Technology Plan 2010-2013 - Cliffside Park School District

Transcription

CLIFFSIDE PARK PUBLIC SCHOOLS
TECHNOLOGY PLAN
July 1, 2010 – June 30, 2013
www.cliffsidepark.edu
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Cliffside Park School District Technology Plan 2010-2013
Three-Year Local School District/ Charter School
Technology Plan
July 1, 2010 through June 30, 2013
********
County: Bergen County Code: 03
District/Charter School or Affiliation: Cliffside Park
District Code: 0890
Grade Levels: Pre-K-12
Web Site: www.cliffsidepark.edu
Date Technology Plan approved by school board or governing
body:
March 23 , 2010
Is the district compliant with the Children’s Internet
Protection Act (CIPA)? (Y/N) Y
Please indicate below the person to contact for questions
regarding this technology plan:
Name: (print) Mrs. Christine Giancola
Title: Principal, School 4
E-mail: [email protected]
Phone:
201-313-2340
Signature: _______________________
Date:____________________
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Superintendent/Lead Person Approval:
District Superintendent/Lead Person :( print) Mr. Michael Romagnino
E-mail:
[email protected]
Phone:
201-313-2300
Signature: _______________________________Date:________________
County Coordinating Council Approval:
Lead Agent: (print) _____________________________________________
Title: ________________________________________________________
E-mail: ______________________________________________________
Phone_______________________________________________________
Signature: ______________________Date:_________________________
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Three-Year Local School District/ Charter School
Technology Plan
July 1, 2010 through June 30, 2013
Page #
I. Stakeholders
9
Provide the title, name and signature of each member of the technology planning
committee. It is expected that there will be representation from at least nine of the
positions indicated on the stakeholder sample table. Please provide an explanation if
there is not a minimum of nine members on the technology planning committee.
II. EXECUTIVE SUMMARY
10
Describe the school district's or charter school's vision or mission statement.
III. TECHNOLOGY OVERVIEW
A. Technology
1.
Provide an inventory of current technology networking and telecommunications
equipment.
2.
Describe the technology inventory needed to improve student academic
achievement through 2013 including, but not limited to:
11
20
22

Technology equipment

Networking capacity

Software used for curricular support and filtering

Technology maintenance policy and plans

Telecommunications services

Technical support

Facilities infrastructure

Other services
3.
Describe how the district integrates assistive technology devices into the
network to accommodate student needs.
4.
How educators have access to educational technology in their instructional
areas such as using desktops, mobile laptop and wireless units, PDAs.
22
(NOTE: For purposes of this document, educators are defined as school staff members
who teach children, including librarians and media specialists.)
23
5.
How administrators have access to technology in their workplace (such as
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using desktops, mobile laptop and wireless units, PDAs).
23
24
6.
Describe how the district’s web site is accessible to all stakeholders (for example
using Federal Accessibility Standards)
26
7.
Describe the plan for replacing obsolete computers/technology and include the
criteria for obsolescence.
B. Cyber Safety
26
1.
List the filtering method(s) used.
(NOTE: Be specific as this is a federal mandate.)
26
2.
Identify the Acceptable Use Policies (AUP) used for students and staff and
include a copy of the AUPs with the submission of this technology plan.
27
3. Describe the district’s Internet safety policy that addresses the
a) technology protection measure that protects against access through
computers with Internet access to visual depictions by adults or minors that
are—
(I) obscene; or
(II) child pornography; or
(III) harmful to minors; and
b) process for educating minors about appropriate online behavior,
including interacting with other individuals on social networking
websites and in chat rooms, and cyberbullying awareness and
response, as required by the Protecting Children in the 21st Century
Act.
28
4. Indicate the dates when the school district provided the community with public
notice and a hearing to address any proposed Internet safety policies adopted
by the school district pursuant to CIPA. (Note: This is a requirement by e-rate
only for those entities that have not already provided such notice and hearing
related to an Internet safety policy and technology protection measure.)
Resource:
Information from Universal Service Code:
http://www.law.cornell.edu/uscode/html/uscode47/usc_sec_47_00000254----000-.html
C. Needs Assessment
28
1.
Complete a needs assessment for educational technology in your school
district or charter school. Begin by determining current status. Afterwards,
determine the educational needs, prioritize the identified needs and plan for
necessary changes through goals and objectives.
Appendix
a.
Evaluate educators’ current practices in integrating technology across
the curriculum.
Appendix
b.
Provide a summary of educators’ proficiency in the use of technology
within the district.
Appendix
c.
Determine the current educational environment and barriers by
describing how:
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Appendix
i
Educators are assured access to technology to facilitate
technology integration across the curriculum,
Appendix
ii.
Often students have access to technology to support the use of
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21 century skills in their learning environment,
Appendix
iii.
The needs of educators are evaluated,
Appendix
iv.
The needs of students are evaluated,
Appendix
v.
Past professional development addressed the educators’ and
students' needs for technology integration,
Appendix
vi.
Past professional development for all administrators was
provided to further the effective use of technology in the
classroom or library media center,
Appendix
vii.
Ongoing, sustained professional development was provided in
2009-2010 for all educators to further the effective use of
technology in the classroom and library media center,
Appendix
viii.
Ongoing, sustained professional development was provided in
2009-2010 for administrators to further support the effective
use of technology in the classroom or library media center,
Appendix
ix.
Supports were provided for educators other than professional
development,
Appendix
x.
Professional development needs and barriers relating to using
educational technology as part of instruction have been
identified.
Appendix
Appendix
1.
Based on the answers given above, indicate the needs of the district to improve
academic achievement for all students through the integration of technology
across all curricular areas.

Prioritize the identified needs
IV. THREE-YEAR GOALS AND OBJECTIVES
A. History
28
Evaluate each goal from the previous plan, in one or two sentences, detailing each
goal's success, or reasons for continuation, or issues preventing its success.
B. Goals and Objectives for 2010-2013
31
Modify goals and write new goals to meet the needs identified from the assessments.
Goals for 2010-2013 should support district need and align with the state plan.
V. THREE-YEAR IMPLEMENTATION AND STRATEGIES TABLES (July 2010 – June 2013)
34
A. Describe the implementation strategies/activities that relate to the goals and
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B. Develop strategies to ensure that the technology plan addresses the use of
objectives. Include in the description the timeline, person responsible and
documentation (or evidence) that will prove the activity occurred.
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technology, including assistive technology, to support 21 century learning
communities.
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C. Provide details of the process for meeting the NCLB requirement that all
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D. Identify specific telecommunications and information technologies and any
students be technologically literate by the end of grade eight.
other specific resources that are useful to reach the stated goal.
VI. FUNDING PLAN (July 2010 – June 2011)
56
A. Provide the anticipated costs for 2010-2011 and then indicate the projected
57
B. Indicate the federal, state, local and other sources of funds used to help ensure
58
C.
59
D. A board approved budget for each successive year of this plan must be filed
with the technology plan for e-rate auditing purposes.
60
E. Provide your technology plan’s creation date which, as defined by e-rate, is the
point when these five elements are in your plan.
funding for 2012-2013 of the technologies to be acquired. Include expenses
such as hardware/software, digital curricula including NIMAS compliance,
upgrades and other services including print media that will be needed to
achieve the goals of this plan. Also incorporate specific provisions for
interoperability among components of such technologies to successfully
achieve the goals of this plan.
that students have access to technology and ensure that educators are
prepared to integrate technology effectively into curricula and instruction.
Attach a copy of the board approval for this technology plan. Be sure it
includes the budget for the first year of this plan.
Those elements are:

Goals and strategies for using telecommunications and information technology;

Aprofessional development strategy;

An assessment of telecommunications services, hardware, software, and other
services needed;

