Long-Range Educational Technology Plan Checklist July 1 ... · Long-Range Educational Technology...

Long-Range Educational Technology Plan Checklist July 1, 2014 to June 30, 2017

County Hudson

County Code 17

District Secaucus

District Code 4730

Grade Levels Pre-K – 12

Website http://www.sboe.us

Date Technology Plan approved by school board: ____June 12, 2014______________

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

Secaucus Public School District 1 Long-Range Technology Plan


New Jersey Department of Education

District/Nonpublic School/ Charter School Three-Year Educational Technology Plan Checklist

DIRECTIONS: Place a check in the unshaded COMPLETED column when the TASK has been completed.

Completed

TASK Req’d by

E-Rate

Not

req’d

E-Rate

DATE:

Provide your educational technology plan’s creation date (the date when the technology

plan first contained all of the required elements in sufficient detail to support the products

and services requested on the Form 470).

(http://www.usac.org/sl/applicants/step01/default.aspx)

Tech Plan creation date: _May 8, 2014___________________

X

DIRECTIONS: Answers to questions regarding e-rate compliance:

http://www.usac.org/_res/documents/sl/pdf/handouts/TechPlan_QuestionstoConsider.pdf

Address the numbered items below in a separate District/Nonpublic School/Charter School educational

technology plan document.

Indicate in the PAGE # column, the page number where the corresponding information is found.

For purposes of this document, “educators” are defined as school staff who teach children, including librarians

and media specialists.

Sample table templates are provided (see links embedded in this document) to assist in the development of the

educational technology plan. Please use these table templates unless information is already in a digital form.

Indicate in the

unshaded spaces the

page number where

the corresponding

information is found

Req’d by E-Rate Not

req’d

by E-

Rate

TECHNOLOGY INVENTORY: 1. Describe the technology inventory needed to improve student academic

achievement in the 2013-2014 school year that informs the basis for the Form

470. Include in the description the internal connections and basic maintenance

for 12 months of the e-rate funded year, such as the following areas:

a) Technology equipment including assistive technologies

b) Networking capacity

c) Filtering method

d) Software used for curricular support and filtering

e) Technology maintenance and support

f) Telecommunications equipment and services

g) Other services

NOTE: If this plan is intended to be used for three years of E-Rate funding, provide

anticipated inventory information for all three years. See Inventory Sample Table.

Definitions of items eligible for e-rate discounts:

6-11

http://www.usac.org/sl/applicants/step01/default.aspx

http://www.usac.org/_res/documents/sl/pdf/handouts/TechPlan_QuestionstoConsider.pdf


http://www.usac.org/sl/applicants/beforeyoubegin/eligible-services/default.aspx

NEEDS ASSESSMENT: 2. Describe the needs assessment process that was used to identify the necessary

telecommunication services, hardware, software, and other services to improve

education.

12-14

Indicate in the

unshaded spaces the

page number where

the corresponding

information is found

Req’d by E-Rate Not

req’d

by E-

Rate

THREE-YEAR GOALS: 3. List clear goals for 2013-2016 that address district needs. There must be

strong connections between the proposed physical infrastructure (bandwidth, cabling,

electrical systems, networks) and goals. Include goals for using telecommunications

and technology that support 21st century learning communities.

E-Rate requirements: www.ecfr.gov

14

THREE-YEAR IMPLEMENTATION AND STRATEGIES TABLE: 4. Describe the realistic implementation strategies to improve education. Include

in the description the timeline, person responsible and documentation (or evidence) that

will prove the activity occurred. Address only ‘a’ and ‘b’ below to meet e-rate

requirements. Address all areas below to continue planning for a technology-rich

learning environment.

a. telecommunications,

b. information technology,

c. educational technology (including assistive technologies), and

d. student technology readiness in preparation for online testing in 2014-2015.

15-17

PROFESSIONAL DEVELOPMENT STRATEGIES:

Professional development strategies should ensure that staff (teachers, school library

media personnel and administrators) knows how to effectively use the

technologies described in this plan to improve education, and will continue to

support identified needs through 2016.

Address only ‘a’ below to meet e-rate requirements. Address all areas below

to continue planning for a technology-rich learning environment.

