The Ewing Public Schools District Technology Plan 2010-2013

Transcription

The Ewing Public Schools
Ryan Administration Building
1331 Lower Ferry Road
Ewing NJ 08618
District Technology Plan
2010-2013
Page
#
I. Stakeholders
Provide the title, name and signature of each member of the technology planning committee. It is
expected that there will be representation from at least nine of the positions indicated on the
1 stakeholder sample table. Please provide an explanation if there is not a minimum of nine
members on the technology planning committee.
II. EXECUTIVE SUMMARY
Describe the school district's or charter school's vision or mission statement.
2
III. TECHNOLOGY OVERVIEW
A. Technology
1. Provide an inventory of current technology networking and telecommunications equipment.
3-7
Describe the technology inventory needed to improve student academic achievement
through 2013 including, but not limited to:
2.
7-10
Technology equipment
Networking capacity
Software used for curricular support and filtering
Technology maintenance policy and plans
Telecommunications services
Technical support
Facilities infrastructure
Other services
3.
Describe how the district integrates assistive technology devices into the network to
accommodate student needs.
4.
How educators have access to educational technology in their instructional areas such as
using desktops, mobile laptop and wireless units, PDAs.
10
11
(NOTE: For purposes of this document, educators are defined as school staff members who teach
children, including librarians and media specialists.)
5. How administrators have access to technology in their workplace (such as using desktops,
mobile laptop and wireless units, PDAs).
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6.
Describe how the district’s web site is accessible to all stakeholders (for example using
Federal Accessibility Standards)
7.
Describe the plan for replacing obsolete computers/technology and include the criteria for
obsolescence.
11
11
B. Cyber Safety
1. List the filtering method(s) used.
(NOTE: Be specific as this is a federal mandate.)
12
2.
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Identify the Acceptable Use Policies (AUP) used for students and staff and include a copy
of the AUPs with the submission of this technology plan.
3. Describe the district’s Internet safety policy that addresses the
a) technology protection measure that protects against access through computers
with Internet access to visual depictions by adults or minors that are—
(I) obscene; or
(II) child pornography; or
(III) harmful to minors; and
12
b) process for educating minors about appropriate online behavior, including
interacting with other individuals on social networking websites and in chat rooms,
and cyberbullying awareness and response, as required by the Protecting Children
in the 21st Century Act.
14
4. Indicate the dates when the school district provided the community with public notice and a
hearing to address any proposed Internet safety policies adopted by the school district
pursuant to CIPA. (Note: This is a requirement by e-rate only for those entities that have
not already provided such notice and hearing related to an Internet safety policy and
technology protection measure.)
C. Needs Assessment
1. Complete a needs assessment for educational technology in your school district or charter
school. Begin by determining current status. Afterwards, determine the educational
14
needs, prioritize the identified needs and plan for necessary changes through goals and
objectives.
a.
Evaluate educators’ current practices in integrating technology across the
curriculum.
b.
Provide a summary of educators’ proficiency in the use of technology within the
district.
c.
Determine the current educational environment and barriers by describing how:
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14
15
15
15
15
15
i
Educators are assured access to technology to facilitate technology
integration across the curriculum,
st
ii.
Often students have access to technology to support the use of 21
century skills in their learning environment,
iii.
The needs of educators are evaluated,
iv.
The needs of students are evaluated,
v.
Past professional development addressed the educators’ and students'
needs for technology integration,
vi.
Past professional development for all administrators was provided to
further the effective use of technology in the classroom or library media
center,
vii.
Ongoing, sustained professional development was provided in 2009-2010
for all educators to further the effective use of technology in the classroom
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16
16
2010-2013 District Technology Plan
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and library media center,
viii.
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ix.
Supports were provided for educators other than professional
development,
x.
Professional development needs and barriers relating to using educational
technology as part of instruction have been identified.
16
16
2.
Based on the answers given above, indicate the needs of the district to improve academic
achievement for all students through the integration of technology across all curricular
areas.
3.
Prioritize the identified needs
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18
for administrators to further support the effective use of technology in the
classroom or library media center,
IV. THREE-YEAR GOALS AND OBJECTIVES
A. History
Evaluate each goal from the previous plan, in one or two sentences, detailing each goal's success,
21
or reasons for continuation, or issues preventing its success.
B. Goals and Objectives for 2010-2013
Modify goals and write new goals to meet the needs identified from the assessments. Goals for
26
2010-2013 should support district need and align with the state plan.
V. THREE-YEAR IMPLEMENTATION AND STRATEGIES TABLES (July 2010 – June 2013)
A. Describe the implementation strategies/activities that relate to the goals and objectives.
Include in the description the timeline, person responsible and documentation (or
29-33
evidence) that will prove the activity occurred.
B. Develop strategies to ensure that the technology plan addresses the use of technology,
29-33
st
including assistive technology, to support 21 century learning communities.
C. Provide details of the process for meeting the NCLB requirement that all students be
29-33
technologically literate by the end of grade eight.
D. Identify specific telecommunications and information technologies and any other specific
29-33
resources that are useful to reach the stated goal.
VI. FUNDING PLAN (July 2010 – June 2011)
A. Provide the anticipated costs for 2010-2011 and then indicate the projected funding for
2012-2013 of the technologies to be acquired. Include expenses such as
hardware/software, digital curricula including NIMAS compliance, upgrades and other
services including print media that will be needed to achieve the goals of this plan. Also
34
incorporate specific provisions for interoperability among components of such technologies
to successfully achieve the goals of this plan.
B. Indicate the federal, state, local and other sources of funds used to help ensure that
38
students have access to technology and ensure that educators are prepared to integrate
technology effectively into curricula and instruction.
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App.
C.
Attach a copy of the board approval for this technology plan. Be sure it includes the
budget for the first year of this plan.
A
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D. A board approved budget for each successive year of this plan must be filed with the
technology plan for e-rate auditing purposes.
E. Provide your technology plan’s creation date which, as defined by e-rate, is the point when
these five elements are in your plan.
Those elements are:
40
•
•
•
•
•
Goals and strategies for using telecommunications and information technology;
A professional development strategy;
An assessment of telecommunications services, hardware, software, and other services needed;
Budget resources; and
An ongoing evaluation process.
VII. PROFESSIONAL DEVELOPMENT
A. Provide the name and title of the person responsible for coordinating the professional
development activities as stated in the district’s professional development plan and noted
41
in this plan.
B. Describe the planned professional development activities for teachers, administrators, and
41-42
school library media personnel that include:
1.
How ongoing, sustained professional development for all administrators will be
provided to further the effective use of technology in all learning environments.
2.
How ongoing, sustained professional development for all educators will be
st
provided that furthers the effective use of technology, models 21 century skills
and demonstrates global outreach and collaboration in the classroom or library
media center.
3.
The professional development opportunities and resources that exist for technical
staff.
4.
How professional development is provided to all staff on the application of
assistive technologies to support all students in their learning.
41
41
42
42
C. Based on educators' proficiency and the identified needs for professional development,
43
describe only the ongoing, sustained high-quality professional development opportunities
planned for 2010-2011 as they relate to the infusion of technology into the curricular
process. Include a description of in-class support, such as coaching, that is used to ensure
effective use of technology to improve learning. Also, include a description of the
involvement of all partners associated with professional development for the district.
D. Project professional development activities that will continue to support
identified
needs through 2013, including all partners.
VIII. EVALUATION PLAN
Describe the evaluation process and accountability measures that monitor progress and mid45
course corrections that are used to regularly evaluate the extent to which goals, objectives,
43
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activities, resources and services are effective in
st
1.
Integrating technology into curricula and instruction to promote 21 century skills and
global collaboration and outreach,
45
2.
Enabling students to meet challenging state academic standards, and
46
3.
Developing life-long learning skills.
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Page 1
II.
EXECUTIVE SUMMARY
Describe the school district's or charter school's vision or mission statement.
INTRODUCTION - The District Technology Committee proposes this plan to enable
effective and equitable utilization of technology at all grade levels in The Ewing Public
Schools. The District Technology Committee began meeting in December, 2009 in
order to develop this plan.
MISSION STATEMENT - The Ewing Township Public School District is committed to
providing a positive learning environment in which all staff and students develop and
apply knowledge for the global society and a solid foundation of 21st century skills.
To create a technology infused collaborative learning community, we must:
•
Provide for equitable distribution of resources throughout the district
•
Organize comprehensive professional development through new and
established programs as well as learning communities
•
Educate staff and students in ethical practices for technology use
•
Dedicate available funds to the implementation of the goals and
recommendations in the technology plan
•
Develop and maintain highly effective, reliable, secure, and innovative
technical infrastructure and assist in connecting available technologies to
curriculum and instruction
•
Understand that technology planning is a process utilizing ongoing review
VISION - The primary goal of The Ewing Public Schools’ technology program is
to create a positive, comfortable, attractive learning environment that promotes
learning through the use of technology in all areas of school and community life. The
program recognizes and addresses the need to provide students with the technology
skills necessary to participate in a global society.
This program will require students to utilize technology skills in a cross curricular
environment. Students will be expected to think critically and creatively, apply
information-literacy skills, and make informed decisions.
RATIONALE AND PROGRAM DESCRIPTION – Students in the 21st century live in
a technology and media rich environment. The Ewing Public Schools prepares our
students to be life-long learners in the 21st century. We are making the shift from
teacher-directed instruction to student-centered, performance based learning. The
shift will require that students learn to work collaboratively, communicate effectively
and be able to transfer their knowledge to authentic, real-world problems.
PLANNING PROCESS – The District has invited thirteen staff members to form
our District Technology Committee. Each committee member has extensive
experience in distinctive responsibilities in areas of our students’ education, and
each member also has considerable experience with regard to technology both
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professionally and personally.
The committee met at several scheduled meetings as a whole to discuss educational
technology in our schools. Sub committees were formed in order to evaluate and
modify the district’s vision and mission statement, develop and review a needs
assessment survey, plan professional development and develop a district funding
plan. Sub committees presented their reports to the Committee At Large for review.
The committee has also reached out to various individuals and school offices, such as
school principals, guidance offices, media center specialists, board members, parents
and community members for their valuable input. Overall, we have worked
cooperatively and collaboratively to complete the 2010-2013 Technology Plan.
Page 3
III.
TECHNOLOGY OVERVIEW
A. Technology
1. Provide an inventory of current technology networking and
telecommunications equipment
Antheil Elementary School
12
3Com 10/100 Base T Switches
3
3Com Office Connect 8 port
6
Avermedia Avervision CP
1
Cisco 3745
1
Cisco ATA 186 Analog Phone Adapter
6
Cisco Catalyst 3550
2
computer / register
29
Dell Lattitude 131L
1
Eltron P310 ID Card Printer
133
eMac
1
Epson Powerlite 53
2
Epson Powerlite S5
4
Epson Powerlite 83+
1
Epson v200 Scanner
1
ESD Electronic Security Device
3
External USB Drives
3
FIS Fiber
1
Gateway E Series
1
HP 2410 All-in-one
8
HP 2430
1
HP 3005
5
HP 4050
1
HP 4550 dtn
1
HP 4600
1
HP 6
2
HP Deskjet 1100
1
HP2300
7
1
2
2
1
1
1
2
8
3
1
1
2
83
1
1
1
1
2
1
4
1
2
1
3
4
1
1
Hubbel Cat 5 hub - 24
InFocus 2102 EP
InFocus 2104 EP
Interlink Cabling S41
modem
Netgear Access Point
Netgear hub 10 - 5 port
Optiplex 170L (HVAC)
Optiplex GX110
Optiplex GX150
Optiplex GX280
Optiplex GX280 w windows 2003 Server
Pass & Seymour Legrand
Pitney Bowes Fax
PowerEdge 1750 windows 2003 Server
PowerEdge R710
SmartBoard SB680
Sony TRV58 Camera
Surveillance DDR WJ -HD316A
TeraStation
UPS 1000
UPS 1500
Verizon Router
Xserver w Tiger 10.4
Parkway Elementary School
5
1
1
Brother IntelliFax 4100e
1
Canon 700F Scanner
1
Canon iPF750 wide Printer
1
Canon scanner lide 50
1
Cisco 3745
1
2
Cisco Catalyst 3550
1
computer / register
29
Dell Lattitude 131L
1
75
eMac
1
Epson Powerlite 5550c
5
Epson Powerlite 83+
1
Epson Powerlite 83H
1
3
External USB Drives
1
FirstLine digital Surveillance
1
FirstLine Frame Server
2
FIS Fiber
1
Gateway 2000 e-3000 (HVAC)
1
6
1
1
1
1
2
2
3
1
1
7
51
1
1
2
1
3
1
1
1
4
1
Gateway E Series
HP 2430
HP 3005
HP 4050
HP 4500 dtn
HP 4600
HP Deskjet 1100
Optiplex GX280
PowerEdge R710
SmartBoard SB680
Sony TRV58 Camera
Surveillance Optics UPS
TeraStation
UPS 1000
Lore Elementary School
9
1
1
Brother f335 all-in-one
1
1
1
1
Brother IntelliFax 4100e
Canon iPF750 wide Printer
Cisco 3745
Page 4
5
1
1
28
1
115
1
1
1
1
1
3
3
1
6
1
1
1
1
2
1
4
2
1
1
7
1
1
59
1
1
2
1
1
2
1
5
2
1
1
HP2300
modem
Optiplex GX150
Optiplex GX280
SmartBoard SB680
Sony TRV58 Camera
Surveillance DDR WJ -HD316A
TeraStation
UPS 1000
UPS 1500
Verizon Router
Fisher Middle School
106
Optiplex GX280
119
Optiplex 210L
29
Latitude 110L w/ Windows XP Laptop
14
Dell e-5500 Laptop
9
Optiplex 320 w/ Windows XP
25
eMac w/ OSX
1
Gateway G004 PC
2
Poweredge 2850 w/ Windows
Server 2003
1
Poweredge 1750 w/ Windows
Server 2003
1
Buffalo Tera Station
3
Netgear Wireless Router
10
3Com Baseline 10/100 switch
superstack 3
1
3Com Baseline 10/100 switch
superstack II
2
3Com superstack II pshub 40
1
Cisco 3745-10-2FE
4
Catalyst 3550 series
3
Catalyst 3500 series XL
1
Cisco VG200
2
2
1
9
4
11
51
1
5
1
15
5
2
1
1
1
1
4
1
1
1
1
PANNASONIC-WJ-HQ-500 SECURITY SYSTEMS
PANNASONIC-WJ-HQ-316 SECURITY SYSTEMS
NEC-100 PROJECTOR
Epson InFocus Projector
Epson Powerlite Projector
Epson 3LCD Projector
OverHead Projector.
