Three-Year Local School District/ Charter School

Technology Plan

East Amwell Township School

July 1, 2007 through June 30, 2010

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County: Hunterdon                                                         County Code:  19               

District/Charter School or Affiliation:  East Amwell Township                                 

District Code:  1160                          

Grade Levels: Pre-School – Grade 8                                                            

Web Site:  www.eastamwell.org                                                                   

Date Technology Plan approved by school board or governing body ________________March 21, 2007______________________

Is the district compliant with the Children’s Internet Protection Act (CIPA)? (Y/N) Yes

Please indicate below the person to contact for questions regarding this technology plan:

Name: Christopher R. Colt                                                                              

Title:  Technology Coordinator                                                                         

E-mail:  crcolt@eastamwell.org                                                                        

Phone 908 782-6464 ext. 346                                                                                     

Signature:         CR Colt                                   Date:____3/22/07____________

 Superintendent/Lead Person Approval:

District Superintendent/Lead Person:(print) __Edward Stoloski__________

E-mail: estoloski@eastamwell.org                                                                                            

Phone 908 782-6464 ext. 212                                                                                                 

Signature: _____E. Stoloski____________________Date:__3/25/07______

County Coordinating Council Approval:

Lead Agent: (print) Chrys Harttraft                                           

Title: ___County Education Specialist_________________

E-mail: schools@co.hunterdon.nj.us                                         

Phone: 908 788-1414                                                             

Signature: __C. Harttraft_________Date:___4/10/07____      

Table of Contents:

I.                   Stakeholders: Page 3

II.                Executive Summary: Pages 4-5

III.             Technology Overview: Pages 6-19

IV.            Three Year Goals & Objectives: Pages 20-25

V.               Three Year Implementation Activity Tables (July 2007-2010): Pages 26-28

VI.            Funding Plan: Page 29

VII.         Professional Development: Pages 29-30

VIII.      Evaluation Pages 30-31

I. STAKEHOLDERS: Signatures On File (Hard Copy)

II. EXECUTIVE SUMMARY

Executive Summary

District Overview: 

East Amwell Township is located in southern Hunterdon County New Jersey and encompasses 27.9 square miles with 47 miles of roads, including Route 31-202 corridor.  The Township’s total population reported in the 2000 Census is 4,455 persons, living in approximately 1,210 housing units, approximately 675 farms, and 7 apartment buildings.  East Amwell is rural in character with the village of Ringoes as its primary population and business center.

The East Amwell Township School District has one elementary school for grades Pre-school to 8^th Grade housed in one school building serving approximately 500 students.  The District provides a full range of educational services appropriate to the Pre-school/Handicapped – 8^th Grade organizational structure with a total full time equivalent staff of 51.4 professional and 21 non-professionals.  Transportation services are provided by a private contractor.  Food Service is provided by an outside concern and district staff.

East Amwell Twp School is one of the five sending districts to Hunterdon Central Regional High School, New Jersey’s first Star School and a National Blue Ribbon School of Excellence, located in nearby Flemington.  Of the approximate 3000 grade 9-12 student body, East Amwell Township resident students total about 300.

In 1997 the community approved a $2.9 million Bond Referendum which enabled the district to construct a new science lab, new Media Center – Computer Lab,  music lab (vocal and instrumental) and a Technology / Synergistics Lab.  This new construction recovered 4 classrooms, an art room and extended the existing technology infrastructure.

The New Jersey Assessing Skills and Knowledge (NJASK4) was administered in March of 2005 with 91 % of 4^th graders scoring proficient or advanced category in reading and writing.  The Grade 8 Proficiency Assessment (GEPA) was administered in March of 2005 with 94 % of students scoring in the proficient or advanced in Language Arts Literacy and 81 % scored in the proficient or advanced category in Math.  94 % of the students scored in the proficient or advanced category in the area of Science.

Vision Statement: East Amwell Township School District is a safe, supportive community that recognizes all students as unique individuals and provides opportunities for academic, artistic, cultural, emotional, physical, social and character development in a diverse and ever-changing society.

Mission Statement:  East Amwell Township School District’s mission is to prepare each student to participate successfully in a rapidly changing and diverse world by: 1. focusing on the needs of each individual; 2. providing a challenging, balanced academic program which will enhance critical thinking and problem solving skills; and 3. creating opportunities which foster the development of social values, self-esteem, motivation, integrity and teamwork. 

Technology Vision Statement: In alignment with the overall mission of the district, East Amwell Township School district will promote excellence through the use of communication and information technologies to facilitate instruction and learning across the content areas.  EATS will be responsive to the changing skills and knowledge needed to become a productive citizen in the 21^st Century by: 1. developing curricula that incorporate technology in instruction, learning, and assessment; and  2. providing support of technology usage through infrastructure maintenance, technical support, security and professional capacity development.

The Planning Process:

The Technology Committee, established in 1994, enjoys the full cooperation and support of the school Administration and Board of Education.  The Committee, through Shared Decision Making, proposes annual goals for School Board adoption.  These goals include implementation of state approved technology plans; monitoring of staff technological competency; provide informational, instructional and education systems; software; provide ongoing staff development programs in technology and to develop fiscally sound budgets.

The Technology Committee is scheduled to meet bi-monthly during the school year and includes school board members, grade-level teachers, administration (superintendent, principal and curriculum coordinator), technical support personnel, community members and the Director of Technology.  The Committee acknowledges and thanks all who assisted and cooperated in the development and implementation of the 2007-2010 Technology Plan.

