Technology Plan 2013-2016

Transcription

SAU 16 – Technology Plan 2013-‐2016 SAU #16 30 Linden Street Exeter, New Hampshire 603-‐775-‐ 8400 Technology Plan
2013-2016
Serving the towns of Brentwood, East Kingston,
Exeter, Kensington, Newfields, and Stratham
Pending Approval
SAU 16 Joint School Board
1 SAU 16 – Technology Plan 2013-‐2016 SAU #16 Joint School Board Brentwood School Board o Dianne Vosgien o Charlie Gargaly o Amy Mitchell o Jessie Hollister o Melissa Litchfield East Kingston School Board o Korrine Bork o Christina Cassano Pelletier o Erin Pettinato Exeter School Board o Patrick O’Day o Kathy McNeill o John Maxwell o Jean Tucker o Tracy Jeffers Exeter Region Cooperative School Board o Linda Garey o Dave Miller o Maggie Bishop o Darrell Chichester o Kate Segal o Alicia Heslop o Mark Portu o Helen Joyce Kensington School Board o Stacy Superenaunt o Gary Bonitatibus o Barbara Darby Newfields School Board o Kirsten Lord o James McIlroy o Karla Dalton Stratham School Board o Travis Thompson o Everett Lamm o Heidi Hanson o Eric von der Linden o Bob O’Sullivan 2 SAU 16 – Technology Plan 2013-‐2016 SAU 16 Technology Committee Cooperative Middle School Andy Littlefield Marcy Royce Michael Durant East Kingston School Chris Benson Exeter High School Beth Kaputa Liz Morse Mark Tobey Mary Ingham Richard Pratt Joint School Board Mark Portu Kensington Elementary School Heather Reed Rebekah Prince Lincoln and Main Street Schools Helen Burnham Beverly Tabet Cinda Patrie Nina Baillargeon Newfields Elementary School Allison Bzdafka Charisse Thompson SAU 16 Support Staff Barbara Graff Seacoast Professional Development Center Jennifer Middaugh Stratham Memorial School Ellen Sargent Jessica Valenti Mary Lou O’Connor Swasey Central School Amy Cantone Robert Hartnett Technology Support Services Ashlee Lambert Bonnie Murphy Brian Perry Carrie Drew Daryl McKinnon Steve Garvin Technology Infrastructure Services J.R. Jones John Deplanche Ryan Moriarty SAU #16 Community Peter Hauk SAU #16 Administration Barbara Switzer Becky Ruel Helen Rist Jim Eaves John LeSage Leslie Haslam Ron Kew Sandie MacDonald Seacoast School of Technology Gary Sinden 3 SAU 16 – Technology Plan 2013-‐2016 Table of Contents SAU 16 Statistics SAU 16 Vision, Mission, Goals Technology Vision and Belief Statements Technology Goal Statements Statement of Compliance Ed. 306.08 ISTE – NETS Essential Components NETS for Students NETS for Teachers NETS for Administrators Action Plans • Curriculum and Instruction • Technology Access and Resources • Communication and Collaboration • Professional Development Technology Evaluation Tools Action Plan Evaluation Rubrics Student Data Collection Tools Technology Budget Information Technology Department Information SAU 16 Technology Related Policies and Procedures Page 5 Page 6 Page 7 Page 8 Page 9 Page 11 Page 13 Page 15 Page 18 Page 21 Page 24 Page 29 Page 31 Page 32 Page 41 Page 53 Page 57 Page 73 Page 84 4 SAU 16 – Technology Plan 2013-‐2016 5 SAU 16 – Technology Plan 2013-‐2016 SAU #16 Vision Statement To provide a rigorous and comprehensive education that will prepare our students for diverse post-‐secondary educational opportunities, a competitive workplace, and active civic participation. SAU #16 Mission To help students gain knowledge and skills that built intellect, character, and a lifelong thirst for learning. SAU #16 Guiding Principles Provide a rigorous and comprehensive education that challenges all students. Master core academic knowledge and skills to the best of each individual’s ability. • Language arts • Mathematics • Science, technology, research, laboratory, and other fundamental academic skills • Social studies • World languages • Fine and performing arts • Health, wellness, family/consumer science, physical education Support a culture within our schools that builds strength of mind and character • Critical thinking and analytical skills • Self-‐discipline, self-‐motivation, independence • Effective communication and collaboration skills • Personal responsibility and respect for others • Ability to adapt and evolve with resiliency and creativity • Passion for learning and challenge • Physical and emotional well-‐being and safety Prepare students for active participation in community and civic affairs • Appreciation of and experience with community service • Opportunities for leadership and community / school involvement • Understanding and appreciation of our democratic society and civil rights Obtain backing from SAU 16 central office operations to support our vision and achievement of these goals • Provide high quality professional services to our member school districts at reasonable cost to taxpayers • Build and maintain positive relationships among our communities, parents, schools, and other educational institutions • Implement the strategic plan 6 SAU 16 – Technology Plan 2013-‐2016 SAU #16 Technology Vision The vision of technology in SAU #16 is to prepare students to live and work in a society dominated by digital communication. SAU #16 commits to the following belief statements: • We believe that growth, acceptance, and ubiquity of the Internet are profoundly important. • We believe that expertise can be delivered to anyone, anywhere, anytime. • We believe that new technology will allow us to move toward innovative learning practices for students and teachers. SAU #16 commits to the following action statements: • We commit to provide anywhere, anytime access to technology, working toward a 1:1 goal. • We commit to provide access to a wide range of software, electronic documents, the Internet, and other digital resources. SAU #16 commits to the following instructional statements: • We will create school environments where there is seamless inclusion of technology in classroom activities. • We will instruct students to appropriately and safely communicate, interact or share information with each other and the world by establishing and following digital citizenship guidelines. • We will provide students with opportunities to create positive digital footprints. • We will analyze, evaluate, and build data systems that measure student and teacher success. • We will use data to inform and improve instructional practices. 7 SAU 16 – Technology Plan 2013-‐2016 Overarching Goal: Create a solid, long-‐term plan that recognizes that the implementation of technology is an on-‐
going process and not a one-‐time event. Curriculum and Instruction: Identify, align, adopt, manage, and assess integrated information literacy and technology competencies for grades PreK-‐12. Develop a collaborative model to engage district schools to cooperatively analyze and align their curriculum with the CCSS and technology competencies. Advance innovative learning practices for students and teachers in an educational environment where there is seamless inclusion of technology and technology resources. Technology Access and Resources: Convene a one-‐to-‐one/BYOD committee, or subcommittee of the existing technology committee, to continue researching and piloting BYOD options and strategies. Develop and disseminate a clearly defined implementation plans for Google Apps, BYOD and a 1:1 device environment. Expand existing policy catalog to include, at minimum: Cell Phone Use policy, Bring Your Own Device policy, Social Media Use Policy, Google Apps Policy, and Mobile Device Management Policy Ensure students have access to cloud based learning tools and opportunities and emerging technologies that will advance student achievement. Establish a solid, secure, Network Management Strategy with the ability to monitor and manage network bandwidth to meet real-‐time needs resulting in 99% uptime. Communication: Ensure that technology information is shared across the SAU #16 and with the community. Prepare students to appropriately and safely communicate, interact, and share information with each other and the world while simultaneously helping them as they begin to create positive digital footprints. Professional Development and Support: Provide effective professional development in the area of technology and technology literacy aligned with NETS, ISTE, NH School Approval, the CCSS, the SAU #16 Professional Development Master Plan, local area improvement plans, NH professional standards, the SAU #16 technology goals, and the SAU #16 grade level technology scope and sequence. 8 SAU 16 – Technology Plan 2013-‐2016 This Technology Plan, shall at minimum, meet the standards for public school approval, as outlined in Ed 306.08 Instructional Resources. Ed 306.08 Instructional Resources.
(a) The local school board shall require that each school:
(1) Provides a developmentally appropriate collection of instructional resources,
including online and print materials, equipment, and instructional technologies,
that shall be current, comprehensive, and necessary to support the curriculum as
well as the instructional needs of the total school population;
(2) Provides that instructional resources are, as appropriate:
a. Catalogued and classified according to practices accepted by the American
Library Association as specified in the Anglo-American Cataloguing Rules,
Second Edition (AACR2), 2002 edition;
b. Organized to make them accessible to students and staff;
c. Managed through circulation policies and procedures that are designed to
maximize the use of the resources; and
d. Utilize community resources;
(3) Provides instructional resources to all students and staff from designated
space(s) in each school, including:
a. Ready access to instructional resources, including those available online or
through interlibrary loan;
b. Instruction in:
1. Accessing information efficiently and effectively;
2. Evaluating information critically and competently;
3. Using information accurately and creatively;
4. Pursuing information related to personal interests;
5. Appreciating literature and other creative expressions of information;
6. Striving for excellence in information-seeking and knowledge generation;
7. Recognizing the importance of information to a democratic society;
8. Practicing ethical behavior in regard to information and information technology;
and
9. Participating effectively in groups to pursue and generate information; and
c. Activities to promote the development of reading, viewing, and listening skills;
and
9 SAU 16 – Technology Plan 2013-‐2016 (4) Implements a written plan for the ongoing development, organization,
acquisition, maintenance, replacement, and updating of instructional resources
necessary to support the needs of the user population and the curriculum.
(b) At a minimum, the plan implemented under (a)(4) above shall:
(1) Provide an analysis and assessment of the present instructional resources based
on:
a. The needs of the user population and the curriculum;
b. Accessibility of instructional resources to all students and staff;
c. Strengths and weaknesses of the present instructional resources; and
d. Resources available within the district, the local community, and beyond;
(2) Reflect developing instructional technologies; and
(3) Establish priorities, criteria, timelines, and procedures for the selection,
acquisition, maintenance, and replacement of instructional resources which shall
include but not be limited to:
a. Online materials,
b. Print materials,
c. Equipment, and
d. Instructional technologies.
10 SAU 16 – Technology Plan 2013-‐2016 Professional Development and Curriculum Outcomes based on ISTE: NETS -‐ Essential Conditions Necessary conditions to effectively leverage technology for learning: Shared Vision Proactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community Empowered Leaders Stakeholders at every level empowered to be leaders in effecting change Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources Ongoing Professional Learning Technology-‐related professional learning plans and opportunities with dedicated time to practice and share ideas Technical Support Consistent and reliable assistance for maintaining, renewing, and using ICT and digital learning resources Curriculum Framework Content standards and related digital curriculum resources that are aligned with and support digital age learning and work Student-‐Centered Learning Planning, teaching, and assessment centered around the needs and abilities of students 11 SAU 16 – Technology Plan 2013-‐2016 Assessment and Evaluation Continuous assessment of teaching, learning, and leadership, and evaluation of the use of ICT and digital resources Engaged Communities Partnerships and collaboration within communities to support and fund the use of ICT and digital learning resources Support Policies Policies, financial plans, accountability measures, and incentive structures to support the use of ICT and other digital resources for learning and in district school operations Supportive External Context Policies and initiatives at the national, regional, and local levels to support schools and teacher preparation programs in the effective implementation of technology for achieving curriculum and learning technology (ICT) standards 1 1 iste.org/nets 1
Copyright © 2009 International Society for Technology in Education All rights reserved. No part of this material may be reproduced without written permission from copyright owner. 12 SAU 16 – Technology Plan 2013-‐2016 NETS for Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 13 SAU 16 – Technology Plan 2013-‐2016 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. 2 2 © 2007 International Society for Technology in Education. 2
ISTE® is a registered trademark of the International Society for Technology in Education. 14 SAU 16 – Technology Plan 2013-‐2016 NETS for Teachers Effective teachers model and apply the NETS·S as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. 1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-‐to-‐
face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-‐world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-‐to-‐face and virtual environments 2. Design and Develop Digital Age Learning: Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-‐enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching 15 SAU 16 – Technology Plan 2013-‐2016 3. Model Digital Age Work and Learning: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4. Promote and Model Digital Citizenship and Responsibility: Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. Address the diverse needs of all learners by using learner-‐centered strategies providing equitable access to appropriate digital tools and resources c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools 5. Engage in Professional Growth and Leadership: Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. a. Participate in local and global learning communities to explore creative applications of technology to improve student learning b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others 16 SAU 16 – Technology Plan 2013-‐2016 c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning d. Contribute to the effectiveness, vitality, and self-‐renewal of the teaching profession and of their school and community 3
3
NETS·T © 2008 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education. 17 SAU 16 – Technology Plan 2013-‐2016 NETS for Administrators I. LEADERSHIP AND VISION—Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision. Educational leaders: A. facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision. B. maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-‐range, and systemic technology plan to achieve the vision. C. foster and nurture a culture of responsible risk-‐taking and advocate policies promoting continuous innovation with technology. D. use data in making leadership decisions. E. advocate for research-‐based effective practices in use of technology. F. advocate, on the state and national levels, for policies, programs, and funding opportunities that support implementation of the district technology plan. II. LEARNING AND TEACHING—Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching. Educational leaders: A. identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-‐based curriculum leading to high levels of student achievement. B. facilitate and support collaborative technology-‐enriched learning environments conducive to innovation for improved learning. C. provide for learner-‐centered environments that use technology to meet the individual and diverse needs of learners. D. facilitate the use of technologies to support and enhance instructional methods that develop higher-‐level thinking, decision making, and problem-‐solving skills. E. provide for and ensure that faculty and staff take advantage of quality professional learning opportunities for improved learning and teaching with technology. 18 SAU 16 – Technology Plan 2013-‐2016 III. PRODUCTIVITY AND PROFESSIONAL PRACTICE—Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others. Educational leaders: A. model the routine, intentional, and effective use of technology. B. employ technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. C. create and participate in learning communities that stimulate, nurture, and support faculty and staff in using technology for improved productivity. D. engage in sustained, job-‐related professional learning using technology resources. E. maintain awareness of emerging technologies and their potential uses in education. F. use technology to advance organizational improvement. IV. SUPPORT, MANAGEMENT, AND OPERATIONS—Educational leaders ensure the integration of technology to support productive systems for learning and administration. Educational leaders: A. develop, implement, and monitor policies and guidelines to ensure compatibility of technologies. B. implement and use integrated technology-‐based management and operations systems. C. allocate financial and human resources to ensure complete and sustained implementation of the technology plan. D. integrate strategic plans, technology plans, and other improvement plans and policies to align efforts and leverage resources. E. implement procedures to drive continuous improvements of technology systems and to support technology replacement cycles. 19 SAU 16 – Technology Plan 2013-‐2016 V. ASSESSMENT AND EVALUATION—Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation. Educational leaders: A. use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity. B. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning. C. assess staff knowledge, skills, and performance in using technology and use results to facilitate quality professional development and to inform personnel decisions. D. use technology to assess, evaluate, and manage administrative and operational systems. VI. SOCIAL, LEGAL, AND ETHICAL ISSUES—Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-‐
making related to these issues. Educational leaders: A. ensure equity of access to technology resources that enable and empower all learners and educators. B. identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of technology. C. promote and enforce privacy, security, and online safety related to the use of technology. D. promote and enforce environmentally safe and healthy practices in the use of technology. E. participate in the development of policies that clearly enforce copyright law and assign ownership of intellectual property developed with district resources. 4 4 NETS Project, copyright © 2002, ISTE, 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. Copyright © 2002, International Society for Technology in Education 20 SAU 16 – Technology Plan 2013-‐2016 Action Plans Curriculum and Instruction: Identify, align, adopt, manage, and assess integrated information literacy and technology competencies for grades PreK-‐12. Timeline
Action Steps
Year 1
13/14
Year 2
14/15
Year 3
15/16
Continue the process of researching best practice for integrating the technology competencies into content areas,
beginning with SAU 16 successful practices. Include opportunities to introduce (frequently in a group computer lab
activity), practice (typically in daily instruction), and show mastery of (demonstrated in an individual student project or
group culminating event) each technology competency.**
X
X
X
Outline the technology enhanced roles teachers are expected to take in the learning process.
X
X
X
Research and select a tool/system to monitor the progress of individual student mastery of the technology
competencies from Kindergarten through grade 12. Investigate options within Google to track this information as an
digital student portfolio.
X
X
X
Provide professional development for teachers and staff for the purposes of supporting students in the development of
their digital portfolio.
X
X
X
Continue to offer and expand a diverse array of professional development options to support the attainment of the NETS
for Teachers and Administrators competencies by all staff. Provide opportunities for staff, including teachers,
administrators, and support personnel, to engage in technology integration focused staff development opportunities.
X
X
X
** Ed 306.08 Resources to Include: • A developmentally appropriate collection of instructional resources, including online and print materials, equipment, and instructional technologies, that shall be current, comprehensive, and necessary to support the curriculum as well as the instructional needs of the total school population. • Instructional resources are, as appropriate: a. Catalogued and classified according to practices accepted by the American Library Association as specified in the Anglo-‐American Cataloguing Rules, Second Edition (AACR2), 2002 edition; b. Organized to make them accessible to students and staff; c. Managed through circulation policies and procedures that are designed to maximize the use of the resources; and d. Utilize community resources. SAU 16 – Technology Plan 2013-‐2016 Develop a collaborative model to engage district schools to cooperatively analyze and align their curriculum with the CCSS and technology competencies.** Timeline
Action Steps
Year 1
13/14
Year 2
14/15
Year 3
15/16
Continue the current process of analyzing the Common Core State Standards (CCSS) from the perspective of technology
skills (ICT literacy) requirements.
X
X
X
Solicit representation from the individual elementary schools, middle, and high schools to convene one SAU wide team
to conduct this analysis of the CCSS for technology integration that can be further customized by each individual school
district’s curriculum team.
