Three-year
Technology Plan
2001
- 2004
Table of Contents
Executive Summary
Mission Statement
Beliefs Regarding the Teaching-Learning
Process
Beliefs Regarding the Technology
Plan
Planning Process
Stakeholders
Alignment
with the State Vision
Instructional
and Administrative Technology Infusion
Annual Review
Goals and
Objectives
Goals
Objectives
School Year 2001 - 2002
School Year 2002 - 2003
School Year 2003 - 2004
National Educational Technology
Goals
Implementation
Strategies/Activity Table
School Year 2001 - 2002
School Year 2002 - 2003
School Year 2003 - 2004
Staff Development
Technology
Inventory
Facilities Plan
Current Facilities
Technologies to be Acquired
Plans for Upgrading
Spending Plan
School Year 2002 - 2003
School Year 2003 - 2004
Evaluation Plan
Educational Technologyin New Jersey Appendix A
2001 School TechnologySurvey Appendix B
Installed Software Appendix
C
Executive
Summary
As an initiative for the 2000-01 school
year, the High Point Regional School District kicked off the Malcolm
Baldrige Process for Quality and Continuous Improvement. The process benchmarks
the progress of a district and/or school in achieving and maintaining world-class
school status in seven areas: leadership, strategic and operational
planning, student and stakeholder focus, information and analysis, faculty
and staff focus, educational and support process management, and student
performance results. The New Jersey Department of Education recognizes
the Malcolm Baldrige Process as an alternative to the state monitoring
process. The Process constitutes a test of integrity. Simply put,
are we doing what we say we are doing to become a world-class school?
The district adopted a total immersion
approach to the Baldrige implementation. Twenty-seven (27) members of the
staff and community participated in a facilitated self-assessment conducted
by representatives from Quality New Jersey. Every employee in the district
participated in the initial exposure training experience. The process commenced
with a vision of a world-class school. Discussions focused on High
Point's alignment and/or non-alignment with this vision in each of the
Baldrige criteria. Gaps between the current state of the district and the
desired state of the district were identified. Gaps were written as needs
statements. As a result of the process, 29 need statements were identified.
The 29 need statements were prioritized to four needs statements for substantiation
and development during the remainder of the 2000-01 and the 2001-02 school
years.
The four need statements include:
-
To develop and implement a clearly defined
communication process that will improve the communication between and among
administrators, faculty, staff, students and community;
-
To develop and implement an effective professional
development program within the scope of a total human resource's management
program in order to implement a process to achieve district and school
goals;
-
To make school policies and procedures known
to all whereby the roles of responsibility and lines of authority are consistently
implemented; and
-
To evaluate and revise and/or augment the
curriculum and to provide more accessibility to and integration of technology
into the teaching-learning process.
A steering committee and four action committees
consisting of more than 60 representatives from the staff, student body,
parents, community members, and business partners were established. The
steering committee will develop a plan to institutionalize the Baldrige
Process in the district over a four- to five-year period. The action committees
will develop plans to address the four identified needs. Action committee
plans will be completed at the conclusion of the 2000-01 school year.
Initiatives in the High Point Regional
School District will be filtered through the Baldrige benchmarks during
development and implementation. The intention is to ensure the integration
and articulation between and among the various projects, plans, and intended
directions of the district with regard to curriculum, technology, professional
development, personnel, facilities, finances, and demographics.
Mission Statement
High Point Regional High School in partnership
with faculty, family and community is dedicated to the quest for individual
excellence. By fostering high standards of achievement, we prepare students
to become responsible and productive members of a diverse society.
Beliefs Regarding the Teaching-Learning Process
-
The role of the teacher will continue to change
from being a transmitter of knowledge to becoming a facilitator of learning.
-
The three "R's" will increasingly evolve into
the eight "C's": critical thinking, creative thinking, collaboration, cooperation,
computation, communication, computers, and considerateness.
-
A total school curriculum that doesn't acknowledge
the potential of technology isn't good or bad, it is irrelevant. Emerging
technologies will increasingly become the catalyst to maximizing the effectiveness
of the teaching-learning process.
Beliefs Regarding the Technology Plan
-
Computers and technology are not an independent
curricular area or program. Computers, and other technologies, are viewed
as another resource, just like textbooks, workbooks, paper and pencil,
and chalk and a chalkboard, used to deliver the curriculum to students
through the teaching-learning process.
-
Computers, and other technologies, should
be located at the actual site of the teaching-learning process, or at the
actual work environment.
-
The technology-integration plan should be
developed and implemented to support the connections between curriculum
and instruction, teaching and learning, and communication and speed.
