Three Year Plan Approved

Transcription

South River Public Schools
Three Year Technology Plan
Mission Statement
The primary mission of the South River School District is to coordinate the available
resources of home, school, and community in a mutual effort to guide every pupil’s
growth towards becoming a self-respecting individual who can effectively function
politically, economically, and socially in a democratic society. We will strive to help
students learn to use their minds well, so that they will be prepared for responsible
citizenship, further learning, and productive employment in our modern economy.
2013-2016
Technology Plan
Three Year Local School District
Technology Plan
July 1, 2013 through June 30, 2016
County: Middlesex
County Code: 23
District Name: South River Public Schools
District Code: 4920
Grade Span: K-12
Website: www.srivernj.org
Approval by Board of Education: April, 22, 2013
CIPA Compliance: Yes
Contact Person
Brian Dougherty
[email protected]
732-613-4073 x7217
April 18, 2013
Superintendent
Michael J. Pfister
[email protected]
732-613-4000 x223
April 18, 2013
County Coordinating Council Approval:
1
Three Year Technology Plan: 2013-2016 | South River Public Schools
Technology Plan
South River Public Schools
District Administration 2012-2013
Superintendent of Schools: Mr. Michael J. Pfister
Assistant Superintendent of Schools: Mrs. Cathy Miller
Business Administrator/Board Secretary: Mr. Kenneth Kokoszka
Director of Technology: Mr. Brian Dougherty
Director of Planning, Research & Evaluation: Mrs. Kamila Buffalino
Director of Special Education: Mrs. Margaret Pribyl
Supervisor of Buildings and Grounds: Mr. Edward Biernacki
Director of Athletics: Mr. Carl Buffalino
Board of Education Members
Board President: Mr. Regis Wyluda
Board Vice President: Mrs. Cynthia Urbanik
Vera Adelino
Kelly Cruz
Elizabeth Lell
Kevin Nielsen
Anthony Razzano
Shenetta Turner-Smith
Dr. Cristiane San Miguel
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Technology Plan
Table of Contents
Section
Topic Heading
Page
Cover Page and Mission Statement
District Administration and Board of Education
2
I
Stakeholders Table
4
II
Executive Summary
5
III
Technology Overview
7
A
Technology Inventory
1 Inventory of Current Technology Networking and Telecommunications
12
2 Technology Inventory Needed to Improve Academic Achievement
15
B
Cyber Safety
19
C
Needs Assessment
21
IV
Three-Year Goals and Objectives
A
Historical Goals from 2010-2013
30
B
Goals and Objectives for 2013-2016
32
V
Three-Year Implementation and Strategies
A
Implementation Strategies and Activities
33
VI
Funding
37
VII
Professional Development
39
VIII
Evaluation Plan
Appendix A: Acceptable Use Policy
Appendix B: Professional Development Needs Assessment
Appendix C Board of Education Approval of Plan
43
45
47
52
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Technology Plan
I.
Technology Stakeholders
South River Stakeholder Table
Title
Name
Superintendent
Michael J. Pfister
Assistant Superintendent
Cathy Miller
Director of Technology
Brian Dougherty
Director of Student Services
Kamila Buffalino
Director of Special Education
Margaret Pribyl
Board Member
Shenetta Turner-Smith
Media Specialist
Dorothy Schlauch
Principal
Lisa Wargo
Teacher
James Mackiewicz
Teacher
Dana Kraemer
Teacher
Annette Lang
Parent
Kerri Lubczynski
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Technology Plan
II. Executive Summary
Technology Vision Statement
All students will leave the halls of our schools prepared and ready to contribute to our society
with a toolbox of skills which will enable them to participate confidently in the ever evolving
and growing global workplace.
Expanded Vision:
The overall outcomes envisioned in this plan include; dedicated efforts to integrate technology
into all aspects of learning, making learning accessible beyond the school day by providing webbased enrichment activities, communication with fellow students and teachers, and file storage
and access. Many of the outlined goals will strive to utilize cost-effective and powerful cloudbased solutions to make technology accessible around the clock and minimize overhead
expenses and management issues. Allowing the students to take their technology with them,
or at least access it from mobile devices, deepens the learning experience and makes school a
part of their daily life in an enjoyable and manageable way. Other goals will include the needed
training for staff members so they can confidently engage students through the use of
technology in the classroom, communicate with students and parents via their own website
and email, provide learning opportunities that leave the textbook in the locker or desk and
immerse the students in the topic through visual, audio, written, and interactive delivery of the
content.
Additionally, a systemic approach to streamlining data and managerial tasks for teachers and
administrators will allow more time to plan quality lessons and engage students as opposed to
being bogged down with paperwork and filling out repetitive forms that are infrequently
reviewed.
History:
South River is a small district with limited resources and small tax base. Our per pupil
expenditure is one of the lowest in the State. This has always presented a challenge in terms of
adequate growth in technology. Many of our systems were out of date, at end of life, or simply
non-functional just a short time ago. We have made many strides in updating our
infrastructure and operating procedures in the last two years and we will continue to build a
district that meets and exceeds the requirements of the PARCC Technology Readiness Tool.
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Technology Plan
Professional Development:
Professional development in the area of technology is always needed. Whether to sharpen
existing skills, explore new ones, or correct issues, a quality professional development program
can reduce anxiety and produce more efficient and technologically competent teachers. The
professional development includes:
1.
2.
3.
4.
5.
Professional Learning Communities
Targeted Skills Development
New Teacher Orientation
Webinars
Tutorial Videos
Current On-Going Projects:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Implementation of Managed Wireless throughout the District
Uniformity of Operating System and Office Applications
Reduction of local printers
Increase in network printers
Access to Staff and Student Network Drives from home
Utilization of Cloud based systems
Integration of Mobile devices
Continued Development of District and Building websites
Addition of age-appropriate software for lower grades
III. Technology Overview
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Technology Plan
A. Technology Inventory
1. Inventory of current technology networking and telecommunications
equipment.
The South River School District has managed to make a great deal of progress since the outlines
for the original technology plans were defined. This has become more noticeable in recent
years, and since the formation of the previous plan, as many needed upgrades and
improvements have come to light. The internet bandwidth has been upgraded and expanded,
the fiber optics between certain buildings has been replaced, new switches have been added to
IDF closets, and a new core switch and router were installed in the High School. The availability
of technology has become more readily accessible with a number of mobile carts containing
laptops, netbooks, and iPads which are utilized in the instructional space. Also, a new
computer lab was put in at the Middle School which has 30 windows 7 computers which are
attached to a network laser printer. The Elementary School has 30 new and refurbished
laptops that are used in the library media center for web-based software such as Study Island
and Rigby Reads.
All schools have fully operational home/school voice communication systems. Access to the
district's technology is not limited to the school day. The District’s new Schoolwires hosted
website which provides: announcements for the community, upcoming events, calendars, staff
directories, Parent Access connections, teacher websites, access to Genesis, sports schedules,
PTA links, lunch menus, Board Meeting dates and agendas, and even policy information at the
district and building level. Due to a recent construction project at the High School we now have
a complete wireless network in place in that building with additional access points installed at
other buildings which are controlled by the single controller in the High School. New servers
have been installed and virtual servers set up to manage the increase in computer demand and
handle email, file storage, backups, and network access.
The District computer to student ratio is less than 4:1. Many of the oldest computers have
been replaced with newer models and eliminated from service. During the 2012-2013 school
year 80 new computers were placed in labs, classrooms, and offices to replace aging or nonfunctioning computers. During the 2012-2013 school year an additional supply of mobile
devices was added to infuse technology into the classroom and expose students to new
software that would not run on older computers. Much of the district is using an updated
version of Microsoft Office (2007 or 2010) and network has been unified to a single
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Technology Plan
management system, Novell Zenworks. Zenworks allows for remote help desk assistance,
deployment of software, and even the deployment of images to the desktop if needed.
Internet availability is provided Comcast and is delivered to the district via a 20Mbps fiber
connection. This is a major upgrade to the T-1 copper lines that were in place and only carried
a maximum of 3Mbps when tied together. The use of bandwidth will continue to be monitored
but budgetary allotments have already been made for the 2013-2014 school year to allow us to
upgrade our line to 30Mbps with future 10Mbps increments added as needed up to a maximum
of 100Mbps total on the line. Many of these increases will allow for greater bandwidth for
streaming video and to conform to all requirements of the PARCC Technology Readiness Tool.
Technology resources are equally available when needed and networks allow easy
communication and shared resources among schools, and students and staff have access to
county, state, national, and international distance learning activities.
Technology will continue to develop and provide new and expanded opportunities to enhance
learning, and hardware and software must be compatible with those opportunities. Hardware
should be replaced or upgraded when the need for more sophisticated equipment is required
for specific instructional or administrative purposes. Frequently, technology replaced in one