ScanMark ES 2010
Smartboards
HP LaserJet 4050 TN
HP LaserJet 2300
HP LaserJet 2200
HP LaserJet 4600 DN
HP LaserJet 1100
HP LaserJet 2600 N
HP LaserJet 4000
CIM K300 cm printer
HP LaserJet 3005
HP LaserJet 1200-n
HP LaserJet 2100
Brother 8500 Fax Machine
HP-1240 Fax Machine
Ewing High
50
64
91
182
2
13
16
7
1
6
4
7
2
1
1
1
1
1
1
2
2
1
1
1
HP LaserJet 2200
HP LaserJet 2100
HP Laserjet C3005X
HP Laserjet CP3505
HP Laserjet CP3525
HP Inkjet K8600
HP Laserjet 1100
HP LaserJet 4050
HP Laserjet 5P
Canon Image Class MF6530
CIM Card Printer K300CM
Fantom 1 TB External HD
Kangaru External DVD/CD Writer
Buffalo TeraStation HD
DiskGo 80 GB External HD
Seagate 100 GB External HD
Integral DVD Recorder
Panasonic Network Recorder WJ-ND200
Panasonic Digital Disk Recorder
WJHD316a
Cisco 3745 Router
2
1
2
1
1
7
5
1
1
1
2
12
Cisco Catalyst 3550
computer / register
Dell Dimension L933r (HVAC)
Dell Lattitude 131L
eMac
Epson Powerlite 5550c
Epson Powerlite 83+
Epson Powerlite 83H
Epson v200 Scanner
External USB Drives
FIS Fiber
Gateway 2000 e-3000 (HVAC)
HP 2430
HP 3005
HP 4050
HP 4550 dtn
HP 4600
HP Deskjet 1100
School
Dell Optiplex 360 w/Windows XP
Dell Optiplex 210L w/ Windows XP
Dell Optiplex 170L w/ Windows XP
Dell Optiplex GX270 w/ Windows XP
Dell Optiplex GX280 w/ Windows
2003 Server & Windows XP
Dell Optiplex GX110 w/ Windows NT
Dell Latitude D600 w/ Windows XP
Dell PowerEdge 2850 w/ Windows
Server 2003
Dell PowerEdge1750 w/ Windows
Server 2003
Dell PowerEdge 2400 w/ Windows NT
Apple iMac OSX 10
Apple eMac OSX 9
HP Pavilion s7210n w/ Windows XP
IBM Think Centre 3GU w/ Windows XP
HP LaserJet 2550N
HP LaserJet 2430
HP LaserJet 2300
1
Page 5
11
2
9
9
3
1
11
1
1
1
1
1
2
1
Cisco Catalyst 3550 (24 port)
Cisco Catalyst 3500 (24 port)
3Com SuperStack II 24-Port
3Com SuperStack III 24-Port
3Com SuperStack II 12-Port
3Com SuperStack III 12-Port
3Com Office Connect Switch
Baracuda Web Filter 610
Netgear FUS114 Router/Firewall
Juniper Netscreen 56T
Leighronix Pro 8
Motorola SBS120 Modem
Verizon Wireless Routers M1424MR
US Robotics v.92 Modem
Gusz Administration Building
1
Optiplex GX 170 with Windows XP
1
Optiplex GX 200 with Windows 2000
1
Optiplex GX1 with Windows NT 4.0
1
1
Gateway E-4200 with Windows NT 4.0
41
Optiplex GX280
13
Optiplex 210L
6
Optiplex 360 (Smartboard Carts)
4
4
Gateway E4100 (Test Bed)
1
Dell Optiplex GX400 (Test Bed)
1
Dimension L700CX with Windows
XP (HVAC-FMS, LES)
1
Dimension 2350 with Windows XP
(HVAC All Other Buildings)
16
iMac Flat Panel Compact with OSX
1
XServer (Testing)
1
eMac with OSX
1
PowerEdge 1400SC with Windows
Server 2003 (Project Special)
2
PowerEdge 2850 with Windows
Server 2003
2
PowerEdge 2950 with Windows
Server 2003
1
2
1
1
1
2
2
2
2
4
1
3
3
2
Cisco ATC 186 Analog Phone Adapter
HP Scanjet G3110
HP Scanjet 5200C
HP Scanjet 3500C
Epson Scanjet 1670
Epson 4490 Scanner
Microtek ScanMaker6 Scanner
Panasonic PT-P1SDU Projector
Epson Prolite 53C Projector
Epson Powerlite 83C Projector
Sony Handycam CCD-TRV138
Sony DVD Players
Panasonic VCRs
Integral frame Servers (Security Cameras)
4
2
2
2
3
1
1
1
2
1
4
2
1
2
5
3
1
1
1
1
4
1
1
1
1
PowerEdge 1750 with Windows Server 2003
Powervault 715N with Windows Server 2000
Buffalo Tera Station
LightStream 1010
Cisco 3600 (Main Router)
Cisco 2600 (Internet Gateway)
PIX 515E Firewall
Cisco 2800 (Phone Gateway)
HP ProLiant DL360GS (Call Manager)
Barracuda Spam Firewall 300
Barracuda Web Filter 610
Cisco MCS 7800 Media Convergence Server
3Com 100 Base T Switches
Cisco Catalyst 3524
Cisco Catalyst 3550
Cisco VG200 (QoS Cisco Phone)
HP Color LaserJet 2840
HP LaserJet P3005x
HP LaserJet P3005x
HP LaserJet 2300dtn
HP Color LaserJet 4600dn
HP LaserJet 4050tn (Techs)
OkiData Microline 320 Turbo
Ryan Administration Building
17
Dell Optiplex GX 210L w/Windows XP
1
Dell E6500 Laptop w/Windows XP
1
Dell Poweredge 1750 w/Windows
2003 Server
1
Dell Poweredge 2850 w/Windows
2003 Server
1
Buffalo Terastation
1
3COM 10/1000 Base T Switch
1
CISCO Catalyst 3524
1
CISCO 3745
1
HP LaserJet 4000tn
2
HP LaserJet 2300tn
2
HP LaserJet 3005tn
1
HP Color LaserJet 2600n
1
HP Color LaserJet 4700dn
2
HP Color LaserJet CP2025
Page 6
Phones
6
503
44
Cisco IP 7910G+SW
Cisco IP 7940G
Cisco IP 7960G
2. Describe the technology inventory needed to improve student academic
achievement through 2013 including, but not limited to:
The equipment listed below outlines a plan for migrating and upgrading the district
computers/ technology from Mac OS X and Microsoft Windows XP platforms to newer
Mac OS X and Microsoft Windows 7 platforms. This migration will expose our students
to some of the latest technologies in preparation for college and for functioning in the
real world. As technology changes, new innovations are discovered and used to
facilitate both teaching and learning. By providing our students and teachers with the
latest technology we can offer a variety of methods and opportunities for our students
to learn, and in turn increase their overall achievement.
i. Technology equipment
2010 – 2011:
- Complete workstation upgrade for all classroom workstations in the middle
school - 100 Windows 7 ready computers with local temporary profiles under
Deep Freeze
- Workstation upgrade for all classroom workstations in the high school - 100
Windows 7 ready computers with local temporary profiles under Deep Freeze
- Windows 2008 servers used for network management and email server
upgrade to Microsoft Exchange/ Outlook 2007 or 2010
- Office 2007 or 2010 used for user creativity and productivity in instruction and
administration
2011 – 2012:
- Additional Windows 2008 servers for file serving and other applications
- Workstation upgrade for school offices - 180 Windows 7 ready computers for all
five schools
- Workstation upgrade for all classroom workstations in all three elementary
schools - 150 Windows 7 ready computers with local temporary profiles under
Deep Freeze
- Complete Workstation upgrade for lab workstations in the high school - 180
Windows 7 ready computers for 5 labs and media center with local temporary
profiles under Deep Freeze
- Workstation upgrade for administrative offices - 80 Windows 7 ready computers
for Ryan and Gusz buildings
- Complete the addition of 2nd mobile lab for the middle school (each lab/cart
houses 30 Windows 7 ready laptop computers and 1 HP laser printer)
2012 – 2013:
- Additional Windows 2008 servers file serving and other applications
- Workstation upgrade for lab workstations in the middle school - 120 Windows 7
ready computers for 3 labs and media center with local temporary profiles
under Deep Freeze
- Workstation upgrade for labs in elementary schools - 120 Windows 7 ready
computers with local temporary profiles under Deep Freeze
- Workstation upgrade for media centers in all three elementary schools - 50
Windows 7 ready computers for 3 Media Centers
Page 7
-
Complete the addition of a mobile lab for the high school (each lab/cart houses
30 Windows 7 ready laptop computers and 1 HP laser printer)
Telephone upgrade for some school offices
ii. Networking capacity
2010 – 2011:
- District-wide private fiber installation – completion
- Network equipment upgrade for district LAN (edge equipment and installation
services)
- Upgrade the ATM T1 Internet Connection to a 50 MB IDE Internet Connection
(edge equipment and installation services)
2011 – 2012:
- Evaluate the feasibility to establish wireless connections and access points on all
school campuses for wireless phones and wireless laptop computers
2012 – 2013:
- Wireless connections and access points on high school campus for wireless phones
and wireless laptop computers
- Continue to maintain and support WAN/LAN network infrastructure
iii. Software used for curricular support and filtering
2010 – 2013:
Currently, the district is using two Barracuda Web 610 (firmware version 4.1.0.015)
and one Barracuda Web 210 (firmware version 4.2.0.009) network appliances for
Internet filtering. All school’s Internet access throughout the district is filtered through
the use of these appliances. Incoming and outgoing emails are filtered through two
Barracuda Spam/Virus Firewall 310 network appliances (firmware version 3.5.12.014)
to limit the threat of harmful or offensive and obscene material spreading through the
network. We also have installed various versions of Deep Freeze on district computers
to protect against harmful viruses and protect computer operations. All e-mail servers
are also installed with Symantec Anti-Virus E-mail Gateway to screen all messages
against dangerous viruses. We plan to continue maintaining and upgrading this
software as needed.
iv. Technology maintenance policy and plans
Ewing Schools will monitor computer use and suitability in accordance with our Plan for
Replacing Obsolete Computers/Technology, described in section C below. Regular
maintenance occurs on all machines district wide. This includes, but is not limited to,
replacement of parts, installation of new software, troubleshooting, and updating of
virus definition files. Annual maintenance occurs during the summer months when
school is not in session. This includes, but is not limited to, replacement of parts,
minor upgrading of hardware/software, machine replacement and redistribution of
machines throughout the district, and general cleaning of machine data and system
installs, etc. The upgrading and replacement plan for the next three years is outlined
below.
2010 – 2013:
- Upgrade all existing Mac OS X workstations in labs of elementary schools to news
MAC OS X, Windows XP Pro, or Windows 7
- Evaluate and upgrade existing web-based software for Intranet and Internet
implementation
Page 8
-
Research and migrate older network applications to web-based solutions.
Remove/replace old HP printers in all areas
Phase out older Windows computers and older HP printers
v. Telecommunications services
Ewing Schools anticipate regular upgrades and maintenance to our telecommunication
services. Our installed Cisco Voice Over Internet Protocol (VoIP) Telephony district
wide will receive updates accordingly to decrease network traffic and more efficiently
use the current network bandwidth. The solution will continue to be maintained and
monitored over the next several years. In addition, email access is being provided to
all staff of Ewing Township Schools. We are currently using Microsoft Exchange 2003
and Microsoft Outlook 2003. Over next several years as we upgrade our systems to
Windows 7 and Server 2008, our email system will be upgraded as well to Exchange
2007 and the latest version of MS Outlook. Another feature of Microsoft Outlook is
Outlook Web Access. This feature enables the user to log into and retrieve their email
from any computer that is connected to the Internet, anywhere in the world. Every
building also has one or more fax machines that enable all staff members to send
faxes wherever necessary. This provides teachers and staff with numerous methods to
contact and discuss any issues with students’ parents.