III. TECHNOLOGY OVERVIEW

1. Technology

1.  Provide an inventory of current technology networking and telecommunications equipment

Narrative

East Amwell Twp School’s network current operates on a fiber optic backbone with a category 5 connective infrastructure.  The network consists of two platforms running simultaneously meeting the technology needs of both students and staff members (Mac: Jaguar / OS 10+ servers) and administration (Windows 2003 / NT).  Both platforms are backed up nightly using a DAT 72 Digital Backup System.

The network currently sends information packets using 1 gigabit switch and multiple 100 mg switches. The school’s Media Distribution System (SAFARI / Video Streaming) as well as the digital phone and voice mail systems make use of their own delivery system.  The school’s email system and website storage capabilities are also housed in the dual platform server setup. Internet access is provided by a dedicated T-1 line with Net Carrier for ISP.

A sophisticated firewall, anti-SPAM and virus filtering system are currently in place using Symantic-Norton, 8e6 Filters and Firebox hardware.  These systems allow for filtering websites, unwanted email and virus protection for the Windows and Mac portions of the network. Electrical Upgrades, Battery Backup Systems (Power Chute Network Protection) Dedicated / Isolated Feeder Lines, Shielded Transformers, Sub-panels for easy access to computer ports and Cable (Patriot Media) Surge Protection Devices all are in place.

Instructional Technology focuses on three main areas: 1. The classroom; 2. Computer Lab; and 3. Technology / Language Arts Lab. 

1. Each classroom consists of one OS 10 teacher station with 2 to 6 student stations consisting of OS 7-8-9 iMacs.  A printer is also located in each classroom.  Currently there are 15 classrooms with sound systems and three classrooms with LCD projectors.  Outlets for the media distribution system are also found in each room (TV) and the ADIX Digital PBX Phone System. There are two classrooms with mini labs consisting of 6 eMacs each.

2. The Computer Lab consists of 26 OS 10 eMacs, LCD projector and sound system.  The lab also houses the digital camera technology (still / video), a mini broadcast studio (for morning announcements) and the network control room, website and email services.  The lab is situated in the Media Center giving higher access to students, staff and the community.  The Media Center maintained by an automated Library System called ALICE that operates off the NT Server using 7 PC computers.  The SAFARI system is also located in the Computer Lab where DVD, Laser Disc and VCRs are setup along with remote cameras and cable access (Pat Media) entry ports.

3. The Technology / Language Arts Lab is the center for the Middle School’s Synergistic program.  This 12 Module PC computer lab, running on the NT Server, instructs students in careers, aerodynamics, cooking, engine repair, bridge building and media production just to name a few.  A mini lab of 6 eMacs is also located in the room along with LCD projector, sound systems and a weather station.

School software is currently categorized into two areas: Instructional and Administrative.  Instructional software mirrors the Computer, Grade Level and Assistive Technology curriculums.  The Office Suite, Apple Works, Renaissance (Star Math, Star Reader, Math In A Flash and Accelerated Reader). Print Shop, Kid Pix, Type To Learn (2 levels), the iLife series (iTunes, iMovie, Garage Band), Riverdeep Software (The House Series) and Internet Based Programs (Study Island and educational websites) are being used in the classrooms and the lab.

The administrational software also makes use of the Office Suite, Internet Access, SIRS( Student Information Systems), the Info Fund - The Windows version of Info Fund, written specifically for New Jersey School Districts, is our school fund accounting package.  It is a general ledger module designed to keep track of our cash receipts, disbursements and encumbrances, and it produces the monthly Board Secretary Reports. QuickBooks Pro 2006 is the accounting package used to maintain a general ledger and monthly accounting reports for the Cafeteria and Student Activities accounts.  

2. Describe the technology inventory NEEDED TO IMPROVE student and academic achievement through 2010:

The Technology Inventory needed to improve student and academic achievement has been prioritized to best reflect the goals and objectives of the Technology Plan 2007-2010.  This inventory is proposed and subject to budgetary restraints, Technology Committee evaluation and unforeseen technology needs during the duration of this plan.

The first priority is upgrading the network’s infrastructure.  The current speed of the network has been evaluated and a recommendation of installing gigabit switches has been made.  Four to five gigabit switches are proposed to be installed in school year 2007-2008.  The benefit of this upgrade will assist the administration and staff alike with better operating performance for SIRS, EATS’ Internet bases Student Information System.  This upgrade will also increase the speed of the existing infrastructure allowing an elevated efficiency of time on task with technology in the classroom using the internet and network programming.  This infrastructure upgrade is essential for our second priority.

The second priority for the 2007-2010 Technology Plan is the addition of video streaming.  This new technology, will provide video streaming to the classrooms and public spaces within the school.  This technology has been the focus of the Technology Committee for the last year and half.  Extensive research with venders, staff surveys and in-services have laid the groundwork for this new technology to be used in the classrooms and work side by side with the core curriculum standards.  The video streaming is replacing the Hunterdon County video service, which in the past provided media content for classroom use.  This hard drive subscription video format will be housed in a new server and will not be Internet based.

The third priority is closely tied to the video streaming proposal.  Currently teacher stations have the capability of using video streaming.  This priority will expand video streaming capabilities by upgrading the student stations (2 to 3 per classroom).  This proposed priority is in two parts.  Part 1 calls for the purchase of 26 new computers to be distributed to replace the oldest iMacs (OS 7-8); and part 2 requests an additional 34 computers to upgrade all of the remaining iMacs (OS 9) with new computers.