-
The critical elements of staff training for
effective implementation and ongoing support must be interwoven into the
technology plan.
-
The plan will be flexible and dynamic and
will require constant evaluation and assessment as well as revision and
augmentation due to changing developments in technology and human readiness.
-
The speed and capacity of connectivity are
critical; the need to minimize downtime to wait and to use the tools
of technology is paramount.
-
Computers, and other technologies, are - a
means to an end - to provide a capacity to make individuals more productive.
-
Planning should occur with an eye on the future.
The technological fusion of computer, telephone, television, and other
forms of telecommunication should be envisioned before plans are developed.
In the High Point Regional School District,
technology is viewed as a tool, a device that is planned for and absorbed
into the structure of the curriculum. Thus, our plan is based upon the
concept of technology-integrated instruction (TII). TII places technologies
at the actual site of the teaching-learning process, thus increasing the
number of and duration of opportunities for voice, video, and data utilization.
TII promotes critical and creative thinking, problem solving, and cooperation
and collaboration through an active learning environment. TII contributes
to breaking down curricular barriers and enhancing opportunities for integrated
and thematic teaching-learning environments. TII also allows for relevant,
real-time teaching and learning.
Planning
Process
Stakeholders (Past)
The High Point Regional High School Technology
Committee was formed in January 1996 to develop a long range Technology
Plan for the district. The committee consisted of administrators, faculty,
students, parents, community members and representatives of the business
community. Meetings were held on a regular basis from January to May with
the purpose of providing specific recommendations to the Board of Education
regarding the future development of technology at High Point Regional High
School. Needs assessments of both faculty and students were conducted in
April 1996 to identify areas of strength and areas which need improvement.
In October 1997 the Technology Committee
met to update the Technology Plan and reestablish priorities. The revised
plan was submitted to the High Point Regional Board of Education in November
1997 for approval.
In April 1999 the Technology Committee
met to revise and update the plan which was approved by the High Point
Regional Board of Education on May 17, 1999.
The district also entered into partnerships
with four Sussex County districts to infuse technology utilizing Perkins
Funds, two districts through School-to-Careers funds and provided connectivity
for one elementary district to get Internet access throughout districts'
T-1 line.
Stakeholders (Present)
The philosophical-base and technology action
plan are the outcomes of an evolutionary process. Although a formal planning
model or process was not utilized in the present revision, the plan is
the continuation of more than 12 informal meetings during the eight-month
period. These meetings involved various district staff and outside consultants
and vendors, several literature searches comprising numerous articles,
and countless one-on-one and small group discussions ranging from professional
development, to distance learning opportunities, to video distribution,
to high-speed connectivity, and to the computers as a tool.
The Baldrige Action Committee for Curriculum/Technology
has assumed primary responsibility for the specifics of the plan. The committee
has met to discuss emerging technological trends, specific teacher problems
and concerns, hardware and software issues, and future needs and directions.
The substance of these gatherings, as well as feedback and additional items
for discussion, has been communicated to additional district staff members
at a variety of meetings and in both formal and informal formats.
Alignment with the State Vision (Future Potential)
The district's mission and beliefs demonstrate
alignment with the state vision with regard to professional development,
intra- and inter-district connectivity, communication, and voice. (Appendix
A) The High Point Regional School District commits to continued alignment
and participation with the Sussex County Technology Plan and activities
as well.
Instructional and Administrative Technology
Infusion
Initiatives for instructional and administrative
technology integration are implemented in accordance with the district
mission and beliefs, as well as the Baldrige criteria. Professional development,
connectivity, special fusion and communication are essential considerations
in any determination of implementation.
Annual Review
The following questions were defined and
redefined to guide technology review and augmentation discussions in the
district on an annual basis. What technologies currently exist that promise
to impact education? Can we better align what we are doing with the intentions
of the county and state? How can we better utilize the technologies that
we presently have? What new technologies are evolving? How can they be
used effectively and efficiently in education? What technology competencies
are important for students to know and grasp? It is anticipated that these
questions, as well as others, will provide valuable insight as technology
integration and utilization continue to unfold in the district.
Goals
and Objectives
Goals
The High Point Regional School District
commits to the following and ongoing technology goals for the three-year
period, 2001-2004:
-
To articulate, in accordance with the implementation
schedule, the total district curriculum with the Core Curriculum Content
Standards;
-
To integrate technology into the 9 - 12 curriculum
throughout the High Point Regional High School.