Other services used to provide telecommunication services to the district include the
following: Voicemail, 911/E911, Berbee, cellular telephones, ATM/ T1 leased lines, call
blocking, and call logging.
vi. Technical support
Currently, Ewing Schools employs one district technology coordinator, one computer
technical assistant/database administrator, one network administrator, three computer
technicians, a Data Maintenance Assistant, and a Data Management Analyst. The
technical support department is engaged in a site-based management of the computer
systems in the school district. This goal would involve having one computer technician
available to each school building to provide daily support. In addition, there are also a
network administrator and a database administrator to handle centralized support
throughout the entire district, and a technology manager to supervise and plan
technology support and implementation throughout the district.
vii. Facilities infrastructure (including central telephone and security
systems)
As described above in the Telecommunications Services section, Ewing Schools provide
telephones in every classroom and office in each district building. The current system
in use is VoIP technology provided by Cisco. This system enables staff to contact
internal and external parties through use of a telephone. Included with the system is
“Cisco Emergency Responder”. This feature handles 911/E911 calls made from any
telephone. When 911 is dialed on any phone, the call is immediately placed and the
police are contacted. Emails are sent to key people in each building notifying them that
911 has been dialed, and which school/building extension initiated the call. Also, the
same key people receive a phone call notifying them that a 911 call has been dialed
and what extension the call came from. Other features of the phone system include
SRST phones and POTS lines that can be used to make calls if the system is down for
any reason. In addition, the fax machines in each building also include a telephone
handset that a phone call can be made from if the need arises. Finally, staff members
have their own voice mailbox to record telephone messages left by other teachers or
Page 9
parents. With the use of a pass code, the teacher can access their voicemail 24 hours
a day, 7 days a week. Teachers’ pass codes are unique and are created by the teacher
the first time they setup their voice mailbox.
Each school has a security system in place. All doors are magnetically locked while
school is in session requiring a pass code for external entrance, or to be buzzed in by
the security aide at the main entrance of the building. Secondly, all schools are
outfitted with digital security cameras that can capture intruders or incidents at any
school and record it to a hard drive. These cameras can be monitored, and recorded
images can be accessed, played back, and burned to CD/ DVD for playback outside the
district. This system has proven to be extremely valuable to the district.
Another security feature implemented in the Ewing Schools is the use of ID cards. All
students and staff have a picture ID card with their name, position, school, grade,
D.O.B., student number, and a barcode correctly identifying the individual. Students
can also use their ID cards to check books out of the library, and to buy lunch if they
are enrolled in the lunch program.
viii. Other services
Ewing Schools are still evaluating and researching other technological services to be
used to improve student achievement. As these services are identified they will be
incorporated into the technology plan, and implemented accordingly.
3. Describe how the district integrates assistive technology devices into the
network to accommodate student needs.
Lifeline A+ Amplification System: The Lifeline system is a voice amplification
system used by teachers in the classroom setting. It is used in classrooms of students
with Auditory processing problems, Attention Deficit Disorder, and Hearing Impaired
students. It increases the clarity and volume of the teacher’s voice throughout the
room. In turn a student’s ability to hear and concentrate increases. The system is
made up of a wireless transmitter which allows the teacher to move freely throughout
the room, as well as, a base amplification system and 4 permanent speakers wired
throughout the room. The district currently operates Amplification systems in 10
classrooms reaching 217 students.
AlphaSmart NEO & 3000: The AlphaSmart NEO & 3000 allows students with
auditory processing and fine motor skill problems the ability to learn in an educational
setting overcoming their disabilities. This portable computer system gives students a
flexible platform to take notes, write research papers, and store data according to their
individual needs. Lightweight and easy to transport, these devices move with the
student while still retaining the ability to interface with a Macintosh or PC desktop as
well as the network. Currently 7 students district wide use these devices in the
educational setting.
BoardMaker: The BoardMaker computer program is utilized by the teachers in the
Autism program at Antheil elementary. The program is a tool which enables the
teacher to produce picture symbols that allow the students to have visual cues to
support both expressive and receptive communication. The BoardMaker program is
also used for creating printed classroom materials such as schedules, worksheets,
reading and writing activities, game and song boards, books etc. Currently 11 students
benefit from the integration of Board maker technology in their educational programs.
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Dynamyte: The Dynamyte augmentative communication is used to educate
nonverbal students in the classroom setting. The system uses word, character and
regency prediction, abbreviation expansion and flexible abbreviation expansion
increase the speed of communication for augmentative communicators at every level.
Developed by a team of speech-language pathologists, pre-constructed page sets meet
the needs of adults, teens and children with varying cognitive and physical abilities.
By combining natural message formation strategies for augmented communicators
with tools and resources for care teams that reduce the time needed to learn and
program the devices, DynaVox DV4 and DynaVox MT4 allow for greater time spent
making meaningful connections with one another and the world. Currently the district
owns 8 systems used by 6 students in the classroom setting.
4. How educators have access to educational technology in their instructional
areas such as using desktops, mobile laptop and wireless units, PDAs. (NOTE:
For purposes of this document, educators are defined as school staff
members who teach children, including librarians and media specialists.)
Every educator has access to a desktop computer in their classroom for administrative
duties like accessing student records, taking attendance and posting grades. They can
access their e-mail account provided by the district, doing Internet browsing, and etc.
They also can sign out mobile carts with laptops for general instructional use.
5. How administrators have access to technology in their workplace (such as
using desktops, mobile laptop and wireless units, PDAs).
Every district chief administrator and school principal has access to a desktop
computer in their office for administrative duties like accessing student records. They
can access their e-mail account provided by the district, doing Internet browsing, and
etc. They also have or can sign out mobile laptops for general use. District provides
PDA for each of them, and offers data synchronization between their e-mail accounts
and PDAs.
6. Describe how the district’s web site is accessible to all stakeholders (for
example using Federal Accessibility Standards)
The district’s websites are publicly accessible through the internet, via
www.ewingboe.org or www.ewing.k12.nj.us. The websites are nondiscriminatory and
are reachable by all people of all cultures, beliefs, and backgrounds. District employees
and stakeholders have access to their email on the district website through the use of
Microsoft Outlook Web Access. Each individual’s mail is protected with a unique user
name and password. All public information pertaining to the district and individual
schools is updated regularly and easily accessible through menus and hyperlinks on
the website. There is no software in place that blocks individuals from viewing this
information. The web site provides a link to download and install a free version of
Adobe Acrobat Reader, which will enable visitors to view certain documents posted on
the website. The website is designed using the latest technology and standards, but
will accommodate individuals with handheld devices, or individuals with low screen
resolution, low graphics display capabilities, low processing power, or slow internet
connectivity.
7. Describe the plan for replacing obsolete computers/technology and include
the criteria of obsolescence.
Ewing Schools have been making efforts to replace and refurbish old and obsolete
computers/technology. Each school year, funding is made available for replacing/
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upgrading both computer hardware and software. As new equipment is acquired, older
computers/technology are refurbished and redistributed to areas of need. These areas
are determined through inventory reports, maintenance logs, surveys, and meetings.
In addition, the same reports, logs, and discussions are also used to determine the
age, utilization, and suitability of the current equipment. Through this process of
information gathering, obsolete computers/technology can be identified and processed
appropriately; either being refurbished and redistributed, or declared as obsolete/
surplus. If computers/technologies are declared as obsolete/surplus they are auctioned
to the community in an effort to raise money for new technology. Any remaining
equipment, not auctioned, is properly disposed of through proper waste management
channels.
Currently, there is a six-year cycle in place. That is, once the age of the computer/
technology reaches approximately six years, it will be removed from the teaching
environment or administrative offices altogether, declared as obsolete/ surplus, and
dealt with accordingly.
B. Cyber Safety
1. List the filtering method(s) used. (NOTE: Be specific as this is a federal
mandate.)
The district is using two Barracuda Web 610 (firmware version 4.1.0.015) and one
Barracuda Web 210 (firmware version 4.2.0.009) network appliances for Internet
filtering. All school’s Internet access throughout the district is filtered through the use
of these appliances. Incoming and outgoing emails are filtered through two Barracuda
Spam/Virus Firewall 310 network appliances (firmware version 3.5.12.014) to limit the
threat of harmful or offensive and obscene material spreading through the network.
We also have installed various versions of Deep Freeze on district computers to protect
against harmful viruses and protect computer operations. All e-mail servers are also
installed with Symantec Anti-Virus E-mail Gateway to screen all messages against
dangerous viruses.
2. Identify the Acceptable Use Policies (AUP) used for students and staff and
include a copy of the AUPs with the submission of this technology plan.
The AUP (see Appendix B) is still posted and used on all of our instructional computers
district-wide as the default home page in the Internet browser. We reorganized our
website some years ago. The Acceptable Use Policy is attached as Appendix B and
also available at:
http://www.ewing.k12.nj.us/2109101128592520/blank/browse.asp?A=383&BMDRN=2
000&BCOB=0&C=55723
3. Describe the district’s Internet safety policy that addresses the
a. technology protection measure that protects against access through
computers with Internet access to visual depictions by adults or minors
that are
(I) obscene; or
(II) child pornography; or
(III) harmful to minors; and
The district instigates obstinately and implements adamantly its Internet safety policy
that addresses the technology protection measure that protects against access through
computers with Internet access to visual depictions. Below are some (but not limited
to) protection measure that are in place:
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For Internet content filtering, currently, the district is using two Barracuda Web
610 (firmware version 4.1.0.015) and one Barracuda Web 210 (firmware version
4.2.0.009) network appliances. All school’s Internet access throughout the district
is filtered through the use of these appliances.
The appliances provide specific functions of categorizing web sites and their
page/images. Based on the categories, it is determined to filter out any categories
of contents which are obscene, child pornography, and harmful to minors.
It is also decided to filter out the general capability of image searching district
wide.
All incoming and outgoing emails are filtered through two Barracuda Spam/Virus
Firewall 310 network appliances (firmware version 3.5.12.014) to limit the threat
of harmful or offensive and obscene material spreading through the network.
All e-mail servers are also installed with Symantec Anti-Virus E-mail Gateway to
screen all messages against harmful or offensive and obscene messages.
We also have deployed various versions of Deep Freeze on district computers to
protect against obscene and harmful images to be downloaded/saved onto
computers. With scheduled refresh overnight, all computers revert back to a
default disk image overnight.
Aside from the above, a reporting system is also set up for staff members to
submit concerns over certain web sites/pages/images and e-mail messages that
they come across on the Internet and deem inappropriate. Follow-up actions are
taken place to filter out these materials from access by adults and minors.
The district continues maintaining, reviewing, revising, and update/upgrading these
protection measures as needed.
b. process for educating minors about appropriate online behavior, including
interacting with other individuals on social networking websites and in
chat rooms, and cyberbullying awareness and response, as required by the
Protecting Children in the 21st Century Act.
As part of the K-12 computer/technology curriculum, students are consistently
educated about Internet awareness and the dangers that exist in the online world.
Lessons are designed around such topics as appropriate Internet use, the dangers
that lurk in cyberspace, and the inappropriateness and hurtfulness of cyberbullying. Activities include poster designs, simulations, sample websites, and video
presentations. Furthermore, integrated into the language arts and social studies
curriculum are lessons devoted to using the Internet for research and the ethical
avoidance of plagiarism.
The District has been very proactive in getting the message of online safety out to
our school community. The school district has hosted several “Cyber-Awareness”
seminars designed to raise awareness and parental vigilance about the dangers of
online predators, inappropriate website use, cyber-bullying, and the dangers of
undesirable online behavior such as gambling and gaming. These seminars have
been advertised on our district website, and in our monthly GoodNews publication
other information-sharing outlets. Furthermore, the District makes available to the
public various materials and literature about online safety at Back-to-School Nights
and other school-home activities. We have also been working to create a more
aware and proactive faculty who are ready and able to respond to student needs in
a skilled and compassionate manner regarding the dangers of inappropriate online
activity. The District addresses this issue with faculty and staff during faculty
meetings and after-school workshops. This issue is also addressed with substitutes
during our substitute workshops.
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4. Indicate the dates when the school district provided the community with
public notice and a hearing to address any proposed Internet safety policies
adopted by the school district pursuant to CIPA. (Note: This is a requirement
by e-rate only for those entities that have not already provided such notice
and hearing related to an Internet safety policy and technology protection
measure.)
Following are dates that the school district provided the community with public notice
and hearing to address proposed Internet safety policies adopted by the school
district pursuant to CIPA.
Date
November, 1999
Feb, 2007
March, 2010
Policy
Acceptable Use Policy
Cyber Bullying Policy
Acceptable Use Policy
Notes
policy under review/revision by the
Board of Education
As technologies changes and the usage and application evolve every so often, the
school district is very committed and determined to provide a safe Internet working
environment for all our students and staff members. Policies that govern this area
are constantly under review and revision to be brought up to date and meet the
current needs of users.
C. Needs Assessment
1. Complete a needs assessment for educational technology in your school district or
charter school. Begin by determining current status. Afterwards, determine the
educational needs, prioritize the identified needs and establish necessary changes
through goals and objectives.
a.
Evaluate staff's current practice in integrating technology across the curriculum.
An annual survey is provided to each professional educator within the district in
order to evaluate current technology integration and understanding across the
curriculum.
Teachers currently use technology in the classroom by accessing and replying to
email, using word processing for nearly all of their written professional work,
creating and maintaining folders, creating spread sheets and for collecting and
distributing information and using digital tools for instruction. Teaching staff have
begun to integrate technology into specific instructional lessons or student
projects. All instructional and administrative rooms have computers that include
network and Internet access, as well as telecommunication capabilities. All staff is
able to access an Intranet student database system that provides them with the
proper access to attendance, discipline, demographics, schedules, grades, report
cards, etc. The media centers use an automated card catalog system and provide
students with access to electronically delivered learning materials. Finally, all staff,
buildings, and media centers have high-speed access to online research materials.
b.
Provide a summary of teacher and library media personnel proficiency in the use of
technology within the district.
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An annual survey is administered to each school which estimates the percentage of
staff with a specific skill level pertaining to their use of technology in instruction.
The results are as follows:
Skill Level
Beginner
Intermediate
Advanced
Instructor
Level
c.
Antheil
Elementary
School
11%
65%
23%
.3%
Lore
Elementary
School
12%
60%
27.5%
.5%
Parkway
Elementary
School
46%
49
4%
.3%
Fisher
Middle
School
21.7%
55%
23%
.3%
Ewing High
School
29%
51%
17%
3%
Determine the current educational environment and barriers by describing how:
i.
Educators are assured access to technology to facilitate technology
integration.