location can serve useful purposes in another setting. Nevertheless, the life of specific
technologies is limited by instructional use, increased maintenance costs, and unavailability of
replacement parts.
Technology is not limited to that which is housed within a particular classroom or school. Local
area networks connect technology within the classroom, between classrooms, and classrooms
with the library and with administrative offices. A wide area network connects schools and
administration throughout the district.
PRIMARY SCHOOL
Current Status
This building is fully wired in every room for video, voice, and data. This building is connected
to the other buildings in the District via a WAN (Wide Area Network) utilizing a single mode
fiber cable and will access the Internet through a fiber optic connection. The building also has a
managed wireless network in place in key areas of the building.
•
The Media Center has only 20 functioning computers out of 30 stations running
Windows XP and Microsoft Office 2003. This is one area that will be receiving a much needed
update to equipment and software. The wireless system has an access point in the Media
Center and the Library circulation computers have been replaced. Funds have been secured for
the remaining 10 replacement computers and all computers will be less than two years old and
upgraded to Windows 7 and Office 2010.
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Technology Plan
•
Classrooms computers have been replaced and are in the process of upgrading to
Windows 7. Each computer has multimedia capabilities and access to either a local or network
printer.
•
Special Education classrooms are fully equipped with new Smart Boards which were
purchased through ARRA funds and are complete with a sound system for presentation of CD or
DVD based resources.
•
A wide range of software tools, i.e., grade book, instructional, and word processing, are
provided.
•
Each room has a telephone with voicemail capabilities. Maintenance will be performed
to assure functionality.
ELEMENTARY/MIDDLE SCHOOLS
Current Status
The Elementary School is fully wired, in every room for video, voice, and data. This building is
connected to other buildings in the District via a WAN (Wide Area Network) via multi-mode
fiber connections and internet access is provided through a fiber optic connection.
The Elementary School and the Middle School have at least one computer in each classroom.
The Elementary School has a computer lab consisting of 30 computers, a networked color laser
printer, and a networked black laser printer. The Elementary School Library also has 12
Windows XP workstations, a network printer, Smart Board, and three laptop carts of with 15
computers apiece. The Middle School has a Computer Lab which has 30 Windows 7
computers, a network printer, a ceiling mounted LCD projector, and an ENO Board with stylus.
The Middle School also has a Technology Lab which houses 20 multimedia computers with a
networked color laser printer and a networked black laser printer, and Smart Board. The
Library/Media Centers are also automated with the Winnebago System which is slated to be
replaced with Destiny in the 2013-2014 school year. A multimedia, CD-ROM computer is also
available in each faculty room as a teacher workstation as well as to provide access to server
based or Web-Based E-mail and Genesis. Both schools maintain student records such as
attendance, guidance, and discipline on the web based Genesis student information system.
Staff members have e-mail access (District Server based and Web Based).
•
The elementary/middle school has two media centers with multimedia stations and a
broadcast area plus a technology lab. Additional software has been added to hard drives and
network servers.
•
The elementary/middle classrooms have ready access for student use of multimedia
networked computers and printers. Additional hardware has been provided as needed.
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Technology Plan
•
Each classroom has a teacher/student station consisting of a multimedia networked
computer and availability of a 27-inch television with VCR and/or DVD capabilities, and a
printer.
•
A wide range of software tools, i.e., grade book, instructional, and word processing, are
provided.
•
Each room has a telephone with voicemail capabilities. Maintenance will be performed
to assure functionality.
•
Media center software and bar coding systems will be maintained and upgraded as
needed.
HIGH SCHOOL
Current Status
A fully integrated and managed wireless network is in place at the High School. This system
consists of 30 managed Access Points, PoE network switches, wireless network controller, and
cat6 cabling.
All staff has e-mail availability. A multimedia computer is also available in the faculty room as a
teacher workstation as well as to provide access to server based or Web-Based e-mail and
Genesis.
A new voice/phone system has been installed in every classroom and office. In addition a Cable
Access Channel Studio has been installed. It is broadcast over Comcast Cable Access Channel
36. Students now have the opportunity to learn about the mechanics and workings of
Broadcast Media in the newly installed TV Production Studio which contains three Hitachi
tripod mounted TV cameras, a Panasonic Switcher, Lighted studio with lighting controls, sound
boards, integrated projection screen, LCD projector, Teleprompters, and microphones. This
also allows the district to record and broadcast Board Meetings on Channel 36 complete with
graphics and transitions.
•
Each classroom has a PC computer with compatible multimedia and CD-Rom, availability
of a 27-inch television/monitor with VCR and/or DVD capabilities, and a printer.
•
A wide range of software tools, i.e. gradebook, instructional, and word processing are
available.
•
Students taking mathematics courses have use of a graphing calculator or Web Based
equivalent.
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Technology Plan
•
Appropriate computer furniture is provided for hardware as needed.
•
Utility software, i.e., keyboarding, word processing, and E-Mail, is standardized by grade
and subject.
•
Significant curriculum-related software and CD-ROMs are available in all classrooms and
updated regularly.
•
Every classroom has a phone with voicemail capabilities. Maintenance will be
performed to assure functionality.
•
Media center software and bar coding system (Winnebago System) will be maintained
and upgraded to Destiny in 2013-2014.
•
An ESL Computer Lab has been established to provide differentiated instruction.
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Technology Plan
System Summary (District Wide)
Run Date: 04/03/2013
22 System Types on 610 Device(s)
Manufacturer
Dell
Dell
Dell
Dell
Dell
Dell
Dell
Dell
Dell
Dell
Dell
Dell
Dell
Dell
Dell
Gateway
Gateway
Gateway
Gateway
LENOVO
Apple
Apple
Product
Installations
Latitude 2110
30
Latitude 2120
23
Latitude E5400
13
Latitude E5420
9
Latitude E5500
6
Latitude E5530
25
Latitude E6400
22
OptiPlex 3010
5
OptiPlex 360
164
OptiPlex 380
162
OptiPlex 390
63
OptiPlex 740
7
OptiPlex GX280
11
OptiPlex GX520
6
OptiPlex GX620
3
E-4000
1
E-4500D
2
E2600
10
E2610
7
Lenovo 3000 N500
7
iPad
30
iMac
4
610
District Enrollment at time of report equals 2341 students.
Student to Computer Ratio at time of report ≈ 3.83 to 1
Smart Board Installations (District Wide): 57
Eno Board installations (District Wide): 9
Smart Table Installations (District Wide): 2
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Technology Plan
2. District Networking/Telecommunication Equipment
District Server Equipment List
SERVICES
OS
LOCATION
MODEL
1 District Payroll Services
W2K3
MS
PE R610
2 Kaspersky Labs Management Server
3 eMail Spam/Virus Scan
W2K8
LINUX
NOES11
LX
MS
MS
PE R410
MS
PE R720
NW65
SLES11
W2K3
SLES11
MS
MS
MS
MS
PE 2650
PE 2950
PE 2650
VM2:01
SLES10
W2K3
W2K3
W2K3
NOES2 LX
W2K3
SLES11
W2K3
SLES11
NW65
W2K3
NT 4.0
NT 4.0
SLES11
NW 6.5
LINUX
W2K3
MS
MS
MS
MS
MS
MS
MS
MS
MS
MS
MS
MS
MS
MS
MS
MS
MS
VM2:04
PE R610
PE R510
VM1:04
VM2:02
PE R510
PE R510
PE 1850
VM1:06
VM2:03
VM1:05
VM1:03
VM1:01
PE 2850
PE 2650
4 ADMIN
Primary School
Elementary School
High School
Middle School
District Share Drive
5 BorderManager Proxy/Cache Server
6 Genesis District Server
7 WSUS/KMS Server ZCM Proxy
8 Novell GW Data Synchronizer
Arcserve Linux Backup Server
9 (LTO2)
10 District Financials
11 Food Services SQL Server
12 Visual Pulse, MKRTG T-Line Monitor
13 GROUPWISE
14 Nexic Groupwise Arcvhive Server
15 ZCM11SP2 Server/Image Server
16 DISTRICT WEB SERVICES
17 RADIUS Server
18 PS Spectrum Library Server
19 SASI Task Server, HS, MS, ES SASI
20 PDC, HOME DRIVES NT ONLY
21 BDC, WINS
22 ZCM11SP2 Server
23 ZFD 6.5, DHCP, DNS, IMAGE Server
24 Web Filter
25 VMWare Virtual Host Server
Management
RADIUS
SRNJSRV1
SRNJSRV2
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PE 2950
Technology Plan
SRNJSRVSASIMAIN
SERVICES
OS
26 VMWare Virtual Host Server
GMS1
HAWK
NOVA
SPECTRUM
SLES11
LOCATION
MODEL
MS
PE 2950
Other Network Devices
Device
Barracuda Spam Filter
Watchguard XTM 510
Comcast Internet Router
KAV Server
Novell Zenworks
Netgear ReadyNAS
Genesis SIS
Netgear 8806
Wireless Access Controller
Wireless Access Points
Comcast Fiber Transceiver
Nortel Networks Equipment
Netspective
Description
Email Spam Filter
Firewall
Internet Service
Kaspersky Anti-Virus
Desktop Management
Network Access Storage
Student Information System
Core Switch and Router
Manages Wireless Access
Managed Wireless Delivery
Broadcast of Local TV 36
Phone Service
Web Content Filter
Service Term
1 Year
1 Year
3 Year Term (expires 2015)
1 Year
1 Year
N/A
1 Year
N/A
40 Access Points
N/A
N/A
1 Year
1 Year End of Life 2013
The district has installed a new TV Studio this year at the High School complete with (3) Hitachi Cameras
used for recording events such as Board Meetings and student activities. The studio comes complete
with lighting board and lights, audio mixing board, video switcher, graphics station, teleprompter and
prompting PC, large LG (46”) TV Monitor, (18) microphones, editing station, intercom system, LCD
projection system, handheld Sony Cameras, Cannon DSLR camera, and portable video monitor. The
Studio is used to record, edit, and broadcast monthly Board of Education meetings and for student
projects and publication of materials.
3. Inventory Needed to Improve Academic Achievement through 2016
Due to ever increasing budget restrictions and confinements, the South River School District
Technology Department has been seeking out ways to refurbish, reallocate, and relocate current
systems and services. Although all areas need improvements and upgrades, the greatest most
crucial for this current plan are as follows:
Network and Infrastructure:
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Technology Plan