X
Research and adopt a PreK-12 integration matrix that identifies the specific content areas and CCSS where technology
tools, skills, and/or resources are appropriate and/or required.
X
Seek, develop and document and share strategies and resources to support teacher’s efforts to understand how to
incorporate the technology components into daily content delivery and formative assessment.
X
X
X
th
**Ed 306.42 – Plans should continue to promote 8 grade competency of the required high school .5 credit in computer literacy. 22 SAU 16 – Technology Plan 2013-‐2016 Advance innovative learning practices for students and teachers.** Timeline
Action Steps
Investigate innovative classroom and instructional practices, such as, Flipped Classroom, Project Based Learning (sample
at: http://www.bie.org/), competency based learning, blended and virtual learning, collaborative electronic learning,
student centered learning, and response to instruction.***
Pilot innovative classroom and instructional practices, such as, Flipped Classroom, Project Based Learning (sample at:
http://www.bie.org/), competency based learning, blended and virtual learning, collaborative electronic learning,
student centered learning, and response to instruction.
Year 1
13/14
Year 2
14/15
X
X
X
Year 3
15/16
X
Transform K-5 Technology Mentor Program into a formalized Technology Integrator or “Coach” position.
X
Enhance the role of the Library/Media Specialist to incorporate the use technology to promote innovative learning
practices for students and teachers.
X
** Ed 306.08 To Include: a. Providing access to instructional resources, including those available online or through library loan. b. Providing instruction in: 1. Accessing information efficiently and effectively. 2. Evaluating information critically and competently. 3. Using information accurately and creatively. 4. Pursuing information related to personal interests. 5. Appreciating literature and other creative expressions of information. 6. Striving for excellence in information-‐seeking and knowledge generation. 7. Recognizing the importance of information to a democratic society. 8. Practicing ethical behavior in regard to information and information technology. 9. Participating effectively in groups to pursue and generate information. c. Promoting activities useful in the development of reading, viewing, and listening skills.
d. A continued evaluation of instructional staff and technical support at each grade range (P-‐5, 6-‐8, 9-‐12) to ensure attainment of technology and instructional goals. *** Ed 306.22 Innovative Learning Strategies 23 SAU 16 – Technology Plan 2013-‐2016 Technology Access and Resources: Develop and disseminate a clearly defined implementation plans for Google Apps and a 1:1 device environment. Timeline
Action Steps
Year 1
13/14
Year 2
14/15
Convene a sub-committee of the SAU Technology Committee to complete the task of defining, implementing, and
monitoring a formal plan to implement Google Apps for Education (GAFE) and a 1:1 initiative, including professional
development and support.
X
Analyze the benefits of different one-to-one models at all instructional levels (K-2, 3-5, 6-8, and 9-12), for example take
home versus in class/school only use. Analyze the pros and cons of single device (tablet, smart phone, netbook,
Chromebook, laptop), single brand versus multiple device, multiple brand deployments.
X
X
Include the following elements in the implementation plan:
1) Phased timeline for student email rollout for each instructional level and each school/district.
2) Phased timeline for rollout of Google Apps for Education (GAFE) by levels and districts,
X
X
X
X
Year 3
15/16
3) Phased timeline for rollout of 1:1 by levels and districts,
4) Creation and support of implementation team to provide Google Apps for Education (GAFE) professional development,
Along with the Google phase-in plan, develop a phase out and/or reduction in use strategy for other productivity suites,
so the district to focus PD efforts on primary productivity applications.
24 SAU 16 – Technology Plan 2013-‐2016 Convene 1:1 and BYOD committees to continue researching, conduct applicable cost-‐benefit analysis, and pilot options and strategies as appropriate. Timeline
Action Steps
*Denotes that step has already started.
Convene a group of SAU-wide group of Coop parents, students, district leadership, along with teachers and school
leadership. This committee would be charged with the following:
1) Define both one-to-one and Bring Your Own Device (BYOD) efforts
Year 1
12/13
Year 2
13/14
Year 3
14/15
X
X
X
2) Conduct cost benefit analysis for both 1:1 and BYOD (ex: reducing/eliminate text books, redefine space, and other
applicable areas of saving should be included)
3) Identify content areas and potential devices for pilots
4) Identify, develop, and approve any necessary policy or procedure requirements for a one-to-one BYOD pilot
5) Set priorities, timelines, and evaluation metrics for pilot implementations, and
6) Research funding, ownership strategies, insurance, and develop budget for a phased full scale implementation.
•
•
•
•
•
•
•
•
•
•
Review current literature on one-to-one and BYOD, both pros and cons, with attention to current conditions in SAU 16
regarding infrastructure, wireless access, technical and end-user support capacity, and teacher readiness to
incorporate technology tools into daily instruction.*
X*
Review and use as appropriate the tools available at the K12 Blueprint Bring Your Own Device Toolkit at
http://k12blueprint.com/byod that includes:
X
X
Getting Started with BYOD document
Planning and Implementation Framework
BYOD Implementation Challenges document
Mobile Technology Scenarios
Mobile Learning: the Next Wave of K-12 Education Innovation document
Exemplar BYOD Presentations
District Readiness Checklist
Teacher Readiness Checklist
BYOD Case Studies (Forsythe County Schools and Oak Hills Local SD)
BYOD Sample Acceptable Use Polices
25 SAU 16 – Technology Plan 2013-‐2016 Expand existing policy catalog to include, at minimum: Cell Phone Use policy, Bring Your Own Device policy, Social Media Use Policy, Google Apps Policy, and Mobile Device Management Policy. Timeline
Action Steps
Year 1
12/13
Year 2
13/14
Year 3
14/15
Identify school communities that have successful student cell phone, personal computing device (BYOD), and social
media use policies for extended learning opportunities in place.
X*
X
X
Visit identified communities to see the student cell phone use, BYOD, and social media policies in real-world teaching
and learning situations.
X*
X
X
X
X
Adopt and adapt successful policies for SAU 16 consideration, acceptance, and implementation. Review with school and
district legal representation, as individual district policy requires.
Take the new policies through SAU 16, and as required individual elementary school district, policy and school
committees for approval.
X
Develop a professional development plan to educate school leaders on the appropriate use and enforcement of the new
policies regarding personal computing devices and the use of social media for extended learning opportunities.
X
Implement a plan to inform the school community, especially parents and students, about the new policies including
enforcing appropriate use and sanctions for inappropriate use of personal devices in school learning environments and on
school property.
X
Evaluate the value and success of using personal devices for extended learning opportunities on a yearly basis for at
least the first three years after implementation.
X
26 SAU 16 – Technology Plan 2013-‐2016 Ensure students have access to cloud based learning tools and opportunities and emerging technologies that will advance student achievement. Timeline
Action Steps
Year 1
13/14
Year 2
14/15
Year 3
15/16
Ensure annual budgets provide resources to support the technology needs of students, teachers and staff.
X
X
X
Ensure infrastructure and hardware is in place to support student learning.
X
X
X
Create and budget for the implementation of a computing device life cycle schedule that maintains end user device at
or below five years of service.
X
**Ed. 306.08 -‐ All access and resource plans will include provisions for the equitable access of and to instructional resources. • Resource and implementation plans will include provisions for ongoing development, organization, acquisition, maintenance, replacement, and updating of instructional resources necessary to support the needs of the user population and the curriculum. • Access plans will include assessment of the present instructional resources based on: o The needs of the user population and the curriculum; o Accessibility of instructional resources to all students and staff; o Strengths and weaknesses of the present instructional resources; and o Resources available within the district, the local community, and beyond; • Access plans will reflect developing instructional technologies, and will include priorities, criteria, timelines and procedures for the selection, acquisition, maintenance, and replacement of instructional resources which shall include but not be limited to: online materials, print materials, equipment, and instructional technologies. 27 SAU 16 – Technology Plan 2013-‐2016 Establish a solid, secure, Network Management Strategy with the ability to monitor and manage network bandwidth to meet real-‐
time needs resulting in 99% uptime. Timeline
Action Steps
Complete the implementation and testing of the Fair Point Virtual Private Network (VPN).*
Identify areas where network and Internet services can be consolidated and managed over the VPN such as a single SAU
16 network firewall and content filtering solution.*
Work with all SAU 16 technology personnel to assess and specify hardware and software requirements for network
monitoring, notification of event alerts, and a web interface for real-time network health and administration.*
Adopt network performance metrics to compare real-time network uptime, bandwidth and availability heuristics against
the adopted standard.*
Select, purchase, and install hardware and software tools to monitor real-time user needs and control network
bandwidth and data traffic. This should include support for additional applications and the provision of high-quality
network and data security.
Map all SAU 16 server equipment locations and determine age and health, services provided, and utilization of
computing and storage capacity.
Evaluate which servers can be virtualized as a means to improve server management and reduce maintenance and
support costs.
Select, purchase, and install virtualization hardware and software and create a 3 to 5 year server virtualization
implementation roadmap.
Work with SAU 16 technology personnel to evaluate any cost saving that will be realized by transitioning from current
MS License Agreement for Office and other server-based software applications to using Software as a Service (SaaS) or
Cloud-based applications.
Take cloud-based versus server-based analysis to the appropriate SAU leadership for review, approval, and identification
of funding options.
Year 1
12/13
Year 2
13/14
Year 3
14/15
X*
X* X X* X X* X X X X X X X X X X X X X 28 SAU 16 – Technology Plan 2013-‐2016 Communication and Collaboration: Ensure that technology information is shared across the SAU #16 and with the community. Timeline
Action Steps
Year 1
13/14
Year 2
14/15
Year 3
15/16
Develop and implement a communication process using traditional means and social media to inform all SAU 16 and
individual elementary school district administrators as well as all school-based staff on technology initiatives and
successes.
X
X
X
Encourage school-based staff to provide, and the Technology Committee to gather and disseminate, information on how
technology is being used, what is learned from the efforts and experiences of teachers and students, and how other SAU
16 schools and classrooms can adapt, adopt, and replicate technology integration and use successes.
X
X
X
Develop, implement and monitor the processes and mechanisms to provide administration with feedback on classroom
technology integration and innovative teaching strategies including their effectiveness on student learning. (ex. On-line
survey, community survey, student technology skills survey, student assessment results)
X
X
X
Charge the Technology Committee with identifying strategies for measuring the yearly success of the information
communication process, identifying ways to improve, and implementing improvement strategies. ie. Annual online
survey, asking for comments on a Facebook page, etc. Additional data tools to include: LoTi Survey, TAGLIT and other
ICT Literacy assessment rubrics.
X
X
X
29 SAU 16 – Technology Plan 2013-‐2016 Prepare students to appropriately and safely communicate, interact, and share information with each other and the world while simultaneously helping them as they begin to create positive digital footprints. Timeline
Action Steps
Year 1
13/14
Investigate digital awareness educational programs, such as, Digital Passport
(https://www.digitalpassport.org/educator-registration), to be used with students.
Implement digital awareness educational programs, such as, Digital Passport
Evaluate, maintain, improve upon digital awareness educational programs, such as, Digital Passport
Year 2
14/15
Year 3
15/16
X
X
X
30 SAU 16 – Technology Plan 2013-‐2016 Professional Development and Support: Provide effective professional development in the area of technology and technology literacy aligned with NETS, ISTE, the SAU #16 technology goals and the SAU #16 grade level technology scope and sequence. Timeline
Action Steps
Year 1
13/14
Year 2
14/15
Year 3
15/16
Support SAU #16 school districts with respect to preparing students, teachers, and schools for high performance and
online assessments.
X
X
X
Provide collaborative opportunities to allow staff and students to share ideas and creations.
X
X
X
Work with the Professional Development Committee to provide opportunities to support this effort.
X
X
X
Support and promote the work of the SPDC in providing professional development opportunities in SAU #16.
X
X
X
Provide teachers and administrators with access to a building level Technology Integrator/Coach to assist in the
implementation and inclusion of ISTE NETS-A, NETS-T, NETS-S.
Develop or adopt survey materials that produce data and reports relative to teacher implementation of technology
standards, and the use of technology devices in the classroom. (ex. On-line survey for students and parents to complete
and inclusion of technology standards in the teacher evaluation documents)
Collect evidence, including anecdotal, that demonstrates the shift toward, and inclusion of, ISTE NETS-A, NETS-T, NETSS in all SAU 16 districts/schools.
X
X
X
X
31 SAU 16 – Technology Plan 2013-‐2016 Technology Evaluation Tools: The Technology Committee will evaluate progress at the end of each plan year using the following tools: • New Hampshire School Technology and Readiness Rubrics provided by the NH DOE/NHEON • The SAU 16 Technology Action Plans • Surveys, Evaluations and Feedback provided by member school district. 32 Focus Areas /
Levels of Progress
Early Tech
Developing Tech
Proficient Tech
Advanced Tech
1
2
3
4
T&L
1
Impact of
Technology
on Teacher
Role
Mostly teacher-centered
lectures. Minimal student
use of technology in
instruction.
Mostly teacher directed
learning. Students use
technology to work on
individual projects
Mostly teacher facilitated
learning. Students use
technology for cooperative
projects in their own
classroom.
Mostly student-centered
learning, teacher as
mentor/facilitator. Students
use technology to
communicate and
collaborate outside the
classroom.
T&L
2
Patterns of
Teacher Use
85% of teachers use
technology as a productivity
tool (e.g. e-mail, grades)
and/or as a classroom
supplement (e.g. drill and
practice).
85% of teachers explore
using technology to support
curriculum goals (e.g.
research, lesson planning)
85% of teachers use
technology for research,
lesson planning, multimedia
and graphical presentations
and simulations, and share
technology uses with
colleagues.
85% of teachers integrate
evolving technologies that
transform the teaching
process by allowing for
greater levels of access,
interest, inquiry, analysis,
collaboration, creativity, and
content production.
T&L
3
Design of
Instructional
Setting
Mostly computer labs or
libraries; scheduled use
only.
Labs, libraries, many
classrooms; flexible
scheduling.
Lab, libraries, all
classrooms, and portable
technology (e.g. wireless
laptops or handheld
electronic devices); flexible
scheduling.
Seamlessly integrated
throughout classes and all
content areas. Technology is
available anytime both in
school and within the
community.
T&L
4
Curriculum
Areas
Limited to teaching
technology skills at different
grade levels.
Use of technology is minimal
in a few curricular areas
across grade levels.
Integrated into most
Framework curricular areas
and activities at all grade
levels.
Integral to all curricular areas
at all grade levels.
T&L
5
Patterns of
Student Use
85% of students are
developing some of the ICT
literacy skills and artifacts as
described in Ed 306.42.
85% of students show
proficiency in some of the
ICT literacy skills and
artifacts as described in Ed
306.42.
85% of students show
proficiency in all of the ICT
literacy skills as described in
Ed 306.42 and
demonstrated within their
digital portfolios.
All students show proficiency
in all of the ICT literacy skills
as described in Ed 306.42
and demonstrated within
their digital portfolios.
Our
District
Levels
2014
Our
District
Levels
2015
Our
District
Levels
2016
SAU 16 – Technology Plan 2013-‐2016 Focus Areas / Levels
of Progress
Early Tech
Developing Tech
Proficient Tech
Advanced Tech
1
2
3
4
Promotes exemplary use of
technology in instruction.
Models and uses in daily
work in communication,
presentations, on-line
collaborative projects, and
management tasks.
Develops a school culture
that expects all teachers to
use technology. Advocates
in the community for the
integration of technology in
instruction. Expects all
teachers to use technology
well.
Creates a culture of inquiry,
sharing and knowledge
building. Anytime learning
available through a variety
of delivery systems (e.g.
Just in time support,
mentoring, peer
observation).
Most at invention stage
(teachers discover and
accept new uses for
technology).
PD
3
Leadership
and
Capabilities of
Building
Principals and
District
Administrators
Recognizes benefits of
technology in instruction to
improve learning outcomes
for all students. Minimal
personal use (email, word
processing, internet browser
use, etc.). Awareness of
national standards for
administrators.
Supports use of technology
in instruction. Uses
technology in daily work.
Approaching proficiency of
national standards for
administrators.
Recognizes and identifies
exemplary use of
technology in instruction.
Uses technology skills in
daily work such as research
and communication and
models appropriately with
staff. Provides constructive
feedback to teachers on
their technology use.
PD
4
Models of
Professional
Development
Whole group, skill based
training with minimal followup.
Whole group curriculumbased training with follow-up
to facilitate classroom
implementation.
Coaching, modeling best
practices, district-based
mentoring. Involvement in a
development / improvement
process. Study groups.
PD
5
Levels of
Understanding
Most at entry or adoption
stage (Students learning to
use technology; teachers
use technology to support
traditional instruction).
Most at adaptation stage
(technology used to enrich
curriculum). Most beginning
to use with students.
Most at appropriation stage
(technology is integrated,
used for its unique
capabilities).
Our
District
Levels
2014
Our
District
Levels
2015
Our
District
Levels
2016
34 SAU 16 – Technology Plan 2013-‐2016 Focus Areas /
Levels of Progress
PD
6
Universal
Access:
Integration of
Universal
Design and
Assistive
Technology
Early Tech
Developing Tech
Proficient Tech
Advanced Tech
1
2
3
4
Awareness of universal
design and assistive
technologies
(hardware/software) by
special educators & some
general educators; universal
design strategies or assistive
technology used to promote
access to the general
curriculum demonstrated
across all grade levels.
Awareness of universal
design and assistive
technologies
(hardware/software) by
special educators & most
general educators; universal
design strategies or assistive
curriculum demonstrated
across all grade levels; staff
are designated to provide AT
assessment, procurement,
support (training) and
maintenance.