The fourth priority is the integration of subscription internet programs and server based software with the core curriculum standards. 

Technology maintenance policy and plans:

1. A job specific maintenance plan, listing every aspect of technology is in place.  This plan is reviewed on a monthly basis is monitored, evaluated and put into action by the Director of Technology and Technology Coordinator.  Modifications, additions and job status are also part of this process.
2. Network: Printers, Mac and PC SY Service Contract: MTG
3. Software Installation and Repair SY Service Contract: MTG
4. SAFARI: M and S Communications / Patriot Media   Cable
5. Internet Access / T-1 Line: 3 year Service Contract: Net Carrier
6. Electric: Rowe Electric
7. Telecommunications: SY Service Contract: AV Business
8. Clocks: In house Tech Staff
9. Sound Systems: In house Tech Staff
10. Surveillance Cameras: In house Tech Staff
11. Student Information System: SY Service Contract: HCRH
12. Copiers: SY Service Contract: Xerox

3. Describe how the district integrates assistive technology devices into the network to accommodate student needs.

Assistive technology is any item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities of individuals with disabilities

Currently assistive technology is used in the pre-school program at EATS.  Adaptive keyboards and mouse are used to assistive special needs students use computers in the classroom.  Large track ball, Intellikeys adaptive keyboard, Language Masters, Tech Speak communication Board, Button activated recorders are some of the hardware used and Edmark Reading, Edmark House Series are software currently in use.

Students with special needs concerning their vision have LCD screens available to them instead of CRT screens for computer use.

4. Describe how the district’s website is accessible to all stakeholders (Federal Accessibility Standards)

The East Amwell Township School website is designed to be a forum for sharing school centered information.  This vehicle of communication between school staff members, students, families and the community delivers lunch menus, calendars, contact information, educational links and special events.  By providing this easy by design method of communicating, East Amwell School can better keep all stakeholders well informed about important activities and pertinent information.

The following Web Content Accessibility Guidelines will sustain the school’s website and provide direction during this Technology Plan:

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.

Although some people cannot use images, movies, sounds, applets, etc. directly, they may still use pages that include equivalent information to the visual or auditory content. The equivalent information must serve the same purpose as the visual or auditory content. Thus, a text equivalent for an image of an upward arrow that links to a table of contents could be "Go to table of contents". In some cases, an equivalent should also describe the appearance of visual content (e.g., for complex charts, billboards, or diagrams) or the sound of auditory content (e.g., for audio samples used in education).

This guideline emphasizes the importance of providing text equivalents of non-text content (images, pre-recorded audio, and video). The power of text equivalents lies in their capacity to be rendered in ways that are accessible to people from various disability groups using a variety of technologies. Text can be readily output to speech synthesizers and Braille displays, and can be presented visually (in a variety of sizes) on computer displays and paper. Synthesized speech is critical for individuals who are blind and for many people with the reading difficulties that often accompany cognitive disabilities, learning disabilities, and deafness. Braille is essential for individuals who are both deaf and blind, as well as many individuals whose only sensory disability is blindness. Text displayed visually benefits users who are deaf as well as the majority of Web users.

Providing non-text equivalents (e.g., pictures, videos, and pre-recorded audio) of text is also beneficial to some users, especially nonreaders or people who have difficulty reading. In movies or visual presentations, visual action such as body language or other visual cues may not be accompanied by enough audio information to convey the same information. Unless verbal descriptions of this visual information are provided, people who cannot see (or look at) the visual content will not be able to perceive it.

Guideline 2. Don't rely on color alone.

Ensure that text and graphics are understandable when viewed without color.

If color alone is used to convey information, people who cannot differentiate between certain colors and users with devices that have non-color or non-visual displays will not receive the information. When foreground and background colors are too close to the same hue, they may not provide sufficient contrast when viewed using monochrome displays or by people with different types of color deficits.

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.

Using markup improperly -- not according to specification -- hinders accessibility. Misusing markup for a presentation effect (e.g., using a table for layout or a header to change the font size) makes it difficult for users with specialized software to understand the organization of the page or to navigate through it. Furthermore, using presentation markup rather than structural markup to convey structure (e.g., constructing what looks like a table of data with an HTML PRE element) makes it difficult to render a page intelligibly to other devices (refer to the description of difference between content, structure, and presentation).

Content developers may be tempted to use (or misuse) constructs that achieve a desired formatting effect on older browsers. They must be aware that these practices cause accessibility problems and must consider whether the formatting effect is so critical as to warrant making the document inaccessible to some users.

Guideline 4. Clarify natural language usage

Use markup that facilitates pronunciation or interpretation of abbreviated or foreign text.

When content developers mark up natural language changes in a document, speech synthesizers and Braille devices can automatically switch to the new language, making the document more accessible to multilingual users. Content developers should identify the predominant natural language of a document's content (through markup or HTTP headers). Content developers should also provide expansions of abbreviations and acronyms.

In addition to helping assistive technologies, natural language markup allows search engines to find key words and identify documents in a desired language. Natural language markup also improves readability of the Web for all people, including those with learning disabilities, cognitive disabilities, or people who are deaf.

When abbreviations and natural language changes are not identified, they may be indecipherable when machine-spoken or brailed.

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.

Although content developers are encouraged to use new technologies that solve problems raised by existing technologies, they should know how to make their pages still work with older browsers and people who choose to turn off features.

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.

