Saltus Educational Technology Plan
Transcription
Saltus Educational Technology Plan
25 Saltus Educational Technology Plan [Type the abstract of the document here. The abstract is typically a short summary of the contents of the document. Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.] July 2014 – June 2017 2 Table of Contents Executive Summary 1. Plan Duration & Stakeholders 2. Curriculum & Instruction 3. Parental Communication & Community Relations 4. Professional Development 5. Infrastructure, Hardware, Technical Support and Software 6. Budget & Funding 7. Monitoring & Evaluation 8. Effective Research-based Methods & Strategies 9. Goals for Exploration Appendices Appendix A. List of iPad Apps Appendix B. iPad Programme Brochure Appendix C. SAMR Model of Technology Integration Appendix D. Social Media Policy Appendix E. Responsible Use Agreement Appendix F. SIMS Timeline Appendix G. Sample PD Calendar Appendix H. CAIS IT Survey Results (separate document) Appendix I. Social Media Measurement Index (separate document) Saltus Grammar School Educational Technology Plan – July 2014-June 2017 3 Executive Summary Acknowledgements Special thanks to the members of the Technology Steering Committee whose findings form the cornerstone for this Educational Technology Plan. This group, composed of parents, teachers, administrators, staff members and community members, met to create a vision to integrate technology into the fibre of the curriculum and prepare our children to meet challenges of the future. Members: Claire Charlemagne, Jane Hizer, Ann Paynter, Tracy Renaud, Shelly Sayers, Becky Jones, Jonathan Sykes, Takara Dill, Bruce Sinclair, Jane Davis, Karen Dill, Katrina KawaleyLathan, Peter LePage, Andrea Davis, Erica McArthur, Heather Trimingham, Emma Law, Kelly Holmes, Laurel Burgess, Steve Young, Trudy Bucher, Chris Latimer, Greg Titterton, Stuart Crockwell and Gary Levon. School Demographics: Saltus Grammar School (“the School”) demographics include a student body composed of 230 Lower Primary students, 261 Upper Primary students and 435 Secondary students. Approximately 65% of the student population is Bermudian. The School is located on two campuses, the main campus on St. John’s Road and the Lower Primary Department, also known as Cavendish. This technology plan serves to guide the use of technology and technology integration at Saltus Grammar School for a three-year period, 2014-2017. However, some of the goals for exploration include technology that may be as many as five years away. This plan comes at the end of major network upgrades and enhancements. We are at the cusp of an exciting time of innovation for the School as we now have the infrastructure to support the great ideas generated by our faculty and staff. Our teachers can take advantage of the many opportunities for professional development, including a leadership certification and a Master’s level program. The Primary iPad Programme will open new pathways of learning in the classroom. Likewise, the advent of the Windows 8 tablet in our Secondary 1:1 Device Programme will launch an era where the students develop a greater understanding of how they learn and who are prepared to self-evaluate, a component of our Strategic Plan. The Technology Steering Committee has been instrumental in the formation of this plan. This group, now called the Educational Technology Committee, will oversee the implementation of the technology plan and will also develop future goals under consideration. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 4 Vision & Mission Mission: To inspire a passion for learning and independent thinking through a commitment to academic excellence, personal integrity and service to others Vision Statement To emphasise the core values of the School’s founder, Samuel Saltus: hard work, trust, reliability, honour, pride, and honesty To maintain a culture that values academic achievement, knowledge and skills To attract and retain an outstanding faculty through recruitment, mentoring, evaluation and professional development To embrace advancement in teaching and technology as critical components of a contemporary education To establish productive partnerships with parents to optimize student success To celebrate traditions as they connect the past to the future To provide a diverse extra-curricular programme To provide a safe and secure environment Technology Vision Statement – (This statement, created by the Technology Steering Committee, serves to guide our decision making as well as providing a framework for best practice.) To utilise technological innovation to inspire lifelong learning To bring the world to the classroom by participating in the global community, providing opportunities for real-world problem solving To provide access to anywhere, anytime learning that extends beyond the boundaries of the traditional classroom and time constraints To empower faculty and staff in developing professional learning communities as they embrace new technologies and digital spaces Saltus Grammar School Educational Technology Plan – July 2014-June 2017 5 1. Plan Duration & Stakeholders Plan Duration The benchmarks and timelines in this Educational Technology Plan will guide the School’s use of technology from July 1, 2014 to June 30, 2017. Stakeholders The School’s Educational Technology Plan was written under the direction of the Director of Educational Technology with the assistance of the Senior Leadership Team, the Technology Steering Committee, the Information Technology Department and other staff, teachers, students, parents and community members. The Technology Steering Committee met approximately twice monthly during the 2013-2014 School year to plan and monitor the use of technology to support teaching and learning, and to make learning relevant to all students. Information was also gathered from parent focus meetings held at both the St. John’s and Cavendish campuses. Claire Charlemagne Chris Latimer Jon Beard Julie Boyd Ann Paynter Tracy Renaud Shelly Sayers Jane Hizer Trudy Bucher Ryan Fox-Romaine Ormond Hodgson Karen Dill WillaMae Astwood Heather Couper Darrin Lewis Nicole Chichon Laurel Burgess Andrea Davis Jane Davis Takara Dill Kelly Holmes Becky Jones Katrina Kawaley-Lathan Emma Law Peter Le Page Erica McArthur Bruce Sinclair Jonathan Sykes Heather Trimingham Steve Young Greg Titterton Stuart Crockwell Gary Levon Head of School Deputy Head of School Deputy Head (Advancement) Director of Finance & Operations Director, Secondary Department Director, Upper Primary Department Director, Lower Primary Department Director of Educational Technology Director of Information Technology Former Senior Systems Engineer/Administrator Information System & Management Assistant IT Technician Database Administrator & Webmaster Former Director of Human Resources Director of Athletics Director of Guidance & Development Former S6 Teacher Former Head, ICT S6 Teacher Librarian Administrative Assistant Music Teacher Former S1 Teacher Foundation Year Teacher ICT Teacher, Primary Department History Teacher Head of Data Management Former Geography Teacher S1 Teacher ICT Teacher, Secondary Department Parent & Partner, JLT Park Ltd. Chief Operations Officer, Cedarbridge Academy VP, Owner, Meyer Technologies Saltus Grammar School Educational Technology Plan – July 2014-June 2017 6 Definition of Technology The School uses technology both in the instructional programme and in the administration of the School. It can be defined as the hardware, tools, software, applications and virtual environments used to create unique learning opportunities for students, as well as to perform tasks and manage data efficiently. We define technology to include, but not limited to, the following: Laptop & desktop computers Netbooks Mobile devices, including iPads, tablets and scientific digital probes Interactive white board (Smart Boards) and television monitors Apple TV and other video technologies Network routers and servers Internet access and email servers Voice over IP telephone services Saltus Grammar School Educational Technology Plan – July 2014-June 2017 7 2. Curriculum & Instruction Current Student and Teacher Access to Technology Tools The School has a standardised set of technology tools, hardware and software that promotes student achievement, fosters best practises in teaching and learning, and facilitates cost-effective professional development and technical support. Teachers and students have appropriate levels of access to technology tools to support their needs both during and after school. Each teacher has access to a laptop or tablet device, a networked printer and a SMART Board or TV for projection. Students and teachers have access to networked drives to store information. In our Primary iPad Programme (Appendix B), children in Foundation Year through Year 6 have access to iPads in a ratio of 1 iPad for every 6 children. This distribution allows the teachers to use the devices as a creation tool with the potential to effectively redesign tasks as used in the SAMR Method of Technology Integration (Appendix C). Students in Year 7 through SGY 2, own tablets (2014) or laptops purchased through the School for use in class and at home as a part of our 1:1 Secondary Device Programme. SMART Boards have been the interactive white board of choice of the School for several years. Due to Bermuda’s high