Systemic adoption of
universal design curriculum
development strategies and
the seamless integration of
assistive technology to
promote access to the
general curriculum for all
students; staff are
designated to provide AT
assessment, procurement,
support (training), and
maintenance.
Emerging awareness of
universal design and
assistive technologies
(hardware/software) limited
to special educators; few
examples across the district
of universal design
strategies or assistive
curriculum.
Our
District
Levels
2014
Our
District
Levels
2015
Our
District
Levels
2016
Levels of Progress
Early Tech
Developing Tech
Proficient Tech
Advanced Tech
1
2
3
4
A&S
1
Vision and
Planning
Minimal technology plan;
technology used mainly for
administrative tasks such as
word processing, budgeting,
attendance, grade book.
The technology plan is
approved by the School
Board & supported by the
Superintendent. The plan is
collaboratively developed by
key stakeholders (e.g.,
teachers, parents,
community members, local
business & individuals
w/disabilities), guiding policy
& practice. Addresses local
district teaching & learning
standards.
The technology plan is
integrated into the district
professional development
and school improvement
plans; used for internal
planning, budgeting,
applying for external funding
and discounts. Teachers /
administrators have a vision
for technology use in support
of student learning, teacher
professionalism, and data
management.
The technology plan & vision
are focused on improving
the success of all students
based on needs, research,
proven teaching and
learning principles and is
actively supported by the
School Board and
Superintendent. The plan is
collaboratively developed,
guiding policy & practice;
updated at least annually.
A&S
2
Technical
Support
(hardware,
operating
system,
network)
Technical support call-in;
response time greater than
24 hours. Problems cause
major disruptions to
curriculum delivery using
technology.
At least one technical staff
per 350 computers. Sameday technical support for
infrastructure problems by
call-in. Problems sometimes
cause major disruptions to
technology. Network
Administrator.
per 200 computers. Sameday in-classroom technical
support available. Problems
infrequently cause major
disruptions to curriculum
delivery using technology.
Network administrator.
per 150 computers for justin-time support. Technical
support is readily available
on-site for both infrastructure
and application problems.
Problems do not cause
major disruptions to
technology. Network
administrator.
A&S
3
Technology
Integration
Specialist
No district level Technology
Director. Local instructional
technology support is
inconsistent.
District level Technology
Director. One-half
instructional technology
specialist per 60-120 staff.
District level Technology
Director. Dedicated
instructional technology
specialist - one half person
per 30-60 staff. Dedicated
staff at district level for data
management and
assessment.
District Technology Director.
Dedicated instructional
technology specialist - one
half person per 30-60 staff.
Dedicated staff at district
level for data management
and assessment and to help
produce integrated
curriculum content.
Our
District
Levels
2014
Our
District
Levels
2015
Our
District
Levels
2016
Levels of Progress
Early Tech
Developing Tech
Proficient Tech
Advanced Tech
1
2
3
4
A&S
4
Budget
Levels
Budget for hardware and
software purchases and
professional development.
Budget for hardware and
software purchases (new
and replacement) and
professional development,
minimal staffing support, and
some ongoing costs.
Budget for purchases,
professional development,
adequate staffing support,
and ongoing costs. Other
state, federal, and local
programs directed to support
technology funding.
Business partnerships,
donations, and other local
funding designated for
technology.
Budget for purchases,
incentives for professional
development, sufficient
staffing support, and
ongoing costs. Appropriate
budget to support district
technology plan.
A&S
5
Budget
Allocated for
Technology
(Total Cost of
Ownership)
Less than $175 per student.
Between $175- $300 per
student.
Between $300 - $425 per
student
$425 or more per student
Our
District
Levels
2014
Our
District
Levels
2015
Our
District
Levels
2016
37 SAU 16 – Technology Plan 2013-‐2016 Focus Areas / Levels of
Progress
Early Tech
Developing Tech
Proficient Tech
Advanced Tech
1
2
3
4
Considerations for
accessible technologies
are established in areas
of high student use (e.g.,
libraries, computer labs),
some classrooms and
administrative offices;
routine implementation of
procurement policies for
information and
instructional technologies
that ensure usability,
equivalent access, and
interoperability.
Less than 5 students per
modern computer;
replacement cycle
established for 6 years or
less; one computer per
teacher - possibly a laptop
for homework. Most
students have access to
handheld electronics
(e.g., PDA's, graphing
calculators, Alpha
Smarts). Maintains a list
of places students can
use technology outside of
school.
Direct connectivity to the
Internet available in all
rooms in all schools.
Adequate bandwidth to
each classroom over the
LAN (10/100mb) to avoid
most delays. Easy access
for students and teachers
including some wireless.
Universal design and
considerations are
established throughout
the district; procurement
policies for information
and instructional
technologies that ensure
usability, equivalent
access, and
interoperability in
accordance to the
guidelines established by
Section 508.
IN
1
Universal Design
and Accessible
Technology
Considerations
(e.g. Section 508)
Considerations for
are limited to the
Individual Education
Program (IEP) process for
students with disabilities.
Procurement policies for
information and
do not ensure usability,
equivalent access, or
interoperability.
Considerations for
are established in areas of
high student use (e.g.,
libraries, computer labs);
inconsistent
implementation of
procurement policies for
information and
that ensure usability,
equivalent access, and
interoperability.
IN
2
Students Per
Instructional
Computer
10 or more students per
modern computer; no firm
computer replacement
policy established by
district. [Modern is defined
by the most recent NH
annual tech survey
computer levels.]
Less than 10 students per
modern computer;
replacement policy
established; one computer
per teacher.
IN
3
Internet Access
Connectivity/Speed
Dial-up connectivity to the
Internet available only on
a few computers. District
wide acceptable use
policy in place.
Internet available at each
school and in most rooms.
the school to avoid most
delays.
Our
District
Levels
2014
Our
District
Levels
2015
Our
District
Levels
2016
One student per modern
computer or other
electronic device.
Replacement cycle
established for 5-6 years
or less; one computer per
teacher - possibly a laptop
for homework. 75% of
computers meet modern
standards. School works
with community to provide
equitable access to
technology for students
and community members
after school hours.
Internet available in all
rooms in all schools.
each classroom over the
LAN (10/100mb). Easy
access for students and
teachers including most
wireless connectivity to
enable interactive
presentations and video.
38 SAU 16 – Technology Plan 2013-‐2016 Focus Areas / Levels
of Progress
Early Tech
Developing Tech
Proficient Tech
Advanced Tech
1
2
3
4
Seamless IP-based
infrastructure expanded to
K-16 to allow development
of high-quality web- and
video-based content.
Content distribution
available for all students and
teachers. Archives allow for
content review
asynchronously and
sharing/distribution of these
resources. Extensive use of
web 2.0 technologies.
All rooms connected to
Internet via LAN/WAN with
significant wireless
connectivity at each school
with sufficient bandwidth for
effective student access. All
schools connected to the
WAN (100 mb/gb switched
network) have sufficient
servers and bandwidth for
content delivery through
resources such as video
streaming and conferencing.
Students, teachers and
parents have easy access to
educational resources from
home and school (e.g., web
portal).
IN 4
E-Learning
Environments
Limited web- and/or satellitebased interactive learning
opportunities delivered
synchronously, or
asynchronously, on a
scheduled or unscheduled
basis, primarily for
professional development
and limited exploration of
web 2.0 technologies.
Expanded interactive
learning opportunities with
the possible addition of
asynchronous video
streaming or synchronous
videoconferencing; addition
of courses for teachers and
student courses at the high
school and college level (K16); some use of web 2.0
technologies.
Improved access to webbased and/or interactive IPbased video learning on the
local, state, regional,
national, and international
level; applications include
courses, cultural projects,
virtual field trips, etc.;
expanded use of web 2.0
technologies by both
teachers and students.
IN 5
LAN/WAN
Limited print/file sharing
network at each school for
lab, administration, and
some classrooms. Some
shared resources and
providing some secure
storage space.
Most rooms connected to
Internet via LAN/WAN and
wireless connectivity where
possible at each school with
student access. Minimum
10/100 mb Cat 5 hubbed
network. Basic servers for
sharing some resources at
each school.
All rooms connected to
Internet via LAN/WAN with
significant wireless
connectivity at each school
with sufficient bandwidth for
effective student access.
Minimum 10/100 mb Cat 5
switched network. Servers
for providing secure storage,
backups, schedule, e-mail,
web.
Students, teachers and
parents have easy access to
educational resources from
home and school (e.g., web
portal).
Our
District
Levels
2014
Our
District
Levels
2015
Our
District
Levels
2016
Levels of Progress
Early Tech
Developing Tech
Proficient Tech
Advanced Tech
1
2
3
4
Dedicated and assigned use
of common technologies
such as telephone, TVs and
VCRs and DVDs.
Programmable calculators
assigned to each student as
needed. In each school
there is shared use of
specialized technologies,
digital cameras, scanners,
handheld electronic devices,
and computer/video
projectors.
Adequate server and
availability protection added
to above for expanded
capabilities and to ensure
dependable access.
Fully equipped classrooms
with computer/video
projectors and technology
that will enhance student
instruction readily available
as above as well as using
new and emerging
technologies (i.e., interactive
whiteboards, student
response systems,
netbooks, etc.)
IN 6
Other
Technologies
Shared teacher use of
resources such as
telephone, TVs, VCRs,
DVDs, and classroom sets
of programmable
calculators.
Shared use of resources
such as telephone, TVs,
VCRs, DVDs, classroom
sets of programmable
calculators, digital cameras,
and scanners.
Computer/Video projectors
available.
IN 7
Security
Backup and restoration
procedures and virus
protection to guard individual
computers.
Basic firewall protection and
diligent upgrading of network
vulnerabilities added to
protect against external
threats.
Our
District
Levels
2014
Our
District
Levels
2015
Our
District
Levels
2016
Usage authentication added
to above for mobile
computer and home/external
access requirements.
40 Action Plans Evaluation Tools Curriculum and Instruction: Identify, align, adopt, manage, and assess integrated information literacy and technology competencies for grades PreK-‐12. Percent Complete
Action Steps
Year 1
13/14
Year 2
14/15
Year 3
15/16
Continue the process of researching best practice for integrating the technology competencies into content areas,
beginning with SAU 16 successful practices. Include opportunities to introduce (frequently in a group computer lab
activity), practice (typically in daily instruction), and show mastery of (demonstrated in an individual student project or
group culminating event) each technology competency.**
Outline the technology enhanced roles teachers are expected to take in the learning process.
Research and select a tool/system to monitor the progress of individual student mastery of the technology
competencies from Kindergarten through grade 12. Investigate options within Google to track this information as an
digital student portfolio.
Provide professional development for teachers and staff for the purposes of supporting students in the development of
their digital portfolio.
Continue to offer and expand a diverse array of professional development options to support the attainment of the NETS
for Teachers and Administrators competencies by all staff. Provide opportunities for staff, including teachers,
administrators, and support personnel, to engage in technology integration focused staff development opportunities.
** Ed 306.08 Resources to Include: • A developmentally appropriate collection of instructional resources, including online and print materials, equipment, and instructional technologies, that shall be current, comprehensive, and necessary to support the curriculum as well as the instructional needs of the total school population. • Instructional resources are, as appropriate: a. Catalogued and classified according to practices accepted by the American Library Association as specified in the Anglo-‐American Cataloguing Rules, Second Edition (AACR2), 2002 edition; b. Organized to make them accessible to students and staff; c. Managed through circulation policies and procedures that are designed to maximize the use of the resources; and d. Utilize community resources. SAU 16 – Technology Plan 2013-‐2016 Develop a collaborative model to engage district schools to cooperatively analyze and align their curriculum with the CCSS and technology competencies.** Percent Complete
Action Steps
Year 1
13/14
Year 2
14/15
Year 3
15/16
Continue the current process of analyzing the Common Core State Standards (CCSS) from the perspective of technology
skills (ICT literacy) requirements.
Solicit representation from the individual elementary schools, middle, and high schools to convene one SAU wide team
to conduct this analysis of the CCSS for technology integration that can be further customized by each individual school
district’s curriculum team.
Research and adopt a PreK-12 integration matrix that identifies the specific content areas and CCSS where technology
tools, skills, and/or resources are appropriate and/or required.
Seek, develop and document and share strategies and resources to support teacher’s efforts to understand how to
incorporate the technology components into daily content delivery and formative assessment.
th
**Ed 306.42 – Plans should continue to promote 8 grade competency of the required high school .5 credit in computer literacy. 42 SAU 16 – Technology Plan 2013-‐2016 Advance innovative learning practices for students and teachers.** Percent Complete
Action Steps
Year 1
13/14
Year 2
14/15
Year 3
15/16
Investigate innovative classroom and instructional practices, such as, Flipped Classroom, Project Based Learning (sample
at: http://www.bie.org/), competency based learning, blended and virtual learning, collaborative electronic learning,
student centered learning, and response to instruction.***
Pilot innovative classroom and instructional practices, such as, Flipped Classroom, Project Based Learning (sample at:
http://www.bie.org/), competency based learning, blended and virtual learning, collaborative electronic learning,
student centered learning, and response to instruction.
Transform K-5 Technology Mentor Program into a formalized Technology Integrator or “Coach” position.
Enhance the role of the Library/Media Specialist to incorporate the use technology to promote innovative learning
practices for students and teachers.
** Ed 306.08 To Include: a. Providing access to instructional resources, including those available online or through library loan. b. Providing instruction in: 1. Accessing information efficiently and effectively. 2. Evaluating information critically and competently. 3. Using information accurately and creatively. 4. Pursuing information related to personal interests. 5. Appreciating literature and other creative expressions of information. 6. Striving for excellence in information-‐seeking and knowledge generation. 7. Recognizing the importance of information to a democratic society. 8. Practicing ethical behavior in regard to information and information technology. 9. Participating effectively in groups to pursue and generate information. c. Promoting activities useful in the development of reading, viewing, and listening skills.
d. A continued evaluation of instructional staff and technical support at each grade range (P-‐5, 6-‐8, 9-‐12) to ensure attainment of technology and instructional goals. *** Ed 306.22 Innovative Learning Strategies 43 SAU 16 – Technology Plan 2013-‐2016 Technology Access and Resources: Develop and disseminate a clearly defined implementation plans for Google Apps and a 1:1 device environment. Percent Complete
Action Steps
Year 1
13/14
Year 2
14/15
Year 3
15/16
Convene a sub-committee of the SAU Technology Committee to complete the task of defining, implementing, and
monitoring a formal plan to implement Google Apps for Education (GAFE) and a 1:1 initiative, including professional
development and support.
Analyze the benefits of different one-to-one models at all instructional levels (K-2, 3-5, 6-8, and 9-12), for example take
home versus in class/school only use. Analyze the pros and cons of single device (tablet, smart phone, netbook,
Chromebook, laptop), single brand versus multiple device, multiple brand deployments.
Include the following elements in the implementation plan:
1) Phased timeline for student email rollout for each instructional level and each school/district.
2) Phased timeline for rollout of Google Apps for Education (GAFE) by levels and districts,
3) Phased timeline for rollout of 1:1 by levels and districts,
4) Creation and support of implementation team to provide Google Apps for Education (GAFE) professional development,
Along with the Google phase-in plan, develop a phase out and/or reduction in use strategy for other productivity suites,
so the district to focus PD efforts on primary productivity applications.
44 SAU 16 – Technology Plan 2013-‐2016 Convene 1:1 and BYOD committees to continue researching, conduct applicable cost-‐benefit analysis, and pilot options and strategies as appropriate. Percent Complete
Action Steps
Year 1
12/13
Year 2
13/14
Year 3
14/15
Convene a group of SAU-wide group of Coop parents, students, district leadership, along with teachers and school
leadership. This committee would be charged with the following:
1) Define both one-to-one and Bring Your Own Device (BYOD) efforts
2) Conduct cost benefit analysis for both 1:1 and BYOD (ex: reducing/eliminate text books, redefine space, and other
applicable areas of saving should be included)
3) Identify content areas and potential devices for pilots
4) Identify, develop, and approve any necessary policy or procedure requirements for a one-to-one BYOD pilot
5) Set priorities, timelines, and evaluation metrics for pilot implementations, and
6) Research funding, ownership strategies, insurance, and develop budget for a phased full scale implementation.
Review current literature on one-to-one and BYOD, both pros and cons, with attention to current conditions in SAU 16
regarding infrastructure, wireless access, technical and end-user support capacity, and teacher readiness to
incorporate technology tools into daily instruction.*
Review and use as appropriate the tools available at the K12 Blueprint Bring Your Own Device Toolkit at
http://k12blueprint.com/byod that includes:
•
•
•
•
•
•
•
•
•
•
Getting Started with BYOD document
Planning and Implementation Framework
BYOD Implementation Challenges document
Mobile Technology Scenarios
Mobile Learning: the Next Wave of K-12 Education Innovation document
Exemplar BYOD Presentations
District Readiness Checklist
Teacher Readiness Checklist
BYOD Case Studies (Forsythe County Schools and Oak Hills Local SD)
BYOD Sample Acceptable Use Polices
45 SAU 16 – Technology Plan 2013-‐2016 Expand existing policy catalog to include, at minimum: Cell Phone Use policy, Bring Your Own Device policy, Social Media Use Policy, Google Apps Policy, and Mobile Device Management Policy. Percent Complete
Action Steps
Year 1
12/13
Year 2
13/14
Year 3
14/15
Identify school communities that have successful student cell phone, personal computing device (BYOD), and social
media use policies for extended learning opportunities in place.