Some people with cognitive or visual disabilities are unable to read moving text quickly enough or at all. Movement can also cause such a distraction that the rest of the page becomes unreadable for people with cognitive disabilities. Screen readers are unable to read moving text. People with physical disabilities might not be able to move quickly or accurately enough to interact with moving objects.

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.

When an embedded object has its "own interface", the interface -- like the interface to the browser itself -- must be accessible. If the interface of the embedded object cannot be made accessible, an alternative accessible solution must be provided.

Guideline 9. Design for device-independence.

Use features that enable activation of page elements via a variety of input devices.

Device-independent access means that the user may interact with the user agent or document with a preferred input (or output) device -- mouse, keyboard, voice, head wand, or other. If, for example, a form control can only be activated with a mouse or other pointing device, someone who is using the page without sight, with voice input, or with a keyboard or who is using some other non-pointing input device will not be able to use the form.

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.

Grouping elements and providing contextual information about the relationships between elements can be useful for all users. Complex relationships between parts of a page may be difficult for people with cognitive disabilities and people with visual disabilities to interpret.

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.

Consistent page layout, recognizable graphics, and easy to understand language benefit all users. In particular, they help people with cognitive disabilities or who have difficulty reading. (However, ensure that images have text equivalents for people who are blind, have low vision, or for any user who cannot or has chosen not to view graphics.

Using clear and simple language promotes effective communication. Access to written information can be difficult for people who have cognitive or learning disabilities. Using clear and simple language also benefits people, whose first language differs from your own, including those people who communicate primarily in sign language.

Validation: Validate accessibility with automatic tools and human review. Automated methods are generally rapid and convenient but cannot identify all accessibility issues. Human review can help ensure clarity of language and ease of navigation.

5. Describe the plan for replacing obsolete computers-technology and include the criteria for obsolescence.

Through budgeted funds, grants and donations replacement of about 20 % per year of the current technology is anticipated.  As newer technology is deployed, older technology will be reallocated to lower demand areas, disposed of, or become part of the school’s home base computer lend project.  This project makes available older technology to families in the district that do not have a computer in their homes.

2. Cyber Safety

East Amwell Twp School using the following methods ensures Cyber Safety for students and staff members.  Along with the below listed hardware and software, annual assemblies and parent workshops are held to better inform all of the importance of Internet Safety.  Acceptable Use Policies are also in place for both students and staff members.

1. List the filtering methods used:

1.  Watch Guard Technologies: Fire Box X100: Firewall

2.      Live Security Dailey Update Subscription

3.      8e6 R3000: SPAM and Filtering Services

Dailey Updates with Yearly Subscription

2. Identify the Acceptable Use Policy (AUP) used for students and staff and includes a copy of the AUP with Technology Plan:

Student AUP:

ALL THE CHILDREN

ALL THE TIME

ALWAYS POSITIVE

INTERNET USER CONTRACT

I, _________________________________, understand the Internet Network Use Rules and Regulations as outlined in the “East Amwell Acceptable Use of Computer Network/Computers and Resources Policy and Regulation No. 2361 and No. R 2361” and will abide by those rules.  I also understand that any inappropriate conduct will be dealt with as deemed appropriate by the Board of Education or the administration and this may include, but is not restricted to, immediate revocation of Internet access rights, detention, or suspension.  The administrators of the network are not responsible for any misconduct or harm that I commit.  I am held fully responsible for all my actions.  In using this network, I promise to:

-          Be respectful of the rights, the ideas, the information, and the privacy of others.

-          Neither sends nor receives information that can be hurtful or harmful to others.  This includes information

By race, religion, ethnic origin, sex, and sexual orientation.  (I understand that this includes the sending or receiving of sexually explicit material.)

-          Neither receive or distribute unauthorized copies of copyrighted software.

Signature of Student ________________________________________________________    

Date __________________________

I, _______________________________, being the parent/guardian of the above student, have read and understand all the rules and regulations outlined in Regulation R 2361.

I understand that access to the Internet is designed for educational purposes.  However, I also recognize that it may be impossible for the Board to restrict access to all controversial materials, and I will not hold the Board responsible for any materials acquired on this network.  In addition, I understand that the Board does not assume responsibility for the accuracy or quality of information obtained through the Internet.

Further, I understand that the improper or inappropriate use of the Internet by my son/daughter may result in revocation of the privilege to access the network and the imposition of school discipline.  I accept all financial and legal liabilities, which may result from my son/daughter’s use of East Amwell Board of Education Internet connection.

I release the East Amwell Board of Education, its officers, employees, agents, servants and representatives, and all organizations and individuals related to the East Amwell Board of Education Internet connection from any liability or damages that may result from my son/daughter’s use of the Internet or any breach of this Agreement or the rules and regulations for use of the Internet by my son/daughter.

Signature of Parent/Guardian __________________________________________________

Date ________________________________ Adopted:   January 19, 2005

Staff AUP:

EAST AMWELL TOWNSHIP SCHOOL

RINGOES, NJ  08551

STAFF INTERNET USER CONTRACT

2006-2007 School Year

I, ___________________________________, understand the Internet Network Use Rules and Regulations as outlined in the “East Amwell Acceptable Use of Computer Network/Computers and Resources, Policy No. 2361 and Regulation R 2361”, and will abide by those rules.  I also understand that any inappropriate conduct will be dealt with as deemed inappropriate by the Board of Education or the Administration and this may include, but is not restricted to, immediate revocation of Internet access rights.  The administrators of the network are not responsible for any misconduct or harm that I commit.  I am held fully responsible for all my actions in using this network, I promise to:

-          Be respectful of the rights, the ideas, the information, and the privacy of others.