Our network fiber optics between the main server room in the Middle School going out
to the High School and Board office needs to be rerun. We only have two strands of
fiber which reduces our throughput and leaves us with no redundant pathway to keep
the network running if the fiber is damaged.
Upgrade the Primary School network closet to include Gigabit switches which are on
speed with the rest of the district.
Continue to upgrade the public internet bandwidth in 10Mbps increments for as long as
the budget can support
Deliver wireless capabilities to every building in the district
Replace Internet Content Filter which is at end of life
Replace Gateway Server which is the oldest server box in district
Content and Antivirus Filtering:


Utilize WebBlocker subscription on Watchguard Firewall to replace end of life
Netspective Web Filter. This saves money and increase response time.
Make decision related to current Kaspersky Antivirus protection used to safeguard PC’s
and Network. Either replace of renew.
Equipment (All Buildings)






Replace remaining computers in labs and classroom settings that do not meet PARCC
Readiness Standards.
Continue to incorporate Smart Boards and Projection capabilities in instructional areas.
Acquire or reallocate existing server to handle the library conversion to Destiny by
Follett
Increase number of network printers and reduce smaller “deskjet” type printers to
reduce costs.
Continue to acquire and integrate mobile devices in to the learning environment
Replace current library circulation system with Follett Destiny
Helpdesk