Visit identified communities to see the student cell phone use, BYOD, and social media policies in real-world teaching
and learning situations.
Adopt and adapt successful policies for SAU 16 consideration, acceptance, and implementation. Review with school and
district legal representation, as individual district policy requires.
Take the new policies through SAU 16, and as required individual elementary school district, policy and school
committees for approval.
Develop a professional development plan to educate school leaders on the appropriate use and enforcement of the new
policies regarding personal computing devices and the use of social media for extended learning opportunities.
Implement a plan to inform the school community, especially parents and students, about the new policies including
enforcing appropriate use and sanctions for inappropriate use of personal devices in school learning environments and on
school property.
Evaluate the value and success of using personal devices for extended learning opportunities on a yearly basis for at
least the first three years after implementation.
46 SAU 16 – Technology Plan 2013-‐2016 Ensure students have access to cloud based learning tools and opportunities and emerging technologies that will advance student achievement. Percent Complete
Action Steps
Year 1
13/14
Year 2
14/15
Year 3
15/16
Ensure annual budgets provide resources to support the technology needs of students, teachers and staff.
Ensure infrastructure and hardware is in place to support student learning.
Create and budget for the implementation of a computing device life cycle schedule that maintains end user device at
or below five years of service.
**Ed. 306.08 -‐ All access and resource plans will include provisions for the equitable access of and to instructional resources. • Resource and implementation plans will include provisions for ongoing development, organization, acquisition, maintenance, replacement, and updating of instructional resources necessary to support the needs of the user population and the curriculum. • Access plans will include assessment of the present instructional resources based on: o The needs of the user population and the curriculum; o Accessibility of instructional resources to all students and staff; o Strengths and weaknesses of the present instructional resources; and o Resources available within the district, the local community, and beyond; • Access plans will reflect developing instructional technologies, and will include priorities, criteria, timelines and procedures for the selection, acquisition, maintenance, and replacement of instructional resources which shall include but not be limited to: online materials, print materials, equipment, and instructional technologies. 47 SAU 16 – Technology Plan 2013-‐2016 Establish a solid, secure, Network Management Strategy with the ability to monitor and manage network bandwidth to meet real-‐
time needs resulting in 99% uptime. Percent Complete
Action Steps
Year 1
12/13
Year 2
13/14
Identify areas where network and Internet services can be consolidated and managed over the VPN such as a single SAU
16 network firewall and content filtering solution.*
Work with all SAU 16 technology personnel to assess and specify hardware and software requirements for network
monitoring, notification of event alerts, and a web interface for real-time network health and administration.*
Adopt network performance metrics to compare real-time network uptime, bandwidth and availability heuristics against
the adopted standard.*
Year 3
14/15
Complete the implementation and testing of the Fair Point Virtual Private Network (VPN).*
Select, purchase, and install hardware and software tools to monitor real-time user needs and control network
bandwidth and data traffic. This should include support for additional applications and the provision of high-quality
network and data security.
Map all SAU 16 server equipment locations and determine age and health, services provided, and utilization of
computing and storage capacity.
Evaluate which servers can be virtualized as a means to improve server management and reduce maintenance and
support costs.
Select, purchase, and install virtualization hardware and software and create a 3 to 5 year server virtualization
implementation roadmap.
Work with SAU 16 technology personnel to evaluate any cost saving that will be realized by transitioning from current
MS License Agreement for Office and other server-based software applications to using Software as a Service (SaaS) or
Cloud-based applications.
Take cloud-based versus server-based analysis to the appropriate SAU leadership for review, approval, and identification
of funding options.
48 SAU 16 – Technology Plan 2013-‐2016 Communication and Collaboration: Ensure that technology information is shared across the SAU #16 and with the community. Percent Complete
Action Steps
Year 1
13/14
Year 2
14/15
Year 3
15/16
Develop and implement a communication process using traditional means and social media to inform all SAU 16 and
individual elementary school district administrators as well as all school-based staff on technology initiatives and
successes.
Encourage school-based staff to provide, and the Technology Committee to gather and disseminate, information on how
technology is being used, what is learned from the efforts and experiences of teachers and students, and how other SAU
16 schools and classrooms can adapt, adopt, and replicate technology integration and use successes.
Develop, implement and monitor the processes and mechanisms to provide administration with feedback on classroom
technology integration and innovative teaching strategies including their effectiveness on student learning. (ex. On-line
survey, community survey, student technology skills survey, student assessment results)
Charge the Technology Committee with identifying strategies for measuring the yearly success of the information
communication process, identifying ways to improve, and implementing improvement strategies. ie. Annual online
survey, asking for comments on a Facebook page, etc. Additional data tools to include: LoTi Survey, TAGLIT and other
ICT Literacy assessment rubrics.
49 SAU 16 – Technology Plan 2013-‐2016 Prepare students to appropriately and safely communicate, interact, and share information with each other and the world while simultaneously helping them as they begin to create positive digital footprints. Percent Complete
Action Steps
Year 1
13/14
Year 2
14/15
Year 3
15/16
Investigate digital awareness educational programs, such as, Digital Passport
Implement digital awareness educational programs, such as, Digital Passport
Evaluate, maintain, improve upon digital awareness educational programs, such as, Digital Passport
50 SAU 16 – Technology Plan 2013-‐2016 Professional Development and Support: Provide effective professional development in the area of technology and technology literacy aligned with NETS, ISTE, the SAU #16 technology goals and the SAU #16 grade level technology scope and sequence. Percent Complete
Action Steps
Year 1
13/14
Year 2
14/15
Year 3
15/16
Support SAU #16 school districts with respect to preparing students, teachers, and schools for high performance and
online assessments.
Provide collaborative opportunities to allow staff and students to share ideas and creations.
Work with the Professional Development Committee to provide opportunities to support this effort.
Support and promote the work of the SPDC in providing professional development opportunities in SAU #16.
Provide teachers and administrators with access to a building level Technology Integrator/Coach to assist in the
implementation and inclusion of ISTE NETS-A, NETS-T, NETS-S.
Develop or adopt survey materials that produce data and reports relative to teacher implementation of technology
standards, and the use of technology devices in the classroom. (ex. On-line survey for students and parents to complete
and inclusion of technology standards in the teacher evaluation documents)
Collect evidence, including anecdotal, that demonstrates the shift toward, and inclusion of, ISTE NETS-A, NETS-T, NETSS in all SAU 16 districts/schools.
51 SAU 16 – Technology Plan 2013-‐2016 End of Year Technology Services Survey (Sample Survey) 1. Did you receive the technology support you needed from the Technology Department with regard to your computer hardware repairs and assistance? 2. Was the support you received from the Technology Department for hardware timely? 3. Did you receive the technology support you needed from the Technology Department with regard to your computer software and software assistance? 4. Was the support you received from the Technology Department for software timely? 5. When integrating technology into your curriculum, whom do you ask for support? Media Center On-‐Site Technology Staff Technology Integrator/Mentor SAU 16 Technology Department • Are you satisfied with the support you receive? • How did this help you as a teacher? • Did this help your students? • How can we be more helpful? 6. What additional support would you like to see from: Media Center: On-‐Site Technology Staff: Technology Integrator/Mentor: SAU 16 Technology Department: 7. Do you have any specific requests or additional feedback? 52 SAU 16 – Technology Plan 2013-‐2016 Student Data Collection and Evaluation Tools SAU #16 student learning needs are identified within schools through a variety of
standardized and non-standardized instruments and processes. The responsibility and
process of determining the link between student performance and professional growth
will become embedded in the educational setting by collecting and analyzing the
following data. The results will be used to implement necessary instructional and
curricular changes.
Data Sources
New England
Common
Assessment
Program
PSAT/SAT
ACT
CATS
Gates-MacGinitie
Reading Test
STANDARDIZED MEASURES
Collection Process
Analysis
Who collects it?
Who analyzes
How often? When?
it?
What is the
process?
NH DOE Test
Data is
Each section is given
analyzed by
once per year in
curriculum
grades 3-8, 11.
committees,
Tests:
administrativ
Science
e teams and
English/Language
classroom
Arts
teachers.
Math
Locally administered
Data is
tests.
reviewed by
Offered several
parents,
times per year for
students and
high school students.
guidance.
Tests:
Reading
Writing
Math
Science
Data is
test.
analyzed by
Given once per year
administrativ
in grades 2 and 4.
e team and
Tests:
classroom
Science
teachers.
English/Language
Arts
Math
Social Studies
Study Skills
Data is
test.
reviewed by
staff and
Given 1-2 times per
administratio
year in grades 1-5.
n.
Decision-Making
For what is the information used?
How are the results reported and to
whom?
-Reported to staff, school boards and
parents.
-Used for curriculum and instructional
improvement.
-Reported to parents, students and
guidance.
-Scores may be required by institutions
of higher education.
-Reported to parents and staff.
improvement.
-Used for student placement.
-Used to track student progress.
-Tool for showing school progress.
-Reported to staff.
improvement.
-Used for student placement.
-Used to track student progress.
-Tool for showing school progress.
Tests level of
reading
achievement.
53 SAU 16 – Technology Plan 2013-‐2016 ASVAB
(Armed Services
Vocational Aptitude
Battery)
test.
Optional for high school
students.
Administered once per
year.
Helps to identify
different abilities.
test.
Given 1-2 times per year
in Grades 3-10.
Tests:
Math
Reading
Language Usage
Reviewed by guidance
with individual students.
-Reported to students.
-Career and future
planning.
Data is analyzed by
administrative team and
classroom teachers.
NAEP
(National Assessment of
Educational Progress)
Nationally administered
test.
Given once per year to
selected schools
throughout nation.
Data is analyzed by the
federal government.
-Reported to teachers
and students.
-Used to assist with
student placement.
-Used as a tool for
showing academic
progress.
-Used to select
instructional material.
-Reported to
government.
-Used to assess nation's
academic progress.
AP
(Advanced Placement
Test)
Nationally administered
test.
Given once per year.
Tests given in a variety
of subject areas at the
high school level.
tests.
Given multiple times per
year in grades K-5.
Tests:
Reading
Math
Data is reviewed by
institutions of higher
education.
-Reported to students
and parents.
-Used for advanced
placement in higher
education.
Data is analyzed by
administration,
classroom teachers, and
support staff.
-Reported to staff and
parents.
-Used for curriculum and
instructional
improvement.
-Used for student
placement.
-Used to track student
progress.
NWEA
(Northwest Educational
Assessment)
Star Assessments
54 SAU 16 – Technology Plan 2013-‐2016 Data Sources
NON-STANDARDIZED MEASURES
Collection Process
Analysis
Who collects it? How
Who analyzes it? What
often? When?
is the process?
Attendance Data
Collected daily by
teachers in grades K-12.
Administration reviews
daily.
Parent-Teacher
Conferences
Information gathered
from meeting with
parents and teachers.
Teachers process the
information.
Generated by teachers.
Reviewed by
administration,
teachers, and parents.
Grade Reports (Report
Cards and Progress
Reports)
EDM (Everyday Math
Assessment)
Informal Writing
(Writing Prompts and
Writing Traits)
Reading Inventories
and Running Records
Given during and at the
end of each marking
period in grades K-12.
test.
Given at the end of each
unit, mid-year, and end
of year in grades K-5.
Locally administered.
Reviewed by classroom
teachers.
Reviewed by grade level
staff.
Given several times per
year in grades K-5.
tests.
Reviewed by grade level
staff and reading
teachers.
year in grades K-5.
Entry Evaluation
test.
Given prior to or at
beginning of school year
in grades K-1.
Words Their Way
test.
Reviewed by
administration,
classroom teachers, and
support staff.
Reviewed by teachers.
Given 3 or more times
per year in grades K-3.
Read Naturally Fluency
Test:
Spelling
test.
Reviewed by
administration and
Decision Making
For what is the
information used?
How are the results
reported? To Whom?
-Reported to state,
parents, and staff.
-Used for monitoring
individual student
performance.
-Reported to parents
and staff.
-Used as a measure of
parental involvement.
-Informal information
gathered helps
teacher better plan
for the student.
-Reported to students,
parents,
administration.
-Used for student
placement.
progress.
-Reported to students
and parents.
-Used to determine
student skill level.
-Reported to staff.
progress.
-Used to target
individual student
learning needs.
parents.
progress.
-Used to target
individual student and
group learning needs.
-Reported to staff.
-Assess student
readiness.
-Used for placement.
-Used to target
student learning
needs.
-Reported to teachers
and administration.
-Used to target
student learning
needs.
-Reported to
teachers.
55 SAU 16 – Technology Plan 2013-‐2016 CBM
(Curriculum Based
Measurement)
Given 2-3 times per year
in grades 1-2.
curriculum coordinators.
test.
Reviewed by teachers
and administration.
Given 3 times per year
in grades K-5.
NAVIANCE
Test:
Reading
Writing
test.
Reviewed by guidance
and students.
-Reported to students.
-Used to aid students’
learning.
-Used for post high
school planning.
Reviewed by
administration,
curriculum coordinators,
and teachers.
administration.
-Used to aid student
instruction.
Reviewed by
administration,
curriculum coordinators,
and teachers.
administration.
-Used to aid student
instruction.
Given at middle and
high school level.
Fountas and Pinnell
Test:
Learning Styles
Career Assessment
test.
year in grades K-5.
Performance Tracker
Test:
Language Arts
NH Department of
Education.
Large scale assessment
database.
-Used to determine
reading instruction
needs.
-Reported to
teachers.
-Used to determine
learning needs.
Implement a system such as easyCBM™ to provide instant, real-time feedback for teachers for the
purpose of individualizing instruction and implementing RTI.
