everett public schools tech plan 6_11_16

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Everett Public Schools

Technology Needs Analysis and Recommendations Study

Table of Contents Table of Contents ..................................................................................................................................................... i

Executive Summary ................................................................................................................................................. 1

I. Governance & Demographics .............................................................................................................................. 4

II. Vision, Mission, & Guiding Principles .................................................................................................................. 6

III. Key Findings and Recommendations ................................................................................................................. 8

1. Vision, Mission, and Goals .......................................................................................................................... 8

2. Instructional Technology Program and Services ....................................................................................... 10

3. Technology Leadership, Organization, and Staffing Capacity ................................................................... 21

4. Administrative, Productivity, and Accountability Systems ....................................................................... 26

5. Network Infrastructure and Communication Systems ............................................................................. 30

6. Budget and Funding Sources ..................................................................................................................... 33

IV. Technology Plan Recommendations ................................................................................................................ 35

V. Five-year Technology Plan Implementation Timeline ...................................................................................... 38

VI. Action Plans ...................................................................................................................................................... 49

VII. Appendix ......................................................................................................................................................... 57

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Executive Summary In August 2015 the Everett Public Schools (EPS) created a Technology Director position. A responsibility of the Technology Director is to review the technology program and develop a three-year to five-year technology plan for the EPS. This Technology Plan presents an infrastructure, services, and curriculum integration program review and a strategic development guide to bring contemporary education to every Everett student.

Developed using a United States Department of Education (USDOE) validated planning model, the Technology Plan combines quantitative and qualitative research methods. Data collection and research activities were conducted during the 2015-2016 school year and included document reviews, key stakeholder interviews, focus group sessions, a parent-community and student survey, and school visits. School visits included interviews with principals, assistant principals, teachers, students, and classroom observations.

The Technology Plan contains the following sections.

I. Governance and Demographics

II. Vision, Mission, and Guiding Principals

III. Key Findings and Recommendations

a. Vision, Mission, and Goals

b. Instructional Technology Program and Services

c. Technology Leadership, Organization, and Staffing Capacity

d. Administrative, Productivity, and Accountable Systems

e. Network Infrastructure and Communication Systems

f. Budget and Funding Sources

IV. Technology Plan Goals

V. Implementation Timeline

a. 5-year Longitudinal Timeline with yearly budget projections

b. Year-by-Year Timeline

VI. Action Plans

The Governance and Demographic section provides information about the EPS location, number and grade level of schools, and student enrollment. The Vision, Mission, and Guiding Principles section presents district and technology program vision, mission, and goal information. The Key Findings and Recommendations (KFR) section provides detailed information on specific aspects of the technology program including commendations, existing technology program and services, and identifies areas for improvement.

The Technology Plan Goals section presents the KFR section’s major recommendations in ten categories that will expand the technology program’s depth and breadth. The ten categories are condensed into four categories and are expanded upon in the five-year Implementation Timeline with year-by-year budget projections. The Action Plans provide a step-by-step guide to moving key recommendations forward. Together these sections create a Technology Plan that provides a comprehensive review of the current technology program status and vision for the future.

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Commendations

EPS has historically invested in educational technology products and services to provide staff with contemporary educational opportunities that engage students and improve teacher effectiveness.

The school district has made staffing investments to improve the use of technology throughout the organization. An important step in the process was hiring a Technology Director, a Director of Data Processing, and creating a Support Administrator for Networking position.

Learning organizations have three major resources: students, staff, and data. EPS is making progress improving the quality and capacity of its data gathering, analysis, and reporting capabilities.

EPS is proposing a Next Generation Network (NGN) development project. The NGN will improve the quality of network services, eliminate current single-points-of-failure, and provide for expanded wired and wireless online services.

Recommendations

Establish a Technology Committee comprised of school administrators, teachers, students, and education community members.

Update and adopt Technology Program mission, vision, and goals aligned with school district strategic and improvement plans and disseminate to the education community.

Integrate the International Society for Technology in Education’s (ISTE) National Education Technology Standards for Students (NETS•S) and Massachusetts Technology Literacy Standards and Expectations with technology and library program curriculum.

Develop a K-12 technology program scope and sequence that is aligned with Massachusetts Common Core State Standards, Massachusetts Technology Literacy Standards and Expectations, and integrated with core curriculum.

Set foundational requirements for student technology competencies and staff technology proficiencies. Measure competencies and proficiencies each year and report findings.

Establish a Data Governance Steering Committee and expand the school district’s use of data to improve teacher effectiveness and student learning outcomes.

Increase school district wide area network (WAN), local area network (LAN), and wireless network capacity to support increased use of technology in instruction and meet online assessment requirements.

Define foundational levels for school and classroom instructional technology tools and digital learning resources.

Improve technology life-cycle by transitioning from a computer purchase to a lease program.

Investigate the implementation of a student and staff Bring Your Own Technology (BYOT) program.

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Considerations

Staff technology proficiencies have a direct correlation to the individual’s job performance. Consider revising all job descriptions and evaluations to include role-based technology proficiencies.

Effective learning organizations create a culture of continuous improvement. Consider requiring each staff member to identify and include one personal technology improvement objective in their Educator Plan for Professional Practice Goal each year.

Research shows that the majority of students have web-enabled mobile devices of one type, or another. Consider letting students use their own personal devices including Smartphones and tablets in the learning process.

Consider the benefits of establishing an Operational Data Store (ODS) feeding a Data Warehouse (DW) integrated with Business Intelligence (BI) tools to transform data into real-time information in support of an improved data-driven culture. See Appendix H: Operational and Longitudinal Data Store Models.

Technology and information literacy skills are essential to prepare students for post-secondary education, the world of work, and the development of life-long learning. Creating technology and information literacy centers that specifically address and support integrating technology into classroom instruction in a way that engages students and improves teacher effectiveness are primary goals of effective research-based contemporary education improvement programs.

o Evaluate the value of transforming school libraries into student-centered Research, Information, and Technology Centers (RITC) with existing computer and library teaching staff and resources focused on improving the following. See appendix E: Research, Information, and Technology Center Design.

(1) Technology integration with curriculum and classroom instruction. (2) Direct technology services especially research and information literacy instruction to teachers and students. (3) Support for the school-based Professional Learning Community (PLC). (4) Gathering and understanding assessment data and the impact data-driven programs have on student engagement and teacher effectiveness. (5) Empowering students to understand and use data about themselves to increase learning and improve academic achievement.

Research, select/design, and implement a web-based Learning Management System (LMS) which may include an Instructional Improvement System (IIS) capability. See Appendix L: Learning Management System (LMS) Instructional Improvement System (IIS) Conceptual Model.

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I. Governance & Demographics Governance The City of Everett, Massachusetts is 3.7 square miles. Everett is bordered by Malden on the north, Revere on the east, Chelsea on the southeast, Boston and the Mystic River on the south, and Somerville and Medford on the west. The Everett Public Schools (EPS) serves 7,236 students grades Pre-K through 12 and includes one Pre-K school (Adams), one K-8 special education school (Devens), one K-3 school (Webster), six K-8 schools, and one high school (grades 9-12). A nine-member School Committee governs the schools and public committee meetings are held on the first and third Monday of each month in the Everett High School Library. The Everett Public Schools spends $13,259 per student per year and approximately $96.75 per student per year (0.73% of per student expenditure) on technology.

Demographics

The Everett Public Schools serves 7,236 students. The nine schools and enrollment totals are as follows.

Adams School (Pre-K) ......................................................................................... 213 students

Devens School (K-8 Special Education) ................................................................ 62 students

Madeline English School (K-8) ............................................................................. 890 students

George Keverian School (K-8) .............................................................................. 927 students

Lafayette School (K-8) ......................................................................................... 970 students

Albert N. Parlin School (K-8) ................................................................................ 852 students

Webster School (K-3) ........................................................................................... 668 students

Sumner G. Whittier School (K-8) ......................................................................... 634 students

Everett High School (9-12) ............................................................................... 2,020 students

Enrollment by Race/Ethnicity

Race % of District % of State

African American 18.0 8.8

Asian 4.9 6.5

Hispanic 43.9 18.6

Native American 0.5 0.2

White 30.8 62.7

Native Hawaiian, Pacific Islander 0.1 0.1

Multi-Race, Non-Hispanic 1.9 3.2

Enrollment by Gender

Gender District State

Male 3,734 488,472

Female 3,502 464,957

Total: 7,236 953,429

https://en.wikipedia.org/wiki/Malden,_Massachusetts

https://en.wikipedia.org/wiki/Revere,_Massachusetts

https://en.wikipedia.org/wiki/Chelsea,_Massachusetts

https://en.wikipedia.org/wiki/Boston

https://en.wikipedia.org/wiki/Mystic_River

https://en.wikipedia.org/wiki/Somerville,_Massachusetts

https://en.wikipedia.org/wiki/Medford,_Massachusetts

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Enrollment by Level

Grades Students Percentage

Pre-K through 5 3,798 52%

Grade 6 through 8 1,418 20%

Grade 9 through 12 2,020 28%

Total: 7,236 100%

*Note: The demographic information above is from the Massachusetts Department of Elementary and Secondary Education (DESE) website.

Special Populations

Title % of District % of State

First Language not English 58.6 19.0

English Language Learner 16.0 9.0

Students With Disabilities 15.1 17.2

High Needs 61.9 43.5

Economically Disadvantaged 42.1 27.4

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II. Vision, Mission, & Guiding Principles

Introduction The Everett Public Schools (EPS) has vision and mission statements. The vision and mission statements are included in the District Strategic Plan and Improvement Plan documents. These documents are reviewed and updated on a yearly basis.

Vision The Everett Public Schools collaborates with family and community to provide an environment that nurtures the unique capabilities of each student in order for them to become responsible learners and ethical, global citizens. “Everett Public Schools, District Strategic Plan, 2015-2016”, p. 1.

Mission To meet the needs of every student in our diverse learning communities the Everett Public Schools is committed to providing a safe, supportive, challenging environment that empowers students to become productive members of society. “Everett Public Schools, District Strategic Plan, 2015-2016”, p. 1. The District Improvement Plan identifies five Core Values which directly support the mission and vision of the school district. “Everett Public Schools, District Improvement Plan, 2016-2018”, pages 6-15.

The Five Core Values 1. Student Achievement

Core Descriptors: Challenging Environment, Assessment, Curriculum, Instructional Practices, High

Standards, and Proficiency

2. Personal Growth

Core Descriptors: Physical and Emotional Well-being, Self Esteem, Productive Citizen, and Cultural

Awareness

3. School Climate

Core Descriptors: Creating an Inclusive environment for safety and learning

4. Resources and Partnerships

Core Descriptors: Leadership and Governance, Technology, Human Resources, Professional

Development, and Student Support

5. Collaborations

Core Descriptors: Parents and Families, Community Stakeholders and Higher Education

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2006-2007 Technology Plan Goals & Objectives

The last Technology Plan was dated 2005. The 2006-2007 Technology Plan included the following technology mission statement and five major technology goals.

Mission Statement The technological mission of the Everett Public Schools documented in the “Everett Public Schools, District Technology Plan, Executive Summary FY 2006-07”, p. 1 is:

To integrate technology into curriculum, teacher/learning environment and support services.

To encourage the use of technology throughout the community. The integration of technology is

viewed as an essential element for the success of all students and the school system as a whole.

To foster the use of technology by teachers, students, administration and support staff will help to

support quality instruction, enhance learning, effective classroom management and progressive

administration.

Major Technology Goals for the 2005-2006 School Year The five technology goals documented in the “Everett Public Schools, District Technology Plan, Executive Summary FY 2006-07”, p. 2 are:

Goal 1: Our first priority is to establish a full-time Technology Coordinator to oversee an ever-changing

and exciting new area of the education world.

Goal 2: Our second goal will be to expand our existing Technology Team to include teachers,

administrators, technicians, computer specialists, parents, and community representatives.

Goal 3: The charge of the Technology Team will be to meet on a regular basis to review, analyze, and

update our Technology Plan in a realistic but visionary manner.

Goal 4: To utilize technology to analyze test data and strengthen support services in all testing areas.

Goal 5: To utilize technology to strengthen curriculum implementation in all content areas.

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III. Key Findings and Recommendations

1. Vision, Mission, and Goals 1.1 EPS IT Vision, Mission, and Goals

# Key Findings Major Recommendations 1. EPS is commended for having a Technology

Mission statement.

The technological mission of the Everett Public Schools is:

To integrate technology into curriculum,

teacher/learning environment and support

services.

To encourage the use of technology

throughout the community. The integration

of technology is viewed as an essential

element for the success of all students and

the school system as a whole.

To foster the use of technology by teachers,

students, administration and support staff will

help to support quality instruction, enhance

learning, effective classroom management and

progressive administration.

The 2005-2006 Technology Plan identifies the following computing mission statement and the five technology goals listed on page 7 above. Computing Mission: Anywhere, anytime, 1:1 computing environment offering students and teachers continuous access to a wide range of software, electronic documents, the Internet, and other digital resources leading to enriched educational experiences.

Create a district-wide Technology Committee. See item number 4 on page 9 below for Technology Committee composition. Review and update the EPS Technology Program Mission, Vision, and Technology Goals to ensure that they align with the school district’s vision, mission, and guiding principles. The Technology Committee, in collaboration with the administrative and teaching staff, should lead the review process. The revised and updated statement should be approved by the Technology Committee before submission to the School Committee for approval and adoption. (See Action Plan #2). Publicize the updated technology vision, mission, and goals statements by highlighting them on the EPS website and identifying how current and planned educational technology and information literacy program efforts support achieving the EPS’s strategic vision, mission, and guiding principles. See Appendix A: Draft Technology Program Vision, Mission, and Goals.

1.2 Technology Planning # Key Findings Major Recommendations

2. The last EPS technology plan is dated 2005. EPS had not begun the development of a new technology plan prior to this current (2015) effort.

Establish an EPS Technology Plan based on and incorporating the recommendations of this Technology Needs Analysis and Recommendations Study. Advance the Technology Plan to the School Committee for adoption, financial support, and implementation.

3. The school district has not put in place a process for yearly technology plan revisions and updates.

Define and implement a plan for yearly Technology Plan revisions and updates.

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1.2 Technology Planning continued # Key Findings Major Recommendations

4. EPS does not have a Technology Committee. Establish a technology committee that includes school district administrators, principals and assistant principals, classroom teachers, parents, and students. Strive for a total of 12-15 committee members each serving a 1 to 2-year term. Schedule the Technology Committee to meet bi-monthly with formal agendas and published meeting minutes. To encourage participation use technology tools such as conference call bridges and webinars. The meeting agendas must form the basis for tracking the implementation of the Technology Plan as well as the development of subsequent plans. Charge the committee with reviewing and advising executive leadership and program staff on instructional technology direction and decisions. (See Action Plan #1).

5. The Massachusetts Department of Elementary and Secondary Education’s (DESE) Massachusetts Comprehensive Assessment System (MCAS) and transition to the Partnership for Assessment of Readiness for College and Careers (PARCC) testing program requires preparation for implementing online assessment.

Understand and develop a plan to meet DESE’s online assessment implementation timeline and technical requirements.

6. School districts have been asked to review the Department’s Technology Readiness documentation (http://www.doe.mass.edu/parcc/TechReadiness.pdf ). An up-to-date building and classroom technology inventory is required to successfully prepare to implement the assessment protocol.

Develop and implement a process for gathering and maintaining an up-to-date and accurate building and classroom technology inventory that meets the Massachusetts DESE Technology Readiness requirements.

7. EPS is commended for beginning a process to meet DESE’s online assessment requirements. Successfully preparing schools and students for online assessments is a priority of EPS leadership.

