Technology Plan: 2012-2015

Franklin Northeast Supervisory Union

Approved by VT Dept. of Education: June 18, 2012

Contact: Dominic DeRosia, FNESU Technology Coordinator

dderosia@fnesu.net

802-848-7661

 

Executive Summary

            Franklin Northeast Supervisory Union (FNESU) continually strives to provide students with the tools and opportunities to gain the knowledge and skills required in the 21st Century. The advantages of technology resources and their utilization are evident in daily routines from the classrooms to the administrative offices. FNESU also recognizes the needs –and consequent role of technology- for teacher professional development, school-to-home/community communications, efficient and cost effective school operations, and student/teacher/administrator leadership.

            All schools in FNESU have joined collaboratively on several technology-related efforts such as a common student information database, electronic portfolios for students and teachers, centralized special education database, emergency communications system, electronic mail and communications system, and a web-based curriculum-mapping database. FNESU will look to improve the use of the electronic portfolios moving forward, seeking a system of consistency.  These efforts model and reflect many of the standards set forth by the International Society for Technology Education (ISTE) for students and teachers.

            FNESU schools have leveraged e-Rate, Title grants, local budgets, and other grants effectively to provide teacher professional development and technology equipment for classrooms. Each school has experienced a large shift in focus from computer “lab classrooms” to mobile computing. This change has facilitated better connections to the classroom curriculum and embedded technology use. Mobile devices, in general, have become more affordable, allowing for better access and enabling FNESU schools to implement 1-to-1 computing initiatives.  Devices such as iPads, iPods, GPS units, and digital cameras have been used in the field to record and interact, then return the digital content to the classroom to enhance writing assignments. Examples such as this span the grade levels and content areas, demonstrating “true” integration of technology.

            Access to technology also includes adequate bandwidth and available online resources.  All schools have continued to improve their networks and seek to increase their Internet connection speeds. The increased bandwidth required to accommodate an ever-increasing wealth of digital resources, as well as an improved network between school buildings and towns, is seen as a consistent need. FNESU has invested in online coursework it is our continuing goal to increase these opportunities of providing increasing numbers of online course offerings and resources.

            With a steady increase of mobile devices and dependencies, technology support and training demands continually increase as well. FNESU has offered after-school workshops for teachers as part of our Tech Teacher Leaders program, supports technology-related conferences, provides training at in-services, and has made the investment in local technology support personnel. Immediate goals in our efforts to support technology integration include (1) creating student-teacher leadership teams in each school that involve the students in the support, training, and decision-making of school technology, and (2) offering a 3 credit Technology Integration course for teachers available within FNESU schools to directly support their classroom efforts. In order to improve awareness of the available offerings, FNESU will begin publicly posting information regarding these opportunities.

FNESU has a strong history of providing for the technological needs of its students, which helps ensure their success. The goals and actions of this technology plan intend to support those changing needs into and beyond the next three years.

 

Action Plan - Goal 1: Student-Centered Learning
Local Goal: Franklin Northeast Supervisory Union will utilize technology to support the development and provide exemplars of 21st Century skills expected of students and teachers.


Action Step

Description

Staffing

Infrastructure

Budget

PD

  Y1/Y2/Y3

Data Collection

1.1

Students and Teachers use online document development and storage for productivity and collaboration

Teachers
Tech integration specialists

Access to mobile devices
Network resources
Internet bandwidth

Local budgets, Title IId/IIa, Erate, and other grants to support mobile device  access and network infrastructure costs.
Bandwidth costs vary by school from $20/month to $410/month.

Provide district and/or local level training to teachers

Ongoing - Provide access and training to teachers and opportunities for students to create, collaborate, and submit work online.
Ongoing access, training, and opportunities.

Evaluate mobile device use and effectiveness through student and teacher participation/use of online document collaborations.
Teacher/Student survey indicating number of opportunities.

1.2

Students and Teachers will develop Electronic Portfolios (and a sharing center to show exemplars) - an ongoing discovery from k-12, artifacts of learning, student-generated driving questions, reflection includes technology required/used to develop portfolio/items

Classroom teachers
Lead teachers

Online "repository" for e-portfolio artifacts (ie: EPearl)
Increased bandwidth to server-based resource

Funding as needed for server/hosting and bandwidth.