56 SAU 16 – Technology Plan 2013-‐2016 SAU 16 Technology Budget Projections Introductory Comments 1. The SAU 16 Technology Budget Projection provides technology funding levels for each of the schools individually and for all of the schools collectively. 2. The budget projection is based on implementing identified technology needs in a measured and fiscally balanced process over a three-‐year period. 3. The Technology Budget Projection addresses school years 2014-‐2015 through 2016-‐2017. 4. The per school Number of Students is based on October 1, 2012 enrollment data. 5. As noted, without an accurate computer inventory with age, the calculation for refreshing end-‐user devices (computers) is based on the industry average of one computer for every four students. We understand that some schools may have a higher ratio and other schools may have a lower computer-‐
to-‐student ratio. Therefore, the computer refresh projection may not bring all computers to five years or less of service. The Technology Support Services team is in the process of completing an updated computer inventory." 6. The Computer Refresh % spreadsheet shows the cost of the computer refresh program as a percentage of the total recommended technology projection for each school and for all schools over the three-‐year period. A projected replacement cost of $1,000 per unit was used in budget calculations. In all likelihood this number would be somewhere in the range of $300-‐$1,000. 7. The investment cost of achieving a five-‐year computer life cycle program should be a consideration in the Bring Your Own Device (BYOD) discussion. 8. Doubling the number of Wireless Access Points (WAP) at the Cooperative Middle and Exeter High School during budget years two and three are included for planning purposes only. Upgrading the WAPs may not be required if coverage and capacity are maintained at sufficient levels. 9. The Budget Projection does not include yearly funding for new or additional classroom-‐based technology such as Interactive White Boards, student response systems (clickers), tablets, or laptops. The individual school districts should identify a level of yearly funding that can be committed to upgrading or adding classroom-‐based technology understanding that additional technology must be added to and will increase yearly technology refresh funding levels. 10. The Budget Projection includes all of the improvement recommendations from CELT. Items in bold and underlined were identified as high priority recommendations. 11. The Budget Projection contains individual servers for Main Street and Lincoln Elementary Schools although they current share servers. The individual servers can be combined to maintain the shared resources reducing the total server cost for these two schools. 12. As the SAU moves to implement server virtualization and the possible addition of Network Attached Storage (NAS) the individual schools based server requirements may be significantly reduced. This will reduce the need for and projected costs of building-‐based server processing capability and storage capacity. Virtualization costs will be distributed to individual schools and the SAU as appropriate. 57 SAU 16 – Technology Plan 2013-‐2016 Brentwood: SCS Town School Number of Students Brentwood SCS Infrastructure Upgrade Equipment Upgrade Network Quantity WAP Quantity Servers Unit Cost 2014 -‐
2015 2015 -‐ 2016 2016 -‐ 2017 Total 367 1 $11,000 Core-‐to-‐
Edge 1
Switches Wireless Access 2
Point Managed 3
Switches Domain 8
Controller 8
$11,000 $11,000 15 $180 $1,350 $1,350 $2,700 $5,000 $10,000 20 $500 $5,000 2 $2,000 $4,000 File Server 1 Classroom Technology Computer 4, 8
Refresh Presentation 5
Systems Additional technology: laptops, pads, software, 5
and apps $4,000 $8,000 $1,000 $18,350 $8,000 $18,350 $8,000 $18,350 $55,050 Total: $29,350 $28,700 $32,700 $90,750 Technology Category Switche
s Quantit
y SAU 16 – Technology Plan 2013-‐2016 Brentwood: SCS 1
HP 96 port 5408ZL Intelligent Edge Chassis Apple AirPort Extreme 3 HP 3100 series managed switches 4 This calculation is for existing computers. It is based on an average of 1 computer to 4 student ratio and calculated at $1,000 per computer using a 5 year refresh cycle. 5
As programmatically appropriate and financially feasible. 6 The Seacoast School of Technology received an upgrade two years ago. 7
The Network Operating Center is in the process of upgrading backup software and drives, and firewall and content filtering software. 8
This is an approximate cost as specific equipment has not been selected. 2
59 SAU 16 – Technology Plan 2013-‐2016 East Kingston Town School E. Kingston East Kingston Elem. Number of Students Technology Category 179 Equipment Upgrade Core-‐to-‐
Infrastructure Edge Upgrade Switches Network Qty WAP Qty Switch Qty Servers $11,000 $11,000 $0 1 Unit Cost $11,000 Wireless Access Point Managed Switches Domain 8
Controller 8
$180 8 $500 2 $2,000 2016 -‐ 2017 $2,000 Total $2,000 $4,000 $4,000 File Server 1 Classroom Technology Computer 4,8
and apps $8,000 $4,000 $1,000 Total: 2015 -‐ 2016 2014 -‐
2015 $8,950 $19,950 $8,000 $8,950 $14,950 $8,000 $8,950 $18,950 $26,850 $53,850 60 SAU 16 – Technology Plan 2013-‐2016 East Kingston cont. 1
61 SAU 16 – Technology Plan 2013-‐2016 Exeter – Lincoln Street School Town School Exeter LSS Number of Students Technology Category Equipment Upgrade Network Quantity WAP Switches Quantity Quantity Unit Cost Servers 2015 -‐ 2016 2016 -‐ 2017 Total 511 $11,000 10 Infrastructure Core-‐to-‐Edge Upgrade Switches Wireless Access Points Managed Switches Domain 8
Controller 8
1 12 $11,000 $11,000 $180 $1,080 $1,080 $2,160 $500 $2,500 $2,500 $5,000 2 $2,000 $8,000 File Server 1 Computer 4,8
Refresh $4,000 $4,000 $8,000 $8,000 Classroom Technology Presentation 5
and apps $1,000 Total: 2014 -‐
2015 $25,550 $36,550 $25,550 $33,130 $25,550 $37,130 $76,650 $106,810 1
62 SAU 16 – Technology Plan 2013-‐2016 Exeter – Main Street School Town School Exeter Main Street Number of Students 518 Technology Category Equipment Upgrade Network Quantity WAP Switches Quantity Quantity Unit Cost Servers 2014 -‐
2015 2015 -‐ 2016 2016 -‐ 2017 Infrastructure Core-‐to-‐Edge Upgrade Switches 2 $22,000 Wireless Access Points 10 $180 $900 $900 $1,800 10 $500 $2,500 $2,500 $5,000 $11,000 Total $11,000 $22,000 Managed Switches Domain 8
Controller 2 $2,000 File Server 8
1 $8,000 Classroom Technology Computer 4,8
and apps $1,000 Total: 1
$4,000 $25,900 $36,900 $4,000 $8,000 $25,900 $44,300 $8,000 $25,900 $37,300 $77,700 $118,500 HP 96 port 5408ZL Intelligent Edge Chassis 2
Apple AirPort Extreme 3 HP 3100 series managed switches 4 This calculation is for existing computers. It is based on an average of 1 computer to 4 student ratio and calculated at $1,000 per computer using a 5 year refresh cycle. 5
This is an approximate cost as specific equipment has not been selected. 63 SAU 16 – Technology Plan 2013-‐2016 Kensington Elementary School Town School Kensington KES Number of Students 165 Technology Category Equipment Upgrade Infrastructure Upgrade Network Quantity WAP Switches Quantity Quantity Unit Servers Cost 1 $11,000 2016 -‐ 2017 Total $11,000 $11,000 $0 Wireless Access Points Managed Switches 12 $500 Domain 8
Controller 2 $2,000 8
2015 -‐ 2016 Core-‐to-‐Edge Switches $3,000 $3,000 $6,000 $4,000 File Server 1 Classroom Technology Computer 4,8
and apps $8,000 $1,000 $4,000 Total: 2014 -‐
2015 $8,250 $19,250 $8,000 $8,250 $15,250 $8,000 $8,250 $19,250 $24,750 $53,750 1
64 SAU 16 – Technology Plan 2013-‐2016 Newfields Elementary School Town School Newfields NES Number of Students Technology Category Equipment Upgrade Network Quantity WAP Switches Quantity Quantity Unit Cost Servers 2014 -‐
2015 2015 -‐ 2016 2016 -‐ 2017 Total 125 $11,000 $11,000 $0 1 $11,000 Infrastructure Core-‐to-‐Edge Upgrade Switches Wireless Access Points Managed Switches 5 Domain 8
$8,000 File Server 1 Computer 4,8
Refresh $180 $1,250 $1,250 $2,500 $4,000 $4,000 $8,000 $8,000 Classroom Technology Presentation 5
and apps $1,000 Total: 1
$6,250 $17,250 $6,250 $11,500 $6,250 $15,500 $18,750 $44,250 HP 96 port 5408ZL Intelligent Edge Chassis 2
This is an approximate cost as specific equipment has not been selected. 65 SAU 16 – Technology Plan 2013-‐2016 Stratham Memorial School Town School Number of Students Technology Category 632 Equipment Upgrade Stratham Stratham Memorial Core-‐to-‐
Infrastructure Edge Upgrade Switches Wireless Access Points Managed Switches Network WAP Quantity Quantity Unit Cost SwitchesQuantity Servers 2016 -‐ 2017 Total 1 $11,000 $11,000 $11,000 $0 20 Domain 8
Controller 2 8
$180 $5,000 $2,000 $5,000 $10,000 $4,000 File Server 1 Classroom Technology Computer 4,8
and apps $8,000 $4,000 $1,000 Total: 2015 -‐ 2016 2014 -‐
2015 $31,600 $42,600 $8,000 $31,600 $40,600 $8,000 $31,600 $44,600 $94,800 $127,800 66 SAU 16 – Technology Plan 2013-‐2016 Stratham Memorial School cont. 1
67 SAU 16 – Technology Plan 2013-‐2016 Cooperative Middle School Town School COOP CMS Number of Students Technology Category Equipment Upgrade Network Quantity WAP Switches Quantity Quantity Unit Cost Servers 2014 -‐
2015 2015 -‐ 2016 2016 -‐ 2017 Total 1,356 15 14 $600 $2,000 Infrastructure Managed Upgrade Switches Wireless Access Points Domain 8
Controller 2 8
$500 $3,750 $3,750 $8,000 $4,200 $4,200 $8,400 $4,000 File Server 1 Classroom Technology Computer 4,8
and apps $8,000 $4,000 $1,000 Total: 1
$67,800 $68,300 $8,000 $67,800 $79,750 $8,000 $67,800 $83,750 $203,400 $231,800 HP 96 port 5408ZL Intelligent Edge Chassis 2
This is an approximate cost as specific equipment has not been selected. 68 SAU 16 – Technology Plan 2013-‐2016 Exeter High School Town School Number of Students Technology Category COOP EHS Additional Access Points 1,752 Equipment Upgrade Network Quantity WAP Switches Quantity Quantity Unit Cost Servers 15 25 $600 Domain 8
$8,000 Infrastructure Managed Upgrade Switches File Server 1 Computer 4,8
and apps $1,000 2016 -‐ 2017 Total $3,750 $3,750 $8,000 $15,000 $15,000 $30,000 $4,000 $87,600 Total: $500 Classroom Technology 2015 -‐ 2016 2014 -‐
2015 $4,000 $8,000 $87,600 $8,000 $87,600 $262,800 $88,100 $110,350 $114,350 $312,800 1
69 SAU 16 – Technology Plan 2013-‐2016 Seacoast School of Technology Town School Number of Students SAU 16 SST Technology Category WAP Switches Quantity Quantity Infrastructure Domain 8
Upgrade Controller File Server 8
Classroom Technology Computer 4,8
Refresh Network Quantity 676 Equipment Upgrade Unit Cost Servers 2015 -‐ 2016 2 $2,000 1 $8,000 Presentation 5
and apps $1,000 Total 2016 -‐ 2017 Total: 1
2014 -‐
2015 $4,000 $33,800 $33,800 $4,000 $8,000 $33,800 $37,800 $8,000 $33,800 $41,800 $101,400 $113,400 HP 96 port 5408ZL Intelligent Edge Chassis 2
This is an approximate cost as specific equipment has not been selected. 70 SAU 16 – Technology Plan 2013-‐2016 SAU 16 Network Operating Center Town ERSD Network Operating Center 7
(NOC) 1
School Number of Staff 10 Technology Category Equipment Upgrade Network Quantity WAP Quantity Switches Quantity Servers Infrastructure Upgrade Server 8
Virtualization Network 8
Management Unit Cost 2014 -‐
2015 2015 -‐ 2016 $50,000 2016 -‐ 2017 $50,000 $100,000 $60,000 $60,000 Disaster Recovery 8
System(s) $100,000 $100,000 NOC Staff Technology Computer 4,8
Refresh $1,000 Additional technology: laptops, pads, software, and 5
apps Total for all Schools: Total $5,000 $200,000 $5,000 $10,000 Total: $50,000 $215,000 $105,000 $370,000 $442,050 $631,330 $550,330 $1,623,710 HP 96 port 5408ZL Intelligent Edge Chassis 2
This is an approximate cost as specific equipment has not been selected. 71 Computer Refresh as Percentage of Total Budget Projection: School Swazy Central School East Kingston School Lincoln Elementary School Main Street School Kensington Elementary School Newfields Elementary School Stratham Memorial School Cooperative Middle School Exeter High School Seacoast School of Technology Network Operating Center Total: Technology Budget Projection Total $ Computer Refresh Total $ Computer Refresh $ as % of Total $ $94,200 $57,600 $107,710 $119,550 $55,050 $26,850 $76,650 $77,700 58% 47% 71% 65% $58,100 $24,750 43% $48,000 $18,750 39% $127,050 $230,750 $300,050 $94,800 $203,400 $262,800 75% 88% 88% $113,400 $101,400 89% $370,000 $1,626,410 $5,000 $947,150 1% 58% Technology Budget Projection w/o Computer Referesh $39,150 $30,750 $31,060 $41,850 $33,350 $29,250 $32,250 $27,350 $37,250 $12,000 $365,000 $679,260 The Computer Refresh % shows the cost of the computer refresh program as a percentage of the total recommended technology projection for each school and for all schools over the three-‐year period. A projected replacement cost of $1,000 per unit was used in budget calculations. In all likelihood this number would actually be somewhere in the range of $300-‐$1,000. SAU 16 – Technology Plan 2013-‐2016 Technology Department Job Descriptions and Organizational Chart SAU 16 Information Technology Organization Superintendent of Schools Associate Superintendent/
HR Director Assistant Superintendent CIA/Student Services Assistant Superintendent CIA/Technology Special Education Adminstrator Technology Services Coordinator
Seacoast Professional Development Center IT Infrastructure Manager Student Information Systems Support (2) Administrative Support(1) Network Administrator (2) Business Administrator Computer Technician (3) 73 SAU 16 – Technology Plan 2013-‐2016 Facility: SAU 16 Position: Computer Technician Work Schedule: full time, full year Description: Under general supervision, uses specialized knowledge or skills to perform hardware and software support across the SAU 16 district. Resolves hardware, software, and communication problems/conflicts/defects. May interact with customers, recommend inventory stock, and keep strict control over supplies and/or parts. Roles and Responsibilities: • Investigates, analyzes, and resolves hardware and associated software, and problems involving SAU 16 computer systems. • Performs complex hardware repairs and maintenance on a wide range of PC and Mac computers and peripherals. • Provides assistance to client staff on difficult problems. • Provides advanced hardware technical assistance and network support; troubleshoots and resolves system hardware, software, conflicts. • Evaluates existing computer systems hardware, and performs system upgrades; based on customer needs, customizes and test computer systems, and resolves configuration conflicts and errors. • Installs, integrates, and configures new computer systems and hardware for users. • Researches, analyzes, and recommends appropriate computer hardware for customized computer configurations. • Reviews, prioritizes, and processes problem reports; documents the progress of projects. • Maintains a high level quality of customer service standards in dealing with and responding to questions. • Performs miscellaneous job-‐related duties as assigned. Qualifications: •
3-‐5 years of experience directly related to job duties. •
A+ Certification or relevant experience. •
Knowledge of a wide range of computer systems software, applications, hardware, and communications. •
Ability to perform advanced, complex repairs and upgrades on a wide variety of computers and peripherals. •
Ability to diagnose the nature and extent of a wide range of computer problems. •
Knowledge of advanced troubleshooting techniques. •
Ability to install and configure computer systems, hardware, and peripherals. 74 •
SAU 16 – Technology Plan 2013-‐2016 Excellent verbal and written communication skills and the ability to interact professionally with a diverse group Distinguishing Characteristics: • Knowledge of maintenance and repair of computer hardware. • Investigating and resolving problems, and/or repairing as specified by work orders. • Performing system upgrades, and other customized configurations. • Installing, integrating and configuring new systems and hardware for users. • Good written and oral skills. • Ability to handle the stress of customer service. • A willingness to learn. Additional Information: • Heavy lifting, pushing or pulling required for objects up to 70 lbs. • Compensation will be commensurate with experience 75 SAU 16 – Technology Plan 2013-‐2016 Facility: SAU 16 Position: Database and Web Support Specialist (Student Information Support) Work Schedule: 35 hours, full year Purpose: The Database and Web Support Specialist will combine data management, customer service, organization and operational skills, to support educational software and database applications. Qualifications: • Bachelor’s Degree or 4+ years in technical customer support roles in information technology services • Experience creating, maintaining and managing database systems • Excellent verbal and written communication, time management and customer service skills • Strong willingness to collaborate with colleagues and work on teams • Experience with MS Word, MS Excel, MS Front Page, Joomla and HTML a plus • Experience in the K-‐12 education sector Essential Responsibilities: • Serve as a front-‐line responder and advocate for users of PowerSchool • Respond to customer inquiries via email, web and phone • Track and diagnose issues related to data, databases and hosted web page operations • Support SAU 16 applications, including account and user setup, database connectivity, and application reporting • Collaborate with members of the Technology Support Services team • Assist and/or implement periodic system updates and upgrades Additional Information:
• Compensation will be commensurate with experience 76 SAU 16 – Technology Plan 2013-‐2016 Facility: SAU 16 Position: Student Information Systems and Database Support Specialist Work Schedule: full time, full year Purpose: Student Information Systems and Database Support Specialist will combine data management, customer service, organization and operational skills, to manage and support student information systems and database applications. Qualifications: • Bachelor’s Degree or 4+ years in database and student information systems support roles. • Experience with PowerSchool, and working with and creating, database systems and database maintenance. • Experience running queries and generating reports from MS Access, MS-‐ SQL Excel and MySQL and Oracle database systems. • Experience with MS Word, MS Excel, MS Front Page, Joomla and HTML a plus. • Excellent verbal and written communication, time management and interpersonal skills. • Strong willingness to collaborate with colleagues and work on teams • Experience in the K-‐12 education sector Essential Responsibilities: • Maintain the SAU 16 student information system, professional development database, and data warehouse; including i4see and NWEA. • Serve as a front-‐line responder and advocate for users of PowerSchool • Respond to customer inquiries via email, web and phone • Track and diagnose issues related to data, databases and hosted web page operations. • Support SAU 16 applications, including account and user setup, database connectivity, and application reporting • Collaborate with members of the Technology Support Services team • Assist and/or implement periodic system updates and upgrades • Assist website development and maintenance • Participate and conduct training courses to meet the changing technological needs of the district. • Performs other tasks assigned by supervisor. Additional Information:
• Compensation will be commensurate with experience 77 SAU 16 – Technology Plan 2013-‐2016 Facility: SAU 16 Position: Technology Services Coordinator Employment Status: full time, full year Roles and Responsibilities: • Coordinate with technology services staff to deliver/distribute computer hardware and software recommendations to building level personnel. • Coordinate with technology services staff to recommends the purchase of computer hardware and software for the implementation and improvement of computer and technology instruction and throughout SAU 16. • Coordinate E-‐Rate bids, spreadsheets and reports. • Coordinate with IT Manager to maintains an inventory (including location) of computer and other technological equipment and maintains a catalog of software in the district; shares with district staff, personnel, and administrators. • Coordinate an annual software audit on all district computers to ensure license compliance. • Assist with the coordination of the computer software installations and software updates. • Assist in the coordination and implementation of all activities related to the uses of instructional and management technologies. • Supervise and evaluate software support specialist and technology services administrative support. o Software Support Specialist: PowerSchool, State Reporting, NWEA o Software Support Specialist: Web Page, Alert Now o Administrative Assistant: Purchase Orders, Quotes & Specs, Inventory and Manual Development • Oversees, with the Assistant Superintendent, the on-‐going development and implementation of SAU 16’s long-‐term technology plan. • Recommends and assists with staff development activities in the use of the computers and other technologies as instructional and/or management tools. • As requested, reviews and evaluates new commercial software and/or computer applications and communicates such evaluation to the instructional leaders. • Attends computer/technology conferences/workshops approved in advance by the Assistant Superintendent. • Prepares and maintains records and reports on software services provided. • Serve on various committees to represent the Technology Services/Software Support department. • Coordinates special projects as assigned by the Assistant Superintendent. • Performs related work as required. Qualifications: • Ability to plan and manager multiple projects. 78 SAU 16 – Technology Plan 2013-‐2016 •
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Ability to prepare and maintain accurate records. Understand standards accounting and purchasing procedures. Knowledge and understanding of district state and federal policies. General understanding of computer and telecommunication network systems. Knowledge and understanding of software licensing regulations and copyright laws, as well as the use of licenses and leased equipment and materials. Ability to schedule activities, meetings, and/or events. Ability to gather, collate and/or classify data. Flexibility to work with others in a wide variety of circumstances. Ability to communicate with diverse groups. Ability to adapt to change and to shuffle work priorities. Ability to work as part of a team. Ability to supervise and train software support specialist and administrative assistants. Ability to meet demanding schedules and important deadlines. •