Provide consistent test preparation opportunities across the curriculum for students to gain fluency with computers and digital tools to establish and maintain the best possible assessment performance.

8. Evidence shows that EPS has not established a data governance framework.

Establish a data governance steering committee to address data quality, information integration and flow, data definitions, access management, and data-driven decision making. See Appendix B: Data Governance Focus Areas.

http://www.doe.mass.edu/parcc/TechReadiness.pdf

http://www.doe.mass.edu/parcc/TechReadiness.pdf

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2. Instructional Technology Program and Services 2.1 Curriculum and Assessment

# Key Findings Major Recommendations 9. EPS leadership and school district principals are to

be commended for their support of educational technology tools and instructional technology staff. The request for this in-depth study is one example of their commitment to strengthen and improve the school district’s instructional technology program.

Continue to support and advance instructional technology for all students.

10. Each K-8 school has a computer lab and one full-time (1 FTE) computer teacher.

Maintain the computer lab and full-time (1 FTE) computer teacher at each K-8 school. Look to expand school-based resources over time consistent with the Research, Information, and Technology Center (RITC) design recommended in the Learning Environments section of this report.

11. The K-8 schools each had two computer labs, three computers in each classroom, and computers in the school library. However, one computer lab in each school, except at the Madeline English School, was dismantled to provide needed classroom space. Each school still has one computer lab, three computers in each classroom, and computers in the school Library. The second computer lab at the Madeline English School is expected to be dismantled this year to provide needed classroom space.

Continue to maintain, support and upgrade the computers in each school’s computer lab, library, and classrooms. Identify cost effective ways to provide classroom technology on an as needed basis to teachers and students.

12. The teachers and students in some schools report that the classroom computers are not always reliable and often one or more is not working.

Step-up efforts to ensure that all classroom computers are in working order.

13. The EPS school district has approximately 2,000 computing devices including iPads and Chromebooks. Approximately 1,747 of the devices are desktop computers and about 61% (1,072) of the desktop computers are 8 (711) or 9 (316) years old. See Appendix C: Desktop Computer Inventory by School and Age.

Move from a computer purchase program to a leasing program and implement a four or five-year refresh cycle.

14. The K-8 schools each have an iPad cart initially purchased to support online Massachusetts Comprehensive Assessment System (MCAS) testing.

Identify the best approach for supporting online assessment (iPad, desktop computer, Chromebook, etc.) and define a plan to acquire, deploy, maintain and train staff and students to effectively use this technology.

15. The iPad carts have been maintained for classroom use. Some teachers report using the iPads in the classroom for research and other technology applications while other teachers did not know the iPads were available for classroom use.

Provide beginning of school year technology orientation that includes the iPad carts so that all teachers know they are available and how to access and use the iPads in classroom instruction.

16. At the Keverian School the iPads have been provided to teachers to track Bay State Reading Institute (BSRI) assessments.

The iPads at each school should be available for student classroom use as they provide a way for teachers to use technology with a whole class.

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2.1 Curriculum and Assessment continued # Key Findings Major Recommendations

17. The iPads are of varying age (1st

generation 2010 to 4

th generation 2012 and including some current

2015 models).

Decide if iPads will continue to be part of the technology deployment. If yes, define an iPad purchase and refresh plan.

18. EPS faces the challenge of developing a vertical transition path in the five K-8 schools especially from the fifth to the sixth grade and from the sixth to the ninth grade (High School (EHS)) that addresses the following technology issues: 1) The computer class is used as a way to provide teachers with common planning and/or prep time. 2) K-8 Students are scheduled into the computer lab every six to nine days depending on the school’s schedule (Whittier – 6 days, English, Keverian and Lafayette – 8 days, and Parlin – 9 days). As a result:

Students receive varying levels of exposure

to technology as a teaching tool and learning

resource in grades K-8.

Students develop varying levels of

competency using technology as a learning

tool and learning resource in grades K-8.

3) It is difficult to implement a cohesive instructional program and maintain program continuity when students attend the class every six to nine days. 4) Due to the computer lab schedule, it is difficult for classroom teachers to schedule the lab for class related projects.

1) Teachers should stay and participate with their class in the computer lab integrating the technology program with core content instruction. 2) Review the depth and breadth of the technology program at each school and determine the program differences attributable to the different computer class schedules relative to:

The technology knowledge and skills that should be developed (introduced, reinforced, and mastered) at each grade level K-8.

Define the technology knowledge that every student should know and the skills that every student should be able to perform as a high school entrance expectation.

3) Identify scheduling alternatives that provide more connected technology exposure improving instructional (teaching and learning) continuity. 4) A more flexible computer lab schedule should include opportunities for classroom teachers to use the computer lab for whole class instruction.

19. Everett High School (EHS) graduation requirements do not include any computer classes.

Identify and implement graduation requirement computer classes for all students, e.g., mini-courses to improve students’ keyboarding, word processing, spreadsheet, and presentation software skills in grade 9 with more advanced courses in grades 10 through 12.

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20. EHS has the following computer lab availability:

One computer lab on the second floor.

A computer-aided design (CAD) lab, now

used for Read 180, on the second floor.

A World Language computer lab on the

third floor.

An Art department computer lab on the

fourth floor.

A computer lab in the library on the fifth

floor.

Two smaller computer configurations for Read 180 and System 44 use.

Identify ways to improve computer availability in EHS. This might include more computer labs including open computer labs, the availability of computers that students can “check out” from the library, or students using their own technology devices.

21. The computer lab on the second floor is used for computer related courses such as web design and computer applications. The computers in this lab are approximately ten years old.

Upgrade and maintain the computers in the second floor computer lab.

22. There are minimal technology courses available to high school students.

Define a scope and sequence of high school technology courses including computer science, computer repair certification, and Google and Microsoft application certifications.

23. A 3-D Animation and a Television Studio course were added to the 2016-2017 course catalog. See Appendix D: High School Technology Course Offerings 2016-2017.

These new courses have interested many students and the number of students requesting enrollment in these courses is encouraging.

24. The library computer lab is used by classes for research projects and for a variety of testing needs. The library lab computers are approximately ten years old.

Upgrade and maintain the computers in the library computer lab.

25. The use of the library computers for student assessment often closes the facility to all students during the testing periods.

There is space in the library to create a second computer lab; however, establishing this lab will require electrical and data wiring and doors on the openings in addition to furniture and computers. This second lab in the library should be designed so that it can be closed off and that students will have the use of the library and computers without disturbing the testing session.

26. Only the EHS library computers, when they are available, can be used in an unscheduled or on an as needed basis to do research, homework, or other appropriate learning activities.

Identify space to create an open computer lab that students can use before school, during a study period, and after school to do school work.

27. EHS does not provide any online learning opportunities for students.

Whether a student goes to college, work, or into military service; the need to be a proficient online learner is essential. School district and high school leadership should, in cooperation with the Virtual High School (VHS) Collaborative in Massachusetts (http://thevhscollaborative.org), identify the steps needed to establish a graduation requirement that every student successfully complete one online academic course.

http://thevhscollaborative.org/

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28. EPS has not formally adopted a K-12 student technology competency scope and sequence. The most recent EPS Technology Plan (2005-2006) does not mention the International Society for Technology in Education (ISTE) National Education Technology Standards for Students (NETS•S), Teachers (NETS•T), Administrators (NETS•A), or the Massachusetts Technology Literacy Standards and Expectations (http://www.doe.mass.edu/odl/standards/itstand.pdf) and evidence of systemic adoption and/or implementation of the standards is not apparent.

Identify, align, adopt, and ultimately assess (pre and posttest) integrated technology and information literacy competencies for grades K-12. Use ISTE’s standards for students (NETS•S) and the Massachusetts Technology Literacy Standards and Expectations as a guide and adapt as appropriate. (See Action Plan #3).

29. An online MCAS assessment pilot test during the 2014-2015 school year yielded varying results in different K-8 schools. That is, some schools did not have technical problems while one school experienced several technical challenges.

Upgrade each school’s wireless infrastructure to

support ubiquitous stable wireless computing.

Provide appropriate quality and quantity of

computing devices to meet online assessment

requirements.

Ensure that technical challenges are resolved before any actual testing period.

30. EPS leadership is focused on preparing students for the Partnership for Assessment of Readiness for College and Careers (PARCC) online assessments that are anticipated in the next 2 to 3 years. They want EPS schools to be prepared with both the infrastructure and technology resources required for successful online assessment implementation.

Continue to support and provide school district level guidance/models introducing online teaching, learning, and assessment strategies to students at all levels. Continue to encourage teachers to introduce students to the sample PARCC assessment items available online (http://www.parcconline.org/assessments/practice-tests) and ensure students become familiar with online assessment models.

31. Additionally, leadership emphasizes that: 1) Students need to be prepared to use

technology devices effectively for taking online

assessments.

2) Students need to demonstrate the higher-

order thinking skills, and the robust content

knowledge, that is necessary to meet the

academic achievement expectations of the

new online assessments.

3) Teachers need to improve the integration of

technology into core content instruction.

1) Train teachers and prepare students to use

computing devices effectively in the assessment

process.

2) Develop a collaborative model to engage schools to

cooperatively analyze and align their curriculum with

the Massachusetts Common Core State Standards

(CCSS) and technology competency expectations.

Many of the Massachusetts CCSS include specific

technology components that align directly with the

NETS•S and the Massachusetts Technology Literacy

Standards and Expectations.

3) Define strategies and support teachers’ efforts to see and understand how to consistently incorporate technology instruction into core content delivery and assessment.

http://www.doe.mass.edu/odl/standards/itstand.pdf

http://www.doe.mass.edu/odl/standards/itstand.pdf

http://www.parcconline.org/assessments/practice-tests

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32. Student technology and information literacy competencies are not formally assessed in grades K-8.

Preliminary work on technology and information literacy assessments has been completed. Phase-in and report yearly technology and information literacy competency assessment results for grade K-8 students.

33. EPS executive leadership has been exploring the adoption of an assessment program to replace the no longer available Thinkgate Instructional Improvement System, Edwin Teaching and Learning product that was made available to school districts by DESE. Executive leadership is commended for creating school district-wide collaboration and communication in the product review process. Products that have been demonstrated and reviewed include School City (http://www.schoolcity.com/) and Mastery Connect (https://www.masteryconnect.com/).

Identify, secure, and/or develop low to no cost online assessment items for grades K-8 that align with the Massachusetts CCSS to accomplish three goals:

Measure students’ knowledge.

Tailor instruction to the areas where students need

support.

Provide students with experience taking formative

and summative online assessments.

For example, ASSISTments from Worcester Polytechnic Institute (WPI) is a no cost formative assessment (www.assistments.org) option that could be investigated.

34. There is limited evidence that teachers use digital assessment strategies on a daily basis for real-time in-class assessment.

Explore the use of student response systems including iPods or Smartphones with student response apps for real-time assessment. One freeware app is a called Socratic (www.socrative.com).

35. Evidence suggests that a process for celebrating successes and sharing best online formative assessment practices used across the school district should be implemented.

Develop strategies for celebrating successes and sharing best online formative assessment practices used across the school district. This could be an excellent way to implement Google Groups (by grade and/or content area) to encourage teachers to explore this tool and contribute to the collection.

36. All EPS schools have libraries staffed with one full-time librarian (1 FTE).

Provide oversight and coordination of library media services K-12 via the Technology Director role. The Technology Director role is well positioned to provide programmatic leadership, integration, and horizontal and vertical articulation across both the technology and information literacy programs.

37. The role of the school librarian includes teaching student research and information literacy skills.

Provide district level support and guidance for elementary librarians regarding ways to develop student research and information literacy skills. This includes ethical and appropriate use of technology, and understanding copyright and proper citation standards from the earliest grades. Potential resources include:

American Association of School Libraries (AASL)

Standards for the 21st

Century Learner at

http://www.ala.org/aasl/sites/ala.org.aasl/files/

content/guidelinesandstandards/learningstandards/

AASL_LearningStandards.pdf.

I-Safe at http://www.isafe.org/.

NetSmartz at http://www.netsmartz.org/.

http://www.schoolcity.com/

https://www.masteryconnect.com/)

http://www.assistments.org/

http://www.socrative.com/

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf.



http://www.isafe.org/

http://www.netsmartz.org/

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2.2 Technology Adoption/Integration # Key Findings Major Recommendations

38. EPS uses Aspen from Follett as the student information system (SIS). Implementation of Aspen varies across the school district.

Review the current use of all Aspen modules and develop a plan to harvest increasing value from this significant technology investment.

39. Several Aspen modules are not used. Assess the capacity of Aspen assignments/grade storage and online access to meet the needs of elementary school reporting. By not using Aspen gradebook consistently at the elementary level, the district is unable to develop valuable student longitudinal data.

40. The grading module is used in varying degrees at elementary and secondary levels. Many teachers report maintaining a paper-based gradebook and transferring grades into Aspen for generating report cards.

Provide refresher training to all teachers for the gradebook module including use of the term weights and cut score functionalities.

41. Secondary level students and parents can access student grades online using the Aspen student portal.

Clean up data, develop a plan and timeline, and prepare to open the Aspen parent and student portals for all schools.

42. EPS has not put data informed grade-level promotion standards in place.

Establish consistent data informed grade-level promotion standards.

43. EPS is evaluating the value of implementing the Google Apps/Google Tools for Education including Google Classroom and/or expanding use of Microsoft Office 365 suite of products.

Charge the EPS Technology Committee to develop and disseminate a clearly defined implementation plan for Gmail, Google Tools for Education including Google Classroom and/or Microsoft Office 365 that includes the following:

Phased timeline for student email rollout for each

instructional level and each school.

Phased timeline for rollout of Google Tools/

Microsoft Office 365 (word processing,

spreadsheets, and presentation software) by levels.

Phased timeline for rollout of Google calendar,

Circles, and other collaborative components.

Defined roles and responsibilities for monitoring the

implementation of each Google component.

In addition to the Google Tools for Education phase-in plan, develop a phase-out and/or reduction in use strategy for remaining productivity suites. This will allow the district to focus professional development efforts on one primary productivity application suite.

44. During the 2015-2016 school-year a Google Classroom pilot at the Madeline English School and with the high school STEAM Academy students was conducted. Additional high school teachers have expressed interest in using Google Classroom.

Charge the Technology Committee to develop, disseminate, and monitor a clearly defined Google Classroom rollout and implementation plan.

16



2.2 Technology Adoption/Integration continued # Key Findings Major Recommendations

45. EPS leadership is in the initial discussion phase exploring options to deploy a one-to-one initiative. They are currently:

1) Conducting a small pilot with

Chromebooks at the high school.

2) Investigating Bring Your Own Technology

(BYOT) implementations in other school

districts including Burlington High School

in Massachusetts. (See Action Plan #6).

Research and define the one-to-one and BYOT options that should be considered for implementation. Some one-to-one deployments have the students take the device home on a daily basis, others do not. Some implementations include district owned devices, others are predicated on student owned devices. There are many factors that need to be weighed and the strategy selected impacts security, equity, policy, home Internet access, and more. Convene a one-to-one BYOT committee, or subcommittee of the Technology Committee, to continue researching and pilot testing these strategies. This subcommittee should include district and school leadership, teachers, students, and parents. The committee’s charter should include the following:

Define both one-to-one and BYOT efforts.

Identify content areas and potential devices for pilot

tests.

Set priorities, timelines, and evaluation metrics for

pilot implementations.

Research funding, ownership strategies, and

develop a budget for a phased full scale

implementation.

Identify and develop necessary policy and procedures.

46. Instructional technology programs, services, and approaches vary from school to school. Exciting examples of using instructional technology in teaching and learning were observed in all schools, but these practices are not systemically embedded across all grade levels and in all classrooms.

