BERGENFIELD PUBLIC SCHOOL DISTRICT THREE-YEAR ......Background The Bergenfield Public School...

BERGENFIELD PUBLIC SCHOOL DISTRICT

THREE-YEAR TECHNOLOGY PLAN JULY 1, 2016 through JUNE 30, 2019

Table of Contents Table of Contents 2

Mission and Vision Statements 4 Mission Statement 4 Vision Statement 4

Background 5

Technology Plan Development and Review Committee 6

State Reporting and NJTRAx Technology Readiness Reports 7

Needs Assessment, Reflection, and Adjustments 8 School vs. District Needs Assessment, Reflection, and Adjustments 8 Needs Assessment, Reflection, and Adjustments Detail 9 Hardware and Optimal Network Needs Assessment, Reflection, and Adjustments Detail 11

Professional Development 12 District Wide Internal Professional Development 2016-17 14 District Wide External Professional Development 2016-17 16

Budget 21

Overarching Goals and Objectives of the Plan 22 Three-Year Implementation and Strategies Table 24

Appendices 28 Appendix A - NJTRAx Digital Learning Survey Results Appendix B - Staff Technology Survey Results Appendix C - Student Technology Survey

Mission and Vision Statements

Mission Statement The Technology Mission of the Bergenfield Public School District is to support the mission statement of the district through the use of technology stating and believing all students will be prepared for college and career readiness through 21st century learning. The district is committed to raising the levels of student thinking, problem-solving, and achievement through the implementation and application of evolving technologies. These technologies will be facilitated, through collaboration with highly trained and supported faculty, administration, and staff members to efficiently meet the challenges of the 21st century in a fiscally responsible way.

Vision Statement We believe that the use of technology within our learning community will develop responsible digital citizens in a global society. We will accomplish this vision by providing:

● Opportunities to develop critical thinking skills ● Inquiry-based learning opportunities ● An environment that promotes the respectful expression of personal opinions ● Students with greater access to informational technology

Background The Bergenfield Public School District engineered its first technology plan in 2001. It was that year that the district created the Technology Department to support the plan. The Bergenfield Board of Education has been supporting the district’s educational technology initiatives by providing the staffing and resources necessary to complete the goals and objectives of each technology plan. The initial plan that was developed in 2001 originally focused on basic networking, computers, and stand alone software to support instruction. Basic networking included wiring of schools and classrooms by volunteers at night and on weekends. Connections to the Internet were made via dial-up modem connections. The 2004 plan was focused on infrastructure. It was at this time that the district invested in its first Wide Area Network (WAN) and its first connection to the Internet. Wireless technology was in its infancy and was just starting to be introduced. The district was utilizing donated used computers from corporations and individuals as most of the budget was tied up in the infrastructure at this time. The next plan in 2007 then focused on improving the classroom connections to the Internet and also addressed the type of equipment needed to access the different resources. This included the purchase of many of the district’s initial servers that would be used to store data and run applications like a Student Information System. The Board invested in having each classroom in the district wired for the network and made sure the proper switches, routers, and firewall were in place. The plan in 2010 focused on anytime, anywhere computing. The Board invested in Interactive Whiteboards for every classroom in the district. These boards allowed teachers to project their classroom lessons and increase student engagement through the use of interactive lessons. The 2013 plan focused on mobile technology. That plan had the Board invest into installing wireless access points in every classroom in the district. It was also at this time that the district increased the number of wireless laptops and Chromebooks for student use in the classrooms. This type of infrastructure and equipment allowed for students to collaborate in real time on projects and lessons.

Technology Plan Development and Review Committee

Title Name

Superintendent of Schools Dr. Christopher M. Tully

Board President Dr. Joseph Amara

Assistant Superintendent of Curriculum Dr. Mary Anne DeVivio

Supervisor of Curriculum Development Tara Schneider

Principal William Fleming

Network Engineer John Blackowski

Special Assistant to the Superintendent Chris Langschultz

Media Specialist Gihan Mohamad

Teacher - District Christina Bezdjian

Teacher - Bergenfield High School Edward Steen

Teacher - Washington School Gregory Meluson

Teacher - Lincoln School Julia McDevitt

Teacher - Jefferson School Lauren Conti

Teacher - Roy W. Brown Middle School Maura Boeri

Teacher - Hoover School Nicole Bischoff

Teacher - Franklin School Sherry Manning

State Reporting and NJTRAx Technology Readiness Reports

The district fully participates in the New Jersey State’s data collection programs including NJSmart, NJTRAx PARCC Readiness survey and the NJTRAx Digital Learning survey. Attached in Appendix A is the final report from the NJTRAx Digital Learning survey for each of our seven schools. That survey was conducted during the 2016-17 school year. In analyzing the digital readiness report conducted in 2014-2015, the report reflects that the district met both the minimum and recommended requirements for digital readiness in the categories of technology, network, and device readiness. The district scored 100% in each category. These results show that the district is serious and committed to making sure our students have access and are prepared to access the digital resources that they are required to access. It also means the district is 100% ready for the administration of PARCC. The district has also made a strong commitment to timely and accurate reporting of data to the New Jersey Department of Education through NJSMART. The district has met all timelines and has been able to submit without error all data requests. This commitment complements all other efforts that depend on technology within the district.