Tutorials,
demonstrations by teachers, workshops (in-district), lead teachers working with small groups of teachers over time, in-school supports.

Y1 introduced to teachers in FNESU, available to lead teachers to begin implementing
Y2/Y3 increased classroom participation, multi-year development of portfolios

Student artifacts in Electronic Portfolios and performance assessment.
Teacher Portfolios

 

1.3

Policy/Procedures - evaluate our Acceptable Use Policy (AUP) to address 1-Personal Devices, 2-reflect the needs of teachers, students, and parents/guardians 3-recommend revisions to school boards, 4-address internet safety and content filtering decisions

AUP supports-encourages student learning by reflecting new technologies/media, selection of appropriate technologies & resources

Administrators
Teachers
Tech specialist team - including student participation

None

None

Time for Administrators and Tech team to meet

Ongoing re-evaluation of existing AUP and current needs/survey results

Survey results
Meeting notes
AUP drafts

1.4

Teachers will be encouraged to take the role of facilitator, learning with the students in project-based, student-centered environments/opportunities.

Teachers
Tech integration

Online resources for teachers to access technology-rich applications and activities.

Title IId/IIa will support professional development activities

In-service and other PD opportunities will model "teacher as facilitator", not only specific to technology integration.

Ongoing - PD opportunities will continue to support this model whenever possible regardless of "content".
Ongoing - FNESU will collect and provide teachers with online access to technology-rich applications and activities as exemplars.

Administrator evaluation of teachers in the role of facilitators of learning.

Database of applications/activities


Indicators of Success:
1. All students in grades 4-12 will participate in online collaborative document development as indicated by an annual Teacher/Student survey and a performance assessment to be developed within the next three years.

2. All teachers will provide students with electronic portfolio opportunities on a regular basis.

3. The AUP will be annually reviewed and updated by an FNESU-wide Technology Team, beginning in Fall 2012.

4. All administrator evaluations will reflect an assessment of teachers as facilitators of learning with technology.

5. The FNESU website will provide resources, or links, to technology-rich applications and activities.

Action Plan Goal 2: Leadership in a Student-Centered Learning Environment
 
Local Goal: Franklin Northeast Supervisory Union administrators will promote student-centered learning by developing student and teacher leaders of Technology Integration.


Action Step

Description

Staffing

Infrastructure

Budget

PD

  Y1/Y2/Y3

Data Collection

2.1

Students and teachers will be given the opportunity to participate in distance learning coursework and/or professional development.

Local tech lead teachers and/or librarians
Tech specialist team, as well as “Virtual Learning” teachers such as through VTVLC and Odysseyware

Updated web page and email postings of online courses
LNV or other interactive video equipment in each school



$600 per year per license for OdysseyWare (or similar) online coursework curriculum
$2,000/school for subscribing to interactive courses/opportunities

$10 per student per course for Acellus

Train lead teacher in each school to be point of contact for online studies.
In-school support of interactive video system training

Y1: Train lead teachers, train in-school tech supports, update website and email posting with calendar of opportunities, subscribe to online and/or interactive courses/workshops
Y2/Y3: Additional/ongoing opportunities available

Student & Teacher participation in online courses
Amount of interactive/online activity offered per school.

2.2

Curriculum mapping efforts will reflect student-centered learning with embedded technology-rich opportunities as well as safe and effective digital communication.

Teachers
Technology Committee
Curriculum Coordinator

Librarians

Online access to curriculum mapping site.

Cost included with subscription to Rubicon curriculum mapping tool.

During Curriculum Mapping in-services the technology integration committee will work with content/grade level areas to "tag" curriculum with "tech" opportunities

Ongoing: work with content/grade level areas during scheduled in-services
Ongoing efforts to collaboration of content/grade level teacher and technology committee members

Curriculum units will include embedded technology-rich lessons and opportunities for awareness of  Internet safety

2.3

Examples and resources of "21st Century" learning will be available for teachers to see what is expected in the 21st century world.  Community partners will be associated with this action.