-
To continue to provide, maintain, and support
voice video, and data connectivity in every classroom in the High Point
Regional High School in order to allow easy access to communication and
shared resources through county, state, national, and international distance
learning activities; to continue to research the impacts of speed and portability
on the integration of technology;
-
To continue to integrate technology into the
administrative and managerial functions of the district operation for improved
efficiency and effectiveness;
-
To explore the feasibility of development
of a High Point Consortium Intranet among the High Point Regional School
District and its three K-8 sending districts;
-
To continue to augment and revise as necessary
the web site for the High Point Regional School District for use as educational
and communication tools;
-
To continue and expand opportunities for professional
development and focus upon initial exposure with regard to new and emerging
technologies, follow-up training, and one-on-one support.
Objectives
The High Point Regional School District
commits to the following ongoing technology objectives for the three-year
period, 2001-2004.
School Year 2001 - 2002
-
The feasibility of developing a thin client
solution to the acquisition and maintenance of computers for use in the
teaching-learning process at the High Point Regional High School will be
explored.
-
A pairing and sharing e-mail exchange will
be established and become operational. The exchange will include ninth
grade teachers at the High Point Regional High School and eighth grade
teachers at the sending district schools in Frankford Township, Lafayette
Township and the Sussex-Wantage Regional Middle School, respectively. The
exchange will be utilized to communicate and facilitate articulation efforts
in the language arts, math, science, and social studies curricular areas.
-
Members of each curricular area at the High
Point Regional High School will revise and augment, as necessary, the department
page on the High Point Regional School District web site. The department
page will include curricular links appropriate for students, parents, and
teachers.
-
Every teacher in the High Point Regional High
School will design and maintain a link on the High Point Regional School
District web site. The teacher link pages will contain a monthly syllabus
of classroom activities and assignments.
-
Six Pentium computers will be installed and
networked into each of two science classrooms to facilitate the teaching-learning
process in the new ninth grade science program, Freshman Science Concepts.
-
A graphic design lab will be installed. Twenty-four
MacIntosh computers will be networked to facilitate implementation of the
three-year career path program offered as part of the fine arts department.
Software will be reviewed, selected and purchased in accordance with the
Core Curriculum Content Standards and integrated in accordance with the
district philosophy on technology-integrated instructions.
-
Plans for a technology education engineering
design lab will be developed for implementation during the 2002-03 school
year. The lab will be designed to facilitate a three-year career path program
in the engineering design curricular area.
-
The High Point Regional High School will continue
its commitment with the Millville Senior High School in accordance with
the provisions of the Goals 2000: Pairing and Sharing grant. A course will
be selected for delivery to students at both high schools via interactive
distance learning technology. Additional opportunities that expand curricular
offerings for students will be explored with Millville as well as other
high schools.
-
Initial exposure, follow-up training, and
small group support professional development opportunities will be provided,
as necessary. The October inservice program will be dedicated to the integration
of technology into the teaching-learning process.
School Year 2002 - 2003
-
If warranted, a thin client solution
to the acquisition and maintenance of computers for use in the teaching-learning
process at the High Point Regional High School will be planned and implemented.
The plan will include a re-allocation of existing hardware to best facilitate
the needs of each curricular area in the integration of technology into
the teaching-learning process.
-
Members of each curricular area at the High
Point Regional High School will continue to maintain, as necessary, the
department
page on the High Point Regional School District web site.
-
Every teacher in the High Point Regional High
School will continue to maintain a link on the High Point Regional School
District web site. The teacher link pages will contain a monthly syllabus
of classroom activities and assignments.
-
Six Pentium computers will be installed and
networked into each of five science classrooms, each of two language arts
classrooms, each of two social studies classrooms, and each of two health
classrooms to facilitate the teaching-learning process. Software will be
reviewed, selected, and purchased in accordance with the Core Curriculum
Content Standards and integrated in accordance with the district philosophy
on technology-integrated instruction.
-
An engineering design lab will be installed.
Twenty-four Pentium computers will be installed and networked to facilitate
implementation of the three-year career path program offered as part of
the technology education department. Software will be reviewed, selected,
and purchased in accordance with the Core Curriculum Content Standards
and integrated in accordance with the district philosophy on technology-integrated
instruction.
-
Plans for a technology education power design
lab will be developed for implementation during the 2003-04 school year.
The lab will be designed to facilitate a three-year career path program
in the power design curricular area.
-
The High Point Regional High School will continue
its commitment with the Millville Senior High School in accordance with
the provisions of the Goals 2000: Pairing and Sharing grant. A course will
be selected for delivery to students at both high schools via interactive
distance learning technology. Additional opportunities that expand curricular
offerings for students will be explored with Millville as well as other
high schools. Plans will be developed to improve distance learning connectivity.