Describe the planned professional development strategies by addressing each

of the following questions:

a. How will ongoing, sustained professional development be provided to all

educators, (including administrators) that increases effective use of technology

in all learning environments, models 21st century skills, and demonstrate

16

http://www.usac.org/sl/applicants/beforeyoubegin/eligible-services/default.aspx

http://www.ecfr.gov/


learning experiences through global outreach and collaboration in the

classroom or library media center?

b. What professional development opportunities, resources and support (online or

in person) exist for technical staff?

c. How will professional development be provided to educators on the application

of assistive technologies to support educating all students?

d.

EVALUATION PLAN:

6. Describe the evaluation process that enables the progress and effectiveness of

goals to be monitored. 17

7. Describe the process to make mid-course corrections in response to new

developments and opportunities as they arise.

FUNDING PLAN (July 2013 – June 2014): Funding Plan Sample Table

8. Provide the anticipated costs for 2013-2014 by source of funds (federal, state,

local and other) and include expenses such as hardware/software, digital curricula

including NIMAS compliance, upgrades and other services including print media that

will be needed to achieve the goals of this plan. Allow specific provisions for

interoperability among components of such technologies to successfully achieve the

goals of this plan.

18

https://docs.google.com/a/sboe.org/document/d/1uew0tyJogEUI408GXNqb-yWrd1JjcBkZK0Kv8pHVHC8/edit#heading=h.35nkun2

http://www.state.nj.us/education/specialed/nimac/


Long-Range Educational Technology Plan Inventory Table

Area of Need Baseline

2013-2014

Year 1

2014-2015

Year 2

2015-2016

Year 3

2016-2017 Technology

Equipment

including assistive

technologies

Upgrade existing

machines and

bandwidth to

ensure district is

aligned for

PARCC

capabilities

Purchase and

install additional

machines for

MS/HS Media

Center for online

health

Bolster WiFi

capabilities

Equip at least 50%

of elementary and

75% of secondary

classrooms with

document cameras

Eliminate

antiquated or

redundant

technologies

Purchase AppleTV

or Google

Chromecast

devices with

adapters to unwire

teachers using

IWBs

Research 1-1 or

BYOD scenarios;

research feasibility

of Google

Chromebooks vs

iPads or netbooks

Examine feasibility

of moving email

system to Gmail

and using

GoogleApps

exclusively

Continue support

for iPads and Nook

eReaders Begin

developing needs

assessment for

referendum

construction

Develop plan to

redistribute

desktop computers

to elementary

classrooms

Purchase additional

machines to ensure

25% - 30% of

students are capable

of being PARCC

assessed at one time

Continue to bolster

WiFi coverage on all

three campuses and

board office

Equip 85%-100%

elementary and

secondary

classrooms with

document cameras

Continue to

eliminate antiquated

or redundant

technologies

Consider replacing

antiquated

IWBs/LCD systems

Make

recommendations to

begin infrastructure

construction for

BYOD/ 1-1

capabilities in

district

Make

recommendations to

implement at least

three classes (1

elementary, 1

middle, 1 high

school) with

BYOD/1-1

Continue iPad

support

Transition iPads to

primary grades

Redistribute iPads to

primary students and

teachers; supply

non-primary

teaching staff with

Chromebooks

Address

construction

technological issues

at MS/HS campuses

as necessary

Reduce storage

needs, reduce SAN

farm through saving

Ensure 50-75% of

students can be

assessed through

PARCC at one time

Ensure 90%-100%

WiFi coverage of all

district campuses

100% of classrooms

are equipped with

document cameras

Continue to

eliminate antiquated

or redundant

technologies

Begin replacing

oldest IWB systems

with updated models

Become BYOD 1-1

capable

iPads exclusively

with primary grade

students/teachers;

eliminate oldest fleet

of iPads.

Address construction

technological issues

at MS/HS campus as

necessary

Implement upgraded

media lab for video

technology

Ensure security

strategies are aligned

to technology; make

recommendations to

adjust or improve

security

Continue to reduce

storage needs,

reduce SAN farm

through saving

documents in

Google Cloud

Upgrade media lab

(cameras, video

equipment,

computers, etc.)

Monitor growth of

general population

as well as targeted

populations (BSI,

Media Academy,

ESL, special

education) to ensure

technology is

Ensure as close

to 100% of

students can be

assessed

through

PARCC at one

time as possible

Ensure as close

to 100% WiFi

coverage of all

district

campuses

Assess

currently

computer

equipment and

reassess

implementation

plan

Continue to

eliminate

antiquated or

redundant

technologies

Assess

BYOD/1-1

model for

completeness

and

performance.