Technology Committee
School-Community liaison
Lead teachers
Community partners

Website access to organized library of 21st Century resources and exemplars.

Funding as needed for server/hosting and bandwidth.

Schedule meeting time/collaborations with technology committee and community partners
Time to train liaison regarding website and video posting.

Y1: teachers informed of efforts, reflective "roundtable" for teachers and tech committee to discuss these skills with community partners, gather/video examples of skills
Y2/Y3: ongoing collection/posting of examples

Website resources available

2.4

Technology specialist team, including students, will be developed in each school to support student centered learning..  Tech teams will foster ownership, problem solving, students as "experts", and opportunities for older students facilitating tech integration with younger students, teachers, and peers.

Contact person from each school to be the Tech Team facilitator
Students recruited for the tech team
Teachers and administrators recruited for the tech team

Clearly defined expectations for students on the tech team (responsibility, privileges, appropriate use, etc)

$1,000 annual stipend for a contact person to facilitate tech team at each school.

Facilitator of tech team will recruit and train - with technology coordinators support - students in after school sessions regarding skills, responsibility, privileges, and appropriate use.

Ongoing: recruit and train capable students each year to sustain the team after each graduating class leaves, pursue community service credit for students' time, recruit teachers and administrators to be part of this support team.

Number of students participating in each school’s tech team.

2.5

Students & teachers presenting to -modeling technology with school boards (stakeholders)

Tech specialist team

none

none

Support to setup electronic presentations at school board meetings

Ongoing: students and lead teachers/administrators will present real examples/experiences of technology at school board meetings or other stakeholder meeting opportunities

Record of student and teacher presentations at board meetings.

2.6

Credit bearing technology integration course/and or summer institute offered in FNESU, which allows teachers to receive resources they can immediately implement in their classrooms

Course instructor(s)

Available resources (ie: laptops, Smartboards, Ipods, etc) that teachers would also have access to during the school day

$1,400 (tuition reimbursement) per teacher who completes the course for tuition and resources to implement technology integration in their classroom

Courses could be offered in traditional face-to-face, online, or combination of these methods at various times of the calendar year.

Ongoing course offerings, and/or new course offerings.

Dates, locations of course offerings.

2.7

FNESU administrators will expect that professional development and teacher observation evaluations directly connect to 21st Century learning.

Administrators
Teachers

none

Approximately $3500 per year for TeachPoint observation system

Ongoing PD will address technology integration and 21st Century Learning skills.

Y1: All administrators identify 21st Century expectations in evaluation criteria, and expect teachers to connect those to any PD opportunities possible
Y2: Encourage all teachers to attend at least PD opportunity that includes 21st Century connections
Y3: All teachers attend PD that directly connects to 21st Century skills.

Teacher evaluation criteria that includes technology integration expectations
Contributions by teachers attending PD opportunities to the FNESU 21st Century activities database/website resources.

Indicators of Success:
1. All schools will have access to interactive video resources and/or other distance learning opportunities.

2. FNESU website will provide information regarding distance learning opportunities and links for teachers and students to access.

3. Curriculum units that include embedded technology-rich activities will be shared with all teachers.

4. Teachers will have available a website of exemplars, composed through a collaborative Tech Committee and Community partners, of authentic 21st Century Learning.

5. Each school will have a “Tech Team” comprised of lead teachers and students to assist and facilitate technology integration.

6. Examples of technology-rich student work will be presented at school board meetings on a regular basis by students and teachers.

7. FNESU will host a credit-bearing Technology Integration course, at least annually.

8. Administrators will expect that teachers attending professional development activities will connect their learning to 21st Century Skills and share their activities with colleagues on the FNESU website. 

 

Action Plan - Goal 3: Flexible Learning Environments 
Local Goal: Franklin Northeast Supervisory Union will use technology to provide 21st Century educational opportunities to students, including distance and online learning, and provide resources in ways that allow for varied access during and beyond the traditional school day.


