I. Stakeholders - Flemington-Raritan Regional School District Web viewWork on the Three Year...

THREE YEAR DISTRICT TECHNOLOGY PLAN 2013-2016

Flemington Raritan Regional School District

Author: FRSD Technology Plan CommitteeCreation Date: February 28, 2013Last Updated: April 25, 2013

Michael MitchellSupervisor of Educational Technology

ContentsI. Stakeholders……………………………………………………………………………….

…4II. Technology

Inventory…………………………………………………………………….....5a. Current Inventory of networking and telecommunications

equipment…………..5b. Cyber safety………………………………………...

…………………………………..11III. Needs Assessment and Evaluation

Plan…………………………………………………12a. Needs

assessment……………………………………………………………………...12b. Evaluation

plan………………………………………………………………………...14IV. Three Year Goals……………………………………………………………………………

15V. Three Year Implementation and Strategies

Table……………………………………….17VI. Professional Development

Plan…………………………………………………………...21a. Responsibility for the professional

development…………………………………..21b. Describe the planned professional

development…………………………………...21VII. Funding

Plan……………………………………………………………………………….23

Page iiConfidential – Internal Use OnlyFlemington Raritan Regional School District

Confidential – Internal Use OnlyFlemington Raritan Regional School District

I. StakeholdersWork on the Three Year District Technology Plan 2013-2016 began in the winter of 2013. At that time, Technology Advisory Committee completed its first district-wide technology survey called Clarity 2.0 provided through our district’s partnership with the company BrightBytes. In January 2013, the technology advisory committee met to discuss vision and action plan that would help shape our technology plan based on the needs and data as revealed through Clarity 2.0. Since January of 2013 until present, the following individuals actively contributed to the development of the plan.

This committee also received valuable opinions and suggestion from a variety of stakeholders throughout the school district. The plan has been reviewed by teachers, administrators, students and the Board of Education.This committee would like to thank all who have helped create a plan that Flemington Raritan Regional School District will use to integrate technology in order to enhance educational experiences throughout the District.

Name Department Signature

Dan Bland Assistant SuperintendentKevin McPeek PrincipalVanessa Ahmed Vice PrincipalKelliAnn Tenkate Vice Principal

Tony Demarco Vice Principal

Bruce Davidson Board of Education, Community Member

Michael Mitchell

Supervisor of Educational Technology

Kevin Sochacki Technology StaffScott Totten Teacher, MusicDan Schultz Teacher, MusicMatt Vita Teacher, Language ArtsKathy Bianco Teacher, ComputersPat Flavin Teacher, ComputersLea Klein Teacher, ComputersMelissa Stager Teacher, Gifted and TalentedBob Jones Teacher, ElementaryLaura Lucchetto Teacher, Elementary

Chris Crowell Teacher, ElementaryDeborah Hart Teacher, Special EducationMichelle Cohn Teacher, Special EducationCrystal Dibetta Library Media SpecialistMatt Ramachandran Student


Current Inventory for 2012-2013 Inventory / Plan for 2013-2014

Technology equipment

Traditional Desktop/Laptop/Netbook ComputersTotal – 1175 devices comprised of 775 PC and 400 Macs.Distributed as follows;Computer Labs – 377Media Centers - 78Mobile Carts - 185 (115 Netbook, 30 Mac, 40 PC)Classroom - 180Teacher/Staff - 365

iPadsTotal 320Student Use - 190Staff - 130

Projectors and Apple TV’sProjectors - 150Apple TV’s - 112

Document Cameras – 120

Printers – 160

Current server environment consists of 18 Windows Servers, 6 Apple Servers and 2 other servers to configure infrastructure. Many servers will be virtualized this summer.

Maintain and increase portability of technology devices in order to make technology integration in the classroom timely and available to all students.

Continue to add tablets and other mobile devices throughout the district in order to move toward a 1-1 initiative and/or BYOD scenario in order to support online testing.

Continue to add iPads with appropriate apps for special education students in order to provide them with the resources necessary to acquire skills and knowledge of the core content standards

Begin process of virtualizing servers in order to provide future hardware cost savings, speed deployment of new applications, and provide hardware failover.

