tenafly public schools technology plan 2010-2013

Tenafly Public Schools Technology Plan

2010-2013

3

TABLE OF CONTENTS Stakeholder Table....................................................................................................................... 5 EXECUTIVE SUMMARY................................................................................................................... 6

Mission.................................................................................................................................. 6 Vision Statement.................................................................................................................... 7

TECHNOLOGY OVERVIEW................................................................................................. 8 Technology Equipment and Networking Capacity................................................................ 8 Software Used For Curricular Support and Filtering............................................................. 11 Technology Maintenance Policy and Plans ............................................................................ 15 Telecommunications Services................................................................................................. 17 Technical Support ................................................................................................................... 18 Facilities Infrastructure .......................................................................................................... 20 Assistive Technology Devices................................................................................................. 21 Educator Access..................................................................................................................... 24 Administrator Access............................................................................................................. 24 Website Accessibility.............................................................................................................. 25 Obsolescence Plan and Criteria .............................................................................................. 26 Expansion Efforts................................................................................................................... 29

Cyber Safety................................................................................................................................ 37 Filtering Methods .................................................................................................................. 37 Acceptable Use of Educational Technology Policy................................................................ 38 Internet Safety Policy............................................................................................................. 38 Internet Safety Policy Adoption............................................................................................ 39

Needs Assessment....................................................................................................................... 40 Current Practice ...................................................................................................................... 40 Proficiency............................................................................................................................... 41 Student Access to Technology................................................................................................ 43 Staff Needs............................................................................................................................. 44 Student Needs ......................................................................................................................... 45 Past Professional Development for Staff............................................................................... 45 Past Professional Development for Administrators ................................................................ 46 Current Educational Environment and Barriers ...................................................................... 47 District Needs Summary.......................................................................................................... 47

THREE-YEAR GOALS AND OBJECTIVES......................................................................... 50 History..................................................................................................................................... 50 Goals and Objectives for 2010-2013...................................................................................... 51

THREE-YEAR IMPLEMENTATION STRATEGIES/ACTIVITIES TABLES ..................... 53 FUNDING PLAN....................................................................................................................... 57 PROFESSIONAL DEVELOPMENT........................................................................................ 59 EVALUATION PLAN............................................................................................................... 63

Title Superintendent

Assistant Superintendent

Elementary Principal

Teclmology Coordinator

Three-Year District Technology Plan (2010-2013)

Stakeholder Table

Stakeholder .Table

Lynn Trager

Barbara Laudicina

Michael Ulshoefer ---.---------+-----------j--L~~-~~--"C..:~"L--------__l

Technology Staff Developer Carine St. John -----------------+----------4-~~~_7~~dV~~---------Middle School Staff Developer Diane Schulthes for Curriculum and Instruction Director Of Guidance Jayne Bembridge r-~--~~-~~---_r-~~~~~--_r-~~~~~~~~~~_+~~-----

Library Media Specialist Jennifer Griffiths ---------------f----------+---«Jf-7t~_fI-___:____"'1J~TL_"rl~=:-~:.L--

English Department Supervisor Michael Cohen

6-12 Supervisor of Special Ann Desplat Education ------HS Teacher Shane Johnson ~----------t-------~~~(j4f)I!!fB44,L------.---

HS Teacher

HS Teacher

MS Teacher

MS Teacher

Elem Teacher

Elem Teacher

Tenafly Resident

Kathleen Kirschbaum

Megan Williams

Nicholas Rzonsa ------+----------~r_-~~~~~r-~------------

Maria Reinecke

Andrew Graziano

Cullen Winfield

Gerald Juan ---------------~--------_r~~-+~~~---------

Network Engineer Andrew Wojtowicz .---.-.-.----------f-----------j--=-""-J'-.....,..--+-"'--fl----::---------

Network Administrator Xavier Benitez

Technician -------~--------_r--/'>J__==_'___:;~~_r_-_=~~_----.. ---.. --

Albert Chamberlain

Technician John Estrella ··-------------tr~~~-=---_tt-~B:::fhx=z1H~#j?......-,---Teclmician Debbie White

6

EXECUTIVE SUMMARY As powerful as they are, modern data, voice, and video systems alone are not enough to improve learning. Educators must have a clear vision of how these tools can be linked through strong professional development strategies, new approaches to curriculum, and enhanced services in order to improve schools. Thoughtful planning and sound organizational strategies ensure that school investments in information technology show a significant return in the form of strong educational advancements. The assimilation of educational technology into instruction is directly proportional to the need for clearly defined and effective strategies for implementation, maintenance, and assessment. If the measure of success lies in information, communication, and technology literacies; capacity building; and connectivity, then Tenafly Public Schools is well on its way. This document serves as a plan to formally recognize and further the development of literacy and capacity building in educational technology. This plan continues the move towards a more recognized approach to maintaining a healthy system. It drives a significant investment in fiscal and human capital. The future of our schools and the success of our students are heavily dependent upon a strong commitment to and wise use of those resources. TENAFLY PUBLIC SCHOOLS Mission The Tenafly School District will offer meaningful and challenging educational experiences for each and every student within a stimulating, safe and nurturing environment, in order for them: to discover and develop their potential, to develop intellectual curiosity and a love of learning, to understand and promote democratic values, and to become contributing members of the local and global communities in which they will live. The Tenafly Public Schools will preserve a tradition of excellence while modeling exemplary practices in the education of students for a 21st Century global society. (Board Adopted) GUIDING PRINCIPLES

I. To provide learning experiences and opportunities in which students can acquire and apply knowledge and skills; explore personal interests and questions; refine communication skills; and celebrate common goals and individual achievement;

II. To promote a love of learning, as well as an appreciation for human culture, artistic expression, self-expression, the natural world, physical fitness, athletic achievement and teamwork;

III. To encourage student capacity for critical and creative thinking and for applying thinking skills to the solution of real-life problems;

IV. To help students grow in self-awareness and self-direction by helping them explore and build their talents, personal goals and abilities to contribute to the

7

communities in which they learn;

V. To help students become increasingly aware of and sensitive to the needs, viewpoints and experiences of others and to encourage ethical behavior that respects and promotes the dignity and rights of others;

VI. To encourage students to identify and to explore problems and issues in the world today, including those related to the environment, politics and society and to consider their personal connection and response to these topics;

VII. To cultivate and to sustain communities in which school citizens learn and practice the belief that informed participation benefiting the common good is essential to our democratic system;

VIII. To provide hands-on and experiential learning activities;

IX. To extend the educational process beyond the walls of our schools;

X. To support rich and effective professional development that is driven by district needs and encourages reflection and growth;

XI. To advocate for the use of best practices;

XII. To recognize that an effective professional development program improves the instruction of students as evidenced by qualitative and quantitative data;

XIII. To upgrade and to maintain facilities to accommodate the possibilities and demands of increased student populations and a technologically changing world;

XIV. To operate with fiscal responsibility and wisdom, maintaining awareness that funds should be used toward the ultimate goal of maximizing the learning experiences of our students; and

XV. To plan for the future by maintaining and working toward both short- and long-term goals;

Technology Vision: To provide the Tenafly school community with the vision, tools and strategies for creating a learning environment which enables instructional interactivity, adaptability and collaboration and provides an engaging curriculum, creative opportunities for student learning, and relevance for digital learners who must thrive as global citizens in the midst of exponential change. To create and support a systemic environment where all teachers voluntarily and continuously reinvent their practice, through the use of emerging technologies, to improve teaching and learning.

8

TECHNOLOGY OVERVIEW Technology Equipment and Networking Capacity

The High School, Middle School, Elementary Schools, Central Office, and Borough Municipal Buildings have 3com switched networks with gigabit backbones. Nineteen servers, all running Windows 2003 R2 Enterprise Edition Server and one running Mac OS X Server 10.5.8, service the entire network, Four domain controllers handle logins. One is dedicated to handling DNS and DHCP. One file server houses all of the District staff and Borough accounts and a second file server houses High School and Middle School student accounts and Elementary School classroom accounts. A third file server houses the files for the School District and the Borough Administration. This file server also serves as a location where staff and students can share information to enhance collaboration and prevent duplication. One of Tenafly’s 6 SQL servers contains network applications for instructional use, and HealthOffice, the District student health database application. The second SQL server serves as the helpdesk for all service calls for the District and Borough. This allows for centralized call accounting, reporting, and immediate call resolution. It also runs Mandarin, the District library automation system. The third SQL server is the deployment server, which powers imaging and the deployment of software and update package to machines, eliminating downtime and expediting the service status of machines. The fourth SQL server runs SMARTS, the finance program for the District, QuickBooks; the finance program for the Borough, and the Blackberry software used for District communication. The Technology Department utilizes the fifth SQL server for Windows updates, inventory, and centralizes virus protection management, The sixth and final SQL server runs Microsoft Virtual server. The Technology Department runs a virtual domain as a test domain for all our testing needs. This virtual server also runs a Xerox Virtual Server for our Network Accounting software to control all of the Xerox copiers. Another server runs Oracle for Genesis, our student data management system. This server allows parents the ability to see their child’s attendance, assignments and grades. The Exchange 2003 server manages the District and Borough’s e-mail. A different server houses the District’s website and teacher web pages. Another server runs Moodle, an open source online courseware that allows teachers to access classes and assignments from home. One external DNS server updates our DNS with Verizon. The District also makes use of a Checkpoint firewall and proxy server. One Technology Department server acts as a repository for software, drivers, utilities, inventory and documentation. The one Mac server deploys images and assigning security policies of the Mac clients. The District supports a full district-wide wireless Meru network. Three Meru Controllers, one in the Middle School and two in the High School which supports the High School and all Elementary Schools and Central Office. A Meru server and a Meru Appliance also help in the control and diagnostics of the wireless network. All staff, administration, High School and Middle School students have access to their files from home. Tenafly uses a SSL VPN called Firepass which provides remote access. Users login and retrieve their documents that they create and store on District Servers and in turn use them from home. Assignments and projects continue both at home and in school without interruption.

9

Each Elementary School and Middle School classroom has at least two network connections. All computers in the classrooms are on the network via Gigabit switches. Most of the High School classrooms now have three network drops. All six schools and the Central Office have coverage with wireless access points. The Central Office, High School, Middle School, Elementary Schools, and Borough Municipal Building are inter-connected via private fiber. The current computer and network capabilities allow students and staff to connect to the Internet for research and collaboration. This, along with single mode fiber connectivity among schools to the network core, facilitates staff and students access to their resources on all machines in the District. The student to computer ratio in the District is 1.7:1. Most computers run the Windows XP operating system and share standardized configurations. One Mac in the Middle School is for a TV Studio and the other is for art. In the High School there is one Mac lab for art. A substantial number of LCD projectors, cameras, TVs, VCRs, Smartboards and scanners are available for use in each school. A printer is located in each of the K-8 classrooms. At the Elementary School level, each classroom has four computers. A minimum of two mobile projector carts are available for use in each building. Two projection devices called Mimios are in each school. These devices allow simple White Boards to be used as a presentation / educational tool for students. Additionally, the Elementary Schools are home to a total of thirty-eight interactive SmartBoards with every elementary school having at least eight. Each Elementary School library has a minimum of sixteen computers for both student and staff use. Each of these machines is connected to its respective Mandarin library database. Each Elementary School has at least one document camera which is stored in the library and is available to staff. All Middle School classrooms have a minimum of two computers. The Middle School houses two stationary computer labs, each with twenty-five or more computers. Both labs are fully networked and are equipped with ceiling mounted projectors. Five mobile workstations with projectors are available for classroom use. The Middle School also is home to eleven interactive SmartBoards. Six mobile wireless laptop labs, containing a minimum of twenty-two laptops in each of the carts, are available in the Middle School. They allow educators to transform their classrooms into temporary computer labs. The Middle School houses two projection devices called Mimios. These devices allow simple White Boards to be used as presentation/educational tools for students. The Library has fourteen instructional computers for both student and staff use. Each of these machines is configured to access the Mandarin database. At least one document camera is stored in the Middle School library and is available to staff. Some classrooms have one computer that is connected to a wall-mounted TV/VCR setup. Additionally each new and newly renovated room has a 42” Flat Screen TV which is hooked up to a media setup that allows the TV to be used to present from the media station. Each High School classroom has at least one computer that is connected to a wall-mounted TV/VCR setup. That setup is connected via coaxial cable to the High School’s broadcasting room. This allows for computer based teaching to be broadcast within a class or among

10

classes. Classrooms receive broadcast messages and homeroom presentations daily. They are connected to the local cable television provider. Additionally, each new and newly renovated rooms has a 42” Flat Screen TV which is hooked up to a media setup that allows the TV to be used to present from the media station. The High School is home to four Interactive SmartBoards. Each department office has at least two computers. Two laptops and an access point are in five departments. These are in the specific Departments identified as needing greater availability due to additional staff. The High School has four computer labs—two rooms with twenty-four computers, a Language lab with twenty-eight multimedia computers with DVD burners which run the specialized Sanko software for the World Language department, and a Mac lab which contains 17 Apple I-Mac computers. Additionally, the High School is home to a specialized drafting room which holds 16 computers and one open writing center which contains twenty-seven laptops with wireless connectivity. All labs are fully networked. The school publication organizations share a room with seven networked PCs. Five department owned mobile workstations with projectors are available for classroom use. There are two additional mobile projector carts stored in and distributed from the Library Media Center. The High School also has three document cameras available for use. The High school has two projection devices called Mimios. These devices allow simple White Boards to be used as a presentation / educational tool for students. The Presentation and Instructional Teleconferencing Theater (PITT) functions as a Distance Learning Center where presentations may be seen via satellite or through the use of the District’s video connections. The Library has fifteen computers for both student and staff use. Every computer in the High School has access to the Mandarin program. Tenafly’s Board of Education Building has over forty administrative machines that connect the following departments: the Offices of Superintendent and Assistant Superintendent; Business Administration, Finance, and Accounting; Personnel and Payroll; Buildings and Grounds; Special Services; and Technology. Every computer is fully networked. The Technology Staff Development Room is located in the Technology Department office suite. All formal staff and administrative workshops are offered to all professional members of the District and Borough communities. The room boasts the latest in data projection, SmartBoard, and wireless laptop technology. The entire building supports the 802.11a/g/n protocol, which gives high-speed wireless access to the data network. The Board conference room also utilizes data projection and SmartBoard technologies. Tenafly’s Technology Department supports the Tenafly Municipal Building. Within the Municipal Building, there are over ninety machines and over one hundred ten active users in various departments. These departments include: local government offices, the Police Department, the Volunteer Fire Department, the Volunteer Ambulance Corps, the Tenafly Public Library, a Youth Center, DPW, and the Mayor's Office. The Municipal Building provides each user with Internet access, email, file storage, file sharing, network application access, and network printing. The Youth center allows students from Tenafly Public Schools to connect to their system resources after hours at a remote location.