Budget resources; and

An ongoing evaluation process.
VII. PROFESSIONAL DEVELOPMENT
60
A. Provide the name and title of the person responsible for coordinating the
60
B. Describe the planned professional development activities for teachers,
professional development activities as stated in the district’s professional
development plan and noted in this plan.
administrators, and school library media personnel that include:
Help
60
1.
How ongoing, sustained professional development for all administrators
will be provided to further the effective use of technology in all learning
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environments.
60
2.
How ongoing, sustained professional development for all educators will
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be provided that furthers the effective use of technology, models 21
century skills and demonstrates global outreach and collaboration in
the classroom or library media center.
62
3.
The professional development opportunities and resources that exist
for technical staff.
62
4.
How professional development is provided to all staff on the application
of assistive technologies to support all students in their learning.
63
C. Based on educators' proficiency and the identified needs for professional
63
D. Project professional development activities that will continue to support
identified needs through 2013, including all partners.
development, describe only the ongoing, sustained high-quality professional
development opportunities planned for 2010-2011 as they relate to the infusion
of technology into the curricular process. Include a description of in-class
support, such as coaching, that is used to ensure effective use of technology to
improve learning. Also, include a description of the involvement of all partners
associated with professional development for the district.
VIII. EVALUATION PLAN
64
Describe the evaluation process and accountability measures that monitor progress and
mid-course corrections that are used to regularly evaluate the extent to which goals,
objectives, activities, resources and services are effective in
st
1.
Integrating technology into curricula and instruction to promote 21 century
skills and global collaboration and outreach,
65
2.
Enabling students to meet challenging state academic standards, and
65
3.
Developing life-long learning skills.
67
Appendix
i.
Acceptable Use Policy – Board and Student Consent Form
ii.
Needs Assessment Survey
iii.
Results of the Needs Assessment Survey
iv.
E-rate Application
v.
Evidence of 8 Grade Proficiency
vi.
Board Policy – Use of Technology
vii.
Board Policy – Cyber-Bullying
th
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Three-Year Local School Districts/Charter Schools Technology Plan
(2010-2013)
Stakeholders
Title
Stakeholder Table
Name
Superintendent
Mr. Michael Romagnino
Principal
Mrs. Christine Giancola
Technology Coordinator
Mr. John Dominguez
Signature
Mr. Frank Savastano
Curriculum Director
Mrs. Dana Martinotti
Teacher
Mrs. Barbara Bracco
Special Education Teacher
Mrs. Andrea Carden
Middle School Technology
Teacher
Mr. Frank Barber
Library Media Specialist
Mrs. Linda Ludwikowski
Vice Principal/HS
Mr. Jim Shelley
Elementary Technology
Teacher
Mrs. Valerie Gales Clark
Middle School Computer
Science Teacher
Mr. Ken Beck
Technology Coordinator
Mr. Alex Gomez
Guidance
Mrs. Renee Arp
Board Member
Mr. Sam Martone
Parent
Mrs. Michelle Gallina
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II. EXECUTIVE SUMMARY
MISSION STATEMENT
The mission of the Cliffside Park School District is to provide a safe,
academically focused environment within our culturally diverse community.
We will challenge each student to confidently achieve his or her educational
and personal goals as well as acquire the work and social skills essential to
become a productive member of society.
The Cliffside Park School District recognizes the need for effectively
utilizing and integrating technology into elementary and secondary
education to prepare our students for the evolving demands of the future.
We recognize the need for both technology literacy skills as well as problem
solving skills and by including technology as an integral component of a
well-balanced K – 12 programs, our school system assures that our students
will become proficient information and technology users. We will continue
to create an environment where all students have the opportunity to
successfully achieve the core curriculum content standards using technology
as one instrument to achieve this objective. We also recognize the fact that
to effectively harness the benefits of technology, our administration, and
professional staff and support staff need to understand how to use
technology for effective teaching and learning. We are therefore committed
to provide technology-focused professional development at various levels, as
well as provide instructional support to teachers who use technology.
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III TECHNOLOGY OVERVIEW
A. TECHNOLOGY
(1) Provide an inventory of current
telecommunications equipment
technology
networking
and
HARDWARE
Technology Equipment- High School
Our Equipment consists of a DSC-3 to fiber optic cable for a T-3 out to the internet cloud
with a bandwidth of 10mbs. Connection to the DSC-3 is achieved via a Cisco 3600
router. The network is protected by a Cisco PIX 525 firewall. Internet browsing is
filtered by our newly upgraded 8E6 R3000 web filter with database auto update
capability for up to date web access filtering. Spam mail filtering is done through our
recently acquired Barracuda spam firewall, also with database auto update and auto
learning capabilities. The servers are comprised of Domain Controllers, PRN/Application
Server, Mail Server, File Server (combination of NT40 and network Snap Server with file
security) and Web-Server. Communication between devices is achieved through 3Com
switches for fast and orderly transmission with the least data collision as possible. The
protocol in us is TCP/IP.
Our high school has fully Internet capable computer labs and classrooms through our
network connections. We currently have 12 labs for use by students and teachers. They
include: Library, 011, 012, 024, 130, 136, 202, 203, 205, 237 and 229. Each lab consists
of 20-27 HP/Compaq and Dell computers ranging from Dell GX240 P4, GX150 P4, and
HP/Compaq dc5100 P4.
High School hardware presently consists of:
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DS-3 to fiber optic cable for a T-3 out
Cisco 3600 router
Cisco PIX 525 firewall
Spam firewall 220
8E6 2000 web filter
Domain Controllers, PRN/Application Server, Mail Server, File Server and WebServer
3 Servers for student project file storage
3Com Switches
Netgear Wireless Access Point
Netgear wireless Router
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 Printers: HP 4000n, HP 4300n, HP 2300, HP 5000n, HP 2100, HP 1320n, HP 4n,
HP 4200n, HP 6L, HP 5L and HP Color Laser 3800n.
 Desktops: HP/Compaq dc5100 P4, GX150 P4, GX240 P4, Dell GX110 P3 and
Apple iMac and eMac.
 Laptops: HP/Compaq laptops NX 6110 with Centrino (internal wireless card) and
Compaq laptops NX 9010 (with wireless pc cards).
 Fridaysis (Web base Student Information System of site storage and backup).
 ID EPI Suite System (Photo ID card creation)
 Cafeteria Ticket Meal System (Centralized Student meal tracking used in
combination with the student bar coded ID card and Student Information System).
 2 fiber optic network connection.
Math Dept
Lab 130- Contains 18 Dell GX150 P4 with Windows XP. The lab runs software
applications Office XP, Math Cad 2000, Visual C++, True Basic Silver and Photoshop.
The Classroom Lab has been fitted with today’s latest technology of inter-active boards.
All printing is achieved through a shared network printer. Student Distance learning and
test taking activities are accessed through TCP/IP using our network T-3 capability.
Digital Photography Lab
Lab 136- This lab contains 9 new Apple iMac and eMac computers with Apples OSX,
Photo Shop, Final Cut Pro and other software applications. All printing is done through a
shared printer with the capability to do photo printing. Students are also able to utilize
school provided Digital and Video Cameras as well as an in class LCD Projector. Student
distance learning activities is accessed through TCP/IP using our network T-3 capability.
AutoCAD Lab
Lab 024- The drafting room contains 19 HP/Compaq dc5100 P4 computer systems. This
lab has the use of 1 shared networked HP plotters for printing CAD layout projects and 1
high capacity shared network HP Laser jet printer for other uses. Internet e-mail is also
available. This lab possesses Autodesk Design Academy and all pertinent software to
achieve the goals of the course. Distance learning activities are accessed through TCP/IP
using our network T-3 capability.
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Business Dept
The Business Department houses different computer labs Lab 202, Lab 203 and Lab 205.
The labs are used for the instruction of Microsoft Office applications, Accounting 1 & 2,
Internet applications, Key boarding and Virtual Business. Distance learning activities are
accessed through TCP/IP using our network T-3 capability. Lab 202 and 203 consists of
26 to 27 HP/Compaq dc5100 P4. Lab 205 is a wireless lab that consists of 25 Compaq
NX 9010 with wireless pc cards and HP/Compaq laptops NX 6110 with Centrino
(internal wireless card). Classrooms Labs 203 and 205 having fitted with today’s latest
technology of inter-active boards. All printing is achieved through a shared network
printer.
Lab 229
This lab houses 20 Dell GX150 P4 with Windows XP. This are some of the software
application installed Office XP, among others. This lab is used for student research and
staff work shops. A wide screen TV is also available to all for the purpose of displaying
presentations via a computer. All printing is done through a shared network printer.
Student Distance learning activities is accessed through TCP/IP using our network T-3
capability.
Library
Lab Library- Our media center includes a lab of 22 new HP/Compaq dc5100 P4 desktops
with Windows XP. The lab runs software applications Office XP and printing is achieved
through a shared network HP printer. All computers have Internet and Internet e-mail
capability. Student Distance learning activities is accessed through TCP/IP using our
network T-3 capability.
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Administrative Offices
The Administrative and Guidance offices have new HP/Compaq dc5100 P4 desktops
used for accessing and processing student data and for various office applications. All
administrative personnel have access to our off site secure web based Student
Information System database via a web browser, utilizing TCP/IP protocol. All offices
have the capability to print reports as permitted to a local or network printer. Daily data
backup, maintenance and application upgrades are done at night behind the scene by our
trusted Student Information System (S.I.S) host provider. All computers have Internet
and e-mail capability through our exchange server.
Audiovisual Department
The audiovisual department has a state of the art ID system with EPI Suite software. This
equipment has given the school the ability to capture student and faculty photos and print
bar coded I.D. cards used for identification, purchasing of meals in the cafeteria and
signing in and out of school.
Cafeteria
The cafeteria has acquired computer equipment and software for the purpose of
maintaining and reporting our federal breakfast and lunch program. The Cafeteria Meal
System manages student meal information while providing for proper identification of
those students who receive Free or Reduced meals. Communications between devices
within this system is accomplished using our state of the art infrastructure via TCP/IP.
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Technology Inventory – EARLY LEARNING CENTER
Pre-Kindergarten/Kindergarten Program
Each classroom in our Pre-Kindergarten & Kindergarten Programs have access to an
IBM Young X Stations. There are 16 stations total. One Kindergarten classroom is
equipped with a Dell Optiplex G1 as a second learning center. Two SmartBoards are
available to the classrooms.
SOFTWARE - Pre-Kindergarten & Kindergarten
Adventures with Buggles
Bailey’s Book House
Freddi Fish 4: Hogfish Rustlers
Green Eggs and Ham
Huggly’s Sleepover
I Spy
Jumpstart Preschool
Just Me and My Mom
Kid Pix Studio Deluxe
Kidworks Deluxe
Let’s go Read: Island Adventure
Math Blaster Ages 4-6
Memory Fun
Microsoft Access
Microsoft Excel
Microsoft PowerPoint
Microsoft Word
Millie and Bailey Preschool
Millie’s Math House
Month by Month for Kidworks Deluxe
Print Shop 7
Putt Putt Enters the Race
Putt Putt Saves the Zoo
Reader Rabbit’s Complete Learn to Read
Reader Rabbit’s Preschool
Rugrats Adventure Game
Sammy’s Science House
Science Blaster Jr.
Stanley’s Sticker Stories
Sunbuddy Math Playhouse
The Cat in the Hat
The Graph Club
Thinkin Things 1
Toony the Loon’s Lagoon
Trudy’s Time and Place House
Zurk’s Learning Safari
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Technology Equipment –ELC, Elementary Schools 3, 4, 5, 6 and Middle School
Computer Labs
Cliffside Park School District includes one Early Learning Center serving children in PreK and Kindergarten, four elementary schools servicing students in grades one through six
and one middle school servicing students in grades seven and eight. Each Elementary
School has one Computer Lab with up to 27 HP DC 5100 computers. The Middle School
has one Computer Lab with 30 HP DC 5100 computers. The Tech Lab at the Middle
School has one lab with 15 HP DC 5100 computers, and 1 Apple IMac used for video
production. School #6 also houses 20 Dell GX280 in its Media Center. All of the above
labs are equipped with a variety of age appropriate software. All classrooms are being
fitted with today’s latest technology of inter-active boards.
Classrooms
Every Elementary classroom has at least one Dell Optiplex GX240 computer with
internet access and a variety of age appropriate learning software. Every Middle School
classroom has at least two Dell Optiplex GX240 computers with internet access and a
variety of age appropriate learning software. They are connected via network access to
both mono and color laser printers. By the end of this year or middle of next all
elementary classrooms will be fitted with today’s latest technology of inter-active boards.
Media Center/School Libraries
The libraries at School Number Six and School Number Four have been automated by
Follett Software. They each have one Follett IT 3800 scanner. The system is web based,
and can be accessed by the students from home. The automation software is powered by
an HP Proliant ML 370 server. It is the intention of the district to automate the remaining
elementary schools by the end of 2007.
Faculty Attendance Program
Every school has implemented a faculty attendance system with the use of ID badges and
barcode scanners.
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Student Information Database
The Cliffside Park School District utilizes Real Time Information Systems for its student
database purposes such as attendance, grades, contact information, etc. The Real Time
Information System is also aligned to the New Jersey Department of Education through
the use of NJ Smart.
Automated Telephone System
The Cliffside Park School District currently utilizes the Swiftreach Network System to
inform students/parents of school-related emergencies and important events.
Study Island
The Cliffside Park School District has recently integrated the use of a web-based state
assessment preparation program to assist in the preparation of New Jersey standardized
testing.
Network Infrastructure
Each school has 3COM 10/100 switches, which are connected to a Cisco 2600 router.
Each school has a combination of regular CAT 5 cable and fiber cable, depending on the
length of the run. Some rooms have simple hubs for sharing of the network access. The
domain is served by one Windows 2003 Domain Controller servers in each school, with
network access redundancy. All internet access is controlled by an appropriate internet
Router, Web filter and is protected by a firewall, which is centralized at the high school
facility.
District Networking Capacity
Using a class-A private IP address scheme, that allows us to utilize as much as 62 subnets
and 262,142 hosts. As a standard we utilize the TCP/IP protocol for network
communication. The buildings are interconnected via a WAN connection through their
prospective router. All communication to the elementary schools is via our acquired T1
lines for each building. Schools number ELC, 3, 4, 5, 6, and BOE have a DOMAIN
CONTROLLER, DHCP, DNS and WINS Server. The high school consists of a T3 line to
communicate via our WAN to our other buildings and to the Internet. The internet access
point bandwidth from the high school to the internet is of 10MB capacity. In order to gain
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access to the Internet all communication must pass through the High School where it is
filtered for content by our Internet web filter. Email passes through our spam filter and
our mail server virus scanner. The district school network is protected by a Cisco firewall
with 3 network zones (Inner, outer and DMZ).
Our network utilizes 10/100 auto switching network cards and 3com super stack II
switches in stack mode were needed. Our District consists of 745 desktop computers all
network connected and with internet access and 30 servers.
Technology Maintenance Policy and Plans
Basic maintenance and upgrades are handled by our Technology Department,
Administrators and Staff. General maintenance, replacement parts, major upgrades are
completed by our Technology Department with the assistance of an outside IT consultant
and Verizon. Internet access charges, network maintenance, and server maintenance are
handled by our Technology Department, Computer Service Center and Verizon. We
presently use Microsoft Exchange over our Local Area Network. All e-mails are scanned
for spam mail and viruses by our spam mail filter. E-mails are further scanned for a
second time at the Exchange server with Scan mail antivirus.
Telecommunications
Our communications have grown tremendously during the past few years. Presently, our
high school serves as our main hub for the district using a T3 line.
Each of our
elementary schools, along with our central office, communicates to the high school using
T1 lines. This interfacing provides all of our students and staff with full Internet access
and email accounts. Every classroom and office in the district is presently wired for
network access. Classrooms have a minimum of five drops per room
Distance learning takes places throughout our district during the school year. Our high
school media specialists along with our members of all departments across the curriculum
cooperatively design research activities each year. Term papers, research in environment
and physical science and other curriculum projects are some of the activities that students
complete during the school year. Our website provides our community with up-to-date
information about the school system and also allows for the community to communicate
with administration and staff.
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SOFTWARE
Elementary Software - K-8
Tech Lab Software-Grade 8
Elementary Software
Type to Learn Jr.
Bailey's Book House
Sammy's Science House
Millie's Math House
The Graph Club
Wiggle Works
A2ZAP
Kidspiration
Ultimate Writing
Storybook Weaver
Easy Book
Grammar Games
The Factory
Mavis Beacon
Print Shop III
Print Shop 7
Math Blaster 9-12
Math For the Real World
Math Blaster Pre-Algebra
Hyperstudio
Microsoft Word
Microsoft Excel
Microsoft Access
Microsoft FrontPage
Internet Explorer
Hot Dog Stand
Inspiration
Granny Applebee
Reading Blaster
The Ultimate Human Body
Micrografx
Imagine
Virtus 4.0
Painter Classic
Morph 2.5
MusicTime Deluxe
Discovering Keyboard
Auto Sketch
Microsoft Excel
Microsoft Word
Microsoft FrontPage
Encarta Encyclopedia 99
TripMaker 99
Skybase
Flight Simulator
High School Software
Internet Explorer
Mozilla Fire Fox
Fortress
Crystal Report
InDesign CS
Symantec Antivirus Corp. Ed.
Math Type 5
MS Front Page
MS Publisher
Visual Basic
MS Word
MS Excel
MS Power Point
MS Access
Photo Editor
Acrobat Reader
Infran-View
Windows Media Player
Adobe Photo Shop
Adaptec Easy CD Creator
Virtual Business
Mavis Beacon
Automated Accounting 7.0
MS Visual C++
AutoDesk Design Academy 5
Work Flows
iWork
Aperture
Final Cut
iLife
AutoCAD 2009
Inventor 10
HP Image Zone
DIVX Converter
Outlook Express
Arcivinspire
Activstudio Professional
True Basic
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TECHNOLOGY INVENTORY
2. Describe the technology inventory needed to improve student academic
achievement through 2013:
Three-Year Technology Plan Inventory Table
Area of Need
Describe for 2010-11
Technology
Equipment
District
 Upgrade and add computers,
laser and network printers for
all classrooms and labs
throughout the district.
 Classroom Inter-Active
boards.
 More LCD projectors
available for classrooms to
demonstrate/show large
screen presentations of
classroom course work and
internet information. Interactive boards: Used in
conjunction with LCD
Projectors for classroom
instruction
High School
 New centrally managed
Wireless LAN.
 Expand mobile
computing systems.
 Replace backup tape
device and software.
 New file and print server.
 Update Spam mail filter.
 New file storage server.
 Replace older domain
controller and software.
 Acquire HTTPS security
certificate for district
email available via
internet.
 A new domain control server
in high school.
 Replacement of hard drives
and CDRom drives.
Elementary
 Install new Gigabit Ethernet
switches and Gigabit Ethernet
Network Interface cards for
computers.
 Mobile notebook carts: Have
a least one 25 notebook cart
District
boards.
instruction
High School
Wireless LAN.
 Expand mobile
computing systems.
email available via
internet.
in high school.
and CDRom drives.
Elementary
computers.
District
boards.
instruction
High School
Wireless LAN.
 Expand mobile
computing systems.
email available via
internet.
in high school.
and CDRom drives.
Elementary
computers.
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with wireless access points
for each of four elementary
schools and middle school.
Wireless access points need
to be connected to network
infrastructure.
Upgrade equipment from analog
to all digital equipment video
camera and audio/visual
equipment
Software used for
curricular support
and filtering
Technology
maintenance policy
and plans
Telecommunications
Services
Technical Support
Facilities –
infrastructure
including central
telephone & security
systems
Other Services:
infrastructure.