Make

adjustments as

necessary

Retire iPad

fleet

As construction

comes to a

completion,

ensure all

technologies

are functioning

properly and

aligned to

current

pedagogical,

assessment,

data collection

Eliminate at

least 75%-90%

of 2013/2014

district-owned

servers;

relegate all

student work to

cloud


Reinitialize/set

profiles for teacher

iPads

Review technology

in Film/Media lab.

Make

recommendations

to improve

technology.

documents in

Google Cloud

Plan to upgrade

Media Lab with

improved video

technology as

necessary and

possible.

Ensure security

strategies are

aligned to

technology; make

recommendations to

adjust or improve

security

Monitor growth of

general population

as well as targeted

populations (BSI,

Media Academy,

ESL, special


technology is

equitably distributed

and accessible.


and accessible. Monitor growth

of general

population as

well as targeted

populations

(BSI, Media

Academy, ESL,

special

education) to

ensure

technology is

equitably

distributed and

accessible.

Network Capacity Utilization of

existing 100MB

ISP connection.

Utilization of

existing “Dark

Fiber” 10GB

circuit backbone

w/ 1GB circuit

failover backbone.

Utilization of

existing 1GB

CAT6 to desktop

over supporting

Cisco POE

switches.

Fiber Optic 2GB

between inside

building MDF and

IDF data

distribution points.

Implementation of

redundant 100MB

ISP connectivity for

load balancing and

circuit failover.

Implement dedicated

10MB circuit for

hosted VoIP phone

system.

Utilize ISP

connection for

failover of hosted

VoIP phone circuits.

Develop, evaluate,

monitor, replace and

upgrade networking

equipment on an

annual basis to keep

up with data

demands.

Develop, evaluate,

monitor, replace and

upgrade networking

equipment on an

annual basis to keep

up with data

demands.

Develop,

evaluate,

monitor,

replace and

upgrade

networking

equipment on

an annual basis

to keep up with

data demands.

Filtering Method Annually renew

and enforce CIPA

compliance with

the EdgeWave

iPrism content

filter appliance.

Annually review

and enforce

content filtering

service as

necessary

Ensure district

Annually renew and

enforce CIPA

compliance with the

EdgeWave iPrism

content filter

appliance.

Annually review and

enforce content

filtering service as

necessary

Ensure district stays

in compliance with

Annually renew and

enforce CIPA

compliance with the

EdgeWave iPrism

content filter

appliance.

Annually review and

enforce content

filtering service as

necessary

Ensure district stays

in compliance with

Annually renew

and enforce

CIPA

compliance

with the

EdgeWave

iPrism content

filter appliance.

Annually

review and

enforce content

filtering service


stays in

compliance with

all state and federal

regulations as well

as district policies

Continue

reinforcing

students’ good

digital citizenship

habits


regulations as well


Continue reinforcing

students’ good

digital citizenship

habits


regulations as well


Continue reinforcing

students’ good

digital citizenship

habits

as necessary

Ensure district

stays in

compliance

with all state

and federal

regulations as

well as district

policies

Continue

reinforcing

students’ good

digital

citizenship

habits

Software used for

curricular support

and filtering

Continued use of

the EdgeWave

iPrism content

filter

Continued use of

Star Renaissance

for benchmarking

and PARCC

preparation

Continue utilizing

SuccessMaker 4-8

to assist BSI

population

Continue to

implement IWB-

related software

and voting

“clickers” into

classrooms

Continue to

analyze and

research products

and

implementation

strategies of

existing software

and systems.

Resurrect Moodle

system; pair with

SchoolFusion

Make

recommendations

to eliminate

http://teachers.sboe

.org website;

transition to

SchoolFusion or

Moodle

Analyze systems or

services that reduce

our dependency on

printed materials

(workbooks,

Continued use of the

EdgeWave iPrism

content filter

Continued use of

Star Renaissance for

benchmarking and

PARCC preparation;

analyze for

alternatives. Make

recommendations to

stay or move.

Continue utilizing

SuccessMaker 4-8 to

assist BSI

population; analyze

for alternatives.

Make

recommendations to

stay or move.

Move entire student

body to Gmail using

sboe.org domain.

Being gradually

transitioning teams

of teachers to gmail

Gradually migrate

students off of

Microsoft Office

products

Continued

elimination of

printed educational

materials

http://teachers.sboe.

org eliminated.