-          Neither sends nor receives information that can be hurtful or harmful to others. 

      This includes discrimination by race, religion, ethnic origin, sex, and

      sexual orientation.  (I understand that this includes the sending or

receiving of sexually explicit material).

-          Neither receives nor distributes unauthorized copies of copyrighted software.

Signature of User _______________________________________________

Date _________________________________

3. Explain how students are educated about online safety awareness.

Each student that uses the Internet is given a general history of the Internet, how it operates and what it is used for.  Students are instructed by using he school’s website as a safe first step.  As students learn to use the toolbars and the names of different internet functions, they surf to the Internet Safety Home page on the school’s website:

       (http://www.eastamwell.org/newwebsite/InternetSafetyPage.html)

On this link there are over 10 Internet Safety sites that students and their teacher explore.  Students are also reminded of the five prong Internet Safety process that is used at EATS:

1.   All students and staff sign an Internet Acceptable Use Policy form;

2. Students are not to use the Internet at school without a teacher supervising;
3. Students are to notify a teacher immediately if an inappropriate site comes on their computer;
4. Students are not to make any effort in trying to log on to inappropriate sites;
5. The school will have in place a filtering system recommended by the school’s network consultants and Internet Provider that will block all inappropriate sites and that will also update every 24 hours to block new websites that are not appropriate for students.

4. Provide information on how parental resources regarding online safety are made available to parents.

Parents are encouraged at all levels to be involved with their children when dealing    with the Internet.  The PTA, Education Foundation and Board of Education sponsor Internet Safety Nights for parents.  These safety nights feature local and state police providing presentations that help to educate parents about the Internet.  Parents are also made aware of the Internet Safety Links on the school website.

            C. Needs Assessment

Complete a needs assessment for educational technology in your school district or charter school.  Begin by determining current status.  Afterwards, determine the educational needs, prioritize the identified needs and establish necessary changes through goals and objectives.

a. After surveying the staff, the percentages listed below indicated which staff members use the listed indicator sometimes, often or always.

b. Based on the survey results the following is a summary of teacher and library media personnel proficiency in the use of technology:

Level of Use:

·        Technology is fully integrated into my instructional program. (7%)

·        I have integrated technology into specific instructional units/projects. (57%)

·        I use technology infrequently with students.    (36%)

·        I have not used technology at all in my instructional program (0%)

c. Determine the educational environment and barriers by describing how:

Staff members are assured access to technology to facilitate technology integration by individual eMac workstations in their classrooms, with internet, email and network access.

Students have access to technology in their learning environment through the computer lab as well as mini eMac labs located in three classrooms.  There are also three eMac / iMac computers in each classroom.

The needs of the staff are evaluated annually through the Staff Development Committee.

The needs of the students are evaluated through the use of portfolio assessment, period testing, verbal questioning and class participation with the appropriate grade per marking period placed on the report card.  The following is the grading system: K-5 E (excellent), S (satisfactory), N (needs improvement) and U (unsatisfactory); Grades 6-8 A, B, C, D, F.

Past professional development that addressed the staff and students’ needs for technology integration occurred during new staff member orientation held during the summer recess, one on one instruction on a weekly basis and technology workshops held during school sponsored in-service days.  For students, the Computer Club, which runs every day before school for one hour, supports and expands technology skills and abilities.

Past professional development for all administrators was provided to further the effective use of technology in the classroom or library media center. The technology coordinator provided ongoing, sustained professional development in 2006-2007 for administration members to further the effective use of technology in the classroom or library media center.  Topics discussed during these workshops given by the technology coordinator included the Office Suite, Outlook, desktop publishing, internet use, network software and the student information system.

Through the collaboration of the technology coordinator and MTG supports were given throughout the school year to help with hardware, software or other technical difficulties.

The following chart indicates the professional development needs and barriers related to using educational technology as part of instruction:

2. Based on the above needs, the needs of the district to improve academic achievement for all students through the integration of technology are:

Not enough or limited access to computer hardware.

Not enough computer software.

Lack of time in school schedule for projects involving technology.

Use of technology not integrated into curriculum documents

Lack of adequate technical support for technology projects.

Not enough teacher training opportunities for technology projects.

Lack of knowledge about ways to integrate technology to enhance curriculum.

3. The following is a list of prioritized needs:

Identify ways to incorporate technology into existing school projects.

Not enough or limited access to computer hardware.

Lack of knowledge about ways to integrate technology to enhance curriculum.

Not enough teacher training opportunities for technology projects.

Not enough computer software.

Lack of adequate technical support for technology projects.

Use of technology not integrated into curriculum documents

Copy of Staff Survey

2007 Anonymous Technology Usage/Proficiency Survey

Grade Span (Check One): ____ Elementary (Prek-4) ______ Middle (5-8)

Circle the number that best reflects your answer. (1- never; 2 – rarely; 3 – sometimes; 4 – often; 5 – always)

Level of Use: Which of the following statements best describes your use of technology in your instructional program?

q       Technology is fully integrated into my instructional program.

q       I have integrated technology into specific instructional units/projects.

q       I use technology infrequently with students.

q       I have not used technology at all in my instructional program.