If feasible, ISDN connectivity will be replaced with T1 or ATM technology
or another emerging connection vehicle.
-
With the re-allocation of computers, each
classroom in the High Point Regional High School will have one computer
dedicated to teacher use for electronic grading and electronic attendance
recording.
-
Initial exposure, follow-up training, and
small group support professional development opportunities will be provided,
as necessary. An inservice program will be dedicated to the integration
of technology into the teaching-learning process.
School Year 2003 - 2004
-
If warranted, a thin client solution
to the acquisition and maintenance of computers for use in the teaching-learning
process at the High Point Regional High School will be continued.
-
Members of each curricular area at the High
Point Regional High School will continue to maintain, as necessary, the
department
page on the High Point Regional School District web site.
-
Every teacher in the High Point Regional High
School will continue to maintain a link on the High Point Regional School
District web site. The teacher link pages will contain a monthly syllabus
of classroom activities and assignments.
-
Six Pentium computers will be installed and
networked into each of two math classrooms and each of two world language
classrooms to facilitate the teaching-learning process. Software will be
reviewed, selected, and purchased in accordance with the Core Curriculum
Content Standards and integrated in accordance with the district philosophy
on technology-integrated instruction.
-
A power design lab will be installed. Twenty-four
Pentium computers will be installed and networked to facilitate implementation
of the three-year career path program offered as part of the technology
education department. Software will be reviewed, selected, and purchased
in accordance with the Core Curriculum Content Standards and integrated
in accordance with the district philosophy on technology-integrated instruction.
-
The High Point Regional High School will continue
its commitment with the Millville Senior High School in accordance with
the provisions of the Goals 2000: Pairing and Sharing grant. A course will
be selected for delivery to students at both high schools via interactive
distance learning technology. Additional opportunities that expand curricular
offerings for students will be explored with Millville as well as other
high schools.
-
Initial exposure, follow-up training, and
small group support professional development opportunities will be provided,
as necessary. An inservice program will be dedicated to the integration
of technology into the teaching-learning process.
National Educational Technology Goals
The United States Department of Education
has established the following goals for achievement by 2004:
Goal 1: All students and teachers
will have access to information technology in their classrooms, schools,
communities and homes.
Goal 2: All teachers will use technology
effectively to help students achieve high academic standards.
Goal 3: All students will have technology
and information literacy skills.
Goal 4: Research and evaluation
will improve the next generation of technology applications for teaching
and learning
Goal 5: Digital content and networked
applications will transform teaching and learning.
The goals and objectives stated in the
three-year technology plan of the High Point Regional School District align
with the five national goals. Specific action plans for each of the objectives
will be designed to facilitate attainment. Financial resources will be
committed as necessary and appropriate. Additional funding sources will
be researched.
Implementation
Strategies/Activity
Tables
Specific activities for the implementation
of each objective have not been formally developed. For the purposes of
the revised plan, the people and/or groups responsible for the development
as well as the evaluation considerations have been listed.
School Year 2001 - 2002
-
The feasibility of developing a thin-client
solution to the acquisition and maintenance of computers for use in the
teaching-learning process at the High Point Regional High School will be
explored.
Responsibility:
Technology Committee Members, District Technology Facilitators, Director
of Curriculum and
Instruction, Superintendent of Schools
Evaluation:
Development of Specifications, Rationale, Constraints and Facilitating
Factors, Visitations and Communications; Cost Benefit Analysis.
-
A pairing and sharing e-mail exchange will
be established and become operational. The exchange will include ninth
grade teachers at the High Point Regional High School and eighth grade
teachers at the sending district schools in Frankford Township, Lafayette
Township and the Sussex-Wantage Regional Middle School, respectively. The
exchange will be utilized to communicate and facilitate articulation efforts
in the language arts, math, science, and social studies curricular areas.
Responsibility:
District Technology Facilitators, Respective Teachers, Respective Supervisors
of Instruction, Director of Curriculum and Instruction
Evaluation:
E-mail Capability and Accessibility, Vertical Curriculum Articulation Meetings,
Articulation with Core Curriculum Content Standards.
-
Members of each curricular area at the High
Point Regional High School will revise and augment, as necessary, the department
page on the High Point Regional School District web site. The department
page will include curricular links appropriate for students, parents, and
teachers.