Continued

implementation of

Moodle; reduction

of SchoolFusion –

move to eliminate

Research main

website alternatives.

Clean-

Continued use of the

EdgeWave iPrism

content filter

Assessment of Star

Renaissance for

benchmarking and

PARCC preparation;

analyze for

alternatives. Make

recommendations to

stay or move.

Migrate sboe.us

domain to Google.

Move teaching and

administrative staff

to Gmail/Google

Apps; eliminate

Microsoft Products

in all but a few

courses as necessary

Add additional

classes of students to

device program as

financially possible

50-75% reduction of

printed instructional

materials compared

to 2013/2014.

Encourage teachers

to develop materials

for electronic

delivery

Elimination of

SchoolFusion. Move

to total district

Moodle or other

DLC

Implement new

website

Purchase any

materials/system that

will support

augmented technical

Continued use

of the

EdgeWave

iPrism content

filter

Assessment of

Star

Renaissance for

benchmarking

and PARCC

preparation;

analyze for

alternatives.

Make

recommendatio

ns to stay or

move.

Sboe.us domain

to Google

migration

complete for

entire

educational

community

including

administrative

staff; Maintain

legacy Office

products as

necessary.

Add additional

classes of

students to

device program

as financially

possible

80-90%

reduction of

printed

materials

compared to

2013-2014.

Continue to

http://teachers.sboe.org/





textbooks,

worksheets, etc.)

Continue with

online lesson plans

with Classlink and

RealTime; provide

training as

necessary

Encourage teachers

to maintain

gradebooks on

RealTime; provide

training as

necessary

Purchase any

materials/system

that will support

augmented

technical

curriculum

Clean-

up/standardize

existing website

up/standardize

existing website

Continue to analyze

systems or services

that reduce our

dependency on

printed materials

(workbooks,

textbooks,

worksheets, etc.)

Classlink

eliminated. All

lesson plans on

RealTime. Train

new staff in-house.

75%-90% migration

of staff to RealTime

Gradebook

Purchase any

materials/system

that will support

augmented technical

curriculum

Encourage teachers

to develop materials

for electronic

delivery

Monitor growth of

general population

as well as targeted

populations (BSI,

Media Academy,

ESL, special


technology is


and accessible.

Monitor and

improve upon

Rosetta Stone, et al

assistive software as

necessary

Consider developing

mobile app for

SBOE tasks.

curriculum

Monitor growth of

general population

as well as targeted

populations (BSI,

Media Academy,

ESL, special


technology is


and accessible.

Monitor and

improve upon

Rosetta Stone, et al

assistive software as

necessary

Develop mobile app

using outside

vendor; purchase

rights to apps code

for maintenance and

manipulation by in-

house IT staff

encourage

teachers to

develop

materials for

electronic

delivery

Analysis of

DLC

Begin revision

process of

website

Continue to

purchase any

materials/syste

m that will

support

augmented

technical

curriculum

Monitor growth

of general

population as

well as targeted

populations

(BSI, Media

Academy, ESL,

special

education) to

ensure

technology is

equitably

distributed and

accessible.

Monitor and

improve upon

Rosetta Stone,

et al assistive

software as

necessary

Farm out

mobile app

development

and/or

maintenance to

student

programmers

Technical Support

and maintenance

Analyze technical

support contracts;

reduce or eliminate

where possible

Continue utilizing

SchoolDude

ticketing system

Continued support

for printer services

through Atlantic

Systems

Analyze End-of-

Life SAN farm.

Analyze technical

support contracts;

reduce or eliminate

where possible

Continue utilizing

SchoolDude

ticketing system

Continued support


through Atlantic

Systems

Analyze End-of-Life

SAN farm. Make

Analyze technical

support contracts;

reduce or eliminate

where possible

Continue utilizing

SchoolDude

ticketing system

Continued support


through Atlantic

Systems

Analyze End-of-Life

SAN farm. Make

Analyze

technical

support

contracts;

reduce or

eliminate where

possible

Continue

utilizing

SchoolDude

ticketing

system

Continued


Make

recommendations

to replace.

Improve RAM

capacity of older,

but still usable

machines

Ensure all obsolete

machines and

peripherals are

removed and

disposed

recommendations to

replace.