Programs used within your classroom and satisfaction with those programs:

(1 – doesn’t meet needs; 2 – somewhat meets needs; 3 – satisfied; 4 – couldn’t live without it; NA – not applicable)

Barriers to the integration of Technology into your instructional program:

Please list any programs or technology projects you believe could be beneficial to you or your students:

We’re interested in your honest opinion about your experiences with technology.  Please comment:

IV. THREE-YEAR GOALS AND OBJECTIVES

1. History / 2. Review of Current Goals and Objectives

Goals 1 and 2:

1. Develop Technology and Informational Literacy Skills / 2. Foster Creativity, Encourage Logical Thinking, Motivate Students By Advocating and Providing Appropriate Technologies.

Reviewing both Goal 1 and 2:

East Amwell School has created an on going mechanism that continues to develop and sustain the development of Technology and Informational Skills for students and staff. The Computer and Applied Technology Curriculums provide blueprints for students to excel and succeed in the study of Technology.  The curriculums create the environment for students to receive direction, encouragement and motivation to obtain the skills needed to be prepared for both the high school technology program and the workplace.

Middle School students (grades 6-8) participate in an intense 13 week trimester that has Computer Class 4 days per week.  During this technology course students develop and obtain skills in the use of MS Office Suite (Word / Excel and PowerPoint), Internet Research/Search and Safety, Desktop Publishing and Keyboarding.  7^th and 8^th grade students also participate in the Technology/Language Arts program that blends the development of language arts skills with a module based technology program called Synergistics.  This two year course develops the practical use of technology (flight, baking, careers, iMovies, and Podcasting to name a few) with creative writing and reading.

Elementary students (grades pre-school handicapped – 5^th) meet in the Computer lab once a week for 40 minutes.  Students are instructed in keyboarding skills, the philosophy of Technology, Internet Use and Safety, word processing (essay writing) and Desktop Publishing. Classes also reserve the lab when it is not scheduled for class for special projects.  The lab also has 5 to 6 extra computers that are used every class by students sent for extra research or projects.  Classrooms also have three computers for students and teachers to use as needed.

After review of goals one and two it is concluded that they have been met.

Goal 3: Prepare Educators as Learning Facilitators / Provide Professional Development Opportunities

Review of Goal 3

East Amwell School is dedicated to providing appropriate technology for staff members to use in their classroom curriculums.  On-line Student Information Systems and Grading programs assist teachers in the classroom, while high speed internet and email access open their classrooms to a world of knowledge and resources.  Upgraded network servers, gigabit switches, OS 10 workstations, copiers/printers, voice mail, in room telecommunication, LCD Projects, sound enhancement equipment, digital photography and video devices, and school wide video transmission system all contribute to placing current technology into the hands of educators.

Available technology in the classroom workshops, conventions and in house one on one sessions are currently being used by the staff at East Amwell School.  Under the guidance of the Director of Technology and Staff Development Coordinator timely educational opportunities are frequently made available to all staff.  Staff internships are also made use of during the summer months with local school for staff to gain knowledge in technology.

After review of goal three, it is concluded that it has been met.

Goal 4: Provide facilities and Support for Students and Staff

Review of Goal 4

The providing of state of the art technological facilities is key to the success of East Amwell School’s current Technology Plan.  Network connectivity, cabling, servers, switches and backup protocols are the cornerstone to the providing of the technological tools needed for the staff to be successful in completion of classroom curriculum.

On-site support, combined with contracted professional services, provide long term planned maintenance as well daily trouble shooting and repair for the technology infrastructure at EATS.  Network, hardware, software, telecommunication, copier/printer, clocks, sound systems and broadcasting are all supported to provide optimum up time for classroom use.

After review of goal four, it is concluded that it has been met.

Goal 5: Monitor and Review Current technology Plan As Necessary

Review of Goal 5:

Through the quarterly meeting of the Technology Committee the Technology Plan is reviewed, to reflect actual upgrades and redirection.  The Committee is made up of administration, service providers, teachers and community members who monitor the progress of the school’s technology and its course of development. 

As repairs and hardware/software upgrades take place, the Committee revises the technology Plan with notes and addendums that reflect the actual state of technology in the school.

After review of goal five, it is concluded that it has been met.

Review of Objective 1 and 2

1. Students will acquire information technology Literacy skills; 2. Students regardless of gender, race, national origin, special need and religious affiliation have equitable access to educational technology.

The Action Plan and Major Activities have laid out strategies that have been on target for the life of the current plan.  The replacement schedule has been kept. The computer classes for the Elementary School have been sustained while adding a pre-school - handicapped class and the Trimester program for the Middle School students has been hailed a success by HCRHS.  Family Tools and Technology for 4^th grade families has also been a success during this Technology Plan.

Review of Objective 3

3. Resources, Services, and Activities are coordinated and shared with projects funded by Federal, state, and local sources.

The Action Plan and Major Activities reflect the ongoing use of E-Rate funds in funding telecommunications. The Education Foundation, PTA and misc. grants received by staff members enhance technology in the classrooms and labs.

Review of Objective 4

4. Innovative strategies are supported and developed for use in the instructional classroom.

The Action Plan and Major Activities reflect the ongoing upgrading and replacement of hardware and software as needed / SAFARI / Technology Lab (PC, Synergistic Modules), mini eMac Labs (Tech Lab / Language Arts room).  This objective has been met and sustained.

Review of Objective 5 and 6

5. Effective use of Technology will promote parental involvement and increase communication with parents. 6. Programs will be developed for Adult Literacy.