Responsibility:
District Technology Facilitators, District Webmaster, Respective Teachers,
Respective Supervisors of Instruction, Director of Curriculum and Instruction
Evaluation:
E-mail Capability and Accessibility, Horizontal Curriculum Articulation
Meetings, Articulation with Core Curriculum Content Standards
-
Every teacher in the High Point Regional High
School will design and maintain a link on the High Point Regional School
District web site. The teacher link pages will contain a monthly syllabus
of classroom activities and assignments.
Responsibility:
District Technology Facilitators, District Webmaster, Respective Teachers,
Respective Supervisors of Instruction, Director of Curriculum and Instruction
Evaluation:
E-mail Capability and Accessibility, Website Capability, Articulation with
Core Curriculum Content Standards
-
Six Pentium computers will be installed and
networked into each of two science classrooms to facilitate the teaching-learning
process in the new ninth grade science program, Freshman Science Concepts.
Software will be reviewed, selected and purchased in accordance with the
Core Curriculum Content Standards and integrated in accordance with the
district philosophy on technology-integrated instructions.
Responsibility:
Technology Committee Members, District Technology Facilitators, Supervisor
of Science, Science Teachers, Director of Curriculum and Instruction, Superintendent
of Schools
Evaluation:
Development of Hardware Specifications, Acquisition of Hardware, Connectivity
of Hardware, Workability of Hardware, Software Alignment of Core Curriculum
Content Standards, Acquisition of Software, Professional Development
-
A graphic design lab will be installed. Twenty-four
MacIntosh computers will be networked to facilitate implementation of the
three-year career path program offered as part of the fine arts curriculum.
Software will be reviewed, selected and purchased in accordance with the
Core Curriculum Content Standards and integrated in accordance with the
district philosophy on technology-integrated instructions.
Responsibility:
Technology Committee Members, District Technology Facilitators, Supervisor
of Fine Arts, Respective Teachers, Supervisor of Building and Grounds,
Director of Curriculum and Instruction, Superintendent of Schools
Evaluation:
Development of Hardware Specifications, Acquisition of Hardware, Connectivity
of Hardware, Workability of Hardware, Software Alignment of Core Curriculum
Content Standards, Acquisition of Software, Professional Development
-
Plans for a technology education engineering
design lab will be developed for implementation during the 2002-03 school
year. The lab will be designed to facilitate a three-year career path program
in the engineering design curricular area.
Responsibility:
Technology Committee Members, District Technology Facilitators, Supervisor
of Technology Education, Respective Teachers, Director of Curriculum and
Instruction, Superintendent of Schools
Evaluation:
Development of Specifications, Rationale, Constraints and Facilitating
Factors, Visitations and Communications, Development of Career Path Curriculum;
Cost Benefit Analysis.
-
The High Point Regional High School will continue
its commitment with the Millville Senior High School in accordance with
the provisions of the Goals 2000: Pairing and Sharing grant. A course will
be selected for delivery to students at both high schools via interactive
distance learning technology. Additional opportunities that expand curricular
offerings for students will be explored with Millville as well as other
high schools.
Responsibility:
Technology Committee Members, District Technology Facilitators, Respective
Teachers, Director of Curriculum and Instruction, Superintendent of Schools
Evaluation:
Needs Assessment, Documentation of Alignment with Core Curriculum Content
Standards, Articulation Agreements with Other Providers, Grant Requirements
-
Initial exposure, follow-up training, and
small group support professional development opportunities will be provided,
as necessary. The October inservice program will be dedicated to the integration
of technology into the teaching-learning process.
Responsibility:
Technology Committee Members, Professional Development Committee Members,
District Technology Facilitators, Director of Curriculum and Instruction,
Superintendent of Schools
Evaluation:
Needs Assessment, Documentation of Alignment with Core Curriculum Content
Standards, ETTC Programs, Articulation Agreements with Other Providers,
Utilization Surveys
School Year 2002 - 2003
-
If warranted, a thin-client solution
to the acquisition and maintenance of computers for use in the teaching-learning
process at the High Point Regional High School will be planned and implemented.
The plan will include a re-allocation of existing hardware to best facilitate
the needs of each curricular area in the integration of technology into
the teaching-learning process.
Responsibility:
Technology Committee Members, District Technology Facilitators, Director
of Curriculum and Instruction, Superintendent of Schools
Evaluation:
Development of Specifications, Rationale, Constraints and Facilitating
Factors; Visitations and Communications; Cost Benefit Analysis
-
Members of each curricular area at the High
Point Regional High School will continue to maintain, as necessary, the
department
page on the High Point Regional School District web site.