Continue to respect and honor the uniqueness of each school while supporting the consistent growth and expansion of teaching and learning technologies with the following:

Competency-based professional development

resources.

Guidelines for implementing and integrating the

Massachusetts Technology Literacy Standards and

Expectations, CCSS, and ISTE NETS•S.

Technical specifications for developing robust

wired and wireless network capacity.

Recommended, developmentally appropriate instructional technology resources and integration strategies.

Develop an inventory of grade-, age-, and skill-level digital resource materials including software, web links, apps, and subscription services and share across schools.

47. The evidence suggests that blended learning (partial instruction via digital and online media) and flipped classroom (lecture and homework course elements reversed) opportunities are not readily available to students.

Research, adopt, and foster blended learning and flipped classroom initiatives in support of differentiated instruction. Blended learning and flipped classroom learning opportunities support differentiated instruction for all students.

17



2.3 Learning Environments # Key Findings Major Recommendations

48. EPS has implemented a standard classroom technology configuration that includes a teacher computer, an Eno interactive white board (IWB), projector, and sound equipment in every classroom.

Charge the Technology Committee with developing optimal standard classroom technology configurations, based on grade level and program needs. This will provide a reference point to determine current status, short- and long-term goals and objectives, and funding requirements for the K-8 schools. Create an online directory of schools within the EPS where excellent use of these configurations can be observed. Create an online directory of schools/teachers that EPS staff is encouraged to observe or include in a Professional Learning Network (PLN).

49. Evidence suggests that, for the most part, there is limited integration of the technology and information literacy (library) programs.

Evaluate the value of transforming school libraries into student-centered Research, Information and Technology Centers (RITC) with existing computer and library teaching staff and resources. See Appendix E: Research, Information, and Technology Center Design.

50. There have been issues maintaining the Eno Board pens – sometimes they get lost, the point breaks, and earlier models required batteries.

Continue to expand professional development efforts such that the full potential of using the Eno boards is realized. Focus professional development efforts on the effective integration of IWBs and instructional content for student engagement.

51. Computer lab layouts make it difficult for the teacher to manage students’ in class computer use.

The ability for a teacher to monitor and manage what students are doing on the computer in class has a positive impact on the learning environment.

52. In the past EPS installed Imperio classroom monitoring and management software in the computer labs so teachers could see and control student computers from one location.

Identify, purchase and deploy classroom monitoring and management software in all computer labs.

53. K-6 grade teachers use the three classroom computers as learning stations for curriculum software including Ten Marks (math) and Reach for Reading (ELA) and rotate students through the stations when time is available during the day.

The three classroom computers should be maintained in grades K-6. Grades 7-9 do not use learning stations in the same way as the K-6 classrooms so there is less need to maintain the grade 7-9 classroom computers.

54. EPS has always purchased computers and has not implemented an effective end-of-life and computer refresh program.

Move from purchasing computers to a lease program that includes a four or five-year refresh program.

55. Teachers are very positive about the benefits of using document cameras in classroom instruction. Document cameras are low-cost, easy-to-use and effective instructional tools.

The cost of document cameras is approximately $100 per device making them very affordable. Add document cameras to the classroom technology configuration.

56. Some of the K-8 school teachers have acquired document cameras using the Donors Choose website (https://www.donorschoose.org).

We applaud the teachers’ commitment to getting and using instructional technology resources. Teachers should not feel the way to acquire instructional materials for their classroom is to use “fund me” type websites.

57. The Math Director recently purchased 30 document cameras for math teachers in grades 6-8. Approximately half of the math high school teachers are also using document cameras in their classrooms.

If technology is to be used effectively, it should be purchased and maintained by the school district. Put in place a mechanism for teachers to recommend and request technology resources for their classroom and school.

https://www.donorschoose.org/)

18



2.3 Learning Environments continued # Key Findings Major Recommendations

58. Classroom teachers that acquire technology through “fund me” type websites maintain ownership of the equipment.

Donated technology should be accepted by the school committee, accounted for in the school district’s inventory, and maintained by the technology team.

59. Teachers in many K-8 schools use Class Dojo (https://www.classdojo.com) and/or Remind (https://www.remind.com) free websites to inform parents of student behavior and communicate with parents about school and class activities in real-time. However, the use of Class Dojo and Remind is not consistent from classroom-to-classroom or school-to-school.

Improving classroom communications with parents is essential to effective teaching and improving student learning outcomes. The communications with parents, however, should be consistent from school-to-school and classroom-to-classroom as families often have more than one child in a school and in the school system.

60. Principals have expressed the desire to use Class Dojo school-wide but are concerned that the website could become a pay service that they could not maintain.

Use the Aspen parent portal at all schools so that school-to-home communications are consistent and parents can access information about their children from one website.

61. Teachers have gone to extraordinary lengths to get access to curriculum software for classroom instruction. Products include high-quality software such as Brain Pop. At the present time, a school district or building curriculum software budget is not available.

Computers are excellent productivity tools. The value of technology in the classroom is exponentially increased when appropriate content specific software is also available to improve student understanding and learning growth. It is essential to balance the availability of technology resources – number of computers, network and Internet connectivity, and instructional software to harvest increasing value from each technology investment. Establish a yearly curriculum software budget that will provide for school district-wide access to high-quality grade-level content specific curriculum software.

62. The school district is pilot testing the value of deploying Chromebooks at the high school in the Science, Technology, Engineering, Art, and Math (STEAM) Academy and Allied Health programs.

Continue the pilot test and specify what criteria will be used to identify success.

63. Students in the STEAM Academy have been taking the computers home since November 2015 and using Google Classroom to get and submit completed assignments.

Review the value of Google Classroom with STEAM Academy teachers and students.

64. Every classroom in the school district has a laser printer. Many of the printers have more than seven years of service and are reaching their end of life.

Consider moving from the one printer per classroom model to larger high speed shared printers. This will reduce the cost of printer repair, replacement, and possibly toner cartridges and paper.

65. In 2014 school district web development and management was moved from the InSite to WordPress application.

Continue to redesign and improve the quality of the school district website.

66. Evidence suggests that website publishing policies are not in place.

Define web publishing policies and procedures for school district, department, school, and classroom web pages.

67. The WordPress website is a great improvement over the earlier InSite website; however, some parents have expressed frustration trying to navigate the website.

Ensure a consistent look and feel and improve ease-of-use website features.

https://www.classdojo.com/

https://www.remind.com/

19



2.4 Professional Development # Key Findings Major Recommendations

68. The school district offers some technology professional development; however, staff members report that most of their technology professional development is self-taught or informally obtained.

Increase school district-offered technology professional development for all building and central office staff, including teachers, administrators, technology staff, and support personnel.

69. Historically, professional development is an isolated event without observing fidelity of implementation and evaluating quality of outcomes.

Work collaboratively with the Technology Committee to identify, develop, and deliver a proficiency-based approach to professional development. (See Action Plan #4).

70. The evidence suggests that additional technology integration professional development is needed and would be well received throughout the school year.

Provide opportunities for staff, including teachers, administrators, and support personnel, to engage in technology integration focused staff development opportunities. For example:

A beginning of the school year review in each

school conducted by the computer teacher on

using the Eno Board and Aspen.

Identify building level teachers and staff members

who can serve as peer technology coaches and

can lead school-based “Train the Trainer” sessions

on a particular topic such as “Using a Document

Camera in Literacy Instruction”.

Modeling in the classroom by computer teachers

(requires scheduling changes).

Participation in virtual and actual conferences, for

example K-12 Online Conferences and

Massachusetts Computer Using Educator

(MassCUE) Conference.

Self-study and Professional Learning Communities

(PLCs).

Support a self-reliance model of professional development by offering professional development credit for independent studies, teacher-created on-demand tutorials, and professional learning community participation.

Not a Massachusetts resource but possibly of value are the resources at the NH Digital Resources Consortium (NH DRC) website, such as the Institutes in a Box online one-hour Technology and Education Topics self-study opportunities (https://sites.google.com/a/nheon.org/nh-digital-resources-consortium ) as well as online learning resources from other websites such as Simple K12 Professional Development for Teachers (http://www.simplek12.com/).

https://sites.google.com/a/nheon.org/nh-digital-resources-consortium

https://sites.google.com/a/nheon.org/nh-digital-resources-consortium

http://www.simplek12.com/

20



2.4 Professional Development continued

# Key Findings Major Recommendations 71. Although mentioned by most all principals

interviewed, technology skills attainment is not identified explicitly as a requirement for new hires or existing staff.

Develop technology competencies guidelines for EPS principals when hiring new teachers. Provide opportunities for interviewees to demonstrate their ability to effectively use technology in instruction and/or to integrate technology requirements in student learning activities.

The continued development of technology competencies among current staff should become a high priority. Include at least one technology objective in every staff member’s yearly Educator Plan for Professional Practice Goal. Use the International Society for Technology in Education (ISTE) National Education Technology Standards

(NETS) for Administrators (NETSA) and Teachers (NETST) to guide professional development objectives.

72. EPS is fortunate to have technology leaders and innovators among their ranks serving as visionaries and risk takers for technology enabled 21

st century teaching and learning.

These individuals should be accommodated so that they can meet regularly.

Continue to tap and expand internal expertise. Encourage dialog, cross-district collaboration, and sharing of successes and challenges among EPS technology leaders by establishing regular online and face-to-face communications.

Support the convening of a formal or informal EPS Google Tools for Education implementation team to develop and deliver Google Tools professional development and create Google Tools online tutorials.

73. The school district technology leaders include some individuals who have taken the initiative to attain Google Educator Certification.

Develop a process to assist other educators to become Google certified. This can be accomplished at no cost to the school district or the individual.

74. The computer teachers have had limited opportunities to attend local conferences or to visit other Massachusetts and New England school districts to see best instructional practices and learn from the experiences of local colleagues.

Expand professional development opportunities for computer teachers to attend local and regional conferences such MassCUE (MA), and Christa McAuliffe (NH), and visits to other Massachusetts and New England school districts to share best practices and learn from the experiences of local colleagues.

21



3. Technology Leadership, Organization, and Staffing Capacity 3.1 EPS Technology Organization and Staffing

# Key Findings Major Recommendations 75. The EPS leadership is commended for hiring a

Technology Director and Director of Data Processing.

76. The direct reporting lines for technology, library, and data staff are shown in Appendix F: Current Technology Staffing Organization.

77. The EPS technology team includes: 1– Technology Director 1– Support Administrator for Network Services 3 – Computer Technicians 5 – K-8 Computer Teachers 1 – High School Computer Teacher

78. The Director of Technology is an EPS district-level position that supervises the technical support staff, computer teachers, and reports to the Director of Curriculum.

The Director of Technology should have direct reporting responsibility for all technical and information services and support.

79. The Director of Technology is developing the broad technology vision and guiding the technology curriculum integration program.

Continue to restructure the technology services organization and broaden the Director of Technology’s responsibilities to include the information literacy (library) and the data governance program development efforts. See Appendix G: Proposed Technology Staffing Organization.

80. Teachers email the technology department to request repair support services. Email repair service requests do not get a return message received notice and tracking recurring problems and identifying equipment that has consistent issues is impossible.

Start a ticketing system that provides a message received response to repair requests and the means to identify and track recurring technical issues and equipment failures.

81. The technology team has been testing Spiceworks, a freeware repair request ticketing system for deployment.

Implement the Spiceworks ticketing system and notify all staff of the changes in requesting support at the start of the 2016-2017 school-year.

82. At the beginning of the school year, computer technicians were assigned to support specific buildings. One technician was housed at the Lafayette School, one at the Keverian School, and one at the Whittier School.

Review best practices for providing school-based technical support including size of the school, percentage of repair requests in comparison to other schools, the technical ability of the school staff, support availability, and individual technician strengths.

83. A series of network and classroom computer failures at the Lafayette and Keverian Schools led to a reimaging of all computers at these schools and reassignment of the technicians responsible for those buildings. The technology problems at the Lafayette and Keverian Schools have not reappeared since the staffing changes.

Continue to monitor schools’ technology status to maintain the improved up-time and operational capacity achieved after the staff changes.

22



3.1 EPS Technology Organization and Staffing continued # Key Findings Major Recommendations 84. Technology staff performance is not evaluated on a

yearly basis. Implement a yearly technology staff evaluation process that measures technical knowledge and customer satisfaction.

85. The EPS technician schedule provides support on an as needed based via email requests. One technician has a specialty in iPads and is stationed at the Devens School. One technician has a home base in the Whittier School. The Director of Technology, Support Administrator for Network Services and one technician are based at the high school.

Continue to monitor and refine the technician support schedule to achieve the following efficiencies:

Increase weekly coverage at all schools.

Improve technician visibility.

Encourage additional cross-training among

support staff.

Continue to provide flexible time for technical support in areas of critical need.

86. Evidence suggests that staff sometime call or email repair requests directly to a technician.

Ensure that all repair requests are entered into the Spiceworks database so that accurate statistics can be developed for analysis.

87. The Director of Data Processing is housed at the high school. The job description identifies the position’s responsibilities as “all administrative data processing and attendance for the Everett Public Schools”.

The Director of Data Processing position could have significant impact on student academic performance by leading and supporting building-level efforts to translate data into actionable information that improves teaching and student learning.

88. Although the Director of Data Processing position duties include “Confer with Principals and Assistant Principals across the district regarding their data processing needs”, district-wide support has been limited.

The Director of Data Processing should provide a leadership role establishing, implementing, and managing a data governance steering committee and expanding the district-wide building-level data culture. See Data Governance Action Plan (Action Plan #5).

89. The Director of Data Processing’s responsibilities include working with the following software applications:

Aspen – the student information system is used

for student demographic information,

scheduling, grade reporting, in some cases

gradebook, special education including IEPs,

student medical information, and the high

school has opened the student portal.

School Messenger – emergency notification

software.

The Director of Data Processing should address the requirements of effectively managing and harvesting increasing value from Aspen and School Messenger. Features of both programs are not in use. For example: Aspen’s gradebook, student and parent portals (except for the student portal at the high school), and the professional development module are not in use. School Messenger has features including text, email, social media, and mobile alerts not in use. The EPS leadership should consider having this position report to the Director of Technology who has extensive experience in student data analysis and data visualization software applications, as well as student information (SIS) and learning management systems (LMS).

23



3.2 Building Level Technology Support # Key Findings Major Recommendations 90. District staff commends the Technology Department

for a smooth start of the 2015-2016 school-year.

91. Building-level administrative and teaching staff commends the level of expertise and quality of support provided by the district-level technical support team.

92. One computer technician has consistently demonstrated superior ability and commitment to the school district.

Create a Lead Computer Technician position and have the other computer technicians report to the Lead Computer Technician for assignments and job completion review.

93. Evidence suggests that a process to ensure that technology information is shared across and within schools is not consistent across the school district.

Develop process to ensure that information is shared across schools. Institutionalizing communication linkages between the EPS Technology Committee, technical staff, and building-level computer teachers will encourage educational technology staff and support district-level and building-level program growth and development.

94. Most K-8 computer teachers provide a first-level of technical support, assist teachers with integrating technology into learning activities, and provide student instruction in the computer lab.

The EPS K-8 schools are commended for their commitment to provide staff to support the integration of technology into teaching and learning.

95. Evidence suggests that there are no opportunities for high school students to provide technical support to teachers and students.

Develop a technology support opportunity for high school students.

96. The computer technicians report having limited service and repair tools.

Identify and purchase tools that will empower computer technicians to identify and quickly resolve problems.