Upgrade equipment from
analog to all digital
equipment video camera and
audio/visual equipment.
infrastructure.
Upgrade equipment from analog
to all digital equipment video
camera and audio/visual
equipment.
ME6 Web filter
ME6 Web filter
ME6 Web filter
Realtime Student Personnel
Software
Computer Service Center
maintains our 10/100 Megabit
switches, firewall, and serves.
Verizon maintains our Cisco
routers.
include T1 and T3 lines
Internet access and Verizon
lines for faxes and telephone
service
The Director of Technology
and the Technology
coordinators provide support
for PreK-12 faculty and staff.
Outside consultants which
include, Computer Service
Center and Verizon, provide
on-site and phone service when
necessary
Verizon provides all of the
districts telephone service.
Bergen Protective provides onside security systems for all
schools.
Software
routers.
service
and the Technology
necessary
schools.
Software
routers.
service
and the Technology
necessary
schools.
None
None
None
-21-
3. Describe how the district integrates assistive technology devices into the network
to accommodate student needs.
The Cliffside Park School District embraces the use of assistive technology in our
classrooms. We have consultant services through Bergen County Special Services as
well as training through the companies selling the equipment. The following is a list of
some of the assistive technology used in our schools:

FM Systems

Inter-Active Boards

Slant Boards

Alpha Smarts

Communication Boards

Lap Top Computers

Voice Activating device for computer (Dragon)

Scanners

Computerized Braille System

Talking Books

Tape Recorders

Large Print Keyboards for Visually Impaired
4. How educators have access to educational technology in their instructional
areas such as using desktops, mobile laptop and wireless units, PDAs).
High School
a. Staff members have equal access to two computer labs in which they can sign-up
for a specific period and day to use with their classes.
b. The Business department has access to two desktop labs, each housing
approximately 25 computers and printer, in addition to a new wireless notebook
lab funded by our 21st Century Grant.
c. The library and Media Center contain approximately 25 computers that can also
be scheduled for access by any staff member and can be use by any students
during lunch and study hall.
-22-
d. The Science and Mathematics departments have access to a lab containing
approximately 25 desktop Dell computers with a network printer.
e. The Industrial and Fine Arts department have access to full AutoCAD lab and
mini labs located in the woodshop and art rooms.
Elementary
a. In grades K-8 teachers have access to a computer lab in each media center which
they can schedule to use for their classes.
b. In addition every classroom in grades K-8 has at least one computer available for
student use.
Based on teacher proficiency, staff members will have the opportunity for professional
development activities during the 2010-2013 school years. On-going staff development
in technology has and will continue to be a top priority within the district. In-service
programs for the 2010-2013 school years will include: training for staff to access the
Internet and take part in distance learning activities. There will be additional training for
staff in the areas of: Smartboard technology, netbooks, and personal websites, laptop
computers in the classrooms, early childhood Literacy Station computers. The district is
working towards infusing technology into the core curriculum and apply technology
enhanced instructional strategies and basic computer literacy, training to access Realtime
(Student Information System).
5. How administrators have access to technology in their workplace (such as
using desktops, mobile laptop and wireless units, PDAs).
All administrators in the Cliffside Park Public Schools have access to desktop computers
in their offices. These computers are connected to a high-speed Internet connection.
Access is also available in the faculty room and the library.
Additionally, all
administrators are provided a laptop computer for home use. All staff members,
(administration and faculty), have email addresses and access to Internet applications.
Email services are web based and can be accessed from home. Within the school
community all staff members log into a central server to save and retrieve files from
protected folders. Media personnel will continue to update skills and knowledge of
technological uses involved with media associated activities. These courses will apply to
the most current topics in the field.
-23-
6. Describe how the district’s web site is accessible to all stakeholders.
The school’s web site is open to all community members without password limitations
and the web site is accessible through multiple browsers.
The district continues to follow the W3C guidelines and have incorporated WCAG 2.o as
we redesign and maintain all areas of our website.
Web Content Accessibility Guidelines 1.0:

Guideline 1. Provide equivalent alternatives to auditory and visual content. Provide content that, when presented to the user, conveys essentially the same
function or purpose as auditory or visual content.

Guideline 2. Don't rely on color alone. - Ensure that text and graphics are
understandable when viewed without color.

Guideline 3. Use markup and style sheets and do so properly. - Mark up
documents with the proper structural elements. Control presentation with style
sheets rather than with presentation elements and attributes.

Guideline 4. Clarify natural language usage - Use markup that facilitates
pronunciation or interpretation of abbreviated or foreign text.

Guideline 5. Create tables that transform gracefully. - Ensure that tables have
necessary markup to be transformed by accessible browsers and other user agents.

Guideline 6. Ensure that pages featuring new technologies transform
gracefully. - Ensure that pages are accessible even when newer technologies are
not supported or are turned off.

Guideline 7. Ensure user control of time-sensitive content changes. - Ensure
that moving, blinking, scrolling, or auto-updating objects or pages may be paused
or stopped.

Guideline 8. Ensure direct accessibility of embedded user interfaces. - Ensure
that the user interface follows principles of accessible design: device-independent
access to functionality, keyboard operability, self-voicing, etc.

Guideline 9. Design for device-independence. - Use features that enable
activation of page elements via a variety of input devices.

Guideline 10. Use interim solutions. - Use interim accessibility solutions so that
assistive technologies and older browsers will operate correctly.

Guideline 11. Use W3C technologies and guidelines. - Use W3C technologies
(according to specification) and follow accessibility guidelines. Where it is not
possible to use a W3C technology, or doing so results in material that does not
transform gracefully, provide an alternative version of the content that is
accessible.

Guideline 12. Provide context and orientation information. - Provide context
and orientation information to help users understand complex pages or elements.
-24-

Guideline 13. Provide clear navigation mechanisms. - Provide clear and
consistent navigation mechanisms -- orientation information, navigation bars, a
site map, etc. -- to increase the likelihood that a person will find what they are
looking for at a site.

Guideline 14. Ensure that documents are clear and simple. - Ensure that
documents are clear and simple so they may be more easily understood.
Web Content Accessibility Guidelines (WCAG) 2.0 covers a wide range of
recommendations for making Web content more accessible. Following these guidelines
will make content accessible to a wider range of people with disabilities, including
blindness and low vision, deafness and hearing loss, learning disabilities, cognitive
limitations, limited movement, speech disabilities, photosensitivity and combinations of
these. Following these guidelines will also often make your Web content more usable to
users in general.
WCAG 2.0 success criteria are written as testable statements that are not technologyspecific. Guidance about satisfying the success criteria in specific technologies, as well as
general information about interpreting the success criteria, is provided in separate
documents. See Web Content Accessibility Guidelines (WCAG) Overview for an
introduction and links to WCAG technical and educational material.
WCAG 2.0 succeeds Web Content Accessibility Guidelines 1.0 [WCAG10], which was
published as a W3C Recommendation May 1999. Although it is possible to conform
either to WCAG 1.0 or to WCAG 2.0 (or both), the W3C recommends that new and
updated content use WCAG 2.0. The W3C also recommends that Web accessibility
policies reference WCAG 2.0.
Principle 1: Perceivable-Information and user interface components must be
presentable to users in ways they can perceive.
Guideline 1.1 Text Alternatives: Provide text alternatives for any non-text content so that
it can be changed into other forms people need, such as large print, braille, speech,
symbols or simpler language
Guideline 1.2 Time-based Media: Provide alternatives for time-based media.
Guideline 1.3 Adaptable: Create content that can be presented in different ways (for
example simpler layout) without losing information or structure.
Guideline 1.4 Distinguishable: Make it easier for users to see and hear content including
separating foreground from background.
Principle 2: Operable - User interface components and navigation must be operable.
Guideline 2.1 Keyboard Accessible: Make all functionality available from a keyboard.
Guideline 2.2 Enough Time: Provide users enough time to read and use content.
Guideline 2.3 Seizures: Do not design content in a way that is known to cause seizures.
Guideline 2.4 Navigable: Provide ways to help users navigate, find content, and
determine where they are.
Principle 3: Understandable - Information and the operation of user interface must
be understandable.
Guideline 3.1 Readable: Make text content readable and understandable.
Guideline 3.2 Predictable: Make Web pages appear and operate in predictable ways.
Guideline 3.3 Input Assistance: Help users avoid and correct mistakes.
-25-
Principle 4: Robust - Content must be robust enough that it can be interpreted
reliably by a wide variety of user agents, including assistive technologies.
Guideline 4.1 Compatible: Maximize compatibility with current and future user agents,
including assistive technologies.
7. Describe the plan for replacing obsolete computers/technology and include the
criteria for obsolescence.
We characterize obsolete equipment as those computers and/or printers that are no longer
supported by their manufacturer for part replacement or do not have the capacity to run
new or upgraded software applications.
During the time period of July 1, 2010 - June 30, 2013 the plan to replace obsolete
equipment will be based on the criteria stated above. Student instruction will take priority
over administrative needs when it is impossible due to budget constraints to replace all
obsolete equipment in any given year.