Needs Assessment, Reflection, and Adjustments

School vs. District Needs Assessment, Reflection, and Adjustments

It is imperative to understand that the district’s focus on equity for all students, staff, and schools is an important decision factor where it pertains to technology integration, training, and deployment. A concerted effort has been made, and continues to be made, when it comes to individualization and standardization. With the exception of special trials and pilot programs, the district focuses on grade level implementations of hardware and software, keeping consistency of programs across all schools. It is for this reason that this technology plan does not individualize different schools, but aligns specific objectives to the grade level(s) to which they apply.

Grade Level School(s)

Grades K-5 Franklin School Hoover School Jefferson School Lincoln School Washington School

Grades 6-8 Roy W. Brown Middle School

Grades 9-12 Bergenfield High School

Needs Assessment, Reflection, and Adjustments Detail The technology needs assessments pertaining to educational technology revolve around the district’s technology goals and what is needed to fulfill them. Bergenfield continually collects data in multiple facets to help guide all technology-related decision making. This data helps determine the best practices for classroom integration and the need for professional development, hardware procurement, and determining the continuation of software investments as related to utilization. Additionally, the district is heavily involved in piloting various educational software applications to find the best resources available to maximize student learning. Towards the end of the 2015-16 school year, a survey was sent out to all staff to determine the usage levels of various software and solutions being utilized in classroom, familiarity of Google applications, use of blended learning, and comfort level with various professional development mediums. The summary of those survey results can be found in Appendix B. The district utilized these results to determine staff development offerings for the first days of school in the 2016-17 school year, as the district was making the transition from Microsoft Office solutions for e-mail and desktop productivity to G Suite for Education. The results also helped the district to target teachers to pilot Google Classroom in order to identify its strengths and weaknesses before making any future recommendations towards implementing it district-wide. Throughout the 2016-17 school year, the district also offered Google training sessions, through turnkey trainers, to interested individuals who wanted to learn more about specific Google apps. These focused training sessions delved deeper into key features of each app, helping teachers realize the tools at their disposal and empower them to apply what they’ve learned to their classroom. The use of staff and administrative questionnaires, meetings with district-level supervisors, the District Technology Committee, faculty meeting and School Improvement Panel feedback, and informal input from students and community members provided the following needs assessment in order to achieve the district’s technology goals:

● Reliable systems with minimal downtime are continually needed districtwide. ● All students and staff must have proper working equipment at all times in order to

ensure unfettered access to needed resources

● The continuation of staff training and inservice programs around technology integration are essential

● Consistent and expanded administrative use of technology in all forms of record keeping and communication is essential

● Student motivation for technology use remains high ● Increased awareness of topics in digital citizenship and cyber safety are needed

among both students and staff ● Site-based hardware and software support must be maintained, as the use of

technology is now an integral part of the educational process ● More STEM related courses/activities and those that integrate coding are needed

to meet the needs of 21st century learning These needs have been reflected in the goals and objectives developed by this Technology Plan. Future student, teacher, and administrative surveys and other data collection points will need to be conducted to assist the district in continually assessing the success of the district’s technology program and the students’ attitudes towards that use.

Hardware and Optimal Network Needs Assessment, Reflection, and Adjustments Detail

When it comes to equipment assessment, decisions are based on constituent feedback. As the district evaluates technology it often uses pilots and committees of staff and/or students to help ascertain the most effective equipment to deploy. To ensure a smooth and reliable experience, the Information Technology Department is always analyzing network traffic and end user experience to ensure that proper facilities exist (sufficient bandwidth and minimal network saturation). Using network analysis the district is able to monitor traffic reports, utilization reports and utilization trends to ensure that adequate resources exist to meet the district’s needs. As new equipment is added, changes are planned and executed on the backend support to ensure minimal impact on the users (both students’ and staff’s) experiences.

