including special areas). Ongoing, sustained professional development to address the staff and students’ needs for technology integration (see previous needs assessment for details). Identifying needs and barriers related to using educational technology as part of instruction Increased number of Google certified staff.

Ongoing digital resource support, NWEA MAP, Pearson, Think Central, Reflex, Kahn, KBWOT, TCi, etc.). Summer curriculum development (across the content areas), e.g. application refinement, keyboarding, and math fluency. Continued committee work across the content areas to develop and refine short and long-term applications, e.g. hyper-documents, expert packs, text sets.. In-Service days will be designed to meet the identified needs of the staff based on the scope of the applications. Specific times and dates will be part of the duties of the PD committee as well as the administrative team.

Resources (e.g. time, financial commitment, and working material resources). Committee members will be granted release time to develop the long and short term technology applications. Release time for peer observations and/or peer coaching. On-going faculty support via the effective use of grade level and professional learning times. Collaboration/articulation time is slated at the beginning and/or the end of the school day based on the negotiated contract and also includes scheduled Professional Learning Community time (APPLES). Turn-key training.

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Professional Development Strategies As our district needs evolve and change over the next three years, our district is committed to informing, engaging, and training all stakeholders (e.g. staff, students, parents, faculty, community members, and administration) in the area of educational technology. The list below provides further insight into the projected professional development activities that will continue to support identified needs through 2020:

● Hardware Applications ○ Chrome (Touch) ○ Tablets - PCs ○ IPads ○ Interactive Whiteboards ○ Document Cameras ○ Digital Video/Recording ○ Green Screen

● Application Exploration (see detailed matrix)

● Software Applications

○ Reading Street ○ Math Expressions ○ Activate Learning ○ IQWST Science ○ TCi Social Studies ○ Khan Academy ○ Reflex Math ○ Keyboarding Without Tears ○ Essay Scorer

● Digital Media (see detailed matrix)

● Data Analysis

○ PARCC ○ NWEA MAP ○ DIBELS ○ WIDA-WAPT ○ WIDA-ACCESS ○ Google Sheets ○ See Software Applications

● Digital Curriculum (see curriculum)

● Digital Citizenship (see curriculum)

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Reflection and Adjustment Plan

Through our formative and summative technology applications and our curriculum integration, the district will continue to align and improve upon our scope and sequence as it relates to the needs of our sister school - Clearview Regional High School District. This articulation is facilitated through purposeful and active communication and collaboration with Clearview Regional High School District. This articulation has been developed to ensure the attainment of technological skill development of our students in preparation for the eighth grade assessment. Additional articulation will continue to occur between Harrison Township, Mantua Township, and Clearview Regional school district to further support the equitable use and access of technology for our school community.

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Evaluation Plan

The Harrison Township School District’s technology plan committee has created a systematic method of evaluating all stakeholders’ use of technology. Stakeholders include but are not limited to teachers (to enhance instruction and build student proficiency), students (to utilize technology effectively to apply, create and produce), administration (communicating and organizing data), and parents (to receive and interpret student data and assist student academic growth).

The various aspects of the plan are reviewed three times a year or more often if needs arise. Areas of focus include the review of programs, technology systems, and curriculum to meet district, state and federal goals. Areas of evaluation include implementation practices, resources utilized, hardware and software systems, and technology-based curriculum objectives (content and skills).

Educational Technology Plan Evaluation Narrative

Describe the process to regularly evaluate how…

Telecommunications services, hardware, software and other

services are improving education.

The equitable access to high-quality hardware, software, and on-line resources to support student learning; assistive technology provided as needed. Review and refinement of district web-based resources to include but not limited to the content areas (ELA and Math) and the district web-site. The authentic integration of technology throughout the content areas; global impact, career success, safety, ethics, inquiry, critical thinking, problem solving, decision making, communication skills, collaboration, independent learning, and life-long learning. High speed intranet and internet to support collaboration and technology enhancement to meet or exceed the NJSLS 8.1 & 8.2. The maintenance of high-speed local area network for efficient use of technology resources.

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Educational Technology Plan Evaluation Narrative

Describe the process to regularly evaluate how…

Effective integration of technology is enabling

students to meet challenging state

academic standards.

Analysis of the English Language Arts and mathematics scores from the Partnership for Assessment of Readiness for College and Career (Grade 3 through 6). Analysis of the NWEA CCSS MAP scores in grade K through 6 (Fall & Spring). Review of in-house curriculum resources such as Reading Street, DIBELs, Reflex Math, Keyboarding Without Tears,, and formative & summative curriculum assessments in Math, Science, and SS (Unit-based). Review of mid- and end-of-trimester student reports by administration. Ongoing curriculum revisions which include authentically infused technology skills throughout the content areas. The means of delivery will be enhanced by increasing the number of resources available to students and faculty as well as varying the types of resources available (e.g. laptop, desktops, PC, Apple, Smart, Microsoft, Pearson, Google, etc.)(Unit-based). Continual review of applications and aligned assessments (rubrics) to ensure continual growth and academic rigor (Unit-based). Tri-district articulations in the area of student technology skill development to review and refine the process of delivering and measuring student proficiency.

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The LEA is meeting the identified goals in the

educational technology plan.

Yearly reviews of technology goals, objectives, and attainment levels. Review of student growth indicators (ELA, Math, and technology-based)(Unit-based). Review of district technology systems and resources as they apply to the ever-changing Flat World, e.g. services, maintenance, upgrades, adaptations, and alternate resources (Yearly minimally).