3.3 Policies and Processes # Key Findings Major Recommendations

97. EPS has implemented the following technology policies.

Responsible Use Policy for Technology

Responsible Use Policy for Mobile Devices

Chromebook Acceptable Use Policy

Electronic and Other Devices Not to be Used

in School

Review and add new policies and procedures that support technology management and the teaching and learning process. Consider the following for possible new policy development.

Web Publishing Policy

Online/Virtual Education Policy

Computer Security, E-mail, and Internet

Communications Policy

Copyright Compliance Policy

Technology Integration Policy

Electronic Communication Policy

E-mail Retention Policy

Internet Log File Retention Policy

Bring Your Own Technology Policy

24



3.3 Policies and Processes continued # Key Findings Major Recommendations

98. The school district revises existing and adds new policies on an ongoing as needed basis. For example, the Chromebook Acceptable Use Policy was added in 2015 to support the STEAM Academy Chromebook pilot test.

Continue to revise and update existing policies as recommended above. Possibly revise and rename the Responsible Use Policy for Technology to: Appropriate and Acceptable Computer, Network, and Internet Use Policy. Ensure that compliance metrics or strategies exist for all policies and procedures.

99. Evidence shows that few EPS technology policies and procedures are documented.

Continue to support a culture of documenting, archiving, and disseminating policies and procedures associated with all technology responsibilities. Update technology policies as appropriate. This provides direction for leadership and uninterrupted business continuation in the event of an illness, resignation, or emergency.

100. Networking and all aspects of end-user technology continuously change. This creates the need for keeping technology staff knowledge and skills updated and where possible ahead of school district technology implementation plans.

Computer Technicians and the Support Administrator for Networking must have opportunities to keep up-to-date with changing technology and to expand their current knowledge and skills.

101. Evidence suggests that the computer technicians and the Support Administrator for Networking have had limited opportunities to keep up-to-date with changing technology and to expand their current knowledge and skills.

Support staff attending manufacturers’ update briefings, local and regional conferences, and where appropriate formal classes. The time, effort, and cost of keeping technical staff knowledge and skills current are quickly repaid with improved service to teachers and students.

102. There is evidence of some job skill cross training within the technology department. However, some aspects of the system are the responsibility of one person.

Expand opportunities for technology department staff members to learn from one another and to expand the capabilities of the building-level computer teachers. Examples of job cross training include: providing network training to all technicians and providing technical and network troubleshooting training to the computer teachers and librarians.

103. Limited cross training creates the possibility (probability) that in the event of illness no one could perform repairs needed to keep the system running and staff working in a timely fashion.

At a minimum, two people should know how to address any issue that may arise. The continuity of staff work transcends any rationale for keeping access and knowledge in the purview of one person.

104. Technology proficiencies for administrators and staff are, to a limited extent, included in current job descriptions and evaluation practices.

Continue to develop and adopt a set of technology proficiencies for all administrative, instructional, and support staff. As positions become available and new positions are created, revise job descriptions to include updated technology responsibilities, proficiencies, qualifications, certifications, and experience required for each position.

25



3.3 Policies and Processes continued # Key Findings Major Recommendations

105. An annual process for assessing staff technology proficiencies is not in place.

Consider adopting a recognized set of technology standards, such as those of the International Society for Technology in Education's (ISTE) National Educational Technology Standards (NETS) for administrators (NETS•A) and for teachers (NETS•T).

Implement an annual process for self-assessing the technology proficiencies of all staff. Require all staff members to include at least one technology professional development objective in their annual Educator Plan for Professional Practice Goal.

106. Evidence suggests that staff technology proficiency assessment tools are not readily available in the school district.

Identify appropriate assessment tools to determine staff technology proficiencies and plan staff development programs targeted to improve the technology competencies identified by the assessment results.

107. A formal process to evaluate technology proficiencies for administrative or teacher job candidates are not routinely implemented.

Include opportunities for all administrative, teaching, and support staff job candidates to demonstrate position-related technology proficiencies as part of the interview process by including a set of technology questions and tasks in the interview process.

26



4. Administrative, Productivity, and Accountability Systems 4.1 Administrative Systems

# Key Findings Major Recommendations 108. EPS uses the following administrative applications:

(a) Follett’s Aspen for student information (SIS).

(b) Microsoft Office for school district

administrative and business communications

and productivity.

(c) SoftRight (City of Everett) and OpenRDA (EPS)

for general ledger, purchasing, accounts

receivable, accounts payable, and payroll.

(d) Aspen Special Education module for

Individual Education Plan (IEP) development

and management.

(e) Aspen health module for school health office

management.

(f) NutriKids – lunchroom Point of Sale (POS)

system.

(g) Google Gmail for communications and

Calendar for scheduling is available to high

school staff and students and will be available

for all staff and students in the 2016-2017

school-year.

(h) WordPress for website development.

(i) School Messenger for emergency call

notification.

(j) Spiceworks for technology help desk and repair order ticketing will be available in the 2016-2017 school year.

109. Each administrative application requires an individual authentication user name and password. EPS does not have a single sign-on process authenticating the user for all the applications they have been given rights to and eliminates further prompts when the user switches applications during the same session.

Identify a single sign-on user authentication process that permits a user to enter one name and password in order to access multiple applications.

110. Evidence indicates that a strategy to integrate data from administrative applications for data-driven decision making has not been developed.

Implement strategies provide for data-driven decision making that includes the following.

(a) The identification of an authoritative data

system for each data element.

(b) The identification of data stewards who are

identified as the authoritative source and

responsible for specific data elements.

(c) Policies and procedures establishing the

definition and requirements for maintaining

up-to-date and accurate data.

27



4. Administrative, Productivity, and Accountability Systems 4.1 Administrative Systems continued

# Key Findings Major Recommendations 111. Aspen (SIS) is used for student demographic,

attendance and scheduling information, grade and transcript reporting, and federal and state reporting compliance.

Designate Aspen as the authoritative source for all student data.

112. Not all Aspen modules are implemented and the modules that have been implemented are not used consistently across the school district.

Review Aspen capabilities and determine a foundation-level use within and across all schools. The review should include a determination of how EPS schools can harvest increasing value from the Aspen investment while, more importantly, improving data gathering and analysis for informed decision making.

113. Assessment data such as Dibbles scores are maintained in Aspen’s assessment tab but the Dibbles scores have not been uploaded into the assessment tab at all schools.

As part of the data governance plan, designate Aspen’s assessment module as the authoritative location for all assessment data. This will reduce data silos and support longitudinal data analysis and reporting.

114. The Aspen student portal is open and being used by high school students and parents. The evidence shows that student and parent portals are not available for the K-8 school students and parents.

Clean Aspen data as needed and develop a timeline with each school principal for providing teacher training and opening the student and parent portals with attendance, behavior, assignment, and gradebook information.

115. Microsoft Excel spreadsheets are used to gather and manage a variety of EPS and individual school district student, administrative, and business operation information.

Identify information that can and should be gathered from administrative software programs and maintained in Aspen reducing data silos and improving accessibility, analysis, and data-driven decision making.

116. The curriculum department tracks teacher professional development and certification information in Microsoft Excel spreadsheets.

Explore using the professional development capabilities of Aspen, or a third-party software program such as My Learning Plan (https://www.mylearningplan.com), to track and maintain district professional development offerings and staff certification history.

117. NutriKids – lunchroom Point of Sale (POS) system is used at all schools in the school district. This system is owned and maintained by Aramark.

No recommendations.

4.2 Productivity Systems # Key Findings Major Recommendations

118. EPS has been moving towards an implementation of Google Tools for Education including Gmail, Calendar, Docs and Classroom. All of the Google tools require a Gmail account; however, an anticipated timeline for implementing student Gmail accounts during the 2015-2016 school-year was not met.

Publish on the district website and communicate to all staff members and, as appropriate, to students and parents a timeline for implementing Google Gmail and Tools for Education. The published timeline should include:

The specific Google tools that will be available for teacher and student use.

When the Google tools will become available.

Identification of Google Certified Teachers on staff and information on how other staff members can become Google Certified Teachers (https://edutrainingcenter.withgoogle.com/certification).

https://www.mylearningplan.com/

https://edutrainingcenter.withgoogle.com/certification

https://edutrainingcenter.withgoogle.com/certification

28



4. Administrative, Productivity, and Accountability Systems 4.2 Productivity Systems continued

# Key Findings Major Recommendations 119. Evidence suggests that not all teachers and staff have

experience with Google tools especially Google Docs, Sheets, Slides, and Classroom.

Provide professional development offerings that include practical, classroom-based activities teaching the effective use and integration of Google Docs, Sheets, Slides, and Classroom.

120. It is not clear which application suite, Microsoft Office or Google, will be used for specific purposes in administrative or instructional areas.

Determine where Google Tools for Education and Microsoft Office will be used and clarify which applications will be used consistently and for what audience and purpose.

4.3 Decision Support Systems # Key Findings Major Recommendations

121. Decision support systems bring together information from a variety of operational systems and organize this data in a manner conducive to analysis and reporting. Without an integrated reporting structure, data for systemic change decisions can remain isolated in silos and unavailable for optimal use by the organization. Evidence suggests that user accessible structured or ad hoc reporting tools are not consistently available or used in a manner that encourages the development of a decision support system.

EPS should develop a decision support framework based on a self-reliance report generation model. This includes the following.

Data systems with accessible ready-to-run, ad hoc report generation tools and self-reliance capabilities are needed.

A data visualization application with standard analysis templates.

Data silos created by independent databases need to be limited, and over time, eliminated.

A Learning Management System (LMS) and/or Instructional Improvement System (IIS) design needs to be adopted and implemented.

122. Evidence suggests that EPS does not have a clear and consistent document management strategy in place.

Develop and implement a document management strategy (policies, procedures, and processes) that includes the following.

Which documents can be digitally stored and which need to be maintained on paper?

How long each document needs to be stored to meet federal and state requirements?

What additional documents need to be stored to support EPS operations?

Who has access to which documents and for how long?

Who will be responsible for implementing and maintaining the document management strategy?

What technology systems will help automate and leverage the value of the document management strategy?

123. The design and implementation of a data collection, analysis and reporting system is a key component of providing executive leadership with information to inform decision making. Evidence suggests that EPS does not have a well-defined data collection, analysis, and reporting system in place.

Design operational and longitudinal data stores for data collection, analysis and reporting. See Appendix H: Operational and Longitudinal Data Store Model.

29



4. Administrative, Productivity, and Accountability Systems 4.4 Communications

# Key Findings Major Recommendations 124. EPS has implemented some Voice over Internet

Protocol (VoIP) phone systems. The administration building, Adams, Webster and Devens Schools are completely VoIP and the Parlin School has VoIP in recently renovated areas. The English, Keverian, and Lafayette Schools do not have any VoIP phone systems.

Expand the existing VoIP deployment to provide consistent phone systems at all schools.

125. A walkie talkie system is used for building level communications. The base station for the system is located in the high school 5

th floor network closet.

During an emergency caused by a broken sprinkler head this school year, the electricity to the high school 5

th floor was shut off disabling the walkie

talkie system.

Install a battery backup system to support the walkie talkie system in the event of loss of electricity to the high school 5

th floor network closet. Consider installing a

backup base system in another building on an electrical grid separate from the grid feeding the high school.

126. A plan to implement voice, video, and data network convergence is not in place.

Develop a plan, identify costs and benefits, fund, and implement voice, video, and data network convergence to reduce Total Cost of Ownership (TCO), provide unified messaging, and real-time collaboration including multi-media conferencing for blended and distance learning applications.

127. The school district website does not have technology or library program web pages.

Add technology and library web pages to the school district website. The technology webpage should contain information about staff, resources, requesting repair services, policies, computer and tablet purchasing specifications and curriculum links. The library webpage should include login access to the Destiny patron catalog and links to online library and research resources.

30



5. Network Infrastructure and Communication Systems 5.1 Wide Area Network (WAN) and Internet Services

# Key Findings Major Recommendations 128. The school district is commended for planning to

increase the Internet bandwidth to the high school from 1GB service to 2GB service in the 2016-2017 school-year.

129. Internet bandwidth from the high school to other school buildings remains at 1GB service.

Plan and budget to upgrade the Internet service to other schools and the administration building from 1GB to 2GB service. Plan and budget to upgrade the Internet service to all school buildings and the administration building to 2GB, or higher, service in two to three years.

130. The Internet service bundle is provided to EPS by Merrimack Education Center’s Addition Network division over Comcast and Verizon infrastructure services.

For long-rage improvements, EPS should explore the benefits of a school district-wide leased high-speed fiber wide area network (WAN) backbone. A school district-wide high-speed fiber backbone would provide a virtual private network (VPN) connecting all school buildings and the administration building with greater bandwidth and control at a potentially lower annual cost.

5.2 Network Management and Support Services # Key Findings Major Recommendations

131. The technology department does not have equipment to monitor network and Internet usage patterns or to shape network traffic. Additionally, the technology Department’s ability to monitor and manage the backbone and individual school networks in the existing distributed environment is limited.

Define requirements, identify costs and benefits, purchase, and deploy equipment that allows the Support Administrator for Networking to work towards the implementation of a “single pane of glass” management such as HP’s ClearPass Policy Manager or SolarWInds to:

Monitor user demand and manage data traffic in

real-time.

Ensure network bandwidth support needs.

Forecast need for additional bandwidth to

support additional users and/or applications.

Provide network and data security.

132. The technology department manages approximately twenty-four servers that vary in age from 3 to 9 years old. Five servers at the high school have 9 years and two servers have 8 years of service. See Appendix I: Server Inventory and Age. Industry data shows that as servers age to between 5 to 7 years of service, hard drives begin to fail and the cost of replacement escalates.

Plan and budget to replace older servers and/or transition to server virtualization over the next 3 to 5 years to improve server management and reduce maintenance and support costs. Open (OD) and Active (AD) Directory servers may also be moved to the cloud for secure data in the case of disaster recovery and to decrease down time.

133. EPS is moving towards Software as a Service (SaaS) or cloud-based applications and virtual Wi-Fi authentication servers.

Plan and budget the continued transition from server-based software applications to SaaS and cloud-based software consistent with the transition to server virtualization. This reduces on-site server requirements, maintenance, backup, disaster recovery, and support costs.

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5.2 Network Management and Support Services continued # Key Findings Major Recommendations

134. EPS does not maintain a nightly backup and archiving strategy. There is a replication server for AD and at the administration building an external hard drive is connected to each computer and server.

Data loss from hacking, hijacking, theft, natural disaster, and accidental deletion are serious situations that put the enterprise’s operation in jeopardy. In addition to the data loss, it can mean hours and days of staff unable to work while other staff is consumed trying to restore the enterprise to some semblance of normality. At a minimum, plan and budget a replication server for each server and an external backup source such as an external hard drive or cloud service to backup all data. A better solution is to plan and implement a Network Attached Storage (NAS) system and implement the 3-2-1 backup strategy. The 3-2-1 backup strategy recommended in “Data Backup Options” in 2012 United States Computer Emergency Readiness Team (US-CERT) paper is considered best practice. This means having 3 total copies of your data, 2 of which are local but on different mediums or devices, and at least 1 copy offsite (backup strategy).

135. EPS uses Dell’s SonicWALL firewall for network security. The SonicWALL firewall is part of the Internet service bundle provided by Addition Networks a division of Merrimack Education Center.

The SonicWALL firewall is a single point of failure and, as network upgrades are implemented and traffic increases, will become a bottleneck slowing Internet access and the end user connectivity experience. Explore moving from the Dell SonicWALL NSA Series to a more robust Unified Threat Management (UTM) appliance such as the Barracuda X Series, Palo Alto, Check Point, or WatchGuard XTM.