humidity, the boards have a tendency to warp, resulting in frequent calibration and equipment failure. This problem has been solved by using a large screen TV monitor in place of the whiteboard and projector. The teacher uses a tablet device or iPad to achieve the same interactivity as was provided with the SMART Board. An additional benefit of this solution is the ability to project student work, by mirroring devices. The TV monitor provides a bright image, eliminating the need for room-darkening blinds. This solution also eliminates the replacement cost of expensive projector lamps. Through generous donations from the Saltus Association, iPads have been provided to support learning in both the Foundation Year classrooms and in Secondary Science classrooms. In the Foundation Year classrooms, teachers use the 2Simple software programme to record and track student progress. Pictures and accompanying text are captured to show progression of skill development. The resultant reports are shared with parents, helping to create a full circle of partners to support the child’s progress and learning. In Secondary Science, students share a set of 28 iPads to gather and analyse data, and use simulations and sophisticated apps to enhance their understanding of scientific concepts. Science teachers display iPad screens via Apple TV and high resolution TV monitors. In the After-School Programme, children have access to iPads for movie making, class blogging and QR scavenger hunts, to name a few activities. iPads in this Programme were funded by revenue from the After-School Programme. See Appendix A for a list of recommended iPad Apps. Digital Citizenship The School has established a curriculum-based digital citizenship programme that includes ageappropriate discussions of online behaviour, cyberbullying and respectful use of online tools. It would be beneficial to examine the curriculum for vertical articulation of digital citizenship to ensure a progression of skills throughout all year levels. The Common Sense Media curriculum for Digital Citizenship is used to teach online safety and responsibility. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 8 The School has a Social Media Policy (Appendix D) that outlines clear guidelines for maintaining privacy, confidentiality and security in its use of digital technology. Families sign a Responsible Use Agreement (Appendix E) that outlines in a positive manner the practises students must follow with regard to digital technology. Student Data A good student management system securely connects all information and technologies. It aggregates all data and facilitates the creation of a variety of reports for any audience. These reports then inform instruction, resulting in continuous student improvement. Toward this end, the School selected SIMS (Student Information Management System) to replace Blackbaud for student data management. SIMS and its virtual learning environment, FROG, integrate well with the British National Curriculum. Installation of SIMS began in spring 2014. The FROG Virtual Learning Environment (Appendix F) has a number of modules that will allow teachers to create lesson content, manage assignments and assess students. The web portal allows parents and students access from a variety of mobile devices and operating systems. Students will have a space to work on collaborative projects and the ability to customise their student dashboard. They will also be able to track their own progress through the key stages. The parent dashboard provides a vehicle for communication between home and the School. FROG will be introduced alongside the SIMS installation. History of Data Management: For the past several years the School has used the Blackbaud suite, including FAWeb and NetClassroom, to keep track of student records, grades, CATS predictors and levels. It has been challenging to track student achievement over the key stages, due to the North American focus of the software. The School puts an emphasis on data-driven decision making. It is critical to identify students who are at risk of not achieving predicted levels in order to plan intervention strategies for them. Teachers and administrators are looking for the gap between what students achieve and what was predicted. The switch to SIMS and FROG VLE will allow teachers and administrators to communicate with more ease regarding student data. Library Services Alexandria Library Automation software (Companion Corp.) is used to manage resources in the School’s three libraries. The Library currently has a blog and regularly posts to the Library Twitter account. Student-created book reviews and videos are uploaded to the Library’s YouTube channel. Student volunteers manage the Library blog and YouTube channel. Because of the increasing demand for titles, the Library is examining the feasibility of using the Overdrive service, for downloading digital books. Digital books would engage students of all reading levels. The Overdrive digital book service is compatible with the Accelerated Reader (Renaissance Reading-RR) Programme used in Year 2 to 8 and would support the School’s literacy goals. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 9 3. Parent Communication & Community Relations Research shows that parents’ involvement in children’s education leads to increased academic achievement. Parental engagement benefits the entire School community. The School believes that the foundation of parent involvement lies with effective home/school communication. It is anticipated that the FROG VLE implementation will assist with positive home/school communication. The FROG parent portal will provide a single location for parent information and will eliminate the need for multiple email messages to families. Parent training is also an important component to home/school communication. Parents will need guidance in managing the FROG parent portal, just as they have needed help in navigating Blackbaud’s NetClassroom. Assistance will be available for parents via scheduled workshops, individual sessions and phone support, as needed. Parents will also receive information on using the Saltus photo gallery on Phanfare http://www.phanfare.com, our photo hosting solution. The School shares its vision for Internet safety (Appendix D) with parents via Social Media Information Nights. Parents receive important tips for creating a positive, safe online environment at home. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 10 4. Professional Development Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important. -Bill Gates Professional Development (PD) is at the heart of school improvement. For any educational endeavour to be successful, teachers and staff must be given opportunities to practise, buy into and help shape technology programmes. The School understands that an effective programme will help staff become more skilled as well as more enthusiastic about using technology as a learning tool. Meaningful activities should be offered that are holistic in nature and should not occur in isolation. Professional development should allow many choices and varied entry points. The School recognises that a critical factor in technology integration is the teacher’s sustained professional growth. Creating a culture of continuous growth and adequate support for teaching and learning is vital to the success of technology integration. Support must be offered after teachers attend PD sessions in order to extend the teaching and learning in the classroom. PD must reflect the Whole School Development Plan and vision for technology integration. Teachers are encouraged to create and build upon their own Personal Learning Network (PLN). Just as with students, teachers who take charge of their own learning feel empowered, with the result being maximisation of student engagement and achievement. The Bermuda Educator’s Council requires teachers to complete professional development hours in order to retain an Educator’s License. All Saltus PD sessions count toward the required Bermuda Educator’s hours. In addition, faculty who agree to lead a professional development session, may earn double the amount of PD hours. A calendar of professional development opportunities is offered throughout the school year (Appendix G). In addition, teachers have a myriad of online and local opportunities through sources such as http://EdWeb.net and the Bermuda Educator’s Council. The School also brings in educational technology experts to inspire faculty, such as Alan November (2013). Our task now is to maintain the excitement and to assist faculty in selecting tools that are realistically manageable. In accordance with our Strategic Plan, students will experience excellence in learning with technology at all levels. Toward that end, the Educational Technology Committee will design a Technology Integration Matrix for teachers to use as a self-assessment. In a survey of teachers, over 50% prefer small group technology instruction. An important component of technology integration is the development of Personal Learning Networks (PLN). Technology training must assist teachers in determining what they want to learn and support them as they construct a framework to acquire the knowledge they need. Employees expand their learning through opportunities overseas, as well. During the summer 2014, a team of Primary teachers, accompanied