Required Software and Database Proficiency: • PowerSchool • NH State Reporting • NWEA • Joomla • Google • Alert Now Additional Information:
• Compensation will be commensurate with experience 79 SAU 16 – Technology Plan 2013-‐2016 Facility: SAU 16 Position: IT Infrastructure Manager Work Schedule: full time, full year Description: The role of the IT Infrastructure Manager is to lead the IT Infrastructure Team. The IT Infrastructure Manager is responsible for the development, evolution and architecture of all aspects/elements of SAU 16's IT infrastructure, networking and communication systems. Roles and Responsibilities: • Responsible for the global architecture of SAU 16's IT Infrastructure. •
Create and maintain the IT Infrastructure roadmap and prioritize projects in conjunction with school district goals while ensuring that these are in line with overall SAU 16 objectives. •
Installs, configures oversee, and maintains the entire IT Infrastructure to maximize uptime and efficiency; maintain accurate network documentation. •
Plan, analyze, recommend, install and support the SAU’s central computer systems and network including but not limited to: servers, routers, switches, firewalls, data and voice communication lines, operating systems and other types of network and server software. •
Implement and maintain proper security measures including network access, intrusion testing, anti-‐virus, anti-‐spam and system updates. •
Ensure that the infrastructure of underlying information systems is properly dimensioned to offer optimal performance for users and proactively address capacity issues before they arise. •
Manage the deployment, maintenance, support and upgrade of servers and hardware and operating systems. •
Create, implement and maintain disaster recovery and SAU 16 continuity plans and procedures to minimize the risk of data loss and downtime. •
Provide advanced hardware technical assistance and network support; troubleshoots and resolves system hardware, software, and conflicts. •
Evaluates existing computer systems hardware, and performs system upgrades based on school district needs; customize and test computer systems, and resolves configuration conflicts and errors. •
Keep up to date with emerging industry trends and technologies and determine if, how and when these technologies should be introduced within the environment. 80 •
SAU 16 – Technology Plan 2013-‐2016 Recommends the purchase of computer hardware and software for the implementation and improvement of computer and technology infrastructure, instruction and management in each of the SAU 16 districts. •
Manage and provide direction to the IT Infrastructure Team, including training, mentoring and evaluations. •
Participates in the development of the SAU 16 technology budget. Qualifications: •
Bachelor's degree in Computer Sciences, Computer Engineering, Business with IT background or equivalent experience. •
5-‐8 years of experience in network administrator or system administrator role; 2-‐3 years of experience managing an IT team. •
Ability to supervise and manage IT Infrastructure the Technology Services Technicians. •
A+ Certification, Network + Certification or relevant experience. •
Knowledge of a wide range of computer systems software, applications, hardware, communications, security, network. •
Ability to install and configure computer systems, hardware, and peripherals. •
Knowledge of network and computer system security. •
Ability to: install and maintain a variety of systems and network servers as well as other related hardware; install and maintain server and network software; troubleshoot difficult hardware and software problems; meet project deadlines; establish and maintain effective working relationships with supervisors, employees and vendors; describe complex technical systems in non-‐technical terms. •
Excellent verbal and written communication skills and the ability to interact professionally with a diverse group •
Successfully engage in multiple initiatives simultaneously. Additional Information: • Heavy lifting, pushing or pulling required for objects up to 70 lbs. • Compensation will be commensurate with experience. 81 SAU 16 – Technology Plan 2013-‐2016 Facility: SAU 16 Position: Network Administrator Work Schedule: full time, full year Description: Under general supervision, uses specialized knowledge or skills to perform hardware and software support as well as Network Administration and analysis across the SAU 16 district. Resolves hardware, software, and communication problems/conflicts/defects. May interact with customers, recommend inventory stock, and keep strict control over supplies and/or parts. Roles and Responsibilities: • Investigates, analyzes, and resolves hardware and associated software, and problems involving SAU 16 computer systems. • Performs complex hardware repairs and maintenance on a wide range of PC and Mac computers and peripherals. • Maintains accurate network documentation. • Maintains updates, patches and security updates to all SAU servers. • Plans, analyzes, recommends, installs, and supports the SAU’s central computer systems and network including but not limited to: servers, routers, switches, firewalls, data and voice communication lines, operating systems and all other software. • Provides assistance to client staff on difficult problems. • Provides advanced hardware technical assistance and network support; troubleshoots and resolves system hardware, software, conflicts. • Evaluates existing computer systems hardware, and performs system upgrades; based on customer needs, customizes and test computer systems, and resolves configuration conflicts and errors. • Installs, integrates, and configures new computer systems and hardware for users. • Researches, analyzes, and recommends appropriate computer hardware for customized computer configurations. • Reviews, prioritizes, and processes problem reports; documents the progress of projects. • Maintains a high level quality of customer service standards in dealing with and responding to questions. • Performs miscellaneous job-‐related duties as assigned. Qualifications: •
Bachelor's degree in Computer Sciences, Computer Engineering, Business with IT background or equivalent experience •
3-‐5 years of experience in network administrator or system administrator role. •
A+ Certification, Network + Certification or relevant experience. •
Knowledge of a wide range of computer systems software, applications, 82 SAU 16 – Technology Plan 2013-‐2016 hardware, communications, security, network. •
Ability to install and configure computer systems, hardware, and peripherals. •
Knowledge of network and computer system security. •
Ability to: install and maintain a variety of systems and network servers as well as other related hardware; install and maintain server and network software; troubleshoot difficult hardware and software problems; meet project deadlines; establish and maintain effective working relationships with supervisors, employees and vendors; describe complex technical systems in non-‐technical terms. •
Excellent verbal and written communication skills and the ability to interact professionally with a diverse group •
Successfully engage in multiple initiatives simultaneously. Distinguishing Characteristics: • Knowledge of maintenance and repair of computer hardware. • Investigating and resolving problems, and/or repairing as specified by work orders. • Performing system upgrades, and other customized configurations. • Installing, integrating and configuring new systems and hardware for users. • Good written and oral skills. • Ability to handle the stress of customer service. • A willingness to learn. Additional Information: • Heavy lifting, pushing or pulling required for objects up to 70 lbs. • Compensation will be commensurate with experience 83 SAU 16 – Technology Plan 2013-‐2016 Policy and Procedure The Technology Committee will follow NHEON recommendations and guidelines, as well as all New Hampshire and federal laws when developing and/or revising policies and procedures. This Technology Plan addresses state and federal laws and policy requirements including, but not limited to, the Children’s Internet Protection Act (CIPA), copyright use, and acceptable use policies. SAU 16 certifies that there is technology protection (Palo Alto) in place to block or filter Internet access, protecting against access by adults and minors to visual depictions that: (a) are obscene, (b) contain child pornography, or (c) with respect to use of computers with Internet access by minors, are harmful to minors. SAU 16 certifies that using the Palo Alto as a filtering solution ensures 100% compliance with the Children’s Internet Protection Act. SAU 16 certifies that all district schools have adopted, and enforce, Internet safety policies that address: (a) access by minors to inappropriate matter on the Internet and World Wide Web; (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) measures designed to restrict minors' access to materials harmful to them. 84 SAU 16 – Technology Plan 2013-‐2016 Existing SAU 16 Policies BEAB – School Board Member Use of Electronic Communication Devices During School Board Meetings Board members will not use electronic communication devices during meetings to
communicate regarding official school board business, agenda items, or other board matters
that are properly discussed publicly during board meetings.
This policy is not meant to prohibit board members from using computers or similar devices
during a meeting, provided such use is limited to purposes of the meeting only.
Legal Reference: RSA 91-‐A:2, III Date Adopted: February 6, 2012 Last Review/Revision Date: February 11, 2013 85 SAU 16 – Technology Plan 2013-‐2016 BHDB –Electronic Communications A meeting is defined by having a quorum and being duly noticed, that is, a meeting has been appropriately posted as a meeting. Only during such a meeting may there be discussion or action upon a matter or matters over which the board has supervision, control, jurisdiction or advisory power. Based on the above, if two members discussed an issue (a quorum was not present), the conversation would not be considered a meeting and subject to the "Right-‐to-‐
Know" laws (RSA 91A). Personal one-‐on-‐one communication such as direct voice and telephone conversations has generally been considered private and not subject to the "Right-‐to-‐Know" laws for this reason. However, it is inappropriate to hold a personal discussion with a few members (less than a quorum) and then hold an additional personal discussion with a different group (also less than a quorum) on the same subject if the total makes up a quorum. Although "leap frogging" from member to member has always been possible, it now has become much easier because of electronic communications. One of the purposes of the open meeting is to have an open discussion of issues. If issues are discussed prior to a meeting, there is little need for discussion at the meeting. This is not consistent with RSA 91A. With electronic communications it is easy to discuss issues as a group. Electronic communications may also be used to facilitate and enhance the meeting process, such as by sending a document via e-‐mail and asking for comments on line. School Board members should be aware that using electronic communication to hold discussions may be inconsistent with RSA 91A. Information disseminated in any manner without discussion is not inconsistent with RSA 91A. Law Reference: Appendix Reference: Date Adopted: September 1, 2004 Revision Dates: Last Review Date: September 1, 2004 86 SAU 16 – Technology Plan 2013-‐2016 BHE – School Board Use of Email The Board encourages its members to not communicate to each other via email regarding official school district business. The Board will not use email as a substitute for deliberations at board meetings or for other communications or business properly confined to board meetings. Communication of private or confidential information via email is strictly forbidden. If an email is originated by a Board member, is communicated to a quorum of the Board, and discusses official school district business, the email will be considered a public document for purposes of the Right to Know Law, RSA 91-‐A. As such, the contents of the email communication will be publicly disclosed. Law Reference: RSA 91-‐A, Access to Public Records and Meetings; RSA 189:29-‐a, Records Retention and Disposition; Miller v. Fremont School Board, Rockingham County Superior Court, No. 03-‐E-‐152 (2003) Appendix Reference: Date Adopted: October 20, 2008 Revision Dates: Last Review Date: October 20, 2008 87 SAU 16 – Technology Plan 2013-‐2016 EDC – Authorized Use of School Owned Materials No school equipment may be used for purposes other than school related, civic, or educational purposes. The Board shall permit school equipment to be loaned to staff members when such use is related to their employment; to students when the equipment is to be used in connection with their studies or co-‐curricular activities. Proper controls shall be established to assure the lender’s responsibility for, and return of, all such equipment. The Board shall permit school equipment to be loaned to staff and students when the equipment is to be used in connection with curricular or co-‐curricular activities. Law Reference: Appendix Reference: Date Adopted: November 4, 1981 Revision Dates: June 2, 2004 Last Review Date: June 2, 2004 88 SAU 16 – Technology Plan 2013-‐2016 EEAJ – Video and Audio Recording on School Busses The School Board authorizes the use of video/audio recording equipment (i.e. cameras) by the district on school buses to assist in providing a safe and secure environment for all passengers. This authority shall extend additionally to all vehicles owned or contracted for the transportation of the school district’s students. The School Board authorizes the Superintendent to establish and maintain guidelines and procedures for the retention and viewing of the recordings. 1. Communication/Notice – The presence of recording equipment on a bus/vehicle shall be announced by signage displayed prominently on that bus/vehicle. Notice of this policy shall be given annually in student/parent handbooks and the FERPA statement. 2. Confidentiality – All recorded “footage” is to be considered confidential and is to be viewed only on an “as needed” basis by those individuals authorized herein. 3. Custody – Recordings, in whatever media, shall be stored in a secure location by the appropriate official depending upon the nature of the recorded vehicle (i.e. bus company contract/terminal manager for contracted school bus, SAU Transportation Coordinator for district owned vehicle). This custody shall not be delegated to any bus/vehicle driver. 4. Retention -‐ Digital video and audio recordings will be available for not less than 4 school transportation days from the date of recording, after which the digital media (removable storage drive) may be overwritten by newer recordings. If an incident is identified by the driver, passenger, parent, or administrator related to the incident, the SAU Transportation Coordinator shall be notified and the relevant storage drive removed from service. The recorded footage related to the incident shall be copied from the storage drive and archived to alternative media. If the recording is formally requested for consideration in the related incident, that recording shall be retained (for use in the disciplinary process). If no request is made within 15 days of the incident, the recording shall be deleted, destroyed or the media reused. 5. Viewing a. Requests to view recordings must be made in writing to the SAU Transportation Coordinator. b. Recordings shall be viewed only in the presence of the Superintendent or designee unless the Superintendent or designee specifically grants express written permission prior to the viewing. 89 SAU 16 – Technology Plan 2013-‐2016 c. Recordings shall be viewed only by the following or others expressly authorized by the Superintendent or designee: -‐ Superintendent or designee -‐ SAU Transportation Coordinator -‐ Building Administrator -‐ Transportation contractor official -‐ Law enforcement officers Law Reference: Appendix Reference: Date Adopted: June 12, 2006 Revision Dates: November 10, 2008 Last Review Date: November 10, 2008 90 SAU 16 – Technology Plan 2013-‐2016 EGA – Responsible Computer, Network and Internet Use Overview SAU 16 provides its students and staff access to a multitude of technology resources. The District believes that these resources provide incredible opportunities to enhance learning and improve communication within our community and with the global community beyond our campus. The advantages of having access to these resources are far greater than any potential downside. However, with the privilege of access comes great responsibility for students, teachers, staff and families. The District expects all community members to exercise appropriate personal responsibility in their use of these resources. Our policies are intended to promote the most effective, safe, productive, and instructionally sound uses of networked information & communication tools. The District makes every effort to protect its students from exposure to Internet materials that are harmful or explicit. The District maintains a system of Internet content filtering devices and software controls that meet federal standards established in the Children’s Internet Protection Act (CIPA), the Neighborhood Children’s Internet Protection Act, and the Protecting Children in the 21st Century Act. Being a Digital Citizen In SAU 16 we use information and technology in safe, legal, and responsible ways. We embrace the following conditions or facets of being a digital citizen. 1. Respect One's self. Users will select online names that are appropriate and will
consider the information and images that are posted online.
2. Respect Others. Users will refrain from using technologies to cyberbully, bully,
tease or harass other people.
3. Protect One's self and Others. Users will protect themselves and others by
reporting abuse and not forwarding inappropriate materials or communications.
4. Respect Intellectual Property. Users will suitably cite any and all use of websites,
books, media, etc.
5. Protect Intellectual Property. Users will request to use the software and media
others produce.
Expectations Responsible use of the District's technology resources is ethical, respectful, academically honest, and supportive of the school’s mission. Each computer user has the responsibility to respect every other person in our community and on the Internet. School owned digital storage and electronic devices used for school purposes will be treated as extensions of the physical school space. Administrators, or their designees, may review files and communications (including electronic mail) to insure that users are using the system responsibly. Users should not expect that files stored on servers or disks will be private. Users also should understand that school servers regularly record Internet activity in log files that are available to the public under RSA 91-‐A: Access to Public Records and Meetings. 91 SAU 16 – Technology Plan 2013-‐2016 Some activities are expressly prohibited by law. Users are expected to abide by the generally accepted rules of network etiquette, practice safe and appropriate behavior while online, on social networking web sites, in chat rooms and to be aware of cyberbullying behavior and response. The following guidelines are intended to clarify expectations for conduct, but they should not be construed as all-‐inclusive. •
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Use of electronic devices should be consistent with the District's educational
objectives, mission and curriculum.
Transmission of any material in violation of any local, federal and state laws is
prohibited. This includes, but is not limited to: copyrighted material, licensed
material and threatening or obscene material.
Intentional or unintentional use of computing resources to access or process,
proxy sites, pornographic material, explicit text or files, or files dangerous to the
integrity of the network is strictly prohibited.
Software and/or services may not be installed or downloaded on school devices
without prior approval of the Superintendent or designee.
Use of computing resources for commercial activities, product advertisement or
religious or political lobbying is prohibited.
Users may be held personally and financially responsible for malicious or
intentional damage done to network software, data, user accounts, hardware
and/or unauthorized costs incurred.
Files stored on District managed networks are the property of the School District
and, as such, may be inspected at any time and should not be considered private.
Materials published for electronic publication must be for educational
purposes. School administrators, teachers and staff shall monitor these materials
to ensure compliance with content standards.
Access to or transmission of inappropriate material via the Internet, electronic
mail, or other forms of direct electronic communication is prohibited.
Unauthorized access and other unlawful online activity is prohibited.
Unauthorized online disclosure, use, or dissemination of personal identification
information of minors is prohibited.
Policy Violations The SAU reserves the right to refuse access to the Internet to anyone. Violating any
portion of this policy may result in disciplinary action, including temporary or permanent
ban on computer or Internet use, suspension or dismissal from school, and/or legal action.
The District may cooperate with law enforcement officers in investigations related to illegal
activities conducted through its network.
Law Reference: RSA 194:3-‐d, 47 U.S.C. Section 254, Neighborhood Children’s Internet Protection Act and Protecting Children in the 21st Century Act Date Adopted: August 18, 1999 Last Review/Revision Date: June 11, 2012 92 SAU 16 – Technology Plan 2013-‐2016 EGAD – Copyright Compliance Federal law makes it illegal to duplicate copyrighted materials without authorization of the
copyright holder, except for certain exempted purpose. Severe penalties may be imposed
for unauthorized copying or using audio, visual or printed materials and computer software,
unless the copying or using conforms to the "fair use" doctrine.
Under the "fair use" doctrine, unauthorized reproduction of copyrighted materials is
permissible for such purposes as criticism, comment, news reporting, teaching, scholarship
or research.