Educators’ have access to a computer in their classroom. They also have
access to computers that are located in computer labs, in the media center
and mobile labs. There are several carts with lab tops, speakers and a
projector that can also be obtained. Sign out for the carts and to reserve a
computer lab in done online.
ii.
Often students have access to technology to support the use of 21st century
skills and Web 2.0 tools in their learning environment
Students have access to technology on a daily basis via the media centers,
open/instructional labs, and mobile labs.
iii.
The needs of educators are evaluated
The needs of staff are evaluated through annual surveys which collect data
that ranges from what training they would like to how comfortable they are
using the computer. In addition, their needs are evaluated based on
observation and discussions with district supervisors at building level
meetings.
iv.
The needs of students are evaluated
The needs of students are evaluated through observation, classroom
performance results and an eighth grade standard assessment.
v.
Past professional development addressed the educators’ and students’
needs for technology integration.
Staff and students’ needs for technology integration are being addressed
through professional development by providing in-house seminars and
providing information on out of district workshops. Now that needs are
identified, appropriate professional development seminars will be arranged
and offered to staff members.
Page 15
vi.
Past professional development for all administrators was provided to further
the effective use of technology in the classroom or library media center.
Administrators’ needs for technology integration have been addressed
through professional development by providing in-house seminars and
hands-on workshops on designated days throughout the school year. Needs
are determined through the Needs Assessment Survey and district
mandated initiatives.
vii.
for all staff to further the effective use of technology in the classroom or
media center.
Staff members’ needs for technology integration have been addressed and
sustained through professional development in the 2009-2010 school year
by providing opportunities for technology staff to visit other school districts
in order to gather ideas on how to modify our current model of instruction in
technology. Additionally, K – 12 educators and administrators have been
encouraged to attend the Phase I and Phase II workshops offered through
Kean University’s Center for Innovative Education and the New Jersey
Department of Education. Finally, social studies educators for grades 8 – 12
have attended an in district workshop on using technology in the social
studies content area. Needs have been identified through surveys,
feedback, and observation, and appropriate professional development
seminars will be arranged and offered to staff members. Staff members that
are currently using Smart Board Technology attended a workshop in order
to become more familiar with how it be used effectively in the classroom.
viii.
for administrators to further support the effective use of technology in the
classroom or library media center.
Administrators’ needs for technology integration have been addressed and
sustained through professional development from 2009-2010 school years
by providing in-house seminars and hands on workshops on designated
days throughout the current school year. Needs have been identified
through surveys, feedback, and observation, and appropriate professional
development seminars have been offered.
ix.
Supports were provided for educators’ other than professional
development.
All technical support staff members are encouraged to take time during
problem resolution to explain the issues to the users and describe what
the cause was and how to resolve or prevent the issue from reoccurring.
Technical support staff members have developed step by step instructions
and/or walk users through basic and more advanced procedures with the
operating and student management systems.
x.
Professional development needs and barriers related to using educational
technology as part of instruction have been identified.
The needs of educators are evaluated through an annual survey. Based
on the most recent survey, members of the districts professional
development committee have identified areas that to be addressed. Those
Page 16
needs range from professional development in the areas such as using
Google Docs and Learning Management Systems to incorporating projects
that allow for student engagement in the design and management of the
projects. The major hurdle some of these present is the purchasing of
hardware that allow student to become engaged in the educational
process.
2. Based on the answers given above, indicate the needs of the district to improve
academic achievement for all students through the integration of technology.
Staff Development:
1. Staff development so that educators can infuse technology into their classrooms in
order to create student-centered, performance based learning environments.
2. Staff development so that educators can utilize software that is available to them
through the district.
Instruction:
1. Broader and in-depth technology integration across the curriculum
2. Technology literacy assessment for meeting the NCLB requirement
3. New innovative programs with technology integration video production studio for
in-school close-circuit broadcasting)
4. Purchase and or replacement of various probes/computers
5. Workstation upgrade for labs, media centers, classrooms in schools
6. Upgrade and additional mobile labs for district schools
7. Maintain, upgrade or purchase equipment when necessary including but not limited
to: networked HP laser printers for classrooms, presentation carts with projector,
DVD/VCR combo player, speaker and desktop computer for classrooms,
conference/meeting rooms and media centers and auditoriums/all purpose rooms.
8. Purchase of additional and/or upgrade to existing Internet on-line services
other digitized e-book services.
and
Administration:
1. Electronic assessment tool and curriculum mapping software
2. Workstation upgrade for school offices and administrative offices
3. Purchase of additional and/or upgrade to existing networked HP laser printers for
administrative offices
4. Update and/or upgrade various administrative software and database systems
• Student information system for district/school administration
• Food service cafeteria Point-of-Sales systems
• Transportation system
• Photo ID systems with printers and cameras
Page 17
•
•
•
•
•
•
Special education administration database
Library automation administration system
Security camera systems
Human resources database
Business financial system
HVAC monitoring/control systems
Software:
1. Establish and implement standard list of software for instructional and
administrative computers
2. Update and/or upgrade web-based software for Intranet and Internet
Implementation
3. Purchase of additional and/or upgrade to existing personal/office software titles for
instruction and administration
Network and Infrastructure:
1. Upgrade district-wide network with private fiber for bigger bandwidth and better
performance
2. Network equipment upgrade for district-wide private fiber network - district LAN
3. Update or upgrade district Internet access connection service to higher
bandwidth and capacity.
4. Upgrade servers for district network management
5. Update and/or upgrade district network operating system
6. Update and/or upgrade district email communication system
7. Update and/or upgrade district voice communication system
8. Establish wireless connections and access points on school campus for wireless
phones and wireless laptop computers
9. Network wiring (additional or relocation) and/or modification of network Wiring
10. New district video/audio distribution service (edge equipment and installation
services)
3. Prioritize the identified needs in each category
Staff Development:
1. Staff development so that educators can infuse technology into their classrooms in
order to create student-centered, performance based learning environments.
2. Staff development so that educators can utilize software that is available to them
through the district.
Page 18
Instruction:
1. Broader in-depth technology integration across the curriculum
2. Technology literacy assessment for meeting the NCLB requirement
3.
New Innovative programs with technology integration video production studio.
4. Purchase and/or replacement of various probes/computers
5. Workstation upgrade for labs, media centers and classrooms in schools
6. Purchase of additional and/or upgrade to existing Internet on-line services and other
digitized e-book services
7. Upgrade existing mobile labs and create additional mobile labs for pre K-12.
8. Maintain, upgrade or purchase equipment when necessary including but not limited
to: networked HP laser printers for classrooms, presentation carts with projector,
DVD/VCR combo player, speaker and desktop computer for classrooms,
conference/meeting rooms and auditoriums
Administration:
1. Electronic assessment tool and curriculum mapping software
2. Workstation upgrade for school offices and administrative offices
3. Purchase of additional and/or upgrade to existing networked laser printers and
copiers for administrative offices
4. Update and/or upgrade of various administrative software and database Systems
•
•
•
•
•
•
•
•
•
•
Student information system for district and school administration
Food Service cafeteria Point-of-Sales systems
Transportation system
Photo ID systems with printers and cameras
Special education administration database
Library automation administration system
Security camera systems
Human resources database
Business financial system
HVAC monitoring and control systems
Software:
1. Establish and or implement standard list of software for instructional and
administrative computers.
2. Update and/or upgrade web-based software for Intranet and Internet
Implementation
3. Additional/update personal/office software titles for instruction and
Administration
Page 19
1. Upgrade district-wide network for bigger bandwidth and better performance.
2. Update and/or upgrade district Internet access connection service to higher
bandwidth and capacity
3. Network equipment upgrade for district-wide private fiber network- LAN
4. District video/audio distribution service (edge equipment and installation services)
5. Servers upgrade for district network management
6. Update and/or upgrade district network operating system
7. Add network wiring and/or relocation or modification of network wiring
8. Establish wireless connections and access points on school campus for wireless
phones and wireless laptop computers
9. Update and/or upgrade district email communication system
10. Update and/or upgrade district voice communication system
Page 20
IV.
A.
THREE-YEAR GOALS AND OBJECTIVES
History
1.
Evaluate each goal from the previous plan, in one or two sentences, detailing
each goal’s success, or reasons for continuation, or issues preventing its
success.
The following are the three-year objectives for The Ewing Public Schools in the
areas of: Commitment, Curriculum, Staffing, Infrastructure, Community
Outreach and Funding. All areas will be addressed and integrated by the end of
the 2010 school year.
Commitment
To implement local technology plans that provide access to resources which
enhance teaching, training, and student achievement of the NJ Core Content
Curriculum Standards, as well as the National Educational Technology Goals.
1)
The school district will continue to fund technology positions that enhance
the teaching and learning environment. The district funded the district
information technology department to ensure effective and
efficient service. The department was modified in 2009 to include:
Director of Special Services & Special Programs, Manager of
Administrative Computing/IT, a Database Administrator and a
Network Administrator/Web Administrator. Additionally, every
building has an assigned technology support person.
2)
The school district will acquire needed software. The evaluation and
purchasing of new software is an ongoing process. Over the course of
the past three years, software has been purchased and has been
made available for student and teacher instructional use as needed.
3)
The school district will upgrade computer hardware. There is a hardware
upgrade timetable that has been designed and successfully
implemented within an adequate time frame. In addition, ancillary
hardware identified on an as needed basis is continually purchased
and made available for student and teacher instructional use.
4)
The school district will provide time and training for staff to use technology.
After school professional development opportunities are offered
several times during the year. These CEU workshops offer training in
many areas of technology. Additionally, in-service training and out of
district professional development training is made available as
needed.
5)
The school district will develop a more efficient task oriented process which
facilitates an open channel of communication between the school staff school
staff (teachers/administrators) and the district level. Each building has an
assigned technology support person available to handle logistical and
troubleshooting needs pertaining to technology. In 2009,
Assist/Synergy was added in order to provide a more efficient,
complete web-based process for requesting, tracking and fulfilling
service inquiries. Additionally, the District Supervisor of Instructional
Technology is available for all curricular and instructional needs. That
Page 21
person meets with computer/technology staff on an as needed basis
in order to discuss technology concerns as they affect curriculum and
instruction.
Curriculum
To use technology based resources to extend and enhance the instructional
program in all areas relating to NJ Core Curriculum Content Standards.
1)
By the completion of Grade 5, all students will demonstrate their ability to
create, save (including on a network) and print a Word document. Students
will be able to format text, edit font, select size, adjust color, insert graphics
and spell check (including the correct selection from the options
provided).This goal is a target for all students in our elementary
school technology classes. Direct instruction is provided for
students in grades K-5 and projects are assigned that allow
students the opportunity to demonstrate proficiency in these skills.
2)
create a multi-page Power Point presentation. Students will be able to
utilizing menu options and slide templates. Students will be able to utilize
backgrounds, text objects and Clip Art. Students will be able to add
transitions and sound. This goal is a target for all students in our
elementary school technology classes. Direct instruction is provided
for students in grades K-5 and projects are assigned that allow
students the opportunity to demonstrate proficiency in these skills.
3)
By the completion of Grade 5, all students will be able to demonstrate
appropriate Internet usage and research skills including the entering of
URLs and the use of toolbars. All students will demonstrate safe and
appropriate usage of search engines. This goal is a target for all
students in our elementary school technology classes. Projects are
assigned that allow students the opportunity to demonstrate
proficiency in Internet usage and research skills. Classroom
discussions on computer ethics and Cyber safety are held and
activities are completed.
4)
By the completion of Grade 8, all students will demonstrate their ability in
basic operating skills including using the common features of an operating
system, demonstrating effective input of text and data (using touch
keyboarding with appropriate technique), inputting and accessing data and
text efficiently and accurately through proficient use of input devices such
as a mouse and using network resources for storing and retrieving data.
This goal is a target for all students in our middle school. Direct
instruction is provided and skills are assessed. Projects are assigned
that require that students demonstrate proficiency in these skills.
Additionally, a final assessment is given to each eighth grade
student in order to determine their proficiency in these skills.
5)
create, save and print a Word documents utilizing advanced text formatting
and graphics including the efficient and effective use of grammar checking.
This goal is a target for all students in our middle school. Direct
instruction is provided and skills are assessed using. Projects are
assigned that require that students demonstrate proficiency in
Page 22
these skills. Additionally, a final assessment is given to each eighth
grade student in order to determine their proficiency in these skills.
6)
create, save and print an Excel document. Students will be able to enter
and analyze data including forming a table where data from columns are
utilized in a formula function in which the results are represented in another
column. This goal is a target for all students in our middle school
level technology classes. Direct instruction is provided and skills are
assessed. Projects are assigned that require that students
demonstrate proficiency in these skills. Additionally, a final
assessment is given to each eighth grade student in order to
determine their proficiency in these skills.
7)
create a multi-page Power Point presentation utilizing advanced text and
graphic options. This goal is a target for all students in our middle
school. A cross curricular research project is assigned to all eighth
grade students. The research is completed in social studies classes
and a Power Point presentation is given in language arts literacy
classes.
8)
By the completion of Grade 8, all students will be able to demonstrate
appropriate Internet usage and research skills with emphasis placed on
proper search and selection of sources. All students will demonstrate safe
and appropriate usage of the Internet. This goal is a target for all
students in our middle school level technology classes. A cross
curricular research project is assigned to all eighth grade students.
The research is completed in social studies classes. Classroom
discussions on computer ethics and Cyber safety are held and inclass worksheets and activities are assigned.