Improve RAM

capacity of older,

but still usable

machines

Ensure all obsolete

machines and

peripherals are

removed and

disposed

Elimination of

Classlink; All online

lesson plans on

RealTime

35%-50% of

teaching staff on

RealTime

Gradebook

In-house

development of

teacher evaluation

system using

RealTime

recommendations to

replace.

Improve RAM

capacity of older, but

still usable machines

Ensure all obsolete

machines and

peripherals are

removed and

disposed

Mobile app

development from

outside vendor;

purchase rights to

apps code for

manipulation by IT

staff

50% - 80% of

teaching staff on

RealTime

Gradebook

Teachscape

eliminated as teacher

evaluation system

data collection

support for

printer services

through

Atlantic

Systems

Analyze End-

of-Life SAN

farm. Make

recommendatio

ns to replace

and/or reduce.

Improve RAM

capacity of

older, but still

usable

machines

Ensure all

obsolete

machines and

peripherals are

removed and

disposed

Farm out

technical

support of

mobile app to

student

programmers.

Telecommunications

equipment and

services

Research and

decide on cloud-

based telecom

system; If possible

remove voice

controllers from

our influence

Re-negotiate

telecom contracts

Research and

decide on

implementation

strategy for internet

load balancing

system to ensure

Internet uptime

Negotiate with

Verizon to install

wireless cellular

services at HS

campus

Implementation of cloud-

based hosted VoIP

telecom system.

Implement ISP

redundancy across

providers and

platforms.

Optimization of available

Internet bandwidth

for load balancing.

Optimization of

cloud-based hosted

VoIP telecom

system.

Continue optimizing

available Internet

bandwidth for load

balancing.

Optimization of

cloud-based

hosted VoIP

telecom system.

Continue

optimizing

available

Internet

bandwidth for

load balancing.


Current Instructional Technology Inventory Equipment Clarendon Huber MS HS

PC Desktops 86 73 89 281

PC Laptops 45 44 85 109

Macs Desktop 0 0 0 5

Macs Laptops 0 0 1 1

E-Readers 25 25 25 25

iPads 37 23 49 30

Promethean w/Integrated LCD 27 25 14 42

SMARTBoard w/Ceiling Mounted LCD 10 4 6 4

Stand Alone LCDs 1 1 1 1

Amplification Systems 5 30 0 0

Printers 12 10 8 28

Photocopiers 4 4 2 3

Scanners 2 2 2 2

Document Cameras 29 25 20 42

Server Equipment 6 5 0 8

Wireless APs 15 13 5 11

Projected Instructional Technology Inventory

(includes post-construction at MS/HS) Equipment Clarendon Huber MS HS

PC Desktops 100 75 100 285

PC Laptops 45 44 85 109

Macs Desktop 0 0 0 10

Macs Laptops 0 0 0

Other computing devices 400 400 400 400

E-Readers 0 0 0 0

iPads 200 200 25 25

Promethean w/Integrated LCD 27 25 20 48

SMARTBoard w/Ceiling Mounted LCD 0 0 0 0

Stand Alone LCDs 1 1 1 1

Amplification Systems 10 30 2 5

Printers 12 10 12 32

Photocopiers 4 4 3 4

Scanners 2 2 5 5

Document Cameras 29 25 26 48

Servers 6 5 0 8

Wireless APs 17 15 11 17


Needs Assessment

Describe the needs assessment that was used to identify the necessary telecommunication services, hardware,

software and other services to improve education.

In January of 2014, the district administration formed a District Long-Range Technology Committee (LRTC),

which is comprised of teachers, guidance counselors, child study team members, IT staff, and school and

district administrators. The committee met three times during the winter and spring to determine the goals, the

direction and the plan to achieve those goals.

The LRTC decided that to properly assess the quality of the technology and the direction of the plan should be

guided by the individuals who use it instructionally every day – specifically teachers and students. It was further

decided that parents and other community members should have a voice in the plan as well. Therefore, the

LRTC developed and launched an online technology survey in February of 2014 using Google Forms via the

sboe.us website for district all district parents students and staff.

To announce the existence of the surveys, robo-calls and robo-email were sent out to families on the night the

surveys went live. Students in Grades 6-12 were also invited to the survey via their sboe.us email.

The purpose of this survey was to elicit anonymous input as to the current state of our technology systems, to

gauge how the educational community perceives the usage and usability of these systems, and to solicit ideas as

to the direction of the district’s technology as it relates to curriculum, student development and achievement.