All obsolete equipment in grades PreK-12 will be replaced with new equipment
dependent upon budget allocations.

All obsolete equipment in administrative offices will be replaced with new
equipment dependent upon budget allocations.
B. Cyber Safety
1. List the filtering method(s) used.
The Cliffside Park School District uses the web filter from Me6 Technology Corporation.
We pay a yearly subscription fee for updates to block websites deemed not up to child
viewing. These updates are downloaded almost daily. Default blockings are x rated
websites but there are other categories that can and are blocked by our district.
2. Identify the Acceptable Use Policies (AUP) used for students and staff and
include a copy of the AUP’s with the submission of this technology plan.
The Cliffside Park School District is committed to the goal of having electronic network
facilities used in a responsible, efficient, ethical and legal manner. Included you will find
the AUP of Computer Network/Computers and Resources Policy for students and staff.
Additionally a student must apply for use of a network account as well as receive a
-26-
signature from a teacher or staff member to sponsor and to supervise the student’s use of
the network. (See plan in appendix)
3. Describe the district’s Internet safety policy that addresses the
a.) technology protection measure that protects against access through
computers with Internet access to visual depictions by adults or minors that are(l) obscene; or
(ll) child pornography; or
(lll) harmful to minors
The Cliffside Park School District uses the web filter from Me6 Technology Corporation.
We pay a yearly subscription fee for updates to block websites deemed not up to child
viewing. These updates are downloaded almost daily. Default blockings are x rated
websites but there are other categories that can and are blocked by our district that are
obscene, contain child pornography or are harmful to minors.
b.) process for educating minors about appropriate online behavior,
including interacting with other individuals on social networking websites and in
chat rooms, and cyberbullying awareness and response, as required by the
Protecting Children in the 21st Century Act.

Information is provided in the Student Handbook.

The Cliffside Park Police Department speaks to Middle School students in
individual groups about MySpace.com and other social websites, posting
information on the internet, pictures, divulging personal information and general
internet safety precautions.

COPE leaders from the Cliffside Park Police Department discuss internet safety to
all sixth grade students.

All students are instructed in online safety during computer and library/media
classes. Students are only permitted to use the internet in school for educational
purposes.

An internet safety link is provided on the district website.

Computer filtering is explained to the students. Blocks are in place for unsafe sites
and updated on a daily basis.
-27-

Students and parents sign an acceptable use form in the beginning of the school
year outlining network and internet safety.
4. Indicate the dates when the school district provided the community with public
notice and a hearing to address any proposed Internet safety policies adopted by the
school district pursuant to CIPA.
Cliffside Park has already provided such notice and hearing related to an Internet
safety policy and technology protection measure on March 28, 2007 and October 21,
2009.
C. Needs Assessment
A needs assessment was completed online by staff members using the School
Technology Needs Assessment (STNA).
Copyright © 2005 the SERVE Center at UNC Greensboro – STNA was
developed through a collaboration between SERVE and the North Carolina Department of Public Instruction, and is supported by grants
from the U.S. Department of Education (award numbers R302A000011 and S318A030029) and through support from Microsoft
Corporation's U.S. Partners in Learning program
Each school was independently assessed. Their needs will be addressed accordingly.
Please refer to the appendix for the results of the needs assessment survey.
IV. Three-Year Goals and Objectives (2007-2010)
A. History
Goals
Goal 1: Every student will be technologically literate by the end of eighth grade.
We achieved this goal through thy assessment/technology check list. This is an
assessment of the 8th grade New Jersey Core Curriculum Standards: Technology Check
List.
Goal 2: Integrate technology into the core curriculum.
The integration of technology has been emphasized throughout the curriculum. The use of word
processing software, excel, PowerPoint, WebQuests, and the use of Smart Boards are examples of
technology that have been utilized
Goal 3: Provide skill building information handling, problem solving and communication skills.
CAD instruction, programming, use of search engines to collect information has been integrated
into the curriculum.
Goal 4: Promote sequential and logical thinking through the curriculum.
-28-
The instruction of HTML and Visual Basic programming has been provided to the students.
Goal 5: Familiarize students with various software applications and distance learning activities.
The district’s acquisition of software titles during 2007-2010 has been documented in the
technology plan. Distance learning opportunities have been provided to all students.
Goal 6: Promote an understanding of basic computer terminology.
Students utilize computers throughout the curriculum. The Computer Lab is a part of
every student’s schedule, to be attended at least one class period per week. “Open Lab”
is utilized regularly by teachers of grade students and monitored by the Technology
Coordinator; this allows additional time to complete projects independently.
Goal 7: Evaluate and apply new technologies as educational research dictates.
We have achieved this goal by enhancing mathematics and language arts through the use of Study
Island and other web-based assessment programs.
Goal 8: Continual upgrade and maintenance of hardware and software applications.
We have achieved this goal through the upgrading of servers, switches, computers and printers.
The software was upgraded by incorporating web-based applications both in the computer labs
and in the classrooms.
Goal 9: Ensure professional development opportunities are provided to all staff.
We have achieved this goal by having professional development workshops, in-service
opportunities and grade level meetings that address web-based programs and various
computer applications
Goal 10: Support students with different learning styles.
We achieved this goal through the implementation of various audio visual tools,
interactive computer program such as Smart Board Technology and assistive technology.
Goal 11: Provide an interdisciplinary learning environment.
We achieved this goal by using web-based programs, web quests, and scavenger hunts
that cover the New Jersey Core Curriculum Standards.
Goal 12: Encourage student creativity and cooperative learning.
We have incorporated the uses of digital photography across the curriculum to achieve
this goal.
Goal 13: Continue to promote equity for access to resources to encourage training,
teaching, and student achievement of the Workplace Readiness Skills.
-29-
All students have access have access to the computer labs and each department has
separate access to their own computers.
Goal 14: Continue to coordinate the technology resources and services with grant monies
available from state and federal sources.
We achieved this goal with the integration of the KOOL Grant monies into distance
learning opportunities. Additionally funds from the 21st Century Grant were integrated
into technology resources.
Goal 15: Continue to relate to the broader community through PTA/PTO meetings, Board
of Education meetings and community in-service workshops.
Regular meetings are open to students, parents, and the rest of the community where
information regarding technology is dispersed.
Goal 16: Continue to use teacher made tests, report card grades, teacher checklists,
portfolio assessments and oral presentations to evaluate all of the educational academic
goals.
The staff has utilized all of the evaluative criteria as well as a web-based reporting
system to the parents.
Goal 17: Introduce and expand the use of Smart Boards in mathematics and science
classrooms.
We have added more smart boards to classrooms to expand the use of them in
mathematics and science.
Goal 18: Upgrade the district web site and comply with W3C Web Accessibility
Initiative (WAI) standards.
The webmaster is continually upgrading the district’s website to make it user friendly as
well as to contain current and relevant information. We continue to strive for a “green”
approach to dissemination of information and rely less and less on paper delivery of
information.
Goal 19: Expand wireless accessibility through the use of mobile networking.
Continuously install and maintain wireless access points district wide.
Goal 20: Increased accessibility of the Parent Portal system.
At the beginning of each year each parent receives is mailed a letter that explains the
Parent Portal, how to access it, and how to contact the school for assistance. At regular
intervals during the year, additional mailings are made for the parents of new students.
-30-
The district held parent workshops to have parents gain a better understand of the parent
portal system.
Goal 21: Increased use of on-line database for grading and record keeping purposes (i.e.
IEP’s)
There has been continuous use and improvement of our student information system,
Realtime. Additions to the system: IEP Program, report cards, progress reports. A new
online database system, Aesop, efficiently tracks all staff attendance and has eliminated a
call-in system to hire substitute teachers.
Goal 22: Update hardware and software in the computer labs.
The Cliffside Park School District continuously reviews its software to ensure the most up
to date technologies are being utilized. We are in the process of expanding our MAC lab
and the curriculum associated what lab.
Goal 23: Increase accessibility to the computer labs.
With a more efficient schedule, teachers have the ability to access the computer labs
district wide. The number of students using computer labs and computers in
classroom/labs has increased each year and continues to increase.
B. Goals and Objectives for 2010-2013
Cliffside Park will continue to support each of the 2007-2010 goals. Additionally we will
implement the 2009 revised Core Curriculum Content Standards and create the teaching
and learning environments that engage students, foster achievement and cultivate the
skills needed to compete, connect and collaborate in a global society. Cliffside Park
supports the The NJ Statewide Systemic Model for Continuous Professional Learning
and Growth in creating 21st Century schools.
Phase 1








Phase 2



Create a sense of urgency of the need for change
Understand students as digital learners
Model a state vision for 21st century learning, teaching, and leadership
Facilitate communication through onsite sessions, and through face‐to‐face
and virtual professional learning communities
Initiate the “habits of mind” for technology use
Provide profession with current information about the changes necessary
to educate students in a rapidly changing world
Use/apply the 2009 Revised Content Standards as the conceptual framework for reforming
teaching, learning, and leadershipDesign models of learning (curriculum, units, lessons) that
reflect revised standards, transparent and systemic integration of technology, and 21st
century themes and skills (e.g., Classroom Application Documents; Interdisciplinary
Project‐Based Learning Scenarios)
Transition from 20th century classrooms to 21st century learning environments without
boundaries
Develop the concepts, dispositions, and responsibilities that embrace the changing roles of
teachers, school leaders, and school board members
-31-