Professional Development Dr. Mary Anne DeVivio, Assistant Superintendent of Curriculum, is the individual responsible for coordinating the professional development activities noted in this plan. The district approves a Professional Development Plan annually, which is approved by the Executive County Superintendent of Schools. The Bergenfield Board of Education is committed to a differentiated approach to professional development delivery that may include study groups, job-embedded coaching, demonstrations, analysis of student work, mentoring, and academies that will meet the needs of more teachers. The district offers professional development opportunities during and after school hours, on weekends, during the summer, and through online self-paced professional development. These opportunities are developed through the analysis of both staff surveys and evaluation results. Future opportunities are informed by the effectiveness and relevancy of each topic through the analysis of formalized surveys conducted at the conclusion of every workshop and throughout the school year. Professional development hours are tracked electronically to satisfy monitoring and compliance needs. It is through our coordinated staff development program that the school district’s initiatives and objectives are achieved in the areas of curriculum development through utilization of the Understanding by Design (UbD) model, state standards alignment, academic accountability, teaching strategies, student management, individualized modifications for diverse learners, and technology integration.

1. Program Description a. The planned professional development activities for teachers,

administrators, and school library media personnel include: i. Professional development in technology consists of skills-based

training and course offerings which support teachers in the acquisition of specific, related skills in connecting to the telecommunications network, Smart Board and Internet which advises teachers of methods to incorporate classroom technology into realistic learning environments.

ii. Professional development in Renaissance software and Responders, Reports, SmartBoards, reading data reports, and web 2.0 and web 3.0. This will enable the shift from a teacher-centered to a learner-centered environment. SmartBoards will create the

possibility for increasing partnerships and new working relationships and opportunities among schools, school districts, colleges and the school district, and businesses and the school district.

iii. The success of technological/curricular integration is contingent upon the amount of professional development and support that the staff receives through these educational opportunities.

b. These sustained, high-quality professional development opportunities are designed for teachers, administrators, library media personnel and other support staff.

2. The topics of instruction include access to: educational technology in the various instructional areas and technology to effectively manage data and communication in the workplace. The written curriculum must include how technology is integrated. These various curricular areas will be updated using the the district’s online curriculum repository. Student outcomes in technology across the curriculum will be assessed using technology-driven, authentic assessments and departmental benchmark assessments.

3. Through participation in the district professional development program, teachers, administrators and support staff are expected to master the National Educational Technology Standards for teachers in order to:

a. Demonstrate a sound understanding of technology operations and concepts.

b. Plan and design effective learning environments and experiences supported by technology.

c. Implement curriculum plans that include methods and strategies for applying technology to maximize student learning,

d. Apply technology to facilitate a variety of effective assessments and evaluation strategies.

e. Use technology to enhance their productivity and professional practice. f. Understand the social, ethical, legal and human issues surrounding the

use of technology in PK – 12 schools and apply those principles in practice.

4. Technical staff utilizes resources from a variety of sources including, but not limited to: NJECC, NJPEP, Bergen ETTC, NJELITE, online sources and local colleges.

5. Professional development is provided to all staff on the application of assistive technologies to support all students in their academic pursuits. Professional development opportunities are provided through NJECC, NJPEP, the Bergen County Special Services Region V, the Bergenfield Special Education

Department, and online tutorials through our district website http://www.bergenfield.org/educationalresources/educationalresources.html.

District Wide Internal Professional Development 2016-17

Type of Workshop Presenter Dates Time(s)

Science

NGSS Science Joe Tanzola 6/23/2

016 N/A

Mathematics

Everyday Math Series Overview Carmen Archetto 7/6/20

16

8:30am-11

:30am

Mathematics

Everyday Math Series Overview Carmen Archetto 7/6/20

16

12:30pm-3

:30pm

ELA

Beginner Balanced Literacy Laura Wood & Nicki

McGrane

7/6/20

16

8:30am-11

:30am

Beginner Balanced Literacy Laura Wood & Nicki

McGrane

7/6/20

16

1:00pm-4:

00pm

Mathematics

Graphing Calculator Carmen Archetto 7/7/20

16

8:30am-11

:30am

Mathematics

Graphing Calculator Carmen Archetto 7/7/20

16

8:30am-11

:30am

ELA

Intermediate Balanced Literacy Laura Wood & Nicki

McGrane

7/7/20

16

8:30am-11

:30am

ELA

Intermediate Balanced Literacy Laura Wood & Nicki

McGrane

7/7/20

16

1:00pm-4:

00pm

ELA

Advanced Balanced Literacy Laura Wood & Nicki

McGrane

7/8/20

16

8:30am-11

:30am

ELA

Advanced Balanced Literacy Laura Wood & Nicki

McGrane

7/8/20

16

1:00pm-4:

00pm

Social Studies

DBQ Online Resources Molly Winter 7/11/2

016

8:30am-3:

30pm

Assessments

Using Study Island to Create Assessments Christina Bezdjian 7/12/2

016

9:00am-11

:00am

Technology

Google Gmail & Google Calendar Tara Schneider 7/19/2

016

9:00am-11

:00am

Technology

Google Drive & Google Docs Tara Schneider 7/19/2

016

1:00-3:00p

m

Technology

Google Forms Tara Schneider & Gihan

Mohamad

7/20/2

016

1:00-3:00p

m

Phonics/ELA

Max Scholar Phonics Christina Bezdjian & Kerri

Klein

7/25/2

016

AM

session

Max Scholar Phonics Christina Bezdjian & Kerri

Klein

7/25/2

016 PM session

Technology

Google Spreadsheets and Google Presentation Tara Schneider & Gihan

Mohamad

7/20/2

016

9:00am-11

:00am

ELA

Focusing on Reading Comprehension: The

Ultimate Goal of Literacy Instruction Joanne Mickolajczyk

8/1/20

16

8:30am-12

:30pm

ELA

Shared Inquiry Workshop Tara Schneider 8/2/20

16

8:30am-12

:30pm

Teaching Strategies

Mindset & Moves Tara Schneider 8/9/20

16

8:30am-3:

30pm

Technology Software

NBC Learn Overview Lindsay Luft, BHS Account

Rep.

8/11/2

016

8:30am-10

:30am

Reading Strategies/ELA

Guided Reading Workshop Tara Schneider 8/16/2

016

8:30am-3:

30pm

Technology

Google Gmail & Google Calendar Gihan Mohamad 8/23/2

016

9:00am-11

:00am

Technology

Google Drive & Google Docs Gihan Mohamad 8/23/2

016

1:00pm-3:

00pm

Technology

Google Forms Gihan Mohamad 8/24/2

016

1:00pm-3:

00pm

Technology

Google Spreadsheets and Google Presentation

(Slides)

Tara Schneider & Gihan

Mohamad

8/21/2

016

9:00am-11

:00am

Mathematics

Everyday Math Training Follow-Up Carmen Archetto 10/18/

2016

AM

session


2016 PM session

Mathematics


2016

AM

session


2016 PM session

Mathematics


2016

AM

session


2016 PM session

District Wide External Professional Development 2016-17 Name of Convention, Conference or Meeting Location Dates

July 2016-August 2016

Google Educator- Certification Boot Camp

Monroe Twp,

NJ 07/07-07/08

AP Summer Institute in English Language and

Literature

New

Brunswick, NJ 07/05-07/08

2016 Summer 'Art Ed Now' Online Conference Online 7/14

The Coaching Co-Op Summer Camp

Harrington

Park, NJ 7/20-7/22

AP Summer Institute for Computer Science

Principles Madison, NJ 08/01-08/05





Introduction to Coding for Elementary and Middle

School Teachers Blackwood, NJ 8/16

Introduction to Coding for Elementary and Middle

School Teachers Blackwood, NJ 8/16

Management: The Key to Every Successful

Classroom Union, NJ 8/18







Flipped Learning Online

Anytime 6-8 hours during

summer

Sep-2016

DLM/APA Training

Saddle Brook,

NJ 9/15

CMP3 Experienced Users PT, CBP, LBR

Pompton

Plains, NJ 9/22

Conquer Mathematics: CMP3 Experienced Users Fairfield, NJ 9/23

Literacy Coaches Consortium

Paramus, NJ

(various sites)