11

Software Used For Curricular Support and Filtering

Tenafly has invested in a host of software for both running its network and keeping it secure so that the students and staff can benefit from consistent and efficient connectivity. There are applications that are used District-wide, like Microsoft Office and Magic Solutions Help Desk, as well as school-based applications that are used primarily for improving student academic achievement in specific areas. Tenafly’s software inventory for the Elementary Schools is wholly curriculum based. The District purchases software based on selections and requests made by the members of the Elementary School Curriculum Committees who meet several times a year. The Technology Staff Developer researches new programs, makes recommendations, and organizes previews for new software that matches the curricular needs of each particular grade level and subject area. Each grade maintains the same software inventory, keeping equity among the Elementary Schools. Grade level charts are distributed to the Elementary School staff each year in order to account for missing or damaged CD- ROMs and to facilitate replacement orders. Each department in the Middle School and High School selects software to meet their own particular needs. All district-wide curriculum-based software is purchased at least in part by the Technology Department.

While evolving and changing curricula drive the determination of educational software need, the Technology Department works to maintain and upgrade network and district-wide applications to their latest versions when appropriate. As software programs become obsolete, every effort is made to replace them with upgrade versions that will be compatible with the network and operating system. If none exist, equivalent replacements are recommended. The following chart indicates the District’s current software inventory (including web-based subscriptions), categorized and arranged by location, use, and then title. The chart is quite comprehensive but not exhaustive.

Title Use/Application Location

SMARTS Accounting DI

HealthOffice Data management DI

Microsoft Exchange 2003 Email DI

GFI Mail Essentials Filter DI

Websense Filter DI

Microsoft ISA Server Filter, firewall, proxy DI

Altiris Deployment Solution Imaging/deployment DI

Mandarin M3 Library database DI

Checkpoint Firewall Network security DI

Moodle Online learning DI

Microsoft Windows Server 2003 Enterprise Edition

Operating system DI

Microsoft Windows XP Operating system DI

Microsoft Office 2003 Productivity DI

12

Veritas Backup Exec 12.5 Server backup DI

Magic Solutions Help Desk 7.5 Technical support database DI

McAfee VirusScan 8.7i Virus security DI

McAfee Groupshield 6.0 for Microsoft Exchange

Email virus security DI

Community Server Online Blogging DI

Blackberry Enterprise Server Messaging Phone/Data DI

Genesis Online Student Database DI

Kid Pix Studio Deluxe Creativity ES

Kidspiration Creativity ES

Paint, Write and Play Creativity ES

Type to Learn Jr./Type to Learn Keyboarding ES

I Love Math Math ES

Math Blaster: Pre-Algebra Math ES

Math For the Real World Math ES

Math Munchers Deluxe Math ES

Mighty Math Calculating Crew Math ES

Mighty Math Zoo Zillions Math ES

Millie’s Math House Math ES

Money Challenge Math ES

Money Town Math ES

Reader Rabbit’s Math 1 Ages 4-6 Math ES

Reader Rabbit’s Math Journey Grades 1-3 Math ES

Reader Rabbit’s Personalized Math Ages 4-6 Math ES

Reader Rabbit’s First Grade (ages 5-7) Multiple subjects ES

Reader Rabbit’s Kindergarten Multiple subjects ES

Adobe Acrobat Reader/Writer PDF File Application ES

Arthur’s Computer Adventure Reading/Language Arts ES

Arthur’s Teacher Trouble Reading/Language Arts ES

Chicka Chicka Boom Boom Reading/Language Arts ES

Clifford Reading Reading/Language Arts ES

Jump Start Kindergarten Reading/Language Arts ES

Jump Start Reading First Grade Reading/Language Arts ES

Jump Start Second Grade Reading/Language Arts ES

Reader Rabbit’s Interactive Reading Journey Grades K-1

Reading/Language Arts ES

Reader Rabbit’s Personalized Reading Ages 4-6


Reader Rabbit’s Reading 1 Reading/Language Arts ES

13

Reader Rabbit’s Reading 2 Reading/Language Arts ES

Reader Rabbit’s Reading Development Library 1


Reader Rabbit’s Reading Development Library 3


Reading Blaster – Spelling Grades 1 –3 Reading/Language Arts ES

Stellaluna Reading/Language Arts ES

Stories and More: Animal Friends Reading/Language Arts ES

Stories and More: Time and Place Reading/Language Arts ES

Eyewitness Children’s Encyclopedia Reference ES

My First Incredible, Amazing Words and Picture Dictionary

Reference ES

SIRS.com Reference ES

World Book Multimedia Encyclopedia Reference ES

A.D.A.M. The Inside Story Science ES

Amazing Animals Science ES

Exploring Science: Butterflies and Moths Science ES

Interfact Solar System Science ES

Learn About Physical Science: Simple Machines

Science ES

My Amazing Human Body Science ES

My First Amazing Science Explorer Science ES

Sammy’s Science House Science ES

Science Court: Electric Current Science ES

Space Academy GX-1 Science ES

African American History: Slavery to Civil Rights

Social Studies ES

Oregon Trail Social Studies ES

Talking Walls Social Studies ES

Talking Walls: The Stories Continue Social Studies ES

Timeliner Social Studies ES

Trudy’s Time and Place House Social Studies ES

USA Explorer Social Studies ES

Inspiration 7.5 All HS

Automated Accounting Business HS

Quickbooks 2003 Business HS

PageMaker 7.0 Desktop Publishing HS

Turn-it-in.com English/Social Studies HS

Adobe CS4 Graphic Arts/ Desktop Publishing

HS

14

Flash MX Graphic Arts/ Web Design HS

Illustrator 10 Graphic Arts/ Web Design HS

Coin 3 Guidance HS

AutoCAD Professional Industrial Arts HS

DigiDesign Pro Tools Industrial Arts HS

Final Cut Pro Mac Video editing HS

MAC OSX Snow Leopard with iDVD & iMovie

Mac Video editing HS

Exploring Algebra Math HS

Exploring Calculus Math HS

Exploring Conic Sections Math HS

Exploring Trigonometry Math HS

Geometer's SketchPad 4.0 Math HS

Math Type Math HS

Mini Tab Math HS

TI Graph Link Math HS

Finale 2008 Music HS

Garage Band Music HS

Acrobat Reader PDF Reader HS

Country Watch Research HS

EBSCO/host Research HS

Facts On File Research HS

INFOTRAC Research HS

ProQuest Research HS

World Book Online Research HS

Corel Print Office 2000 Science HS

Data Studio Science HS

DNA Science HS

Hockey 3.0 Science HS

Interactive Physics 2000 Science HS

Karyotype Science HS

Vernier Graphical Analysis 3.1.1 Science HS

Pinnacle Hollywood FX Science/Video Editing HS

Pinnacle System DV 500 Science/Video Editing HS

Pinnacle TRex Science/Video Editing HS

TitleDeko Science/Video Editing HS

Vectorworks 10.1 Stagecraft/Theater HS

Versa Cad 2003 Theater/Stagecraft HS

PageMaker 7.0 Desktop Publishing MS

15

Photoshop 7.0 Graphic Arts/ Desktop Publishing

MS

Flash MX Graphic Arts/ Web Design MS

Illustrator 10 Graphic Arts/ Web Design MS

Ultra Key 95 Keyboarding MS

Ancient Empires Science MS

Explore the Planets Science MS

Plate Tectonics Science MS

Rocks & Minerals Science MS

Seasons, Winds, Clouds Science MS

The Oceans Science MS

Topography Maps Science MS

Weather & Climate Science MS

WIAT Special Services ALL

WAIS Special Services CO,ST,HS,MS,SMWISC Special Services CO,ST,HS,MS,SMWISC IV Special Services CO,ST,HS,MS,SMIEP Special Services ALL

BASC Special Services CO,ST,HS,MS,SMBASC 2 Special Services CO,ST,HS,MS,SMCELF Special Services CO,ST,HS,MS,MKWJIII Special Services CO,ST,HS,MS,SMCASL Special Services SM,ST,MS

Technology Maintenance Policy and Plans

Technology can support the education process only if it is functioning properly. To achieve this goal, each person within the technology department is responsible for particular aspects of the data, voice, and video networks. The technology department staff shares knowledge through their individual work experiences and certifications. Technology department certifications include MCSE, MCP, A+, NET+, CCA and numerous Compaq certifications. The Network Engineer is responsible for Tenafly’s District and Borough infrastructure and networks. In being attentive to each system, the Network Engineer eliminates problems before they arise. The Network Engineer utilizes programs such as Solarwinds and Servers Alive to monitor the data network or 3com’s Network Supervisor to monitor all of the 3com network gear in the District and Borough this didn’t make any sense to me. The Network Engineer is on a constant lookout for any potential problems occurring on any or all of the servers and switches. The Network Administrator is responsible for the day-to-day decisions and operations of the department. The Network Administrator works very closely with the Technology Coordinator and relays communication from the Technology Coordinator to the department. In addition to his responsibility for maintaining the voice network, the Network Administrator supports the Network Engineer in all of his data network functions. The Network Administrator works closely with the Network Engineer to develop strategies for optimal performance and security. The Network

16

Administrator also works very closely with the three computer technicians. He is the first point of contact for the technicians when issues cannot be resolved readily or if they require network changes and adjustments. The Network Administrator also assists the other members of the department, by responding to and completing service calls or aiding the technician in new unfamiliar issues. The Network Administrator provides maintenance and administration of the District’s Digital Telephony Network. Regarding data network maintenance, technology department personnel order PCs with a minimum of four-year warranties. In order to keep the system running efficiently and effectively, Tenafly School System purchases maintenance and support contracts with its vendors. This allows the technology department to be vigilant in providing proactive solutions to better enhance the network and eliminates downtime when problems do arise. Tenafly School System has a support contract with Microsoft to handle problems associated with all Windows operating systems and all of their applications. All of the district’s major software packages such as: Smarts, Mandarin, Magic Helpdesk, Deployment Solution, HealthOffice, McAfee, Checkpoint, Veritas, Websense, GFI, Genesis and Moodle, have maintenance and support agreements with their manufacturers.:. All of these agreements have free upgrade protection. Tenafly District has support contracts with an outside vendor with regards to the District fiber to allow for quick resolution and minimum service interruption. The Network Engineer and Network Administrator perform nightly backups of each server and test them for integrity the following day. The backup cycle is as follows: Monday through Thursday for two weeks, Fridays for four weeks, as well as one archive for each month that is held for one year. Data recovery sustains users on a daily basis for two weeks and monthly after that. Tenafly’s technical support staff diagnoses, repairs, and replaces parts during and after the warranty period. In-house technical support staff is responsible for minor peripheral repairs. Major peripheral repairs, such as data projectors and laser printers are sent to an authorized service center. The technicians responsibilities are to respond to service calls and resolve them within a 48-hour time period. Computers in the District are updated nightly. During the summer, all District computers go through a maintenance process called reimaging. During reimaging, the operating system including all software packages and system updates are reinstalled. Reimaging resolves many errors and cleans the computers of any possible malware. In some cases when the operating system of a computer has become irreparable, it is reimaged to reducing the downtime to less than one hour. In-house personnel maintain the Avaya voice system. The Network Administrator is the primary individual responsible for maintaining and adjusting the system by including adds, moves, and changes. When a new phone is to be installed, Tenafly’s Technology Department is responsible to make all of the internal connections to get the dial tone to the new phone. The voice network consists of the following: Each elementary school has a Definity Prologic switch. The high school, middle school and central office share one expanded Definity ECS switch that is housed in the high school core. Each switch is connected via private fiber which allows for inter building calls without incurring charges. The high school contains a centralized Intuity Voicemail system that provides voicemail to both staff with stationary office extensions and staff with non-dedicated phones. Voicemail is accessible from any location in and out of the District. Technicians perform primary checks to the problematic lines as well as performing simple changes such as swapping phones or replacing cable. More complicated calls are escalated to the Network Administrator. A contracted service vendor supports major repairs. There are two flash card backups for each switch. One is kept in the switch, in

17

case of a power failure. This card restores the switch to a previous state of the last save. The second card is stored offsite and is used in case the first card fails. Tenafly’s Technology Department oversees all the video distribution equipment for the classrooms. The Technicians at regular intervals check TVs and VCRs to ensure that they receive the cable television signal properly, the picture clarity conforms to Tenafly’s standards, and the VCRs are periodically cleaned to keep them running efficiently, ensuring longevity in the equipment.

Telecommunications Services The High School serves as the sole provider for the access and distribution of telecommunication services in the District. Streaming video television broadcasts connect to external broadcasts, distance learning opportunities, and videoconferencing through four major modes of communications: satellite, cable, ISDN, and IP. The High School Media Center Library is the site for a television broadcasting (THS-TV) studio and television control room. THS-TV broadcasts a morning show daily, followed by continuous school announcements and program information throughout the day. There are also two satellite receivers that are able to distribute programs over the local system. A converted AV storage area in back of the High School Media Center Library houses the high schools television control room and the head end distribution point for TV programs. This area draws multiple audio and video feeds from the auditorium, the gymnasium, the multipurpose videoconference room, the center library TV studio, and various other areas of interest within the building. Video feeds can also come directly from our videoconferencing codec for real time remote feeds. Feeds can also come into the control room via streaming video, and then up converted to television. A mobile broadcast bus can push live feeds to the control room in this manner. All feeds go first into a video patch bay, where they can be manually routed and timed to our Grass Valley 1600 video switcher. Once in this production switcher, video source feeds can be chosen to be on the air by students working on live productions. A Leightronix Nexus AV controller acts as an automated master control scheduler, switcher, and controller that distributes broadcasts out to three main audiences. The controller sends out the broadcasts in three different ways. The CCTV distributes the broadcast to the high school classrooms, a fiber optic cable bringing the signal to Cablevision's head end, where it is then further distributed to Tenafly homes subscribing to Cablevision, and a streaming video server distributing live broadcasts as well as scheduled programs to anyone visiting the website interface found at www.librarymedia.net . The streaming video server also stores the archived programs which can be accessed on demand at the same website. The presentation and instructional teleconferencing theater brings "live" resources to classes. Videoconferencing connections can be arranged through ISDN or IP through the Verizon Video Portal. A Crestron control panel, located in the television control

18

room and in the PITT, controls all devices. The Presentation and Instructional Teleconferencing Theater facilitates real world learning opportunities for High School that connect to experts and sources such as, elected officials, museum curators, zookeepers, The Library of Congress librarians and corporate representatives located throughout the world. The Middle School TV Studio / Media Center, built during construction in the 2007-2008 school year, allows the Middle School students the same opportunities that the High School and Elementary students experience. They have access to communicating with the same experts and sources. This provides a new avenue that the Middle School staff uses to enhance education and increase real world experiences that in the past could not be accomplished without actually visiting locations or having guest speakers come to address the students. Each elementary school contains a video conferencing cart. The cart/console consists of a SonyPCS-1/IP digital codec with integrated classroom camera and microphone, a 32" flat screen display monitor, a VCR recorder, and a combination DVD/VHS player with console rack mount. Presently, we are piloting and expect to continue working with the utilization of Web Cams that allow individual teachers and classrooms to interact with other classrooms or individuals anywhere in the world. The High School Language Department uses these webcams to have the classes interact with people that speak the specific classroom language they are learning. The students are able to have interviews and also casual conversation to enhance the classroom experience. In planning for the future, we will examine all computer purchases to determine if a built in webcam is desirable for the classrooms. Using webcams, instead of using the mobile teleconferencing cart, has the potential of transforming every classroom with the ability to use distance learning.