Responsibility:
District Technology Facilitators, District Webmaster, Respective Teachers,
Respective Supervisors of Instruction, Director of Curriculum and Instruction
Evaluation:
E-mail Capability and Accessibility, Horizontal Curriculum Articulation
Meetings, Articulation with Core Curriculum Content Standards
-
Every teacher in the High Point Regional High
School will continue to maintain a link on the High Point Regional School
District web site. The teacher link pages will contain a monthly syllabus
of classroom activities and assignments.
Responsibility:
District Technology Facilitators, District Webmaster, Respective Teachers,
Respective Supervisors of Instruction, Director of Curriculum and Instruction
Evaluation:
E-mail Capability and Accessibility, Web site Capability, Articulation
with Core Curriculum Content Standards
-
Six Pentium computers will be installed and
networked into each of five science classrooms, each of two language arts
classrooms, each of two social studies classrooms, and each of two health
classrooms to facilitate the teaching-learning process. Software will be
reviewed, selected, and purchased in accordance with the Core Curriculum
Content Standards and integrated in accordance with the district philosophy
on technology-integrated instruction.
Responsibility:
Technology Committee Members, District Technology Facilitators, Respective
Supervisors, Respective Teachers, Director of Curriculum and Instruction,
Superintendent of Schools
Evaluation:
Development of Hardware Specifications, Acquisition of Hardware, Connectivity
of Hardware, Workability of Hardware, Software Alignment of Core Curriculum
Content Standards, Acquisition of Software, Professional Development
-
An engineering design lab will be installed.
Twenty-four Pentium computers will be installed and networked to facilitate
implementation of the three-year career path program offered as part of
the technology education curriculum. Software will be reviewed, selected,
and purchased in accordance with the Core Curriculum Content Standards
and integrated in accordance with the district philosophy on technology-integrated
instruction.
Responsibility:
Technology Committee Members, District Technology Facilitators, Supervisor
of Technology Education, Respective Teachers, Supervisor of Buildings and
Grounds, Director of Curriculum and Instruction, Superintendent of Schools
Evaluation:
Development of Hardware Specifications, Acquisition of Hardware, Connectivity
of Hardware, Workability of Hardware, Software Alignment of Core Curriculum
Content Standards, Acquisition of Software, Professional Development
-
Plans for a technology education power design
lab will be developed for implementation during the 2003-04 school year.
The lab will be designed to facilitate a three-year career path program
in the power design curricular area.
Responsibility:
Technology Committee Members, District Technology Facilitators, Supervisor
of Technology Education, Respective Teachers, Supervisor of Buildings and
Grounds, Director of Curriculum and Instruction, Superintendent of Schools
Evaluation:
Development of Specifications, Rationale, Constraints and Facilitating
Factors; Visitations and Communications; Development of Career Path Curriculum;
Cost Benefit Analysis
-
The High Point Regional High School will continue
its commitment with the Millville Senior High School in accordance with
the provisions of the Goals 2000: Pairing and Sharing grant. A course will
be selected for delivery to students at both high schools via interactive
distance learning technology. Additional opportunities that expand curricular
offerings for students will be explored with Millville as well as other
high schools. Plans will be developed to improve distance learning connectivity.
If feasible, ISDN connectivity will be replaced with T1 or ATM technology
or another emerging connection vehicle.
Responsibility:
Technology Committee Members, District Technology Facilitators, Respective
Teachers, Director of Curriculum and Instruction, Superintendent of Schools
Evaluation:
Needs Assessment, Documentation of Alignment with Core Curriculum Content
Standards, Articulation Agreements with Other Providers, Grant Requirements
-
With the re-allocation of computers, each
classroom in the High Point Regional High School will have one computer
dedicated to teacher use for electronic grading and electronic attendance
recording.
Responsibility:
Technology Committee Members, District Technology Facilitators, SSDS Consultant,
Building Administrators, Superintendent of Schools
Evaluation:
Re-allocation of Hardware, Connectivity of Hardware, Workability of Hardware,
Professional Development
-
Initial exposure, follow-up training, and
small group support professional development opportunities will be provided,
as necessary. An inservice program will be dedicated to the integration
of technology into the teaching-learning process.
Responsibility:
Technology Committee Members, Professional Development Committee Members,
District Technology Facilitators, Director of Curriculum and Instruction,
Superintendent of Schools
Evaluation:
Needs Assessment, Documentation of Alignment with Core Curriculum Content
Standards, ETTC Programs, Articulation Agreements with Other Providers,
Utilization Surveys
School Year 2003 - 2004
-
If warranted, a thin-client solution
to the acquisition and maintenance of computers for use in the teaching-learning
process at the High Point Regional High School will be continued.