9)
create a multi-page document with citations using word processing software
to prepare term papers on specified topics and issues. This process will
include the use of databases for research, the evaluation of sources (for
accuracy, relevance and appropriateness), and the appropriate use of
language to communicate with a desired and specified audience. All
students will demonstrate the use of legal and ethical behaviors throughout
the process. All students in grades 9 – 12 are required to complete an
MLA –formatted research paper including parenthetical citations
and a works cited and/or a works consulted page; teachers work
closely with the school’s Media Specialist to ensure student access
to the most current and accurate databases available for crosscontent research. Criteria evaluated when assessing student
research report writing include, but are not limited to: note cards
and works cited cards, outline completion and format, formatting of
the paper aligned with MLA expectations including a works cited
page, correct use of and punctuation of parenthetical citations,
original wording, depth of synthesis and analysis of information,
accuracy of information, and the conventions of writing.
10) By the completion of Grade 12, all students will demonstrate their ability to
create a Word document which includes Excel prepared tables and graphics
in science lab reports. The Excel prepared tables and graphics will include
Page 23
data entered in tables, the manipulation of data in advanced formulas,
graphics representations of raw data and the results of formulas using the
raw data, and the use of advanced options in the graphical representations
(such as ‘best-line fit’, slope of tangents and areas under the curve).
All students as part of their required physics course for graduation
prepared lab reports as a word processed document containing
spreadsheet developed tables, graphs, and calculations analyzing
data results. While ‘best line’ fits were determined across all levels
of physics only the advanced level classes utilized graphical
programs to calculate tangent slopes and areas under the curve as
per the curriculum in the advanced physics levels.
11) By the completion of Grade 12, all students will demonstrate their ability to
create a multi-page Power Point presentation utilizing advanced text and
graphic options in their presentation of an issue in social studies. This
process will include the use of databases for research, the evaluation of
sources (for accuracy, relevance and appropriateness), and the appropriate
use of language to communicate with a desired and specified audience. All
students will demonstrate the use of legal and ethical behaviors throughout
the process. A research project that culminates with a multi-page
Power Point presentation is required for all students in ninth grade
world history classes. Additional opportunities to use those skills
are provided in the other required history classes as well as in many
of the department elective offerings.
Staffing and Professional Development
To provide professional development opportunities for all district administrators,
educators, and support staff on the uses of technology as an instructional and
productivity tool.
1.
A variety of seminars dedicated to technology education to develop and
enhance staff skills to utilize computers as an integral part of their
instruction will be made available through school-sponsored in-service days.
All new hires participate in seminars introducing them to voice mail,
email and other technologies. After school professional development
opportunities are offered several times per year through the
district’s CEU initiative. In addition, in-service training and out of
district professional development training opportunities are
available.
2.
All staff can participate in professional development opportunities to develop
and enhance their technology skills. After school professional
development opportunities are consistently offered. In addition inservice training and out of district professional development
training days are made available as needed.
Infrastructure
1.
To maintain and upgrade technology centers in each school. Each building
level technology person is designated to maintain (and upgrade in
accordance with the district plan) the computer centers, media
center computer areas and individual computer stations available in
every classroom.
Page 24
2.
To extend technology-based classrooms in each school. Each building
level technology person is designated to upgrade in accordance with
the district plan the computer centers, media center computer areas
and individual computer stations available in every classroom.
3.
To continually update teacher classrooms with appropriate technology. Each
building level technology person is designated to maintain and
upgrade in accordance with the district plan the individual computer
stations available in every classroom.
4.
To upgrade current student management systems to provide teachers
access from home and school (e.g. Gradebook & SMS). The teachers
currently have access to a web based Gradebook program. The
student management system currently being used will be replaced
with a new system by September, 2010. Training for certain
members of the staff will begin this spring and will be completed for
all staff members prior to the opening of school.
5.
To provide higher-speed access through either dark fiber or another type of
communication network medium. This goal is in progress. Leased
circuits from Verizon are currently being utilized. A Dark Fiber
Implementation Program is currently being considered by the Board
of Education.
Community Outreach
Communicate and collaborate with community members, to provide information
and opportunities in the uses of technology.
1.
To continue to maintain a district website that is updated at least monthly
and contains pertinent information on school functions and activities. The
District Network Administrator/Webmaster works in conjunction
with school assigned personnel to ensure that the district website is
up to date on all building level events and programs.
2.
Continue making community members aware of the technology resources
available in the school district. The District Website is utilized to keep
the community informed of technology resources that is available to
staff and students.
Funding
To commit to local and supplemental funding resources that support the
implementation of the District and County technology plans.
1.
To continue funding the technology program in order to make best use of
this community's resources, donations, and available public-private
partnerships. The district has made every effort to ensure an effective
and efficient technology program for The Ewing Public Schools.
Additionally, the Ewing Township Education Foundation has
provided funding for technology initiatives by developing
partnerships with local businesses/corporations. Finally, through a
grant that was obtained by Rider University, the middle school was
able to purchase technology hardware that is currently being
utilized by classroom teachers.
Page 25
B.
Goals and Objectives for 2010-2013
Modify or write new goals to meet the needs identified from the assessments. Goals
for 2010-13 should support district need and align with the state plan.
The following are the three-year objectives for The Ewing Public Schools in the areas
of: Commitment, Staffing and Professional Development and Infrastructure. While
considerable progress was made in these areas from the 2007-2010 District
Technology Plan, our district needs require their modification and continuance. These
goals will be addressed and integrated by the end of the 2013 school year.
Commitment
To implement local technology plans that provide access to resources which enhance
teaching, training, and student achievement of the NJ Core Curriculum Content
Standards, as well as the National Educational Technology Goals, The Ewing Public
Schools will:
Goals # 1 and # 5 from the 2007-2010 District Technology Plan were combined and
amended to read:
1) The school district will continue to fund technology positions that enhance the
teaching and learning environments and continue to facilitate an open channel of
communication between the school staff teachers/administrators) and the district
level technology department.
To provide professional development opportunities for all district administrators,
educators, and support staff on the uses of technology as an instructional and
productivity tool, The Ewing Public Schools will:
Goal # 1 from the 2007- 2010 District Technology Plan was amended to read:
1) Seminars will continue to be dedicated to technology education to develop and
enhance staff skills to integrate technology as an integral part of their instruction.
These seminars will be made available through school sponsored in-service days,
after school CEU program, out of district workshops and professional learning
communities.
Infrastructure
To implement and maintain a support infrastructure (hardware, software, personnel)
which enables access to on-line resources and distant learning opportunities, The
Ewing Public Schools will:
Goal # 4 from the 2007-2010 Technology Plan has been met. A new Student
Management System is now in place. Goal # 5 has been amended to read:
1) Provide higher-speed access through dark fiber.
Page 26
Curriculum
The Goals from the 2007-2010 District Technology Plan have been modified to reflect
the new technology standards.
To use technology-based resources to extend and to enhance the instructional
program in all areas relating to the NJ Core Curriculum Content Standards, The Ewing
Public Schools will:
1) By the completion of Grade 2, all students will demonstrate an independent mastery in
the following areas of technology through cross-curricular applications.
a) Demonstrate an understanding that technology will allow them to communicate
with others outside of their classroom on a variety of educational topics.
b) Demonstrate an understanding of cyber safety and the importance of citing
sources when using print and non print information.
c) Demonstrate how the use of technology can assist in developing problem
solving, critical thinking and decision-making skills.
d) Apply the design process to explain how technology impacts our everyday life
and helps to solve problems, demonstrate an understanding of human, cultural
and societal values and facilitates local and global communication and
collaboration
2) By the end of Grade 4, all students will demonstrate an independent mastery in the
following areas of technology through cross-curricular applications.
a) Demonstrate the use of computer applications.
b) Demonstrate an understanding that technology will allow them to communicate
with others on a variety of educational topics
c) Demonstrate an understanding of online and ethical behaviors while using
technology.
d) Demonstrate how the use of technology can assist in developing problem solving,
critical thinking and decision-making skills.
e) Apply the design process to explain how technology impacts our everyday life and
helps to solve problems, demonstrate an understanding of human, cultural and
societal values and demonstrate research and fluency skills.
3) By the end of Grade 8, all students will demonstrate an independent mastery in the
following areas of technology through cross- curricular applications.
a) Expand their understanding of computer operation and application skills.
b) Demonstrate an understanding that technology will allow them to communicate
with learners both nationally and internationally on a variety of educational
topics.
c) Demonstrate an understanding of legal and ethical behaviors while using
technology.
Page 27
c) Demonstrate how the use of technology can assist in problem solving, critical
thinking and decision-making while evaluating a real world problem or contentrelated problem.
d) Use digital tools to gather and manage information, collaborate on solving local
and global issues as well as generate solutions and make decisions.
e) Apply the design process to explain the impact of globalization, solve problems,
demonstrate an understanding of human, cultural and societal values and
demonstrate research and fluency skills.
4) By the end of Grade 12, all students will demonstrate an independent mastery in
the following areas of technology through cross-curricular applications.
a) Demonstrate the use of advanced computer operation, application and research
skills through project based learning that is offered within the content areas.
b) Demonstrate an understanding of the consequences of unethical and illegal
behaviors in the use of technology.
c) Use digital tools to gather and manage information collaborate on solving local
and global issues as well as generate solutions and make decisions.
Funding
To commit to local and supplemental funding resources that support the
implementation of the District and County technology plans.
The Funding goal remained the same. However, the activities, responsibility and
documentation categories have been modified. (See V. below)
Page 28
V.
THREE-YEAR IMPLEMENTATION ACTIVITY TABLES (JULY 2010-JUNE 2013)
A.
Describe the implementation strategies/activities that relate to the goals and
objectives. Include in the description the timeline, person responsible and
documentation (or evidence) that will prove the activity occurred.
B.
Develop strategies to ensure that the technology plan addresses the use of
technology, including assistive technology, to support the learning
communities.
C.
Provide details of the process for meeting the NCLB requirement that all
students be technologically literate by the end of grade eight.
D.
Identify specific telecommunications and information technologies and any
other specific resources that are useful to reach the stated goal.
Three –Year Implementation Activity Table
July 2010 – June 2013
District Goal and Objective
Strategy/Activity
Person Responsible
Time
Line
Documentation
The Technology Committee
will continue to meet to plan
and assess the future
technology needs of the
school district.
Director of SS and SP,
Manager of
Administrator
Computing/ IT
Board of Education
20102013
Technology Plan, Committee
Minutes, Work Request
System
20102013
SW Technology Inventory
20102013
Purchase Reqs
20072010
HW Technology Inventory
and Purchase Reqs
20072010
Training Records
Commitment
1. The school district will continue to fund
technology positions that enhance the teaching
and learning environments and continue to
facilitate an open channel of communication
between the school staff teachers/administrators)
and the district level technology department.
2. The school district will continue to acquire
needed software
Determine which software
Purchase and install
Director of SS and SP,
Manager of
Administrator
Computing/ IT, District
Supervisors, School Tech
Support Staff and Tech.
Comm.
Manager of
Administrator
Computing/ IT and
School Tech Support
Staff
Manager of
Administrator
3. The school district will continue to upgrade
Computing/ IT, District
Purchase and install
computer hardware
Supervisors, School Tech
Support Staff and Tech.
Comm.
Manager of
4. The school district will continue to provide time
See Staffing and Professional
Administrator
and training for staff to use technology
Development
Computing/ IT and
Assistant Superintendent
Page 29
Strategy/Activity
Person Responsible
Time
Line
Documentation
Conduct needs assessment
of staff
Assistant
Superintendent, District
Technology Supervisor,
Manager of
Administrator
Computing/ IT
20102013
Completed Needs
Assessments
District Supervisor of
Plan and conduct workshops Technology and Manager
of Administrator
Computing/ IT
20102013
Workshop schedule;
Workshop evaluations
2. All staff will continue to participate in
In-District Workshops and
professional development opportunities to develop
Small Learning Communities
and enhance their technology skills
20102013
Workshop evaluations and
training records
Out of district workshops and
conferences
20102013
Conference report forms
Manager of
Administrator
Computing/ IT, School
Tech Support Staff
20102013
Yearly Inventory
School Tech Support
Staff
20102013
Work Request System
School Tech Support
Staff
20102013
Technology Needs
Assessment
Yearly Technology Upgrades
Manager of
Administrator
Computing/ IT r
20102013
Invoice of new equipment
On Call Technology
Coordinators assigned to
schools
School Tech Support
Staff
20102013
Work Request System
Communication with teachers
and administration for needs
assessment
Manager of
Administrator
Computing/ IT, School
Tech Support Staff
20102013
Technology Needs
Assessment
Manager of
Administrator
Computing/ IT
20102013
Invoice of new equipment
School Tech Support
Staff
20102013
Work Request System
School Tech Support
Staff
20102013
Technology Needs
Assessment Survey
Manager of
Administrator
Computing/ IT
20102013
Supplemental Completion
Document
1. Seminars will continue to be dedicated to
technology education to develop and enhance
staff skills to integrate technology as an integral
part of their instruction. These seminars will be
made available through school sponsored inservice days, after school CEU program, out of
district workshops and professional learning
communities.
Infrastructure
1. Continue to maintain and upgrade technology
centers in each school
On Call Technology
schools
assessment
2. Continue to extend technology-based
classrooms in each school.
3. Continually update teacher classrooms with
appropriate technology.
On Call Technology
schools
assessment
4. Provide higher-speed access through dark fiber.
Manage installation to ensure
completion of project
Page 30
Strategy/Activity
Person Responsible
Time
Line
Documentation
Update websites continuously
District Webmaster
20102013
Up to date websites
20102013
District website, Instant Alert,
Updates using other media
available such as but not
limited to: Good News section
of Twp. monthly newspaper
and Public Access Channel.
Community Outreach
1. Continue maintaining a district website that is
updated at least monthly and contains pertinent
information on school functions and activities
2. Continue making community members aware of
the technology resources available in the school
district.