The surveys, which remained live for 10 days, yielded 446 responses broken down into the following:

Group n

Parents 115

Students 250

Teachers 59

Total Respondents 424

The mixed methods surveys, yielded the following descriptive data:

Students

While there were some elementary school-level students who responded to the survey, the majority of the

respondents were either in middle or high school.

All of the respondent students report that they interact with digital technologies while at school. Similarly,

80% of them report that they interact with digital technologies on a regular basis and 69% of respondent

students report that they feel digital technologies are an important part of their school day.

Less than 1% responded that they have some type of computing at their disposal; 96% of those respondents

reported that they use that device to complete school work

Ninety-eight percent of student respondents have internet access at home; the majority of them report they

have high-speed internet with WiFi

Approximately 50% of student respondents say they have frequent or daily technology interactions in

school

When asked how satisfied they were with the quality of the technology offered by the district, that they

were Somewhat Satisfied (37%) or Satisfied (24%).

There is a very high level of student interest in Computer Programming and Web Development classes.

Fifty-three percent say they prefer reading digital materials over printed materials.


Parents

Student and parents overwhelmingly believe development of technology skills and collaboration skills

are vital to the students’ educational experience

Ninety-six percent of responding parents report that their child(ren) has/have access to a computer to

complete schoolwork at home.

Ninety-three percent of responding parents feel that it is Important or Very Important that students

develop technological skill in the K-12 classrooms.

To that end, the majority of parents believe that an investment a One-to-One (1-1) strategy is an

Essential or Important Investment; however, a Bring-Your-Own-Device (BYOD) initiative was not as

well received.

Similarly, parents felt that the district should be implementing more online classes – the majority, 80%,

calling that strategy either a Good, an Important or an Essential Investment. Concurrently, the majority

of respondent parents (91%) believed that students should be offered Computer Programming, web

design (86%).

The vast majority of parents believed that students should be taught internet responsibility (94%) and

have access to online materials after the school day (94%). Eighty-two percent of respondent parents

also felt strongly about the importance of having students work collaboratively, which, according to

http://www.p21.org, is considered a 21st century skill. Furthermore, 62% of respondents reported that

access to video conferencing equipment would be an added value to their students’ education.

Finally, when asked how satisfied they were with their child(ren)’s technological education, the majority

of respondents reported that they were Somewhat Satisfied (33%) or Satisfied (31%). Of the

respondents, 29% reported they were Very Unsatisfied or Unsatisfied.

Teachers

The majority of teachers surveyed that while they feel that they have adequate technological skills, they

require additional, ongoing and embedded professional development to support instruction of the

increasingly computer savvy students who are coming into their classes.

Forty-one percent of respondent teachers report that they integrate digital technology into their lessons

on a daily basis; however, the same amount – 41% – state that they rarely teach age-appropriate digital

technology to their students.

The majority of respondent Secaucus teachers report that they are Intermediate users of interactive

whiteboard technology, but are unfamiliar with technologies such as cloud computing, web-based

assessments, classroom “flipping” or the application of digital learning environments.

To support 21st century learning skills, Secaucus teachers who responded to the survey report that they

expect their students to collaborate on projects Sometimes (25%) Frequently (27%) or Daily (24%) and

believe that digital technology has positively impacted their teaching and their students. To the contrary,

however, 64% of the respondent teachers report that they Rarely or Sometimes require students to

collaborate on projects outside the class using the internet.

http://www.p21.org/


Analysis of the Data

After an analysis of the data, the LRTC noticed that three primary trends emerged:

In the Secaucus Public School District there is a need:

for more and improved hardware and software throughout the district – primarily at the elementary level

for targeted, frequent and embedded professional development geared at training teachers to be able to

access, utilize and teach the technologies provided to them

to ensure that students and teachers know how to use technology to communicate, recognize and solve

problems, and achieve goals

With this data and the emergent trends, the LRTC developed three primary goals:

1. Teach students to be informed, productive and thoughtful citizens by providing them with universal

access to cutting-edge digital tools that support the K-12 curriculum, augment 21st century learning, and

prepare them for life in the modern world.

2. Strengthen the instructional, support and administrative staffs’ knowledge and expertise of the effective

use of technology by further infusing it into the K-12 curriculum, and administrative and assessment

tasks through ongoing, embedded professional development.

3. Spend wisely by seeking out, reducing and eliminating redundant, obsolete or inefficient technologies

and services and replace with improved versions. Whenever possible, design, develop, and implement

technological projects in-house to staff or students.