Provide continuous professional development to all educators through Modules of New
Learning that are offered systemically throughout the state
Partner with professional organizations (FEA, NJASCD, NJASA, NJEA, NJSBA, NJASBO, and
others) to be the developers and providers of ongoing professional development to all
stakeholders to create a statewide community of onsite and online learning
Phase 3
 Continue to build the infrastructure necessary to support 21st
century learning environments
 Provide time during the school day and summer for teachers and other
educators to discuss and refine their practice
 Recognize Models of School Success to be shared throughout the state
 Require a technology component for all educators in their PLP
 Create and sustain inspiration and curiosity for learning in and about our
profession
 Make learning better not harder
 Embed the “habits of mind” aligned to these initiatives
 Create a community of highly skilled professionals where ongoing
professional learning is expected, practiced and rewarded
Our technology goals support the creation of 21st century schools.
We will use educational
technology across all curriculum areas in a learner centered environment to support
students and teachers in the learning process. To achieve the NCLB goal (Title II-D) that
every student will be technologically literate by the end of grade eight, all students will
be assessed and evaluated. All of our networked labs contain grade appropriate software
coinciding with the Core Curriculum Content Standards. We will continue to infuse
distance learning activities with appropriate curriculum and technology whenever
possible.
Goals:
NJCCS
Goals reflect the creation of 21st Century School across the curriculum
8.1, 8.2
Goal 1: Every student will be technologically literate by the end of eighth
grade.
8.1, 8.2
Goal 2: Integrate technology into the core curriculum.
8.1, 8.2
Goal 3: Provide skill building in information handling, problem solving
and communication skills.
8.1, 8.2
Goal 4: Promote sequential and logical thinking through the curriculum.
8.1, 8.2
Goal 5: Familiarize students with various software applications and
distance learning activities.
8.1, 8.2
Goal 6: Promote an understanding of basic computer terminology.
8.1, 8.2
Goal 7: Evaluate and apply new technologies as educational research
dictates.
8.1, 8.2
Goal 8: Continual upgrade and maintenance of hardware and software
applications.
-32-
Goal 9: Ensure professional development opportunities are provided to all
staff to support 21st century schools
8.1, 8.2
Goal 10: Support students with different learning styles.
8.1, 8.2
Goal 11: Provide an interdisciplinary learning environment.
8.1, 8.2
Goal 12: Encourage student creativity and cooperative learning.
8.1, 8.2
Goal 13: Continue to promote equity for access to resources to encourage
training, teaching, and student achievement of the Workplace Readiness
Skills.
8.1, 8.2
Goal 14: Continue to coordinate the technology resources and services with
grant monies available from state and federal sources.
Goal 15: Continue to relate to the broader community through PTA/PTO
meetings, Board of Education meetings and community in-service
workshops.
Goal 16: Continue to use teacher made tests, report card grades, teacher
checklists, portfolio assessments and oral presentations to evaluate all of
the educational academic goals.
8.1, 8.2
Goal 17: Introduce and expand the use of Smart Boards in mathematics and
science classrooms.
8.1, 8.2
Goal 18: Upgrade the district web site and comply with W3C Web
Accessibility Initiative (WAI) standards.
8.1, 8.2
Goal 19: Expand wireless accessibility through the use of mobile
networking.
Goal 20: Increased accessibility of the Parent Portal system.
8.1, 8.2
Goal 21: Increased use of on-line database for grading and record keeping
purposes (i.e. IEP’s)
8.1, 8.2
Goal 22: Update hardware and software in the computer labs.
8.1, 8.2
Goal 23: Increase accessibility to the computer labs.
Additional Goals:
8.1, 8.2
Goal 24: Continue to implement smart boards into core curriculum with
use of the lesson activity toolkit.
8.1, 8.2
Goal 25: Integrate classroom response systems for increased student
participation.
-33-
8.1, 8.2
Goal 26: Implement online grade book system with the use of student
information database (Realtime).
8.1, 8.2
Goal 27: Continue with implementation of teacher websites for increased
communication with parents/guardians.
Three Year Technology Plan Implementation Table
GRADES PreK-4
July 1, 2010 – June 30, 2013
District Goal
Activity
Timeline
Person
Responsible
Computer
Terminolgy
Verbal &
Written
Exposure
K-2nd Jr. Type
to Learn
3rd & 4th Mavis
Beacon
Poems, stories,
reports
September June
Computer
Teacher
November –
December
September October
September June
Microsoft
Word,
Storybook
Weaver
Press Writer
Keyboard
Functions
Word
Processing
Save/Retrieve
from Drives
Newsletter
Design
Distance
Learning
Activities
Use of Printers
Multimedia
Presentations
Effective
Search Criteria
Use of
Software
Applications
Evaluation
Computer
Teacher
Person
Facilitating
Activity (if
applicable)
Computer/
Classroom
Teacher
Computer
Teacher
Computer
Teacher
Computer
Teacher
End Product
September June
Computer
Teacher
Computer
Teacher
End Product
Fall / Spring
Computer
Teacher
Computer
Teacher
Project Newsletter
Audio &
Visual
Hardware &
Software
When
necessary
Power Point
September –
June
Subject
Teacher
Project
September June
April – May
Computer
Teacher
Computer
Teacher
Subject
Teacher &
Technical
Coordinator
Computer
Teacher
Computer
Teacher
World Wide
Web: people,
animals
Various:
aligned with
the core
curriculum
content
standards
September June
Computer
Teacher
Computer
Teacher
Project /
Worksheet
September June
Computer
Teacher
Computer
Teacher
Test /
application /
skill level
Application &
Worksheet
Application
Application
Application &
Presentation
-34-
GRADES 5-7
July 1, 2010 – June 30, 2013
District Goal
Activity
Timeline
Person
Responsible
Person
Facilitating
Activity (if
applicable)
7th Grade
Computer
Teacher
7th Grade
Computer
Teacher
7th Grade
Computer
Teacher
Evaluation
Keyboarding
Mavis Beacon
Tutorial
September –
October
Data Research
World Wide
Web
November –
June
Diagrams,
maps, webs,
flowcharts
Inspiration,
hand written
October –
December
7th Grade
Computer
Teacher
7th Grade
Computer
Teacher
7th Grade
Computer
Teacher
Word
Processing
Microsoft
Word
September –
November
Project – Professional
Letters, Resumes, and
Creative Stories.
Project – Creating a
newspaper.
7th Grade
Computer
Teacher
7th Grade
Computer
Teacher
7th Grade
Computer
Teacher
Subject
Teacher &
Technical
Coordinator
7th Grade
Computer
Teacher
Newsletter
PressWriter
September –
June
Distance
Learning
Audio &
Visual
Hardware &
Software
Microsoft
FrontPage
September –
June
January –
March
Spreadsheets
– Charts &
Graphs
Microsoft
Excel
October –
March
7th Grade
Computer
Teacher
7th Grade
Computer
Teacher
Hypermedia
Microsoft
PowerPoint
January –
June
7th Grade
Computer
Teacher
7th Grade
Computer
Teacher
Digital Images
Camera &
Microsoft
Applications
September –
June
7th Grade
Computer
Teacher
7th Grade
Computer
Teacher
Design
Programs
Inspiration,
Excel, Access,
PowerPoint
October –
June
7th Grade
Computer
Teacher
7th Grade
Computer
Teacher
Web Pages
7th Grade
Computer
Teacher
7th Grade
Computer
Teacher
Subject
Teacher
Application – Testing
Project – Download
data to be used in a
presentation.
Project – System
Process & Flow of
Data.
Project
Project – Create web
pages with hyperlinks,
text, pictures, clipart,
thumbnails.
Project – Gather data,
insert data, create
display
Project – Running
presentation of student
gathered information
displaying various skill
levels.
Projects – Taking
picture, download
images, renaming and
storing pictures to be
inserted and edited in
application tasked.
Project – Design data
flow, learn syntax of
application, create &
load table, manipulate
data for reports, use of
If/Else statements,
design automated
-35-
hypermedia end
products.
Grade 8 Tech Lab
July 1, 2010 – June 30, 2013
District Goal and
Objective
Activity
Timeline
Person
Responsible
Define the types of
audio communications,
the components of
recording and radio
systems, and the
history of radio and
early radio pioneers.
Audio
Communications
Video
"Identifying the
Components"
Ten
Days
Create and develop a
series of radio "copy"
such as, writing news,
weather, commercials,
and weather
information.
Explore News,
write 4 news
reports ( 2 local,
1 National, 1
International)
Demonstrate the use of
computer skills in the
use of a CAD software
program.
CAD Create a
Multiview
Drawing.
Define the use of CAD
as a communication
process.
Add details to a
floor plan.
Describe how
communications
technology developed
for computer graphics.
Computer
Graphics Use a
software
program to
produce a
brochure.
Create a
flipbook
animation using
software
program.
Describe the different
uses of computer
graphics within
communications
systems.
Develop and apply
fundamental music
structure and
systematically apply
these principles to
digital and analog
music.
Use software
program to enter
music and lyrics
for a song and
print out a copy
Develop and describe
electrical systems and
their components.
Electricity
Electronics Learn
the functions and
Evaluation
8th Grade
Technology
Lab Teacher
Person
Facilitating
Activity
8th Grade
Technology
Lab Teacher
Ten
Days
8th Grade
Technology
Lab Teacher
8th Grade
Technology
Lab Teacher
Progress and
Post Tests,
Activities,
and Design
Briefs
Ten
Days
8th Grade
Technology
Lab Teacher
8th Grade
Technology
Lab Teacher
Progress and
Post Tests,
Activities,
and Design
Briefs
Ten
Days
8th Grade
Technology
Lab Teacher
8th Grade
Technology
Lab Teacher
Progress and
Post Tests,
Activities,
Progress and
Post Tests,
Activities,
and Design
Briefs
-36-
Describe the elements
and concerns of
electrical safety and
practices.
Explore and identify
the factors that are
necessary to effectively
grow plant matter.
Classify the types and
uses of energy systems
Discuss the history and
future of rocketry and
flight systems.
proper use of a
multimeter and
record in Journal
Create and test a
basic series
circuit and record
results.
Environment &
Ecology Begin
the process of
growing plants in
a hydroponic
greenhouse
Video-"The
RottenTruth"
learn what
happens to trash
and how
recycling helps
Flight
Technology
Construct and
launch rocket.
and Design
Briefs
Ten
Days
8th Grade
Technology
Lab Teacher
8th Grade
Technology
Lab Teacher
Ten
Days
8th Grade
Technology
Lab Teacher
8th Grade
Technology
Lab Teacher
Progress and
Post Tests,
Activities,
and Design
Briefs
Ten
Days
8th Grade
Technology
Lab Teacher
8th Grade
Technology
Lab Teacher
Progress and
Post Tests,
Activities,
and Design
Briefs
Identify and describe
the forces that affect
rocket flight.
Explore the
principles of
aeronautics
Identify the 7 major
body systems.
Health & Fitness
Use software
program to learn
about human
body
Determine and
record personal
health data
Ten
Days
8th Grade
Technology
Lab Teacher
8th Grade
Technology
Lab Teacher
Progress and
Post Tests,
Activities,
and Design
Briefs
Identify and describe
the components of
modern information
processing systems in
contrast to the past.
Information
Technology
Internet Explore
the history of
computers
Ten
Days
8th Grade
Technology
Lab Teacher
8th Grade
Technology
Lab Teacher
Progress and
Post Tests,
Activities,
and Design
Briefs
Design and produce a
document using word
processing software.
Use a multimedia
presentation
software
program to create
a slide show.
Robotics History
of Robots Video
Ten
Days
8th Grade
Technology
Lab Teacher
8th Grade
Technology
Lab Teacher
Progress and
Post Tests,
Activities,
and Design
Briefs
Describe the function,
impact and importance
of weight to height
ratio.
Identify the
characteristics of a
variety of types and
sizes of robots.
Describe how artificial
intelligence is applied
to robotic systems.
Show your
understanding by
teaching "Cye"
-37-
new tricks
Identify and classify
the portion of a
structure's frame
under tension, torsion,
shear, and compression
Structural
Engineering
Begin design and
construction of
bridge.
Identify and classify
the portion of a
structure's frame
under tension, torsion,
shear, and compression
Test Bridge.
List and describe the
fundamental objectives
of video production
from historical to
contemporary practices
Video
Production
Video
"Identifying the
Components"
Identify the major
components of a video
editing system and
demonstrate correct
operation of
equipment.
Identify and
appropriately select
tools commonly used
by architects, designers
and homeowners for
designing structures.
Develop a script
and storyboard.
Film news story
and commercial
Determine suitable
replacements for a
conventional
residential exterior and
use a computer
program to apply a
chosen modification.
Use as software
program to create
doors and
windows for
your drawing
Virtual
Architecture
Practice reading
a blue print
Ten
Days
8th Grade
Technology
Lab Teacher
8th Grade
Technology
Lab Teacher
Progress and
Post Tests,
Activities,
and Design
Briefs
Ten
Days
8th Grade
Technology
Lab Teacher
8th Grade
Technology
Lab Teacher
Progress and
Post Tests,
Activities,
and Design
Briefs
Ten
Days
8th Grade
Technology
Lab Teacher
8th Grade
Technology
Lab Teacher
Progress and
Post Tests,
Activities,
and Design
Briefs
To comply with the NCLB goal that every student will be technologically literate by the
end of grade eight the following assessments will be conducted in Grade Eight:

Student interviews

Student portfolios

Observations

Rubrics

Surveys

Performance-based assessments of computer literacy skills

Student projects and presentations that demonstrate information literacy skills
-38-

Monitoring of students’ use of computer-related software in the computer lab
and in the classrooms

Monitoring of student performance data

Proficiency checklist
Each eighth grade student will tracked utilizing the following technology checklist:
-39-
8th Grade New Jersey Core Curriculum Standards: Technology Checklist
Student:
Assessment as of:
 completed the 8th grade Tech course
 currently enrolled in the 8th grade Tech course
 has not yet started the 8th grade Tech course
 please see notes on page 2
Standard 8.1: Computer and information literacy. All students will use computer applications to
gather and organize information and to solve problems.
Proficiency Rating:
Y = Proficiency demonstrated; N = Proficiency not met; NA = new student to district
Computer Skill
Grade
Addressed
Project/Content to Address Skill
Proficient
A. Basic Computer Skills and Tools
6, 7, 8
1.
Use appropriate technology vocabulary.

Correct terminology introduced and
used as appropriate
Y
N
NA
6, 7, 8
2.
Use common features of an operating
system.

Terminology introduced and utilized by
students throughout the course (e.g.
organizing files and folders)
Y
N
NA
6, 7, 8
3.
Demonstrate effective input of text and
data, using touch keyboarding with proper
technique.

Keyboarding taught to all 6th graders;
reinforced in 7th and 8th
Y
N
NA
6, 7, 8
4.
Input and access data and text efficiently
and accurately through proficient use of
other input devices, such as the mouse.