Inform community of
technology resources
Community Relations
Office
Curriculum
By the completion of Grade 2, all students will
demonstrate an independent mastery in the following
areas of technology through cross-curricular
applications.
Demonstrate the use of computer applications.
Give or collect data to create Computer/classroom
charts and analyze data
teacher
20102013
Print composed document
Print completed project
Display use of mouse,
keyboard and word
applications.
Computer/classroom
teacher
20102013
Teacher check list
Demonstrate an understanding that technology will
Digital Storytelling
allow them to communicate with others outside of their
Seasonal projects
classroom on a variety of educational topics.
Computer/classroom
teacher
20102013
Teacher checklist
Demonstrate an understanding of cyber safety and the
importance of citing sources when using print and non
print information.
Discussion on computer
ethics and responsible social
behavior
Computer/classroom
teacher
20102013
Lesson Plans
Teacher Checklist
In class activities
Content area and cross
curricular projects.
Computer/classroom
teacher
20102013
Lesson Plans
Teacher Checklist
Final projects
Design cross curricular
projects.
Computer/classroom
teacher
20102013
Lesson Plans
Teacher Checklist
Give or collect data to create
Computer/classroom
charts/spreadsheets and
teacher
analyze data
20102013
Computer/classroom
teacher
20102013
Computer/classroom
teacher
20102013
Lesson Plans
Teacher Checklist
Discussion on computer
behavior
Computer/classroom
teacher
20102013
Lesson Plans
Teacher Checklist
In class activities
Review District’s AUP
Content area and cross
curricular projects.
Computer/classroom
teacher
20102013
Lesson Plans
Teacher Checklist
Final projects
PowerPoint Presentation
Digital posters
Design cross curricular
Computer/classroom
teacher
20102013
Demonstrate how the use of technology can assist in
developing problem solving, critical thinking and
decision-making skills.
Apply the design process to explain how technology
impacts our everyday life and helps to solve problems,
demonstrate an understanding of human, cultural and
societal values and facilitates local and global
communication and collaboration
By the completion of Grade 4, all students will
demonstrate an independent mastery in the following
areas of technology through cross-curricular
applications.
Demonstrate the use of computer applications.
Display Microsoft office skills
Demonstrate an understanding that technology will
Digital Posters
allow them to communicate with others on a variety of
Digital Stories
educational topics
Seasonal Projects
Demonstrate an understanding of online and ethical
behaviors while using technology.
Demonstrate how the use of technology can assist in
developing problem solving, critical thinking and
decision-making skills.
Apply the design process to explain how technology
impacts our everyday life and helps to solve problems,
demonstrate an understanding of human, cultural and
Teacher checklist
Teacher check list
Lesson Plans
Teacher Checklist
Final projects
Page 31
societal values and demonstrate research and fluency
skills.
projects
By the completion of grade 8, all students will
demonstrate an independent mastery in the
following areas of technology literacy
Expand their understanding of computer operation Create PowerPoint
and application skills
/multimedia presentations
Computer/classroom
teacher
Create Publisher Docs
Computer/classroom
teacher
Word Applications
Computer/classroom
teacher
20102013
20102013
20102013
8th Grade Assessment
20102013
Give or collect data to create
charts/spreadsheets and
analyze data
Demonstrate an understanding that technology
News Stories
will allow them to communicate with learners both PowerPoint Presentations
nationally and internationally on a variety of
Digital Posters
educational topics.
Podcasts
Computer/classroom
teacher
Demonstrate an understanding of legal and ethical Discussion on computer
behavior
Computer/classroom
teacher, Media Specialist 20102013
Use digital tools to gather and manage
Digital Posters
information, collaborate on solving local and global Digital storytelling
issues as well as generate solutions and make
Podcasts
decisions.
Computer/classroom
teacher
Demonstrate how the use of technology can assist News Stories
in problem solving, critical thinking and decision- Podcast
making while evaluating a real world or contentrelated problem.
PowerPoint Presentation
Computer/classroom
teacher
Apply the design process to explain the impact of
globalization, solve problems, demonstrate an
understanding of human, cultural and societal values
Computer/classroom
teacher
20102013
Computer/classroom
teacher
Design Projects in 7th and 8th Science teachers, math
grade science and math
and social studies
classes and
teachers
Lesson Plans
Finished Doc
Teacher Checklist
Lesson Plans
Finished Document
Teacher Checklist
Lesson Plans
Completed Projects
Teacher Checklist
Lesson Plans
Research Projects
20102013
Lesson Plans
Teacher Checklist
Completed Projects
20102013
Lesson Plans
Teacher Checklist
Completed Projects
20102013
Lesson Plans
Teacher Checklist
Completed Projects
20102013
Lesson Plans
Completed Projects
Teacher Checklist
and demonstrate research and fluency skills.
By the completion of grade12, all students will
demonstrate an independent mastery in the
following areas of technology literacy
Expand their understanding of computer operation Collect data, create charts
and application skills
and analyze results
Math/science teacher
2013
Lesson Plans
Completes projects
Classroom teacher
2013
Lesson Plans
Completed projects
Classroom teacher
2013
Lesson Plans
Completed projects
Classroom teacher
2013
Lesson Plans
Completed projects
Social studies and
language arts teachers
2013
Social studies teachers
2013
Produce doc. to be shared
with peers using micro soft
office skills
Create and edit documents
within a Wiki
Demonstrate an understanding that technology
will allow them to communicate with learners both
nationally and internationally on a variety of
educational topics.
Examine a global issue with
peers and present findings
with others through digital
media
with others through
podcast/webcast
Demonstrate an understanding of legal and ethical
Discuss copyright laws prior
to research projects
Discuss government
censorship both here and
abroad.
Lesson Plans
Lesson Plans
Class Assessments
Page 32
Demonstrate how the use of technology can assist
in problem solving, critical thinking and decisionmaking while evaluating a real world or contentrelated problem.
with others through digital
media presentation
with others through
podcast/webcast
Classroom teacher
2013
Lesson Plans
Completed projects
Classroom teacher
2013
Lesson Plans
Completed projects
Funding
1. To continue funding the technology program in
order to make best use of this community's
resources, donations, and available public-private
partnerships.
Continue to provide
technology funding in the
school budget
Board of Education and
Superintendent
20102013
District Budget
Solicit technology donations
from local businesses
Director of SS and SP
20102013
Board and Technology
Reports
Grant writing as a funding
source
Director of SS and SP
and Educators
20102013
Grant proposals
Page 33
VI.
FUNDING PLAN (JULY 2010- JUNE 2011)
A.
Provide the anticipated costs for 2010-2011 and then indicate the
projected funding for 2012-2013 of the technologies to be acquired.
Include expenses such as hardware/software, digital curricula including
NIMAS compliance, upgrades and other services including print media
that will be needed to achieve the goals of this plan. Also incorporate
specific provisions for interoperability among components of such
technologies to successfully achieve the goals of this plan.
The Anticipated and Projected Costs of Technologies to Be
Acquired and Expense of Implementation: Following are
projected costs and estimates of technologies to be acquired along
with related expenses needed to implement the District Technology
Plan. This is an anticipated budget, pending approval by the Board of
Education as well as the public. The numbers may vary upon review
and modification by the administration, the Board of Education, or the
Township Council. They are broken down by school year and subcategories. The school year 2010-2011 has a total estimated amount
of $492,000.00, while the projected/estimated amounts are included
for school years 2011-2012 and 2012-2013.
Technology Distribution Policy: The District has adopted the policy
of introducing the newest and latest technologies to our higher grades
and moving existing technologies down to lower grades. The projected
costs of technologies to be acquired are based on the identified areas
for improvement and/or replacement. The implementation area, scale,
flow, and schedule may be revised based on the adopted policy and
modified for internal plan execution purposes.
Total Cost of Ownership: The District continues to streamline the
brands and models of the acquired equipment, as well as decrease
varieties of purchased software applications to minimize support
efforts and additional training services. Uniformity of consistency and
constancy, as well as standardization of reliability and regularity is our
main focus. By doing so, we can achieve a better “Total Cost of
Ownership” with balance among hardware, software, support
service/materials and time/manpower.
Digital Curricula and Supporting Resources: Following is the list
of the supporting resources that include service, other electronically
delivered learning materials and print resources that will be acquired
to ensure successful and effective uses of technology.
TITLE
ABC-CLIO, INC.:
American History Website
Modern World History Website
State Geography
World History: Ancient and Medieval
COIN Educational Products (used by Guidance Office)
EBSCO Publishing
MasterFILE Premier, Newspaper Source, TOPICsearch,
COST
$999
Free
Page 34
TITLE
ERIC, Business Source Elite, Regional Business News,
Health Source – Consumer Edition, Middle Search Plus,
Primary Search, MAS Online, Health Source: Nursing/
Academic Edition and Clinical Pharmacology
ABC-CLIO Elite Package
World History: Modern Era
Ancient World History
American History
State Geography
Enchanted Learning
Facts on File Online Databases
Science, History, Curriculum Resources, Geography,
Health, Career, and Forms
Facts on File News Service:
Facts.com Reference Suite
Issues and Controversies
ProQuest Information and Learning Co.:
ProQuest
Big Chalk
Electric Library – Secondary
Electric Library – Elementary
Electric Library – K12
ELibrary Curriculum Upgrade with History Study Center, ProQuest
Learning
Literature and Culture Grams
Online
SIRS Knowledge Source Bundle (SKS) – Secondary
SIRS Discoverer Bundle - Elementary (with WebFind Feature)
Scholastic Library Publishing:
Grolier Online
Encyclopedia Americana
Grolier Multimedia Encyclopedia
The New Book of Knowledge
Lands and Peoples
S.I.R.S.
Discoverer Online
Government Reporter Online
Renaissance Online
Researcher
Thomson-Gale:
Gale Net
Custom Newspapers
History Resource Center: US
History Resource Center: Modem World
Opposing Viewpoints Resource Center
Literature Resource Center
Lit Finder for Schools
Discovering Collection
Biography Resource Center
Student Resource Center – Gold
Contemporary Authors
Thomson-Gale:
Gale Virtual Reference Library
Infotrac Elite 500
COST
$100
$800
$11,430.00
$903
$11,000
$500
Page 35
Anticipated Costs of 2010-2011
Staff Development:
1. Staff Development – In-service
2. Conferences/Workshops
Instruction:
1. Workstation upgrade for all classroom workstations
in the high school - 100 Windows 7 ready
computers with local temporary profiles under Deep
Freeze
2. Internet on-line services and other digitized e-book
services
Administration:
1. Windows 2008 servers used for network
management and email server upgrade to Microsoft
Exchange/Outlook 2007 or 2010
2. Complete Student record management system web-based software for Intranet and Internet
implementation (all schools)
3. Complete Administration system for finance/budget,
human resources, and payroll
4. Complete Special Ed. record management system web-based software for Intranet and Internet
implementation (all schools)
Software:
1. Additional software titles/licenses for instruction and
administration for newer operating systems - Office
2007 or 2010 used for user creativity and
productivity in instruction and administration
1. Complete District-wide private fiber installation
2.
3.
Network equipment upgrade for district LAN (edge
equipment and installation services)
Upgrade the ATM T1 Internet Connection to a 50 MB
IDE Internet Connection (edge equipment and
installation services)
Regular Budget
Regular Budget
$15,000.00
$5,000.00
Lease Purchase
$50,000.00
Regular Budget
$32,000.00
Lease Purchase
$50,000.00
2009-2010
budget
$0.00
2009-2010
budget
2009-2010
budget
$0.00
Regular Budget
2008-2009 lease
purchase
Lease Purchase
Regular Budget
TOTAL (2010-2011):
$0.00
$10,000.00
$0.00
$265,000.00
$65,000.00
$492,000.00
Page 36
Projected Funding for 2011-2012
Staff Development:
Instruction:
1. Workstation upgrade for all classroom workstations
in all three elementary schools - 150 Windows 7
ready computers with local temporary profiles under
Deep Freeze
2. Complete Workstation upgrade for lab workstations
in the high school - 180 Windows 7 ready
computers for 5 labs and media center with local
temporary profiles under Deep Freeze
3. Complete the addition of 2nd mobile lab for the
middle school (each lab/cart houses 30 Windows 7
ready laptop computers and 1 HP laser printer)
services
Administration:
1. Additional Windows 2008 servers for file serving and
other applications
2. Workstation upgrade for school offices - 180
Windows 7 ready computers for all five schools
3. Workstation upgrade for administrative offices - 80
Windows 7 ready computers for Ryan and Gusz
buildings
Software:
administration for newer operating systems
1. Evaluate the feasibility to establish wireless
connections and access points on all school
campuses for wireless phones and wireless laptop
computers District-wide private fiber installation prep works (Phase II)
2. Maintain Internet Connection at a 50 MB IDE
Internet Connection
Regular Budget
Regular Budget
$15,000.00
$5,000.00
Lease Purchase
$75,000.00
Lease Purchase
$90,000.00
Lease Purchase
$33,000.00
Regular Budget
$32,000.00
Lease Purchase
$50,000.00
Lease Purchase
$90,000.00
Lease Purchase
$40,000.00
Regular Budget
$10,000.00
Regular Budget
$0.00
Regular Budget
$60,000.00
TOTAL (2011-2012):
$500,000.00
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Projected Funding for 2012-2013
Staff Development:
Instruction:
1. Workstation upgrade for lab workstations in the
middle school - 120 Windows 7 ready computers for
3 labs and media center with local temporary
profiles under Deep Freeze
2. Workstation upgrade for labs in elementary schools
- 120 Windows 7 ready computers with local
temporary profiles under Deep Freeze
3. Workstation upgrade for media centers in all three
elementary schools - 50 Windows 7 ready
computers for 3 Media Centers
4. Complete the addition of a mobile lab for the high
school (each lab/cart houses 30 Windows 7 ready
laptop computers and 1 HP laser printer)
services
Administration:
1. Additional Windows 2008 servers for file serving and
other applications
2. Telephone upgrade for some school offices
Software:
administration for newer operating systems
1. Wireless connections and access points on high
school campus for wireless phones and wireless
laptop computers
2. Continue to maintain and support WAN/LAN network
infrastructure
3. Maintain Internet Connection at a 50 MB IDE
Internet Connection
Regular Budget
Regular Budget
$15,000.00
$5,000.00
Lease Purchase
$60,000.00
Lease Purchase
$60,000.00
Lease Purchase
$25,000.00
Lease Purchase
$33,000.00
Regular Budget
$32,000.00
Lease Purchase
$50,000.00
Lease Purchase
$10,000.00
Regular Budget
$10,000.00
Lease Purchase
$112,000.00
Regular Budget
$0.00
Regular Budget
$60,000.00
TOTAL (2012-2013):
B.