9/23,10/21,11/14,12/13,1

/13,2/13,3/14,5/19

Paramus Literacy Coaching Workshop Paramus, NJ

9/23,10/21,11/14,12/13,1

/13,2/13,3/14,5/20

I have PARCC Math Data, What can I do Now? Monroe,NJ 9/23

Handle with Care Crisis Prevention and

Intervention River Edge, NJ 9/26, 10/14





College Board Fall Counselor Workshop Paramus, NJ 9/27

Middle School Counselor/ Teacher Information

Session Hackensack, NJ 9/28

Oct-16

Rutgers School of Health Professions

Scotch Plains,

NJ 10/13

A Basic Guide to Intervention and Referral Services

Monroe Twp,

NJ 10/6

Art Education of NJ (AENJ) Fall Conference 2016

Long Branch,

NJ 10/10-10/11

Art Education of NJ (AENJ) Fall Conference 2017

Long Branch,

NJ 10/10

HEASAA Financial Aid De-mystified Lyndhurst, NJ 10/14

Conquer Mathematics Administrator/ Supervisor

Workshop

Pompton

Plains, NJ 10/13

Yearbook Cover Design Workshop

Mt. Arlington,

NJ 10/13

Annual Fall Meeting of the American Association

of Teachers of Spanish and Portuguese

New

Brunswick, NJ 10/15

The Tree of Addiction (ATOD)Prevention

Conference Teaneck, NJ 10/14

Middle States Visiting Team- Systems Visit

Port Jefferson

Station, NY 10/17-10/20

Speech and Theatre Assoc. of NJ Fall Conference Montclair, NJ 10/18

Conquer Mathematics, Looking for Pythagoras

Pompton

Plains, NJ 10/19

Legislative Breakfast for Mental Health

Washington

Twp, NJ 10/19

2016 FEA/ NJPSA/ Fall Conference

Long Branch,

NJ 10/21


Long Branch,

NJ 10/21


Long Branch,

NJ 10/20-10/21

The DIR/Floortime Approach

Hasbrouck Hts,

NJ 10/21

Geraldine R. Dodge Poetry Festival- Teacher Day Newark, NJ 10/20

Tourettes and Tics NYU Oradell, NJ 10/25

Visual Phonics Ewing, NJ 10/26-10/27

Visual Phonics Ewing, NJ 10/26-10/27

Google Tools for the Middle and HS Classrooms Paramus, NJ 10/26

2016 Albert NJ Regional AP Workshop Jackson, NJ 10/27

2017 Albert NJ Regional AP Workshop Jackson, NJ 10/27

Scratch Day: Interactive Stories, Art, Simulations,

and Games Piscataway, NJ 10/27

Scratch Day: Interactive Stories (CODING) Piscataway, NJ 10/27

FBA and Intervention Strategies for Elementary

Students w/ Behavior Problems Kinnelon, NJ 10/28

Conquer Math: Open-ended Gr. 6-8

Pompton

Plains, NJ 10/31

Conquer Mathematics

Pompton

Plains, NJ 10/27

AP Statistics College Board Workshop Verona, NJ 10/29

Nov-16

Anxiety Goes to School Oradell, NJ 11/2

American Orff-Schulwerk Association National

Conference 2016

Atlantic City,

NJ 11/2-11/5

Anxiety Goes to School- Lunch & Learn Oradell, NJ 11/2

Business Management & Administration CTE

Program Reapproval/ Tech Asst. Trenton, NJ 11/3

Project Advance Fall Forensic Science Seminar Woodbury, LI 11/3

Special Education Year 1- Expressions & Eq.

Pompton

Plains, NJ 11/7

AP Workshop NY, NY 11/8



College Board AP Workshop NY, NY 11/8

The School Nurse, Allergies, and Use of

Auto-Injectors Hackensack, NJ 11/15

Conquer Mathematics Administrator/ Supervisor

Workshop

Pompton

Plains, NJ 11/16

Positive Psychology Oradell, NJ 11/16

Conquer Mathematics, Growing,Growing, Growing

Pompton

Plains, NJ 11/15

Administrator/Supervisor Workshop

Pompton

Plains, NJ 11/16

New Jersey Association of School Librarians

(NJASL)

Long Branch,

NJ 11/17-11/19

Hands-on, Minds-on, NGSS into practice 7-12 Mahwah, NJ 11/17

Conquer Math- Differentiation-Number System

Pompton

Plains, NJ 11/17

Computer Aided Design with Tinker cad Piscataway, NJ 11/30

Dec-16

Conquer Mathematics -Ratios & Proportional Rel.

Pompton

Plains, NJ 12/5

Scratch Day! Interactive Stories and Games Piscataway, NJ 12/7

Flipped Learning Piscataway, NJ 12/7

Montclair State University Counselor Workshop Montclair, NJ 12/9

Montclair State University Counselor Workshop Montclair, NJ 12/9

Jan-17

(SE-Year 2) Statistics and Probability Fairfield, NJ 1/17

Conquer Math- CCSS- Y28 Geometry, Stat, Prob

Pompton

Plains, NJ 1/26

Conquer Math- Differentiation: Expression and

Equations

Pompton

Plains, NJ 1/25

Feb-17

Special Education Year 1- Geometry

Pompton

Plains, NJ 2/6

The New Google Forms: Digital Assessments &

Differential Learning Paramus, NJ 2/13

Art Ed Now- National Online Conference Online 2/18

Mar-17

Google Educator Certification Boot Camp Paramus, NJ 3/20-3/21

Budget The Board of Education fully supports educational technology purchases that meet the needs of the Mission and Vision Statements of this Technology Plan. The goals of the technology budget are to provide all district stakeholders with a reliable, highly available, and sustainable technology environment that supports the curricular and business processes of the district. The following guidelines are used to develop the annual technology budget:

● All purchases must be budgeted, include an educational rationale, and evaluation plan to judge the implementation success

● The procurement of equipment and software licenses are handled in a fiscally responsible approach

● The district maximizes the use of E-Rate, other grant funding, and cooperative purchasing opportunities

● The adequacy of the technical support staff and network infrastructure to support growing technology needs

All technology request proposals are made to the central office. The district anticipates budgeting for the following items over the next three years:

● Adding additional on-campus devices that will lead to a device-to-student ratio of one-to-one

● Renewal of annual maintenance and support plans ● Replacement of existing obsolete devices with sustainable equipment ● Increasing bandwidth based on needs ● Purchasing of software and devices that protect the district’s infrastructure and

equipment from cyber attacks ● Expand the current technology infrastructure to incorporate the High Availability

and disaster recovery of district data. The funding source of anticipated costs of technologies include the following:

● Local funds are used to help ensure that students have access to technology and ensure that teachers are prepared to integrate technology effectively into curricula and instruction.