136. EPS virus protection is deployed with the freeware version of AVG. On a 2016 Best Reviews Guide of the top 10 solutions, AntiVirus software AVG scores 7.0 one up from the lowest rating.

Select, purchase, and deploy an AntiVirus solution such as Secure Anywhere AntiVirus by Webroot with a Best Reviews Guide score 9.8, Bitdefender Antivirus Plus by Bitdefender score 9.6 or Norton Antivirus score 8.7.

137. In December 2006 the Federal Rules of Civil Procedure (FRCP) changed, including public schools in the requirement to provide archiving and auditing for electronically stored information (ESI), often called email archiving (e-discovery law). EPS does not have an Email Retention policy and relies on Addition Networks to provide email archiving and retrieval.

If the EPS transition to Google email (Gmail) continues, explore implementation of Google Message Discovery (GMD) email archiving or other low/no cost alternatives. GMD is a per-user fee service and may qualify for partial E-Rate reimbursement.

138. The school district has single sign-on access for Gmail and Google resources but not for any other applications.

Define and develop a portal strategy for the education community (including executive leadership, staff, students, and parents) that defines available services and information as well as implements a single sign on protocol that simplifies access and use across all applications such as Clever (https://clever.com).

https://www.us-cert.gov/sites/default/files/publications/data_backup_options.pdf

http://www.ediscoverylaw.com/2006/12/e-discovery-amendments-to-the-federal-rules-of-civil-procedure-go-into-effect-today/

https://clever.com/

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5.2 Network Management and Support Services continued # Key Findings Major Recommendations

139. EPS has been replacing and upgrading computing devices; however, a recommended computing device lifecycle and replacement schedule is not in place.

Create and budget for the implementation of a computing device lifecycle and replacement schedule that maintains end-user devices at or below 5 years of service.

5.3 Local Area Network (LAN) and Wireless Capacity # Key Findings Major Recommendations 140. As part of the 2016 E-Rate application and school

district-wide network equipment upgrades, the technology department in collaboration with the vendor is creating up-to-date Local Area Network (LAN) configuration diagrams (Microsoft Visio) and documentation.

Complete and maintain up-to-date LAN diagrams for each building Main Distribution Frame (MDF) and Intermediate Distribution Frame (IDF) closets.

141. Evidence suggests that EPS does not have up-to-date cable plant distribution maps.

Create cable plant distribution maps that document room-level port location and identification number.

142. The wireless access points in all schools are Aerohive and connectivity experience varies between schools and within each building. Access point distribution appears to have been based on coverage area with little attention to access density.

Wireless network connectivity continues to grow at an exponential rate in education. End-users expect the option of connecting wirelessly to the network and enjoying a good connectivity experience.

143. Deploying 24 Chromebooks in the high school this year with the STEAM Academy students highlighted the fragility of the wireless infrastructure. Students could connect in some areas of the school but not in other areas. Sometimes the devices would connect; but as more devices tried to connect to the same access point connectivity would be lost as the connected device accessed another, less subscribed, access point.

Implement the wireless network configuration upgrade defined in the E-Rate application moving from Aerohive to Cisco Meraki Wave 2 wireless access points and locating one access point in each classroom in every school building.

144. Polices for using personal computing devices and procedures to support personal computing devices accessing network resources are in place.

Continue to develop and disseminate staff and student wireless policies and procedures for using personal computing devices on the EPS wireless network.

145. Evidence suggests that an 802.1x protocol that provides a self-service process to authenticate users or devices before granting them access to a network, authorize those users or devices for certain network services, and account for usage of those services is not in place.

Implement a self-service 802.1x authentication protocol such as Gemalto’s Protivia.

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6. Budget and Funding Sources 6.1 District Technology Budget

# Key Findings Major Recommendations 146. EPS is commended for committing significant

financial resources in the yearly operating budget, approximately $96 per student or 0.73% of per student expenditures, to the technology program.

147. It is difficult to identify best practice per student technology expenditures because accounting methods differ from school district to school district. Some school districts include library media center expenditures while other school districts are spending more as they implement one-to-one initiatives, e.g., an iPad or Chromebook for every student.

Identify what will be included in technology expenditure accounting.

148. A January 2016 THE Journal article documents that technology spending is rising in part by the need to be ready for online testing (https://thejournal.com/articles/2016/01/19/report-education-tech-spending-on-the-rise.aspx).

Expect end-user technology (computers, tablets, etc.) expenditures to rise as online testing becomes established as the norm. Look for ways to reduce costs in other areas, e.g., printer toner and paper to increase technology funding.

149. During the 2015-2016 school year paging (PA) systems for the Adams and Webster schools were funded from the technology budget.

School district resources are limited and equipment needs to be repaired and updated regardless of how it is funded but items such as paging systems, clocks, and analog phone handsets seem more aligned with building maintenance than the technology budget. Internet Protocol (IP) phones; however, are appropriately accounted for in the technology budget as they require network services to operate.

150. Evidence suggests that EPS has not previously defined a level of balance between infrastructure, end-user computing devices, software resources, and professional development expenditures to meet identified student learning and operational productivity objectives.

Use this and subsequent Technology Plans to define technology supported student learning and operational effectiveness objectives, technology needed to achieve those objectives, and the budget resources required to meet the identified technology needs. See Section IV: Five-year Technology Plan Implementation Timeline.

151. The yearly baseline technology program operating costs including Internet service and email, Aspen SIS, E-Rate Consultant, printer toner cartridges, projector and printer repair and replacement, and moderate computer replacement and repairs are approximately $350,000 per year. See Appendix J: 2015-2016 Aggregated Technology Expenditures.

No recommendation.

152. Annual printer toner cartridge replacement expenditures average approximately $40,000 per year.

Plan to reduce toner cartridge and paper costs by 10 to 20 percent over a two-year period by moving to digital documents.

153. The school district budget includes a technology line item but evidence suggests that the technology department has not been given the opportunity and responsibility for effectively managing those funds. Often relatively small expenditures (under $500) that have a big impact on classroom technology use are questioned and sometimes denied.

Require the technology department to responsibly manage the technology operational funds, e.g., repair costs for classroom instructional equipment. The technology staff has the knowledge and the experience to effectively prioritize and respond to instructional technology equipment repair and support needs in a timely fashion.

https://thejournal.com/articles/2016/01/19/report-education-tech-spending-on-the-rise.aspx

https://thejournal.com/articles/2016/01/19/report-education-tech-spending-on-the-rise.aspx

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6. Budget and Funding Sources 6.2 E-Rate Application

# Key Findings Major Recommendations 154. EPS is commended for applying for E-Rate Category

1 Telecommunications Service and Category 2 Broadband and Internal Connections funding each year.

155. EPS submitted E-Rate Funding Year 2016 applications for Category 1 and 2. The Category 2 funding includes switch upgrades for the network and expanding the wireless access point to each classroom in every building with a total cost of $872,717 and after E-Rate funding a district cost of $196,722. See Appendix K: 2016 E-Rate Application Budget.

Request the school committee to approve and fund the school district cost portion of the E-Rate application.

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IV. Technology Plan Recommendations 1. Establish a technology committee. Establish a technology committee with district and school leadership, teacher, student and parent representation. The technology committee charter should focus on advising program direction and increasing district and school-level technology program development and support. 2. Align technology goals with school district guiding documents. Review and revise school district technology program mission, vision, and goals. Ensure that the 2016-2021 Technology Plan’s vision, mission, and goals align with the district’s strategic and improvement plan goals. The Technology Committee should lead the review process in collaboration with school committee members and representatives of the administrative and teaching staff. 3. Develop a K-12 technology curriculum scope and sequence. Identify, adopt, and annually assess integrated technology and information literacy competencies in grades K-12. Use the International Society for Technology in Education’s (ISTE) National Education Technology Standards for Students (NETS•S) and Massachusetts Technology Literacy Standards and Expectations for K-12 students as guiding documents. The technology curriculum scope and sequence should address the following.

Focus on two technology department goals: (1) teach to the K-12 standards and (2) expand computer science instruction.

Bring the technology and information literacy (library) programs together to enhance student knowledge and skill development.

Strengthen integration of technology in core content instruction.

Develop intensive mini-courses at the high school to bring all students to a foundation technology skill level. For example, intensive courses in keyboarding and Microsoft Word, Excel, and PowerPoint applications with each course meeting for five days for one quarter. All students should be required to successfully complete this technology strand.

Explore options for providing keyboard instruction in the K-8 schools.

Identify scheduling options to increase technology and information literacy instruction in the K-8 schools.

Adopt a high school graduation requirement that every student successfully complete one online academic course.

4. Integrate technology and information literacy into core curriculum. Use a collaborative model to define strategies and support teachers’ efforts to effectively incorporate technology and information literacy knowledge and skills into core content instruction with project-based student-centered learning activities.

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5. Define staff technology proficiency expectations. Adopt a set of technology proficiencies for all administrative, instructional, and support staff. As positions become available and new positions are created, revise job descriptions to reflect technology responsibilities, proficiencies, qualifications, certifications, and experience required for each position. Offer ongoing professional development opportunities for all staff. 6. Establish a data governance steering committee. Data governance emphasizes data as a valuable resource, data management as an essential school district function, establishes comprehensive, enterprise-wide data management guidelines including common data standards, and disseminates data management policies and procedures including system integration policies and best practice standards for data management and life-cycle to all staff. Establishing a data governance framework should include the following steps.

1) Conduct a needs assessment process that includes interviewing key stakeholders individually and in groups to identify essential questions at school district, building, and program levels.

2) Review current operational and longitudinal reporting documents. 3) Identify additional data analyses and reports that would support key stakeholder decision making. 4) Select and implement a data visualization program to standardize and accelerate data reporting and understanding. 5) Provide ongoing professional development to expand and track student academic performance improvement attributable to data-driven

decision making.

7. Increase school district WAN, LAN, and wireless network capacity. Increase bandwidth of Internet service, district WAN, and building LANs to support and provide a 10GB end-user experience. Improve building wireless capacity and capability to meet the requirements of online MCAS and PARCC assessment. 8. Implement a five-year computer life-cycle. Transition from purchasing computers to a lease program and establish a computer life-cycle of 5 years or less. 9. Update policy catalog. Expand existing policy catalog to include:

1) Polices for publishing school district, school building, and classroom content on the EPS website (Web Publishing Policy). 2) Policies for using personal computing devices and applications on the district school network (Bring Your Own Technology – BYOT Policy).

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3) Policies for student and staff use of social media websites including Facebook and Twitter for instructional support purposes and to extended learning opportunities beyond regular school hours (Social Media Use Policy).

10. Explore implementing a one-to-one or BYOT program. Convene a one-to-one/Bring Your Own Technology (BYOT) committee, or a subcommittee of the technology committee, to research and pilot test these strategies. This committee/subcommittee should include district and school leadership, teachers, students, and parents. This committee would be charged with the following responsibilities.

1) Define how one-to-one and BYOT options might work in the school district. 2) Identify content areas and potential devices for pilot testing. 3) Set priorities, timelines, and evaluation metrics for pilot test implementations. 4) Identify and develop necessary policies and procedures. 5) Research funding, ownership strategies, and develop budget for a phased full-scale implementation.

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V. Five-year Technology Plan Implementation Timeline In the following pages the ten technology plan goals are condensed into four categories and expanded into a five-year timeline with year-by-year budget projections. This longitudinal view provides perspective of how the technology program should develop from year to year (Year 1, 2016-2017 through Year 5, 2020-2021). The four categories are:

1. Technology Access

2. Data Governance

3. Core Curriculum Technology Integration

4. Online Assessment Preparation

The yearly budget projections in Category 1: Technology Access are baseline costs. The baseline costs include yearly operational expenses and technology infrastructure upgrades and improvement investments. The baseline cost projections do not include some of the improvements recommended in Key Findings and Recommendations Section 5, Network Infrastructure and Communication Systems such as upgrading the school district’s AVG virus protection and SonicWALL firewall or improving email archiving. The timing and scope of these changes depends on other structural program changes and improvements. It is also expected that program-based technology including teacher and student computers, tablets, Chromebooks, instructional software, and peripherals such as document cameras and projectors will continue to be funded by other financial mechanisms including, but not limited to, grant funds. Following the five-year timeline, the same information is presented in a year-by-year format showing the recommendations in the four categories for each year.

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Year 0 2015-2016

Year 5 2020-2021

Year 1 2016-2017

Year 2 2017-2018

Year 3 2018-2019

Year 4 2019-2020

• Document computer inventory. • Identify wide and local area networks capacity and security. • Document annual technology program operating costs and expenditures. • Develop and submit an E-Rate application. • Plan increase of high school Internet service bandwidth from 1GB to 2GB ($3,300 cost reduction). Encumbered costs: • Replacement Computers: $270,428 • Internet Service and Email: $49,000 • Replace and repair projectors/printers: Approximately: $60,000 • Aspen SIS: $76,630 • E-Rate Consultant: $12,000 • Printer Toner: $50,000 (Encumbered) • One-Time Expenditures: Adams and Webster PA Systems and Devens and Whittier Data Drops: $84,530 Total: $602,588

• Replace 25% or more of the oldest desktop computers. • Begin server update. • Start instructional software budget. • Move from purchasing to leasing computers. • Fund E-Rate network upgrades pending USAC approval. • Analyze network security and recommend improvements - Denial of Service and Privilege Management. Projected costs: • Computer Lease yr. 1: $175,000 • Server upgrades: $35,000 • Instructional software: $40,000 • Internet Service & Email: $46,000 • Replace and repair projectors/printers: $40,000 • Aspen SIS: $76,630 • E-Rate Consultant: $12,000 • Printer Toner: $40,000 • One-Time Expenditures: HS Language Lab Update $15,000 ½ E-Rate Network upgrade: $98,361 Total: $660,791

• Replace another 25% of the oldest desktop computers. • Continue server update. • Continue instructional software budget. • Fund E-Rate approved network upgrades. • Begin network security improvements. • Begin student BYOT and cell phone use discussion. Projected costs: • Computer Lease yr. 2: $350,000 • Server upgrades: $15,000 • Instructional software: $30,000 • Internet Service & Email: $46,000 • Replace and repair projectors/printers: $30,000 • Aspen SIS: $76,630 • E-Rate Consultant: $12,000 • Printer Toner: $35,000 • HS Language Lab yearly maintenance fee: $5,000 • One-Time Expenditures: ½ E-Rate Network upgrade: $98,361 Total: $697,991

• Begin transition to personal devices. • Complete server update. • Continue instructional software budget. • Complete implementation of network security improvements. • Implement student BYOT and appropriate cell phone use recommendations. • Develop a data backup strategy. Projected costs: • Computer Lease yr. 3: $350,000 • Server upgrades: $15,000 • Instructional software: $30,000 • Internet Service & Email: $46,000 • Replace and repair projectors/printers: $30,000 • Aspen SIS: $76,630 • E-Rate Consultant: $12,000 • Printer Toner: $35,000 • HS Language Lab yr. maintenance fee: $5,000 • Network security upgrades: $50,000 Total: $649,630

• Continue transition from computer labs to personal devices. • Explore costs, benefits, and E-Rate funding for a leased fiber wide area network (WAN) backbone connecting all school district buildings. • Increase Internet bandwidth at all buildings to 2 GB, or higher. • Begin data backup strategy implementation. Projected costs: • Computer Lease yr. 4: $175,000 • Instructional software: $20,000 • Internet Service & Email: $46,000 • Replace and repair projectors/printers: $30,000 • Aspen SIS: $76,630 • E-Rate Consultant: $12,000 • HS Language Lab yr. maintenance fee: $5,000 • Printer Toner: $35,000 • Data backup strategy: $100,000 • Network security upgrades: $50,000 Total: $549,630

• Continue transition from computer labs to personal devices. • Apply for leased fiber WAN backbone E-Rate funding. • Continue instructional software budget. • Review network and data security. • Complete data backup strategy implementation. • Begin to upgrade Interactive White Boards (IWB). Projected costs: • Computer Lease yr. 5: $350,000 • Instructional software: $20,000 • Internet Service & Email: $46,000 • Replace and repair projectors/printers: $30,000 • Aspen SIS: $76,630 • E-Rate Consultant: $12,000 • HS Language Lab yr. maintenance fee: $5,000 Printer Toner: $35,000 • IWB upgrades: $85,000 Total: $659,630

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2. Data Governance

Year 0 2015-2016

Year 5 2020-2021

Year 1 2016-2017

Year 2 2017-2018

Year 3 2018-2019

Year 4 2019-2020

• Identify level of Aspen Student Information System (SIS) implementation. • Define data governance structure and availability of useable data at the district, school, and classroom levels. • No direct costs. • No Indirect costs.