Students taught to copy, paste, utilize
keyboard shortcuts, highlight and drag
and drop text
Y
N
NA
7, 8
5.
Create documents with advanced textformatting and graphics using word
processing.

Auto number, bullets, spell check,
spacing, tables, margins, tabs,
appropriate use of serif and sans serif
fonts, spacing, page break, column
break, section break, outlining, inserting
graphic, shading
Y
N
NA
7, 8
6.
Create a file containing customized
information by merging documents.

Merging information from the Internet
into a word processing document
Y
N
NA
7, 8
7.
Construct a simple spreadsheet, enter
data, and interpret the information.

Comparison of the annual salary of
related occupations
Y
N
NA
7, 8
8.
Design and produce a basic multimedia
project.

PowerPoint
Y
N
NA
8
9.
Plan and create a simple database, define
fields, input data, and produce a report
using sort and query.

Students plan and create a database,
input, find, and sort information, and
print a report
Y
N
NA
10. Use network resources for storing and
retrieving data.

Students back up and retrieve work
from external hard drives on network
Y
N
NA
11. Choose appropriate electronic graphic
organizers to create, construct, or design
a document.

Inspiration web created to illustrate the
skills needed by a career
Y
N
NA
12. Create, organize and manipulate
shortcuts.

Students taught how to use control-click
for embedded pop-up menus, use of
dock to open and quit applications
Students taught how to create folders to
store work, choose view to organize
information within a folder, and to
assign colors to set folders or
documents apart
Y
N
NA
7, 8
6, 7, 8
7, 8

-40-

Keyboard shortcuts and function keys
introduced to students
B. Application of Productivity Tools
7, 8
1.
Demonstrate an understanding of how
changes in technology impact the
workplace and society.

Discussed in conjunction with
employment outlook and skills needed
by specific careers
Y
N
NA
6, 7, 8
2.
Exhibit legal and ethical behaviors when
using information and technology, and
discuss consequences of misuses.

Discussed in conjunction with the
district filtering hardware, the use of
information taken from the Internet
(plagiarism), and graphics (copyright)
Y
N
NA
Explain the purpose of an Acceptable Use
Policy and the consequences of
inappropriate use of technology.

Acceptable Use Policy in the student
handbook—both parent/guardian and
student must sign paper indicating they
are aware of the policy and
consequences
Y
N
NA
Acceptable Use Policy
addressed in Tech classes
Issues of supplying
personal information on
websites addressed
Y
N
NA
6, 7, 8
7, 8
3.
4.
Describe and practice safe Internet usage.
d.
e.
7, 8
5.
Describe and practice “etiquette” when
using the Internet and electronic mail.
f.
Extension of discussion
Y
N
NA
7, 8
6.
Choose appropriate tools and information
resources to support research and solve
real-world problems, including but not
limited to:

On-line resources and databases

Search engines and subject
directories
g.
Use of multiple career
information websites,
including but not limited to
COIN3
Students taught how to
formulate more effective
search queries
Y
N
NA
Evaluate the accuracy, relevance, and
appropriateness of print and non-print
electronic information sources.
i.
Students taught to
recognize secured sites,
questionable information,
inappropriate links, and
suitable URLs
Y
N
NA
7, 8
7.
h.
7, 8
8.
Use computer applications to modify
information independently and/or
collaboratively to solve problems.
j.
Word, Excel, Inspiration,
PowerPoint, Photoshop
Elements
Y
N
NA
6, 7, 8
9.
Identify basic hardware problems and
demonstrate the ability to solve common
problems.
k.
Students taught to check
connections, reboot a
computer, perform a force
quit; when necessary,
students guided through
the steps of using the Disk
Utility and resetting the
PRAM
Y
N
NA
Discussion of additional
uses of software outside
the Tech class
environment
Y
N
NA
7, 8
10. Determine when technology tools are
appropriate to solve a problem and make
a decision.
l.
Notes:
-41-
GRADES 9-12
July 1, 2010 – June 30, 2013
District Goal and
Objective Number
Activity
Timeline
Person
Responsible
Person Facilitating
Activity (if
applicable)
Evaluation
Work with
various
applications using
state-of-the-artcomputers
September –
June
Computer
Application
Teachers/
Teachers of
Business
Subjects
Computer
Teachers/Business
Teachers
Use correct
computer
terminology
Group projects
using the
True Basic
Computer
Language, Excel
and Access
September –
June
Computer
Application
Teachers/
Teachers of
Business
Subjects
Computer
Teachers/Business
Teachers
Develop problem
solving skills using
various software
applications
Work with
Microsoft Word,
Excel, Access and
PowerPoint
Automated
Accounting 7.0
Virtual Business
Programming
with the True
Basic , HTML,
JAVA
September –
June
Computer
Application
Teachers/
Teachers of
Business
Subjects
Computer
Teachers/Busi-ness
Teachers
Accounting
Teacher
Teacher
Made
Tests/
Projects
Interaction
with lap
top
computers
Teacher
Made
Tests/
Projects
Flow
Charts
Computer
Programs
Queries
Teacher
Made
Tests/
Projects
Graphs and
Charts
September –
June
Computer
Application
Teachers/
Teachers of
Business
Subjects
Computer
Teachers/Business
Teachers
Teacher
Made
Tests/
Projects
Flow
Charts
Computer
Programs
Use the school
software and
hardware
appropriately and
responsibly
Develop
keyboarding and
problem solving
skills
/Programming
Languages/
Mavis Beacon
September –
June
Computer
Application
Teachers/Te
achers of
Business
Subjects/
Computer
Teachers/Business
Teachers
Keyboarding
Teachers
Develop skills for
gathering and
processing
information using
the internet.
Searching
Techniques on
World Wide Web
using
Google, Yahoo,
Web Crawler,
AltaVista and
September –
June
Computer
Application
Teachers/
Teachers of
Business
Subjects
Computer
Teachers/Business
Teachers
Teacher
Made
Tests/
Projects
Letters/
Resumes
Job
Portfolio
Teacher
Made
Tests/
Projects
Stock
Market
Projects/
Students will:
Demonstrate a
working knowledge
of the components
of computer
system
Develop problem
technology tools.
-42-
Hotbot. /Sites
provided by
Librarian/ Lexis
Nexus
Develop ethical
research and
communication
skills
Improve problem
software.
Develop skills in
working with a
“team” and using
technology to solve
problems.
Select technology
tools to collect and
validate
Information
Design Programs/
Presentations
General
Participatio
n
Microsoft
FrontPage/
Designing Web
Pages/Excel/Powe
r Point
September –
June
Computer
Application
Teachers/
Teachers of
Business
Subjects
Computer
Teachers/Busi-ness
Teachers
Teacher
Made
Tests/
Projects
Programming
with Microsoft
FrontPage.
Programming
with PowerPoint.
Game Theory
/True Basic
Programming
Language/
Virtual Business
Design, create and
publish a Web
Page.
Adobe Photo
Shop/Power
Point/Excel
September –
June
Computer
Application
Teachers/
Teachers of
Business
Subjects
Computer Teachers/
Business Teachers
Teacher
Made
Tests/
Projects
Multitasking
between
application
s
September –
June
Computer
Application
Teachers/
Teachers of
Business
Subjects
Computer Teachers/
Business Teachers
Search Engines
Microsoft
Explorer,
Google, Yahoo,
Web Crawler,
AltaVista and
Hotbot.
Excel, Access,
PowerPoint, True
Basic Computer
Language/Front
Page
September –
June
Computer
Application
Teachers/
Teachers of
Business
Subjects
Computer Teachers/
Business Teachers
Teacher
Made
Tests/
Projects/W
eb
Pages/Repo
rts
Teacher
Made
Tests/
Projects
September –
June
Computer
Application
Teachers/
Teachers of
Business
Subjects
Computer Teachers/
Business Teachers
Teacher
Made
Tests/
Projects
Student
designed
games
-43-
B. Develop strategies to ensure that the technology plan addresses the use of
technology, including assistive technology, to support 21st century learning
communities.
By adhering to the NJCCS in technology we are ensured that the use of technology,
including assistive technology to support 21st century learning communities will be
ongoing. Principals, through observations and lesson planning will verify that these
objectives are followed.
Objectives
Content Area
Standard
Strand
By the end
of grade
Technology
8.1 Educational Technology: All students will use digital tools to access,
manage, evaluate, and synthesize information in order to solve problems
individually and collaboratively and to create and communicate knowledge.
A. Technology Operations and Concepts
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
The use of technology and
digital tools requires
knowledge and appropriate
use of operations and related
applications.
8.1.P.A.1
Use the mouse to negotiate a simple menu on
the screen (e.g., to print a picture).
Use electronic devices (e.g., computer) to type
name and to create stories with pictures and
letters/words.
Identify the “power keys” (e.g., ENTER,
spacebar) on a keyboard.
Recognize that the number keys are in a row
on the top of the keyboard.
Use basic technology terms in conversations
(e.g., digital camera, battery, screen, computer,
Internet, mouse, keyboards, and printer).
Turn smart toys on and off.
8.1.P.A.2
8.1.P.A.3
P
8.1.P.A.4
8.1.P.A.5
8.1.P.A.6
applications.
8.1.2.A.1
8.1.2.A.2
8.1.2.A.3
2
8.1.2.A.4
8.1.2.A.5
4
applications.
8.1.4.A.1
8.1.4.A.2
8.1.4.A.3
8.1.4.A.4
Identify the basic features of a computer and
explain how to use them effectively.
Use technology terms in daily practice.
Discuss the common uses of computer
applications and hardware and identify
their advantages and disadvantages.
Create a document with text using a word
processing program.
Demonstrate the ability to navigate in virtual
environments that are developmentally
appropriate.
Demonstrate effective input of text and data
using an input device.
Create a document with text formatting and
graphics using a word processing program.
Create and present a multimedia presentation
that includes graphics.
Create a simple spreadsheet, enter data, and
-44-
8.1.4.A.5
applications.
8.1.8.A.1
8.1.8.A.2
8
8.1.8.A.3
8.1.8.A.4
8.1.8.A.5
applications.
12
8.1.12.A.1
8.1.12.A.2
8.1.12.A.3
8.1.12.A.4
interpret the information.
Determine the benefits of a wide range of
digital tools by using them to solve problems.
Create professional documents (e.g., newsletter,
personalized learning plan, business letter or
flyer) using advanced features of a word
processing program.
Plan and create a simple database, define
fields, input data, and produce a report using
sort and query.
Create a multimedia presentation including
sound and images.
Generate a spreadsheet to calculate, graph, and
present information.
Select and use appropriate tools and digital
resources to accomplish a variety of tasks and
to solve problems.
Construct a spreadsheet, enter data, and use
mathematical or logical functions to
manipulate data, generate charts and graphs,
and interpret the results.
Produce and edit a multi-page document for a
commercial or professional audience using
desktop publishing and/or graphics software.
Participate in online courses, learning
communities, social networks, or virtual
worlds and recognize them as resources for
lifelong learning.
Create a personalized digital portfolio that
contains a résumé, exemplary projects, and
activities, which together reflect personal and
academic interests, achievements, and career
aspirations.
-45-
Content Area
Standard
Strand
By the end
of grade
P
2
4
8
12
Technology
B. Creativity and Innovation
Content Statement
CPI #
The use of digital tools and
media-rich resources
enhances creativity and the
construction of knowledge.
8.1.P.B.1
Use a digital camera to take a picture.
8.1.2.B.1
Illustrate and communicate original ideas and
stories using digital tools and media-rich
resources.
8.1.4.B.1
Produce a media-rich digital story about a
significant local event or issue based on firstperson interviews.
8.1.8.B.1
Synthesize and publish information about a
local or global issue or event on a
collaborative, web-based service (also known
as a shared hosted service).
Design and pilot a digital learning game to
demonstrate knowledge and skills related to
one or more content areas or a real world
situation.
8.1.12.B.1
-46-
Content Area
Standard
Strand
By the end
of grade
P
2
4
8
12
Technology
C. Communication and Collaboration
Content Statement
CPI #
Digital tools and environments
support the learning process
and foster collaboration in
solving local or global issues
and problems.
8.1.P.C.1
and problems.
and problems.
and problems.
and problems.
8.1.2.C.1
8.1.P.C.2
Operate frequently used, high-quality,
interactive games or activities in either
screen or toy-based formats.
Access materials on a disk, cassette tape, or
DVD. Insert a disk, cassette tape, CD-Rom,
DVD, or other storage device and press
“play” and “stop.”
Engage in a variety of developmentally
appropriate learning activities with students
in other classes, schools, or countries using
electronic tools.
8.1.4.C.1
Engage in online discussions with learners in
the United States or from other countries to
understand their perspectives on a global
problem or issue.
8.1.8.C.1
Participate in an online learning community
with learners from other countries to
understand their perspectives on a global
problem or issue, and propose possible
solutions.
Develop an innovative solution to a
complex, local or global problem or issue in
collaboration with peers and experts, and
present ideas for feedback in an online
community.
8.1.12.C.1
-47-
Content Area
Standard
Strand
By the
end of
grade
2
4
Technology
individually and collaboratively and to create and communicate
knowledge.
D. Digital Citizenship
Content Statement
Technological
advancements create
societal concerns regarding
the practice of safe, legal,
and ethical behaviors.
Technological
advancements create
CPI #
8.1.2.D.1
Model legal and ethical behaviors when
using both print and non-print
information by citing resources.
8.1.4.D.1
Explain the need for each individual, as a
member of the global community, to
practice cyber safety, cyber security, and
cyber ethics when using existing and
emerging technologies.
Analyze the need for and use of
copyrights.
Explain the purpose of an acceptable use
policy and the consequences of
inappropriate use of technology.
Model appropriate online behaviors related
to cyber safety, cyber bullying, cyber
security, and cyber ethics.
Summarize the application of fair use and
Creative Commons guidelines.
Demonstrate how information on a
controversial issue may be biased.
Evaluate policies on unauthorized
electronic access (e.g., hacking) and
disclosure and on dissemination of
personal information.
Demonstrate appropriate use of
copyrights as well as fair use and
Creative Commons guidelines.
Compare and contrast international
government policies on filters for
censorship.
Explain the impact of cyber crimes on
society.
8.1.4.D.2
8.1.4.D.3
8
Technological
advancements create
Technological advancements
create societal concerns regarding
the practice of safe, legal, and
ethical behaviors.
8.1.8.D.1
8.1.8.D.2
8.1.8.D.3
8.1.12.D.1
8.1.12.D.2
12
8.1.12.D.3
8.1.12.D.4
-48-
Content Area
Standard
Strand
By the end
of grade
P
2
Technology
E. Research and Information Literacy
Content Statement
CPI #
Effective use of digital
tools assists in
gathering and managing
information.
8.1.P.E.1
Use the Internet to explore and investigate
questions with a teacher’s support.
tools assists in
information.
tools assists in
information.
8.1.2.E.1
Use digital tools and online resources to explore a
problem or issue affecting children, and discuss
possible solutions.
8.1.4.E.1
Investigate a problem or issue found in the United
States and/or another country from multiple
perspectives, evaluate findings, and present possible
solutions, using digital tools and online resources
for all steps.
Evaluate the accuracy of, relevance to, and
appropriateness of using print and non-print
electronic information sources to complete a variety
of tasks.
Gather and analyze findings using data collection
technology to produce a possible solution for a
content-related or real-world problem.
4
8.1.4.E.2
8
12
tools assists in
information.
tools assists in
information.
8.1.8.E.1
8.1.12.E.1
8.1.12.E.2
Develop a systematic plan of investigation with
peers and experts from other countries to produce
an innovative solution to a state, national, or
worldwide problem or issue.
Predict the impact on society of unethical use of
digital tools, based on research and working with
peers and experts in the field.
-49-
Content Area
Standard
Strand
By the end
of grade
P
2
4
8
12
Technology
F. Critical Thinking, Problem Solving, and Decision-Making
Content Statement
CPI #
Information accessed
through the use of digital
tools assists in generating
solutions and making
decisions.
8.1.P.F.1
Navigate the basic functions of a browser,
including how to open or close windows and
use the “back” key.
decisions.
decisions.
decisions.
decisions.
8.1.2.F.1
Use mapping tools to plan and choose alternate
routes to and from various locations.
8.1.4.F.1
Select and apply digital tools to collect,
organize, and analyze data that support a
scientific finding.
8.1.8.F.1
Use an electronic authoring tool in
collaboration with learners from other countries
to evaluate and summarize the perspectives of
other cultures about a current event or
contemporary figure.
Select and use specialized databases for
advanced research to solve real-world
problems.
Analyze the capabilities and limitations of
current and emerging technology resources and
assess their potential to address educational,
career, personal, and social needs.
8.1.12.F.1
8.1.12.F.2
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Content Area
Standard
Strand
By the end
of grade
2
4
8
12
Technology
8.2 Technology Education, Engineering, and Design: All students will develop
an understanding of the nature and impact of technology, engineering, technological
design, and the designed world, as they relate to the individual, global society, and
the environment.
A. Nature of Technology: Creativity and Innovation
Content Statement
CPI #
Technology products
and systems impact
every aspect of the
world in which we live.
8.2.2.A.1
Describe how technology products, systems, and
resources are useful at school, home, and work.
8.2.4.A.1
Investigate factors that influence the development
and function of technology products and systems.
Using a digital format, compare and contrast how
a technology product has changed over time due
to economic, political, and/or cultural influences.
Explain the impact of globalization on the
development of a technological system over time.
Technology products
and systems impact
every aspect of the
Technology products
and systems impact
every aspect of the
Technology products
and systems impact
every aspect of the
8.2.4.A.2
8.2.8.A.1
8.2.12.A.1
Design and create a technology product or system
that improves the quality of life and identify
trade-offs, risks, and benefits.
-51-
Content Area
Standard
Strand
By the end
of grade
2
Technology
8.2 Technology Education, Engineering, and Design: All students will
develop an understanding of the nature and impact of technology, engineering,
technological design, and the designed world, as they relate to the individual,
global society, and the environment.
B. Design: Critical Thinking, Problem Solving, and Decision-Making
Content Statement
The design process
is a systematic
approach to solving
problems.
The design process is
a systematic
approach to solving
problems.
CPI #
8.2.2.B.1
Brainstorm and devise a plan to repair a broken toy or
tool using the design process.
Investigate the influence of a specific technology on
the individual, family, community, and environment.
Develop a product using an online simulation that
explores the design process.
Design an alternative use for an existing product.
Explain the positive and negative effect of products
and systems on humans, other species, and the
environment.
Compare and contrast how technology transfer
happens within a technology, among technologies,
and among other fields of study.
Design and create a product that addresses a realworld problem using the design process and working
with specific criteria and constraints.
8.2.2.B.2
8.2.4.B.1
8.2.4.B.2
8.2.4.B.3
4
8.2.4.B4
a systematic
approach to solving
problems.
8.2.8.B.1
8.2.8.B.2
8
8.2.8.B.3
a systematic
approach to solving
problems.
8.2.12.B.1
8.2.12.B.2
12
8.2.12.B.3
Identify the design constraints and trade-offs involved
in designing a prototype (e.g., how the prototype
might fail and how it might be improved) by
completing a design problem and reporting results in a
multimedia presentation.
Solve a science-based design challenge and build a
prototype using science and math principles
throughout the design process.
Design and create a product that maximizes
conservation and sustainability of a scarce resource,
using the design process and entrepreneurial skills
throughout the design process.
Design and create a prototype for solving a global
problem, documenting how the proposed design
features affect the feasibility of the prototype through
the use of engineering, drawing, and other technical
methods of illustration.
Analyze the full costs, benefits, trade-offs, and risks
related to the use of technologies in a potential career
path.
-52-
Content Area
Standard
Strand
By the
end of
grade
2
4
Technology
develop an understanding of the nature and impact of technology,
engineering, technological design, and the designed world, as they relate to
the individual, global society, and the environment.
C. Technological Citizenship, Ethics, and Society
Content Statement
CPI #
Knowledge and understanding
of human, cultural, and societal
values are fundamental when
designing technology systems
and products in the global
society.
society.
8.2.2.C.1
Demonstrate how reusing a product affects
the local and global environment.
8.2.4.C.1
Explain the impact of disposing of
materials in a responsible way.
8.2.4.C.2
Explain the purpose of trademarks and the
impact of trademark infringement on
businesses.
Examine ethical considerations in the
development and production of a product
from its inception through production,
marketing, use, maintenance, and eventual
disposal by consumers.
Explain the need for patents and the process
of registering one.
8.2.4.C.3
8
society.
8.2.8.C.1
society.
8.2.12.C.1
8.2.8.C.2
8.2.12.C.2
12
8.2.12.C.3
Compare and contrast current and past
incidences of ethical and unethical use of
labor in the United States or another
country and present results in a media-rich
presentation.
Analyze the ethical impact of a product,
system, or environment, worldwide, and
report findings in a web-based publication
that elicits further comment and analysis.
Evaluate ethical considerations regarding
the sustainability of resources that are used
for the design, creation, and maintenance of
a chosen product.
Evaluate the positive and negative impacts
in a design by providing a digital overview
of a chosen product and suggest potential
modifications to address the negative
impacts.
-53-
Content Area
Standard
Technology
develop an understanding of the nature and impact of technology,
engineering, technological design, and the designed world, as they relate to
the individual, global society, and the environment.
D. Research and Information Fluency
Strand
By the end
of grade
2
4
8
12
Content Statement
CPI #
Information-literacy skills,
research, data analysis, and
prediction provide the basis
for the effective design of
technology systems.
technology systems.
technology systems.
technology systems.
8.2.2.D.1
Collect and post the results of a digital
classroom survey about a problem or issue
and use data to suggest solutions.
8.2.4.D.1
Analyze responses collected from
owners/users of a particular product and
suggest modifications in the design of the
product based on their responses.
8.2.8.D.1
Evaluate the role of ethics and bias on trend
analysis and prediction in the development of
a product that impacts communities in the
United States and/or other countries.
8.2.12.D.1
Reverse-engineer a product to assist in
designing a more eco-friendly version, using
an analysis of trends and data about
renewable and sustainable materials to guide
your work.
Glossary:
Basic technology terms for preschool: Examples digital camera, battery, screen, computer, Internet,
mouse, keyboard, and printer.
Controversial issue: For example, global warming, scarcity of water, alternative energy sources, election
campaigns.
Current and emerging technology resources: For example, cell phones, GPS, online communities using
wikis, blogs, vlogs, and/or Nings.
Data-collection technology: For example, probes, handheld devices, and geographic mapping systems.
Digital learning game: For example, Alice, Lively.
Developmentally appropriate: Students’ developmental levels prescribe the learning environment and
activities that are used.
Digital tools for grade 2: For example, computers, digital cameras, software..
Digital tools for grades 4, 8, and 12: For example, computers, digital cameras, probing devices, software,
cell phones, GPS, online communities, VOIP, and virtual conferences.
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Electronic authoring tools: Software that facilitates online book development (e.g., multimedia electronic
book).
Mapping tools: For example, Google earth, Yahoo maps, and Google maps.
Media-rich: Multiple forms of digital applications in one product (e.g., graphic design, word processing,
and spreadsheet).
Multimedia presentation: For example, movie, podcast, vlog.
Online discussion: UNICEF, Oracle, i-Earn, blogs, wikis.
Online learning community: For example, i-Earn, Ning, blogs, wikis, Second Life.
Operations and related applications: For example, saving a word processing file to a network drive,
printing a spreadsheet.
Reverse engineer: To isolate the components of a completed system.
Shared hosted services: For example, podcasts, videos, or vlogs.
Technologies: Medical, agricultural, and related biotechnologies, energy and power technologies,
information and communications technologies, transportation technologies, manufacturing technologies,
and construction technologies.
Virtual environments: For example, games, simulations, websites, blogs.
Web-based publication: For example, web pages, wikis, blogs, ezines.
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VI. FUNDING PLAN
A. Anticipated costs for 2010-2011 and projected funding for 2012-2013 of the
technologies to be acquired.
B. Indicate the federal, state, local and other sources of funds used to help
ensure that students have access to technology and ensure that educators are
prepared to integrate technology effectively into curricula and instruction
Funding Plan Table (2010-2011)
Three-Year Technology Plan Anticipated Funding Table
(2010-2011)
ITEM
FEDERAL
FUNDING
E-Rate,
ARRA
$0
STATE
FUNDING
LOCAL
FUNDING
MISC. (e.g.
Donations,
Grants)
$0
$5,000
$0
$0
$0
$1,000
$0
Technology
Equipment
$10,000
$0
$31,000
$0
Network
$10,000
$0
$85,000
$0
Capacity
$0
$0
$5,000
$0
Filtering
$0
$0
$5,000
$0
Software
$0
$0
$55,000
$2,000
Maintenance
$0
$0
$10,000
$0
Upgrades
$0
$0
$2,000
$0
Policy and Plans
$0
$0
$500
$0
Other services
$0
$0
$10,000
$0
Digital curricula
(see NIMAS in
the HELP section)
Print media
needed to achieve
goals
-56-
(2011-2013)
Funding Plan Table (2011-2013)
Three-Year Technology Plan Projected Funding Table
(2011-2013)
ITEM
FEDERAL
FUNDING
E-Rate,
ARRA
Digital curricula
(see NIMAS in the
HELP section)
Print media
needed to achieve
goals
STATE
FUNDING
LOCAL
FUNDING
MISC. (e.g.
Donations,
Grants)
$5,000
$1,000
Technology
Equipment
$10,000
$35,000
Network
$10,000
$90,000
Capacity
$5,000
Filtering
$5,000
Software
$60,000
Maintenance
$10,000
Upgrades
$2,000
Policy and Plans
$500
Other services
$10,000
-57-
C. Attached is a copy of the board approval for this technology plan (includes the budget for the first year
of this plan.)
-58-
D. A board approved budget for each successive year of this plan must be filed with
technology plan for e-rate auditing purposes.
CLIFFSIDE PARK BOARD OF EDUCATION
THREE YEAR TECHNOLOGY PLAN
ESTIMATED APPROPRIATIONS for 2011-12 and 2012-13
FOR THE FISCAL YEARS 2010/11 THROUGH 2012/13
APPROPRIATIONS
2010-11
2011-12
2012-13
STAFF DEVELOPMENT
$5,000
$5,000
$5,000
CONSULTANTS/REPAIRS
$20,000
$20,000
$20,000
PURCHASES
General Supplies
Software
$16,000
$16,000
$16,000
(Real Time, Aesop, Systems 3000,School Dude)
$55,000
$55,000
$55,000
Equipment
Computers
Printers
Servers
Switches
Hardware/Software Maintenance
$10,000
$5,000
$5,000
$1,000
$10,000
$10,000
$5,000
$5,000
$1,000
$10,000
$10,000
$5,000
$5,000
$1,000
$10,000
MONTHLY CHARGES
Library Jointure (BELS/BCCLS)
Internet
$21,357
$85,000
$21,998
$85,000
$22,658
$85,000
TOTAL THREE YEAR PLAN
$233,357
$233,998
234,658
LESS GRANT FUNDING
$
$
$
$233,357
$233,998
$234,658
AMOUNT TO BE FUNDED BY DISTRICT
-59-
E. Provide your technology plan’s creation date which, as defined by e-rate, is
the point when theses five elements are in your plan.
Those elements are:
 Goals and strategies for using telecommunications and information
technology;
 A professional development strategy;
 An assessment of telecommunications services, hardware, software
and other services needed;
 Budget resources; and
 An ongoing evaluation process
The Cliffside Park’s technology plan’s creation date is Tuesday, March 23, 2010.
VII. PROFESSIONAL DEVELOPMENT
A. Provide the name and title of the person responsible for coordinating the
professional development activities noted in this plan.
 Linda Ludwikowski, Library/Media Specialist, Professional Development
Coordinator
B. Describe the planned professional development activities for teachers,
administrators and school library media personnel.
1. How ongoing, sustained professional development for all
administrators will be provided to further the effective use of
technology in the classroom or library media center.
This professional development is offered to all administrators provided by district
technology coordinators and through Board supported outside providers.
2. How ongoing sustained professional development for all staff will be
provided to further the effective use of technology, models 21st century
skills and demonstrates global outreach and collaboration in the
classroom or library media center.
Staff Development