The Action Plan and Major Activities reflect the ongoing development of Computer and Applied Technology Curriculums as well as the development of an informative website designed to communicate with students, teachers and families.  Family email has also been instituted to increase a paperless method of communications to all involved in the education process.  Through the Education Foundation and PTA programs and classes have been set up to deliver informative technology education to the community.

3. Describe any unexpected outcomes or benefits specifically linked to the educational technology in place.

a. Enjoyed flexibility with new technology ideas and concepts

• iLife Software for Macs
• Internet Subscription Software
• Smart Classroom
  • Sound Systems: 15 classrooms
  • LCD Projectors: 4 classrooms
• Media Distribution System
  • Morning Announcements
  • Classroom Video and Cable Connection

b. Operating System Coordination

• Mac OS 7-9 on Student Station Macs vs. OS 10 Teacher Stations Macs
• Windows NT vs. Windows 2000 (Server)
• Windows Professional Edition vs. Windows XP
• Software Updates and Licensing with new operating systems

c. Increased staff awareness about technology and asking for more technology options

• Training on software and new hardware
• Assistive Technologies
• iLife Software
  • Garage Band
  • iMovie
  • Pod casting
• Internet use in developing lesson plans and student activity stations

A. Goals and Objectives for 2007-2010

Goal 1: Students will attain the educational technology and information literacy skills that will assist them in achieving the Core Curriculum Content Standards and to succeed in the workplace of the 21st century.

Suggested benchmarks for Goal 1:

1.1           Educational technology will be infused into the district’s curriculum and

Instructional activities.

1.2           The district will adopt curricula that include information literacy and educational

technology standards aligned with the Core Curriculum Content Standards and accepted

national standards.

1.3           All students will demonstrate proficiency in using educational technology and

 information literacy skills to enhance learning, increase productivity and promote creativity.

1.4           All students will have equitable and easy access to effective and engaging software,  and online resources for content delivery as an integral part of every school curriculum. Content materials will meet universal design standards to assure access for students with disabilities.

1.5           All students will have equitable and easy access to the Internet and other distance learning technology to obtain information and resources from remote locations to collaborate, publish and interact with peers, experts and other audiences.

1.6           All students will use technology tools and applications for solving problems, making informed decisions, and participating in authentic, project-based learning.

1.7           All students will act responsibly and ethically when obtaining and using onsite and online information resources.

Goal 2: Students, teachers and administrators will have access to educational technology in all learning environments, including classrooms, media centers, schools, and other educational settings.

Suggested benchmarks for Goal 3:

2.1           All students and educators will have regular and equitable access to technology

equipment. This includes access to technologies with universal design features or other design modifications that assure access for students with educational disabilities.

2.2           The district will strive to a ratio of seven students or less to one multimedia computer in all instructional classrooms, with each of these classroom computers connected to the Internet.

2.3           The school and classrooms will continue to be connected to broadband, high-speed voice, video and data networks in all learning environments.

2.4           The district will maintain its Local Area Networks (a system or network of interconnected computers within a school building

2.5           The district and schools will have high-quality, highly informative, user-friendly Web sites.

2.6           All educators will have easy access to technical support that is necessary to maintain operating technology equipment

2.7           The district will establish relationships with appropriate partners, including, but not limited to, other public agencies and entities, education institutions, community-based

organizations and private corporations to increase opportunities for sustained technology access and broad, collaborative learning environments.

2.8       The district will identify and support the needs of students who do not have access to technology in their homes to enable them to continue their learning.

2.9       The district will adopt an Acceptable Use Policy and other means to ensure that all students, teachers and administrators are able to use technology systems, online resources and software in a safe, ethical and secure manner.

Goal 3: Educators will attain the skills and knowledge necessary to effectively use educational technology to assist students to achieve the Core Curriculum Content Standards.

Suggested benchmarks for Goal 2:

3.1           All educators will participate in high-quality professional development activities and attain, at a minimum, intermediate proficiency levels in utilizing educational technology to enhance student achievement.

3.2           All supervision and evaluation practices will address the effective use of educational  technology for student achievement of the Core Curriculum Content Standards.

3.3           All educators will use technology tools and applications that provide opportunities for authentic, student-centered, project-based learning.

3.4           All educators will have access to e-mail and other interactive tools to communicate with parents, students and other educators.

3.5           All educators will act responsibly and ethically when obtaining and using onsite and online information resources.

3.6           The district will have technology leaders for educators that offer timely, onsite guidance and modeling to enhance teacher and administrator proficiency in using and managing technology-based resources.

Goal 4: The district will establish and maintain the technology infrastructure necessary for students and educators to access electronic information

and to communicate freely via technology.

Suggested benchmarks for Goal 4:

4.1           The district will obtain and maintain broadband, high-speed networks and reliable

Internet access that enables students and educators to support their curricula activities.

4.2           The district will evaluate the equipment necessary to provide distance learning opportunities when and where it is needed in the school.

4.3           The district will maintain quality hardware/software with adequate capacity and capability to support successful learning in classrooms, media centers and throughout the

learning environment, as funding priorities allow.

Goal 5: The district will establish and maintain a detailed process for meeting the NCLB requirement that all students be technologically literate by the end of grade eight.

Suggested benchmarks for Goal 5

5.1: Technology and Curriculum Committees will evaluate current technology based curriculum both in the Computer Lab and Classroom by grade level.

5.2: A base mark will be established that defines the district’s technology literacy goals for 8^th graders.

5.3: A rubric will be developed to guide the technology literacy process.

5.4: Classroom Teachers will work along side technology instructors to direct and evaluate the literacy process.