Establish new staff to assist with helpdesk and on site troubleshooting
3. Integration of assistive technology devices
An FM system is currently in use in both the Primary School and the Elementary School to enhance the
educational experience for students with auditory processing deficiencies. The Commission of the Blind
and Visually Impaired currently provides the following services and supports: Functional Vision
Assessment, Adaptive equipment, textbooks, and materials, Perkins Braille Writer, Low Vision Aids,
educational equipment and software, Orientation and Mobility training, consultation services to district
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Technology Plan
personnel and family, as well as technical assistance. The Commission also provides professional
development opportunities for staff members. The District is committed to improve the delivery of high
quality accessible educational materials, digital curricula initiatives, and alternate format versions of
print textbooks to preK – 12 students with disabilities. Such resources may include, but are not limited
to: computer software, computer hardware, E-Readers, iPads, laptops, or headphones. In addition,
Smart Boards have been placed in all Special Education classrooms to enhance learning and active
engagement.
4. Educators’ Access to Educational Technology
Each of the district’s classrooms has at least one computer and printer – as funds allow, some rooms
have additional technology available. Teachers have access to the computer to use as an instructional
tool. There are also mobile carts of laptops, netbooks, and iPads that teachers can sign out for the day
and use in their classroom at all buildings except the Primary School. Classrooms in the Primary School
utilize TVators or Smart Boards in an effort to make a one computer classroom a more effective
educational tool. Smart Boards are purchased as funds allow. The classroom computers allow teachers
to have access to online materials and educational software that has been purchased for specific subject
areas. Teachers now access their curriculum online through Atlas Rubicon and can collaborate easily on
the curriculum writing process. Teachers can access their school email, Genesis, Atlas, and any other
normal components of their day through the district website. This includes grade books, parent
communication, and lesson planning. Special Education teachers have 24 hour access to IEP’s,
accommodations, and special education resources online through Webtrack.
5. Administrative Access to Technology
Each administrative office in district has a computer and a printer available. All main offices in the
buildings have at least one high volume laser printer for larger print jobs. Administrators have been
provided with iPads by the district to be used with the My Learning Plan system of Teacher Evaluations.
The iPads also allow administrators the ability to access Genesis and stay connected with email when
out of the office or in the hallways. Most of our key programs are web-based so administrators can stay
connected at home. VPN connections are available as well to provide direct access to work computers.
Some administrators utilize district provided Smartphones, in particular Android based phones, to stay
connected at all times through voice, email, and web. These phones and iPads are managed using the
Novell Data Synchronizer and Mobile server which is hosted on site.
6. Accessibility of District Web Site
South River has previously utilized a locally hosted and locally created website using Adobe
Dreamweaver software. This was serviceable but limited in its capacity and management was an issue
since few people had the software available to them. The site can be found currently at
www.srivernj.org. This website was officially deemed outdated and lacking in features during the 20122013 school year. The district is currently in the final stages of releasing the newly redesigned and
hosted website powered by Schoolwires. The beta site for the website is currently
http://sriverschools.schoolwires.net and will be migrated over to our existing www.srivernj.org address
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Technology Plan
to replace the old website when officially launched. The District’s new Schoolwires hosted website
provides: announcements for the community, upcoming events, calendars, staff directories,
Parent Access connections, teacher websites, access to Genesis, sports schedules, links for staff,
PTA links, lunch menus, Board Meeting dates and agendas, and even policy information at the
district and building level.
New Website Preview
Current Website
Blackboard Connect
All schools have fully operational home/school voice communication systems. The district now utilizes
the website, automated voice calls, and email blasts for emergency communications or to simply keep
the community up to date with important upcoming events. The hosted webservice allows us to better
manage content and gain access to the site if the power is lost in the Server Room a lesson learned
during the days after Hurricane Sandy.
7. Plan for replacing obsolete computers/technology
The Technology Plan is based on a vision and operationalized through a strategy which includes
objectives, equipment and facilities status, activities, priorities, timeframes, funding requirements, and
evaluation processes.
Presently, technology is fully infused into South River Public Schools’ classrooms. Teachers possess the
skills and knowledge to help students meet the New Jersey Core Curriculum Content Standards using
the tools of technology. This technology plan will continue to provide the framework for all District
schools.
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Technology Plan
When purchasing new computers, the District looks to the future to ensure that the computers will have
the necessary components and will not become obsolete in a short period of time. The utilization of a
Lease/Purchase approach will likely be implemented to obtain a large number of computers in
preparation for the PARCC assessments to ensure all requirements are met. Older computers can be
updated by purchasing new hard drives, upgrading the operating system, and increasing the amount of
memory that is installed in a machine.
When a computer can no longer be used effectively in the classroom (for example, newly purchased
software will not run or the computer can no longer be updated), then it is time to look to replace the
computer. Obsolete computers are replaced as funds allow.
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Technology Plan
B. Cyber Safety
1. Filtering
The District utilizes Verso NetSpective WebFilter software for Web filtering and blocking of IM, peer-topeer, and streaming-media traffic. Flexible remote, delegated, and centralized management make it a
good choice for filtering. For ongoing URL updates, NetSpective relies on Adaptive Filtering that
provides comprehensive and accurate content review for all sites surfed by computer users in our
district. Adaptive Filtering categorization is driven by actual web usage at NetSpective customer
locations. When a user surfs to a site, the URL is immediately compared against NetSpective WebFilter's
embedded URL database. Unknown URLs are forwarded to the NetSpective Adaptive Filtering Lab,
where they receive both automated and human review. Newly categorized sites are then redistributed
to the entire NetSpective user community. However due to the current device reaching the end of it
support life cycle in 2013, the district will be looking to utilize a web filtering subscription that is applied
to a newly installed Watchguard XTM Firewall device. This device has an effective and cost effective
filtering system called WebBlocker that does not require us to replace the old NetSpective device and
comes at a substantial savings over replacing the Netspective device and applying a yearly license at an
additional charge. WebBlocker does not compromise performance and actually allows some added
features for management and group policies. The District utilizes Barracuda Spam Firewall to help block
spam emails that are sent to district addresses. This technology includes all the features needed to
eliminate spam and protect the email server from all forms of attack. Email may be blocked,
quarantined, tagged, or delivered based on the policies of the organization or the preferences of the
individual user.
2. Acceptable Use Policies
The District’s Acceptable Use Policy (AUP) (See Appendix A) will again be revised to include the advances
in technology that have evolved since the policy was originally written and adopted. This will include
wording as it pertains to social media (Facebook, Twiter, Instagram, Tumblr, etc.) and stipulations to
revoke privileges is it is determined a student or staff member deliberately tries to circumvent the
filtering system or gain access by installing any software which would allow their IP address to be
masked or used to manipulate the content filter. The Acceptable Use Policy will also be delivered to the
start screen of all district computers and users will have to agree to it each time they log onto the
computer
3. Online Safety Awareness
The district takes great measures to ensure that our student population is protected from violent,
obscene, or inappropriate images and content. Our filtering system is designed to prevent easy access
to this content but our real task is education our students about how to protect themselves when they
are not in the filtered school environment. Increased efforts in education and cyber safety are making
students aware of the warning signs that may alert them that a person, chat room, or blog may be
putting them in a dangerous situation and how to go about alerting someone. We also instruct our
older students about the dangers of giving out personal information on sites that are not reputable or
suspicious. Current efforts to combat, report, and prevent Harassment Intimidation and Bullying (HIB)
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Technology Plan
online have been introduced at all levels to keep our students safe outside of school. HIB reporting
forms are available to the students and parents through the district website.
4. Parental resources – Online Safety
Parents have access to the Acceptable Use Policy via the website and a copy is sent home at the
beginning of each school year. A copy is also included in the student handbooks. Any training session
that can involve parents is utilized, in particular the Middlesex County Prosecutor’s Office has presented
cyber safety workshops and parents are trained in how to detect signs of online bullying through
training given by the Office of Student Services in house.
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Technology Plan
C. Needs Assessment
1. Current Practice/Status
A. Evaluation of Educators’ Current Practices in Integrating Technology:
The staff members are currently monitored for quality use of Technology integration into the
following areas: Curriculum revisions, Unit and lesson plans, Documentation Log, Professional
Growth Plans, Professional Learning Community Minutes, and formal observations. All of these
items are reviewed by district administration and the individual staff members on an on-going
basis. The occasional use of surveys is used if a particular element is of concern and further data
needs to be collected and analyzed.
Professional development is targeted to staff based on observed needs or to ensure teachers
are trained in new technologies, such as Smart Boards or software elements. All new staff
members meet with the Director of Technology during orientation for training on specific
software such as Genesis, School Dude, email, and Network drives. This area will grow to
include the use of the district website and their teacher websites.
Teachers have been utilizing their Smart Boards and LCD projectors as their main form of
technology integration along with Smart Response clickers. These are readily available and
appropriate professional development opportunities were made available to the staff. The
portable items that we have now are used on a regular basis and include netbooks, laptops, and
iPads. These items travel within a cart and have a portable access point in the event one is not
nearby. Additional resources utilized by teachers include our purchased web-based programs.