While the District encourages its staff to enrich the learning programs by making proper use
of supplementary materials, it is the responsibility of District staff to abide by the District’s
copying procedures and obey the requirements of the law. Under no circumstances shall
District staff violate copyright requirements performing their duties.
Any staff member who is uncertain as to whether reproducing or using copyrighted material
complies with the District's procedures or is permissible under the law should contact the
Superintendent. The Superintendent will assist staff in obtaining proper authorization to
copy or use protected materials when such authorization is required.
Law Reference: US Code Title XVII, Public Law 94-‐533, United States Copyright Law of 1976 Appendix Reference: Date Adopted: April 9, 2007 Revision Dates: Last Review Date: 93 SAU 16 – Technology Plan 2013-‐2016 EGAH – Email Retention The School District is obligated to respect and, in many cases, to protect confidential data. There are, however, technical and legal limitations on the District’s ability to protect confidentiality. For legal purposes, electronic communication (e-‐mail) is no different than a paper document. In limited circumstances the District may be legally compelled to disclose information relating to business or personal use of e-‐mail to community members under the Right-‐to-‐Know Law, to governmental authorities or, in the context of litigation, to other third parties. E-‐mail may also contain information that should be retained in the official records of the School District. Any e-‐mail message that would be saved had its contents been transmitted in paper form will be printed and retained in school records in accordance with the Local Records Retention Schedule. If a printed e-‐mail message document that should be retained is not otherwise described in the Local Records Retention Schedule1, it will be retained for one calendar year. An e-‐mail recipient’s decision on whether to print and retain e-‐mail will be made within 60 days of receipt of an e-‐mail message. All e-‐mail messages will be deleted from the system by the e-‐mail user (after those messages that will be retained have been printed in hard copy) within 60 days after receipt of an e-‐mail message. Individuals with questions regarding the retention of particular e-‐mail messages should obtain an opinion from their supervisor. I. Examples of e-mail messages which may be deleted without printing a hard copy are:
A. Messages that address routine administrative, curricular and co-‐
curricular matters, announcements of meetings, schedules of events, etc. B. Messages that take the place of informal discussion and which if they were printed would not be retained in school records. C.
Messages that transmit generic information and are not specific to a student’s educational program. D. Messages that address personal matters unrelated to the School District. II. Examples of e-‐mail messages which should be printed and retained are: A. Messages that address significant aspects of a specific student’s educational program including, but not limited to, health, discipline, special education program, interaction with the Division of Child, Youth, and Families (DCYF), and communication with parents relating to specific aspects of the student’s interaction with the school district. 94 SAU 16 – Technology Plan 2013-‐2016 B. Messages that address and/or provide information used in making policy decisions, concerning curricular or co-‐curricular activities, personnel actions or that relate to the business transactions of the School District. C.
Messages that address activities of significant interest in the community relating to the School District. Law Reference: Appendix Reference: Date Adopted: March 3, 2004 Revision Dates: Last Review Date: March 3, 2004
95 SAU 16 – Technology Plan 2013-‐2016 EH – Data Management DATA MANAGEMENT (Public Use of School Records) The Superintendent is hereby designated the custodian of all records, minutes, documents, writings, letters, memoranda, or other written, typed, copied, or developed materials possessed, assembled, or maintained by this District. 1. All requests for public information are to be forwarded to the Superintendent immediately upon receipt. The Superintendent shall thereupon make a determination as the whether or not the information requested is public in nature. If public, the Superintendent shall provide the information in a timely manner which does not disrupt the operation of the schools. 2. If the Superintendent finds the information to be public in nature, he or she shall direct that it be reproduced on the premises. The party requesting the information is to be charged the cost of reproduction and any other expenses entailed in locating and retrieving the information. If the information is in active use or otherwise unavailable, the party requesting the information will be notified immediately upon its becoming available. 3. If the Superintendent finds the information not to be public in nature, he or she shall so inform the requesting party and shall for no reason release such information. 4. If the Superintendent is unable to ascertain whether or not the information requested is public in nature, he or she is hereby authorized to request, on behalf of the Board, an opinion from the Board’s attorney as to the nature of the information. Such opinion requests will be made within ten (10) days of the original request for the information. The Superintendent shall notify the person requesting such information that an opinion is to be requested of the attorney and shall notify such person immediately upon receipt of an answer from the attorney. Law Reference: RSA 91-‐A:4 Appendix Reference: EHB-‐R Date Adopted: December 11, 2006 Revision Dates: Last Review Date: December 11, 2006 96 SAU 16 – Technology Plan 2013-‐2016 EHAA – Computer Security, Email, and Internet Communications The District has established this policy with regard to access and disclosure of electronic
data composed, stored, sent, or received by employees using the District computer system.
This policy is designed to protect the safety and security of the District's computer systems
including E-mail and Internet use.
The following shall apply:
1. The computer hardware system, software and E-mail system are owned by the
District, and all messages or data composed, stored, sent, or received using the
system are and remain the private property of the District. They are not the property
of the employee.
2. The computer and E-mail system is to be used for business purposes only.
Personal business is unauthorized and should not be conducted on the system.
3. The electronic mail system shall not be used for commercial ventures, religious or
political causes, outside organizations, or other non-job-related solicitations.
4. The District prohibits discriminatory, harassing, or offensive materials in any
form of media. Among those considered offensive are any messages which contain
sexual implications, racial slurs, gender-specific comments, or any other comments
that offensively address someone's age, sexual orientation, religious or political
beliefs, national origin, or disability.
5. The electronic mail system shall not be used to send (upload) or receive
(download) copyrighted materials, trade secrets, proprietary financial information, or
similar materials without prior authorization. (Except as allowed under Policy
EGAD Copyright Compliance.)
6. The District reserves, and may exercise without prior notice, the right to read,
review, audit, intercept, access or disclose any and all information on an employee's
computer system or messages created, received or sent over the electronic mail
system for any purpose, even if coded or passworded.
7. The confidentiality of any message or data should not be assumed. Even when a
message is erased, it is still possible to retrieve and read that message. The use of
passwords for security does not guarantee confidentiality, or that the District will not
retrieve it. All passwords must be disclosed to the computer administrator.
8. Any communications created, sent, or retrieved using E-mail may be read by
individuals other than the intended recipient.
9. Notwithstanding the District's right to retrieve and monitor any E-mail messages,
such messages should be treated as confidential by other employees and accessed
only by the intended recipient. Employees are not authorized to retrieve or read any
E-mail that is not sent to them. Any exception to this policy must receive prior
approval by the Superintendent.
97 SAU 16 – Technology Plan 2013-‐2016 10. Any employee who violates this policy or uses the computer system or
electronic mail system for improper purposes shall be subject to discipline up to and
including discharge.
11. Time sensitive information should not be communicated solely by electronic
mail since there is no guarantee that an addressee will receive, read and/or respond to
a message in a timely manner.
Law Reference: RSA 194:3-‐d, School District Computer Networks Appendix Reference: Date Adopted: April 9, 2007 Revision Dates: Last Review Date: 98 SAU 16 – Technology Plan 2013-‐2016 EHB – Records Retention The Superintendent shall maintain the schedule for SAU #16 District records retention in accordance with RSA requirements and the published list of recommendations from the New Hampshire Department of Education. The procedures should ensure that all pertinent records are stored safely and are stored for such durations as are required by law. Additionally, the Superintendent shall develop procedures necessary to protect individual rights and preserve confidential information. Law Reference: RSA 91-‐A, Right to Know Law; RSA 189:29-‐a, Records Retention and Disposition; NH Code of Administrative Rules, Section Ed 306.04 (a)(4), Records Retention; NH Code of Administrative Rules, Section Ed 306.04 (h). Records Retention; 20 U.S.C. § 1232g, Family Educational Rights and Privacy Act (FERPA) Appendix Reference: EHB-‐R, Records Retention Schedule Date Adopted: March 3, 2004 Revision Dates: November 10, 2008 Last Review Date: November 10, 2008 99 SAU 16 – Technology Plan 2013-‐2016 EHB-‐R – Records Retention Schedule Type Local/State Record State/Federal Recommended Mandated Retention Business Records Accident Reports Employee 6 years or term of employment Student 6 years after age of majority Annual Audit Permanent Annual Report (District) Permanent Application for Federal Grants 5 years Architectural Plans Permanent Engineering Surveys Asbestos Removal Bank Deposit Slips Keep until Audit Bond Issue Materials Permanent Child Labor Permits 1 year Contracts 1 year Certified Educator Permanent Collective Bargaining Agreements Permanent Correspondence for Business 4 years Deeds Permanent District Meeting Minutes & Warrant *Enrollment Reports Resident Pupil Membership Forms 14 year Fall Reports A-‐12-‐A (RSA 189:28) Permanent *Pupil Registers (RSA 189:27-‐b) Permanent School Opening Reports 3 years Statistical Report A-‐3 (RSA 189:28) Permanent *Federal Projects Documents 5 years after submission of final audit report and documentation for expenditures, unless there is an ongoing audit. FICA Reports -‐ monthly 6 years 100 SAU 16 – Technology Plan 2013-‐2016 Type Local/State Record State/Federal Recommended Mandated Retention Quarterly Form 941 6 years Fixed Trip Requests/Confirmation 1 year Fixed Assets Schedule Permanent/as updated Form C-‐2 Unemployment 6 years Wage Report (DES 100) Invoices Until audit MS-‐22 Budget Form 6 years MS-‐23 Budget Form 6 years MS-‐25 Budget Form 6 years Minutes of Board Meetings Permanent Purchase Orders Until audit Request for Payment Vouchers Until audit Requisitions Until audit *Retirement Reports 1 year Monthly Student Activities Records/Accounts Until audit Time Cards Bus Drivers 5 years Custodial 5 years Secretarial 5 years Substitute Teachers pay slips 5 years Travel Reimbursements Until audit Treasurer's Receipts Cancelled Checks 6 years Treasurer's Report 6 years Vocational Education AVI Forms 1 year Vocational Center Regional Contracts 20 years Federal Vocational Forms 6 years Vouchers Manifests Until audit *W-‐2's Yearly 6 years *W-‐4 Withholding Exemption Certificate 6 years *W-‐9 6 years *941-‐E Quarterly Taxes 6 years 101 SAU 16 – Technology Plan 2013-‐2016 Personnel Records Application, including Criminal Records Attendance Records Leaves Request for Leaves Class Observation Forms Criminal Record Check *Civil Rights Forms Dues Authorization Employment Evaluations HIPAA Documentation Medical Benefits Application Medical Examinations Re-‐employment Letter of Assurance Retirement application Separation from Employment Form/Letter Staff Development Plan Student Records Disciplinary Records Early Dismissal Emergency Information Form Health and Physical Records, including Immunization Record Medical Reports Registration Form *Applications for Free Lunch Transcripts Attendance Grades Assessment Results SAU 16 Notice of Rights and Policies Signature Page Term of Employment 1 year 1 year 1 year Term of Employment 6 years Term of Term of Employment 6 years Term of Employment Term of Employment 1 year Term of Employment 6 years Term of Employment Term of Enrollment 1 year 1 year Term of Enrollment Term of Enrollment Term of Enrollment 6 years Permanent Permanent Permanent Permanent Permanent 102 SAU 16 – Technology Plan 2013-‐2016 Internal Records Child Abuse Reports/Allegations Criminal Investigation Criminal Records Check Unsuccessful/Unfavorable Personnel Investigations Sexual harassment Special Education Records Permanent Permanent Permanent Permanent 1 year At a minimum, records for special education students should be kept as long as the student is in a program and there is district liability for the education of the student. Given court decisions that are retroactive, it might be prudent to retain records for at least six (6) years after the termination or completion of the program. Law Reference: Appendix Reference: Date Adopted: November 14, 2005 Revision Dates: July 9, 2009 Last Review Date: November 14, 2005 103 SAU 16 – Technology Plan 2013-‐2016 EHBA – Internet Log File Retention This policy is intended to specify how Internet log files will be retained on the District’s servers. The purpose of logging is to monitor the status of the network and to gather information about Internet use so that appropriate disciplinary or educational decisions can be made. Retention Schedule
The raw data files generated on servers that record the history of users Internet access will be known as Internet history log files. Servers will be configured to store Internet history log files for a period of not less than 28 consecutive days. At Exeter High School, Internet log file analysis software will be used to generate a 28-‐
day summary report of Internet activity. The report files will be known as Internet history log analysis files. The Internet history log analysis files will be archived and stored for a period of not less than 1 calendar year. Law Reference: Appendix Reference: Date Adopted: March 3, 2004 Revision Dates: Last Review Date: March 3, 2004 104 SAU 16 – Technology Plan 2013-‐2016 GCSA – Employee Computer and Internet Use SAU 16 computers, electronic devices, network and Internet access are provided to support the educational mission of the schools. This policy and the accompanying rules also apply to computers or other electronic devices issued directly to staff, whether in use at school or off school premises. Any reference to computers in this policy shall include any/all electronic devices, network, and Internet. Personal Use of School Computers School District computers are provided for purposes related to school programs and operations, and performance of employees’ job responsibilities. Incidental personal use of school computers is permitted as long as such use: 1) does not interfere with an employee’s job responsibilities and performance; 2) does not interfere with system operations or other system users; and 3) does not violate this policy and the accompanying rules, or any other Board policy/procedure or school rules. “Incidental personal use” is defined as use by an individual employee for occasional personal communications, research or training purposes, which do not interfere or conflict with his/her job responsibilities. No Right to Privacy The School District’s computers remain under the control, custody and supervision of the School District at all times. The School District reserves the right to monitor all computer and Internet activity by employees, whether on or off school premises. Employees have no expectation of privacy in their use of school computers Notification of Policy and Rules Employees shall be informed of this policy and the accompanying rules through handbooks, the school website, computer start-‐up page and/or other means selected by the Superintendent. Policy Implementation and Rules An employee who violates this policy and/or rules governing use of the School District’s computers shall be subject to disciplinary action, up to and including termination. Illegal use of the School District’s computers also will result in referral to law enforcement. 105 SAU 16 – Technology Plan 2013-‐2016 The Superintendent or his/her designee is responsible for implementing this policy and the
accompanying rules. Additional administrative procedures or school rules governing the
day-to-day management and operations of the School District’s computer system may be
implemented, consistent with Board policies and rules.
Appendix Reference: GCSA-R – Employee Computer and Internet Use Rules
GBEB – Staff Conduct with Students
IJNDB – Student Computer and Internet Use
EGAD – Copyright Compliance
Date Adopted: September 13, 2010 Last Review/Revision Date: October 17, 2011 Policy Origination: NSBA/NEPN 106 SAU 16 – Technology Plan 2013-‐2016 GCSA-‐R – Employee Computer and Internet Use Rules The School District’s computers, electronic devices, network and Internet access are provided to support the educational mission of the schools. These rules and the accompanying policy also apply to computers or other electronic devices issued directly to staff, whether in use at school or off school premises. Any reference to computers in this policy shall include any/all electronic devices, network, and Internet. Employee Computer and Internet Use Rules Each employee is responsible for his/her actions and activities involving School District computers and for his/her computer files, passwords and accounts. All users are strongly encouraged to regularly back up any files they rely on. The building Technology Coordinators are available to provide guidance in this matter. These rules provide general guidance concerning the use of the School District’s computers and examples of prohibited uses. The rules do not attempt to describe every possible prohibited activity by employees. Employees who have questions about whether a particular activity or use is prohibited are encouraged to contact a building administrator or the building Technology Coordinator. Access to School Computers and Acceptable Use The level of employee access to School District computers is based upon specific job requirements and needs. Unauthorized access to the School District’s computers and network is strictly prohibited. All Board policies, school rules and expectations for professional conduct and communications apply when employees are using the School District’s computers, whether at school or off school premises. In particular, the Brentwood School District policy EGA “Responsible Computer, Network and Internet Use” applies to all users. Prohibited Uses Examples of unacceptable uses, which are expressly prohibited, include, but are not limited to, the following: 1. Any use that is illegal or which violates Policy GCSA and/or other Board policies/procedures or school rules, including harassing, discriminatory or threatening communications and behavior; violations of copyright laws or software licenses; etc. The School District assumes no responsibility for illegal activities of employees while using school computers. 2. Any attempt to access unauthorized web sites or any attempt to disable or circumvent the School District’s filtering/blocking technology. 107 SAU 16 – Technology Plan 2013-‐2016 3. Any use involving materials that are obscene, pornographic, sexually explicit or sexually suggestive, harmful to minors, or intended to appeal to prurient interests. 4. Any use for private financial, commercial, advertising or solicitation purposes. 5. Any use as a forum for communicating with other school users or outside parties to solicit, proselytize, advocate or communicate the views of an individual or non-‐school sponsored organization; to solicit membership in or support of any non-‐school sponsored organization; or to raise funds for any non-‐school sponsored purpose, whether profit or not-‐for-‐profit. Employees who are uncertain as to whether particular activities are acceptable should seek further guidance from the building administrator or the building Technology Coordinator. 6. Any communication that represents an employee’s personal views as those of the School District or that could be misinterpreted as such. 7. Sending mass e-‐mails to school users or outside parties for any purpose without the permission of the Technology Coordinator or building administrator. 8. Any malicious use, damage or disruption of the School District’s computers; any breach of security feature including any attempt to bypass the school’s firewall or Internet filtering system; any failure to report a security breach; or misuse of computer passwords or accounts (the employee’s or those of other users). 9. Any attempt to delete, erase or otherwise conceal any information stored on a school computer that violates these rules or other Board policies or school rules, or refusing to return computer equipment issued to the employee upon request. Disclosure of Confidential Information Employees are expected to use appropriate judgment and caution in communications concerning students and staff to ensure that personally identifiable information remains confidential. Employee/Volunteer Responsibility to Supervise Student Computer Use Employees and volunteers who use school computers with students for instructional purposes have a duty of care to supervise such use and to enforce the School District’s policies and rules concerning student computer use. When, in the course of their duties, employees or volunteers become aware of a student violation, they are expected to stop the activity and inform the building administrator. 108 SAU 16 – Technology Plan 2013-‐2016 Compensation for Losses, Costs and/or Damages An employee is responsible for compensating the School District for any losses, costs or
damages incurred by the School District for violations of Board policies and school rules
while the employee is using School District computers. The School District assumes no
responsibility for any unauthorized charges or costs incurred by an employee while using
School District computers.