Technical Support On the proactive side of technical support, the technology department maintains an informative website which empowers staff and students by allowing them to diagnose problems, resolve items, and explore new territory. The technology site includes: Tech Spotlight which is a link that takes users to the most recent technology updates. This page contains information regarding user accounts, e-mail, storage guidelines, and/or changes in policy. It includes Faculty Resources which contains staff development guides for e-mail, media management, multimedia, PC and Windows basics, the Avaya phone system, curriculum software, presentation equipment, student data management, web publishing as well as World Wide Web links. The Documentation page lists the current Technology Plan, the Acceptable Use of Educational Technology Policy, and Web Publishing Guidelines in PDF format. The Student Resources page offers current information regarding technology for Tenafly students, such as tips for accessing email from home, and logging into FirePass.

19

The Tech Calendar page organizes district-wide information regarding upcoming technology related repair and/or upgrades. In place throughout the District and the Borough is Magic Solutions Help Desk software, accessible on Tenafly’s intranet. Administrators and staff members use this application to report technology problems. Technicians scan the Help Desk log on a regular basis throughout the day. Technicians assess a problem and resolve it, unless further action is needed such as ordering parts or setting specialized configurations within forty-eight hours. Technicians support the District with physical repair as well as quick tips with software such as email, productivity tools, and network resources. The Technology Department has a broad inventory of parts which includes but is not limited to: hard drives, floppy drives, CD-ROM drives, NICs, network cables, power cables, printers, video cards, mice, and keyboards. The Technology Department also keeps a limited backup inventory of equipment to eliminate downtime. If a part is not in the available stock, the Network Administrator, who manages the inventory, orders it. There are The Dell-certified technicians in the technology department that diagnose and repair hardware problems, as well as order parts directly via the Dell website. This provides less downtime for our users. In critical situations or special incidents, administrators are able to contact the technology department via email or phone. Both regular and special incidents can often be resolved remotely through the Altiris remote desktop service. This includes updating software, configuring machines, testing machines and problem solving. The Network Administrator and the three technicians are responsible for maintaining District inventory, including but is not limited to computers, monitors, printers, switches, scanners, SmartBoards, and projectors. This process consists of documenting every piece of hardware that is in place throughout the district. Information is stored in a database and is updated as hardware is removed or replaced. The technology department maintains inventory of all computers and peripherals using software called AuditWizard. The Network Administrator is the primary individual responsible for maintaining and configuring the Avaya phone system. Technicians support the Avaya phone system in addition to the data network and video network equipment. The Technology Department is also responsible for setting up and installing new phones. The One-to-One initiative provides laptops and wireless projectors to teachers for in-class instruction. Technicians are primarily responsible for the setup, configuration, and support of these units. Some classrooms in the high school and middle school have newer flat screen televisions which staff members can use in conjunction with the laptops during instruction. There are also SmartBoards installed in each school in the District which are being used with laptops and desktop PCs. The replacement of televisions, VCRs and cabling occurs whenever picture quality degrades. The first step is to adjust the configuration of the television unit, followed by the replacement of the cable if necessary. The final step is the replacement of televisions that are faulty. Equipment that requires only cost effective repair will be repaired in a timely manner. The

20

discard of equipment is necessary when the maintenance cost exceeds the replacement cost. Video conferencing units are used throughout the elementary and high school levels. The Technology Department provides staff with setup and support of these units. Staff schedule appointments with the Technology Department to test the planned conferences in advance. All calls are made to ensure connectivity and speed requirements are met. All equipment is housed in each individual school. Periodic checks by the technical staff keep all items running smoothly and efficiently.

Facilities Infrastructure

The District and Borough infrastructure is in place. The Central Office, Municipal Buildings, and schools are thoroughly and efficiently wired. Tenafly Public Schools System is well connected, fully automated, standardized, and centralized. The core of the network is located at Tenafly High School. Two branches of single mode fiber extend from that core. One connects the High School to Mackay Elementary School, the Municipal Building, and Stillman Elementary School. The other connects the High School to the Middle School, Central Office, Maugham Elementary School, and Smith Elementary School. Each building receives six strands of fiber. There are two strands for data, two strands for voice and two strands reserved for spares. There is a separate multimode fiber run from Central Office to the DPW complex. Each school connects via a gigabit backbone to the core of the network. Every Main Distribution Frame (MDF) is connected to every Intermediate Distribution Frame (IDF) via multimode fiber. The High School has two 3com 7700 series core switches that connect to another 3com 7700 series core switch which is housed at the Middle School. Each of the other locations connects to the main core via a 3com 4800G core switch. Currently, all of the switches throughout the District are 3com 4400, 4500G, 4500G PWR and 3870 series switches. Throughout the District, there is a mixture of Category 5, 5E, and 6 cabling. Verizon supplies a 20MB Tiered 20 connection to the core that allows for full internet access. The Tenafly School District has a video network that is based at the High School and is connected for video conferencing by a Tandberg 6000 Codec through either standalone ISDN lines or a direct IP connection to the internet. The video network extends throughout the High School and carries all High School TV studio productions. The Middle School also is wired for not-too-distant future video networking. Thirteen of the District’s nineteen servers have multimode fiber network interface cards that connect directly to the main core of the network. A Checkpoint Firewall consists of a Nokia firewall box and a Windows 2003 server that protects the network from intrusion and gives Virtual Private Network access to the network for select users and service providers. All of the District buildings utilize wireless technology that allows users to connect using the 802.11a/g/n standard for wireless speeds of 54MB to 270MB. All schools and Central Office have ceiling mounted Wireless Access Points as well as each Elementary School have 2

21

wireless carts, except Maugham School which has 3 carts, the Middle School has 6 carts, Central Office has 1 cart and the High School has 5 carts.

Assistive Technology Devices

In addition to his/her daily responsibilities, the technicians maintain and oversee the installation and inventory of assistive technology. Tenafly Public Schools uses both software and hardware devices to accommodate the students needs. Below is a list of these devices and their uses.

Alpha Smart - Alpha Smart functions as a word processor which is similar to Microsoft Word. The student types information into the Alpha Smart and the teacher uploads the information onto a computer and prints as a document

BASC - BASC is a comprehensive set of rating scales and forms including the Teacher Rating Scales, Parent Rating Scales, Self-Report of Personality, Student Observation System and Structured Developmental History. Together, they help in the understanding of the behaviors and emotions of children and adolescents.

BASC 2 second edition – An updated comprehensive set of rating scales and forms

including the Teacher Rating Scales, Parent Rating Scales, Self-Report of Personality, Student Observation System and Structured Developmental History.

CAST eReader - CAST eReader is for children who have difficulty reading. It

reads text aloud from the computer screen.

CASL – CASL is an individually and orally administered, research-based, theory-driven oral language assessment battery for ages 3 through 21.

CELF IV – CELF IV quickly and accurately identifies and diagnoses language

disorders. It provides the bridge that helps in the understanding of a child’s need for classroom language modifications, enhancements, or curriculum modifications

Co-Writer - Co-Writer is a predictive word software program designed to assist people with writing difficulties. Those with physical access issues or difficulties with written expression benefit from the use of this 'writing coach'. CoWriter allows users to write complete sentences with very few key strokes. As the typing of letters occurs, CoWriter produces a list of predicted words. As letters are added to the word, CoWriter refines the predicted word list.

C Pen - C Pen scans text into the computer. C h i l d r e n w h o have trouble writing benefit from this.

Dragon Naturally Speaking- Dragon Naturally Speaking turns voice into text three

22

times faster than most people type with up to 99% accuracy.

EAROBICS- EAROBICS is an award winning research-based program that builds phonological awareness, auditory processing and phonics skills.

Fast ForWord - Fast ForWord are reading intervention products from Scientific Learning which build a wide range of critical cognitive and foundational reading skills. The Fast ForWord family of products is a life-changing intervention for reluctant or struggling readers. In just a few short weeks, Fast ForWord produces a positive and lasting effect on a student's cognitive ability to learn and read proficiently.

FM Classroom System - FM Classroom System is a sound-field amplification system which provides the teacher with a unique opportunity to maximize listening and learning opportunities in the classroom. Sound-field amplification research support benefits for both students and teachers.

Glencoe.com - Glencoe.com provides online editions of new Math text series which will read pages out loud.

IEP - IEP, (Individualized Education Program), is a written document that's developed for each public school child who's eligible for special education. A team effort creates and reviews the IEP at least once a year.

Kurzweil 3000 - Kurzweil 3000 is a scaffold reading, writing, and study skills solution for struggling learners, including ELL students and students with special needs. It enables educators to provide differentiated instruction without having to differentiate the curriculum. Kurzweil 3000 is the comprehensive reading, writing and learning software solution for any struggling reader, including individuals with learning difficulties, such as dyslexia, attention deficit disorder or those who are English Language Learners.

Math Pad Plus-Math Pad Plus permits students to perform 3rd - 8th Grade level math

directly on the computer. Students who are unable to perform pencil paper tasks work with problems involving fractions, decimals, numerical, and word problems. This program also problem to be viewed and manipulated as fraction pies, rods, and decimal grids. A built-in calculator and customized assignments are always available. . This is accessible by mouse, keyboard, or switch.

Mercury- Merc is a fully-integrated Microsoft® Windows® XP-based Augmentative and Alternative Communication (AAC) device. Mercury uses a touch screen, keyboard and mouse, onscreen keyboard, switch, wheelchair joystick, headmouse or alternative pointer.

MiniMerc- MiniMerc is ATI's smallest full-featured, integrated computer and communication device. MiniMerc uses a touch screen, keyboard and mouse, onscreen keyboard, switch, wheelchair joystick, headmouse or alternative pointer.

23

Mini Mo- Mini Mo is a communication device. Augmented communicators of all physical and cognitive abilities who prefer or require digitized speech create messages of any length or complexity.

Pulse pen-records notes two ways: it creates digital copies of everything written by hand while recording audio at the same time. It goes one step further and links the two together, by providing quick access to audio by tapping parts of the notes.

REACH - REACH is an on-screen keyboard for students who are unable to use a standard keyboard. It operates with a standard mouse or a track ball.

RFB&D Audio Plus - RFB&D Audio Plus is a big button CD player. It plays digitally recorded books on CD’s for the blind and the dyslexic.

Rosetta Stone- Rosetta Stone is interactive language learning software that teaches a

new language by immersion, rather than translation and memorization drills.

Smart Boards- Smart Boards support interactive learning, engage student participation, and further interaction in the classrooms. They remove the need to have large groups huddled around a single computer screen and allow for students to fully participate in the classroom instruction. The SmartBoard Brand is the Interactive White Board we chose to purchase. It consists of a computer, a projector, and a touch sensitive screen. The District expects to infuse more of these into classroom instruction over the coming years.

SpringBoard- Springboard is a portable communication aid that has a full color "dynamic" display touch screen and recorded speech output. With flexible options for access and communication, the SpringBoard Plus suits a wide range of clients. It includes a variety of pre-made communication pages and also allows students to design their own pages. The SpringBoard Plus includes Minspeak icons And Optional Picture Communication Symbols (PCS) library, including approximately 5000 symbols. USB memory stick serves as a backup for this device.

Stand –up desks-these desks help give children the flexibility they need to expend

energy and, at the same time, focus better on their work rather than focusing on how to keep still.

TI-84 plus - TI-84 plus is a computer graphing calculator for students with poor fine motor skills.

WISC – WISC (Wechsler Intelligence Scale for Children ) is a tool to determine intelligence quotients and to start the diagnosing pattern of learning disabilities

WISC IV - WISC IV is a newer version of the WISC with refined questions and updated

materials.

24

WIAT – WIAT–II is a rich and reliable source of information about an individual’s academic skills and problem-solving abilities used to guide appropriate intervention.

WAIS – WAIS (Wechsler Adult Intelligence Scale) is a general test of intelligence.

This test is used for persons over the age of 16.

WJIII – WJIII is a specific test instrument which provides analysis of a student’s academic performance and learning characteristics.

Write: Out Loud- Write: Out Loud is the easy-to-use yet powerful talking word

processor with a talking spell checker. This award-winning program helps get class work done and makes students enjoy writing. Listening to words encourages reluctant writers and eliminates frustration. Write: OutLoud gives students the satisfaction and success that motivates them to write more and want to write.

WYNN - WYNN is a scanning, reading, studying and writing program that is designed to help people read written documents once they are in a computer.

How educators have access to educational technology in their instructional areas such as using desktops, mobile laptop and wireless units, PDAs.

This information is contained in the section for networking capacity and technology equipment.

How Administrators have access to Technology

In addition to the equipment listed under technology equipment and network capacity, all building administrators and their assistants have access to Blackberry cell phones. All department chairpersons in the high school, and all team leaders and deans in the middle school have access to laptops. They also have access to any technology available to staff and students in the district. Administrators have access to the Technology Coordinator as well as the Staff Developer, for assistance with any of the available technology. They also are invited, and encouraged, to take advantage of any Instructional Infusion workshops offered to the faculty. The Technology Staff Developer works with the Assistant to the Superintendent for Curriculum, Instruction, Assessment and Technology, building administrators, media specialists, and classroom teachers.

25

Website Accessibility

Tenafly‘s website had previously received a Top Website Award for two years in a row. A description of the selection process and the criteria can be found on the WantToTeach.com website. In order to maintain our level of excellence, Tenafly Public Schools has the following in place to keep the website accessible to everyone;

- The Tenafly website and all of its secondary sites i.e. each individual schools website,

are assessed is by running each page through WAVE. WAVE is a classic tool for aiding web authors in assessing their pages for accessibility. After running each site through WAVE, the results are then evaluated and suggestions for site improvement are given.

Another such tool we use is called SortSite. SortSite scans each website for accessibility,

browser compliance and or broken links.

Both WAVE and SortSite look to see if the text on the page is discernable or to ensure that there is consistency on the site when you click a link or mouse over the link.

Another way of making the Website accessible is by having enough contrast so that the background and text are discernable. Most links on the sites either change color, underline or do both when the mouse is resting on the text to let people know it’s a link to a new page or text (PDF document).

The Technology Coordinator is in charge of updating the district website with the content, as it’s provided. Requests are made from each Building Administrator and new information is supplied to the Technology Coordinator. Tenafly Public Schools has the following in place to keep the website accessible to everyone. The main Browser that the Tenafly websites are geared towards is Microsoft’s Internet Explorer. This browser is mainly used for setting up all of the sites. In addition as a secondary option for end users, Mozilla Firefox is also used to test the Tenafly websites. We are always examining new ways to make the site more accessible to incorporate new browsers from different platform whether they are from Microsoft, Apple or, Open Source. Teachers are responsible for maintaining their websites. They receive training through the distinct Technology Staff Developer. This person conducts numerous training sessions throughout the year to ensure consistency in teacher websites.

26

Obsolescence Plan and Criteria and Current Technology Inventory of Networking and Telecommunications Equipment

Practical and/or technical obsolescence of technology and the replacement of obsolete technology lie at the core of that which defines “good enough to sustain an educational environment.” Newer and more advanced technology for the sake of newer and more advanced technology has nothing to do with the process that Tenafly Public Schools uses to maintain a rich technological environment that is dependable, accessible, and compatible. The following chart represents the replacement plan for the 2010-11, 2011-12, and 2012-13 school years. “X” indicates the year of replacement. A category without an X indicates replacement beyond the scope of this plan. This plan covers the core machines which drive each network out to the end machines and devices that drive educational process. Some categories contain an earlier date which was originally used in the previous technology plan. However, the equipment is functioning properly and does not need to be replaced until it has become unusable.