II. Technology Inventory

A. Current Inventory of networking and telecommunications equipment



Networking capacity

District is comprised of 6 schools. RFIS is the gateway to the internet. Current internet connection speed is rated at 100Mbs and is upgradeable to 10Gb. An additional 100Mbs WAN connection is in place at RFIS for the connections to each of the other 5 schools which are rated at 100Mbs each. All aforementioned connections are fiber provided by Comcast and can be upgraded to 10Gbs.

Each school has an MDF. There are a total of 18 IDF’s in the district connected to their respective MDF via 1Gb fiber. Most switches in the district provide wired Ethernet connectivity to the endpoint device at 100Mb. There are a minimal amount of hubs/switches located in classrooms or labs. The vast majority of wired devices connect directly to the IDF’s.

Wireless in all 6 schools is provided by 802.11n wireless access points. Connectivity via wireless ranges from 54Mbs to upwards of 300Mbs depending on device. All devices purchased within the past 2 years have 802.11n capabilities to provide maximum bandwidth.

Future plans to further increase bandwidth between schools and to the internet. With adequate bandwidth between schools further centralization of services can be achieved to ease maintenance and hardware costs.

The purchase of equipment will be considered which will provide redundant links between buildings to provide greater connectivity in case a line goes down.

Meraki switches can achieve the above plan for redundancy and also optimize network traffic to a better degree. Also, it would allow more granular control of what passes through our network, making it more efficient and safer for the students.

Begin upgrading 100Mb switches in IDF’s with 1Gb switches to improve speed for teacher/student internet access.

Begin to provide a cloud based network to allow teachers and students to access from anywhere their personal and shared data to improve communication and promote greater collaboration for learning.



Software used for curricular support and

filtering

Currently, all computers are running Windows 7, Windows XP or Apple OS X (10.7), with Office 2007 or Office 2011 for Macs as the minimum standard for the Office suite. The technology committee will begin to explore the use of additional freeware programs to offset increased costs of software licenses. The district currently uses an extensive list of software titles to support its curricular goals. For students with specific needs, we currently use software titles such as CoWriter, and Boardmaker as per designated IEP and/or 504 plans. In order to improve student achievement over the next three years, the district will, through the technology committee, explore emerging software and technologies that provide the following types of tools (items in parentheses are examples of each category): Online Collaborative Tools (Wikis, Google Apps, etc.) Word Processing Software (Microsoft Word, Google Apps) Spreadsheet Software (Microsoft Excel, Google Apps) Database Software (OPAC) Presentation Software (MS PowerPoint, Google Apps) Productivity Tools (Microsoft Outlook, Google Apps) Internet Browsers (IE, Firefox, Safari, Chrome) 3D Geographic and mapping software (Google Earth) 3D authoring software (Google Sketchup) Digital Video Production (Windows Movie Maker, Photostory, iMovie, iDVD) Digital Audio Production (Garageband, Sibelius) Digital Image Manipulation (Photoshop, iPhoto, KidPix, Pixie) Web Authoring/Publishing (SchoolWires, K12 Share) Brainstorming/ Mind-mapping (Inspiration)

Continue to support present licenses and add any software or licenses as needed to improve student academic proficiencies and to facilitate acquisition of 21st century skills.

Update licenses as appropriate to stay current with new technologies.

Video production and podcasting will be expanded to provide school-wide enrichment activities. All software will continue to address all student ability levels and be accessible across all curriculum areas.

Filtering will continue to support and ensure ethical use of the internet and data bases to ensure a safe learning environment.

Finish upgrade to Windows 7 in order to be in compliance with the states minimum hardware/software requirements for PARCC online testing.