• Identify and train one support person in each school for improved SIS integration. • Provide training in SIS modules, i.e., gradebook, student and parent portals, and using assessment tab. • Convene a school district-wide data governance committee. • Charge the committee to emphasize data as a valuable resource and data management as an essential school district function. • Establish a working group to review data management processes with emphasis on identifying processes that ensure data quality at the point of entry for all authoritative data elements. • Direct costs: Aspen Training: $5,000 (2 days @ $2,500 p/d) • Indirect costs: Staff time on Data Governance Committee.

• Open student and parent SIS portals and bring up modules consistent with each school’s comfort level. • Conduct an inventory of school district administrative and instructional applications identifying all mission-critical systems and recording the authoritative data source for each data element. (Create a Data Dictionary.) • Define data visualization template requirements. • Review data requirements for promotion standards. • Direct costs: Aspen Training: $5,000 (2 days @ $2,500 p/d) • Indirect costs: Staff time on Data Governance Committee.

• Establish school district-wide data management guidelines including data element format standardization. (Establish Data Standards.) • Adopt and disseminate data management policies and procedures including systems integration policies to which each department and program/school must adhere and identify best practice standards for data life-cycle. • Establish data requirements and implement promotion standards. • Direct costs: Data Visualization software licenses, database server or cloud hosting, and training. $TBD • Indirect costs: Staff time on Data Governance Committee.

• Set and enforce data quality integration standards for all EPS mission-critical application purchases going forward. For example, all applications that provide administrative or student achievement data must have appropriate data exchange capabilities, e.g., SIF, Ed-Fi, IMS Global, etc. (Establish Data Integration Standards.) • Identify, document, and publish the data owner and/or steward, a named person, for each official authoritative data element and source. (Identify Data Stewards.) • Direct costs: Data Visualization software licenses. $TBD • Indirect costs: Staff time on Data Governance Committee.

• Continue the implementation of the Data Integration Standards. • Monitor and support Data Stewards as needed. • Continue to develop, refine, and communicate data visualizations templates as appropriate. • Measure the increased use of data to manage administrative operations and improve student achievement at school district, building, and classroom levels. • Direct costs: Data Visualization software licenses. $TBD • Indirect costs: Staff time on Data Governance Committee. Time spent identifying and measuring impact of increased data use.

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3. Core Curriculum Technology Integration

Year 0 2015-2016

Year 5 2020-2021

Year 1 2016-2017

Year 2 2017-2018

Year 3 2018-2019

Year 4 2019-2020

• Document current technology class offerings. • Pilot test one grade 5 system-wide project-based student-centered technology, information literacy, ELA, and Social Studies integrated project. • Determine current level of technology knowledge and skill acquisition consistent with ISTE and Massachusetts Technology Literacy Standards and Expectations. • No direct costs. • Indirect costs: Time and effort to identify areas of student technology strengths and areas for development. Staff time to develop, implement, and assess project-based, student-centered integrated project.

• Create a K-12 technology curriculum task force to identify course scope and sequence progression. • Add a grade 3 technology, information literacy, Math and Science integrated project to the system-wide grade 5 project. • Identify alternative technology and library course scheduling options. • Define ways to improve grade-level technology knowledge and skills consistent with student technology standards. • Explore creating high school mini-courses in MS Word, Excel, PowerPoint and Keyboarding. • No direct costs. • Indirect costs: Time and effort to review course offerings and develop additional student learning opportunities. Staff time to develop, implement, and assess grade 3 and 5 projects.

• Revise existing and add new technology courses based on task force report. • Add integrated technology, information literacy, and core content projects in grades 4 and 6. •Adjust technology and library schedules as appropriate. • Implement consistent research methodology instruction in all K-8 school library programs. • Assess technology skill acquisition consistency within grades and across schools. • Direct costs: Possible instructional software licenses. $TBD • Indirect costs: Time and effort to review course offerings and develop additional student learning opportunities. Staff time to develop, implement, and assess project-based, student-centered integrated projects in grades 3, 4, 5, and 6.

• Begin implementation of technology task force recommendations. • Expand integrated technology, information literacy, and core content lessons into all grades K-8. • Institute high school technology graduation requirements including successful completion of one online academic course. • Measure technology skill acquisition consistency within grades and across schools with special focus on grades 5 and 9. • Direct costs: Possible instructional software licenses. $TBD • Indirect costs: Time and effort to review course offerings and develop additional student learning opportunities. Staff time to develop, implement, and assess project-based, student-centered integrated projects in grades K-8.

• Review and adjust course offerings based on student interest, participation, and the course’s ability to improve technology skill acquisition within grades and across schools. • Expand integrated technology, information literacy, and core content lessons into grades 9-12. • Assess all high school incoming freshmen technology knowledge and skills and adjust grade 6-8 program appropriately. • Direct costs: Possible instructional software licenses. $TBD • Indirect costs: Time and effort to review course offerings and develop additional student learning opportunities. Staff time to develop, implement, and assess project-based, student-centered integrated projects in all grades.

• Continue to review and adjust course offerings based on student participation and the course’s ability to improve technology skill acquisition. • Continue expanding integrated technology, information literacy, and core content lessons in grades 9-12. • Continue to assess incoming high school freshmen and begin assessing the technology knowledge and skills of graduating seniors and adjust grade 6-12 program appropriately. • Direct costs: Possible instructional software licenses. $TBD • Indirect costs: Time and effort to review course offerings and develop additional student learning opportunities. Staff time to develop, implement, and assess project-based, student-centered integrated projects in all grades.

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4. Online Testing Preparation

Year 0 2015-2016

Year 5 2020-2021

Year 1 2016-2017

Year 2 2017-2018

Year 3 2018-2019

Year 4 2019-2020

• Define the ability of existing technology equipment to support online assessment requirements. • Have students take PARCC and MCAS tests on paper to create an assessment baseline that does not include the requirements of online assessment skills. • No direct costs. • Indirect costs: Time and effort to identify areas of technology strengths and areas for development.

• Identify the technology skills students need to successfully complete online assessment programs at each grade level and with each technology tool. This includes computer/ tablet operation, word processing, graphing, and keyboarding skills. • Develop a post-assessment student survey to identify areas where student test taking skills are strong and areas for improvement. • Identify technology systems and instructional practice changes to improve student online assessment ability. • Compare online assessment results with paper-based assessment baseline results. • No direct costs. • Indirect costs: Time and effort to identify areas of technology and instructional practice strengths and areas for development.

• Align student online assessment technology skills with technology standards and with grade level technology instruction. • Ensure online assessment skills instruction is included in K-12 lessons with pre and post-testing component. • Continue to administer, analyze, and communicate post-assessment student survey to track test taking skills ability and identify areas for continuing development. • No direct costs. • Indirect costs: Time and effort to administer student post-assessment survey and identify areas of technology and instructional practice strengths and areas for development.

• Continue to align student online assessment technology skills with technology standards and with grade level technology instruction. • Maintain online assessment skill instruction in K-12 lessons with pre and post-testing component and adjust as needed. • Continue to administer, analyze, and communicate post-assessment student survey to track test taking skills ability and identify areas for continuing development. • No direct costs. • Indirect costs: Time and effort to administer student post-assessment survey and identify areas of technology and instructional practice strengths and areas for development.

• Measure alignment of student online assessment technology skills with technology standards and with grade level technology instruction and adjust accordingly. • Maintain online assessment skill instruction in K-12 lessons with pre and post-testing component and adjust as needed. • Continue to administer, analyze, and communicate post-assessment student survey to track test taking skills ability and identify areas for continuing development. • No direct costs. • Indirect costs: Time and effort to administer student post-assessment survey and identify areas of technology and instructional practice strengths and areas for development.

• Continue to align student online assessment technology skills with technology standards and with grade level technology instruction and adjust accordingly. • Maintain online assessment skill instruction in K-12 lessons with pre and post-testing component and adjust as needed. • Continue to administer, analyze, and communicate post-assessment student survey to track test taking skills ability and identify areas for continuing development. • No direct costs. • Indirect costs: Time and effort to administer student post-assessment survey and identify areas of technology and instructional practice strengths and areas for development.

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Technology Timeline – Year-by-Year Format Year 0: 2015-2016


• Document computer inventory.

• Identify wide and local area networks capacity and security.

• Document annual technology program operating costs and expenditures.

• Develop and submit an E-Rate application.

• Plan increase of high school Internet service bandwidth from 1GB to 2GB ($3,300 cost reduction).

Encumbered costs: • Replacement Computers:

$270,428 • Internet Service and Email:

$49,000 • Replace and repair

projectors/printers: Approximately: $60,000

• Aspen SIS: $76,630 • E-Rate Consultant: $12,000 • Printer Toner: $50,000

(Encumbered) • One-Time Expenditures:

Adams and Webster PA Systems and Devens and Whittier Data Drops: $84,530

Total: $602,588

2. Data Governance • Identify level of Aspen Student Information System (SIS) implementation. • Define data governance structure and availability of useable data at the district, school, and classroom levels. • No direct costs. • No Indirect costs.

3. Core Content Technology Integration • Document current technology class offerings. • Pilot test one grade 5 system-wide project-based student-centered technology, information literacy, ELA, and Social Studies integrated project. • Determine current level of technology knowledge and skill acquisition consistent with ISTE and Massachusetts Technology Literacy Standards and Expectations. • No direct costs. • Indirect costs: Time and effort to identify areas of student technology strengths and areas for development. Staff time to develop, implement, and assess project-based, student-centered integrated project.

4. Online Testing Preparation • Define the ability of existing technology equipment to support online assessment requirements. • Have students take PARCC and MCAS tests on paper to create an assessment baseline that does not include the requirements of online assessment skills. • No direct costs. • Indirect costs: Time and effort to identify areas of technology strengths and areas for development.

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Technology Timeline – Year-by-Year Format continued Year 1: 2016-2017

1. Technology Access • Replace 25% or more of the oldest desktop computers. • Begin server update. • Start instructional software budget. • Move from purchasing to leasing computers. • Fund E-Rate network upgrades pending USAC approval. • Analyze network security and recommend improvements - Denial of Service and Privilege Management. Projected costs: • Computer Lease yr. 1: $175,000 • Server upgrades: $35,000 • Instructional software: $40,000 • Internet Service & Email: $46,000 • Replace and repair projectors/printers: $40,000 • Aspen SIS: $76,630 • E-Rate Consultant: $12,000 • Printer Toner: $40,000 • One-Time Expenditures: HS Language Lab Update: $15,000 ½ E-Rate Network upgrade: $98,361 Total: $660,791

2. Data Governance • Identify and train one support person in each school for improved SIS integration. • Provide training in SIS modules, i.e., gradebook, student and parent portals, and using assessment tab. • Convene a school district-wide data governance committee. • Charge the data governance committee to emphasize data as a valuable resource and data management as an essential school district function. • Establish a working group to review data management processes with emphasis on identifying processes that ensure data quality at the point of entry for all authoritative data elements. • Direct costs: Aspen Training: $5,000 (2 days @ $2,500 p/d) • Indirect costs: Staff time on Data Governance Committee.

3. Core Content Technology Integration • Create a K-12 technology curriculum task force to identify course scope and sequence progression. • Add a grade 3 technology, information literacy, Math and Science integrated project to the system-wide grade 5 project. • Identify alternative technology and library course scheduling options. • Define ways to improve grade-level technology knowledge and skills consistent with student technology standards. • Explore creating high school mini-courses in MS Word, Excel, PowerPoint and

Keyboarding. • No direct costs. • Indirect costs: Time and effort to review course offerings and develop additional student learning opportunities. Staff time to develop, implement, and assess grade 3 and 5 projects.

4. Online Testing Preparation • Identify the technology skills students need to successfully complete online assessment programs at each grade level and with each technology tool. This includes computer/ tablet operation, word processing, graphing, and keyboarding skills. • Develop a post-assessment student survey to identify areas where student test taking skills are strong and areas for improvement. • Identify technology systems and instructional practice changes to improve student online assessment ability. • Compare online assessment results with paper-based assessment baseline results. • No direct costs. • Indirect costs: Time and effort to identify areas of technology and instructional practice strengths and areas for development.

45




1. Technology Access • Replace another 25% of the oldest desktop computers. • Continue server update. • Continue instructional software budget. • Fund E-Rate approved network upgrades. • Begin network security improvements. • Begin student BYOT and cell phone use discussion. Projected costs: • Computer Lease yr. 2: $350,000 • Server upgrades: $15,000 • Instructional software: $30,000 • Internet Service & Email: $46,000 • Replace and repair projectors/printers: $30,000 • Aspen SIS: $76,630 • E-Rate Consultant: $12,000 • Printer Toner: $35,000 • HS Language Lab yearly maintenance fee: $5,000 • One-Time Expenditures: ½ E-Rate Network upgrade: $98,361 Total: $697,991

2. Data Governance • Open student and parent SIS portals and bring up modules consistent with each school’s comfort level. • Conduct an inventory of school district administrative and instructional applications identifying all mission-critical systems and recording the authoritative data source for each data element. (Create a Data Dictionary.) • Define data visualization template requirements. • Review data requirements for promotion standards. • Direct costs: Aspen Training: $5,000 (2 days @ $2,500 p/d) • Indirect costs: Staff time on Data Governance Committee.

3. Core Content Technology Integration • Revise existing and add new technology courses based on task force report. • Add integrated technology, information literacy, and core content projects in grades 4 and 6. •Adjust technology and library schedules as appropriate. • Implement consistent research methodology instruction in all K-8 school library programs. • Assess technology skill acquisition consistency within grades and across schools. • Direct costs: Possible instructional software licenses. $TBD • Indirect costs: Time and effort to review course offerings and develop additional student learning opportunities. Staff time to develop, implement, and assess project-based, student-centered integrated projects in grades 3, 4, 5, and 6.

4. Online Testing Preparation • Align student online assessment technology skills with technology standards and with grade level technology instruction. • Ensure online assessment skills instruction is included in K-12 lessons with pre and post-testing component. • Continue to administer, analyze, and communicate post-assessment student survey to track test taking skills ability and identify areas for continuing development. • No direct costs. • Indirect costs: Time and effort to administer student post-assessment survey and identify areas of technology and instructional practice strengths and areas for development.