$472,000.00
Indicate the federal, state, local and other sources of funds used to help
ensure that students have access to technology and ensure that
educators are prepared to integrate technology effectively into curricula
and instruction.
For the past few years, the school district, staff, and community have
made a tremendous effort to secure various funding sources to support
the technology budget. In the coming years, we intend to continue this
effort to secure these sources. In the spring of 2010, school districts are
again required to submit new three-year technology plans that align
with the State requirements and address the components from the
Federal program for the Universal Service Fund (E-rate) and the NCLB
(Title II-D). As the State Distance Learning Network Aid was
Page 38
consolidated several years ago, Ewing continued to seek other funding
sources. The District complies with this requirement and is also actively
seeking local partners to participate jointly in other Federal and State
grant opportunities.
Funding sources for technology come primarily from the District’s annual
budget. In addition to school taxes, we continue to secure substantial
discounts by applying our tele/data communication service through the
Access New Jersey Program, which provides the District with a
discounted education tariff rate (33% to 39% off prevailing tariff rate).
The District continues to secure grants in additional discount rates and
other services by applying for the federal E-Rate program.
The District continues to receive free cable TV and Internet services
under a partnership created several years ago among the Ewing
Township community, the District and the local cable TV service
provider, Comcast. Under the agreement, all school classrooms are to
be wired with cable video connections to a centralized in-school facility.
The district also continues to receive free FiOS TV and Internet services
from Verizon under the agreement between NJ Public Utility Board and
Verizon.
For the past several years, various programs have received grants
and/or donations from the Ewing Public Education Foundation (EPEF) for
updating technological equipment and related software. The Ewing
Public Education Foundation is an independent, non-profit citizen's
organization dedicated to providing innovative educational experiences
for students and the community of Ewing Township. Its mission is to
mobilize community support, concern, commitment and resources to
help improve the quality of education in Ewing Township. This effort is
greatly appreciated by the district teaching staff and is expected to
continue.
(1)
For Students
The distribution of federal, state, local and other sources of funds
used to help ensure that students have access to technology is as
follows:
Technology Plan Checklist for NJ School Districts/Charter Schools (2007-2010)
Three Year Technology Plan Funding Table
ITEM
FEDERAL
STATE
LOCAL
MISC. (e.g.
FUNDING
FUNDING
FUNDING
Donations,
Grants)
Technology
0%
0%
99.5%
0.5%
Equipment and
Networking Capacity
Software used for
0%
0%
99.5%
0.5%
curricular support
and filtering
Technology
0%
0%
100%
0%
maintenance policy
and plans
Telecommunications
20%
20%
60%
0%
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Services
Technical Support
Facilities –
infrastructure
including central
telephone and
security systems
Other services
(2)
0%
1%
0%
0%
100%
99%
0%
0%
0%
0%
100%
0%
For Teachers and Technology Integration
The distribution of federal, state, local and other sources of funds used to help
ensure that teachers are prepared to integrate technology effectively into curricula
and instruction is as follows:
Technology Plan Checklist for NJ School Districts/Charter Schools (2007-2010)
Three Year Technology Plan Funding Table
ITEM
FEDERAL
STATE
LOCAL
MISC. (e.g.
FUNDING
FUNDING
FUNDING
Donations,
Grants)
Staff Development
10%
0%
90%
0%
Innovations and
0%
0%
99%
1%
New Equipment
Training
0%
0%
100%
0%
Conference/Work0%
0%
100%
0%
shops
C.
Attach a copy of the board approval for this technology plan. Be sure it includes
the budget for the first year of this plan.
See Appendix A.
D.
A board approved budget for each successive year of this plan must be filed with the
technology plan for e-rate auditing purposes.
The board approved budget for each successive school year (2011-2012 and
2012-2013) of this plan will be filed with the technology plan upon formal
adoption of the annual school budget in spring prior to the school year.
E.
Provide your technology plan’s creation date which, as defined by e-rate, is
the point when these five elements are in your plan.
Those elements are:
Goals and strategies for using telecommunications and information
technology;
A professional development strategy;
An assessment of telecommunications services, hardware, software, and
other services needed;
Budget resources; and
An ongoing evaluation process.
The creation date of this technology plan is March 22, 2010 which is the
point when the five elements are in the plan.
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VII.
PROFESSIONAL DEVELOPMENT
A.
Provide the name and title of the person responsible for coordinating the
professional development activities noted in this plan.
Dr. Danita Ishibashi, Assistant Superintendent for Curriculum &
Instruction
B.
Describe the planned professional development activities for teachers,
administrators, and school library media personnel that include:
1.
How ongoing, sustained professional development for all
administrators will be provided to further the effective use of
technology in all learning environments.
Typically, administrators are included in the district wide
professional development workshops. See #2 below.
2.
How ongoing, sustained professional development for all educators
will be provided to further the effective use of technology, models
21st century skills and demonstrates global outreach and
collaboration in the classroom or library media center.
The District has a highly qualified and committed teaching
staff dedicated to providing quality education and services
to the youth of our community. In keeping with this, the
District has developed an on-going staff development
program. That program offers four full day in-service
programs over the course of the school year. The
integrating of technology into the content has been offered
on several of these workshops and others are planned for
the future. Computer/technology teachers are given the
opportunity to collaborate with their colleagues on issues
that specially relate to their field.
Additionally, the after school CEU program focuses
extensively on the effective use of technology within a
classroom or office setting while the summer CEU program
which is available for current staff members as well as new
hires presents the educators with an opportunity to
investigate and improve on their technology skills.
Technology Tapas have been initiated in some district
schools and plans are underway to incorporate this concept
to all schools by the end of 2011. This concept offers coworkers the opportunity to participate in a Professional
Learning Community atmosphere where the goal is to
advance their knowledge of technology through learning
and understanding different tech tools and then moving on
to learning others together. Department meetings, grade
level and team meetings are also periodically utilized for the
purpose of professional growth.
Finally, the district continues to reach out to our local
colleges and universities in order to help promote the use of
Page 41
technology in our schools. Currently, teachers at the middle
school work in conjunction with computer science and
journalism faculty at TCNJ to offer middle school students
the opportunity to participate in an Interactive Journalism
Institute (IJIMS). This program introduces students to
opportunities in computing. Students and teachers create an
online magazine to learn computational thinking via digital
media, interactive graphics, animation, video and database
design in a collaborative setting.
The Ewing Public Schools’ Professional Development (PD)
Committee, comprised of administrators and educators
representing each building, is committed to supporting the
philosophy, belief and mission statements, and educational
goals of the District, as well as the Professional
Development Vision Statement. This committee will meet
periodically in order to discuss the professional
development needs of the district including but not limited
to area of technology.
3.
The professional development opportunities and resources that
exist for technical staff.
The technical staff of The Ewing Public Schools has not had
the opportunity to attend computer conferences and
seminars recently partially due to budgetary constraints
because during in-service days, they are busy with
technology needs throughout the district. In the future, it is
recommended that at least one member of the IT staff along
with an educator attend either the Techspo and NECC
conference. This will assist in connecting the available
technologies to curriculum and instruction. It is the
collaboration between technology and education that will
help foster a more integrate instructional practice in our
classrooms.
4.
How professional development is provided to all staff on the
application of assistive technologies to support all students in their
learning.
Out-of-district training on assistive technologies for Child
Study Team members, classroom teachers, and speech and
language teachers is scheduled on an individual basis to
support students in their learning. Presently, the District
has provided training on the following assistive technology
devices:
•
Lifeline A+ Amplification System (a voice amplification
system used by staff in the classroom with students with
auditory processing problems, attention deficit disorder,
and hearing impaired students);
•
AlphaSmart NEO and 3000 (a portable computer system
which allows students the flexible platform to take
notes, write research papers, and store data according to
Page 42
their individual needs, currently being utilized by
students with auditory processing and fine motor skills
problems to overcome their disabilities);
C.
•
BoardMaker computer program (a tool which enables the
teacher to produce picture symbols that allow the
student to have a visual cue to support both expressive
and receptive communication, currently used in the
Autism program); and
•
Dynamyte Augmentative Communication (used to
educate nonverbal students in the classroom setting).
Based on educators' proficiency and the identified needs for professional
development, describe only the ongoing, sustained, high-quality
professional development opportunities planned for 2010-2013 as it
relates to the infusion of technology into the curricular process. Include
a description of in-class support such as coaching that is used to ensure
effective use of technology to improve learning. Also, include a
description of the involvement of all partners associated with
professional development for the district.
1.
Create a small group of educators that will be trained as
“experts” in technology so that they can assist in the
integration of technology into the content areas. This will be
accomplished by:
• Having identified staff attend out of district workshops
such as those offered by the county ETTC and workshops
presented through the Center for Innovative Education
and the New Jersey Department of Education.
• Having identified staff make site visits to school districts
that are currently integrating technology into their
content areas.
• Allowing release time for staff mentoring
• Providing time for sharing among the “experts”
• Encouraging independent teacher research on the
integration of technology into the content areas.
• Providing time during grade level, team meeting or
department meetings for discussion on integrating
technology into specific areas.
2. Based on the results of the technology survey, professional
development will be provided in areas such as but not limited
to:
• Creating and using spread sheets
• Using digital tools as part of classroom instruction.
• Student Management/Information Systems
• Desktop publishing (Illustrator, Photoshop, Indesign)
• Integrating technology into content areas
• Incorporating technology into student projects
• Creating online forums for student collaboration
• Develop building wide Professional Learning
Communities for staff members that would like to learn
more about the use of technology tools/topics.
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D.
Provide professional development activities that will continue to support
identified needs through 2013, including all partners.
Based on the results of the yearly technology survey and the
PD committee survey, recommendations will be made for the
future professional development opportunities. Additionally,
building administrators will offer insight as to the needs of
their respective area as will the district’s professional
development committee. These professional development
opportunities will be available to all partners through the
district in-service program, the CEU program, grade level, and
team or department meetings and professional learning
communities. Based on the results on those surveys and
recommendations made by the professional development and
needs assessment committees and the tech plan committee at
large, the objectives/goals for the 2011-2013 are as follows:
From 2010-2013, the majority of professional development
will concentrate on the New Jersey Core Content Standards
and NCLB Requirements. Specifically, to integrate technology
into the content areas for grades K-12 and utilizing
technology in order to collect and evaluate testing data.
Topics which reflect technology needs, may include, but are
not limited to training staff in:
Developing cross curricular projects utilizing
technology at all building levels
Use of technology in the content areas to enhance
learning
Online collaboration for staff and students
Use of Internet subscription services in the media
center and classrooms
Use of district student management system
Use of technology in math and language arts
literacy
Use of technology to collect and evaluate testing
data
Use of Microsoft office programs (Excel, Publisher)
and Google Docs.
In order to achieve these goals, district in-services will
continue to be offered as will volunteer after school and
summer workshops. Staff will be encouraged to attend out of
district workshops that focus on technology integration.
Additionally, time will be given during the school day to allow
for shared planning between the computer and classroom
teachers at certain grade levels.
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VIII. EVALUATION PLAN
Describe the evaluation process and accountability measures that monitor
progress and mid-course corrections that are used to regularly evaluate the
extent in which goals, objectives, activities, resources and services are effective
in
1. Integrating technology into curricula and instruction to promote 21st century
skills and global collaboration and outreach.
An on-going evaluation process is utilized to determine how staff is
integrating technology into curricula and instruction. Currently,
curriculum guides are being rewritten by district educators in order
to reflect the new core content standards and 21st century
interdisciplinary themes. Plan books are reviewed by building
principals and district supervisors on a monthly basis in order to
determine if the standards are being implemented and technology is
being infused into the content areas. Additionally, administrators’
utilize formal and informal observations in order to ensure that a
variety of methodologies are being presented in order to reach all
learners. Since the integration of technology is emphasized in all
content areas, staff Professional Improvement Plans (PIP) would
offer the building administrator or district supervisor the
opportunity to recommend that an educator improve their
instruction by a variety of professional development opportunities
such as attend appropriate workshops consult journals or reach out
to colleagues in order to improve in this area.
Professional development workshops are offered several times
during the school year and staff is encouraged to attend out of
district workshops. Following the workshops, participants are
required to complete an evaluation form indicating an overall
assessment of the workshop. Staff members are expected maintain
a log of professional development opportunities that they
participate in throughout the school year and they are noted on the
end of the year PIP. Additionally, staff participation records are
maintained in the Office of the Assistant Superintendent.
Finally, the media centers have an online system that offers
educators’ the opportunity to sign out mobile wireless carts,
presentation carts and the use of labs. This enables us to know who
is integrating technology and how often it is being integrated.