Current Inventory for 2012-2013 Inventory / Plan for 2013-2014Technology

maintenance and support

The district maintains a 5 year upgrade cycle for replacing laptops and desktop computers for computer labs and teachers in their respective buildings. In addition, with ARRA funds, e-Rate refunds and other allocated funds, the district is able to supply schools and teachers with technological tools such as iPads, document cameras, and projectors to further enhance student engagement in becoming digital learners. A four year cycle ensures students will use cutting edge technology and help support the district vision and goals statements. The district is also piloting a BYOD program in the middle school to explore implementing this as a district policy. Future plans to improve student academic achievement through maintenance of all district computers include the following procedures:

Regular software updates to include security updates and software patches through the use of automated and manual systems; re-imaging of computers to provide up-dated software and system configurations; replacing obsolete equipment; piloting program to re-image machines as solely internet device machines for web surfing and Google Apps to speed up log in time as well as processing.

Technology Support The district currently maintains five technicians to implement HelpDesk solutions. There is a 24 hour response time for every HelpDesk ticket item where each client’s ticket must be addressed even if it can’t be solved that particular day. Technology support efforts are coordinated through several meetings:

Weekly Technology Department MeetingsBi-Weekly Technology Meetings between the Supervisor of Educational Technology and the

While maintenance plans and policy are needed to protect optimal operation of all systems, students and staff need to continue to be educated on proper use and care of all equipment. Continued on-site repair of equipment stabilizes cost and provides timely recovery of equipment and little downtime for staff and students.

Maintain current support and continue to utilize HelpDesk ticket to report technology supported problems and decrease downtime for teachers/student’s digital learning.


Assistant SuperintendentMonthly Cabinet Meeting with District Building Leaders



Telecommunications services

Local Telecom services- ComcastLong- distance services- ComcastInternet access for all students and staff through Comcast @ 100Mb upgradable to 10GbIntra school connectivity between all schools @ 100Mb upgradable to 10GbTelephones in all classrooms and offices throughout districtVoicemail for all staff through CallPilot voicemail system

Future plans to centralize 6 independent PBX and voicemail systems into a single PBX/Voicemail system with 5 survivable media gateways to significantly reduce costs associated with supporting and maintaining 6 individual sites to improve communication and promote greater collaboration between buildings.

Future plans to implement Unified Messaging to further improve ways teachers/students to communicate with one another for project based learning.

Assistive Devices As students are evaluated through Special Services for initial classification or as part of the Annual Review process, the Individualized Education Plan (IEP) Team will discuss the listening, reading, writing, and/or motor skills challenges that might hamper the students’ abilities to access learning materials in the classroom. When necessary, the IEP team periodically draws on additional resources by having Assistive Technology Practitioners (ATP) evaluate students and make recommendations for assistive technology devices to use in the educational or home setting. Recommendations from these discussions or formal evaluations are documented in the students’ “Assistive Technology and Services” section of the IEP.

Upon finalizing the IEP process, Special Services then shares the recommendations

Future needs for assistive devices will be based on the needs of each individual as per the recommendations of the IEP team and ATPs.

The Technology Department assists Special Services with their hardware and software needs as per the recommendations of the IEP and ATPs.


with the Information Systems (IS) department. These recommendations serve as a requirements document so that IS can then research the technical options that are available to meet the specified requirements. Devices, hardware, software, and networking alternatives are evaluated so that a solution can be formulated. The goal is to accommodate the requirement of the IEP so that the needs of the student are met. An example of this are our FM systems for the hearing impaired and Springboard lights for students who require an augmentative communication device.The speech therapists have also begun to use the Proloquo2go app for the iPad for students who require augmentative communication devices.


B. Cyber Safety

1. Current filtering methodsThe District uses OPEN DNS web filtering to meet the requirements specified under the Children’s Internet Protection Act.

2. Acceptable Use Policy (AUP)The following link to the District’s Acceptable Use Policy that can be found of the District website. (http://www.frsd.k12.nj.us/cms/lib01/NJ01001104/Centricity/Domain/853/2012-2013%20STUDENT%20INTERNET.pdf)

3. Internet Safety Policy

FRSD complies with all federal regulations regarding filtering as specified under the Children’s Internet Protection Act (CIPA). This law specifies that each school:

“certify that they have an Internet safety policy and technology protection measures in place. An Internet safety policy must include technology protection measures to block or filter Internet access to pictures that: (a) are obscene, (b) are child pornography, or (c) are harmful to minors, for computers that are accessed by minors”

“adopt and enforce a policy to monitor online activities of minors”

“adopt and implement a policy addressing: (a) access by minors to inappropriate matter on the Internet; (b) the safety and security of minors when using electronic mail, chat rooms, and other forms of direct electronic communications; (c) unauthorized access, including so-called “hacking,” and other unlawful activities by minors online; (d) unauthorized disclosure, use, and dissemination of personal information regarding minors; and (e) restricting minors’ access to materials harmful to them.”