Responsibility:
Technology Committee Members, District Technology Facilitators, Director
of Curriculum and Instruction, Superintendent of Schools
Evaluation:
Development of Specifications, Rationale, Constraints and Facilitating
Factors; Visitations and Communications; Cost Benefit Analysis
-
Members of each curricular area at the High
Point Regional High School will continue to maintain, as necessary, the
department
page on the High Point Regional School District web site.
Responsibility:
District Technology Facilitators, District Webmaster, Respective Teachers,
Respective Supervisors of Instruction, Director of Curriculum and Instruction
Evaluation:
E-mail Capability and Accessibility, Horizontal Curriculum Articulation
Meetings, Articulation with Core Curriculum Content Standards
-
Every teacher in the High Point Regional High
School will continue to maintain a link on the High Point Regional School
District web site. The teacher link pages will contain a monthly syllabus
of classroom activities and assignments.
Responsibility:
District Technology Facilitators, District Webmaster, Respective Teachers,
Respective Supervisors of Instruction, Director of Curriculum and Instruction
Evaluation:
E-mail Capability and Accessibility, Web site Capability, Articulation
with Core Curriculum Content Standards
-
Six Pentium computers will be installed and
networked into each of two math classrooms and each of two world language
classrooms to facilitate the teaching-learning process. Software will be
reviewed, selected, and purchased in accordance with the Core Curriculum
Content Standards and integrated in accordance with the district philosophy
on technology-integrated instruction.
Responsibility:
Technology Committee Members, District Technology Facilitators, Respective
Supervisors, Respective Teachers, Director of Curriculum and Instruction,
Superintendent of Schools
Evaluation:
Development of Hardware Specifications, Acquisition of Hardware, Connectivity
of Hardware, Workability of Hardware, Software Alignment of Core Curriculum
Content Standards, Acquisition of Software, Professional Development
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A power design lab will be installed. Twenty-four
Pentium computers will be installed and networked to facilitate implementation
of the three-year career path program offered as part of the technology
education curriculum. Software will be reviewed, selected, and purchased
in accordance with the Core Curriculum Content Standards and integrated
in accordance with the district philosophy on technology-integrated instruction.
Responsibility:
Technology Committee Members, District Technology Facilitators, Supervisor
of Technology Education, Respective Teachers, Supervisor of Buildings and
Grounds, Director of Curriculum and Instruction, Superintendent of Schools
Evaluation:
Development of Hardware Specifications, Acquisition of Hardware, Connectivity
of Hardware, Workability of Hardware, Software alignment of Core Curriculum
Content Standards, Acquisition of Software, Professional Development
-
The High Point Regional High School will continue
its commitment with the Millville Senior High School in accordance with
the provisions of the Goals 2000: Pairing and Sharing grant. A course will
be selected for delivery to students at both high schools via interactive
distance learning technology. Additional opportunities that expand curricular
offerings for students will be explored with Millville as well as other
high schools.
Responsibility:
Technology Committee Members, District Technology Facilitators, Respective
Teachers, Supervisor of Buildings and Grounds, Director of Curriculum and
Instruction, Superintendent of Schools
Evaluation:
Needs Assessment, Documentation of Alignment with Core Curriculum Content
Standards, Articulation Agreements with Other Providers, Grant Requirements
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Initial exposure, follow-up training, and
small group support professional development opportunities will be provided,
as necessary. An inservice program will be dedicated to the integration
of technology into the teaching-learning process.
Responsibility:
Technology Committee Members, Professional Development Committee Members,
District Technology Facilitators, Director of Curriculum and Instruction,
Superintendent of Schools
Evaluation:
Needs Assessment, Documentation of Alignment with Core Curriculum Content
Standards, ETTC Programs, Articulation Agreements with Other Providers,
Utilization Surveys
Staff
Development
Professional development activities are
arranged into three areas; initial exposure, follow-up training, and one-on-one
support. Each area is important to the professional development process,
and when appropriately implemented, increases the probability for institutionalization.
It is realized from the beginning that
teachers will be more likely to maintain and assimilate technology strategies
into the teaching-learning process if they have opportunities for practice
and collaboration with their peers, if they receive encouragement and feedback
during and shortly after their efforts, and if they receive one-on-one
support. Professional development in technology integration is therefore
designed to help teachers learn how to use computers and other technologies,
develop skill in technology applications, and finally, help teachers reach
a position where they make decisions about the appropriate and relevant
use of technologies in their classrooms.