Long-Range Educational Technology Implementation Activity Table District Goal

and Objective Strategy/Activity Timeline Person(s)

Responsible Documentation

Goal 1

Ensure all curricula are aligned to CCSS/NJCCCS and

adequately prepare students for PARCC; support with

technology. Consider online courseware; continue to utilize digital

benchmark assessments and remediation technologies Reduce and eliminate printed materials; use vendor- and

teacher-created digital information to replace Implement digital learning environments K-12 Reduce amount of technology platforms (Windows, Mac,

Android, etc.) to maintain Ensure Internet bandwidth and filtering systems are

providing for maximum capacity; analyze and improve as

necessary and as contractually appropriate By Year 3 be BYOD or 1-1 capable; ensure that 75% of

students PK-12 and 90% of instructional staff have access

to an individual device. Bolster WiFi saturation to 99% Ensure technological requirements are aligned to

construction projects at the MS/HS Ensure the entire educational community, including

specialized student subgroups, has equitable access to

technology Ensure all Board policies are aligned to emergent

technologies and their application Provide 100% of students 3-12 with access to district-

provided email Ensure appropriation of technologies align to the

developmental and physical needs of the impacted

students Utilize emerging data to collect and analyze student data Ensure teachers are utilizing 21st century themes and skills

in all courses and as frequently in daily lessons as possible Adapt for MS/HS construction project as necessary Develop mobile app

Year 1 Year 2 Year 3

DCI, DT, P, S Board

documentation, Purchase orders, Proposal files

Goal 2

Provide ongoing, targeted and embedded professional

development programs for teachers and support staff for

technologies as well as 21st century themes and skills;

adapt and reevaluate as necessary Train staff for implementation of online courses and

digital learning environments; eliminate antiquated or

redundant technologies Align school-based professional development plans with

staff requests and skills Tap in-house expertise before moving to outside vendors Utilize emerging technologies to collect and analyze

teacher-driven data from PD Reduce needs for for-fee office suite/email by migrating to

Google platform for student and general administrative

tasks Adapt for MS/HS construction project as necessary Train staff to utilize mobile app Train staff on proper use of safety and security technology

as it emerges


DCI, DT, P, S Board



Goal 3

Redesign and relaunch streamlined sboe.us website; make

suggestions to refresh on yearly basis. Develop teacher and student capacity in using a digital

learning environment Ensure parent information is accurate and up-to-date in

student information system to ensure communication is

being shunted to proper places; continually train staff to

utilize effectively Increase collaboration and communication through digital

technologies Improve utilization of existing technologies and systems;

maximize all systems through training and utilization Adapt for MS/HS construction project as necessary Have IT staff and/or student programmers maintain mobile

app code Ensure safety and security protocols are aligned to

technology.


DCI, DT, P, S Board


Long-Range Educational Technology Plan Professional Development Table Educators’ Proficiency/

Identified Need Ongoing, sustained, high-quality professional development planned Support

CCSS/PARCC

Explore internal and external possibilities in training K-12 teachers in

CCSS and K-11 teachers in PARCC. Ensure all training incorporates

technology as appropriate to align all curriculum horizontally and

vertically. Ensure all curricula pacing guides are adapted to emerging technologies

as appropriate. Post all curricula and pacing guides online

DCI,

DT, P,

S, T.

PLCs to identify issues Continue to develop and reinforce for PLCs to drive teacher learning. Utilize

data derived from PLCs to drive professional learning throughout the

organization

PLCs, P, S,

DCI

Embedded training on digital

learning environments (DLCs) After the selection and initial pilot program, train entire K-12 staff on the

implementation and application of DLCs in everyday teaching DT, DCI, S

Cloud-based computing

Select and implement cloud-based computing solution (e.g.,

GoogleApps/Gmail, etc.). Train initial group of early adopters who will serve

as Google Experts Train remaining and new teachers in groups

DT, DCI, S,

P

Reduction/elimination of

legacy/antiquated technologies Training for IT staff on recognizing antiquated products/systems and

replacing with modernized equipment/services DT, IT

Data analysis

Continued training on using systems to analyze student data and make

instructional decisions; Training on using systems to analyze teacher data for administrators to make

administrative decisions

T, DT, P,

DCI, S

Curriculum writing

Train teachers on the proper development of curriculum utilizing articulation

and interdisciplinary approaches using technology as a tool. Whenever possible, enhance project-based learning experiences to attempt to

make many technology projects (e.g., website maintenance, basic

programming issues, mobile app development), in-house and student-driven.