FRSD employs the following methods to enforce each of these requirements:

The District uses Open DNS web filtering tool to meet the requirements specified under the Children’s Internet Protection Act. All browsers on all school computers are set up to use this appliance.

The Technology department reviews the student and staff internet access logs on a monthly basis to find attempts to circumvent blocked content. These logs are also backed up on tape for the purpose of holding an archived record for investigations for discipline reasons or illegal activity.

The District has a Network/Internet Agreement form addressing inappropriate acts which must be signed by all staff, students and parents. When students violate these guidelines, they are

addressed by the District’s vice-

principals, in cooperation with information provided by the Confidential – Internal Use OnlyFlemington Raritan Regional School District

http://www.frsd.k12.nj.us/cms/lib01/NJ01001104/Centricity/Domain/853/2012-2013%20STUDENT%20INTERNET.pdf

http://www.frsd.k12.nj.us/cms/lib01/NJ01001104/Centricity/Domain/853/2012-2013%20STUDENT%20INTERNET.pdf

Technology department staff. These offenses follow the same disciplinary policy as other discipline at FRSD.

III. Needs Assessment and Evaluation Plan

A. Needs Assessment Flemington Raritan Regional School District currently gathers the technology needs of its stakeholders in a variety of ways:

1. Technology Advisory CommitteeAs described in the stakeholder page of this document, the Technology Advisory Committee is a representative body comprised of all members of the school community. During its meetings each month, teachers, supervisors, administrators, students, parents, and technologists discuss the identified needs of their constituencies. This conversation informs and forms the basis of all major technology initiatives in the District and the accompanying technical professional development.

2. External educational researchThis year the District began a partnership with BrightBytes corporation. Using BrightBytes’ “Clarity for Schools” platform, students, teachers, administrators, and parents were surveyed about technology use and other measures such as professional development and policy. Clarity measured the results of technology use and sent us a customized plan for improvement based on the surveys taken by all stakeholders.

3. 90 Minute and Department meetingsThe Computer teachers and Supervisor of Educational Technology utilizes the monthly 90 Minute and Department meetings to meet with teachers individually or in content areas to survey their needs for technology integration as well as to understand their curricular and content needs in order to better assist them with delivering students with technology that can help foster 21st century skills. These meetings create a two-way dialogue between the Technology department and the faculty by sharing the possibilities inherent in new technologies and the ways schools are using these tools to reinvent teaching and learning.

4. Pilot groupsPilot groups with students and teachers are a key part of improving technology integration as well as informing policies used in District.Pilot groups enable the District to assess, evaluate and determine larger scaled projects more effectively and quickly. Piloting Google Apps at our middle school enabled the District to approve the launch of the project at our intermediate and elementary schools and ensured a successful implementation.Future pilot groups, such as out iPad groups this coming school year, will enlist teachers across grade levels K-6 with the opportunity to explore innovative and creative ways to integrate technology throughout the curricula and across all content areas. This work positions the District to be able to integrate technology more effectively once we have seen what works and doesn’t work. It also ensures a guaranteed and viable curriculum with technology integration.

5. Surveys and Google Forms Several times a

year surveys and/or Google Forms are used to ask the teachers and staff for their needs on


technology integration. Professional development is used to address the needs in the surveys.

6. Professional development course evaluationsAt the end of each on-campus professional development opportunity, faculty complete a course evaluation which is used to inform future opportunities for faculty professional development, as well as choice of instructors and the structure of the program.