Computer\Servers # 10-11 11-12 12-13 Replacement

Dell Optiplex GX280 204 09-10 Dell Optiplex GX760 or equivalentDell Optiplex GX620 379 X Dell Optiplex GX760 or equivalent Dell Optiplex GX745 173 X Dell Optiplex GX760 or equivalentDell Optiplex GX755 473 X Dell Optiplex GX760 or equivalent Dell Optiplex GX760 47 X Apple IMAC 49 Dell Inspiron 600M 42 08-09 Dell Latitude E6500 or equivalent Dell Inspiron 640M 221 09-10 Dell Latitude E6500 or equivalentDell Latitude D620 10 08-09 Dell Latitude E6500 or equivalent Dell Latitude D630 333 X Dell Latitude E6500 or equivalent Dell Latitude E6500 4 Dell Latitude E6500 or equivalent Dell Latitude XT 21 Dell PowerEdge SC1425 1 Planning to Virtualize - TBDDell PowerEdge 1850 1 X Planning to Virtualize - TBDDell PowerEdge 1950 1 X Planning to Virtualize - TBD Dell PowerEdge 2650 6 09-10 Planning to Virtualize - TBDDell PowerEdge 2850 1 X Planning to Virtualize - TBDDell PowerEdge 2950 3 X Planning to Virtualize - TBD Dell PowerEdge 6800 4 X Planning to Virtualize - TBDMac OSX Server 1 X Planning to Virtualize - TBD

Printers # 10-11 11-12 12-13 Replacement

Hewlett Packard DeskJet 845C 52 07-08 Hewlett Packard DeskJet 6940 or EquivalentHewlett Packard DeskJet 940C 6 07-08 Hewlett Packard DeskJet 6940 or EquivalentHewlett Packard DeskJet 3550 22 08-09 Hewlett Packard DeskJet 6940 or EquivalentHewlett Packard DeskJet 5650 18 08-09 Hewlett Packard DeskJet 6940 or EquivalentHewlett Packard DeskJet 6940 118 X NA Hewlett Packard DeskJet D2330 2 X Hewlett Packard DeskJet 6940 or EquivalentHewlett Packard LaserJet 1100 15 07-08 Hewlett Packard LaserJet P2015D or EquivalentHewlett Packard LaserJet 1200 21 08-09 Hewlett Packard LaserJet P2015D or EquivalentHewlett Packard LaserJet 1300 4 08-09 Hewlett Packard LaserJet P2015D or EquivalentHewlett Packard LaserJet 2100 30 08-09 Hewlett Packard LaserJet P2015D or Equivalent

27

Hewlett Packard LaserJet 2015 19 NA Hewlett Packard LaserJet 4 1 07-08 Hewlett Packard LaserJet P2015D or EquivalentHewlett Packard LaserJet 5nx 1 07-08 Hewlett Packard LaserJet P2015D or EquivalentHewlett Packard LaserJet 6 12 07-08 Hewlett Packard LaserJet P2015D or EquivalentHewlett Packard LaserJet 4250N 8 09-10 NA Xerox WorkCentre 20i 4 X NAXerox WorkCentre Pro 232 10 X NAXerox WorkCentre Pro 255 3 X NAXerox WorkCentre Pro 265 1 X NAXerox WorkCentre Pro 90 7 X NAXerox WorkCenter 2128 1 X NAXerox CopyPro 4110 1 X NAXerox Tektronics Phaser 8650 6 X NAXerox Tektronix Phaser 850 1 X NAXerox Tektronix Phaser 860 1 X NA

Optical Devices # 10-11 11-12 12-13 ReplacementHewlett Packard Scanjet 3970 6 09-10 Hewlett Packard Scanjet 4370 or EquivalentHewlett Packard Scanjet 4400 16 09-10 Hewlett Packard Scanjet 4370 or EquivalentHewlett Packard Scanjet 4370 5 09-10 NA Luxeon V1 Digital Projector 10 07-08 Epson Powerlite 826W or Equivalent Dell 2300MP Digital Projector 4 09-10 Epson Powerlite 826W or Equivalent Dell 3200MP Digital Projector 3 09-10 Epson Powerlite 826W or Equivalent Dell 5100MP Digital Projector 3 X Epson Powerlite 826W or Equivalent Dell 1409X Digital Projector 13 X Epson Powerlite 826W or Equivalent NEC MT840 Digital Projector 5 07-08 Epson Powerlite 826W or Equivalent Epson Powerlite 826W Projector 40 NA Sony FDSeries Digital Camera 8 08-09 NASmartBoards 50 NA

Network Infrastructure # 10-11 11-12 12-13 Replacement3Com Superstack 4400 2 08-09 NA3Com Office Connect 10/100 98 09-10 NA3Com Office Connect 10/100/1000

80 NA

3Com Superstack 3870 43 X NA3Com 4500G Switch 7 NA 3Com 4500G-PWR Switch 25 NA

3Com 4800G Switch 5 X NA 3Com Switch 7750 3 NA

Video Network # 10-11 11-12 12-13 Replacement

Lectrosonics MM8 Matrix Mixer 1 NALeightronix MVP-2000R Digital Video Player

1 NA

Knox RS16x16HB Audio/Video Routing Switcher

1 NA

28

Jerrold Commander IV Modulators

13 NA

GE Satellite Receivers 2 NATandberg 6000 1 NACrestron Control Panel 1 NACrown Amplifier 1 NAShure Wireless Microphone 1 NATVGraphics 1 NASoundeffects 1 NATeleprompter 1 NAVideo Distribution Server 1 NA32” Color TV 90 42” Flat Screen Television or Projector42” Flat Screen TV’s 55 42” Flat Screen Television or Projector DVD\VCR Combo 30 DVD\VCR Combo or equivalentVCR 66 DVD\VCR Combo or equivalent

Voice Network # 10-11 11-12 12-13 ReplacementLucent 2500 Analog Phone 28 NALucent 2554 Analog Phone 309 NALucent 6402 Digital Phone 10 NALucent 6408 Digital Phone 172 NALucent 6416 Digital Phone 22 NALucent 6424 Digital Phone 2 NAIntuity Audix (Voice Mail) 1 NADefinity EPN Switch 2 NA

29

Expansion Efforts

Infrastructure

The most significant improvement to the existing infrastructure includes continuing to increase the performance reliability of that which lies on the Tenafly Demilitarized Zone (DMZ), the primary contact zone for communication and data sharing. This facilitates greater connectivity among the parents, teachers, administrators, and students who make up the educational community. Tenafly School District benefits from an increased ability to connect to the internet by changing its internet connection from 10MB to 20MB. With the increased use of video conferences and internet usage, the District is looking to further expand this connection. Internally, the system supports gigabit bandwidth from the core of the network to the intermediate distribution frames (IDFs) and 10/100/1000 MB service from there to the workstations in the High School and the Middle School. Each Elementary School has 10/100/1000MB service from the core to the workstation. Over the next three years, The Technology Department plans to continue to monitor the system and upgrade were applicable so that it will continue to support gigabit bandwidth from the core to the workstation. Monitoring of the infrastructure through software is the task of the software programs; Servers Alive, SolarWinds, and 3Com Network Manager. While all of this software functions properly, the District is examining options to purchase a more robust program, which will encompass all three of these programs under one. It should offer a real time graphical representation of the network, reporting features to track problems, and an alerting system when a threshold is met.

Applications that Connect Agents

The utilization of the World Wide Web (district, building, and classroom websites) and the integration of email (Outlook and Web Outlook) into administrative, teaching, and learning practices revolutionize the way many administrators, teachers, and students connect. They tap into the power that comes from the ability to transcend time and place. They can engage in higher level synchronous and asynchronous activity with a wider range of agents. Over the next three years, Tenafly School District plans to combine two very powerful applications, Moodle, and the website, which will further this advancement. The Technology Department is investigating the possibility of migrating our website as well as Moodle to another provider; the frontrunner being SchoolFusion. Moodle is a course management system (CMS), a software package that is designed to help educators create quality online courses, units of study, and projects. The future of education lies partially in the utilization of powerful resources like this one. In addition to benefiting from existing curriculum, exposure to online coursework promotes the development of healthy and informed human beings who are information literate, critical thinking, and self-directed global citizens.

30

SchoolFusion is a website provider which contains all of the newest 21st Century tools along with all of the features offered from Moodle. Using these tools on the district, classroom or teacher websites helps to engage students, create greater accessibility to parents, and finally feature simple updating capability for teachers.

Applications that Increase Productivity

Tenafly Public Schools utilizes Microsoft Office 2003. While Microsoft Office is a productivity tool which benefits support staff, administrators, teachers and students, its key component(Outlook, Word, PowerPoint, Excel, Access, FrontPage, and Publisher)—also have the power to transform not only processes and projects but pedagogy. The Technology Department is planning a phased rollout of Office 2007 beginning this summer to the computers which meet the minimum specifications for the program. The Elementary Schools enjoy access to a more productive interface with Word, PowerPoint and Excel through Max’s Sandbox, a program that works with Office for students and teachers to empower children to explore their own learning styles and develop technology skills they can transfer directly to professional software. Max's Sandbox supports early learning environments by providing a flexible teaching platform that can be easily tailored to curriculum requirements. The District plans to continue to phase out the general use of laser printers in most classroom locations and place much less expensive inkjet printers only in the areas which require immediate, low-capacity local printing. Each elementary school houses one high capacity digital copier and a medium digital copier. The Middle School has three medium capacity digital copiers. The High School houses six medium capacity digital copiers and has one high capacity digital copier. The plan is for a classroom and office locations in all buildings to be able to send print jobs to medium/high capacity Xerox digital copy machines.

Virtualization

Presently Tenafly Public School has 19 servers which control and contain the entire network resources presently needed. In order to find a more effective solution of continual upgrading a replacement of servers, the plan is to create a virtual Infrastructure in the data center. The key reasons for virtualization are:

Lower costs – Industry wide, there are cost savings between 30-70%. In addition to cost saving or the continual purchase of equipment, other cost savings are realized from power consumption and cooling. These savings ultimately provide a return on investment to Tenafly District.

Improved manageability – By downsizing the amount of equipment needed to be maintained, the intricacy of the infrastructure is consolidated.

Improved performance – Combining the resources into a pool that can be given out to needed resources allows for better usage of the equipment. This pool helps balance the load on the infrastructure as opposed to one server working hard part of the time

31

and then when not working those resource are idle. These idle resources, now shared, will increase proficiency.

Scalability – A virtualized environment is easily scalable to handle future growth without adding numerous pieces of equipment to the network.

One to One

Tenafly Schools is involved with a one-to-one plan in order to continue the advancement of the students and help foster creativity and interaction. The following is a chart which describes a five-year plan that will allow us to move forward with a one-to-one solution as well as other important equipment and faculty that will be needed.

One-to-One Plan for Tenafly Public Schools

32

Timeline:

Year 1 2009-10

Year 2 2010-11

Year 3 2011-12

Year 4 2012-13

Year 5 2013-14

Wireless infrastructure

HS and MS and possibly new construction ES

Completion of ES

Reevaluate

Upgrades

Upgrades

Laptops for Teachers HS 125 MS 125 ES 130

Blue Bird group HS and MS teachers* 40 total – 20 Dell tablets and 20 Macbooks

(Commit to one platform)** An additional 40 teachers in each HS and MS totaling 100 teachers

Aim for all HS and MS staff

All ES staff

Start of Evergreen Plan for teachers (1/4 of laptops replaced – ongoing)

Classroom Projectors

Mobile projectors for blue bird group (40) – allowing piloting of various models (Epson, Dell, etc…)

Installing ceiling mounted projectors for classrooms of the 100 teachers with laptops without the 46” TVs

Installing ceiling mounted projectors for classrooms of the remaining teachers with laptops without the 46” TVs

Laptops for Students HS/MS

X X

X HS***

MS***

Smart Boards ES

12 wall mounted SMART boards per

ES 12 wall mounted SMART boards per





33

Timeline:

Year 1 2009-10

Year 2 2010-11

Year 3 2011-12

Year 4 2012-13

Year 5 2013-14

year with ceiling projectors (3 per bldg)





ES laptops 12 laptops for the ES teachers who get SMART boards

ES Dell 620 desktops become obsolete therefore classroom desktops will be replaced with laptops Libraries will get upgraded desktops or laptops based on librarian input

X X X

Staff Development Blue bird groups supported by in-house tech staff developers after initial training: 1. Dell tablet

Academy at HCRHS during summer 2008 (20 staff)

2. Apple training (20 staff)

20 Blue Birds turn key training to additional staff during professional days and monthly department/team meetings Teachers and students be surveyed and staff development be geared toward

The pool of teachers able to train their colleagues grows Trainings take place during professional days and monthly department/team meetings Teachers and




34

Timeline:

Year 1 2009-10

Year 2 2010-11

Year 3 2011-12

Year 4 2012-13

Year 5 2013-14

Blue Birds meet periodically during the year to share experiences and continue their training**** Teachers and students be surveyed and staff development be geared toward survey findings and current best practices All Professional Days include an instructional technology component

survey findings and current best practices All Professional Days include an instructional technology component ES teachers will need time to learn about the use/maintenance/classroom management of their new classroom laptops possibly during the first or second day of work in September

students be surveyed and staff development be geared toward survey findings and current best practices All Professional Days include an instructional technology component




35

Timeline:

Year 1 2009-10

Year 2 2010-11

Year 3 2011-12

Year 4 2012-13

Year 5 2013-14

Staffing Additional full time technician (based on 600 to 1 ratio of computers to technicians) and an additional full time staff developer

Additional full time senior technician

Additional full time junior network administrator and an additional full time staff developer

Technology secretary and student interns

Important Cost Considerations

If we are required to use Windows Vista or Windows 7, estimates will have to be adjusted to include further staff development and replacement of non-compatible software.

If after the first year Apple is the chosen company, then there are major costs associated with changing the entire platform. Costs would include training, infrastructure, and server requirements.


36

*Blue Bird group will be selected via an application process. Questions for Blue Bird group application: 1. Why would you like to be selected to pilot a laptop/tablet? 2. How do you imagine a laptop/tablet will change the way you teach? 3. How do you imagine it will change the classroom learning environment for students? 4. What are your technological interests and/or strengths? 5. Are you willing to train and/or share your experiences with other colleagues? 6. Do you prefer Mac or PC or either?

Applications will be reviewed and participants selected by the Technology Steering Committee. ****The group becomes a professional learning community that meets, discusses, and troubleshoots periodically throughout

the year (possibly fulfilling various components of the contractual Professional Learning Commitment.) Commit to summer and school year training Commit to become turn key trainers for colleagues Participate in discussions on Moodle and/or keep a journal of experiences

**While it is best to commit to one standardized hardware platform for most teachers we recognize that specialized subjects, such as the Arts, may be better served by a different platform. ***Computer labs may begin to be phased out freeing up classroom space. One classroom in each building may need to be dedicated to a “laptop hospital”. Considerations:

1. Windows Vista may ship with newest Tablet PCs requiring additional training, testing and configuration. 2. Mobile/wireless printing will be testing and will be phased in once testing and configuration is completed. 3. Major expense for changeover to Macintosh including software, training, and infrastructure. 4. The number of laptops in the hands of teachers and students must be increased by 10% to allow for loaners due to breakages. 5. A battery replacement cycle will need to be considered.