These programs provide assessment tools and learning resources to be used by teachers and
students. We currently have: Study Island, Rigby Reads, Fast Forward, Dibels, iSteep, Geometer
Sketchpad, and Smart Exchange as well as teacher related sites such as Genesis, Atlas Rubicon,
My Learning Plan, and website which require a higher level of user skill to effectively manage
and navigate.
B. Summary of Educators’ Proficiency in the Use of Technology Within the district:
As of the last technology plan, only 55% of teachers felt they are proficient in the integration of
technology as an instructional tool. This was a shocking low but honest assessment of how well
instruction was infused with technology. Since then a number of new teachers have taken the
place of retiring teachers and our efforts in collaboration and professional development as a
district has helped increase teachers’ skills in; delivering lessons through technology, preparing
lesson plans, developing curriculum, having the students work in labs, using mobile devices,
communicating with students and parents electronically, and analyzing collected data to drive
instruction. To ensure proficiency, all new teachers participate in a New Faculty Orientation
Technology session conducted during the summer, which includes the following topics: how to
navigate the District’s network, requesting computer service/repair, Genesis (configuring and
maintaining an electronic grade book), and an introduction to Parent Access (a web based
application that allows parents/guardians access to student information. Library media
specialists in the District’s four buildings will be phasing out Winnebago, a library software
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Technology Plan
program that provides catalog, patron information, and circulation information for a newer
version of Follett software called Destiny. This software will allow for proper support as well as
give the aging circulation system a new interface and tracking tools. District media specialists
also provide support to classroom teachers who utilize technology within the library. Teachers
responded that they are comfortable performing basic troubleshooting, but can request support
from the Director of Technology by submitting a School Dude online which outlines their trouble
and alerts administration. Teachers are becoming much more proficient with Smart Boards,
internet based activities, and Office products as evidenced in Walkthroughs and formal
evaluations. Technology is becoming a preference in the classrooms as many teachers are not
integrating mobile devices into their regular plans and activities.
All classrooms in the District have at least one multimedia computer available. In the Primary
School, Elementary School, and Middle School, teachers have the opportunity to utilize the
computers located in the Media Center for class use. Teachers in the Elementary School and the
Middle School have access to mobile laptop carts, which can be used in the classroom or in the
Media Center as well as a full computer lab. Students have access to technology in classrooms
and in the Media Centers. The High School Media Center has been recently renovated and
there are now 30 computer slots, a teacher computer, a ceiling mounted projector and screen,
and a wireless access point for portable items. Network drives allow access to saved documents
and materials no matter what building the staff/student is in. Remote access to email, Genesis,
and Contour Data is available to staff members. Students have access to technology as dictated
by content and need.
Past professional development opportunities for staff members included:
Using Genesis
Teachers departed the workshop with a grade book that had been configured and was ready for use.
New staff is oriented in Genesis during the summer and mid-year hires are teamed up with a grade level
teacher to assist. Teachers as now proficient in entering assessments, grades, and progress report
comments into the Genesis system and
Introduction to Excel
This workshop introduced users to Microsoft Excel spreadsheet software and featured the skills needed
to create basic spreadsheets. Participants learned to create spreadsheets to track and maintain a
variety of district information. The workshop focused on the principles of spreadsheets, planning,
design and implementation. Participants created, saved and opened spreadsheets; entered and edited
data in a spreadsheet; built formulas; created a spreadsheet from data that had been exported; and
learned how to manipulate data once it had been entered into the spreadsheet.
ACCESS for ELL’s Test Administrator Training
District K-12 Bilingual/ESL faculty members were involved in a four-hour on-line course for certification
purposes related to the new English language proficiency assessment entitled ACCESS for ELLs.
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Technology Plan
Workshop/Course Content included: Essential desire to learn procedures, Overview of Test
Administrator Training, Participants in Test Administration, Background on the ACCESS Test, Test
Administration Manual, Accommodations, Group Administered Test Components, General Procedures:
Group-Administered Tests, Listening Test Administration, Reading Test Administration, Writing Test
Administration, Speaking Component, Speaking Test Administration, Speaking Tests, Sample
Performances & Scoring Rationales and sample test questions.
Technology Tools for Lesson Planning
Workshop participants explored ways that technology can make lesson planning easier and more
efficient. Teachers learned how to include technology as a part of their daily lessons.
Individual Education Plan (IEP) Preparation
During this session, new Special Education teachers were instructed on how to write the I.E.P. for the
coming school year. They learned how to fill out the goal and objective sheets for each of their classified
students. They were also instructed on how to use our district’s “IEP 123” program. They learned how
to construct the “Present Level of Academic Achievement and Functional Performance Statement” for
each student.
Parent Overview
An overview of the integrated Web-based software program entitled Parent Access was conducted.
Teacher responsibilities related to Genesis that in turn are reflected in Parent Access were reviewed.
Parent Access provides parents secure, online access to grades and other pertinent school information.
Parents are able to monitor their child’s schoolwork in real time.
Parent Access Training for Teachers
 Parent Access Website
 Teacher Responsibilities
 Include due dates
 Update on a weekly basis
 Save to the teacher folder
 Task titles need to be very specific
 What parent see
Parent Access Training for Parents
 Parent Access Website
 Teacher Responsibilities
 Include due dates
 Update on a weekly basis
 What parents see
DIBELS Data and Instruction
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Program is a set of standardized individually
administered measures of early literacy development. These measures ar designed to be used regularly
to monitor the development of pre-reading and early reading skills as well as to tailor instruction.
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Technology Plan
Participants were provided with the opportunity to learn how to enter DIBELS data into the online
database. Further, the workshop explored how teachers should use the data to drive instruction.
Technology Resources for Health and Physical Education
Technology can help teachers support students in a variety of subject areas. Excellent (and free)
interactive Internet activities and appropriate grade level materials correlated to the NJCCCS standards
and strands were explored. A host of excellent online resources were investigated. Participants were
amazed at all the resources available to help establish a successful test-prep program.
NJSMART
Participants learned how to enter data accurately into the District’s student information system to
ensure that NJSMART uploads contain all of the necessary information and are error free.
Interdisciplinary Unit Planning
In this workshop, participants established guidelines/standards to create units that span disciplines.
Technology was utilized to facilitate the planning process and to provide resources to teachers.
Technology Tips for the Classroom
This session presented instructional strategies for technology integration. Microsoft Word, Microsoft
Excel, Microsoft PowerPoint, instructional computer games and related website resources were
highlighted.
Geometer’s Sketchpad
Middle and High School teachers have been and will continue to involved in training pertaining to
Geometer’s Sketchpad. A series of four studies were carried out over a period of four years. These
related studies were clinical and qualitative as they investigated the middle and high school students’
development of geometric thought, particularly as it related to three-dimensional visualization. The
Geometer’s Sketchpad (GSP) was instrumental in all of these studies and it was this environment in
which the students learned to increasingly develop their visualization abilities as they solved challenging
geometry problems.
Genesis
The Genesis Student Information System is a robust, state-of-the-art web-based completely integrated
student record program that manages a district's current year and historical student data. Genesis is a
comprehensive system covering all aspects of student information and student tracking from pre-K
enrollment to post graduation. The Genesis feature set is not static however continues to grow, driven
by school district needs and requests. Data is organized into tabs or screens which capture information
of a similar nature. Genesis modules include: Student Data, Attendance, Class Attendance, Code of
Conduct, Current Year Scheduling, Next Year Scheduling, Grading, Gradebook, Registration, Transcripts,
Nurse, General Administration, Parent Access. The Parent Access module is designed to increase homeschool partnerships. Additionally, Parent Access allows parents secure, online access to grades,
attendance and assignments for their children. Parents can monitor their child’s school work in real
time.
SMART Response System
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Technology Plan
The SMART Response system can meet the needs of a variety of learning environments and allows
teachers to easily create quizzes and deliver lessons from within SMART Notebook collaborative learning
software, providing a consistent experience regardless of your classroom environment. SMART
Response also comes with powerful assessment software that allows teachers to manage and evaluate
classroom results in the same program. The goal of SMART Response is to help teachers gain accurate
and immediate insight into student learning while increasing comprehension, retention and
engagement.
Fast ForWord
Fast ForWord is a software program published by Scientific Learning that features a series of
scientifically validated reading intervention products that apply neuroscience principles to building
capacity of students. This program combines over twenty-five years of research on how the brain learns
with the latest technology to improve students’ reading and language skills. The Fast ForWord program
utilizes patented technologies that leverage the science and opportunity of brain plasticity. By exercising
processing skills through intensive, adaptive activity, actual physical changes occur in the brain. These
physical changes to the brain can result in changes to one’s abilities. The Fast ForWord program prompts
changes in the brain which provide an optimal foundation for learning and reading success. Two
products entitled Fast ForWord Language and Fast ForWord Literacy are currently being utilized by the
district. Fast ForWord Language and Fast ForWord Literacy are a series of programs which build on
foundational reading and language skills while improving memory, attention and processing rates so
districts can move special needs and English language learners to successful learners. Activities in these
programs systematically build skills in the following areas: word recognition and decoding, spelling and
phonology, sentence comprehension, passage comprehension, and listening comprehension. The
district has enhanced the utilization of the Fast ForWord program by purchasing a work station license