Action Step

Description

Staffing

Infrastructure

Budget

PD

  Y1/Y2/Y3

Data Collection

3.1

Administrators will communicate with school boards regarding flexible teaching contracts that provide extended school day opportunities for students.  Teachers propose ideas/plans of "sabbatical" to administrators and school boards to use part of the school day or year to develop online resources or conduct online coursework.

Teachers
Administrators
School boards

none

none

Administrators must be informed about the benefits of offering extended day opportunities for students, and how teaching "sabbaticals" can support student achievement.

Ongoing: efforts to offer flexible teaching contracts, sabbatical or similar arrangements, will be ongoing negotiations with boards and teacher contract negotiators.

Teacher proposals
Minutes from meetings indicating administrators have addressed this need with school boards.

3.2

FNESU will make available Online coursework (OdysseyWare, VTVLC, Acellus), Moodle, LNV and/or other Distance Learning opportunities for students and teachers.

Curriculum Coordinator
Tech Specialists

Interactive Video equipment and connections.
Online access to coursework.

Costs could include online coursework fee (OdysseyWare is $600 per license, Acellus is $10 per student per course), Interactive Video session fees

VTVLC Teacher(s) as 0.1 FTE

In-school tech supports at the time of course
Train Tech Team leaders & students to operate and troubleshoot distance learning equipment
Take in-service opportunities to communicate to teachers that these resources are available.

Ongoing: purchase required online course offerings
Promote Distance Learning programs to teachers, identify space for optimal participation, setup interactive video equipment/connections. Space allocate for distance learning so it is "streamlined" for easy participation

Distance learning opportunities.
Student and teacher participation in "distance" learning

3.3

Schools will commit a fund, available for students to purchase online courses.

Administrators

Access and bandwidth varies depending on requirements of online courses.

Varies by school, but the commitment of funds should reflect a reasonable opportunity for students to access courses that are otherwise unavailable at their school.

Informational opportunity for administrators to be briefed about possible online course offerings.

Ongoing

School and/or Grants budgets reflect amount dedicated to purchasing online coursework.

3.4

FNESU High Schools and/or Career Center will provide an online "studies" course with teacher as a facilitator.  (VTVLC, Moodle, etc.)

Classroom Teacher

Classroom with computer or mobile device  and distance learning equipment accessible.

No change in the local budget, as this should not be an "extra" teaching position, but represents a shift in course offerings.  A teacher in each high school would dedicate at least 1 period of the day for a variety of "online studies" curriculum.

Identified teacher should be trained in distance learning methods, troubleshooting, and support of equipment.

Y1: identify a teacher(s) who could support online studies and complete required training, advertise course offerings to students during registration period
Ongoing: begin offering online studies courses, expand as needed.

Number of students participating in online studies.

3.5

All schools will continue to support 1:1 initiatives with devices (laptops, Ipads, Smartphones, e-book devices, etc) that can be used within and outside the school environment

Technology Team
Administration
Parents
Students

Bandwidth and Wireless networks that support additional devices
Devices installed with educationally appropriate applications

Varies depending on the type of devices and number.  Bandwidth and wireless networks may need to increase in capacity at varying costs.

Teachers will be trained with the device(s) before deploying to students. 
Students and Parents/Guardians will be trained and AUP's signed before devices leave schools

Ongoing:  Maintain and update plans for device deployment (AUP and protocols), support devices, train teachers/staff, secure network infrastructure improvements, train students and parents/guardians
Continue to support existing 1 to 1 computing and extend to additional grades  as the need becomes apparent

Number of student using "personal device" for school work
Record of teachers providing paperless assignments
Anecdotal record of student engagement and academic/behavioral improvements.

3.6

Online textbooks, databases, virtual field trips and other curriculum available to students and teachers.
Classroom information available via Podcasting, Vodcasting, Wikis and/or other Web 2.0 collaboration tools.

Tech Team
Teachers
Librarians

Purchase and make available online textbooks and databases as necessary.  Equipment to record pod/vodcasts, or otherwise digitize classroom content.  Equipment to access online textbooks or e-books.

Costs vary greatly depending on the database, textbook, and equipment necessary.  The anticipation is to offset the costs with fewer paper-based purchases.