7. Classroom observationsIn the course of their evaluations, department supervisors, along with the Assistant Superintendent, observe teacher technology use. Many of these individuals serve on the Educational Technology Committee. The Technology department also gathers feedback from other supervisors by attending the District leadership meetings. These observations inform conversations about teacher professional development, program development, support and other topics.

8. Professional Development PlansEach year as faculty complete their Professional Development Plans (PDPs), they may identify areas of technology that they hope to exhibit growth in during the following year. Teachers will be encouraged to use the Technology Integration Matrix as part of their PDP. Supervisors are encouraged to share feedback from their department as a whole with the Curriculum Department team.

9. Social MediaAdministrators and teachers use social media tools such as Twitter and our middle school’s YouTube Channel to explain technology initiatives as well as promote the learning and technology integration occurring in our district. Social Media tools such as Twitter and Zite are used by our leaders in technology integration to perform research on and explore the trends in the use of educational technology. Our research is also performed through site visits to leading edge schools, attendance at educational conferences such as NJECC or EdTech, and networking with educational technology professionals at other schools.

10. Technology Department classroom visitsMembers of the Technology Department staff have begun visiting classes while in session with the goal of better understanding the technological needs of teachers and students. These informal visits form the basis for conversations about potential uses of technology in everyday lessons and how to streamline and change systems to better meet teacher needs.

Both external and internal survey results reveal our three strongest needs to provide effective technology integration are:

a) Access to technology devicesb) Professional development c) Integrating the 4 C’s into daily instruction and unit plans


http://www.frsd.k12.nj.us/Domain/612

http://fcit.usf.edu/matrix/index.php

B. Evaluation Plan

Flemington-Raritan Regional School District will use several methods to monitor implementation progress of this technology plan. Each group has a different role in the accountability process. Overall accountability is the responsibility of the Supervisor of Educational Technology.

Keys to accountability are project management reviews, surveys and written evaluations.

1. Technology Advisory CommitteeThe role of the Technology Advisory Committee is to closely monitor the progress and timelines of the activities proposed in the District Technology Plan 2013-2016. The committee will meet several times a year to monitor, evaluate and revise if necessary each portion of this plan. If projects are not progressing according to the original plan, adjustments to the timeline must be approved by the committee as a whole. The committee will communicate the results and progress to all stakeholders.

2. Technology DepartmentThe role of the Technology department is to monitor day-to-day implementation of the tasks for each project. Among the areas that the department will manage are project requirements, hardware and software research, purchasing, adherence to budget, implementation and support.

3. Assistant Superintendent and Department SupervisorsThe role for the Assistant Superintendent and the Department Supervisors is to regularly monitor faculty professional growth in the area of technology. This will be done within the normal evaluation process, at the bi-monthly Curriculum Department meetings and as part of the activities of Technology Advisory Committee.

4. School Based Professional Development (SBPD) CommitteeThis group will monitor whether the professional development activities meet the needs of faculty as identified through self-assessments, surveys, observations, focus groups and other activities outlined earlier in this document.

5. The Board of EducationThe Board will receive an annual update each summer on the progress of activities under the plan.

Mid course corrections in response to new developments and opportunities are dealt with through the Technology Advisory Committee by meeting several times a year to discuss road- blocks and other challenges we face towards implementing the district technology plan. Timelines may be extended or changes may be made to correct what’s needed to more effectively integrate technology throughout the district.


IV. Three Year Goals

Goal 1 – In order to transform classrooms into personalized digital learning environments, students, teachers, and administrators will have equitable access to educational technology.

Objective1.1Students and teachers will be provided improved access to devices based on needs of teachers, classrooms and students. Models such as BYOD and 1:1 will be explored.

Objective 1.2All classrooms K-8 will be equipped with a LCD projector, Apple TV, and Document Camera

Goal 2 – Students will become technologically literate in order to become college and career ready and succeed in a global society.

Objective 2.1Engage our students in global exchange and collaborative activities using tools such as Wikispaces, Glogster, Voicethread, Blogs, Skype, etc..

Objective 2.2Students will develop the vital skills for a global society such as communication, creativity, critical thinking and collaboration through technology integration.