46




1. Technology Access • Begin transition from computer labs to personal devices. • Complete server update. • Continue instructional software budget. • Complete implementation of network security improvements. • Implement student BYOT and appropriate cell phone use recommendations. • Develop a data backup strategy Projected costs: • Computer Lease yr. 3: $350,000 • Server upgrades: $15,000 • Instructional software: $30,000 • Internet Service & Email: $46,000 • Replace and repair projectors/printers: $30,000 • Aspen SIS: $76,630 • E-Rate Consultant: $12,000 • Printer Toner: $35,000 • HS Language Lab yr. maintenance fee: $5,000 • Network security upgrades: $50,000 Total: $649,630

2. Data Governance • Establish school district-wide data management guidelines including data element format standardization. (Establish Data Standards.) • Adopt and disseminate data management policies and procedures including systems integration policies to which each department and program/school must adhere and identify best practice standards for data life-cycle. • Establish data requirements and implement promotion standards. • Direct costs: Data Visualization software licenses, database server or cloud hosting, and training. $TBD • Indirect costs: Staff time on Data Governance Committee.

3. Core Content Technology Integration • Begin implementation of technology task force recommendations. • Expand integrated technology, information literacy, and core content lessons into all grades K-8. • Institute high school technology graduation requirements including successful completion of one online academic course. • Measure technology skill acquisition consistency within grades and across schools with special focus on grades 5 and 9. • Direct costs: Possible instructional software licenses. $TBD • Indirect costs: Time and effort review course offerings and develop additional student learning opportunities. Staff time to develop, implement, and assess project-based, student-centered integrated projects in grades K-8.

4. Online Testing Preparation • Continue to align student online assessment technology skills with technology standards and with grade level technology instruction. • Maintain online assessment skill instruction in K-12 lessons with pre and post-testing component and adjust as needed. • Continue to administer, analyze, and communicate post-assessment student survey to track test taking skills ability and identify areas for continuing development. • No direct costs. • Indirect costs: Time and effort to administer student post-assessment survey and identify areas of technology and instructional practice strengths and areas for development.

47




1. Technology Access • Continue transition from computer labs to personal devices. • Explore costs, benefits, and E-Rate funding for a leased fiber wide area network (WAN) backbone connecting all school district buildings. • Increase Internet bandwidth at all buildings to 2 GB, or higher. • Begin data backup strategy implementation. Projected costs: • Computer Lease yr. 4: $175,000 • Instructional software: $20,000 • Internet Service & Email: $46,000 • Replace and repair projectors/printers: $30,000 • Aspen SIS: $76,630 • E-Rate Consultant: $12,000 • HS Language Lab yr. maintenance fee: $5,000 • Printer Toner: $35,000 • Data backup strategy: $100,000 • Network security upgrades: $50,000 Total: $549,630

2. Data Governance • Set and enforce data quality integration standards for all EPS mission-critical application purchases going forward. For example, all applications that provide administrative or student achievement data must have appropriate data exchange capabilities, e.g., SIF, Ed-Fi, IMS Global, etc. (Establish Data Integration Standards.) • Identify, document, and publish the data owner and/or steward, a named person, for each official authoritative data element and source. (Identify Data Stewards.) • Direct costs: Data Visualization software licenses. $TBD • Indirect costs: Staff time on Data Governance Committee.

3. Core Content Technology Integration • Review and adjust course offerings based on student interest, participation, and the course’s ability to improve technology skill acquisition within grades and across schools. • Expand integrated technology, information literacy, and core content lessons into grades 9-12. • Assess all high school incoming freshmen technology knowledge and skills and adjust grade 6-8 program appropriately. • Direct costs: Possible instructional software licenses. $TBD • Indirect costs: Time and effort to review course offerings and develop additional student learning opportunities. Staff time to develop, implement, and assess project-based, student-centered integrated projects in all grades.

4. Online Testing Preparation • Measure alignment of student online assessment technology skills with technology standards and with grade level technology instruction and adjust accordingly. • Maintain online assessment skill instruction in K-12 lessons with pre and post-testing component and adjust as needed. • Continue to administer, analyze, and communicate post-assessment student survey to track test taking skills ability and identify areas for continuing development. • No direct costs. • Indirect costs: Time and effort to administer student post-assessment survey and identify areas of technology and instructional practice strengths and areas for development.

48




1. Technology Access • Continue transition from computer labs to personal devices. • Apply for leased fiber WAN backbone E-Rate funding. • Continue instructional software budget. • Review network and data security. • Complete data backup strategy implementation. • Begin to upgrade Interactive White Boards (IWB). Projected costs: • Computer Lease yr. 5: $350,000 • Instructional software: $20,000 • Internet Service & Email: $46,000 • Replace and repair projectors/printers: $30,000 • Aspen SIS: $76,630 • E-Rate Consultant: $12,000 • HS Language Lab yr. maintenance fee: $5,000 Printer Toner: $35,000 • IWB upgrades: $85,000 Total: $659,630

2. Data Governance • Continue the implementation of the Data Integration Standards. • Monitor and support Data Stewards as needed. • Continue to develop, refine, and communicate data visualizations templates as appropriate. • Measure the increased use of data to manage administrative operations and improve student achievement at school district, building, and classroom levels. • Direct costs: Data Visualization software licenses. $TBD • Indirect costs: Staff time on Data Governance Committee. Time spent identifying and measuring impact of increased data use.

3. Core Content Technology Integration • Review and adjust course offerings based on student interest, participation, and the course’s ability to improve technology skill acquisition within grades and across schools. • Expand integrated technology, information literacy, and core content lessons into grades 9-12. • Assess all high school incoming freshmen technology knowledge and skills and adjust grade 6-8 program appropriately. • Direct costs: Possible instructional software licenses. $TBD • Indirect costs: Time and effort to review course offerings and develop additional student learning opportunities. Staff time to develop, implement, and assess project-based, student-centered integrated projects in all grades.

4. Online Testing Preparation • Continue to align student online assessment technology skills with technology standards and with grade level technology instruction and adjust accordingly. • Maintain online assessment skill instruction in K-12 lessons with pre and post-testing component and adjust as needed. • Continue to administer, analyze, and communicate post-assessment student survey to track test taking skills ability and identify areas for continuing development. • No direct costs. • Indirect costs: Time and effort to administer student post-assessment survey and identify areas of technology and instructional practice strengths and areas for development.

49



VI. Action Plans

Action Plan #1: Establish a Technology Committee Recommendation: 1 Establish a Technology Committee chartered to provide

technology program direction and increase school district and school-level technology program development and support.

Leadership Responsibility:

Director of IT

Executive Leadership

Action Steps

*Denotes that step has already started.

Timeline

Year 1

16/17

Year 2

17/18

Year 3

18/19

1. Create policies and procedures to formally charter an EPS Technology Committee. Define how this committee interacts with and impacts existing program governance and management.

X X X

2. Ensure that the Technology Committee membership includes executives (e.g., directors and principals), technology staff, teaching staff, and parents and students.

X X X

3. Strive for a total of 12 to 15 committee members each serving a 1 to 2-year term structured such that approximately thirty percent of the committee members change each year.

X X X

4. Charge the Technology Committee with reviewing and advising the EPS technology program direction including but not limited to: setting vision, mission, and goals; implementation needs; professional development needs and offerings; celebrating successes; identifying strategies to turn challenges into opportunities; and the level and growth of staff and student technology competencies.

X X

5. Create a Technology Committee governance plan identifying responsibility for convening meetings, gathering agenda items, setting agendas, managing membership attendance, taking minutes, and information dissemination.

X X

6. Schedule bi-monthly Technology Committee meetings and publish formal agendas before and meeting minutes after each meeting.

X X

7. Structure the agendas so that they form the basis for tracking the implementation of the Technology Plan as well as changes to and development of subsequent plans.

X X

8. Facilitate meeting participation using technology tools such as Skype and Face Time. X X

Interdependencies: This recommendation is not dependent on the completion of the remaining high priority recommendations but it is the driving force behind a successful, concerted effort that maximizes existing efforts and resources to produce long-term results.

Key Performance Indicator(s):

Technology Committee charter, meeting agendas and minutes.

50



Action Plan #2: Develop Technology Vision, Mission, and Goals

Recommendation: 2 Develop and disseminate Technology Vision, Mission, and Goals that are aligned with the District Strategic and Improvement Plans.


Director of IT

Technology Committee


School Committee

Action Steps


Timeline

Year 1

16/17

Year 2

17/18

Year 3

18/19

1. Convene an EPS-wide committee led by the Director of Technology that includes the Technology Committee (Recommendation 1) and key participants in the development of the District Strategic Plan and Improvement Plan. This group would be convened for a limited time for the purpose of developing and disseminating technology goal alignment across all EPS guiding documents.

X X

2. Identify guiding documents that include vision, mission, and goal statements relating to the effective use or integration of technology tools and resources.

X

3. Starting at the executive level, discuss all District Strategic Plan efforts that include technology components. Determine how these apply to and/or impact efforts at the program and/or school level.

X

4. Develop draft Technology Vision, Mission, and Goal statements. X

5. Share print and digital copies of the draft EPS Technology Vision, Mission, and Goals. X

6. Analyze the proposed EPS Technology Vision, Mission, and Goals along with any previously developed Technology Vision, Goals and/or Objectives. Develop a coding system to show alignment between the District Strategic Plan, Improvement Plan and the Technology Vision, Mission, and Goals.

X X

7. Post and disseminate this alignment matrix to the School Committee, Technology Committee, and program and school staff. Use this matrix as a guide in future strategic planning efforts.

X X

8. Submit Technology Vision, Mission, and Goals to the School Committee for approval and adoption. X

9. Disseminate adopted Technology Vision, Mission, and Goals to the Everett education community. X

Interdependencies: This recommendation is not dependent on the completion of the remaining high priority recommendations but it is the driving force behind a successful, concerted effort that maximizes existing efforts and resources to produce long-term results that build upon the District Strategic Plan as the foundation for moving forward.


Technology vision, mission, and goal statements approved and adopted by the school committee and disseminated to the EPS education community.

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Action Plan #3: Integrate Technology and Information Literacy into Core Curriculum Recommendation: 3 Develop grade level appropriate project-based student-centered

lessons where technology and information literacy are integrated

with core curriculum content consistent with ISTE NETS and the Massachusetts Technology Literacy Standards and Expectations.


Curriculum Director

Technology Director

Program Directors

Principals, Assistant Principals, and Teachers

Action Steps


Timeline

Year 1

16/17

Year 2

17/18

Year 3

18/19

1. Convene a group of school district-wide educators, computer teachers, and librarians, facilitated by curriculum and technology leadership with representation from all grade levels, schools, and content areas. This group’s charter will be to identify units that integrate technology and information literacy competencies with K-12 core content.

X X X

2. Define this group as a Professional Learning Community (PLC) with a specific task and learning outcomes and provide staff involved with professional development hours for their contribution to this process.

X X X

3. Sub-divide into groups by instructional levels (early elementary K-2, elementary grades 3-5, middle school grades 6-8, and high school grades 9-12) and review the downloadable .pdf files of the NETS•S Profiles and Essential Conditions at: http://www.iste.org/standards/ISTE-standards/standards-for-students.

X X

4. Continue the process of researching best practice for integrating technology competencies into content areas, beginning with successful EPS practices. Include opportunities to introduce integration lessons in a group computer lab activity, practice in daily instruction, and demonstrate mastery in individual or group student project or group culminating event of the technology competencies in each integrated unit.

X X

5. Research and select a tool/system to monitor the progress of individual student mastery of the technology competencies from Kindergarten through grade 12. Investigate the options within Aspen to track this information or low cost/no cost options such as Moodle or SAKAI learning management systems.

X X

6. Develop a grade level scoring rubric that can be used, with minimal revision, by all teachers at the same grade level and with appropriate revisions at all grade levels.

X X X

7. Implement integrated units based on the schedule provided in the Fiver-Year Technology Plan Implementation Timeline. X X X

Interdependencies: This recommendation is dependent on movement to standards-based

instruction especially teaching to the ISTE NETS and Massachusetts Technology Literacy Standards and Expectations.


List of instructional units that integrate technology and information literacy with core curriculum content.

Pre and post assessment results.

Student work exemplars.

http://www.iste.org/standards/ISTE-standards/standards-for-students

52



Action Plan #4: Define Staff Technology Proficiency Expectations Recommendation: 3 Adopt a set of technology proficiencies for all administrative,

instructional, and support staff. Leadership

Responsibility: Executive Leadership

Director of IT

Curriculum Director


HR Director

Action Steps


Timeline

Year 1

16/17

Year 2

17/18

Year 3

18/19

1. Convene a stakeholder group to define and adopt technology proficiencies for all staff as determined by productivity and/or instructional needs. Consider adopting proficiencies based on the National Educational Technology Standards for Teachers (NETS•T) and for Administrators (NETS•A) available at: http://www.iste.org/standards/ISTE-standards/standards-for-teachers and http://www.iste.org/standards/ISTE-standards/standards-for-administrators, respectively.

X X

2. Revise and align existing job descriptions with the technology competencies that have been defined for each position. X X

3. Revised job descriptions should reflect all technical proficiencies, qualifications, certifications, and experience required for these positions.

X X

4. Institute a review and vetting process to ensure that all negotiating bodies accept the revised job descriptions. X X

5. As positions become available and new positions are created put revised job descriptions in place to address technology expectations for each position.

X X

6. Include questions and opportunities for administrative, teaching, and support staff job candidates to demonstrate technology proficiencies as part of the interview process.

X X

7. Create and administer to all staff an annual online survey of technology skills and analyze and publish survey results yearly. X X

8. Identify appropriate assessment tools to determine staff technology proficiencies. Consider engaging a third-party organization such as Bright Bytes (http://brightbytes.net/) to assist with the assessment process.

X X

9. Develop a gap analysis based on the results of the survey and the competencies required for specific jobs. X X

10. Define a professional development strategy for targeting competency gaps. Work collaboratively with the professional development committee to provide a comprehensive yearly professional development plan.

X

11. Include at least one technology objective in every staff member’s yearly Professional Development Practice Goal. Use ISTE NETS for Teachers and NETS for Administrators as a guide for creating the professional development objectives.

X

12. Secure and implement a monitoring system. X

13. Provide professional development for all staff on use of the technology competencies tracking component. X

14. Offer on-going technology support and professional development for all staff. X X X

http://www.iste.org/standards/ISTE-standards/standards-for-teachers

http://www.iste.org/standards/ISTE-standards/standards-for-administrators

http://brightbytes.net/)

53



Action Plan #4: Define Staff Technology Proficiency Expectations Recommendation: 3 Adopt a set of technology proficiencies for all administrative,

instructional, and support staff. Leadership

Responsibility: Executive Leadership

Director of IT

Curriculum Director


HR Director

15. Diversify the array of technology professional development options to support the attainment of the NETS for Teachers and Administrators competencies by all staff.

X X X

16. Provide opportunities for all staff to engage in technology development opportunities. X X X

Interdependencies: The identification of staff technology proficiencies and strategies to move all staff up the technology skills continuum is critical to the effective integration and implementation of 21

st century instructional tools and learning strategies

in EPS classrooms and improved productivity for all staff.


Adopted technology proficiencies for all staff.

Revised job descriptions reflecting technology proficiency expectations.

Inclusion of one technology goal in every staff members’ yearly Educator Plan for Professional Practice Goal.

54



Action Plan #5: Establish a Data Governance Steering Committee Recommendation: 6 Develop and implement a Data Governance Plan to reduce data

silos, the amount of data stored on paper and in Microsoft Excel spreadsheets to improve data-driven decision making.


Director of IT


Action Steps


Timeline

Year 1

16/17

Year 2

17/18

Year 3

18/19

1. Convene a school district-wide committee or subcommittee of the Technology Committee including executive, program/school and curriculum leadership.

X X X

2. Charge the committee to emphasize data as a valuable school district resource and data management as an essential school district function.

X X X

3. Conduct an inventory of school district administrative and instructional applications identifying all mission-critical systems and recording the authoritative data source for each data element. (Create a data dictionary.)