Inform teachers at inservices of the digital content available to them.
Provide workshops for teachers on how to create their own digital content (ie: Podcasts of lectures, Video of smartboard lessons, etc)

Y1: Purchase online textbooks and Library databases (ie: Vermont Online Library, ProQuest, Country Reports, GALE, Wilson, Listen-up Vermont, Britannica), encourage teachers to create a classroom site and add digital content in forms such as podcasts.
Y2/Y3: Continue subscriptions as necessary, continue increasing and updating the amount of classroom-produced content available online for students.
Y3: Require all teachers to have classroom digital conent, in some form, available to students online

Subscriptions to textbooks and databases.
Survey of students who access digital classroom content.
Survey of teachers supplying digital classroom content.


Indicators of Success:
1. Administrators will explore with teachers and with school boards the possibilities of flexible teaching contracts and sabbaticals for the purpose of providing rich 21st Century opportunities.

2. Distance learning opportunities, including credit-bearing courses for High School students, will be available and utilized in every school.

3. At the High School level an online studies course will be part of the schedule to facilitate distance learning.

4. Schools will increase each year the number of “personal learning devices” employed in a 1 to 1 computing environment, moving towards full access for all students to appropriate mobile devices.

5. Whenever possible textbooks, teachers’ lessons, and other classroom resources will be provide in a paperless environment.

 

Action Plan - Goal 4: Engaged Community Partners
Local Goal: Franklin Northeast Supervisory Union schools will use technology tools to develop partnerships within the local and global communities. These partnerships are founded with the aim of providing rich resources to students, building opportunities for learning, and helping foster overall community growth. They also assist schools in sharing relevant information with parents, community members, school partners, and other school sites.


Action Step

Description

Staffing

Infrastructure

Budget

PD

  Y1/Y2/Y3

Data Collection

4.1

A Community "advisory" will be created to help develop 21st century-skills examples.

Community advisory board
Administrators
Technology Team

Online database of 21st Century exemplars available to teachers

$1,000 stipend for liaison to record, organize, edit and publish exemplars online.

Train liaison in skills necessary to publish exemplars.

Y1: develop community-school advisory, ongoing meetings to develop the idea of "what 21st Century" looks like outside of the school environment

Participation and meeting minutes
Development of exemplars database available to teachers

4.2

FNESU will provide opportunities for global connections using communication tools and resources such as Skype and ePals.

Teachers
Technology Team

Software and access to global partners.

None

In-service workshops to show teachers what sorts of global connections are available and how to create them.

Ongoing: make teachers aware of global connection opportunities, teachers use these resources in the classroom.

Survey of teachers and students regarding global connections.

4.3

Proper protocol/etiquette for digital communication.

Teachers
Technology Team
Librarians

none

none

Provide workshops and in-services to teachers regarding Acceptable Use, Internet Safety, and proper etiquette in digital communications.

Ongoing: encourage teachers to address AUP and proper etiquette before beginning any lesson involving digital communications, update these methods as expectations continually change

Record of workshops & in-services for teachers
Survey of students and teachers regarding digital communications

4.4

FNESU will improve and update our schools' websites to include parent/guardian, community, and alumni connections and links/resources, as well as continue use of a student information database (ie: PowerSchool), a collaborative communication system (ie: FirstClass), and an early alert system (ie: AlertNow) that encourages parent/guardian, student, and school communications.

Technology Team
Website maintenance person

website server/hosting
SIS server
Communication System hosting

$20,000 - SIS server, communications hosting, early alert system, and web server hosting
$1,000 per school to develop and keep current individual websites

Training may be required for some Technology leaders to update/improve websites.
Ongoing training of teachers for SIS and Communications software
Ongoing training for administrators and staff of early alert system

Ongoing: Provide updated website information, continue training teachers with SIS and Communications software

Website counters records
Log records available of each system (Alert Now, PowerSchool, and FirstClass)


Indicators of Success:
1. Development of a Community Advisory board consisting of community members, administrators, technology leaders, and teachers to advise and develop exemplars of 21stCentury Learning. The term “Community” shall include local and global participants.

2. Teachers in every school will expand their classroom wall to include global connections to other schools and/or resources.