37

Cyber Safety Filtering

This section describes each device the District uses that help in providing students and staff with safe Internet and network access.

NetSupport – With NetSupport School, teachers and staff developers improve classroom instruction by centrally instructing students on their PCs; maintaining student attention by monitoring application and web usage; and, saving time by quickly polling the class and showing instant results. Teachers can also record all screen, keyboard, and mouse activity on a student workstation to review later or replay to the whole class.

Websense –Websense allows the District to establish flexible internet use policies. Choose between Allow, Block, Continue, Quota, Block by Bandwidth, and Block by File Type options to manage web access and filter sites based on time of day. Websense enables the District to set policies for file types and over 80 application protocols, including email, file transfer, remote access, streaming media, instant messaging (IM), and peer-to-peer (P2P) protocols. It also permits the District to set policies based on users/groups defined in Microsoft Windows Active Directory. Websense provides powerful, industry-leading reporting tools to analyze and track internet use throughout the District It helps ensure compliance with privacy policies, union regulations, and other laws by maintaining the privacy and anonymity of users when logging their activities. GFI – GFI MailEssentials offers anti-spam for Exchange server and other email servers and eliminates the need to install and update anti-spam software on each desktop. GFI MailEssentials offers a high spam detection rate using Bayesian filtering and other methods, very low false positives through its automatic white list, and the ability to automatically adapt to your email environment to constantly tune and improve spam detection. GFI MailEssentials eliminates over 98% of the spam from the email. GFI MailEssentials also detects and blocks phishing emails through a system of Uniform Resource Identifier (URI) and keyword checks. In addition to anti-spam filtering and anti-phishing protection, GFI MailEssentials adds email management tools to the mail server: disclaimers, mail monitoring, Internet mail reporting, list server, server-based auto replies and POP3 downloading. ISA - Internet Security and Acceleration (ISA) Server is the integrated edge security gateway that helps protect IT environments from Internet-based threats while providing users with fast and secure remote access to applications and data. Microsoft Internet Security and Acceleration (ISA) Server helps the District protect its environments from internally- and externally-originating Internet-based threats with a hybrid proxy-firewall architecture, deep content inspection, granular policies, and comprehensive alerting and monitoring capabilities. CheckPoint – CheckPoint delivers unified security architecture for perimeter, internal Web and endpoint security. Centralized logging, tracking, monitoring, updating and reporting for all Check Point products provide the District with a unified view and better understanding of network and security deployments.

38

Acceptable Use Policy Please see attached.

Internet Safety Policy

Tenafly School District has one AUP (Acceptable Use Policy) for both staff and students. Each year, members of the staff must sign that they read a copy of the policy. For students, an Annual Update Form, which contains two items in particular that refer to the District’s AUP, is given to parents The first item is a Yes/No question that parents have read the policy and give their child permission to use the computer. The second item is a Yes/No question that indicates the student has read and agrees to abide by the AUP. Several sections of the AUP deal with Access, Safety, and Web Content under the heading of Cyber Safety. Although the District’s complete AUP is attached, the pertinent sections regarding Cyber Safety are copied below.

Access

Users are prohibited from engaging in the following conduct and shall be subject to discipline and/or legal action for such conduct:

using the computer system for or in support of illegal activities using the computer system in a way that violates District policy using the computer system to obtain or to transmit obscene materials using the computer system to send or display harassing, demeaning, offensive speech

or materials using the computer system to violate intellectual property rights using the computer system in a way that intentionally disrupts the network or the

operation of the computer system, or wastes limited resources violating copyright laws that adhere to the provision of Public Law 96-517, Section 7

(b). making illegal copies of copyrighted programs The legal or insurance protection of the

district shall not be extended to employees who violate copyright laws using others' accounts or giving others access to your account trespassing in others' folders, work or files employing the network for commercial purposes, financial gain, or fraud posting anonymous messages gaining or seeking unauthorized access to resources or entities

39

Safety

Students are prohibited from disclosing personal information such as addresses, phone numbers, pictures, or the name and location of the school.

Users, particularly students, are obligated to disclose to an administrator any information or electronic messages which make them uncomfortable.

Users, particularly students, shall never meet in person with someone they have met online.

The Board does not condone such meetings and strongly suggests that they do not occur.

Content

The publication of photographs is permitted, provided they are not associated with names.

The publication of student photographs requires signed consent from parents and/or legal guardians.

The publication of a student’s last name is prohibited. Only the first name and last initial may be associated with student work (not a photograph).

Process The following are some of the steps that the schools took in educating the student and parents:

Workshops entitled; “Staying Safe in Cyberspace and Internet Safety for Parents” were conducted by the Bergen County Prosecutor's Office Computer Crimes Unit.

Bullying, Cyberbullying, and Internet Safety programs were delivered to students. Articles in newsletters to parents were about “Internet Safety and Cyber bullying”. Presentations were made to the HSA on Internet Safety and Cyber bullying. During “Violence Awareness Week” 10/19/09 – 10/23/09 Tenafly High School

students participated in many activities regarding anti-violence and school safety. Among those activities, the Peer Leadership program led sessions with the 9th grade students on anti-bullying and the entire student body watched a video on cyber bullying. In addition, the Tenafly Chief of Police delivered a public service announcement to students on violence awareness which included the topic of cyber bullying.

Internet Safety Dates:

Adopted July 15, 2002 Policy Amended and Adopted August 4, 2003; Policy Amended and Adopted April 4, 2005; First Reading August 18, 2008; Second Reading and Adoption September 8, 2008.

40

NEEDS ASSESSMENT Current Practice In March of 2010, the Tenafly teaching staff was asked to complete an open-ended Technology Integration Survey designed by a subcommittee of the District Technology Steering Committee. The purpose of the survey was to gather data from the staff about what technology they use, how they use it, why, and with whom. While approximately 50% of the staff in the district responded to the survey, the results are a good indicator for getting a general picture of the current status of the District. Based on this, the following data have been gathered:

The following percentages of staff use the applications/mediums with their students on a daily, weekly or monthly basis:

1. Computers or laptops – 86.6% 2. Word processing – 74.9% 3. Search engines for the Internet – 85.4% 4. Teacher/classroom websites – 54.6% 5. Presentation software – 52.1% 6. Wikis – 9.1% 7. Blogs – 5% 8. Podcasts – 1.9% 9. Video conferencing – 1.9% 10. Moodle – 5.1% 11. Email – 81.9% 12. Social Networking – 9.6% 13. Keyboarding – 45.2% 14. Drawing applications – 19.9% 15. Photo editing – 17.7%

Other educational technology software and hardware used, but not mentioned in the survey include: • Digital Storytelling • KidSpiration and Inspiration • AlphaSmart • Computer Animation/Computer Graphics • Music Notation software • Video editing • CD Recording technology • Television production

As it relates to policy, the following percentages of staff who responded frequently or always: 1. integrate the ethical, legal and responsibility issues of technology in education into their

lessons – 69.3% 2. model the ethical, legal and responsibility issues of technology in education into their

41

lessons – 83.4% 3. follow the district’s Acceptable Use of Educational Technology Policy – 95.2% 4. find that their students follow the district’s Acceptable Use of Educational Technology

Policy – 83%

As it relates to beliefs, the following percentages of staff replied that they either agree or strongly agree that: 1. their use of technology enhances student performance – 85.7% 2. technology enhances their teaching – 86.6% 3. student use of technology enhances student performance – 85.8% 4. technology usage in classrooms should be measured for effectiveness – 69.5%

As it relates to inclination, the following percentages of staff responded that they agree or strongly agree that they are likely to: 1. use the technical skills that they have learned for personal use – 90.5% 2. integrate technology into instruction – 84.9% 3. use technology to collaborate with peers on projects – 82% 4. encourage students to use the WWW as a resource and research tool – 90.3% 5. encourage students to use Web 2.0 tools as a resource and research tool – 53.9% 6. promote the AUP and Web Guidelines to students and colleagues – 88.9% 7. use technology independently in new ways – 76.2%

As it relates to the integration of technology standards, the following percentages of staff responded that they agree or strongly agree that: 1. the integration of technology is sufficiently outlined within each subject area curriculum

– 26.4% 2. they are familiar with the New Jersey Core Curriculum Content Standards for

Technology at their grade level – 49.2% 3. they plan learning experiences that enable their students to meet the New Jersey Core

Curriculum Content Standards for Technology – 49.2% Proficiency

In March of 2010, the Tenafly teaching and library media staff was asked to complete a survey. The purpose of the survey was to assess the staff in several key areas: Technology Integration, Aptitude, Attitude, Satisfaction, Vision and Awareness. Approximately 50% of the District’s teaching staff responded to the survey.

The Technology Steering Committee’s interpretation of “Proficiency” is defined by the Tenafly teaching staff’s scores on questions 8 and 9 of the survey. These questions asked teachers to rate their comfort level with regard to conveying the importance of safety and ethics, their ability to demonstrate technology to others and how they are incorporating technology into their classroom instruction.

In question #8, teachers answered each question using a 5-point Likert scale to self-assess. Choices ranged, from lowest to highest numerically, (e.g., 1=No Experience…5=Expert)

42

The “Intermediate, Advanced and Expert” responses were added together to achieve the following scores: 76.6% (173 out of 226) “Rate your understanding of safety in technology (e.g.

understanding of web publishing guidelines, understanding of computer and peripheral equipment as electrical devices, understanding of WWW content as possibly harmful to others.)”

82.2% (184 out of 224) “Rate your understanding of ethics relative to technology (e.g. recognize ethical uses of technology, understand how to model ethical use of technology, understand the laws governing copyrighted materials).”

80.4% (183 out of 224) “Rate your understanding of research with technology (e.g. search strategies, distinguishing valid from false or inaccurate information, copyright requirements).”

The “No Experience and Beginner” responses were added together to achieve the following scores: 23.5% (53 out of 226) “Rate your understanding of safety in technology (e.g.

understanding of web publishing guidelines, understanding of computer and peripheral equipment as electrical devices, understanding of WWW content as possibly harmful to others.)”

17.8% (40 out of 224) “Rate your understanding of ethics relative to technology (e.g. recognize ethical uses of technology, understand how to model ethical use of technology, understand the laws governing copyrighted materials).”

18.6% (42 out of 224) “Rate your understanding of research with technology (e.g. search strategies, distinguishing valid from false or inaccurate information, copyright requirements).”

In question #9, teachers answered each question using a 5-point Likert scale to self-assess. Choices ranged, from lowest to highest numerically, (e.g., 1=Strongly Disagree…5=Strongly Agree).

The “Agree and Strongly Agree” responses were added together to achieve the following scores: 67.6% (146 out of 216) “I am comfortable demonstrating what I know of technology to

others.” 81% (162 out of 200) “I am comfortable incorporating technology into my lessons

when applicable. 85.6% (172 out of 201) “I am comfortable using technology with students.” 66.9% (145 out of 199) “I feel prepared to use laptop computers in my classroom.” 61.9% (122 out of 197)”I feel comfortable assigning multimedia projects to my

students.” 71.8% (143 out of 199) “I use computers effectively in my classroom.” 41.3% (83 out of 201) “I feel prepared to guide other teachers in planning and

implementing lessons that incorporate technology”

43

The “Strongly Disagree and Disagree” responses were added together to achieve the following scores: 8.8% (19 out of 216) “I am comfortable demonstrating what I know of technology to

others.” 1% (2 out of 200) “I am comfortable incorporating technology into my lessons when

applicable. 1.5% (3 out of 201) “I am comfortable using technology with students.” 10% (20 out of 199) “I feel prepared to use laptop computers in my classroom.” 12.7% (25 out of 197)”I feel comfortable assigning multimedia projects to my

students.” 4.5% (9 out of 199) “I use computers effectively in my classroom.” 26.4% (53 out of 201) “I feel prepared to guide other teachers in planning and

implementing lessons that incorporate technology”

The applications of these data are limited by the amount of total respondents (only about 50% of the population), the fact that a self-assessment was used and not an assessment by an outside source and the subjective definition of the word “proficiency.” However, these data are relevant and applicable to illustrate a relative level of proficiency amongst our teachers. The survey measured key concepts such as Use of Resources, perceived Skill Level and Comfort Level. These data also contain a cross-section of Elementary, Middle and High School teaching staff. Although approximately half of the staff did not respond to the survey, a significant sample of staff did respond. Also, the survey was offered to all teaching staff in the district and was completed voluntarily. It is important to note that an overwhelming majority of the staff responding to the survey has at least a cursory level of proficiency based their 2010 self-assessment.

Student Access to Technology

Concerning Technology classes and instruction throughout a student’s years in Tenafly, one might describe it as an area that needs more consistency at the elementary and middle school levels. The District has been working to improve in this area. Conversations, meetings and committee work have been focusing on understanding what is in place and where there are gaps. For example, a sub-committee of the District Steering Committee met to develop a K-12 Scope and Sequence for the NJCCCS for Technology which has been shared with supervisors and administrators. The sub-committee will be meeting again in order to update the document with the new 2009 NJCCCS for Technology. Another example is the conversations held around the technology courses that exist for students at the Middle School and High School levels. In the Elementary Schools, there are no specific Technology classes offered to students, however Project Infusion workshops are available for training the teachers to utilize technology in their curricula and integrate its use where appropriate with their students. The K-12 Technology Staff Developer is available to co-teach model lessons and otherwise

44

support the classroom teachers who in turn are expected to use technology with their students. K-5 subject area staff developers also work with the Technology Staff Developer to learn about technologies that can be integrated and incorporate those into the curriculum. K-5 Curriculum Teams have one or two members considered “eyes on technology” for each major subject area to ensure that technology is infused.

In the Middle School, technology courses vary by grade level. In 6th grade all students get some instruction in their Study Skills class for one third of the year; however, this is inconsistent and not an official technology class in any capacity. One half of the 6th grade gets a “Lego Robotics” class while the other half will receive it in 7th grade (which is the only 7th grade technology offering). This Lego Robotics class lasts for one quarter of the year, every other day (22 days total instruction time). In 8th grade, there are four technology electives, each lasting one semester, every other day (45 days total instruction time). They are: Harnessing the Web, Digital Storytelling, Lego Robotics, and Take One Video Production. Additionally, music students in all three grade levels get access to a new Music Technology Lab. This lab is sometimes used for a Music Technology elective in 7th and/or 8th grades when the need arises. Both the Middle School and the Elementary Schools have limited access to equipment for their classes. Computers are available when students take a Technology course, which usually takes place in a computer lab, at some point throughout the year and/or when a teacher signs up to use a mobile laptop cart with their students. The High School offers the following elective courses in Technology which each have their own set of dedicated computer equipment: Computer Graphics grades 10-12, Computer Animation grades 10-12, Introduction to Computer Programming grades 9-12, Advanced Computer Programming grades 10-12, Advanced Placement Computer Science grades 11-12, Television/Video Production grades 9-12, Drafting I grades 9-12, Drafting II grades 10-12, Architectural Drafting grades 11-12, Drafting Honors grades 12, Music Technology grades 9-12 and Green Technologies – Research, Design and Implementation grades 10-12, Invention Design and Technology grades 9-12 and Technology Information Systems grades 9-12. Courses such as Accounting I grades 10-12, Accounting II grades 11-12, and Business Economics emphasize computerized procedures. Bergen County Central Technical Education Center offers students in the 10th, 11th, and 12th grades career training in CIBOT (computers) and Electrical Telecommunications. Tenafly High School offers online courses though their membership in Virtual High School.