Goal 3 – Educators will continuously improve their skills and knowledge to effectively use educational technology to achieve the Common Core Standards and implement digital formative and summative assessments.

Objective 3.1District will provide after school technology clinics, professional development opportunities and examples of the model classrooms to teachers in order to help them become more knowledgeable and skillful with implementing the technological integration demands of the Common Core.

Objective 3.2Teachers will use a technology integration matrix tool to help integrate technology in their lessons.

Objective 3.3Teachers will have access and professional development for assistive technology.

Goal 4 – Continuously improve and maintain the technology infrastructure necessary for the school community to access electronic information to

communicate effectively and

to support online learning communities in addition to PARCC and online testing.


Objective 4.1Virtualize servers and continue to upgrade network infrastructure to meet the demands of increased access for initiatives such a BYOD or 1:1 and to help improve communication between staff and students with our Google Apps roll-out.

Goal 5 – Provide adequate resources to support technology rich environments and PARCC guidelines.

Objective 5.1Improve communication between schools, Central Office and Board of Education to ensure schools have the tools to meet the demands of Common Core and PARCC.

Objective 5.2Establish relationship with FREF (Flemington Raritan Education Foundation) to help raise awareness and money for schools in order to meet the technology goals and objectives of 2013-16 Technology Plan.


V. Three Year Implementation and Strategies Table


District Goal and Objectiv

es

Strategy/Activity Timeline Person Responsi

ble

Documentation

1.1

Students and teachers will be provided iPad carts and Google Chromebook carts for use in each building. On-going

Supervisor of Education

Technology, Principals,

and Instructional

Staff

Schools will receive refresh and teachers can apply for pilot program to integrate iPads

1.1

Update and maintain servers with appropriate software and implement mobile device management solution for downloading and managing apps to support curriculum and technology integration.

On-going


Technology and

Technology Department

Update licenses, software inventory and Hayes Inventory system for hardware

1.2

Building leaders will meet with teachers, maintenance and technology department to discuss install of new technology tools.

Summer 2013


Technology, Principals, and


Purchase orders, Hayes inventory software

1.2

Teachers will be provided professional development to provide the knowledge and skills to use these technological tools to differentiate instruction and improve educational outcomes for their students.

On-going

Assistant Superintenden

t and Supervisor of

Education Technology

iPad pilot program, After School Technology Clinics, NJECC membership, and summer workshops

1.2

Teachers will have QR codes linked to help site for trouble-shooting and ideas attached to all new devices. Fall 2013


Technology and


Technology website developed to link QR codes and QR codes on items

2.1

Students will develop the 4 C’s (Critical Thinking, Communication, Creativity and Collaboration) through global exchange and collaboration activities.

On-going


Technology, Principals,

and Instructional

Staff

Schools will be surveyed on implementing 4 C’s, Celebrate Success Google form, TIM tool for observations, Lesson plans

Teachers will pilot using online web-based tools to partner with other


Going Global initiative will create blogs and other online tools such as


http://fcit.usf.edu/matrix/matrix.php

VI. Professional Development Plan

A. Responsibility for the professional development

A combination of individuals and District teams work together to meet the professional development goals outlined in this document:

Curriculum Department TeamDan Bland, Assistant Superintendent of SchoolsCarol Baker – Supervisor of Language Arts and Social StudiesSandy Pollock – Supervisor of Science and MathematicsMichael Mitchell – Supervisor of Educational TechnologyJonathan Hart – Assistant Director of Special Services