2. Enabling students to meet challenging state academic standards
The district uses a number of assessment instruments that allows
the educators to monitor student growth in state mandated
assessments. Learnia is an online math and language arts
assessment that is aligned to the state standards. It allows teachers
to access individual data, class data and trial data. The reports are
generated based on both the standard and strand. Additionally, the
online data management system, Response To Intervention (RTI)
determines the students that are at risk in literacy skills. A base line
is then established and used to show student growth. Study Island
Page 45
is a test prep practice program that is currently being used in the
middle school for math. Fast Math is an elementary school math skill
program for numerical operations. The program provides data that
indicates the students strength and weaknesses and provides
targeted practice which will allow students to move to grade level
competency and beyond.
3. Developing life-long learning skills
Professional development opportunities offered throughout the
school year along with discussions and presentations at
department, team and grade level meetings have focused on the
integration of 21st century learning. Teachers are encouraged to
balance the direct instruction with collaborative teaching methods
through the use of technology. Multi-media projects are required in
certain content areas and are designed so that students are
expected to analyze and evaluate the source of the information
along with the content and then utilize critical thinking, problemsolving and communication skills. Through the use of project
oriented instruction, utilize a variety of digital technologies in their
presentations.
Through the district survey, The District Technology Committee is
able to ascertain how educators’ are currently integrating
technology in order to address 21st century learning and what is
professional development, support and hardware is needed in the
future in order for them to continue to improve in this area.
Page 46
APPENDIX A
BOARD OF EDUCATION
EWING PUBLIC SCHOOLS
Attachment
206
Board Meeting Dates
Committee:
Education
Action:
Subject:
Approval of 2010-2013 District Technology Plan
3-22-10
Contact Person:
Danita Ishibashi, Asst. Superintendent
_________________________________________________ _____________________________
Action
1.
BACKGROUND
The 2010-2013 District Technology Plan must be BOE approved prior to submission to the
State.
2.
ADMINISTRATIVE CONSIDERATION/RECOMMENDATION:
It is recommended that the Board approve the 2010-2013 District Technology Plan.
3.
FISCAL IMPACT:
Budget information is found in section VI. Funding (page 34).
4.
BOARD ACTION REQUESTED:
It is requested that the Board approve the 2010-2013 District Technology Plan.
Be sure it includes the budget for the first year of this plan.
Page 47
Page 48
Appendix B
P2361 - Acceptable Use of Computer Network/Computers and Resources
Under review by Ewing Board of Education
Internet access is now available to students and staff in the Ewing Township Public Schools. We
are very pleased to bring this access to our schools and believe the Internet offers vast, diverse,
and unique resources to both students and staff. Our goal in providing this service to students and
staff is to promote educational excellence in schools by facilitating resource sharing, innovation and
communication.
The Internet is an electronic highway connecting thousands of computers all over the world and
millions of individual subscribers. Students and staff have access to the following:
1.
Information and news from educational sites (NASA, Smithsonian, etc.) as well as the
opportunity to correspond with the scientists at NASA and other research institutions.
2.
Access to Library of Congress catalogs, ERIC (Educational Resources and Information
Clearing House), university library systems and other extensive reference sites.
3.
Public domain software and shareware of all types.
4.
Discussion groups on a variety of subjects including environmental, musical, and
multicultural topics.
5.
Electronic mail communication with people all over the world.
With access to computers and people all over the world comes the availability of material that may
not be of educational value in the context of the school setting. Ewing Township Public Schools
have taken precautions to restrict access to controversial materials. However, on a global network
it is impossible to control all materials, and an industrious user may discover controversial
material.
Ewing Township Public Schools firmly believe that the value of information and
interaction available on this worldwide network far outweighs the possibility that users may
inappropriately procure material that is not consistent with the educational goals of the District.
Every school in the district has a code of conduct that details appropriate school behavior, outlines
rights (e.g., freedom of expression), and sets expectations for students and staff. The use of the
Internet is part of a school’s daily routine and the school’s code on conduct applies to all network
activities.
The smooth operation of the network relies upon efficient, ethical and legal utilization of network
resources and requires proper conduct of users. Guidelines are provided to make users aware of
their responsibilities when using the Internet at school. If a user violates any of these guidelines,
appropriate disciplinary actions will be taken.
Acceptable Use
User access must be consistent with the educational objectives of the Ewing Township Public
Schools. Use of other organizations’ network or computing resources must comply with the rules
appropriate for that network. Transmission of any material in violation of any state, federal or
international law or regulation is prohibited. This includes, but is not limited to, copyrighted
material, threatening or pornographic material, or material protected by trade secret. Use for nonschool related activities or for commercial, religious or political promotion is prohibited. System
Page 49
administrators will be monitoring access to all system usage, including e-mail. Material relating to
or in support of illegal activities or unauthorized activities will be reported to the appropriate
authorities.
Privileges
The use of the Internet is a privilege, not a right, and inappropriate use may result in a cancellation
of those privileges and other disciplinary actions. Prior to receiving access privileges, users will be
informed of the school district’s Technology Code of Conduct-Acceptable Use Policy (This
document). A team of system administrators (which includes the Superintendent, Director of
Technology, Administrators, Computer Coordinators, Computer Teachers and other instructional
staff members) will deem what is inappropriate use. The system administrators may deny, revoke,
or suspend access privileges at any time as required.
Internet Etiquette
All students are expected to abide by the generally accepted rules of Internet etiquette.
include (but are not limited to) the following:
•
•
•
•
•
These
Do not be abusive in communications to others.
Do not swear or use vulgarities or any other inappropriate language.
Do not reveal personal addresses, phone numbers, social security numbers, or other
identifying personal information.
Do not use the network in such a way that would disrupt the use of the network by other
users.
Do not engage in any illegal activities.
Other Responsibilities
•
•
•
•
•
Users exercising their privileges to use the Internet as an educational resource assume
responsibility for all material received.
Users assume the responsibility of not committing copyright violations.
Users are required to obtain permission from a systems administrator prior to
subscribing to any newsgroups or lists.
Users assume the responsibility for using the electronic mail system in accordance with
the guidelines. Users have the responsibility to report all violations of privacy.
Users assume the responsibility of making only those contacts leading to some
justifiable educational end. Users are responsible for making sure all files sent and/or
received do not contain pornographic material, inappropriate information, or viruses.
Disciplinary Action for Violation of Acceptable Use Policy
The guidelines on the preceding pages are not all-inclusive, but only representative and illustrative.
A user who commits an act of misconduct which is not listed may also be subject to disciplinary
action. All illegal activities will be reported to the authorities.
Staff intervention strategies such as teacher/student conferences, auxiliary staff/student
intervention, and teacher/parent contacts are to be made for violations of the acceptable use
policy. Any or all of the following intervention strategies and disciplinary actions may be used by
administrators. Illegal activities will be reported in accordance with the disciplinary code.
Minimum actions:
•
Administrator/student conference or reprimand.
Page 50
Additional Actions as Deemed Appropriate
•
•
•
•
•
•
•
•
•
•
Requirement to seek assistance in learning the proper procedure before he or she is
allowed to
use computer equipment.
Administrator/parent contact.
Referrals and conferences involving various support staff or agencies.
Behavioral contracts.
Confiscating of inappropriate items.
Restitution/restoration.
Denial of participation in class and/or school activities.
Denial of access to the Internet for a specified period of time.
Denial of access to computer equipment and other technology resources.
Suspension from school and/or other appropriate disciplinary action.
N.J.S.A. 2A:38A-3
Adopted: 22 November 1999
Page 51
P2360 Use of Technology
The Board of Education recognizes the use of technology in the educational process is an
essential part of the schooling experience. Technology is to be viewed as a resource to
enhance the learning process among other resources available to teachers and pupils. In
addition, technology can be used to enhance the administration of the schools and the
district.
In order to provide direction and meaning to the use of technology as an
instructional resource, the Board encourages and supports staff use of technology as a
component of the learning process.
For purposes of this policy “technology” includes, but is not limited to, the use of computers
and computer peripherals, communications networks, access to databases and libraries of
information and the integration of audio, video, multimedia devices and media for purposes
of teaching and learning.
The Superintendent, in consultation with teaching and support staff, shall recommend to the
Board the acquisition of appropriate technology to best implement the curricular,
instructional, and administrative program of the school district. The Superintendent shall
prepare a technology plan for the school district to encompass the following:
Curricular, Instructional and Administrative Need
The technology plan shall define the curricular, instructional and administrative need for
technological equipment and media for the district.
In-service Education
The Board shall provide opportunities for school staff to participate in in-service programs on
hardware or software programs to be used in the execution of educational and administrative
tasks. In-service programs may be provided in or out of the district.
Standards, Codes and References
All technology installations shall conform to the industry standards and applicable federal,
State and local statutes and codes.
Facilities Planning
In all facilities projects involving new constructions, additions, and renovations the
Superintendent or designee shall ensure the plans include provisions for current and future
technology needs in terms of the structural, electric/electronic, mechanical, acoustical and
visual systems of the building(s). All educational specifications shall include features required
for the use of instructional technology.
Computers
The school district will provide support or maintenance agreements for specified brands of
computers. All other computers purchased or donated will be subject to repair only when
non-allocated funding is available and therefore may remain un-repaired until funding is
available.
Computer Software Acquisition and Upgrading
Page 52
The school district will only support the specified upgrades and training. Staff members shall
not purchase software that has not been included on a list of specified software or has been
approved by the Administrative Computing and Information Services Manager.
The Superintendent will recommend the purchase of upgrades to software as needed. An
evaluation of upgrades shall be made by appropriate personnel and no upgrade shall be
purchased without the express approval of the Administrative Computing and Information
Services Manager.
Site Licenses
In the case, where more than one copy of a software program is required, the the
Administrative Computing and Information Services Manager shall attempt to acquire or
negotiate a site license with the software developers. In the event a site license is not
possible, vendors shall be sought who will provide multiple copies at a discounted cost.
Software Copyright
All employees shall strictly adhere to the copyright laws of the United States. No software
shall be copied and/or distributed except in accordance with these laws. All software placed
on media workstations or any network with public access shall be copy protected by the
Administrative Computing and Information Services Manager who shall assure that
individuals who have access to such programs shall not copy them without authorization.
Internal Communication (District)
The school district shall provide communication between schools by a variety of means.
External Communications
The Board encourages the use of external communications so schools may utilize the vast
resources of external databases and communicate with other schools, external agencies, and
businesses throughout the world. Gateways to such communications will be supported by
the school district. The use of particular gateways shall be approved by the Administrative
Computing and Information Services Manager . The Administrative Computing and
Information Services Manager shall be responsible for the installation of software in district
owned computers and/or computer systems that prevents access to gateways and Internet
sites that have material considered by the Ewing Township School Board to be inappropriate
for use by pupils.
Computer Laboratories
In order to provide teacher, staff, and pupil access to computers, the Board directs that
provisions be made to provide computer access in computer laboratories, classrooms, and
school libraries/media centers.
Audio/Video
All audio and/or video materials shall be used in accordance with the copyright laws of the
United States. Teachers, pupils, or staff who create audio or video materials containing the
voices or images of the individuals involved shall obtain proper releases from those
individuals, their parent(s) or legal guardian(s) for instructional use within the school.
Informing Parents, Legal Guardians and Interested Parties
Upon request, the Building Principal shall make available to parent/legal guardians the
information concerning used in the district in order that a computer purchased privately for
Page 53
home use may be compatible with the computer and software the pupil uses in the school
setting.
Technology Coordination
The Board shall appoint an Administrative Computing and Information Services Manager to
assure the technology needs of the district are met in the most efficient manner possible at
the lowest costs available to meet specified needs.
To the extent possible, the IMC/Library shall acquire data and publications electronically to
facilitate distribution and use. Teachers, pupils and staff shall be given the opportunity to
indicate data and publication needs. All items available through the IMC/Library shall be
cataloged electronically and are to be available through the school's computer network. To
avoid duplication, all media and software purchases shall be coordinated through the
IMC/Library and approved by the Administrative Computing and Information Services
Manager and the school Principal.
Broadcast Rights and Copyrights
The Board specifically retains the Broadcast rights and copyrights to all materials created by
employees of the Board as part of their responsibilities to the Board.
Any financial
remuneration for the use of such materials shall be retained by the Board.
Computer Security
The Administrative Computing and Information Services Manager shall develop security
procedures to include, but not be limited to, the following areas:
1.
Physical Security of Equipment
All computer equipment shall be maintained in a secure manner appropriate to its location.
2.
Data Security
a.
3.
b.
Back-up procedures for system files, libraries, and data shall be practiced in a
timely fashion.
Disaster recovery plans shall be kept up-to-date at all times.
c.
Password protection shall be in place and updated periodically.
d.
Resource security shall be in place to prevent unauthorized access to system
files, libraries, and data.
Employee Training
All new employees having, as part of their job responsibilities, access to computers
and information systems will be trained in the proper security procedures outlined
above.
All employees having, as part of their job responsibilities, access to computers and
information systems will be kept up-to-date on current security procedures for
equipment and data.
4.
Transaction Audit Trail
Page 54
Appropriate procedures will be maintained in order to monitor system activity and
users, as necessary.
5.
Security Officer
The Superintendent shall designate the Administrative Computing and Information
Services Manager as the district’s Computer Security Officer to monitor system
security procedures.
Use of Facsimile (FAX) Machines
Fax machines provide a useful means of communicating and shall be subject to the same
rules that apply to the use of telephones. All incoming faxes shall be considered confidential
mail. No disclosure of the contents of any fax shall be made except to the individual for
whom the fax is intended. Any individual violating this confidentiality shall be subject to
discipline as provided by the policies and regulations of the Board.
N.J.A.C. 6A:26-6.1 et seq.
17 U.S.C.101 et seq.
Adopted: 22 November 1999
Revised: 4 March 2002
Revised: 27 March 2006
Page 55

The Ewing Public Schools District Technology Plan 2010-2013

Transcription

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