● Federal and State funds are also provided through NCLB Titles I, II A, and III; and IDEA “B” and “PSH” as appropriate.

Overarching Goals and Objectives of the Plan The Bergenfield Public School District is responsible for the education of all children in our school system. To this end, the technology mission is: (a) all students and staff will have the knowledge and technology skills necessary to achieve the district’s goals to align with the New Jersey Student Learning Standards; and (b) to use appropriate technology-based resources to facilitate the performance of all scholastic and administrative tasks at the building, county, state, and global levels. In order to accomplish the technology mission of the district, the following goals have been established to insure our students’ success as they live, learn, and work in an everchanging information age.

1. Ensure that our teachers are prepared to teach 21st century learners and

prepare students to be digitally literate. 2. Expand community partnership opportunities and keep stakeholders informed of

instructional technology resources available to parents and students in school and at home.

3. Design and maintain physical and virtual learning spaces that is adaptable to the rapidly changing technology which also accommodates the different learning styles of our students.

4. Provide fiscal support to acquire and maintain technology solutions that support all of our technology goals and 21st century learning.

1. 21st century skills and digital citizenship

a. Digital/global citizenship b. Blended learning opportunities c. Digital curriculum infusion

i. Keyboarding/basic computing skills d. Following digital trends to plan for the future

i. Coding ii. Robotics iii. Students as Creators - Maker Spaces iv. STEM vs STEAM vs STREAM v. Cyber Ethics vi. CTE offerings vii. Gaming viii. Virtual Reality

ix. Artificial intelligence 2. Community partnerships/outreach using technology

a. Local vs Global b. Student e-mail (internal only) for HS/MS/5th Grade c. World Culture develops cultural understanding and global awareness by

engaging with learners of other cultures utilizing a digital platform d. Digitalization of parent internet/use of technology and photo release

permission forms e. Web redesign/App/Parentlink f. Inform parents of resources available to them and students at home g. Digital report cards h. Improving translation services i. Streaming video services j. Partnerships with other organizations (ie the public library)

3. Digital Learning Spaces a. Physical

i. Mobile furniture ii. Flexible Learning Classrooms iii. Desks/tables with charging stations

b. Virtual i. VR components - Google Cardboard ii. Virtual collaboration between schools/classrooms iii. Google Classroom

4. Hardware/Software/Network/Tech Support a. Virtual desktop solutions b. Bandwidth c. Hardware lifecycle (5 year replacement plans) d. Response time analysis e. Interactive Whiteboards f. Assistive Technology

i. Special needs 1. Furniture 2. Visual aid 3. Hearing aid 4. Physical aid 5. Speech aid

Three-Year Implementation and Strategies Table Goal 1 - Implementation and Strategies Table

Goal Benchmark Activity Person(s) Responsible

Grade Level Focus

16-17

17-18

18-19

1.1 Digital/global citizenship

Building Principals K-12 X X X

1.2 Blended learning opportunities

Curriculum Supervisors, Assistant Superintendent of Curriculum, Network Engineer

K-12 X X X

1.3 Digital curriculum infusion


K-12 X X X

1.4 Following digital trends to plan for the future


K-12 X X X

2.1 Local vs Global Curriculum Supervisors, Assistant Superintendent of Curriculum, Network Engineer

K-12 X X X

2.2 Student e-mail (internal only) for HS/MS/5th Grade

Building Principals, Assistant Superintendent of Curriculum, Network Engineer

X X

2.3 World Culture develops cultural understanding and global awareness by engaging with learners of other cultures utilizing a digital platform


K-5 X X X

2.4 Digitalization of parent internet/use of technology and photo release permission forms

Network Engineer, Manager of Computer Applications

K-12 X

2.5 Web redesign/App/Parentlink

Network Engineer, Technology Department

K-12 X X

2.6 Inform parents of resources available to them and students at home

Building Principals, Assistant Superintendent of Curriculum, Network Engineer

K-12 X X X

2.7 Digital report cards Building Principals, Assistant Superintendent of Curriculum, Network Engineer

K-12 X

2.8 Improving translation services


K-12 X X X

2.9 Streaming video services


K-12 X X X

2.10 Partnerships with other Curriculum K-12 X X X

organizations (ie the public library)