X

4. Conduct an inventory of applications from the end-user perspective identifying program/school-level applications used in place of, or to supplement, official systems of record and why these alternative systems are required.

X

5. Establish a working group to review data management processes with emphasis on identifying processes that ensure data quality at the point of entry for all authoritative data elements including the identification of “quick win” opportunities.

X

6. Establish comprehensive enterprise-wide data management guidelines, data element format standardization, and identify and implement best practice standards for data life cycle. (Establish data standards.)

X

7. Adopt and disseminate data management policies and procedures including systems integration policies to which each department, program, and school must adhere.

X

8. Set and enforce data quality integration standards for all school district mission-critical application purchases going forward. For example, all applications that provide administrative or student achievement data must have appropriate data exchange capabilities, e.g., SIF, Ed-Fi, or IMS Global. (Establish data integration standards.)

X

9. Identify, document, and publish the data owner and/or steward, a named person, for each official authoritative data element and source. (Identify data stewards.)

X

Interdependencies: This recommendation is dependent on executive leadership emphasizing that data is a valuable resource, data management is an essential school function, and that establishing a data governance framework is central to improving data- driven decision making.


Data Governance Committee charter, agendas, and meeting minutes.

55



Action Plan #6: Bring Your Own Technology (BYOT) Committee Recommendation: 10 Convene a one-to-one/BYOT committee, or subcommittee of the

Technology Committee, to explore options for establishing a one-to-one computing environment.


Director of IT


School Committee

Parents and Students

Action Steps


Timeline

Year 1

16/17

Year 2

17/18

Year 3

18/19

1. Convene an EPS-wide committee or subcommittee of the Technology Committee including executive leadership, program/school leadership, curriculum leadership, teaching staff and where possible students and teachers.

X X X

2. Charge the committee to:

a) Define one-to-one and Bring Your Own Technology (BYOT) efforts. b) Identify content areas and potential devices for pilot implementations. c) Identify, develop, and approve any necessary policy or procedure requirements for a one-to-one BYOT pilot test. d) Set priorities, timelines, and evaluation metrics for pilot implementation. e) Research funding, ownership strategies, and develop a full scale implementation budget.

X

3. Review current literature on one-to-one and BYOT initiatives, both pros and cons, with attention to current conditions in EPS programs/schools regarding infrastructure, wireless access, technical and end-user support capacity, and teacher readiness to incorporate technology tools into daily instruction.

X

4. Review and use tools such as the tools available at the K12 Blueprint Bring Your Own Device Toolkit website http://k12blueprint.com/byod to:

Get a BYOT document started.

Plan an implementation framework.

Draft BYOT implementation challenges document.

Identify mobile technology scenarios.

Disseminate mobile learning article: The Next Wave of K-12 Education Innovation.

Review exemplar BYOT presentations.

Create school district BYOT readiness checklist.

Create teacher BYOT readiness checklist.

Review BYOT case studies (Forsythe County Schools, GA and Oak Hills Local School District, OH).

Draft BYOT sample Acceptable Use Policy.

X

http://k12blueprint.com/byod

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Action Plan #6: Bring Your Own Technology (BYOT) Committee continued Recommendation: 10 Convene a one-to-one/BYOT committee or subcommittee of the

Technology Committee to explore options for establishing a one-to-one computing environment.


Director of IT


School Committee

Parents and Students

Action Steps


Timeline

Year 1

16/17

Year 2

17/18

Year 3

18/19

5. Analyze the benefits of different one-to-one models at all instructional levels (K-2, 3-5, 6-8, and 9-12), for example take home versus in class/school only use. Analyze the pros and cons of single device (tablet, Smartphone, Netbook, Chromebook, laptop), single brand versus multiple device and multiple brand deployments.

X

6. Define potential pilots at multiple levels, determine strategy to secure funding, and implement formal pilots as funding allows. X

7. Set clear evaluation metrics around specific criteria for the pilot implementations. Consider securing support from local institutes of higher education to support pilot monitoring and evaluation.

X

8. Develop and implement necessary policies and procedures for pilot implementation (may not need to be formally approved for pilot effort) and refine/revise throughout the pilot as needed.

X

9. Advance one-to-one/BYOT discussions and decisions based upon pilot outcomes, emerging technologies, and readiness for EPS-wide implementation.

X

10. Develop one-to-one/BYOT implementation plan, timelines, budget, funding strategy, monitoring plan for full-scale implementation as deemed appropriate from pilot efforts incorporating “lessons learned” along the way.

X

Interdependencies: This recommendation is dependent on EPS intent to move to a one-to-one computing environment.


A plan including budget prototype for establishing a one-to-one computing environment.

57



VII. Appendix

Appendix A: Draft Technology Program Vision, Mission, and Goals Technology Department Mission Statement The technology department assumes responsibility for selecting, deploying, and maintaining technology infrastructure, and hardware and software products appropriate for the organization. The technology department integrates selected administrative and instructional products with organizational needs and infrastructure, including installation, customization, and maintenance of those applications for the organization’s computer users. The technology department defines strategies for and recommends activities to harvest increasing value from technology investments. Examples of the Technology Department’s responsibilities include:

Network design, maintenance, administration, and security.

Planning and management of the technology lifecycle by which the organization’s technology

infrastructure and services are maintained, upgraded, and replaced.

Development and deployment of multimedia resources.

Installation and operation of communication components.

Email and archival system management.

Overseeing the design, accuracy, and up-keep of the school district website and web pages.

Technology Vision The technology vision of the EPS is to assist students develop the technology knowledge and skills they need to succeed in a technology-centric, global society. To achieve this, we will build and support a one-to-one learning environment that is reliable, effective, legal, and evolutionary. We will:

Commit to using "technology" and understand it is central to how we operate.

Establish, maintain, and promote a culture where technology knowledge and skills, and information

literacy is central to students' learning experiences in all core subject areas.

Infuse the use of digital media to support technology and information literacy in the location where

students spend most of their day — in the classroom.

Actively support lifelong learners at all levels within our educational community.

Technology Mission The technology mission of the EPS is to ensure that staff and teachers have the information technology tools to manage the individualization and personalization of each student’s education and that students have the educational technology tools to meet and exceed grade-level expectations and develop lifelong learning skills.

58


Technology Needs Analysis and Recommendations Study Technology Goals The Technology Committee in collaboration with other school district committees will define technology program goal statements. Nine leading edge technology program goal examples follow.

Goal #1: Mobile Student Centered Computing All learners will have access to technology in an anytime, anywhere, one-to-one computing environment.

Goal #2: Interactive Multimedia Capable Peripherals All learners will have access to multimedia capable technology that provides for connecting and interacting with a variety of appropriate educational materials especially in multimedia formats. Goal #3: Professional Development Professional Development (PD) will be a top priority for the success of all learners (students, teachers, and staff). PD must be integrated within all content areas and grade levels and be ongoing due to the simultaneous learning of how to use technology, the integration of technology in instruction, and the continual emergence of new and improved technologies and practices. Goal #4: Electronic Resources and Information Literacy Electronic resources and tools to create and support a contemporary 21st century teaching and learning environment will be available to all teachers and students. Goal #5: Bring Your Own Technology (BYOT) All learners will be encouraged, supported, and empowered to apply their personally owned technology in teaching and learning. Goal #6: Curriculum Integration Using the International Society for Technology in Education National Educational Technology Standards (ISTE NETS), and the Massachusetts Technology Literacy Standards and Expectations, technology will be integrated into all K-12 curricula. Instructional stakeholders will contribute to developing and updating technology-integrated curriculum maps and resources. Teachers will regularly integrate technology as defined within their respective curricula. Goal #7: Online Learning Online Learning will allow for the delivery of, access to, and interaction with content in a convenient way that will promote learning and is consistent with the lifelong learning that all students will encounter. High school graduation requirements will include successful completion of one online academic course by all students. Goal #8: Data Governance Data governance best practices, processes, and procedures will be implemented to maximize school district and building operation and ability to understand and improve student academic achievement. Goal #9: Innovation Innovation in the best practices of technology integration will be supported and encouraged.

59



Appendix B: Data Governance Focus Areas

Adapted from Thomas, G. In “The DGI Data Governance Framework”. Data Governance Institute. p. 7. Not dated. Referenced from: http://www.datagovernance.com/dgi_framework.pdf.

Data Quality Ensuring that data sets are complete, that the information is consistent (e.g., abbreviations are always the same: St. for street), and information is correct and up-to-date. Information Integration and Flow The merging of data sets from different databases onto one data platform to support analysis for data-driven decision making. For example, bringing assessment results together with classroom grades, attendance, and behavior in the Student Information System assessment tab. Data Definitions, Security, and Privacy The ability to search data using standard database tools such as Structured Query Language (SQL) for information retrieval. Security and privacy means ensuring that data are safe from unauthorized access like hackers. Access Management Allowing personnel to see and use only the specific information sets for which they are authorized. Compliance Adherence to laws and regulations protecting the privacy of personal information including federal laws, e.g., Family Educational Rights and Privacy Act (FERPA) and state laws, e.g., Student Privacy Protection Act in New York State. Data-driven Decision Making The collection and analysis of data to guide decisions that help students improve academic success.

Data Quality

Information Integration and Flow

Data Definitions Security and Privacy Access Management

Compliance

Data-driven Decision Making

http://www.datagovernance.com/dgi_framework.pdf

60



Appendix C: Desktop Computer Inventory by School and Age ComputerAge2016 10yrs 9yrs 8yrs 7yrs 6yrs 5yrs 4yrs 3yrs 2yrs 1yr Total:

School

Adams 14 14

Devens 32 10 42

English 88 239 327

Keverian 52 196 248

Lafayette 81 207 288

Parlin 52 86 138

Webster 111 111

Whittier 13 129 142

HighSchool 140 4 51 212 30 437

Total: 0 361 711 0 0 266 32 323 0 54 1747

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Appendix D: High School Technology Course Offerings 2016-2017

3D ANIMATION, 5 CREDITS, #0993 – NEW COURSE OFFERING

This course explores the basic concepts of 3D computer animation using traditional and digital design techniques. Students will develop skills integrating art and technology and express their creativity and imagination by creating and producing short animation projects. Students will research and identify professional animations that will be analyzed and critiqued in class discussions. 3D Animation is appropriate and beneficial for all students in courses related to Design (Illustration, Web Design, Graphic Design and Digital Imaging). The 3D Animation course provides Art Department credit. COMPUTER APPLICATIONS, 2.5 CREDITS, #0668

This course introduces students to the Microsoft Office Suite of Word, Excel, PowerPoint and Access productivity tools. Students will learn word processing techniques, create Excel worksheets and charts, and prepare PowerPoint presentations. This project-based course teaches students practical skills that they will use to complete high school assignments, college applications and class work, and to meet employment requirements. IT ESSENTIALS, 5 CREDITS, #0995

This course covers the fundamentals of computer hardware and software. Students who complete this course are able to identify the internal components of a computer, assemble a computer, install an operating system, and troubleshoot problems using system tools and diagnostic software. Students will also learn how to connect to the network and share resources. Included in this course are laptops and portable devices, wireless connectivity, security, safety and environmental issues, and communications skills. Hands-on lab activities are an essential element of the course. This class works in conjunction with Bunker Hill Community College for students to earn A+ Computer Repair Certification. Prerequisite: Successful completion of at least one introductory level computer course or departmental approval. WEB DESIGN I, 5 CREDITS, #0996

This class focuses on webpage planning and basic website construction. Students will work on a mission statement for their webpage and learn hierarchical and linear design concepts, color schemes, graphic layout and animation. Students will produce a thirty-second video and embed it into their website and produce a class work portfolio. Prerequisite: Successful completion of the Computer Applications course or departmental approval. BUSINESS ORGANIZATION AND MANAGEMENT, 2.5 CREDITS, #0636

This course is about entrepreneurship – organizing and managing your own business. Students study the traits and characteristics, decision making skills, business ethics, and marketing and advertising skills needed to be a successful entrepreneur. Students will complete self-inventories, study career paths, and develop personal career goals. This course also addresses digital and personal finance topics.

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Technology Needs Analysis and Recommendations Study VIDEO PRODUCTION, 5 CREDITS, #0998 – NEW COURSE OFFERING

This course provides student the opportunity to work as a team and write, produce, act in, direct, film and edit video productions. Students will learn new technology skills using computer-based video editing software tools. This course gives students the opportunity to learn about television and video production while earning English Department credit. ACCOUNTING 1, 5 CREDITS, # TBD

This course introduces students to double entry accounting procedures. Students learn to keep financial records for a service or retail business. Principles covered include the bookkeeping cycle, debit and credit theory, financial statements, use of various journal and ledgers, worksheets, accounts receivable and payable, and payroll systems. Computers will be used for simulation and projects.

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Appendix E: Research, Information and Technology Center (RITC) Design

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Appendix F: Current Technology Staffing Organization

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Appendix G: Proposed Technology Staffing Organization

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Appendix H: Operational and Longitudinal Data Store Models Figure 1 provides some of the benefits of data visualization at a reduced cost; however, it limits the data analyses opportunities in comparison to the Data Warehouse (DW) model shown in Figure 2 below.

Figure 1: Data Visualization using Query Engine on Operational Data Systems

Figure 2: Data Visualization using Query Engine on Data Warehouse

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Appendix I: Server Inventory and Age

Building Purpose Manufacturer

Age in

Years Other

Devens Open Directory Apple iMac 3 OS 10.0.5

Wi-Fi Active Directory HP 3 Win Server 12

English Open Directory Apple Mac Pro 1 OSX 10.10.5


Keverian Open Directory Apple Mac Pro 1 OSX 10.10.5


Lafayette Open Directory Apple Mac Pro 4 OSX 10.10.5


Parlin Open Directory Apple Mac Pro 5 OS 10.7.5


Webster Open Directory Apple Mac Pro 1 OSX 10.10.5


Whittier Open Directory Apple Mac Pro 1 OSX 10.10.5


High School Primary Domain Controller Dell 9 10.1.0.10

Secondary Domain Controller Replication Server Dell 9 10.1.0.11

Applications / Solidworks Licensing Server Dell 9 10.1.0.12

Teacher File Server Dell 9 10.1.0.13

Technician File server Dell 9 10.1.0.14

Student File Server HP 8 10.1.0.15

SpiceWorks Ticketing Server Dell 4 10.1.15.15

Will's Application Server Dell 4 10.1.15.16

Milo Application / File Sever Server HP 2 10.1.0.18

Apple MacPro Open Directory Server Apple Mac Pro 8 10.1.0.30

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Appendix J: 2015-2016 Aggregated Technology Expenditures*

* Expenditures and encumbrances as of April 2016.

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Appendix K: 2016 E-Rate Application Budget

Location TotalCostPerBuilding E-RateCapPerSchool E-RateFunding EPSCosts

Devens $40,389.70 $9,600.00 $8,160.00 $32,229.70

English $142,326.88 $134,250.00 $114,112.50 $28,214.38

Keverian $126,230.69 $140,400.00 $107,296.09 $18,934.60

LaFayette $142,632.13 $145,200.00 $121,237.31 $21,394.82

Parlin $112,369.59 $130,950.00 $95,514.15 $16,855.44

Webster $37,556.42 $40,200.00 $31,922.95 $5,633.46

Whittier $82,124.02 $96,750.00 $69,805.41 $12,318.60

HighSchool $256,814.95 $301,950.00 $218,292.71 $38,522.24

Admin $22,618.65 $0.00 0 $22,618.65

Total $872,717.42 $766,341.13 $196,721.89

EverettPublicSchools

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Appendix L: Learning Management System/Instructional Improvement System Conceptual Model

everett public schools tech plan 6_11_16

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