Staff Development Program - Areas of instruction include Internet access,
multimedia, word processing, spreadsheets, classroom applications, enrichment
and recreational applications and Windows XP operations.

Smartboard technology workshops available to all staff. Training throughout the
school year

Website design workshops
-60-

Implementation of on-line newsletters introduced to staff

Cliffside Park has partnered with Rutgers Center for Mathematics, Science and
Computer Education and New Directions for Excellence in Education to offer the
following workshops:
a. Netbook training
b. Strategies for Improvement in Math Classrooms
c. Math with Manipulatives
d. Test Prep for the HSPA – Math, Science, LAL and ESL
e. Questioning in the Classroom
f. Inferring in the Classroom
g. Reading Comprehension and Decoding
h. Balanced Literacy
i. Reading Workshop
j. Shared Reading
k. Word Walls/Word Study
l. Using Metacognitive Thinking Strategies to Teach Reading
m. How to Balance Skills and Strategies
n. The Value of Read Aloud and How to Cover Skills Through Read Aloud

Computer workshops during staff in-service days.
Staff is afforded the
opportunity of working with student software applications, learning operating
system commands, and familiarizing themselves with applications that are
applicable to their curriculums while exchanging ideas with other staff members.

Open lab periods prior to and after school provide the opportunity for teachers in
elementary schools to receive instruction in areas such as utilizing the Internet for
distance learning, the operation of the PC and running various student software
applications.

Three computer teachers in the elementary school, two technology coordinators,
and a media specialist located at the middle school and high school provide ongoing staff development activities to all professional staff on a daily basis.

Other resources available to all staff include: computer companies such as
Microsoft who provide technical support through the Internet, hotlines and
computer workshops.
-61-

Bergen County Technical School which serves as the Educational Technology
Training Center for our county.

Textbook manufacturers who provide computer training relevant to software
applications for their text materials.
Teacher proficiency in technology varies from beginner to intermediate to advanced
levels. All teachers have attended basic computer literacy workshops as part of our
professional development program. Most teachers demonstrate a sound understanding of
technology operations and concepts.
Approximately 1/3 of the staff is applying
technology enhanced instructional strategies into their learning environment. In
conjunctions with our technology goals and objectives we will continue to offer training
opportunities through professional development workshops as well as in-service
programs to assure our staff will enhance their technical skills and proficiencies.
3. The professional development opportunities and resources that exist for
technical staff.
The technical staff, (coordinators and technicians) have various opportunities for
professional development through training through independent provider workshops and
vendors supplying technology to the district.
4. How professional development is provided to all staff on the application
of assistive technologies to support all students in their learning.
The application of assistive technologies to support all students in their learning is
accomplished through professional development days or through the sharing of teacher
knowledge during staff meetings and grade level meetings scheduled throughout the
school year. The staff is trained in the use of assistive technology through the use of
consultants who provide workshops in the use of adaptive equipment. The Child Study
Team Director and Technology Coordinator also provide training throughout the year.
Staff members attend conferences, take courses and attend workshops outside of the
district and turn-key the information.
C. Based on educators’ proficiency and the identified needs for professional
development, describe only the ongoing, and sustained, high-quality
professional development opportunities planned for 2010-2011 as it relates to
the infusion of technology into the curricular process. Include a description of
-62-
in-class support such as coaching that is used to ensure effective use of
technology to improve learning. Also, include a description of the involvement
of all partners associated with professional development for the district.
By utilizing the results from the needs assessment survey identifying the
computer/technology ability of each staff member, our technology committee will create
workshops for teachers based on technology needs. These will be ability-level based.
These workshops will be conducted by District Technology Coordinator, or a staff
member who has been trained and has demonstrated proficiency in particular skills or
understanding of software programs. These workshops can/will take place during
common planning periods, before or after school, or during scheduled staff meetings.
Follow-up visits into the classroom to offer support and guidance on implementation or
follow-through will take place until mastery is demonstrated.
D. Project professional development activities that will continue to support
identified needs through 2013, including all partners.
Informal and formal professional development opportunities are on-going throughout the
year and will continue over the next three years. Teachers will continue to be given
released time to attend workshops in the district given by trained staff members. Time
will continue to be given during Professional Development days to provide for the
implementation of technology into the curriculum. Additional released time is being
recommended. Online training and support opportunities will continue to be provided.
Administrators will continue to support teacher attendance at conferences such as
NJECC. As new software and equipment are obtained teachers receive training on use
and implementation. Also we intend to provide teachers time to research software before
purchase to ensure that it meets 21st century standards.
-63-
VII. EVALUATION PLAN
Evaluation of this plan will occur on an annual basis. The following components will be
analyzed to determine achievement of goals and objectives.

Annual survey of technological resources available to support and non-support staff,
students, teachers and community members.

Needs assessments to determine the current status of hardware and software will be
completed by a sampling of all district personnel.

Evaluation of all distance learning activities by technology committee.

All PreK-12 staff will self-evaluate their classroom activities to determine if they
have achieved the development of life-long learning skills outlined in our curriculum
and the core curriculum content standards.

Technology coordinators will continually review emerging technologies as they apply
to curriculum and existing facilities and make recommendations accordingly.

Evaluation of new applicable educational research by the technology committee.
Other Items to Be Evaluated Annually
a. Electronic mail service, which provides:
1. Electronic mail for the central administrative office and all schools in the
district.
2. District-wide electronic mail communication with Internet email accounts.
b. Internet Information Services, which provide central administrative office and all
schools in the district with Internet and Intranet Web services.
c. File, application, and print services provided by all servers in local area networks.
d. Remote access connectivity to server and wide-area network, which permits
management of network services from remote locations.
e. Internet and Intranet website development and maintenance.
f. Mail service management.
g. Account and storage maintenance.
-64-
I. Version distributions--application and operating system upgrades or revisions.
j. Anti-virus maintenance.
k. Backup management and disaster recovery planning.
l. Electrical capacity as needed.
1. Integrating technology into curricula and instruction to promote 21st century
skills and global collaboration and outreach.
Teacher implementation of technology will include several of the following:

Administrator observations

Staff attendance at in-service workshops (in district and out-of-district)

Staff evaluation of in-service workshops

Plan book notations that reflect the use of technology and its infusion in the
curriculum

Additional evidence of teachers' infusion of technology into the curriculum as
mandated by the New Jersey Core Curriculum Standards

Yearly surveys to parents, staff and students
2. Enabling student to meet challenging state academic standards
 Study Island is an on-line tutorial and test preparation program that is utilized in
grades 4, 7, 8, and 11 in both Language Arts and Mathematics. Student scores are
recorded and assessed and provide information to drive instruction. The students
have access to Study Island throughout the summer months.

Students are taught the concepts and applications of technology as part of the core
curriculum, not in isolation. In the eighth grade, the students are assessed to meet
the NCLB goal of technological literacy by the end of eighth grade.
3. Developing life-long learning skills
To develop these skills for life-long learning, students are taught how to research
and assess information for relevance, accuracy, usefulness and bias. In the upper
grades students are taught to use both primary and secondary resources in their
various projects. Technology literacy skills are infused throughout the curriculum
thus providing both the opportunity to practice and apply these skills throughout
-65-
their academic year’s assigned and independent activities and projects. This leads
to independent life long learners who are able to pursue their own interests. They
are taught the importance of copyright and the consequences of copyright
infringement and strategies for avoiding plagiarism. They also learn the rules of
cyber etiquette, the importance of an Acceptable Use Policy, and Internet safety.
In developing these skills they are learning to become socially responsible
consumers and citizens in the information, technology enriched, society. Learning
these skills infused into the core content curriculum enables students to develop
higher level thinking skills and become better-informed decision makers,
important for life-long learning.
-66-
Appendix
i.
ii.
iii.
iv.
v.
vi.
vii.
Needs Assessment Survey
Results of the Needs Assessment Survey
E-rate application
Eighth grade technological literacy
Board Policy – Use of Technology
Board Policy – Cyber-Bullying
-67-

Technology Plan 2010-2013 - Cliffside Park School District

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