by the Directors of Information Technology and Educational Technology, travelled to Harvard University for an iPad course. These lead teachers are prepared to assist other Primary teachers in integrating iPads into the curriculum, as a part of the Primary iPad Programme (Appendix B) Saltus Grammar School Educational Technology Plan – July 2014-June 2017 11 Teachers continue to take the lead by offering PD to their colleagues through scheduled events and faculty meetings. A Master’s Degree in Education is now offered through Nottingham-Trent University (UK). Leadership opportunities are also available through the National College for Teaching and Leadership (NPQML, NPQSL and NPQH Programmes). http://www.education.gov.uk/nationalcollege/index/professional-development/ National College for Teaching and Leadership Qualifications The School’s partnership with the National College for Teaching and Leadership (NCTL) is firmly established. The first cohort of Middle and Senior Leaders will complete their leadership challenge during 2014-15. The next cohort group which includes teachers and administrators throughout Bermuda, will complete one of the following certifications: National Professional Qualification for Middle Leaders National Professional Qualification for Senior Leaders National Professional Qualification for Headship Saltus Grammar School Educational Technology Plan – July 2014-June 2017 12 5. Infrastructure, Hardware, Technical Support and Software Uninterrupted network access is critical to achieving full integration of technology into the curriculum. In an effort to support the growing demands of bandwidth and file storage associated with cloud based learning, rich multimedia content, collaboration, and virtualization, we have upgraded our network infrastructure. We are in the final stages of completing improvements to the School’s network. The network enhancements address many of the concerns raised in the McRel Technology Audit (2012). The old network was quite outdated and no longer supported the technology vision of the School. The new network upgrade provides an environment that will support a far more sophisticated use of technology to enhance learning. The budgeting for network upgrades was completed a year ahead of schedule. All network enhancements were paid during the budget year 2013-14. Whilst much of the work has been completed, we continue to finish network projects such as building servers, completing wireless access at Lower Primary and moving all processes to our new equipment. Our new network, with state-of-the-art equipment and architecture, will be one of the best available in Bermuda schools. Our new network supports and enhances the learning environment by: Enhancing the speed of the wired and wireless networks through increasing the Internet bandwidth and backbone speed from 30 MBS to 100 MBS Moving from a flat to a segmented network – providing increased security, redundancy and speed Allowing more users to connect simultaneously and access to a wider array of processes Providing sound infrastructure, data and student management solutions (SIMS) Utilising a learning platform (FROG VLE) to assist teachers in creating content, to assess learning and to engage parents Creating a disaster recover site at Lower Primary/Cavendish Providing access to anywhere, anytime learning through a virtual environment Permitting students and staff to seamlessly utilise mobile and tablets devices Creating a safe and secure environment - the campus security system will share a strand of fibre on the new network Connecting our children to others around the globe, as they learn to solve real-world problems Saltus Grammar School Educational Technology Plan – July 2014-June 2017 13 Hardware to Support Learning Primary iPad Programme – 90 iPads are provided for use by students, Foundation Year to S6. Secondary Science iPads – 28 iPads are provided for students to use to enhance their learning in the Science Department. Foundation Year iPads – Teachers use 6 iPads to assess the progress of children using the 2Simple programme. Media Studies – 6 iPads are provided for student use to facilitate media production. Secondary 1:1 Device Programme – Dell Venue Pro 11 Tablet, purchased by families through the School (S7, begun 2014). Older students have various Dell laptop computers as part of the Secondary 1:1 Programme. Faculty – Each faculty member is issued a Dell laptop computer, each Primary classroom teacher receives a Dell laptop and an iPad. In addition, Secondary Departments have at least one iPad per subject area. Administrative Staff – Each staff member has a Dell desktop or laptop computer. Software to Support Learning Windows 7 Professional, Windows 8.1 Professional Microsoft Office 2010/2013 Adobe Reader, Adobe Flash, Adobe Shockwave Various subscriptions including Renaissance Reading Programme (S2 - S8), Education City, Typing Agent (S3 - S6), MyiMaths, and many others that are subject specific Alexandria - Library Management Cisco Meraki – Mobile Device Management iPad Apps (Appendix A) Reflector & Air Parrot – to display iPads and laptop computers iTunes Trend Micro Antivirus 2D SoftTech (DT) Focus Educational software suite (DT) Google Sketchup (DT) PTC Creo (DT) iMira Spanish Digital Textbook Saltus Grammar School Educational Technology Plan – July 2014-June 2017 14 Technical Support The Information Technology department staff includes: Director of IT – full-time, 12 month Information System & Management Assistant– full-time, term time +2 weeks Help Desk IT Technician – full-time, 12 month Technical Support is provided to faculty, staff and students through the Help Desk web portal. Users can submit a technology service request by using the online form via a shortcut on their desktop. Students may bring in equipment several times during the School day for help. Requests are tracked via TrackIt! software. Students may receive a loaner device when they bring in equipment for repair. Our Help Desk will diagnose the issue and will repair software issues on site. Hardware repair is provided through certified Dell computer technicians at a local service provider for devices under warranty. Disaster Recovery Plan There is a disaster recovery plan in place for the School’s network. The current plan allows each campus to serve as disaster recovery for the other. In addition, there is off-island storage, in case neither campus could serve as a disaster recovery site. Likewise, the Accounts Department has put a plan in place to scan and save important documents in a digital vault. However, there is not such a plan for many of the School’s records. There are many reasons why it is important to store documents digitally, aside from the obvious hurricane or flood. Scanned documents are easy to share and retrieve. They also eliminate the need to catalogue or index documents, since they can be scanned using optical character recognition. Scanned documents are secure, but if necessary, they can be easily published online. They can be retrieved, downloaded, indexed, and searched by commonly used web applications. If documents are needed for immigration or legal purposes, they would be readily available. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 15 6. Budgeting & Funding Funding Sources Saltus is committed to supporting the use of technology to benefit the School community. The School currently allocates funds to implement the Educational Technology Plan. Additional funding is provided through the parent organization, Saltus Association, and other donors. The School has received gifts from several vendors and consultants, including CCS. However, there remains great potential in the area of securing corporate donors. The Directors of Educational Technology and Information Technology will work closely with the Deputy Head (Advancement) in developing potential corporate donors. Replacement Policy The School follows a plan whereby obsolete equipment is replaced on a regular basis. Technology owned by the School is reflected on the technology inventory. The School maintains three-year warranties on staff laptops and desktop computers. As these warranties begin to run out, possible solutions will be explored, such as equipping teachers with a tablet device. During the summer, routine maintenance on equipment is performed. Projectors are cleaned, SMART Boards are checked, repairs are made and replacements planned. Although the network was recently upgraded, it is time to plan for future equipment replacement. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 16 7. Monitoring & Evaluation The approach used to assess the impact of the technology plan will include a number of measures. The results from the CAIS IT Survey (Appendix H) form a valuable baseline for future planning and monitoring. The Educational Technology Department Development Plan will also serve as a guide for monitoring progress. The Educational Technology Committee, formerly the Technology Steering Committee, established the foundation for technology use and integration at the School. This working group will examine the goals set forth in this document. The Committee will assist in the implementation of the Plan over the next three years. The Educational Technology Committee will meet to determine timelines and strategies for accomplishment of goals. The group will seek solutions for eliminating barriers to technology integration. They will also be involved in a strategic capacity, envisioning the realisation of future educational technology goals. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 17 8. Effective Research-based Methods & Strategies McRel Technology Audit and School Response As a part of the School’s Strategic Plan, a technology audit was commissioned in May 2012 by McRel Associates. Interviews of staff indicated challenges and barriers to the effective integration of technology in the classroom. Although the audit created concern among stakeholders, the Senior Leadership Team chose to use the findings as a positive springboard toward a future of using technology to enhance teaching and learning. Many of these challenges have been addressed in the ensuing two years, as is evidenced throughout the Plan. Lack of functionality of classroom SMART Board and accompanying technology Limited Internet connectivity Lack of access by teachers to the equipment necessary for effective integration of technology into the curriculum Slow boot up times for laptops and Netbooks Workflow problems; retrieving documents for teacher marking Student use of laptops for social media and gaming instead of educational purposes Lack of professional development in technology integration for teachers Slow technology repair CAIS IT Survey During the spring of 2014, the Canadian Association of Independent Schools (CAIS) conducted an Information Technology (IT) survey of members (Appendix H). The statistical information gleaned from the survey will serve as a benchmark for IT services on campus. The School fared very well when compared with IT services at other CAIS Schools. There are, however, some solutions that should be considered for future planning. Saltus is one of the few CAIS members that follow the UK National Curriculum. Blackbaud, with its North American focus, is the School management system of choice for many CAIS Schools. Summary of the CAIS IT Survey results (Appendix J) CAIS Member Results Assessment/Gradebook Blackbaud Email, Calendar Outlook, Google Apps for Education Parent/Student/Teacher Communication Wide variety of tools used Saltus (What we use.) CAIS Member Results Parent Teacher Interview Scheduling Pick-A-Time Software Curriculum Mapping Atlas Rubicon Saltus (What we use.) Blackbaud (current) SIMS (future) Outlook Blackbaud/NetClassroom /FROG Pick-A-Time Software (formerly PTC Wizard) Atlas Rubicon Saltus Grammar School Educational Technology Plan – July 2014-June 2017 18 University Tracking National Tracking Programme (CAIS) & Naviance Online Payments PayPal, Plastiq, Blackbaud’s Online Express Bill Pay Video Storage & Streaming YouTube Photo Archiving Internal Storage Library Various Alumni Relations/Communications Raiser’s Edge, FaceBook, Twitter, other social media Web Platforms for e-portfolios & digital collaboration Google Apps for Ed, Google Docs, Dropbox, School hosted website Age for Login Credentials Various ages Microsoft Excel Not yet implemented YouTube Phanfare (future) Alexandria Raiser’s Edge, FaceBook, Twitter Google Docs, Edmodo Year 6 email / year 3 for online typing & MyiMaths CAIS IT Survey Notes: Online consent forms via digital signature – Many CAIS Schools have online completion of health forms, athletic consent, fieldtrip consent, re-registration forms, and application and admission forms. 67% of CAIS Schools have a 1:1 device programme in at least one department or school division. We currently are 1:1 in our Secondary Department. Most CAIS Schools have chosen Mac laptops or iPads, however a growing number are also selecting Windows tablets or a Bring-Your-Own-Device Policy (BYOD). The School’s network does not currently support a BYOD solution but is headed in that direction. Over 70% of CAIS respondents said they use some form of online learning. Saltus has yet to explore online and blended learning options for students. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 19 9. Goals for Exploration: Near Term – One Year or Less Develop a Technology Integration Matrix (self-assessment) for classroom teachers Design an ICT Skill Matrix for Primary students Digital Citizenship Curriculum – check for vertical alignment Cloud Computing - introduce faculty and staff to cloud computing for student work flow and data management Implement Google Apps for Education – to assist with workflow and storage issues Social Media – leverage social media enhance the school image and measure its impact using a Social Media Measurement Index (Appendix I). Mobile Learning – implement BYOD (Bring-Your-Own-Device) in the SGY Programme (Saltus Graduate Years) in September 2015, with the possibility of expanding BYOD to other year groups in the future. Develop a Disaster Recovery Plan using a digital vault for scanned documents Photo Storage – fully implement Phanfare software for photo storage and provide access to entire School community Online Payment Portal (registration, trips, uniforms, etc.) Online Consent Forms for Parents (virtual signature through SignNow) Learning Support - implement cost effective solutions for Learning Support Implement Overdrive Digital Book program via the Library to support literacy goals Mid Term – Two to Three Years Learning Analytics – analyse and use trends in big data to inform the customisation of curricula and to further the advancement of a supportive personalised educational environment. – SIMS and FROG VLE will facilitate this. Open Content – explore the use of online and blended learning through MOOCs (Massive Open Online Courses), Global Online Academy, Khan Academy, Flipped Classroom model and other practises. Investigate the CAIS e-Learning Consortium (ELCC) for its potential as an online learning model. Long Term – Four to Five Years 3D printing – explore the potential to use 3D printing to transform the design process and to create models that demonstrate concepts in our curricula. As 3D printing becomes more affordable and accessible, explore its use in the areas of Science, DT and ICT. Virtual and remote laboratories - this movement is designed to make the physical elements of a science lab available to learners in any location. It supports anywhere, anytime learning, and acts to supplement rather than replace the current science lab environment. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix A – iPad Apps 20 List of iPad Apps This list serves as a list of basic apps included on all school iPads. Accelerated Reader™ Students can take their AR tests here. Adobe Photoshop Express - Photo Editing Adobe Photoshop Express software lets you use simple gestures to quickly edit and share photos from your mobile device. Choose from a variety of one-touch effects, or simply drag your finger across the screen to crop, rotate, or adjust colour. Add artistic filters like Soft Focus or Sketch. A copy of your original file is always saved, and you can undo and redo changes. Animoto Videos - Story Creation Turn your photos into stunning, professional-quality videos, complete with music and text, with Animoto’s free app! Features include: - A unique video every time- Multiple video styles, huge music library and the ability to add text to your video - Preview and edit your video before producing it - View videos within the app and on our site- Easily share your videos via email, text, Facebook and Twitter or save to your Camera Roll Audioboo - Share your voice with the world Aurasma - Augmented reality app. It brings tagged images, objects and even physical locations to life with interactive digital content, such as video, animations and 3D scenes, we call Auras. Book Creator - Simple editor for creating digital books Calculator for iPad Free By International Travel Weather Calculator Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix A – iPad Apps Class Dojo - Classroom management tool Comic Life - Create digital comics. Include your own photos. Dictionary Discovery Channel HD - Requires school subscription to Discovery Education website Doodle Buddy - Easy drawing app for younger students Dropbox - Files you save to Dropbox are accessible from all devices and the Dropbox website. Edmodo - Send notes, submit assignments, post replies, and check messages Educreations Interactive Whiteboard Evernote - Note taking - Invaluable tool for collecting and organizing digital information, taking notes and sharing content Explain Everything - Full featured screencasting and tutorials Saltus Grammar School Educational Technology Plan – July 2014-June 2017 21 Appendix A – iPad Apps 22 Find My iPhone GarageBand - Apple's music editing app. Can also be used to create and record voice podcasts. Google Earth - Travel to far corners of the planet with just the swipe of a finger. Create historic & literary field trips for students. iBooks - Tap a book to open it, flip through pages with a swipe or a tap, and bookmark or add notes to your favourite passages. iMovie - Apple's movie editing app Kaywa QR Code Reader Keynote - Apple’s presentation app with animated charts and transitions BrainPOP Junior Movie of the Week Kidblog Nearpod - Allows you to send a presentation to student iPads and lock them out of other apps. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix A – iPad Apps 23 Notability - Take Notes & Annotate PDFs. Synchronize with Dropbox & Google Drive. Great for class note taking. NOVA Elements - Variety of science demos and activities based on the program from PBS Numbers - Make spreadsheets with tables, charts, photos, and graphics Pages - Word processing - Apple's word processor for the iPad. Part of the iWork suite of apps. Penultimate - Evernote’s Sketchbook app. It allows students to add photos and screenshots freely onto unlimited pages and freehand draw on them. It also obviously allows for freehand drawing and has a choice of 4 paper types. These sketchbooks auto sync to the Evernote account. This means it’s also viewable by the teacher from their laptop. PhotoSync - Great tool for transferring photo and video wirelessly between devices and laptops. Pic Collage - Great for creating photo posters, short image based stories, learning vocabulary by associating words with images and more. ScreenChomp - Create screencasts and tutorials. ShowMe - Record voice-over whiteboard tutorials and share them online. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix A – iPad Apps Skitch - Snap a picture, mark it up or annotate, send it. Syncs with Evernote. Skype for iPad Sock Puppets - Simple puppet movies. Select puppets, direct and narrate. Socrative Student Clicker - Be sure to get the Teacher app for Socrative as well. Student app is for responding to class polls and quizzes. VoiceThread - Voice recording alone or over photos YouTube - You can create a classroom channel to view your classroom videos. YouTube Capture - Quickest way to capture video and send it to YouTube Saltus Grammar School Educational Technology Plan – July 2014-June 2017 24 Appendix B – Primary iPad Programme 25 26 Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix C – SAMR Method of Technology Integration 27 Appendix D – Social Media Policy 29 Saltus Social Media Policy [Type the abstract of the document here. The abstract is typically a short summary of the contents of the document. Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.] Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix D – Social Media Policy 29 CONTENTS Introduction Scope Educating Students on Evaluation of Internet Content Email Management Management of Public Content Publication of Student Image or Work Management of Social Media, Social Networking and Personal Publishing Internet Filtering Authorisation to Access the Internet Cyberbullying Mobile Phones and Personal Devices Saltus e-Safety Charter Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix D – Social Media Policy 29 Introduction At Saltus Grammar School, we encourage teachers, students, staff, and other school community members to use social media as a way to connect with others, share educational resources, create and curate educational content and enhance the classroom experience. We recognise that the children, young people and adults in our school community interact with a variety of technologies on a daily basis. The exchange of ideas, social interaction and learning opportunities involved are greatly beneficial to all. However there are considerations we must keep in mind when using social media to keep our children safe. In the social media world, the lines are blurred between what is public or private, personal or professional. Our social media policy covers issues relating to the safe use of the Internet, mobile phones and other electronic communications technologies, both in and out of the school. It includes education for all members of the school community on risks and responsibilities and is part of the ‘duty of care’ which applies to everyone working with children. Social media is used not only in the classroom, but is also utilised as a method of marketing or broadcasting information about the school. We welcome anyone who is interested in the life of our school to follow us and connect with us on the various social media sites that we use, which at the moment include Twitter and Facebook. Scope This policy has been agreed upon and approved by the Senior Leadership Team. It applies to all employees of the school, including teaching and non-teaching staff. It also applies to all adults who work at the school, but who are not employed by the school, such as parent volunteers. This policy will be reviewed and updated on an annual basis. Educating Students on Evaluation of Internet Content Given the quantity and quality of information on the Internet, students must develop critical skills in the selection and evaluation of information received. It may be difficult to determine origin, intent and accuracy, as the contextual clues may be missing or difficult to read. This instruction is an important part of the curriculum and as such, is not the sole responsibility of the ICT curriculum or department. The scope and sequence for digital citizenship (http://www.commonsensemedia.org) is used to provide an appropriate framework that all teachers are expected to promote within their classrooms. Email Management Email is an essential means of communication for both staff and students. All students will receive a school email address in Year 6. In the school context, email should not be considered private and the school reserves the right to monitor email. Staff should use their Saltus email account to communicate with parents, students and other professionals for any official school business. This is important for confidentiality and security and also to safeguard members of staff. Students may only use approved email accounts for school purposes. Students must follow the Saltus e-Safety Charter. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix D – Social Media Policy 29 Management of Public Content Public content included on the Saltus Grammar School website (http://www.saltus.bm), and other social media sites, such as the Saltus Edmodo site, is intended as a communication tool. These sites celebrate students’ work, promote the school and publish resources for projects. Editorial guidance will be used to satisfy the school’s requirements for accuracy and good presentation. The contact details on the website will be the school address, general email and telephone number. Staff or students’ personal information must not be published. Staff email addresses will be accessible through Saltus NetMail. It is understood by staff working at Saltus that photographs may be taken of them and published online. Care will be taken in the selection of images. The Communications Department will oversee editorial responsibility for online content published by the school and will ensure that content published is accurate and appropriate. Publication of Student Images or Work Care will be used to safeguard the identity of students. Images of students, which will be carefully selected, will not be published without written consent of parents or guardians. Parents will sign a consent form giving or declining consent. The form will be in force for the full time their child(ren) remain at Saltus, unless revoked by the parents or guardians. Teachers should check before posting any photographs, to ensure parents have given consent. Staff and students are aware that full names and personal details will not be used on any digital media, particularly in association with photographs. Parents and guardians, who have been invited to attend school events, are allowed to take videos and photographs, and are made aware of any conditions in advance. If a parent is taking photos of his / her child, and other students will be identified in the shot, the parent must ask the parents of the other students for permission. Staff members recognise and understand the risks associated with publishing images, particularly in relation to use of personal social network sites. Management of Social Media, Social Networking and Personal Publishing Given the fact that the Internet has numerous social networks which allow individuals to publish unmediated content, it is important that students be encouraged to think about the ease of uploading personal information, the associated dangers and the difficulty of removing inappropriate images or information once published. All staff must be aware of the potential risks of using social networking sites or publishing, either professionally with students, or personally. They must ensure their profiles are secured and should bear in mind that publishing unsuitable material may affect their professional status. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix D – Social Media Policy 29 Examples of social media and personal publishing tools may include, but are not limited to blogs, wikis, social networking, forums, bulletin boards, multiplayer online gaming and IM. Students will be advised never to give out personal details of any kind which may identify them and/or their location. Examples would include real name, address, mobile or landline phone numbers, school attended, IM and email addresses, full names of friends or family, specific interests and clubs. Staff wishing to use Social Media tools with students as part of the curriculum will risk assess the sites before use and check the sites terms and conditions to ensure the site is age appropriate. Staff will notify parents when requesting that students create an account on social media sites. Staff may not “friend” current Saltus students on Facebook. Staff members may use Twitter to communicate with students for educational purposes, and staff may create class Twitter accounts to communicate with parents. All members of the School community are advised not to publish specific and detailed private thoughts, especially those that may be considered threatening, hurtful or defamatory. Staff personal use of social networking, social media and personal publishing sites will be discussed as part of staff induction. Safe and professional behaviour will be outlined in the Responsible Use Agreement. Internet Filtering Levels of Internet access and supervision will vary according to the student’s age and experience. It is the responsibility of the Senior Leadership Team to ensure appropriate procedures are in place and all members of staff are suitably trained to supervise Internet access. Internet filtering is never 100% effective. There are ways to bypass filters and occasionally inappropriate content may be accessed. Therefore is it important to supervise children when using the Internet and to make sure they follow the Responsible Use Agreement. Teachers must evaluate websites and search engines before using them with their students. This implies an obligation to check the websites just before the lesson. Staff should never blindly forward a link or post (i.e. Twitter) without following the link to verify the contents. Authorisation to Access the Internet All staff will abide by the rights and responsibilities outlined by the Saltus e-Safety Charter. Cyberbullying Cyberbullying (along with all other forms of bullying) of any member of the school community will not be tolerated. Students must abide by the Saltus Code of Conduct. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix D – Social Media Policy 29 Mobile Phones and Personal Devices Student Use of Personal Devices Teachers will let students know when personal devices may be used for an educational purpose. The use of mobile phones and other personal devices by students and staff in school will be decided by the school and outlined in the Responsible Use Agreement. The sending of abusive or inappropriate messages or content via mobile phones or personal devices is forbidden by any member of the school community and any breaches will be dealt with as part of the Saltus Code of Conduct. School staff may confiscate a phone or device if they believe it is being used to contravene the school’s behaviour policy. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 29 Appendix D – Social Media Policy Saltus Grammar School e-Safety Charter Rights You have the right to enjoy the Internet and the benefits it offers. You have the right to feel safe when using computers and other technologies. You have the right to be safe from online bullying and the right to report it. You have the right to explore the Internet and to question the information you find. You have the right to keep information about you private and to tell people only what you want them to know about yourself. You have the right to decide whether or not you wish to communicate with someone, either online or through other digital technologies. You have the right to choose whether to fill out forms or answer questions you find on the Internet. You have the right to object to being filmed or photographed by anyone using cameras, web cams or mobile phones. You have the right to object to any videos or images of yourself being placed on the Internet and to request that they are removed. You have the right to object to your work being used by other people. You have the right to be educated about safe use of the Internet. Responsibilities You have the responsibility to use the Internet sensibly, legally and not to the detriment of others. You have the responsibility to use technologies legally and respectfully and to inform the relevant authorities, should you encounter inappropriate, illegal or harmful content. You have the responsibility to share your passwords with your parents or guardian. You have the responsibility to treat others with respect and to report online bullying. You have the responsibility to check any information before using it. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix D – Social Media Policy You have the responsibility to protect yourself, by behaving in a way that will avoid embarrassment when videos and photographs are being taken. You have the responsibility to use images and videos of yourself and others in a respectful and legal manner. You have the responsibility to ensure you have permission to use other people’s work. You have the responsibility to put this education into practice both in and beyond school. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 29 Appendix E – Responsible Use Agreement 29 Saltus Grammar School Responsible Use Agreement Proper and Ethical Use Using technology resources responsibly and with respect for others are the key tenets of the Saltus Grammar School Responsible Use Policy. Students should use Saltus technology and their personal technology, following the same guidelines used with other school resources. These guidelines include protecting your personal safety and that of others, respecting school and classroom rules, honouring the rights of others, and abiding by all rules regarding the use of technology. Please read this document to fully understand the Responsible Use Agreement Students in Years 7 through SGY2 participate in our One-To-One Device Programme, and are required to purchase a tablet or laptop through the school. Each student is responsible for ensuring that this essential learning tool is always available and in good working order. The tablet or laptop’s purpose is for educational rather than recreational use. A Saltus student is expected to exemplify the principles of the Codes of Honour and Conduct at all times, including when using technology. Students are expected to abide by the Responsible Use Agreement and the Technology Use Guidelines, which govern the use of technology. Student Responsible Use Agreement Safety and Privacy • I will adhere to the age requirements and guidelines of all websites. • I will protect my personal information and respect the privacy of others’ information. • I will respect my teachers by keeping all communication school-related. • I will show respect for myself and others by accessing, posting and hosting information and images that reflect positively on me and others. Digital Citizenship • I will be honest about my identity when I represent myself in any online communication. • I will use electronic devices appropriately, communicating and interacting with others in respectful ways. • I will not access or use hate-based or sexually explicit materials, nor will I harm others. • I will show my respect for intellectual property and creativity by asking permission and giving credit when using images and text from the Internet. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix E – Responsible Use Agreement 29 Classroom Use • I will follow all guidelines set by my teacher(s) regarding the use of electronic devices. • During class time, I will only chat, text, email, or use collaboration tools, cameras or recording devices when a teacher expressly authorizes me to do so. Conservation of Resources • I will respect and preserve resources by conserving paper, bandwidth and storage space. • I will check my school email frequently, deleting any unwanted messages promptly. • I will not install applications that might adversely affect the performance of my tablet or laptop. Network Security I will respect the connected nature of our digital community and will not tamper in any way with electronic devices owned or operated by the school, or owned by others. Care of Computer • I will be responsible for the care, maintenance and security of my personal equipment. • I will care responsibly for the tablet or laptop that has been entrusted to me by my family, following the guidelines of proper care and use. Saltus reserves the right to access, view, or monitor any information stored on or transmitted over the School’s technology resources, or on or over personal equipment that has been brought to school or used to access the schools network. Saltus reserves the right to restore student tablets or laptops to their original configuration, if necessary. Guidelines for Use of Technology Safety and Privacy • I will protect my personal information and that of others by keeping all such information private, including passwords, full names, email addresses, and cell phone numbers. • I will create passwords to protect my information. I will share my passwords only with my parents and teachers as appropriate. • I will not sign up myself or others for “junk” or “spam” email, nor will I forward such email. • I will not log in to sites when I do not meet the age requirement. • To protect my information and identity, I will not leave my computer unsecured at any time. • I will not pretend to be someone older when online. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix E – Responsible Use Agreement 29 Digital Citizenship Guidelines • I will assess how much time I spend with digital media and balance that with offline activities. • I will use social media only for school-related purposes during the school day. • I will abstain from posting anything online that an individual might not want shared. • I will refrain from posting anything hurtful or inappropriate online, whether in my own name, anonymously, or by using another identity. I will not post anything about others that could compromise their reputation or relationships with others. This includes: calling people names or insulting individuals based on their race, religion, national origin, disability, gender, sexual orientation, or any other type of group or stereotype creating sites or pages to demean someone in the community. • I will monitor and take responsibility for my digital presence/footprint. I will remove or seek help removing anything inappropriate and use privacy settings to control access to my personal information and that of others. • I will inform a trusted adult when: teasing crosses the line and is hurtful people engage in hate-speech any physical threats are made someone feels isolated an individual is receiving an excessive number of messages an individual is being excluded in a hurtful way a posting is sexually explicit Research and Information Literacy • I will choose the appropriate method for accessing information. • I will evaluate the information find to the best of my ability; I will consider the following criteria: Authority: Is the source/author credible? Accuracy: Is the information correct? Currency: Is the information still current? Bias: Is the information objective? • In accordance with the Saltus Codes of Honour and Conduct, I will use information responsibly, citing sources and adhering to copyright law. I will not copy information and present it as my own work (plagiarize) nor copy or distribute illegal software or other materials such as downloaded music or videos. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix E – Responsible Use Agreement 29 Network Security • I will not damage school equipment or property of others nor disrupt the network. • I will not attempt to access or alter parts of the network that I have not been given permission to use, such as another person’s files or network tools. • I will not attempt to bypass the security restrictions on my tablet or laptop or on the network. • I will report to the Help Desk any apparent problems with viruses or spyware as soon as they arise. • I will not attempt to use another person’s login or give my login information to other students. Conservation of Resources I will conserve resources by printing only what is necessary, limiting the amount of information I store on the network, and obeying school guidelines restricting recreational use. Care of Tablet or Laptop • I will bring my tablet or laptop to school charged every day. I will transport my tablet or laptop in an approved carrying case or protective sleeve. • I will place my tablet or laptop in a locked, secure location when it is not in my possession. • If I damage my tablet or laptop I will report the damage to the Help Desk as soon as possible. • I will treat my power supply with care. I realise my power supply has a unique serial number and will not exchange my power supply with others, since it will violate my service agreement. • I will backup my data regularly. • I will save and close documents and quit applications that I am not using in order to keep my tablet or laptop running optimally. • *Laptop only -When moving about with my laptop, I will not use standby or hibernate mode (important for protecting the hard drive). All students and parents will be asked to sign the last page: Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix E – Responsible Use Agreement 29 Saltus Grammar School Responsible Use Agreement Students: I understand and will abide by the guidelines above and the school’s Responsible Use Agreement. I understand that violation of this agreement may result in disciplinary action, including possible suspension of computer privileges or resetting the device to its original configuration. I will report to school administrators any information that I may have concerning violation of these rules. Student’s Name: __________________________________________(Please print) Student’s Signature: ___________________________________Date_______________ Parent or Guardian: As the parent or guardian of this student, I agree that my student will abide by the guidelines above and the school’s Responsible Use Agreement. I will encourage responsible use of technology and proper care of my child’s tablet or laptop. I understand that if the tablet or laptop is lost or damaged due to misuse, it will need to be replaced at my expense. I also understand and agree that violations of these rules may result in disciplinary action. Parent or Guardian’s Name _______________________________________(Please print) Parent or Guardian’s Signature_____________________________ Date_______________ Saltus Grammar School Educational Technology Plan – July 2014-June 2017 29 Appendix F – SIMS Timeline Proposed SIMS Implementation Timeline - v1.6 Revised: 4rd March 2014 Saltus Grammar School 108 St John's Rd, Hamilton HM09, Bermuda - +1 441-292-6177 EDU365 Group: Saltus Grammar School: Mark Stabler, Peter Beach Bruce Sinclair Proposed Timeline January to April 2014 Date January 2014 March 2014 March 2014 12th, 13th, 20th April / May Throughout project phase Service Task PRE-PROJECT PLANNING Original Project Planning Phase – Phase One Technical Planning and Consultation Agree School project team and precise dates PHASE 1 – TIMETABLE CONSTRUCTION SIMS CURRUCULUM Suite License Purchase IMPLEMENTATION VISIT ONE - Timetable Installation and training NOVAT6 Timetable Suite installation and training (on site) Follow up remote support to aid with Saltus timetable construction. Review completed timetable for issues. Project Management and reporting back to SLT School to complete timetable construction before end of May Phase One completed – Timetable for 2014/15 should be ready for use Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Days School EDU365 ½ day Project team PB / MS/ JA 3 Timetabler PB 2 Timetabler PB ½ day SMT PB 29 Appendix F – SIMS Timeline Sept 2014 Nov 2014 Jan 2015 Throughout project phase Feb/March 2015 Feb/March 2015 Feb – April 2015 March – June 2015 Feb – June 2015 Phase 2 – CORE INSTALL Project Planning for Phase 2 Technical Planning and Consultation Agree School project team and precise dates SIMS Data Conversion Test (TBC) Discuss Data Transfer – test extraction Hosted Server sizing and planning SIMS CORE and In Touch Suite License Purchase SIMS Installation SIMS Server technical build and setup of remote access SIMS Core and Discover Reporting Installation SIMS InTouch installation Testing of all services and database configuration Project Management and reporting back to SLT Technical Installation of SIMS completed NOTE: Hosting costs to be determined closer to install date SIMS Data Conversion Managed Data Extraction Carry out data transfer Phase 3 – CORE TRAINING AND SYSTEM ACCLIMATISATION IMPLEMENTATION VISIT 2 - SIMS CORE TRAINING SIMS Data Return and database training SIMS Options Training Return Data transfer and Acceptance SIMS Core Database Initial data input training and Personnel data input training Registrations and Admissions initial training System manager training SIMS Reporting basic training SIMS InTouch setup and Training Attendance setup and initial training REMOTE SUPPORT Timetable for 2014/15 to be completed by the School Timetabler Support and coaching Student basic and attendance data will be ‘live’ and maintained in parallel with existing system during the Summer Term by the Admin Department. Assessments and reports will be completed in the old system. Student data can be verified and checked thoroughly and pre-admission students can be processed and maintained. Admin users will gain familiarity with searching the system, e.g setting up reports and InTouch templates. Monthly data and progress checks Saltus Grammar School Educational Technology Plan – July 2014-June 2017 ½ day Project team PB / MS/ JA 1 day ½ day Data Manager PB / JA IT MS/PB 1 day 1 day ½ day ½ day ½ day IT EDU365 IT JA / CH IT JA / CH ½ day 1 day 1 day ½ day 1 day ½ day ½ day ½ day ½ day ½ day IT JA / CH SMT PB Data Manager PB / JA Data Manager PB Timetabler PB/JA Data Manager PB / JA Data Manager PB / JA Admissions officer PB / JA IT / Data Manager JA / PB Data manager JA / PB Data manager JA / PB Attendance Mgr JA / PB Timetabler ½ day Timetabler PB 2 days Data Manager PB Appendix F – SIMS Timeline May 2015 Throughout project phase 29 Timetable Completion / SIMS Year End and Live Prep Timetable import and Student class assignment SIMS ‘Year End’ training ½ day 1 day Project Management and reporting back to SLT 1 day Timetabler PB Data manager / Admissions officer SMT PB Data Manager/ Admin staff PB Data manager PB PB April– June 2015 The School will make fine adjustments to the database and timetable and print and distribute class lists and timetables for 2014/15. Phase 4 – GO LIVE and Assessment Manager July - Aug 2014 System checks on end of year promotion readiness and 1 day general health of the data. Work with Admins to correct any issues. Personnel and Appraisal Management License purchase IMPLEMENTATION VISIT 3 – GO LIVE* Teachers week/ System ‘live’ and in use as primary data source Early September 2015 ON SITE ACADEMIC YEAR STARTUP SUPPORT SIMS Core Database training – housekeeping routines 1 day ‘Go-live’ support 1 day Registrations & Admissions follow up – admit students ½ day ON SITE TRAINING SIMS ‘Overview’ for all teachers ½ day SIMS Reporting advanced training ½ day Attendance further training ½ day SIMS Behaviour management ½ day Cover Management ½ day SIMS Assessment Manager training 2 days Oct 2015 DEC 2015 Throughout phase Throughout phase Saltus Grammar School Educational Technology Plan – July 2014-June 2017 All Teachers PB Data manager PB PB Pastoral Mgr PB Cover manager PB Assessment coordinator Assessment coordinator Assessment coordinator PB 1 day Assessment coordinator PB ½ day Assessment coordinator / SMT PB ½ day SMT / Personnel mgr Assessment coordinator PB SMT/Data Manager PB Data Manager PB 2 days Assessment Manager - follow up and assistance with ‘live’ 1 day end of term reporting session. Project Management and reporting to SLT 1 day Data and progress checks throughout term PB PB Attendance mgr School to setup Assessment Templates, following the training Assessment Co-ordinator support – assist with assessment and reporting scheme setup REMOTE SUPPORT Assessment Reporting ‘live’ Assessment Manager - follow up and assistance with ‘live’ mid-term reporting session. Assessment Manager Performance Analysis (Following completion of entry of assessment results) Staff Performance and Appraisal management All Admissions Officer 1 day PB PB Appendix F – SIMS Timeline Autumn 2015 Spring 2016 29 PROJECT COMPLETION AND SIGN OFF Phase 5 – VLE (Separate Proposal) VLE/Parent Portal Installation and training (TBC) VLE Live Travel and on-site days TBC Notable Dates for 2014 / 15 New Year’s Day – 1st January 2014 Good Friday – 18th April 2014 Easter Monday – 21st April 2014 Bermuda Day – 26th May 2014 Heroes Day - 16th June 2014 Emancipation Day – 31st July 2014 Somers Day – 1st August 2014 Labour Day – 1st September 2014 Remembrance Day – 11th November 2014 New Year’s Day – 1st January 2015 Good Friday – 3rd April 2015 Easter Monday –6th April 2015 Bermuda Day – 25th May 2015 Heroes Day - 16th June 2015 Implementation Detail January / February 2014 Project Meeting One of the first tasks following this proposal will be a project meeting to agree the timeline, designate members of the team required at the School, precise dates on site and travelling arrangements. There are certain tasks that can be carried out remotely and others that will require on-site visits. The number of travelling days will be kept to a minimum by careful scheduling and implementation planning. March 2014 Timetable Construction and SIMS base data setup During early March, the timetable construction should start, with a view to publishing a live timetable in September 2014. The timetable is also essential for the implementation of Assessment Manager, Lesson Monitor, Profiles and the VLE system. May 2014 SIMS Timetable completed and able to be distributed to Staff Phase One complete – Timetable implemented _____________________________________________________ Phase Two – Full SIMS Core Implementation September 2014 Planning for Phase two – SIMS.net Implementation Planning meetings for phase two, full SIMS implementation. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix F – SIMS Timeline 29 Autumn 2014 SIMS Data Transfer tests Test data extraction and data transfer from existing system to SIMS. February / March 2015 Technical Installation Installation will take place remotely or on site. This is dependent on School preference and whether or not a hosted agreement is in place. Following installation, local workstation setup and onboarding should be carried out by the School technical team. February 2015 Options Training Training on SIMS Options Module. Feb/March 2015 Core Data Transfer Return and Initial Training A data extraction from the existing MIS system will be made, transferred and reviewed. A CSV template will be provided detailing the fields able to be transferred into SIMS. Initial training will take place following the transfer. During this time, the basic data in SIMS should be checked and updated, such as the term dates, pastoral structure and teaching staff data records. This will facilitate the timetable import and data transfer. May 2015 Timetable Completion (Second Year) and Year End The timetable for 2014/15 should be completed at this point and integrated into SIMS in preparation for student curriculum assignment. Following the integration it will be possible to produce timetables for academic year 2014/15, in advance. The admissions (future students) for the coming academic year will be confirmed and assigned to the appropriate pastoral and timetabled classes. The SIMS ‘Year End’ routines can also be run, setting up the pastoral structure and confirming the pre-admission students for the coming year. Late August/ Early September 2015 ‘Live’ system - Attendance Register and SIMS Live student data entry This phase sees SIMS takeover as the live point of reference for School data. The adoption of Attendance and Behaviour management functionality should take place in this term, plus use of the SIMS report generator. SIMS InTouch The SIMS InTouch email and SMS communication system will be implemented across the School at this time, enhancing the communication between School and parents, such as the distribution of general messages, attendance and conduct notifications and assessment reports. Autumn 2015 Assessment Manager This phase sees the implementation of SIMS Assessment Suite, enabling student assessment marks to be recorded, culminating in the production of the individual student performance report. This can be printed and sent home on paper and/or emailed to the parents via SIMS InTouch. Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix F – SIMS Timeline 29 Autumn 2015 / Spring 2016 Parent portal – (Days required TBC) In Autumn 2014 / Spring 2015, the Parent portal should be implemented. At this point the SIMS core database and main areas should be well established and ready to provide data for parental viewing via the parent portal. Design should take place in the second half of 2014 with a view to publishing core data to parents in early 2015. In addition to static data, Information including attendance, conduct, assessment results and ultimately the termly report will be accessible. Both staff and students can also take advantage of the accessibility of an online homework calendar with linked learning resources. Other areas for Consideration in 2016 onwards Cashless Catering / POS system – To be Implemented in School Uniform Shop and refectory SIMS Lesson Monitor – Attendance recorded for every lesson. LiveRegister – Biometric registration of students and staff if required Fees Billing / FMS General Ledger – Financial management and student fees billing SIMS Exam Organiser – Administrations, entries and result processing with external exam boards Saltus Grammar School Educational Technology Plan – July 2014-June 2017 Appendix G – Sample PD Calendar 48 Technology PD Lunch ‘n Learn Sessions – January 2014 Bring your lunch & your laptop and tablet, iOS device or SMART phone to these sessions. You will see several sessions, LP, UP, Sec, to choose from. These sessions may count toward the PD you log for the Bermuda Educator’s Council (BEC). To save a session to your Outlook calendar: 1. Open the shared calendar. 2. Open your own calendar. 3. Drag the session of your choice from the Tech PD calendar to your own calendar. Here is a listing of all the technology PD sessions from the calendar: QR Codes in the Classroom Quick response (QR) codes are easy to create and have many uses in the classroom. By posting a QR code, you can lead students to information by just using their computer's or mobile device's camera. Join us to learn about Quick Response codes and get some tips on using them in the classroom. Thursday, 9 January 12-12:30 pm - (C307) Lower Primary 12-12:30 pm – (J419) Upper Primary 1-1:30 pm – (S412) Secondary 3:15-3:45 pm - (C307) Lower Primary Tuesday, 14 January 3:15-3:45 pm - (C307) Lower Primary Audio Podcasting Tools with Audioboo & VoiceThread Audioboo is a free social podcasting platform that combines audio recording and social media. Learn to create your own or access podcasts from the "boo" library, from providers like BBC, PBS kids and The Guardian. VoiceThread is a web-based social media tool that allows users to create and enhance audio recordings with text, video and photos. Appendix G – Sample PD Calendar 49 Thursday, 16 January 12-12:30 pm (J501) Upper Primary 1-1:30 pm (S102) Secondary Friday, 17 January 12-12:30 pm (C501) Lower Primary Augmented Reality Boards with Aurasma Aurasma's image recognition technology uses a smartphone's or tablet's camera to recognize real world images (i.e. student work) and then overlay rich media on top of them in the form of animations, videos, 3D models and web pages. Here is a great video that explains the process: http://www.youtube.com/watch?v=uHIxYpBW7sc This app will work on iPhone, iPad, Android phone or tablet, such as a Samsung Galaxy. App should be installed prior to the session. Thursday, 23 January 1-1:30 pm (S507, ICT lab) Secondary Digital Storytelling Release your Inner Author! Digital storytelling allows students to express their creativity through story and engages the viewer in a new way. These tools take Story to a new level through voice, text, images, audio and video. Thursday, 30 January 12-12:30 pm (J416) 1-1:30 pm (S203) Saltus Grammar School Educational Technology Plan – July 2014-June 2017