B. Describe the planned professional development

The District’s Curriculum Department team meets twice a month and is led by the Assistant Superintendent. This team coordinates the majority of professional development courses offered to our district along with the Local Professional Development Committee, LDPC, which is transitioning to ScIP and a soon to be formed District-Level Committee. Our professional development is mostly led by and for teachers and provides classes throughout the year with the majority coming during summer months. Diverse teacher participation is needed to help create, drive and identify professional development needs. The District’s Curriculum Department is also responsible for developing the District’s annual professional development plan of summer course offerings.In addition to the above PD program, the District also provides our “After School Technology Clinics” program where each school offers up to two different after school technology workshops a month. Teachers are surveyed and clinics are designed and delivered to meet the technology needs of staff in each of our six buildings based on surveys. These clinics help us build our District’s knowledgebase on a wide variety of Web 2.0 tools and skills. Furthermore, our middle school teachers lead Thursday morning technology “Mini Courses” where teachers showcase different Web 2.0 tools as well as useful apps to integrate with teacher instruction. All staff are invited to participate in these “Mini Courses”.Each month all teachers partake in two mandatory meetings; Department Meetings and 90 Minute Meetings. This year the computer teacher’s 90 Minute Meetings have been used to meet with other content area teachers to ask how they can support them integrating technology and providing the professional development to show them how to integrate during the 90 minutes when time permits. This time is also going to be used for computer teachers to partake in the meetings as observers so they can begin to understand the needs of each content area in order for them to better support the upcoming technology integration challenges they will face with new Common Core curricula. Lastly, this time will be used to better map our curricula to ensure technology integration exists across all content area.

This model will continue next year


and into the future to better prepare our teachers for the technology integration challenges coming with Common Core and PARCC.The district also created a Project Based Learning (PBL) Committee during the 2012-2013 school year. The purpose of this committee is to make PBL an integral part of each student’s learning experience. The PBL Committee is piloting their program at the middle school next year and hopes to use the model implemented at the middle school for the remaining 5 schools in district. Technology as well as development of 21st century skills are the key skills the committee seeks to develop in this pilot. Our recently introduced Google Apps pilot program will also help students use technology to foster 21st century skills district wide.In the spring of 2013, teachers have signed up for a pilot Going Global initiative proposed to be another way teachers can provide learning experiences through global outreach and collaboration.Starting in the 2013 summer, all technology professional development will not be simply just learning a Web 2.0 tool or some unique software. All workshops offered will be aligned with the new Common Core Standards as well as taught with how using this tool can help teachers integrate technology using TIM (Technology Integration Matrix). Each technology tool or skill we teach will be taught showing how using this skill or tool can help the teachers meet the standards in Common Core that require technology integration as well as see the different levels and application of technology integration. For example, using a social media tool such as Twitter will be shown not just as a great tool to create a Professional Learning Network but also to help students collaborate and communicate with other students and or classrooms across the country and globe.The Curriculum Department team will also implement in the summer of 2013 professional development opportunities led by special services staff designed to help teachers apply assistive technologies to support all our student’s education.Lastly, the District intends to provide professional development and iPads to teachers who apply to our new technology integration program. This program invites teachers to apply in each grade level as a team to partake in a series of iPad professional development opportunities in the summer of 2013. Grade level teachers who are accepted partake in the PD and receive the iPads in the 2103-2014 school year in September to integrate into daily instruction of their classrooms. After a designated amount of time, the teams of teachers meet back up to discuss what worked and didn’t work and write into the curriculum lessons and units for technology integration with iPads or other appropriate technology.


VII. Funding PlanThree-year Educational Technology Plan Anticipated Funding Table

Below if the proposed 2013-14 budget and assumed flat budgets for the coming years:


ITEMDESCRIPTION OF

ITEM TO BE PURCHASED

FEDERAL FUNDIN

GSTATE

FUNDINGLOCAL

FUNDINGMISC (e.g. donations,

grants)

Digital Curricula None 0 0 0 0

Print media needed to achieve goals

None 0 0 00

Technology equipment

Desktop and Mobile Devices, Document Cameras, Apple TVs, Projectors, Printers

0 0 $215,000

0

Network Switches 0 0 $24,000 0

Capacity100 mpbs WAN and internet connection, phone

0 0 $104,8500

Filtering Open DNS web filtering 0 0 $3800 0

SoftwareMS Office, PowerSchool, IEP, AIMweb, GFI, Tech4Learning

0 0 $48,4250

MaintenanceCISCO Smartnet, Hayes Inventory, HelpDesk

0 0 $187000

UpgradesVirtual sever environment, power conditioner

0 0$59000

$35000

0

Policy and plans None 0 0 0 0

Other services E-Rate Consutling 0 0 $2950 0

Further explanations


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