for the Primary School and a perpetual site license for the Middle and Elementary Schools. The licenses
are being used during the regular school day as well as in before and after school Academic Support
Instruction/Special Education programs.
Study Island
The Study Island NJASK and HSPA programs are based solely on the New Jersey Core Curriculum Content
Standards (NJCCCS). Study Island offers specific instruction, assessment and diagnostics for each
standard tested on the NJASK and HSPA assessments. Study Island presents the student with standards
specific practice followed by immediate feedback and instruction by focusing specifically on the skills
outlined in the state standards in an assessment – like environment. Study Island reinforces and
enhances student skills, increases student comfort with a high-stakes testing environment and collects
valuable data for diagnostic reports. Study Island’s diagnostic reports inform teachers of the strengths
and weaknesses of each student. These reports also inform the teacher of what classroom topics need
further emphasis. With this knowledge, teachers can craft lessons to ensure each student meets or
exceeds state standards. Study Island provides parents a way to become involved in the assessment
process as they assist their children in accessing the program from home and watching their progress.
Accessible from any Internet connected computer, Study Island is available to students and parents after
school and even over the summer. Study Island helps many parents understand for the first time how
their children will be tested on the state standards. Bringing Study Island into the home encourages
discussion of state standards and assessment success throughout the school year. The Study Island
program will continue to be used at the Elementary School and in the after school Academic Support
Instruction programs.
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Technology Plan
iSTEEP/Response to Intervention
iSTEEP is a validated RtI related comprehensive system designed to assist teachers, administrators and
other professionals to provide the right type of assistance to students at the right time. iSTEEP is
research proven, not merely research based. The iSTEEP process begins by quickly screening all
students. Screening is available for grades K-12 in reading (phonemic awareness, reading fluency and
reading comprehension), math (math concepts, math computation, math focal points), and other
subjects. The oral reading assessment for elementary reading is approximately 67% faster than
comparable assessments with published studies indicating equivalent reliability and validity. The
screening is used to identify students who are in need of intervention. iSTEEP includes a process for
determining which specific intervention a students needs. Students receiving intervention receive
regular progress monitoring. The system includes several evidenced based tools. The iSTEEP model
offers several advantages and benefits to various groups.
 For teachers use of the class wide assessment for instructional planning. For example, teachers
will learn how every child in the class if performing and use this information to plan instruction.
They know if the student problem is a lack of skill or a lack of motivation.
 For the school team, specific interventions are recommended based upon a standard protocol.
This greatly increases the efficiency and effectiveness of school team meetings. iSTEEP provides
a systematic process for responding to teacher concerns that includes quick and effective
assistance to the teacher. Team meetings are more productive and produce improved outcomes
for students.
 Improves state test scores. iSTEEP probe scores can be benchmarked with state test scores. This
provides an early warning system for children who are likely to perform poorly on those tests. At
risk children can be placed on the radar screen and receive targeted intervention to improve
achievement. Importantly, formative evaluation provides immediate feedback to administrators
about whether strategies are effective or ineffective.
 iSTEEP has peer reviewed research indicating reduced referrals for special education.
 Improved achievement for all children. iSTEEP has produced significant increases in achievement
school wide with demonstrable improvement in high stakes test scores.
Contour Data – Tracker
The Contour Data Student Tracker Educational Management System is a highly regarded software
solution designed to effectively manage K-12 Special Education student data. This program is tailored to
address New Jersey Department of Education (NJDOE) mandates as well as generate required parental
notices, forms, letters, and IEPs. Special Education related documents and IEP forms can be easily
modified. Additionally, this system includes a comprehensive library of modifiable objectives and goals
applicable to all disciplines as well as student, school, and district specific needs. Moreover, IEPs include
narratives, as well as supplied goals, objectives, and other related items. These narratives preserve the
“personal nature” of the IEPs yet allow for faster generation of IEPs. A comprehensive, in depth, handson overview of the Contour Data Student Tracker Educational Management System was conducted.
During workshops, participants were provided with opportunities to practice writing student IEPs.
School Dude
SchoolDude was implemented to save money, manage support services, and make a difference by
streamlining maintenance work order management, scheduling preventive maintenance tasks, providing
IT help desk tools, easing inventory management, and maximizing facility scheduling. SchoolDude's
comprehensive, integrated suite of solutions uses the power of the Internet to achieve operational goals
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Technology Plan
-- without the time, hassle and expense of managing local client/server systems. Staff received training
based upon their role as a user in the School Dude system (administrator, provider, requester, etc).
Staff members attended workshops related to the following topics:
 Digital Video
 Using Technology in the Classroom
 Microsoft Word
 Graphing Calculators
 Using the SmartBoard
 Authentic Performance Assessments
 Multimedia Presentations
 iPads in Education
 Microsoft Power Point
 Teaching, Testing, and Technology: NJASK and HSPA
 Assistive Technology
Past professional development for administrators
During the past, District administrators have received professional development in the following areas:
 Professional Growth Plans for Administrators
 Analyzing Student Data and Statewide Assessment Results
 Genesis
 EdAnalyzer
 iPads for Administrators
 iSTEEP/Response to Intervention
Ongoing sustained professional development for administrators in 2013 – 2016
To date, District administrators have received professional development in the following areas:
 Genesis and Parent Access
 Contour Data - Tracker
 NJSMART – webinars and workshops
 Managing the School website
 My Learning Plan for Teacher Evaluation System
 iPad usage and helpful Apps
 Scheduling and grade books in Genesis
 Presentation equipment
 Updated Microsoft Office Suite
 Groupwise 12
 PARCC assessment and technology readiness
 Integration of technology into the classrooms
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Technology Plan
Administrators attend related professional development opportunities out of district when applicable
but most of the training takes place in house and is either given at Administrative Team Meetings or
turn keyed when appropriate.
Staff supports other than professional development
In addition to workshops and professional development opportunities that are provided to staff
members, the South River School District has several support systems in place to provide assistance as
needed:
 District Director of Technology
 How to video clips created by Director and shared on network folders
 Digital Data Systems (outside computer technician funded by District)
 Part time Computer Helpdesk/Repair Assistants
 In District “experts” (teachers in the High School Business Department, Middle School
Technology Department, and Primary School/Elementary School Computer Teacher)
 District Media Specialists
 Team of “experts” who were first trained in Genesis and its grading program (several in each
school)
Professional development needs and barriers
One of the largest barriers to the South River professional development plan has to do with the closing
of the ETTC (Educational Technology Training Center). The district had a long history of working
partnership with the ETTC to provide quality professional development sessions to our teachers at their
location. The loss of this valuable resource, along with continuing budgetary cuts to our own programs
has left South River in a difficult spot. To make up for this, the district will be looking into online
trainings, providing video clips and How-to videos created in house by other teachers or the Director of
Technology, and searching out cost effective yet quality partnerships with other vendors.
The district continually assesses the need for professional development opportunities through the
review Professional Growth Plan, achievement results, discipline records, and feedback from
committees and Professional Learning Communities. By analyzing all of these items together a clearer
picture of emerging needs is developed and included in future development activities.
Furthermore, the district supported out of district professional development activities offered by a
variety of suitable, cost effective vendors during the regular work day. Teachers were reimbursed for
registration, meal and mileage expenses. The professional development service providers included but
were not limited to, the Middlesex County Educational Services Commission Professional Development
Academy (MCESCPDA), the Educational Information and Resource Center (EIRC) and the Morris-Union
Jointure Commission (MUJC) Professional Learning Center. The District also works closely with these
organizations in order to schedule reasonably priced out-of-district expert workshop presenters. As a
result of having the lowest per pupil cost of any K-12 district in the state, funding continues to be a
challenge as well.
2. Needs of the district to improve academic achievement for all students through the integration of
technology
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Technology Plan
Aside from the need for alternative Professional Development solutions, the district’s greatest need is to
improve curriculum across the board to successfully integrate technology into the classroom and allow
students to access their curriculum beyond the school day. This would include but is not limited to:
1. Teacher websites
2. Availability of related assignment resources online
3. Use of email
4. Surveys to gage student understanding of material
5. Homework helplines
Training the teachers to utilize more online resources and to interact with students in a professional and
useful way beyond the school day is going to take some time. Teacher websites will be utilized but to
varying extents in the beginning. Continuing the model of collaboration and professional communities
will increase exposure to exemplary ideas and move teaching forward.
However, none of this can take place if the equipment and network are not improved upon greatly. We
need more computer labs, mobile carts, wireless capabilities, and increased throughput to
accommodate the rapidly growing technology needs and requirements of the 21st Century School.
Funding for such items has to become a priority and creative ways need to be discovered to make every
penny count.
3. Prioritize the identified needs
1)
2)
3)
4)
Development of Curriculum in all Subject Areas to Infuse Technology
Professional Development
Obtain Equipment to Make Technology More Readily Available
Comprehensive Wireless Availability in all buildings
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Technology Plan
IV. Three Year Goals and Objectives
A. History
1. List the goals from the 2010-2013 plan
Goal 1
Students will attain the educational technology and information literacy skills that will assist them in
achieving the New Jersey Core Curriculum Content Standards and mastering the Cumulative Progress
Indicators.
Status: Achieved
Indicators:

Existing curricula has been revised to integrate technology, and newly written/revised
curricula includes twenty-first century skills.

Students have demonstrated proficiency in using educational technology and information
literacy skills to enhance learning, increase productivity, and promote creativity consistent
with the New Jersey cumulative progress indicators in the Core Curriculum Content
Standards.
Goal 2
Educators will attain the necessary skills and knowledge to effectively integrate educational technology
into instruction in an effort to assist students in achieving the New Jersey Core Curriculum Content
Standards and Cumulative Progress Indicators.
Status: Achieved
Indicators:

Opportunities for high quality professional development opportunities that are technology
focused have been researched, reviewed, and implemented. Implementation of collaborative
professional learning within the school community has provided a framework to facilitate
ongoing, sustained learning and growth needed to enhance teacher practice.

Supervision and evaluation practices address the effective use of educational technology for
student achievement of the Core Curriculum Content Standards and Cumulative Progress
Indicators. Minimum levels of proficiency are to be met by teachers and administrators in
regard to the mastery and use of technology.

Educators will technology tools and applications available to provide opportunities for
authentic, student-centered, project-based learning. Teachers are learners and learning leaders,
and model behaviors that lead to higher levels of achievement.
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Technology Plan

Utilization of technology as an organizational tool as teachers refine practices based on student
learning needs and focused feedback provided by their peers. Continue to make available
opportunities for teachers to share research-based strategies and best practices.
Goal 3
The district will utilize technology to continue to promote parental involvement, increase
communication with community members, and encourage adult technology literacy.
Status: Achieved
Indicators:

The District maintains and updates the district’s website containing important information
related to the Board of Education, school personnel, district curricula, technology, email
addresses, and current events, and utilizes the district’s website to disseminate information to
students, staff, and community.

Daily communication with parents and the community is now possible; technology resources
will be shared with the public library, adult education, and the Middlesex County Educational
Technology Training Center.

Parent workshops through professional development opportunities, such as Family Math, Family
Literacy, SEPTA, Powerful Parents, Title I Parent Involvement Activities, and Parent University
Workshops.
Goal 4
Maintain and upgrade a wide area telecommunications network that allows schools in the district to
have adequate technology resources available to enable them to gather information, communicate,
solve problems, and communicate freely via technology
Status: On-Going
Indicators:
 Technology resources are equally available when needed and networks allow easy
communication and shared resources among schools, and students and staff have access to
county, state, national, and international distance learning activities.

Continue to support, maintain, and improve current local and wide area networks that sustain
access to information sharing within and outside the district.

Renovations of existing permitting easy installation and use of emerging technologies to support
learning goals and provide 21st century learning experiences for students.
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Technology Plan
B. Goals and Objectives for 2013 - 2016
Goal # 1:
Teaching staff will acquire the skills and knowledge necessary to effectively implement the local, state,
and national technology requirements.
Objectives:
 All district curricula will be created and housed in the Atlas Rubicon System.
 On-going professional development will be in place to support technology integration
 Special attention and emphasis will be placed on utilizing technology in the classroom
 Short-term and long-term plans will be devised to support appropriate needs based
professional development opportunities.
Goal #2:
Adequate access to technology will be supported through budgetary planning and use of funds.
Objectives:
 Use of appropriate and available funds will be prioritized to secure items of greatest
need in the area of technology.
 Mobile equipment will be purchased for instructional use
 Website will allow for increased communication with students and parents
 Network files and storage will be accessible outside of school.
Goal #3:
Communication between teachers, students, and parents will be done through electronic means in an
effective and controlled environment.
Objectives:
 Revamp Parent Access Request Form
 Create staff directory on website for parents
 Create electronic parent contact logs
 Teacher websites to include direct communication with teacher
 Posting of assignment details, requirements, and rubrics on teacher sites.
Goal #4:
Promote responsible and acceptable online behavior for staff and students.
Objectives:
 Completely revise the district’s Acceptable Use Policy (AUP) and have staff and students
agree to it in writing
 Post Acceptable Use Agreement on all school computers at login
 Increase monitoring tools to quickly safeguard against misuse
 Increase efforts to educate students about cyber bullying
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Technology Plan
V. Three Year Implementation Activity Timeline Tables
A. Implementation strategies/activities
Three-Year Implementation Activity Table
Goal # 1 Teaching staff will acquire the skills and knowledge necessary to effectively implement the
local, state, and national technology requirements.
Three-Year Technology Implementation Activity Table
District
Goal and
Objective
Goal #1 A
Strategy/Activity
All district curricula will be created and housed
in the Atlas Rubicon System
Timeline
Person
Documentation
Responsible
July 2013June 2016
Board of
Education
Administration
Asst.
Superintendent
Director of
Technology
On going
Board of
Education
Administration
Asst.
Superintendent
Director of
Technology
On going
Administration
Asst.
Superintendent
Director of
Technology
Revision of current courses offered
Assess proper implementation of Common Core
Standards
Completion of newly revamped professional
development needs assessment survey
Goal #1 B
Analyze data from new professional
development needs assessment survey
Organize priority list based on data
Arrange for outside support and training based
on identified areas of weakness
Goal #1 C
Create in-house activities that can be
accomplished during Professional Learning
Community meetings
Setup Documentation Library to serve as a
readily available resource for staff
Monitoring and Recording of Technology Usage
by staff
Documentation in Formal Evaluations
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Curriculum
Maps
Technology Plan
Increased capacity for teachers to have access to
technology in the classroom
Goal #1 D
Availability of Technology Standards to be used
in lesson planning
Construction of Professional Development plan
to address immediate concerns
On going
Asst.
Superintendent
Director of
Technology
Highlight emerging target areas of concerns
Development of on-going development that
offers refresher training for district goals
Goal # 2 Adequate access to technology will be supported through budgetary planning and use of
funds
District
Goal and
Objective
Goal #2 A
Strategy/Activity
Timeline
Person
Documentation
Responsible
Allocation of State and Federal funds to increase
technology capacity in all buildings
On going
Board of
Education
Administration
Asst.
Superintendent
Director of
Technology
On going
Board of
Education
Administration
Asst.
Superintendent
Director of
Technology
Establish revised Needs Assessment to prioritize
on going deficiencies
Increase software and adaptive resources
Utilize support funds such as Focus School Funds
to integrate greater technology resources in the
classrooms
Develop fund raising opportunities to support
technology
Goal #2 B
Mobile equipment will be purchased for
instructional use
Acquire mobile access at the Primary School
Increase wireless capabilities in all buildings
Goal #2 C
34
Utilize update presentation materials for
instruction
Website will allow for increased
communication with students and parents
On going
Technology Plan
Develop teacher websites
Utilize website as a communication vehicle
Goal #2 D
Provide helpful resources to parents ,
teachers, and students via the website
Network files and storage will be accessible
outside of school
On going
Director of
Technology
Utilize latest cloud based software
Utilize network storage servers to allow file
access through website
Increase mobile capacity to allow principals
and administrators to be mobile yet in
communication throughout the district or
building.
Goal # 3 Communication between teachers, students, and parents will be done through electronic
means in an effective and controlled environment
District
Goal and
Objective
Goal #3 A
Strategy/Activity
Revamp Parent Access Request Form
Timeline
Person
Documentation
Responsible
On going
Director of
Technology
September
2013
Director of
Technology
On going
Administration
Director of
Technology
Utilize web tools to gather and effectively
organize data
Goal #3 B
Post surveys and interest inventories on
website
Create staff directory on website for parents
Goal #3 C
Make staff contact information readily
available to parents
Create electronic parent contact logs
Organize required parental contact
documentation so it is available to
administration
35
Technology Plan
Goal #3 D
Encourage parent contact at upper levels by
opening avenues of communication between
home and school
Teacher websites to include direct
communication with teacher
September
2013
Director of
Technology
September
2014
Board of
Education
Administration
Availability of sortable Staff Directory
Parent Access
Goal #3 E
Email and extensions of staff
Posting of assignment details, requirements,
and rubrics on teacher sites
Utilize teacher website to help keep parents
involved in the learning process
Encourage greater parent involvement and
participation in Parent Access
Goal # 4 Promote responsible and acceptable online behavior for staff and students
District
Goal and
Objective
Goal #4 A
Strategy/Activity
Timeline
Person
Documentation
Responsible
Completely revise the district’s Acceptable Use
Policy (AUP) and have staff and students agree
to it in writing
September
2013
Administration
Asst.
Superintendent
Director of
Technology
August
2013
On going
Director of
Technology
On going
Board of
Education
Administration
Asst.
Superintendent
Directors
Clearly define consequences for instances of
misuse or abuse
Goal #4 B
Goal #4 C
Goal #4 D
Add elements to account for social media
Post Acceptable Use Agreement on all school
computers at login
Increase monitoring tools to quickly safeguard
against misuse
Review of web filter to analyze threats and
block additional sites
Increase efforts to educate students about
cyber bullying
Training for parents about warning signs
36
Director of
Technology
Technology Plan
Presenters to explore real world impact of
cyber bullying
VI. Funding Plan
Funding Plan Table
Three-Year Educational Technology Plan Anticipated
Funding Table
(First Year)
ITEM
Technology
Equipment
DESCRIPTION OF
ITEM TO BE
PURCHASED