V. THREE-YEAR IMPLEMENTATION ACTIVITY TABLES

(July 2007 – June 2010)

Three Year Implementation Strategies / Activity Tables

Goal 1: Students will attain the educational technology and information literacy skills that will assist them in achieving the Core Curriculum Content Standards and to succeed in the workplace of the 21st century.

Objective 1: Students will acquire information technology literacy skills.

Goal 2: Students, teachers and administrators will have access to educational technology in all learning environments, including classrooms, media centers, schools, and other educational settings.

Objective 2: Innovated strategies developed and implemented for use in the instructional classroom

Goal 3: Educators will attain the skills and knowledge necessary to effectively use educational technology to assist students to achieve the Core Curriculum Content Standards.

Objective 3: Training, resources, evaluation by administration as provided by district / state / federal / local funding

Goal 4: The district will establish and maintain the technology infrastructure necessary for students and educators to access electronic information and to communicate freely via technology.

Objective 4: Upgrade and replacement schedule reflecting long range plan for maintaining technology as current.

Goal 5: The district will establish and maintain a detailed process for meeting the NCLB requirement that all students be technologically literate by the end of grade eight.

Objective 5: Develop and evaluate process / rubric for 8^th grade literacy program.

VI. FUNDING PLAN (July 2007 – June 2008)

A. The 2007 – 2008 Budget includes funding for the following: Local Funding

1. Video streaming

2. Upgrading gigabit switches throughout schools fiber backbone is $13,000.

3. Continuation of upgrading classrooms with OS 10 technologies is  $26,000.     

B. The budget for 2008-2009 and 2009-2010 will be based on continued evaluation of the Technology Plan, Technology Committee’s need assessment and funds available.

C. Attach a copy of the board approval for this technology plan.  Be sure it includes the budget for the first year of this plan.

VII. PROFESSIONAL DEVELOPMENT

Provide the name and title of the person responsible for coordinating the professional development activities noted in this plan.

1. Jacqueline Royer, Curriculum Coordinator
2. Christopher Colt, Technology Coordinator

Describe the planned professional development activities for teachers, administrators, and school library media personnel that include:

1. Teachers and library media personnel have access to educational technology in their classrooms and library as well as in the computer lab.  Each classroom has a minimum of 3 computers for student use.  The classrooms and library also have a teacher station that the teacher is able to project to a television monitor to enhance instruction.
2. Administrators have access to a personal computer in each office.  This computer is networked to all of the office networks.
3. Administrators are attending professional development opportunities to help guide the effective use of technology in the classrooms and media center. The principal along with two other teachers recently attended a technology expo to keep current with technology innovations.
4. Teachers and library personnel will be given the opportunity to attend workshops that are geared to their learning needs.  These workshops will take place after school and during the school day throughout the school year to help enhance desired areas of learning.
5. Teachers and library personnel will have the opportunity to use in-house tutorials, one on one instruction sessions given by the Technology Department faculty.  Yearly updates and refresher sessions will be offered to Teachers and library personnel as needed.
6. Professional development is provided to all staff members on how to use assistive technologies by on staff special needs teacher who is the primary instructor for students using assistive technologies.

After careful evaluation of the Needs Assessment Survey sent to all staff members, the following plan has been developed:  The Professional Development Team will create a Checklist of Technology Based Criteria that will pin point the specific area in technology that needs to be enhanced.  The teachers will be given the opportunity to attend after school and during school trainings that will help develop their areas of weakness.

Small Group sessions will be developed and offered to staff members as a vehicle to improve technology skills and abilities. These sessions will focus on how to incorporate technology into the classroom as well as utilizing the technology instructor to help integrate cross curriculum projects.  New staff members will have technology training infused into their school-wide orientation sessions.  This comprehensive plan has been developed by the Professional Development Team that blends technology with the current professional development goals.

Funding for professional development (workshops: in-services on site / off site) is provided by the Board of Education in the annual school year budget.

Professional development activities that will be supported through the 2010 school year include the continuation of the above-mentioned goals along with encouraging teachers to incorporate more technology usage through out the year. Through Unit Leader Coordination, staff members will be encouraged to include technology goals in their yearly PIPs.  At the monthly Unit Leader Meetings updated material will be provided by the Professional Development Team to assist in the monitoring and evaluation of improved technology skills and abilities.

VIII. EVALUATION PLAN

On going evaluation of the Technology Plan will be performed on three levels. 

1.      Student Evaluation

2.      Staff Evaluation

3.      Technology Committee Evaluation

Technology as a critical educational tool is infused throughout the respective curriculum.  Student evaluations, therefore, are performed routinely by the classroom and technology teachers.

Technology, as a Professional Goal, is fundamental for the further development of skills and abilities for staff members in the classroom.  Through administrative observations and self critiquing surveys the levels of technology use in the classroom will be evaluated.

The District Technology Committee will oversee and evaluate the progress of the overall 2007-2010 Plan. Technology Committee meetings and the on-going evaluation of the plan and steps implemented to improve the progress of the plan, will be documented for monitoring purposes.

Assessment / Evaluation will include:

1. Review of progress towards stated goals at the Technology Committee bi-monthly meetings
2. Annual review of the District Technology Plan with Action Plans developed to address revised goals and objectives.
3. Regular discussion at Unit Leader meetings and reports to the Technology Committee by respective Unit Leaders

Cougars ROAR! R-Respect O-Others, A-Accept R-Responsibility!!

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