Supervisors, Assistant Superintendent of Curriculum, Network Engineer

3.1.1 Mobile furniture Building Principals K-12 X X X

3.1.2 Flexible Learning Classrooms

Building Principals, Director of Buildings and Grounds

K-12 X X X

3.1.3 Desks/tables with charging stations

Building Principals, Director of Buildings and Grounds

K-12 X X X

3.2.1 VR components - Google Cardboard


K-12 X

3.2.2 Virtual collaboration between schools/classrooms


K-12 X X X

3.2.3 Google Classroom Curriculum Supervisors, Assistant Superintendent of Curriculum, Network Engineer

K-12 X X X

4.1 Virtual desktop solutions


9-12 X X

4.2 Bandwidth Network Engineer K-12 X X X

4.3 Hardware lifecycle (5 year replacement plans)

Network Engineer, Business Administrator

K-12 X X X

4.4 Interactive Whiteboards

Network Engineer, Business Administrator

K-12 X X X

4.5 Assistive Technology Director of Special Education,, Assistant Superintendent of Curriculum, Network Engineer

K-12 X X X

Appendices

Appendix A - NJTRAx Digital Learning Survey Results The report at the following link display the results of the 2016-17 NJTRAx Digital Learning Survey that was conducted at each of our schools. The survey targeted students, parents/guardians, teachers, school administrators, IT Coordinators, and Educational Technology Coordinators. NJTRAx Digital Learning Survey Report https://drive.google.com/file/d/0Bxo2B1p8GEqObE9XVmVHYmhRbkU/view?usp=sharing

https://drive.google.com/file/d/0Bxo2B1p8GEqObE9XVmVHYmhRbkU/view?usp=sharing

https://drive.google.com/file/d/0Bxo2B1p8GEqObE9XVmVHYmhRbkU/view?usp=sharing

Appendix B - Staff Technology Survey Results The following pages are the results of the 2015-16 Staff Technology Survey that was used to assess knowledge of classroom technology use and to benchmark teacher familiarity with various Google apps.

Not comfortable 0 0%

Somewhat comfortable 15 12.9%

Very comfortable 101 87.1%

Not comfortable 22 19%



116 responsesView all responses Publish analytics

Summary

Word [How comfortable are you with using the following Microsoft products?]

Excel [How comfortable are you with using the following Microsoft products?]

PowerPoint [How comfortable are you with using the following Microsoft products?]

Edit this form

Not comfortable

Somewhat co…

Very comforta…

Not comfortable

Somewhat co…

Very comforta…

Not comfortable

Somewhat co…

Very comforta…

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Not comfortable 11 9.5%



Not important 1 0.9%

Somewhat important 18 15.5%

Very important 97 83.6%







Word [How important are these Microsoft products to your position?]

Excel [How important are these Microsoft products to your position?]

PowerPoint [How important are these Microsoft products to your position?]

Not important

Somewhat im…

Very important

Not important

Somewhat im…

Very important

Not important

Somewhat im…

Very important







None 11 9.5%

Seldom 15 12.9%

Often 32 27.6%

Constantly 58 50%

OneNote [How important are these Microsoft products to your position?]

Publisher [How important are these Microsoft products to your position?]

Word processing [How much of the following do you use in your classroomregularly?]

Presentation [How much of the following do you use in your classroom regularly?]

Not important

Somewhat im…

Very important

Not important

Somewhat im…

Very important

0 10 20 30 40 50

None

Seldom

Often

Constantly

None 13 11.2%

Seldom 16 13.8%

Often 39 33.6%

Constantly 48 41.4%

None 14 12.1%

Seldom 7 6%

Often 38 32.8%

Constantly 57 49.1%

None 10 8.6%

Seldom 32 27.6%

Often 50 43.1%

Constantly 24 20.7%

Questioning techniques [How much of the following do you use in your classroomregularly?]

Video presentation [How much of the following do you use in your classroomregularly?]

0 10 20 30 40

None

Seldom

Often

Constantly

0 10 20 30 40 50

None

Seldom

Often

Constantly

0 10 20 30 40

None

Seldom

Often

Constantly

0% 23 19.8%

25% 36 31%

50% 35 30.2%

75% 17 14.7%

100% 5 4.3%

Yes 97 83.6%

No 19 16.4%

None 4 4.1%

Limited experience 15 15.5%

Intermediate experience 40 41.2%

Advanced experience 38 39.2%

Google certified 0 0%

What percentage of your instructional time is blended learning

Have you ever used any Google applications?

Google Applications

Gmail [What level of experience do you have with each of the following Googleapplication?]

19.8%

14.7%30.2%

31%

16.4%

83.6%

0 10 20 30

None

Limited exper…

Intermediate…

Advanced ex…

Google certified

None 8 8.2%





None 6 6.2%


Intermediate experience 32 33%



Drive [What level of experience do you have with each of the following Googleapplication?]