T, DCI, S,

P, DT,

DCI = Director of Curriculum and Instruction DT = Director of Technology P = Principals S = Supervisors T = Teachers IT = IT Staff


PLC = Professional Learning Community


Long-Range Educational Technology Plan Evaluation Narrative

Describe the process to regularly

evaluate how...

a. Telecommunication services,

hardware, software and other services are improving education.

The landscape of education is now intertwined with technology. However, the one

glaring difference between the two is the speed by which they adapt and change. As

quickly as technology reinvents itself, education steadily plods along. Due to this

interconnectivity, despite their differences of evolution, they must adapt to each

other. Therefore, this document must be regularly reviewed for propriety and

adherence to plan and policy. Thus, it is the goal of this document to outline the

strategies that we predict technology will affect education and vice versa. As it is

impossible to predict the future with 100 percent accuracy, the LRTC must regularly

review and make recommendations to the amendment of this document. With that,

we suggest the following: 1. Ensure the entire educational community has access to the best possible

equipment, software and services for the best possible rate A. Maintain our systems to operate at peak efficiency including our

internet, hardware, telecommunications, etc.

B. Ensure all systems are monitored by proper filters and regularly

adapted to changing needs

C. Ensure all administrative systems are properly maintained and the

staff that monitors them are properly trained

b. Effective integration of technology is

enabling students to meet challenging state academic standards.

1. Ensure all curriculum and curricular support systems are regularly adapted

to emerging technologies 2. With regularity review current educational technology trends; ensure all

teachers are trained in research-based and proven pedagogical strategies

3. Ensure all curriculum are online for the sake of transparency

4. Keep abreast of emerging trends in curriculum development and

instructional delivery; provide training as necessary

5. Adapt technology to assist PLCs in rooting out and correcting organizational

issues

6. Ensure all systems are prepared to accommodate PARCC

7. Expose all students and teachers in CCSS/PARCC-aligned teaching and

assessment strategies

8. Ensure all teachers are properly trained on our systems

9. Analyze student and teacher data to identify training and curricular

weaknesses; utilize technology to simplify or expedite the processes 10. Ensure vendors are providing best possible pricing; complete due diligence

to ensure purchases hardware, software and services are at the best possible

price

c. The LEA is meeting the identified goals in the educational technology plan.

1. Developing school-based professional development plans that highlight

technology across the curriculum as well as into the administrative realm.

2. Survey, evaluate and correct gaps in teacher and administrator knowledge

through regular technology and professional development surveys

3. Regularly review technology plan to ensure targets for hardware, software

and bandwidth deployment are being approached or met.

4. Ensure all stakeholders are informed of this plan and its eventual

predecessors

5. Maintain document from year-to-year to ensure all goals are being

approached, met or exceeded; adapt as necessary.


Long Range Educational Technology Plan Anticipated Funding Table (First Year)

ITEM DESCRIPTION OF ITEM TO BE

PURCHASED FEDERAL FUNDING

STATE FUNDING

LOCAL

FUNDING

MISC. (e.g. Donations,

Grants)

Digital curricula

Professional services (i.e., hiring teachers to

develop or rewrite curricula as necessary)

Training to improve development of

curricula

5,000

Print media

needed to achieve

goals

Implement professional library of printed

and electronic books for teacher/PLC use 7,000

Technology

Equipment

Computers, Wifi Access points, IWBs,

Document Cameras, Misc Hardware to

upgrade existing equipment (movement

toward non-desktop paradigm)

25,000 40,000 20,000

Network NA

Capacity

Annual Touchtone ISP connection.

Annual Comcast ISP connection for load

balancing and redundancy.

Broadview hosted VoIP phone data

connection.

48,900

50,700

Filtering Name of Filtering System

5,000

Software

MS Office

Adobe Creative Suite

Final Cut Pro

Adopt alternative, cloud-based office suite

(e.g., Google Apps)

20,000

Maintenance Support and maintenance

30,000

Upgrades Upgrade machines as necessary (see

Technology Equipment above)

N/A First

year

Policy and Plans Update board policies, procedures and

strategic plans as necessary $0

Other services Professional Development (internally and

externally provided) 3,000 3,000 4,000

Totals 83,900 43,000 134,700

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