Staff Needs

The staff needs are identified by a completed survey distributed in March of 2010. The survey design is a 22 item questionnaire which addresses the actual proficiency of the faculty and ranking of their ability to use various types of technology. Items are focused on: Instruction, Policy, Literacy, Comfort Level, Beliefs, Inclination, Support, Leadership, Staff, Development, Access, Integration of Technology, Future Planning and Home Technology.

45

This questionnaire is a Likert scale from 1 to 5, (1 being either “Never,” “No Experience,” and “Strongly Disagree;” 5 being “Always,” “Expert,” and “Strongly Agree;” 3 was “Not Sure”). The response rate of this survey is approximately 50%.

Student Needs

In the Elementary schools, the teachers gain a professional understanding of their students’ needs through observations and informal assessment. For example, in the past, several classroom teachers recognized that a classroom network account did not serve the needs of the fifth-grade students. As a result, a student network account pilot program was initiated for one class of 5th graders in Stillman Elementary School. At the completion of this pilot, it was determined that this program should be implemented in all 5th grades. The Technology Department is conducting another pilot with this same group. This pilot is investigating if adding email accounts to the individual accounts is beneficial for the educational process. Presently, Middle and High School students are not formally surveyed on their technology needs. The Technology Department is planning to develop and execute a survey based on NJ State Technology Standards to measure the students’ needs.

Professional Development for Staff

Project Infusion has been an ongoing professional development program for over 7 years. Although it began with one required course and one elective course for each staff member, due to budget cuts one of the staff developer positions was cut 4 years ago. Since then, Project Infusion has continued with a wide variety of workshops being offered on a completely voluntary basis. Registration for the workshops has grown each year with many staff members even wishing to take more than one workshop in one given year. With Project Infusion, full day workshops serve as a foundation out of which teachers build new ideas of what is possible in their classrooms and schools, opportunities for professional collaboration, and technology integration through pedagogy, curriculum, and educational need. Workshops enable teachers to enrich their technology skills no matter their aptitude/comfort level. Topics have been based on current technologies and applications available for both students and teachers for enhancing academic performance. For a list of Project Infusion workshops offered in 2009-2010, refer to the chart at the end of this section. A complete list which includes descriptions for the workshops is available at http://www.tenafly.k12.nj.us/~cstjohn/wkshp_descriptions.htm Professional half days have also been dedicated to Educational Technology with great success. All district staff was provided a menu of short course options such as Blogging for the Classroom, Using Wikis to Support Class Projects and to Exercise 21st Century Skills, Creating a Photo Montage using iMovie, and You Tube as a Learning Tool. Volunteer district staff, experts in the field and community members taught the sessions. An archive of Tech Day 2009, including schedule, session titles and reflections on the day, is located at http://www.tenafly.k12.nj.us/~cstjohn/april20.htm.

46

Staff has also had opportunities to expand their educational technology knowledge and skills by participating in trainings and workshops offered by out-of-district providers such as Apple, Inc. and Genesis. The model for some of these applications and initiatives is for small groups of representative staff to receive initial training then turn-key the information to others. Companies such as Keyboard Consultants, from whom the district purchased equipment, conducted sessions for the teachers on using the Smartboard. Additionally, professional development has been available through partnerships with Northern Valley Schools Consortium, NJECC, Montclair State University’s Network for Educational Renewal (MSUNER) and the ADP Center. Most of the MSUNER workshops, mini-courses and conferences have been offered after school hours.

Professional Development for Administrators

Past professional development was intended to clarify and strengthen leadership roles in academic and professional areas at Tenafly Public Schools. It served and empowered administrators and faculty who serve and empower students. It generated resources for members of the organization confirmed our focus on students and learning in our technology decision-making, and it built and encouraged relationships with outside groups through the use of technology. In addition, it offered growth opportunities and guided professional development to administrators and faculty through enhanced professional development, it built power learning communities among administrators and staff for the purpose of integrating technology into teaching and learning, and it increased professional development resources. Administrators were always invited to attend the Project Infusion workshops that were being offered to their staff. While they are still invited to attend, few are able to find the time. Based on specific building needs administrators have attended outside professional development such as courses on using Excel for data analysis. The NJ Department of Education offerings for Phase 1 of Technology Integration and the new standards have also been attended by several administrators.

Other Supports

There is one Technology Staff Developer who is available to serve the entire district. While Tenafly recognized the need for additional assistance and budgeted for a second staff developer in 2009-2010, the position was not filled. The K-12 Technology Staff Developer is responsible for coordinating and teaching Project Infusion workshops, assisting teachers by modeling technology lessons, supporting teachers with their educational technology concerns, providing one on one staff development, making whole-school or large group presentations, creating and posting online tutorials and resources, facilitating technology curriculum revisions and recommendations and co-chairing the District Technology Steering Committee. The Technology Staff Developer also maintains a website that provides necessary information related to technology integration in the District. The staff developer creates how-to sheets and video tutorials on various software and hardware. They are made accessible on

47

the Information Technology website in a section titled Faculty Resources. Staff can access these resources whenever the need arises and can print or save the documents. The Information Technology web page is well organized, continuously updated and easily accessible. Subject area web resources have also been collected in an account on ikeepbookmarks.com which all teachers and students can access with a special user name and password. Considering the growing number of staff, the need for curriculum revision to include technology integration, meeting the new 2009 NJCCCS for Technology, and training on new technology equipment that has been purchased, it is essential that at least one staff developer in the district be dedicated to technology. District teachers and staff are a network unto themselves since they share their Project Infusion experiences, prior knowledge and technology expertise with each other during faculty and department meetings. The district’s April 20, 2009 Professional Half Day was a perfect model for celebrating talent among the staff and having staff members share their knowledge. Additionally the subject area staff developers and supervisors have been apprised of the new standards and the changes that may be needed to their curricula via meetings with the Technology Staff Developer. They are invited to attend Project Infusion workshops so that they can support the teachers and facilitate the integration of technology into their curricula. Magic Help Desk is an online support program managed by the Technology department that serves the school district and the municipal offices of Tenafly. It is always available and promptly answers requests when they have been submitted correctly. The Magic Help staff is friendly, knowledgeable, and offers additional assistance or suggestions when needed. Technology itself will be further leveraged in order to be used as a highly efficient vehicle to provide ongoing, sustained professional development as follows:

Synchronous and asynchronous streaming video to demonstrate technology use from nuts and bolts to the best practices.

Combine computer remote desktop & telephone conference for efficient “at your desk” professional development without taking personnel out of their immediate working environment or for delivery to a class using projection.

Content rich web sites with locally produced programs delivered via Adobe Flash platform allows worldwide access.

Gathering and editing information in a variety of mediums (word, stills, audio and video) of presentations at international conferences and events with the purpose of sharing content locally with students and teachers, thus enabling fresh ideas, connections, and collaboration with individuals in all parts of the world.

Professional Development Needs and Barriers

Based on the district surveys, workshop evaluations and all the data accumulated, we know that the majority of Tenafly teachers feel that technology enhances student performance and that it enhances their teaching, but the majority do not often use it with their students. The

48

teachers have identified a need for additional time to be allocated for technology staff development and for technology integration to be sufficiently outlined within each subject area curriculum. Due to budget cuts, the economic situation and state aid cuts, it is important to consider making the best use of the equipment and support that the district will be able to keep. The district will hopefully be able to continue to make strides in improving teacher and student technological skills and knowledge with up-to-date equipment and support.

District Needs Summary

Based on all that has been outlined above, the following have been identified as needs (and prioritized) for improving academic achievement for all students through the integration of technology:

1. The supervisor(s) for instructional technology will work together with administrators, Technology Coordinator, staff and teachers to develop and implement an articulated and differentiated K-12 Technology curriculum.

2. In order to accomplish the goals and meet the needs of the teachers based on the survey data, additional technology supports are required including technicians and professional development.

3. Research, develop and conduct a student needs assessment to determine their level of technological knowledge and skills.

4. Based on the 2009 NJ Technology Standards and the needs assessment, determine what K-12 technology curricula need to be kept, eliminated, or created.

5. In order to ensure that all students graduate technologically literate, instruction needs to be required and consistent across all levels. Ongoing progress will be monitored using data collected through formative and summative assessments at each grade level.

6. Provide follow-up opportunities for staff to practice, share, and apply newly acquired skills, instructional strategies and resources for appropriately integrating technology.

7. Acquire and have access to necessary hardware and software that satisfies the needs of our growing school district population.

49

2009-2010 Project Infusion Technology Workshop Dates DATE WORKSHOP NAME PRESENTER(S)

1 January 21, 2010 Designing a Classroom Web Site with FrontPage 2003 (Grades K-12) Carine St. John

2 January 22, 2010 Designing a Classroom Web Site with FrontPage 2003 (Grades K-12) Carine St. John

3 January 27, 2010 Do You Have the Audacity? Teaching and Learning with Podcasts (Grades K-12) Carine St. John

4 February 9, 2010 Get Wild About Wikis (Grades 6-12) Carine St. John and David Schiff

5 February 24, 2010 Get Wild About Wikis (Grades 6-12) Carine St. John and David Schiff

6 March 3, 2010 Using SMART Board’s Interactive Technology to Design Exciting Lessons (Grades K-12) Carine St. John and Jennifer Griffiths

7 March 8, 2010 Using SMART Board’s Interactive Technology to Design Exciting Lessons (Grades K-12) Carine St. John and Jennifer Griffiths

8 March 10, 2010 Using SMART Board’s Interactive Technology to Design Exciting Lessons (Grades K-12) Carine St. John

9 March 12, 2010 Using SMART Board’s Interactive Technology to Design Exciting Lessons (Grades K-12) Carine St. John and Carol Lee

10 March 23, 2010 Using SMART Board’s Interactive Technology to Design Exciting Lessons (Grades K-12) Carine St. John and Cheryl Shaw

11 March 24, 2010 Using SMART Board’s Interactive Technology to Design Exciting Lessons (Grades K-12) Carine St. John and Pam Mendeloff



14 April 14, 2010 Don’t Tell Me, Take Me There: A Journey through Digital Storytelling (Grades K-12) Carine St.John and Terri Eisenberg

15 April 15, 2009 Don’t Tell Me, Take Me There: A Journey through Digital Storytelling (Grades K-12) Carine St.John and Terri Eisenberg

16 April 21, 2010 Web Literacy: Navigating Thoughtfully Through the Landscape of the Internet (Grades 3-8) Terri Eisenberg

17 April 28, 2010 Designing a Classroom Web Site with FrontPage 2003: Part II (Grades K-12) Carine St. John

18 May 17, 2010 Designing a Classroom Web Site with FrontPage 2003: Part II (Grades K-12) Carine St. John

19 May 18, 2010 Designing a Classroom Web Site with FrontPage 2003: Part II (Grades K-12) Carine St. John

50

THREE-YEAR GOALS AND OBJECTIVES HISTORY Listed below are Tenafly’s goals from the 2007-2010 Technology Plan:

Goal 1: Literacy The Tenafly Educational community will foster the growth of successful human beings who are able to process, manage and share information through the use of technology by designing activities that enhance current and future success by providing learning opportunities that support the New Jersey Core Curriculum Content Standards, the State Technology Standards 8.1 and 8.2 and the National Educational Technology Standards for Students, Teachers and Administrators. This will be evaluated through periodic monitoring and assessment of student progress. Goal 2: Capacity Building The District will provide administrators, teachers, and support staff with a host of experiences and a repertoire of tools that will enable them to achieve Goal 1 while formally recognizing and building capacity in the areas of providing communication literacy, information literacy and technology literacy. This will entail providing opportunities for curriculum articulation, providing staff development and ongoing support in leadership, instructional and functional areas. Project Infusion combined with alternative professional development opportunities will continue to build on a solid base in the aforementioned areas, while inspiring the necessary shifts in philosophy and pedagogy towards self-directed global citizenship. Goal 3: Connectivity The District will provide a state-of-the-art integrated information system that enables students, staff, and administrators to use a wide variety of technological tools for communication and the acquisition, management, synthesis, and sharing of information. A detailed upgrade, replacement, and maintenance plan will drive a healthy and current infrastructure and hardware and software inventory. Networked technology systems and centralized, standardized distribution systems will provide efficient and effective communications from any location within the District. Upgrades to the High School and Middle School are planned over the next two years through the phased construction project to support the same.

Evaluation of Previous Goals Goal 1 Literacy

We continue to foster the growth of successful human beings who are able to process, manage and share information through the use of technology by designing activities that enhance current and future success by providing learning opportunities that support the New Jersey Core Curriculum Content Standards (8.1 and 8.2) and the National Educational Technology Standards for Students, Teachers and Administrators. There is considerable evidence of the professional staff engaging themselves and their students in newer web 2.0 technologies as well as expanding use of various hardware and software tools for instruction. These are recognized, shared and celebrated amongst our professional learning communities. This year (2009-2010), the five-year district curriculum review cycle targeted technology. This process involved the formation of a steering committee to examine current practice and develop a K-12 scope and sequence aligned to the NJ Technology Standards. The scope and sequence was

51

shared with key stakeholders for review. It now needs to be updated to reflect the current 2009 standards and ultimately included in district curriculum documents. Secondary coursework has provided student data through formative and summative assessments; however we do not have a comprehensive technology assessment system. This system needs to be research-based, designed, implemented and reflected in the new plan.

Goal 2 Capacity Building

Through an internal district survey conducted in March of 2010, the professional and support staff indicated that they have grown in their proficiency, comfort level and inclination to use technology effectively. There continues to be a variety of learning opportunities for staff through Project Infusion technology workshops and out-of-district partnerships such as NJECC and MSUNER which offer technology integration courses and conferences. New capacity building opportunities for staff have included professional development days dedicated to technology, articulation meetings, and teacher-led sharing of best practices. Due to changes in district leadership, limited time, human resources, and decreasing budget allocations, our progress has been adequate but does not reflect our district standard of excellence.

Goal 3 Connectivity The infrastructure has been continually upgraded to continue to meet the needs of Tenafly Public Schools educational community. Network equipment has been replaced to increase the bandwidth available to each workstation. The Internet connection has been doubled to accommodate the increased utilization of resources and video conferencing. As a result of the planning and implementation of technology during construction at the high school and middle school, a wireless infrastructure was installed to expand connectivity. Monitoring of network resources and planning for additional growth will help with the continued success of this goal.

Three Year Goals and Objectives

New Goal 1: Literacy

The Tenafly educational community will foster the growth of students and teachers so that they are able to process, manage, and share information while modeling 21st century skills through the use of technology. This will be achieved by designing activities that enhance current and future success by providing learning opportunities that support the New Jersey Core Curriculum Content Standards for Technology (Standards 8.1 and 8.2). Evaluation will take place through periodic monitoring and assessment of student progress. The supervisor(s) for technology will coordinate the curriculum and assessments to ensure that the standards and goals are met.

52

New Goal 2: Capacity Building The district will provide administrators, teachers, and support staff with a host of experiences and a repertoire of tools that will enable them to achieve Goal 1 while formally recognizing and building capacity in the areas of providing communication, information and technology literacy. This will entail providing opportunities for curriculum articulation, providing staff development and ongoing support in leadership, instructional and functional areas. Project Infusion combined with alternative professional development opportunities will continue to build on a solid base in the aforementioned areas, while inspiring the necessary shifts in philosophy and pedagogy towards a global perspective.