3. FNESU will ensure appropriate education of Internet Safety and Acceptable Use Protocols for all students through classroom lessons and global interactions.

4. FNESU and it’s schools will improve and continue to encourage communications with parents/guardians, community, alumni, and other partners through appropriate technologies such as the district’s and schools’ websites, student information database, and our collaborative communications system.

Signature/Certification Page

 

General Information: The signature (below) certifies that this supervisory union

or district meets all requirements for Information and Communication

Technologies planning as defined by the State of Vermont under the federal “No

Child Left Behind” legislation.

 

Name of supervisory union covered by this Technology Plan:

Franklin Northeast Supervisory Union   

 

Names of schools/buildings covered by this Technology Plan (include all actual buildings)

Bakersfield Elementary Middle School

Berkshire Elementary School

Enosburg Elementary School

Enosburg Falls Middle High School

Montgomery Elementary School

Richford Elementary School

Richford Jr-Sr High School

Cold Hollow Career Center

 

 

 

Technology Contact Person: Dominic DeRosia          Phone: (802) 848-7661

Title: Technology Coordinator      E-mail address: dderosia@fnesu.net

 

□Check here if you do NOT wish to be added to the Department of Education’s “Ed Tech”

listserv. This listserv is one of the primary means of communication between the DOE and

schools.

 

Contributors to this Educational Technology Plan and their affiliations. We recommend

involvement by a breadth of stakeholders — including school administrator, community

member, parent, teacher, student, paraprofessional, and other interested parties. An additional

section or page can be added.

 

Dominic DeRosia, FNESU       Robert Gervais, Enosburg

Sean Theoret, Berkshire          Annette Goyne, Richford

Pat Murphy, Richford               Yeshua Pastina, Bakersfield

Doug Kussius, Richford          Susan Zenieth-Collins, Montgomery

 

Certifications: Select one

 

This Educational Technology Plan was approved by our School Board on: ___9/19/2012_____

This Educational Technology Plan will be approved by our School Board on: ______________

 

 


Children’s Internet Protection Act (CIPA) certification:

Requirements of CIPA (from USAC web page)

CIPA requirements include the following three items:

 

Technology Protection Measure

A technology protection measure is a specific technology that blocks or filters Internet access. It must protect against access by adults and minors to visual depictions that are obscene, child

pornography, or — with respect to use of computers with Internet access by minors — harmful

to minors. It may be disabled for adults engaged in bona fide research or other lawful purposes.

 

Internet Safety Policy

The Internet safety policy must address all of the following issues:

 

      Access by minors to inappropriate matter on the Internet and World Wide Web

      The safety and security of minors when using electronic mail, chat rooms, and other forms of direct electronic communications

      Unauthorized access including "hacking" and other unlawful activities by minors online

      Unauthorized disclosure, use, and dissemination of personal information regarding minors

      Measures designed to restrict minors' access to materials harmful to minors

 

For schools, the policy must also include monitoring the online activities of minors. (Note:

Beginning July 1, 2012, when schools certify their compliance with CIPA, they will also be

certifying that their Internet safety policies have been updated to provide for educating minors

about appropriate online behavior, including interacting with other individuals on social

networking websites and in chat rooms and cyberbullying awareness and response.)

 

Public Notice and Hearing or Meeting

The authority with responsibility for administration of the school or library must provide

reasonable public notice and hold at least one public hearing or meeting to address a proposed technology protection measure and Internet safety policy. Unless required by local or state rules, an additional public notice and a hearing or meeting is not necessary for amendments to Internet safety policies.

 

Please check appropriate box below and provide a date where indicated:

 

□The Supervisory Union or District certifies that CIPA compliance is adhered to including changes on Internet Safety policies required by USAC in 2012.

□CIPA requirements do not apply because none of the technology available to students accesses the Internet

 

 

________September 7, 2011_______________________

Date of latest Internet Safety policy public meeting or hearing

 

Signature: __________________________________________       Date: ________________

                                                              (Superintendent/CEO)

 

Snail mail (USPS) this signature page document only to: Peter Drescher, Vermont Department of Education, 120 State Street, Montpelier, VT 05620-2501