Appendix Reference:
Date Adopted: September 13, 2010 Last Review/Revision Date: October 17, 2011 Policy Origination: NSBA/NEPN 109 SAU 16 – Technology Plan 2013-‐2016 IJNDB – Technology Integration The District requires an integrated approach to the use of 21st century tools, including, but not limited to digital technology and communication tools, within all curriculum areas through the adoption of information and communication technologies literacy (ICT) program in grades K-‐12 that provides opportunities at developmentally appropriate levels for students to: 1. Develop knowledge of ethical, responsible use of technology tools in a society that relies heavily on knowledge of information in its decision-‐
making 2. Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects of: 2.1 Reading 2.2 Mathematics 2.3 English and Language Arts 2.4 Science 2.5 Social Studies, including civics, government economics, history, and geography 2.6 Arts 2.7 World Languages 3. Use 21st century tools to develop cognitive proficiency in: 3.1 Literacy 3.2 Numeracy 3.3 Problem solving 3.4 Decision making 3.5 Spatial/visual literacy 4. Use 21st century tools to develop technical proficiency at a foundational knowledge level in: 4.1 Hardware 4.2 Software applications 4.3 Networks 4.4 Elements of digital technology 5. Create digital portfolios, which address the following components: 5.1 Basic operations and concepts 5.2 Social, ethical, and human issues 5.3 Technology productivity tools 5.4 Technology communications tools 5.5 Technology research tools 5.6 Technology problem solving and decision-‐making tools Digital Portfolio • Portfolio requirements o Digital portfolio artifacts will include: § Standardized tests 110 SAU 16 – Technology Plan 2013-‐2016 •
•
§ Observation § Student work § Comments describing a student's reflection on his/her work o Portfolios represent cumulative work. o Teachers will review the portfolios using a locally developed assessment rubric, in order to determine competency. o While the portfolio is being constructed, it is considered part of a student's record. o When competency has been achieved using a portfolio and the resulting grade(s) appear on a student's transcript, the digital artifacts within a portfolio will be copied to digital media (e.g., CD-‐ROM or DVD) and be given to the student. o Once a student has received a digital copy of his/her portfolio, all associated files will be removed from district servers. Grades K-‐8 Portfolios o Students must complete a digital portfolio which demonstrates their competency in use of 21st Century Learning Tools in the context of core subject areas. Portfolios will be assessed using a rubric designed to meet state ICT standards. o A successfully completed 8th grade portfolio assures the student that they do not have to take a beginning ICT course in high school and provides them the prerequisite for more advanced ICT high school work. Grades 9-‐12 Portfolios o Students must complete a digital portfolio which demonstrates their competency in the use of 21st Century Learning Tools in the context of core subject areas. Portfolios will be assessed using a rubric designed to meet state ICT standards. o High school students may submit their high school level portfolio as evidence of competency, or instead may complete a half credit course in which the culminating experience is to create a digital portfolio. o Topics to be addressed by an advanced high school course: § Use of productivity and web-‐based software § Use of multimedia software and equipment § Configuring computers and networks § Programming concepts Law Reference: Ed 306.42 Appendix Reference: Date Adopted: April 11, 2005 Revision Dates: November 10, 2008 Last Review Date: November 10, 2008 111 SAU 16 – Technology Plan 2013-‐2016 JICE – Student Publications Students’ First Amendment rights to freedom of expression and equal protection of the law
will be observed in regard to student publications, whether school-sponsored or not. The
observance of these rights must be balanced against the duty of educating students in an
orderly manner to protect the rights of all.
Students may be required to submit publications for approval prior to distribution. When
approval is required, school administrators must make available to students the standards
which will be used in determining the grant or denial of permission. Such guidelines will be
specific and will be directed toward ascertaining which publications will cause substantial
disruption of, or material interference with, school activities or intrusions into school affairs
or the lives of others.
Prior restraints will contain precise criteria spelling out what is forbidden so that a student
will understand. A definite brief time limit will be set within which school officials must
approve or disapprove distribution. To be valid, these guidelines must prescribe a procedure
for appeals from students.
It will be the responsibility of the local school administrators to promulgate reasonable and
specific regulations setting forth the time, manner, and place in which distribution of student
publications may occur. Students who become subject to discipline for failure to comply
with distribution rules will be granted procedural due process rights.
Law Reference: Appendix Reference: Date Adopted: November 8, 2004 Revision Dates: Last Review Date: November 8, 2004 112 SAU 16 – Technology Plan 2013-‐2016 KDC – Website Publishing Policy General
Official school district websites will be hosted and maintained on the District's computer
networks or on remote servers rented by the school district for this purpose. For example,
homework information, classroom resources, etc. must all be hosted on school district
websites. Websites that are hosted outside of the school district that contain references to
any students, staff, or facilities of the District are not considered official Websites, and the
school district will not be responsible for their content.
The district website is intended to provide a means of sharing information with the school
district and the world about school curriculum and instruction, school-authorized activities,
and other information relating to the district's schools and mission. Instructional resources
for staff, students, and parents may also be provided.
Organizational Responsibility
School district websites are official publications and must follow similar guidelines as other
district publications (See Policy JICE). For district-wide websites, the Superintendent has
primary responsibility for the content of the website. For individual school Websites, the
Principal has primary responsibility for the content of the website. All information
published on the school district websites must be approved by these individuals or their
designees. The Superintendent's Office acts as the final authority when issues arise
concerning potentially sensitive content.
All postings to the Websites will be performed by authorized individuals only. These
individuals must have been provided with secure access by the Technology Department and
have been given approval by the Superintendent or his/her designee. Technology
Department Staff reserve the right to remove any publication that adversely affects the
operation of the school computer networks.
Publishing Standards
All subject matter on district web pages and their links must relate to curriculum and
instruction, school-authorized activities, or information about the district or its mission.
Staff or student work may be published only as it relates to a class project, course, or other
school-related activity. Students, staff, or other individuals may not use the district's web
pages to provide access to their personal pages on other servers or online services.
Publishing privileges are provided to staff through individuals who have been authorized by
the building principals, the superintendents, or their designees. Students shall not be given
publishing privileges to school or district sponsored websites. However, students may have
their work published through an approval process that includes their teacher. Also, students
may publish content within secure, password protected learning management systems (i.e.,
Moodle, WebCT). Creators of web pages need to familiarize themselves with - and practice
- the following standards and responsibilities as detailed in appendix policy KDC-R.
Law Reference: RSA 194:3-‐d, 47U.S.C. Section 254, Children’s Internet Protection Act Appendix Reference: KDC-‐R Date Adopted: April 9, 2007 Revision Dates: Last Review Date: 113 SAU 16 – Technology Plan 2013-‐2016 KDC-‐R – Website Publishing Policy Creators of web pages need to familiarize themselves with -‐ and practice -‐ the following standards and responsibilities: • All web pages must comply with all policies and regulations of the district and all
state, federal and international laws concerning copyright, intellectual property and
use of computers.
• All content must be appropriate, decent, in good taste, and not intended to harass,
demean or offend individuals or groups. Offensive content includes, but is not
limited to materials, which offend religious and racial groups, constitute sexual
harassment, or contain violence and profanity.
• Correct grammar and spelling should be used, documents should be of high quality
in both style and presentation. Any unedited work by students will be identified as
such.
• Web pages must include a statement of copyright, when appropriate, and indicate
that permission has been secured to include copyrighted materials. All sources
should be cited regardless of copyright.
• Factual information must be able to be documented.
• All web pages must identify affiliation with the School District.
• All web pages must provide a link to the school or Department's home page, and
contain clear navigational links.
• Commercial use is prohibited.
• All web pages must comply with the School Board policies, administrative
regulations, these Web Publishing Guidelines, and other district guidelines provided
for specific levels of publishing.
• The viability of links from Web pages that were not created by the district cannot
be guaranteed.
• All links will be tested for accuracy.
• Web pages may not contain links to other pages that are not yet completed. If
further pages are anticipated but not yet developed, the text that will provide the link
can be included, but the link may not be made "hot" until the further page is actually
in place.
• Any deliberate tampering with or misuse of district network services or equipment
will be considered vandalism and will be handled according to the school discipline
code.
• The use of a web page for political lobbying activities is prohibited. Engaging in
non-school related fund-raising is also prohibited.
• No student Email address, whether a personal or district account, may be listed on
114 SAU 16 – Technology Plan 2013-‐2016 any web page. Official district email addresses of staff may be published on the
website.
• Web pages shall not contain personal student information. First names may be
used if permission is granted by parents/guardians. The building principal is to be
contacted as the consultant in special circumstances where awards or events warrant
publicity of this nature.
• Web pages may contain pictures of students and staff involved in school-related
activities only. Student pictures may appear only if permission is granted by their
parents/guardians.
• Non-school related student work shall not be published.
Law Reference: RSA 194:3-‐d, 47U.S.C. Section 254, Children’s Internet Protection Act Date Adopted: April 9, 2007 Revision Dates: Last Review Date: 115 SAU 16 – Technology Plan 2013-‐2016 Draft: ONLINE/VIRTUAL EDUCATION --- IMBA
The Board may allow video-based, internet-based, and online courses as a means to fulfill
curriculum requirements. Such opportunities will be implemented under the provisions set
forth in Policy IHBH, Extended Learning Opportunities. If the course is to be taken for
credit, then Policy IMBC, Alternative Credit Options, will apply.
The written approval of the building principal is required before a district student enrolls in
an online or virtual course that is intended to become part of their educational program.
Students applying for permission to take an online course must complete prerequisites and
provide teacher/counselor recommendations to confirm the student possesses the maturity
level needed to function effectively in an online learning environment.
Approved courses must align with state and local standards, be delivered by staff licensed in
the state where the course originates from, and contain provisions for feedback and
monitoring of student progress. The district will require a syllabus, including prerequisites,
specific learning goals/activities, student evaluation criteria, and teacher responsibilities to
be submitted for review before the course is approved as part of the student's educational
program.
Students taking approved online courses must be enrolled in the district and must take the
courses during the regular school day at the school site, unless the administration has
granted approval for remote access based on special circumstances. Online courses may be
taken in the summer under the same conditions as during the school year.
The school will provide appropriate supervision and monitoring of students taking online or
virtual courses. One teacher may supervise no more than ten students participating in
online/virtual courses.
Approved online/virtual courses must comply with all federal and state statutes pertaining to
student privacy and to public broadcasting of audio and video. Confidentiality of Student
Record Information will be maintained throughout the process. This includes information
shared between school district representatives and the virtual school or online teacher,
information shared between the school district or online teacher with students and parents,
and information shared between school district representatives, the virtual school or online
teacher with others.
The school district will provide safeguards for students participating in online instruction
activities, and Policy EGA, Appropriate and Acceptable Computer, Network and Internet
Use will apply.
Students earning credit for distance education courses shall participate in all assessments
required by the statewide education improvement and assessment program.
Credit for the course is not recognized until an official record of the final grade has been
principal or designee with input from the online teacher.
Students who violate any part of the policy or engage in any other activity that school
authorities consider inappropriate are subject to disciplinary action consistent with Board
policies and the student handbook.
116 SAU 16 – Technology Plan 2013-‐2016 Draft BYOD "Policy" 1.
2.
3.
4.
5.
Personal Wireless Devices SAU16 offers wireless Internet access for personally owned devices in many of our buildings. This is intended to allow anyone with a wireless device to access the Internet in our schools. This access will operate with the same Internet filter that school devices currently use. Custom filter rules will be applied such that access will be similar in scope to that afforded students on the “regular” school network. SAU16 reserves the right to limit or deny access to sites and communication protocols considered by SAU16 to be malicious or inappropriate in accordance to The Children's Internet Protection Act (CIPA), The Children's Online Privacy protection Act (Coppa), and The Family Educational Rights and Privacy Act (FERPA) and will terminate your access if you use it in violation of SAU16 policies or guidelines. Users must understand that at all times school internet access resources will be prioritized for use for educational purposes. Access for personal reasons is secondary. No access to printers, file servers or other local network resources will be provided from the guest network. We are very excited to offer this additional resource to our students and community. Each time someone accesses our wireless network, they will have to agree to the terms listed below. If you wish to use this access while at an SAU16 school please familiarize yourself with the information below. This filtered Internet service is provided for use by SAU16 staff members, students and guests. SAU16 will not be held liable for any damage that may occur as a result of connecting to the SAU16-‐Wireless Networks or any electrical power source. SAU16 will not be obligated to supply electrical power access where such access does not already exist. SAU16 will not be held responsible for any physical damage to, or loss or theft of any personally-‐owned device. The SAU16-‐Wireless Networks will provide filtered Internet access and related web-‐
based services only. Users who attempt to bypass the web filter can expect to lose connectivity. SAU16 reserves the right to inspect, at any time, any personally-‐owned device while connected to the SAU16-‐Wireless Networks. Any other inspection of any personally-‐
owned device is subject to applicable school search procedures. Student use of personally-‐owned devices in the classroom setting will be at the discretion of the classroom teacher. 117 SAU 16 – Technology Plan 2013-‐2016 6. Persons connecting computers to the SAU16-‐Wireless Networks agree to maintain current anti-‐virus software enabled on their computers. 7. Illegal, destructive, harmful or any other inappropriate activities, including, but not limited to computer hacking, cyber-‐bullying, accessing or attempting to access offensive/obscene materials, downloading software or pirated media or engaging in illegal activity are strictly prohibited. Users found to have engaged in any such activity will be subject to disciplinary action as deemed appropriate by agents of SAU16. 8. By using these networks users acknowledge that such access may not be uninterrupted or error free, that your devices may be exposed to risks such as hackers, worms, Trojans or viruses, that SAU16 does not provide technical support for personal devices and that unauthorized third parties may access your devices or files or otherwise monitor your use of these wireless networks. 118 SAU 16 – Technology Plan 2013-‐2016 Draft Google Apps Policy Google Apps Parent Information: Google Apps is a special account-‐based service that has several useful features for students and staff members. The free tools provided by Google are available to students at school and at home online, and some tools may be used offline. It does not matter whether a student is working on a Macintosh or a Windows based computer. These tools help students keep organized, prevent lost homework, and allow students to work individually or collaboratively on school assignments. When using Google Apps and Tools, students work in a safe environment because people in the outside world cannot participate in the assignment. In order to participate in an assignment, a person must be added to the site or file as a "shared collaborator." With collaboration comes increased responsibility in the hands of those who are sharing a document, spreadsheet, presentation, or site. Therefore, all users of the SAU 16 Google Apps system must be aware of and agree to the following guidelines regarding use of this system. 6. All rules, regulations, and guidelines already covered by the district Acceptable Use Policy document, as well as all local, state, and federal laws still apply to use of this system. Nothing illegal, immoral, or otherwise deemed inappropriate by all other school policies and outside laws may be entered into or displayed via the Google Apps system. 7. Google Apps is for school projects. Students or staff members using Google Apps for their own purposes are cautioned that the district offers no guarantees to the safety or permanence of ANY data in its Google Apps system. Google Apps files or sites should not be created unless assigned by a teacher or after specific permission by a school employee. 8. When sharing a document, spreadsheet, presentation, or other file with other users, one agrees that: •
•
•
•
all users are agreeable to receiving an invitation to collaborate, all users must report any violations of any school policies or government laws immediately, all users must be treated with respect, and all users are expected to contribute fairly, citing sources whenever necessary, and following all rules, laws, and guidelines. 9. In the case of a shared space (i.e. Google Sites), all of the above guidelines also apply. In the case of Google Sites that need to be marked as “public” in order to be visible throughout our school community, users must not give out the addresses of such Sites to people outside our school community. 10.
Deliberate destruction or vandalism of other users’ data or shared data is prohibited. Nothing should be deleted without the permission of the person 119 SAU 16 – Technology Plan 2013-‐2016 who created it. 11.
Google Apps will not be used to post any information for commercial activities, product advertisement, or political advocacy, nor will it be used to post any obscene, discriminatory, or offensive material. 7. SAU16 employees have the right to monitor all postings and activities in Google Apps. Google Apps Permission Form SAU 16 Schools will now be using Google Apps for Education in the classroom. Google Apps for Education is a suite of free, web-‐based programs that includes email, document creation, calendars and collaboration tools. Please review the attached information; complete and return this page to school. I, _____________________ give permission for my student (print first and last name), ____________________________________________________ to have a Google Apps for Education account. I understand that this account will be for educational purposes only, and will be used exclusively for school assignments. This permission will remain in effect during my student’s enrollment in SAU 16 unless I request to revoke it. OR I, _____________________ do not give permission for my student (print first and last name), ____________________________________________________ to have a Google Apps for Education account. Print Name: ___________________________ Signed: ________________________________ Date: __________________________________ 120

Technology Plan 2013-2016

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