New Goal 3: Connectivity

The district will continue to provide a state-of-the-art integrated information system that enables administrators, staff, and students to use a wide variety of technological tools for collaborative communication, acquisition, management, synthesis, and sharing of information. A detailed upgrade, replacement, and maintenance plan will drive a healthy and current infrastructure, hardware and software inventory. Networked technology systems and centralized, standardized distribution systems will provide efficient and effective communications from any location within the district.

New Goal 4: Social and Ethical Responsibility with Technology As students continue to engage in using technologies and interacting with a global community, it is essential for them to understand and exhibit the ethical and moral behaviors required in a digital society. The Tenafly educational community will model, advocate and teach students proper digital citizenship skills and concepts so that they can explore, interact and collaborate with others across the globe.

53

Three-Year Implementation Activity Table July 2010 – June 2013

Three-Year Technology Implementation Activity Table

District Goal and Objective Strategy/Activity Timeline Facilitator(s) Responsible

Documentation

New Goal 1: Literacy

The Tenafly educational community will

foster the growth of students and teachers

so that they are able to process, manage,

and share information while modeling 21st

century skills through the use of

technology. This will be achieved by

designing activities that enhance current

and future success by providing learning

opportunities that support the New Jersey

Core Curriculum Content Standards for

Technology (Standards 8.1 and 8.2).

Evaluation will take place through periodic

monitoring and assessment of student

progress. The supervisor(s) for technology

will coordinate the curriculum and

assessments to ensure that the standards

and goals are met.

Research and develop a technology assessment system for students. Implement the assessments and monitor progress. Determine what K-12 technology curricula need to be kept, eliminated or created Implement revised curriculum and continue to monitor student growth and curriculum alignment to the new standards.

2010- 2011 2011-2012 2012-2013

Supervisor(s) for technology curriculum Classroom Teachers Supervisor(s) for technology and staff developer Subject area supervisors and classroom teachers

A comprehensive system for assessing students’ knowledge and skills Sample student assessments and results including anecdotal records Technology curriculum map Curriculum units and sample student work

54


Documentation

New Goal 2: Capacity Building

The district will provide administrators,

teachers, and support staff with a host of

experiences and a repertoire of tools that

will enable them to achieve Goal 1 while

formally recognizing and building capacity

in the areas of communication, information

and technology literacy. This will entail

providing opportunities for curriculum

articulation, providing staff development

and ongoing support in leadership,

instructional and functional areas. Project

Infusion combined with alternative

professional development opportunities

will continue to build on a solid base in the

aforementioned areas, while inspiring the

necessary shifts in philosophy and

pedagogy towards a global perspective.

Determine what technology supports are needed and fund them appropriately. Continue with teacher-led sharing of best practices with technology, Project Infusion workshop offerings, articulation meetings and out-of-district partnership offerings Promote and provide opportunities for staff to practice, share and apply newly acquired skills, instructional strategies and resources. Opportunities may include faculty meetings, school-based and district-wide professional learning communities

2010-2011 2010-2013 2010-2013

Assistant Superintendent and District Technology Coordinator Assistant Superintendent, and Technology Staff Developer Assistant Superintendent, Building Administrators, Subject Area Supervisors/Staff Developers and Technology Staff Developer

Data analysis signifying need for increased support and district fiscal plan Project Infusion database of offerings, schedules and participants, Professional Learning Community and steering committee meeting agendas, minutes, and partnership communications Meeting agendas and minutes, professional development logs

55


Documentation

New Goal 3: Connectivity The district will continue to provide a state-of-the-art integrated information system that enables administrators, staff, and students to use a wide variety of technological tools for collaborative communication, acquisition, management, synthesis, and sharing of information. A detailed upgrade, replacement, and maintenance plan will drive a healthy and current infrastructure, hardware and software inventory. Networked technology systems and centralized, standardized distribution systems will provide efficient and effective communications from any location within the district.

Install, maintain, and upgrade computers and peripheral equipment Install, maintain, and upgrade network equipment Install, maintain, and upgrade software Install, maintain, and upgrade technology facilities

2010-2013 Technology

Coordinator, Network Administrator, Technician Technology Coordinator, Network Engineer, Network Administrator Technology Coordinator, Network Engineer, Network Administrator, Technician Technology Coordinator, Network Engineer, Network Administrator

Inventory, needs assessment analysis, performance evaluations Needs assessment analysis, performance evaluations, inventory Needs assessment analysis, performance evaluations, curriculum committee recommendations Inventory, needs assessment analysis, performance evaluations

56


Documentation

New Goal 4: Social and Ethical

Responsibility with Technology

As students continue to engage in using

technologies and interacting with a

global community, it is essential for

them to understand and exhibit the

ethical and moral behaviors required in

a digital society. The Tenafly

educational community will model,

advocate and teach students proper

digital citizenship skills and concepts

so that they can explore, interact and

collaborate with others across the

globe.

Educate teachers about digital citizenship through various professional development (e.g. department meetings, team meetings, professional days or Project Infusion). As part of the goal 1, K-12 digital citizenship curricula will need to be developed to meet the new standards. Educate and involve parents and other community members. Design and implement interdisciplinary global projects that require students to practice their digital citizenship skills. As part of goal 2, provide and promote ways in which teachers have opportunities to meet in order to create lessons or projects to teach digital citizenship skills.

2010-2011 2011-2012 2012-2013 2010-2013

Technology Staff Developer Supervisor(s) for technology curriculum Teacher leaders Content area supervisors, staff developers and classroom teachers Assistant Superintendent, Building Administrators, Subject Area Supervisors/Staff Developers and Technology Staff Developer

Project Infusion workshop and professional meeting agendas Curriculum document Meeting agendas, minutes and community feedback Lesson plans, project outlines and student work Meeting agendas and minutes Professional development logs

57

Funding Plan

Instituting the standard of technological excellence currently provided to the Tenafly educational community of educators and learners requires a significant financial investment. Because of the dramatic reduction in government aide, funding is generated primarily by local budget funds. For the most part, continued attention to local support ensures ongoing success. In an effort to bridge the gap between that which is needed and that which can be provided, the District Plan is to focus more heavily on grant resources over the next three years. Tenafly Schools is in possession of more than one thousand six hundred computers that will reach obsolescence within the next four to five years. This document incorporates a four-year replacement “Evergreen” plan that is currently in process. By the end of the 2010-2013 school years, approximately all 1600 computers will have been replaced. The Evergreen process is really a cyclic continuous improvement process. At that time, a new plan must be implemented to address additional technological obsolescence and replacement. As computers age, they become less capable of supporting the educational process. One- third of the planned technology budget needs to be allocated each year to the replacement of hardware and software. Shared service and other cost cutting measures are continuously examined to further support the cost of technology in the Tenafly Schools. One such shared service already in place is with the Borough Hall. Other outlets for reducing cost that are in place are participation in Educational Data Services or NJECC which allows for consortium purchasing. The Tenafly Educational Foundation and the Home School Associations provide support for teachers in through grants that service curriculum needs which lie above and beyond that which is provided at a district-wide level. E-rate funding services a small percentage of telecommunications and Internet service needs. The success of technology integration is directly proportional to continuous and sustained training for teachers, administrators, and support staff. The staff development plan in this document is designed to facilitate the continuation of quality professional growth and effective implementation. The entire Technology Department works to maintain a technology rich environment and a healthy program that offers the District a variety of technology infused learning opportunities. The approximate cost for the Technology Coordinator, the District Data Coordinator, two technicians, the network engineer, the network administrator, and a technology staff developer for the 2009-2010 school year totals just under $600,000 The charts that follow summarize the expenditures for the upcoming three years. The rate of change of technology, increasing as it has during the past decade, is expected to continue to accelerate and expand. The following Plans are estimates for technology spending. The Technology Plan, as always, remains subject to review and modification.

58

Equipment Financial Plan (amount x $1000)**

2010-2011 2011-2012 2012-2013Connectivity 21 36 51Contracted Services, Licensing & Support 319 339 359Hardware & Peripherals 359 456 558Infrastructure Maintenance & Repair 15 20 25Digital Curricula Resources/Software 11 13 15Grants 0* 0* 0*Total

(*) indicates an indefinite sum that will be determined by those who award grant funding **Due to a drastic reduction in state aid, the financing portion of this plan is under review. At this time, it is still undecided if new equipment will be purchased.

Personnel Financial

Plan 2010-2011 2011-2012 2012-2013Technology Coordinator 1 1 1District Data Coordinator 1 1 1Network Engineer 1 1 1Network Administrator 1 1 1Technician 2 3 3Technology Staff Developer (K-12) 1 2 2

Board of Education

Please see attached. Creation Date

This plan creation date is March 25th, 2010

59

Professional Development

The Assistant Superintendent, who will be Barbara Laudicina (beginning July 1, 2010), is the person responsible for coordinating the professional development activities as stated in the district’s professional development plan and noted in this plan. The 2010-2013 plan for professional development, as outlined below, supports the goals and objectives of the Tenafly Technology Plan in Literacy, Capacity Building and Social and Ethical Responsibility with technology. The plan will continue to emphasize the integration of technology into student learning. Relevant research and the revised 2009 NJCCCS for Technology impact the integration of technology into curricula and instruction to improve student academic achievement. In order to keep abreast of emerging technologies and integration ideas for educational technology, the District Technology Coordinator, the Technology Staff Developer and other staff attend local and state offered workshops and conferences. The Technology Department holds membership with New Jersey's Educational Computing Consortium (NJECC), which holds monthly meetings, a yearly conference, and a variety of workshops. The Technology Department staff is encouraged to pursue licensing and certification and time is set aside during the day for them to prepare and study for certification exams. Mentoring relationships have been set up so technicians can best learn from each other. Also, the district seeks vendors who include training for staff with the purchase and support of software/hardware. The district uses the services of Educational Enterprises at Bergen County Special Services, Cerebral Palsy of NJ, Tom Caine Enterprises and Region V to provide professional development on the application of assistive technologies to support students in their learning. They also take advantage of the telephone and online support provided by the manufacturer of the assistive technologies. Once in a while, our Special Services Department organizes group training sessions which are hosted in the district and involve teachers of special needs students. The district investigates additional cost-effective options for professional development. For example; Keyboard Consultants, from whom we have purchased Smartboards, offers training sessions for teachers. PB Works, with whom we’ve purchased upgrades to wiki sites includes online support, Channel 13 provides training in their PowerMedia Plus Video Resources, Genesis provides training on the student management software for a small group of educators who then turn-key the information to their colleagues. Use of vendor-provided and in-house trainers contributes to the cost-effectiveness of staff development. As long as the budget allows, the following successful staff development structures will remain in place for administrators and staff.

1. EdTech Learning Communities

a. Ensuring that students learn and become technology and information literate (i.e., What do we want students to learn? How will we know when each student has learned? How will we respond when a student experiences

60

difficulty in learning?)

b. A culture of collaboration among teachers about educational technology issues and practices

c. A focus on results (i.e., through technology and about technology)

2. EdTech Coaching

a. One-on-one (staff developer-and-teacher and teacher-and-teacher) partnerships with a commitment to customized professional growth initiatives

b. Small group instruction that is either lead by or facilitated by the technology

staff developer

c. Model lessons lead by the technology staff developer

d. Co-teaching a series of lessons in the classroom in order to facilitate long-term projects using technology

3. EdTech Partnerships

a. Curriculum-related (e.g., Stevens Institute of Technology: Center for Innovation in Engineering and Science Education - CIESE)

b. Facilities-based (e.g., Montclair State University Network for Educational Renewal - MSUNER: ADP Center for Teacher Preparation and Learning Technologies, New Jersey Education Computing Consortium - NJECC)

c. Research-based (e.g., Intel Teach to the Future)

4. Instructional EdTech Training (Project Infusion and Professional Half Days)

a. Full day and half day professional workshops that serve as a foundation out of which teachers build new images of what is possible in their classrooms and schools

b. Opportunities for professional collaboration c. Technology integration through pedagogy, curriculum, and educational need

with a broader global perspective incorporating 21st Century Skills

The workshops planned for 2010-2011 include: Do You Have the Audacity? Teaching and Learning with Podcasts (K-12)

Podcasting can be used in powerful ways to motivate students to develop their traditional as well as digital literacy skills. It can be done safely, is relatively inexpensive and fairly easy to learn with any Internet-connected computer and a basic microphone. This workshop will introduce participants to what podcasts are all about, where to find them, how to listen to them, examples of podcasts in education and how to create your own classroom podcast using free Audacity software for the PC.

Don’t Tell Me, Take Me There: A Journey through Digital Storytelling (K-12)

What makes a story unforgettable? Is it a connection to universal themes? Is it a writer’s ability to capture the human experience? How do stories affect audiences? What are the traditional methods and modern technologies that are available to authors? How do they change the way stories are told? This workshop offers teachers the opportunity to explore the concepts and issues that are associated with questions like these while connecting them to classroom goals for

61

students. A digital storytelling project can expose students to activities that build strength in the areas of application, design, and synthesis for the purposes of expression and communication. Participants will integrate their knowledge of story and visual literacy by combining images, words, voice or music into a digital format with the Microsoft Movie Maker application.

Get Wild about Wikis (Grades 6-12)

Wikis have become one of the most vital Web 2.0 tools in 21st Century Learning due to their unique characteristic for multiple contributors. Teachers have embraced wikis to serve as their website and act as a working document for group projects for their students or their colleagues. In this workshop, you will learn what a wiki is, how it differs from other Web 2.0 tools like blogs, and how teachers might use it in their instruction. There will be opportunities to view and discuss popular wikis such as Wikipedia as well as wikis by teachers and students - including in our own district. Participants will open a wiki account in PBWorks, which is highly regarded as the most kid-friendly product available, and receive the district code for upgrading the site to a premium workspace.

Reading and Writing the World Wide Web: Understanding Global Voice (3-12)

Relatively speaking, we are long past the Age of Information and well into the Age of Creativity. Data in the form of text, graphics, sound, and video is there for the taking. The challenge that remains lies in aggregating that data in manageable and useable ways. Taking one’s place and establishing a presence lies in the ability to assimilate information and respond to it. It lies in individual and collaborative efforts to blend and create new information and share it with the local and global communities. This course will present tools and applications such as RSS Feeds, Aggregators, Blogs, Wikis, and Pod Casts in an effort to familiarize educators with the latest technologies and how they can spark change, both positively and negatively, particularly in the educational sector.

Using SMART Board’s Interactive Technology to Design Exciting Lessons (K-12)

An interactive white board offers limitless possibilities to enhance your curriculum, focus student attention and increase student participation and interaction with the instructional material. This workshop is designed to introduce the features of the SMART board and Smart® Notebook software to explore and create interactive lessons for their own content and grade level. Participants will learn how to find ready-made online activities and lessons, as well as to modify them to better suit their teaching styles and their students’ needs. Strategies such as drag and drop, revealing objects using ordering, linking objects to other pages and/or files will be demonstrated and hands-on time will be given to develop and save customized activities to take back to the classroom.