Docs [What level of experience do you have with each of the following Googleapplication?]

Sheets [What level of experience do you have with each of the following Googleapplication?]

0 8 16 24 32

None

Limited exper…

Intermediate…

Advanced ex…

Google certified

0 8 16 24 32

None

Limited exper…

Intermediate…

Advanced ex…

Google certified

None 39 40.2%

Limited experience 31 32%




None 40 41.2%





None 37 38.1%


Slides [What level of experience do you have with each of the following Googleapplication?]

Forms [What level of experience do you have with each of the following Googleapplication?]

0 8 16 24 32

None

Limited exper…

Intermediate…

Advanced ex…

Google certified

0 10 20 30

None

Limited exper…

Intermediate…

Advanced ex…

Google certified

0 8 16 24 32

None

Limited exper…

Intermediate…

Advanced ex…

Google certified




None 31 32%





None 57 58.8%





Yes 15 15.5%

Sites [What level of experience do you have with each of the following Googleapplication?]

Hangouts [What level of experience do you have with each of the following Googleapplication?]

Have you ever used Google Classroom?

0 8 16 24 32

None

Limited exper…

Intermediate…

Advanced ex…

Google certified

0 10 20 30 40 50

None

Limited exper…

Intermediate…

Advanced ex…

Google certified

No 82 84.5%

Online video learning (selfpaced) 72 62.1%

Small group classroom learning 105 90.5%

Large group classroom learning 45 38.8%

Professional Development

What type(s) of professional development do you feel comfortable with? (Choose allthat may apply)

Number of daily responses

15.5%

84.5%

Online video l…

Small group cl…

Large group c…

0

15

30

45

60

Appendix C - Student Technology Survey The following pages are the results of the 2015-16 Student Technology Survey that was used to assess technology available in the students’ homes.

Row Labels

Sum of YES

Internet Access

Sum of NO ‐

Internet Access

Sum of

Cable/Broadband

Sum of Dial‐

Up Access

Sum of Cellular

Data Plan

Sum of

Desktop

Sum of

Laptop

Sum of

Tablet

Sum of Smart

Phone

Franklin 379 4 360 3 115 195 294 321 299

1 93 1 92 1 22 42 79 85 73

2 53 0 49 0 16 33 41 43 38

3 51 0 47 1 12 24 39 41 38

4 59 1 57 0 19 34 48 49 52

k 78 0 74 0 26 38 56 68 60

5 45 2 41 1 20 24 31 35 38

Hoover 177 13 168 3 49 89 121 123 133

1 27 1 26 1 7 12 20 19 22

2 38 4 36 1 11 21 24 30 31

3 31 5 31 0 6 19 21 23 24

4 31 1 29 1 10 16 21 19 21

k 19 2 17 0 6 4 14 10 13

5 31 0 29 0 9 17 21 22 22

Jefferson 220 2 204 5 62 119 162 179 172

1 41 0 36 0 12 20 33 31 31

2 26 2 26 0 3 12 20 22 17

3 26 0 23 2 9 14 21 24 20

4 37 0 37 1 7 25 25 29 27

k 40 0 36 0 20 20 25 35 34

5 50 0 46 2 11 28 38 38 43

Lincoln 179 3 167 4 56 78 136 139 146

1 20 3 18 0 6 5 16 15 19

2 35 0 32 1 14 15 29 28 29

3 26 0 25 0 3 16 20 19 19

4 34 0 33 1 9 14 29 27 29

k 21 0 20 0 9 11 15 18 16

(blank) 10 0 9 0 5 2 4 8 7

5 16 0 14 1 3 10 12 9 13

pre‐k 17 0 16 1 7 5 11 15 14

Washington 232 1 223 4 70 117 181 185 192

1 37 0 35 1 12 20 28 30 30

2 39 0 38 1 10 18 31 33 34

3 44 0 39 2 11 23 37 29 33

4 35 0 35 0 8 20 28 28 30

k 39 1 39 0 16 17 24 33 33

5 38 0 37 0 13 19 33 32 32

BHS 758 3 657 48 457 478 632 505 712

11 184 0 167 7 118 129 154 122 171

12 139 1 117 5 89 81 121 89 134

10 246 1 214 21 137 149 205 159 229

9 189 1 159 15 113 119 152 135 178

RWB 713 13 568 44 401 392 572 499 630

6 251 4 201 15 133 132 185 183 214

7 220 7 172 7 139 119 178 158 199

8 242 2 195 22 129 141 209 158 217

Grand Total 2658 39 2347 111 1210 1468 2098 1951 2284

BERGENFIELD PUBLIC SCHOOL DISTRICT THREE-YEAR ......Background The Bergenfield Public School...

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