Network





Capacity


Filtering


Software

Maintenance

FEDERAL
STATE
LOCAL
FUNDING FUNDING FUNDING
Dell Optiplex
PC’s
Dell Latitude
Laptops
Dell PowerEdge
Server
PoE Switches
Mobile Cart
Wireless Access
Points
50,000
$12,260
Increased
Bandwidth
New Fiber
Modules
Management PC
Fiber Patch
Cables
Internet
Hosted website
$8,000
$7,600
$5,000
$5,000
WebBlock
Content Filter
Watchguard
Gateway AntiVirus
Destiny Library
Software
$1,500
Network
Consultant
$58,000
$2,000
Total Budgeted Local Expenditures for Technology 2013-2014 = $83,860
37
MISC.
(e.g.
Donations,
Grants)
Technology Plan
B. Board Approval of Technology Plan
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 copy of the Board of Education approval for the South River 3-Year Technology Plan is
included in this plan.
C. Board Approved Budget
A board approved budget for each successive year of this plan must be filed with the
technology plan for e-rate auditing purposes.
A copy of Board of Education approval of the budgets for the South River Technology Plan
for 2012-2013 and for 2013-2014 is included in this plan.
D. Tech Plan Creation Date
Provide your technology plan’s creation date which, as defined by e-rate, is the point when
these five elements are in your plan.
The South River Schools Three Year Technology Plan was an ongoing project and was officially
completed and submitted to the Board of Education for final approval on April 18, 2013.
38
Technology Plan
VII. Professional Development
A. Person Responsible for Coordinating Professional Development
Professional Development is a group effort which is planned for and implemented by the
administrative team in South River. The Assistant Superintendent of Schools, Cathy Miller, is
oversees the strategies used but all administrators contribute to the final product. These items
are discussed and turned into action through:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Administrative Team Meetings
Review of staff evaluations
Collection of needs assessments
Calendar Meetings
Technology Committee recommendations
Professional Learning Community requests
Standardized Test Score reviews
Recommendations from outside consultants
School Based Professional Development Teams
B. Planned Professional Development activities for teachers, administrators,
and library media personnel
The district administrative team meets monthly to discuss on-going items of importance to the
district and to plan for and discuss upcoming events, which include professional development.
Some of the opportunities for staff take place on scheduled professional days, during after
school faculty meeting, professional learning communities, and others are delivered during
school time to targeted groups. Teachers take part in workshops such as Smart Board training,
utilization of the Solo Suite software, assistive technologies, curriculum planning, Common Core
Standards implementation, and differentiating instruction for example. Some of these
opportunities are presented as turnkey trainings and some involve paid outside specialists.
Examples of some recently conducted training which will likely be expanded on in the future
are:
1.
2.
3.
4.
5.
6.
7.
8.
Smart Board Training
Dibels
Fast Forward
Website construction
Study Island
Genesis
Office Applications
Groupwise
39
Technology Plan
9. PARCC Readiness and Testing
10. Atlas Rubicon
11. Geometers Sketchpad
12. iSteep
13. Winnebago/Destiny
14. Differentiated Instruction
15. Special Needs Software
16. Stronge teacher evaluation system
17. My Learning Plan
All of these items are selected to target specific skills, increase content and professional
knowledge, and improve the delivery of instruction. Teachers are encouraged to attend online
webinars, off-site training opportunities, and work with teacher leaders.
The sole purpose of these professional development activities is to increase student
achievement. All items are utilized to either enrich or remediate learning in accordance with
the standards. The district actively seeks out high quality training experiences for the staff.
C. Ongoing, Sustained High Quality Professional Development
Educators’
proficiency/ Identified
Need
Integrating twenty first
Century web literacy
skills into instruction
Utilizing Genesis
electronic grade book
program
Smart Board
Cyber Bullying
My Learning Plan
Curriculum Mapping
40
Ongoing, sustained, high-quality
professional development
planned for 2013-2014
Administration
Teaching Staff
Overview to provide staff members
with available resources
New Teacher Orientation
Voluntary Workshops held
throughout the year to
review/reinforce skills
Workshop presentations to provide
information to teachers as to the
effective use Smart Boards in the
classroom
Introduce/reinforce concept of
cyber bullying and how students
can keep safe on the Internet
Provide teachers with additional
training related to the online
component of the Stronge Teacher
Evaluation System
Atlas Curriculum Mapping
Support
NJDOE handouts and memos
Core of teachers who were trained to be
“experts” (located in each building);
Director of Technology; User’s Guide
Director of Technology;
Teacher Experts; Resource Packet;
Building Principals
Out of District Workshops
Webinars
Online Resources
Assistant Superintendent
Technology Plan
Early Literacy
Strategies and
Assessment Techniques
Response to
Intervention (RtI)
Microsoft Office
PARCC Testing
Software
Online database of district
curricula
Horizontal/Vertical Articulation
Curriculum Maps
Continued professional
development related to the
Dynamic Indicators of Basic Early
Literacy Skills (DIBELS) program
Provide additional support to staff
members who are implementing
the RtI system
iSTEEP
Implementation of updated
software suite to enhance learning
Prepare staff for changes to
standardized testing
Administrators/Supervisors
Outside Experts
CD Rom Resource
Training Guides
Building Administrators
Webinars
Handouts
D. Professional Development Activities that will continue to support
identified needs
• Continue to enhance the skills of teachers and students to advance 21st century skills and
promote the technology standards across the curriculum by embedding meaningful planning
and assessment strategies which; integrate and monitor student and teacher growth, develop
advanced skills, engage students in the learning process, and make connections to content and
the global community.
• As shown above, one of the primary goals of the district and each school is student
achievement. Toward meeting this goal, professional learning opportunities have been
provided to meet the needs of the teachers in each school in order to improve their knowledge
of the students’ needs and strategies by which to improve learning. This year, one of the
district-wide professional development initiatives focused on Differentiated Instruction (DI).
This included learning more about the concept of differentiation as well as a variety of
differentiation strategies provided through sustained, multi-session workshops. In the course of
these workshops teachers learned more about different kinds of learners and were lead to selfreflecting on their practices, expanding on them, and providing a variety of leaning
opportunities for students to truly master course content. Another workshop, provided to
middle school teachers, imparted information about the effects of poverty on students’
learning. This workshop, “Blueprints for Success,” effectively demonstrated to teachers that
students growing up in poverty have a different mindset and skill set which need to be
understood and considered when planning instruction and assessment. In addition, the
elementary staff learned the processes and procedures of a new language arts program,
Literacy by Design, which includes guided reading components to allow students to begin at
41
Technology Plan
their instructional level and progress from there. Moreover, the elementary teachers also
learned to use a diagnostic and benchmark reading assessment in order to determine the
strengths and weaknesses of their students and plan instruction accordingly to improve their
reading skills. Finally, the continued implementation and refinement of Professional Learning
Communities was realized in each district school to analyze student data and develop goals and
related activities specifically to address student achievement.
• Another identified goal was to enhance the skills of teachers and students to advance 21st
century skills and promote the technology standards across the curriculum. In order to address
this goal, teachers will be provided the opportunity to attend off-site professional learning
experiences on a variety of technology related topics, which in the past had been held at the
Middlesex County Technology Training Center (ETTC). The district will actively seek a way to
replace the trainings once available at the ETTC in the areas of Technology, SMART Board
Across the Curriculum, Intermediate SMART Board Users (Creating Interactive Lessons),
Internet Safety and Cyber Bullying, SMART Board in the Math Class, Strategies to Meet the
Common Core Literacy Standards, Teaching 21st Century Math Common Core Standards
(Number Sense, Computation, Geometry), Writing for Success on the NJ ASK (grades 3-8), and
Using iPads in the Classroom. In addition, two on-site sessions on the topic of SMART Board use
will be provided by one of the district’s teacher leaders to familiarize colleagues with this tool.
42
Technology Plan
VIII. Evaluation Plan
Describe the process to regularly evaluate this plan effectively:
1. integrating technology
2. enabling students to meet challenging state academic standards
3. developing life-long learning skills
The intent of this evaluation plan is to document the extent to which the goal and objectives of
the three-year plan are achieved, in terms of work accomplished, the quality and impact of the
work, the effectiveness of integrating technology into curricula and instruction, enabling
students to meet state academic standards and the development of live-long learning skills.
Evaluation data will be used to define, revise and/or enhance/expand the Technology Plan at
least annually. Evaluation strategies such as workshop evaluation feedback instruments,
interviews with staff members, questionnaires, professional development needs assessment
surveys, classroom observations, teacher evaluation, Professional Development Plans, and
analysis of student work/classroom performance and scores on the statewide assessments will
be employed throughout the school year. Rubrics will also be developed, implemented and
utilized to measure growth and skill mastery. As previously mentioned, data will be tracked and
reported annually. An annual status report pertaining to the progress made will be addressed
in the New Jersey Quality Single Accountability Continuum (NJQSAC).
Overall, the evaluation plan will serve as a continuous accountability guide and provide
constructive feedback in an effort to promote continuous improvement.
Adjustments/modifications in the plan will be made as necessary to inspire active participation,
coordination, collaboration and use of integrated technology.
The purpose of the district’s ongoing evaluation process is to create a self-renewing viable plan
which avoids obsolescence. To accomplish the goal of achieving sustained effective evaluation,
the following measures will be conducted.
 Professional development inservice workshops will be screened by means of an
evaluation completed by each teacher in attendance. The evaluation instrument
addresses whether or not the workshop information/material was presented in an
appropriate/sequential format, was the instructor/presenter prepared, were the
goals/objectives of the workshop met, was the context pertinent to the identified needs,
can the information/skills be applied/linked to daily teaching and learning, and an
opportunity was presented for participants to offer suggested methods for
improvement.
 Regular meetings with the local professional development committee and mentoring
committee will be conducted to review and discuss evaluation feedback. This
information will be utilized when planning future professional development activities.
 Administrators, supervisors and teachers will carry out discussions regarding the
development of Professional Development Plans (PDPs). These plans will focus on the
teacher’s content knowledge and classroom practice to maximize the impact of
instruction upon student learning; specifically, the mastery of the Core Curriculum
43
Technology Plan
Content Standards and student success. Ongoing, discussion will be conducted regarding
workshop offerings as well.
 Teachers will be surveyed as to training preferences such as, but not limited to,
mentoring, peer observation, collaboration, action research, curriculum revision,
involvement in textbook adoption, embedded development activities incorporated into
everyday classroom practice and other instructional committees.
 Teachers attending out of district professional development activities will be encouraged
to turnkey their newly acquired knowledge. This will facilitate the dissemination of new
strategies/techniques. Faculty members attending these workshops are required to
submit a written report highlighting the key elements. These reports are reviewed to
evaluate the worthiness of the presentation. Testimonials of individual educator
participants are utilized as a barometer for providing the service provider feedback and
for future decisions regarding scheduling high-quality professional development
activities.
 District Administrators/Supervisors will develop pertinent Professional Growth Plans
(PGP) which are based on district, school, teacher and student needs.
44
Technology Plan
Appendix A: Current Acceptable Use Policy
SOUTH RIVER SCHOOL DISTRICT POLICY MANUAL File 6163.4 - Technology Use
POLICY INSTRUCTION: Technology Resources
Introduction: The following policy outlines the acceptable uses of technological resources in the
South River Public Schools. This policy applies, but is not limited, to the following categories of
technology: school-based computer networks, district-wide computer networks, standalone
computer, peripheral devices (laser disk players, videocassette recorders, television,
telephones, scanners and printers), on-line services, and use of the Internet. Local area
networks (a particular school) and wide area networks (the entire district) connect computers
in a way that facilitates the use of software programs and the storage of information. The
Internet is a worldwide system of computers linked together electronically. Each of these
systems provides users with the ability to send and receive mail (e-mail) and access enormous
and diverse databases of information. The Internet and other on-line services also allow
individuals to participate in discussion groups on a variety of topics. Because of these
capabilities, these services can be a valuable educational resource for the students in the
district. Our goal in providing these services to students and staff is to promote educational
excellence in schools by facilitating resource sharing, innovation, collaboration, and
communication.
Use of the Internet: Because anyone in the world has access to the Internet, the system also
contains material which is inappropriate for elementary and secondary students or does not
possess educational value in the context of our school curriculum. One of the goals of this
policy is to outline acceptable use of the Internet by students and staff. This policy seeks to
balance issues of intellectual inquiry, freedom of speech and privacy with the responsibility of
the district to ensure that students and staff do not access or produce inappropriate or illegal
material.
Acceptable Use of Technological Resources: Acceptable use in the framework of the South
River Public Schools can be defined as employing technology as an educational tool, using
guidelines that the computing community at large and/or legal opinion have generally agreed
are permissible. Examples of actions that violate this accepted standard are listed below under
the topic of inappropriate uses. Any material accessed by students and staff must be related to
the curriculum approved by the South River Board of Education or to the approved
extracurricular activities of the schools.
Privilege to Use the Technology: While in school, student access to technological resources will
be under the direct supervision of teaching staff and will be monitored by the staff member in
the same manner as any other classroom activity. Using technology in the context of a school
setting is not a right, but a privilege. Inappropriate use will minimally result in a suspension of
that privilege. Any staff member or student who uses the technological resources of the district
expressly consents to having all activities regarding the use monitored by a systems operator.
Inappropriate Uses: The following have been deemed inappropriate uses of technology by
either the broad community of computer users or by legal judgment. The list is not all inclusive,
but includes the major categories of misuse of technology.
1.
Using the network for illegal activity (e.g., copyright infringement).
2.
Disrupting or damaging equipment or the operation of the system.
45
Technology Plan
3.
Vandalizing the account or data of another user.
4.
Gaining unauthorized access to another account or to the system operation.
5.
Using another student's or staff's account without permission.
6.
Using abusive, obscene language.
7.
Obtaining pornographic text, graphics, or photographs.
8.
Sending or receiving material that is racist, sexist, or offensive to the religious beliefs of
people.
9.
Creating or installing a computer virus.
10.
Using technology for personal, financial or business gain.
11.
Installing personal software on any computer in the district.
12.
Changing the configuration of an individual computer or network.
13.
Downloading copyrighted software for use outside of school.
Network Etiquette and Child Safety: Students and staff are expected to adhere to generally
accepted rules of network behavior. These include:
1.
Be polite. Do not use abusive language.
2.
Electronic mail is not private. System operators have access to all mail and illegal
activities may be reported to law enforcement authorities.
3.
Logging on the Internet is taking an electronic field trip into cyberspace. Students are
going out into the world and need to protect themselves. Students must not give out their
names, home addresses or telephone numbers to people they meet on the Internet.
District Guarantees: The district does not issue a warranty for the Internet service it provides.
The district is not responsible for the accuracy of the information obtained through the service.
The use of information is at the user's own risk. This district is not liable for loss of data, wrong
deliveries, or service disruptions caused by its own negligence or the user's errors.
46
Technology Plan
Appendix B: Professional Development Needs Assessment
High School Needs Assessment Survey – Professional Development
Name
Dept.
High Priority
Medium Priority
Teaching Research Skills
HSPA Preparation
Multiculturalism
Literature Circles
Literacy Intervention Strategies
World Language Teaching Techniques
Singapore Math
Writing Across the Curriculum
Problem/Project Based Learning
Working with ESL students
Motivating Students
At-Risk Students
Intervention & Referral
Services/504/IEPs
Classroom Management/Assertive
Discipline
Formative/Summative Assessment
Differentiated
Instruction/Transference
Response to Intervention
21st Century Learning
Individual Student Learning Plan (ISLP)
Utilization
Lesson Study
Cornell Note Taking
Data Driven Instructional Planning/Ed
Analyzer
Collaborative/Team Teaching
Lesson Plan Design
Grant Writing
Information Literacy Skills
Microsoft Excel
Web Page Design
One Computer Classroom
Web 2.0
47
Low Priority
Technology Plan
Other
Other
Middle School Needs Assessment Survey – Professional Development
Name
Dept.
High Priority
Medium
Priority
Teaching Research Skills
NJASK Preparation
Multiculturalism
Literature Circles/Guided Reading
Singapore Math
Motivating Students
At-Risk Students
Services/504/IEPs
Discipline
Differentiated Instruction/Transference
Utilization
Lesson Study
Cornell Note Taking
Analyzer
Lesson Plan Design
48
Low Priority
Technology Plan
Grant Writing
Microsoft Excel
Web Page Design
Web 2.0
Understanding by Design
Effectively Teaching Mainstreamed
Students
Other
Other
Elementary School Needs Assessment Survey – Professional Development
Name
Dept.
High Priority
Medium Priority
Teaching Research and Study Skills
NJASK Preparation
Multiculturalism
Literature Circles
Singapore Math
Motivating Students
At-Risk Students
Services/504/IEPs
Discipline
Differentiated
Instruction/Transference
Utilization
49
Low Priority
Technology Plan
Lesson Study
Analyzer
Lesson Plan Design
Grant Writing
Microsoft Excel
Web Page Design
Web 2.0
Collaborative Analysis of Student Work
Other
Other
Primary School Needs Assessment Survey – Professional Development
Name
Dept.
High Priority
Medium
Priority
NJPASS Preparation
Multiculturalism
Literature Circles/Guided Reading
Writing Strategies
Singapore Math
Motivating Students
At-Risk Students
Services/504/IEPs
Discipline
Differentiated Instruction/Transference
50
Low Priority
Technology Plan
Utilization
Lesson Study
Student Assessment
Data Driven Instructional Planning
Lesson Plan Design
Grant Writing
Microsoft Excel
Web Page Design
Web 2.0
Understanding by Design
Effectively Teaching Mainstreamed
Students
Other
Other
51
Technology Plan
Appendix C: Board of Education Approval of Technology Plan
52

Three Year Plan Approved

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