Web Literacy: Navigating Thoughtfully Through the Landscape of the Internet (Grades 3-12)

There is very useful and relevant information to be found on the internet. However, it can provide your students with any version of the truth. It's imperative that our students have the tools they need to think critically about the information found on the internet... to guide students through the process of questioning everything they read on their screens... and to understand the internet’s architecture and “grammar”.

62

Input from key stakeholders in the district combined with the introduction of updated and new software/hardware (e.g., Office 2007 and a web content manager for web sites) will require additional workshops and potential professional learning committees to be developed. These may include the following:

Orienting staff to Office 2007 Smartboard workshop for administrators Smartboard Part 2 for teachers Digital Citizenship skills (to meet the needs of Goal 4) Interdisciplinary Global Projects: Ideas and Resources (to meet the needs of Goal

4) Creating websites with School Fusion

Data gathered from the March 2010 staff survey (referenced in the Needs Assessment of the Technology Overview of this plan) indicates that, as it relates to staff development, the following percentages of staff replied that they either agree or strongly agree that they are satisfied with:

the relevance of staff development workshops to their teaching – 84.5% the quality of staff development workshops – 88.4% the variety of staff workshops offered – 85.9% the time allocated to technology staff development workshops each year – 60.2% the types of support that they receive from the technology staff developer – 85.8%

While the aforementioned programs are well received and staff members have made remarkable gains, the continued success of the program will depend on the collaborative efforts of administrators, technology staff and committee members. The desire for additional time to be dedicated for follow-up of PD sessions is once again evident from the survey, therefore finding time during department and building meetings as well as promoting professional learning communities after workshop events is vital. In light of the 2009 State and National Content Standards which clearly address the need for current curriculum to be infused with technology, our professional staff needs to examine the district curriculum and course offerings. Professional development will continue to target the appropriate strategies and resources for integrating technology into the curriculum.

Projected professional development activities for school years 2011-2012 and 2012-1013 will be based on the district technology goals 1 and 2, outlined in this plan. While it is impossible to determine specific workshops that will be needed since web resources grow so rapidly, it will make sense to adjust offerings based on need and changing curriculum. PD will continue to follow the models outlined above with ed-tech communities, partnerships, coaching and training opportunities. The content for these will be based on need which is assessed by gathering survey data annually, input from administrators, input from school-based professional development committees, hardware/software available in the buildings and funding. Specifically for goal 1, as revised curriculum and student growth are monitored, professional development offerings will need to adjust to teaching the staff about the best and latest programs and web resources that are available at the time that work well in the curriculum and meet the standards.

63

Evaluation Plan

This plan is subject to review and revision as academic goals and needs grow, emerge, and/or shift. The district and building administration will serve as the primary forces for implementing the plan with the Technology Coordinator, Staff Developer, and District Steering Committee facilitating, providing guidance and direction. Additional articulation will occur between the aforementioned parties and all curriculum supervisors, committees, and curriculum specialists. The activities for each of the goals and their accompanying objectives have implementation years and documentations. On an annual basis, district and building administration shall meet with the Technology Coordinator, Staff Developer, and District Steering Committee to review progress on the activities and make recommendations for new activities. Student work will be reviewed and evaluated in order to measure the impact and the extent of technology integration in the classroom. Progress in all curricular areas will be measured, monitored, and reported to the Board of Education by the appropriate party(s). Each individual will have two major opportunities to contribute to the technology integration process. Administrators, teachers, and support staff will receive feedback request forms after their participation in the wide variety of staff development opportunities that Tenafly offers. Periodic staff and student surveys will inform planning for future integration and staff development. This Technology Plan stresses the importance of designing a formalized student assessment system to in order to ensure that they are technologically literate according to the state and national academic standards. Secondly, the need to evaluate course offerings and integrate technology into all curricula is necessary. In addition to establishing up-to-date course offerings and clearer expectations, these will further the advancement of technology integration and will provide tools for better observation and assessment of progress for both students and teachers. Combined with the continuation of in-house and partner-offered professional development as well as a state-of-the-art integrated information system, meeting these goals will ensure that Tenafly remains at the forefront.

of 6

TENAFLY BOARD OF EDUCATION ▀▀▀▀▀▀▀▀ Tenafly, New Jersey 07670-1795 FILE CODE Policy ▀▀▀▀▀▀▀▀ ▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄▄ 6142.10

Acceptable Use of Educational Technology Policy Mission

The Tenafly Board of Education believes that the members of its educational community should be able to utilize every possible learning resource to maximize achievement and increase the probability for future success. Providing students and staff with easy access to state of the art computer technology and opportunities for instruction will foster problem solving and the application of critical thinking skills. Educators should be given opportunities to acquire, adapt, and develop materials that incorporate technology into the learning process. The District should utilize technologies effectively to minimize the cost of administrative services. To ensure improved productivity and learning, students, faculty and staff must also be provided with on-going training and appropriate resources. The Board of Education believes that all students in the Tenafly Public School District must develop expertise in using and applying current and emerging technologies to support lifelong learning. Educational technologies include hardware (e.g. computers, satellite, interactive video), software, network communications, and information resources. These technologies have a tremendous potential to enhance curriculum, provide opportunities for individual learners, and enable the community to become a partner in the District's educational enterprise. Through the use of technology, students can access extensive information resources, participate in global communication and utilize powerful tools for creating and learning across the curriculum. I. Disclosure Students, faculty, and staff should have no expectation of privacy with respect to their files on Board provided computer network/computers. All data stored or transmitted or accessed by users, including E-mail, can and will be monitored by the Board. Users will be personally charged for any unauthorized costs incurred in their use of the technology and held responsible for any damages caused by their intentional misuse of the data or voice network. II. Safety

1. Students are prohibited from disclosing personal information such as addresses, phone numbers, pictures, or the name and location of the school.

2. Users, particularly students, are obligated to disclose to an administrator any information or electronic

messages which make them uncomfortable. 3. Users, particularly students, shall never meet in person with someone they have met online. The Board

does not condone such meetings and strongly suggests that they do not occur.

of 6

III. Responsibilities

Technology Staff Development, which falls under the office of the Assistant Superintendent of Schools, will provide both a comprehensive professional development plan for teachers and administrators and on-going support for the use of technology in education. The Assistant Superintendent of Schools and the Technology Coordinator are responsible for: developing a formal district-wide process for assessing instructional materials and technology-based tools to determine their benefits to the educational process; reviewing and purchasing software; assuring that technology is accessible to and usable by all in the school community, bearing in mind the importance of equity among schools; developing and enforcing rules of conduct related to the ethical and legal use of technology. In order to ensure that the above statement of belief is implemented and remains current, the Board directs the Superintendent or his or her designee to develop plans for a formal district-wide process for funding the necessary resources (hardware, software, communications, support services, subscriptions, training, etc.) IV. Computer Facilities Access

Let it be understood that computer networked services are provided exclusively for educational purposes. Educational purposes are those that relate to or necessitate preparing for or completing lessons or classroom assignments, and, for employees, those purposes that relate to job performances. The Board supports access by pupils to information sources but reserves the right to limit in-school use to materials appropriate to educational purposes; therefore, the District provides electronic filtering, adult supervision and guidance while students use the Internet. The Board retains the right to have District personnel monitor network activity, in any form necessary, to maintain the integrity of the network and insure its proper use. The users of the school computer facilities will adhere to the District's contractual responsibilities as well as Local, State, Federal and International laws. Users are prohibited from engaging in the following conduct and shall be subject to discipline and/or legal action for such conduct:

using the computer system for or in support of illegal activities

using the computer system in a way that violates District policy

using the computer system to obtain or to transmit obscene materials

using the computer system to send or display harassing, demeaning offensive speech or materials

using the computer system to violate intellectual property rights

using the computer system in a way that intentionally disrupts the network or the operation of the computer system, or wastes limited resources

violating copyright laws that adhere to the provision of Public Law 96-517, Section 7 (b). Illegal copies of copyrighted programs shall not be used on district/school equipment. The legal or insurance protection of the district shall not be extended to employees who violate copyright laws

using others' accounts or giving others access to your account

trespassing in others' folders, work or files

employing the network for commercial purposes, financial gain, or fraud

posting anonymous messages

gaining or seeking unauthorized access to resources, entities, or areas

of 6

Individuals violating this policy shall be subject to appropriate discipline which could include, but which is not limited to: loss of email privileges; use of network only under direct supervision; suspension of network privileges (students); revocation of network privileges (students); limited use of network privileges to attendance and grades (staff); suspension from school (students); letters of reprimand, increment withholding or loss of employment for employees; and legal action and prosecution by the authorities without liability by the Board of Education. Users are required to report any security problem or misuse of the services to a building administrator or the Technology Coordinator. The Superintendent will direct school building administrators to disseminate to every student this Acceptable Use of Educational Technology Policy, including the Network and Internet agreement, which must be signed by both the student and the student's parent/guardian before access is granted. This agreement will be in effect for the length of time that the student is enrolled in a particular school. Parents may request revocation of Internet privileges at any time. The Superintendent will distribute to faculty and staff this policy. Faculty and staff will sign an agreement stating that they have received the Acceptable Use of Educational Technology Policy. V. Network/Internet Use

Because the Internet is a fluid environment, the information that will be available to students is constantly changing; therefore, it is impossible to predict with certainty what information students might locate. Just as the purpose, availability, and use of media materials does not indicate endorsement of their contents by school officials, neither does making electronic information available to students imply endorsement of that content. The ability to access the network and the Internet is a privilege, not a right. Inappropriate use may result in a suspension of an individual’s network account and/or the use of the Internet. VI. Email

District employees and students must use email as they would a physical school mailbox. There is little to no difference between the two. The broadcasting of any message without first seeking documented authorization from a building or district administrator is not permitted. Broadcasting can be defined as sending an email to a group or all of the staff for work and/or school related purposes; including the “reply to all" function. Officially recognized organizations may receive advanced or regular documented approval for broadcasting, but that does not exempt those organizations from following other content related guidelines. Employees and students should consider the content of their email and the impact that it will have on recipients. To be absolutely safe, their purpose should be work and/or school related. If an individual chooses to communicate with a single employee or student about a matter that is not work related, he or she assumes full responsibility for that communication’s impact and interpretation. Email content must never violate District policy. Individuals violating this email policy will receive a documented verbal warning for the first offense and a formal written warning for the second offense. Subsequent offenses will result in the loss of email privileges. Penalties of the actions listed in Section IV supersede the procedures in this section.

of 6

VII. Web Authoring Guidelines: General

Use of copyrighted material will not be allowed. Copyrighted material includes any material produced by a third party with rights of distribution maintained. This includes images, video, music, and written material. Explicit permission must be gained by and/or provided to the District to publish copyrighted material to a web page. The School District expects Web pages to reflect positively on the Tenafly School District's image, standards and policies. 1. Each school is responsible for the performance and maintenance of its part of the District Website.

Website authors may not violate any existing applicable Federal, State or Local laws, codes, statutes or policies that apply to the content or conduct of the site.

Each technology staff developer shall act as a liaison between his or her level—elementary, middle or high school—and the Technology Coordinator, who will serve as the Webmaster, overseeing the publication and maintenance of the District Website, which will be reviewed by the Assistant Superintendent, the Superintendent, or designee for final approval.

2. The Technology Coordinator will supervise the following responsibilities and duties:

Maintaining the server with the goal of providing continuous service, constant server up time and timely responses to requests from users. Whenever possible, the System Administrator of the Web server will keep the server software current

Prominently displaying contact information for users needing to contact the Technology

Department

Roaming the Web site, looking for broken links and/or pages out of compliance with District policy and looking for ways to improve the various Sites' missions

Deactivating pages found to be out of compliance with district policy and immediately notifying

the appropriate District authorities concerning any violations 3. Web pages must present an overall professional quality that reflects organization, validity and

consistency.

VIII. Copyright Policy

Users must always receive permission before including copyrighted material on Web pages and keep a copy of that permission, preferably on paper. No permission is required for anything published in the public domain. Although notice of copyright is not required, it is recommended that a reference to the copyright material is included.

Users must use the registered trademark symbol ™ to show use of registered trademarks.

IX. Content

The publication of photographs is permitted, provided they are not associated with names. The publication of student photos requires signed consent from parents and/or legal guardians.

The publication of a student’s last name is prohibited. Only the first name and last initial may be associated with student work (not a photo).

Contact Information: Users must include a contact e-mail address on a Web page.

of 6

Date last modified: Users must include a "Last modified" date (e.g. “Last modified on Jan. 6, 2001”).

Home pages describe departments, courses, policies, and events to the world. Users must pay careful attention to design and content.

Web authors must carefully consider links and sublinks to Web pages that exist outside of the school site. They must check frequently to ensure that links are still live and that they contribute to the goals of particular pages.

X. Web Authoring Guidelines: School Websites

School pages linked from the District's home page are the responsibility of the school.

Individual faculty may publish or link only approved Web pages to the District site for the following purposes: resources, instructional/course materials, and/or class projects.

Only student organizations recognized as official organizations by the Student Council Office can link with Web pages that are linked from the District home page.

An individual who notes a problem on a District Web page should contact both the appropriate technology staff developer and the Technology Coordinator.

Technology Staff Developers and the Technology Coordinator may authorize the deletion of links and files. Conditions for deletion include but are not limited to the following:

The information in the file is out of date.

The file is considered by the System Administrator of the Web Server as causing significant performance problems for the Web server.

The file is in violation of the law or District policy. XI. Backup and Documentation Any individual who is responsible for the creation and maintenance of a particular part of the District Website is also responsible for the backup of his or her work. Any individual who is responsible for the creation and maintenance of a particular part of the District Website must save/document all work so that another individual can continue in the event that an individual is unable to continue his or her responsibilities. A backup person who is familiar with both the content and the practice of Web design should work closely with an individual who is responsible for the creation and maintenance of a particular part of the District Website. Network Engineers and Technicians are not responsible for updating and/or fixing Web pages.

of 6

Adopted July 15, 2002 – Policy Amended and Adopted August 4, 2003; Policy Amended and Adopted April 4, 2005; First Reading August 18, 2008; Second Reading and Adoption September 8, 2008. Legal References: N.J.S.A. 2A:38A-1 et seq. Computer System N.J.S.A. 2C:20-25 Computer Related Theft

N.J.S.A. 18A:7A-11 Annual report of local school district; contents; annual report of commissioner; report on improvement of basic skills

N.J.A.C. 6A:24-1.1 et seq. Urban Education Reform in the Abbott Districts See particularly: N.J.A.C. 6A:24-1.4, 2.2, 4.1, 6.1 N.J.A.C. 6A:30-1.1 et seq. Evaluation of the Performance of School Districts 17 U. S. C. 101 United States Copyright Law 47 U.S.C. 254(h) Children’s Internet Protection Act N.J. v. T.L.O. 469 U.S. 325 (1985) O’Connor v. Ortega 480 U.S. 709 (1987) Manual for the Evaluation of Local School Districts (August 2000) Possible Cross References: *1111 District publications *3514 Equipment 3543 Office services 4118.2/4218.2 Freedom of speech (staff) *5114 Suspension and expulsion *5124 Reporting to parents/guardians *5131 Conduct/discipline *5131.5 Vandalism/violence *5142 Pupil safety 5145.2 Freedom of speech/expression (students) *6144 Controversial issues *6145.3 Publications 6161 Equipment, books and materials Indicates policy is included in the Critical Policy Reference Manual

tenafly public schools technology plan 2010-2013

Documents