Saltus Educational Technology Plan

Transcription

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

Saltus Educational Technology Plan

Transcription

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