The effectiveness of our schools is directly
dependent upon the effectiveness of our teachers. The need to offer teachers
professional development opportunities is far greater now than ever, pedagogical
methods must adjust in order to effectively infuse rapidly emerging technologies
within our schools and curriculum. The need exists to provide our staff
with technological and integration skills in order to prepare students
for the challenges they will face in the highly technical society.
Professional development activities for
the 2000-01 school year focused upon the Malcolm Baldrige Process of Quality
and Continuous Improvement, the Core Curriculum Content Standards, and
character education. A two-hour inservice program highlighted the following
technology application activities: use of GroupWise e-mail, use of technology
to enhance the curriculum, introduction to PowerPoint, and introduction
to web page creation
Although the staff in the High Point Regional
School District have begun the process of revising and/or augmenting English/language
arts, mathematics, science, social studies, world languages, and visual
and performing arts curricula in accord with the Core Curriculum Content
Standards and Workplace Readiness Standards, the total integration of technology
remains in the rudimentary stage. The technological sophistication to evaluate
software for curricular alignment, level of cognition, transfer across
the disciplines, and age appropriateness is improving, but still lacking.
A survey of High Point Regional certificated
staff members revealed that approximately 80% of the staff has used the
Internet at least sometimes, while approximately 60% of the staff
requires student use of the Internet in classroom projects. Less then 15%
of the staff members utilize PowerPoint or other application tools into
the teaching-learning process. Less then 15% of the staff members integrate
curriculum-based software into the teaching-learning process on a regular
basis.
High Point Regional is a member of the
Sussex County Educational Technology Training Center (ETTC). In addition
to training under the auspices of the ETTC, High Point Regional's three
technology facilitators (two full-time and one part-time) as well as technology-advanced
staff members, will continue to provide small group follow-up training
and one-on-one support to members of the professional staff as appropriate.
From a long-term perspective, the three-phases
of professional development with regard to curricular and technology integration
will be provided by several sources. Although existing district staff will
provide a certain degree of initial exposure, the main thrust will be customized
and provided through inservice programs, by the Educational Technology
Training Center, and by district continuing education courses. Recognized
technology leaders from the community will also provide a valuable resource
to the district.
As the evolution to technology integration
continues, High Point Regional's Professional Development program will
require a linear integration as well. As a long-range consideration, a
professional development school model might possibly be developed and located
in a prototype classroom of the future.
Technology
Inventory
A copy of the NJDOE 2001 School Technology
Survey is included as Appendix B. High Point Regional has made efforts
to purchase and deploy various technologies at the actual site of the teaching-learning
process and into the administrative functions of the district.
Over 300 computers are located at the high
school. These computers are arranged mostly in lab configurations although
a number of computers are deployed directly into mathematics, science,
and world language classrooms. At least 150 of the computers are Pentium
II or III generation. Currently 25 of these modern computers are available
for use as an off-site ETTC training facility; these are located in a lab
adjacent to the high school distance learning lab. Almost 100% of the computers
are linked to the Internet via a full, dedicated T1 connection. A fiber-based
backbone distribution network running at one gigabit of speed was installed
at the high school; six data port drops exist in every classroom in the
building. All computers are connected to the backbone network and provide
high quality access to the Internet. Internet connectivity is provided
to the Sussex-Wantage Middle School without charge.
The High Point Regional School District
serves as the lead agency for a two-district Goals 2000: Pairing and Sharing
grant. In preparation for the 2000-01 school year, a classroom was designated
and a distance learning lab was installed at the High Point Regional High
School. Students at the High Point Regional High School participate with
students at the Millville Senior High School in a creative writing course.
Cooperative professional development opportunities are planned as well
as joint activities involving a university graduate school of education.
The feasibility of expanding activities and resources will be explored
during the time line of the technology plan.
Access to the Internet can be made through
either "Internet Explorer" or "Netscape Navigator." The "GroupWise" e-mail
package is used to provide addresses for every employee in the district.
"Cyber Patrol" is used as the Internet filtering software. The following
software packages are used regularly in the teaching-learning process:
Geometer's Sketchpad
Sim City
Venier (Science group)
Glencoe French
Glencoe Spanish
Glencoe German
AutoCAD
Microsoft Word 2000
Microsoft PowerPoint 2000
Microsoft Excel 2000
Microsoft Access 2000
Netscape Composer
Glencoe Accounting (Interactive
and Integrated)
A complete list of software
is referenced in Appendix C
A board of education technology maintenance
policy does not exist at the present time. The district contracts with
Creative Networking Concepts, Sussex, New Jersey, for maintenance service
on hardware and networking capabilities.
One full-time network administrator and
one full-time and one part-time technology assistants comprise the technology
team in the district. The full-time technology assistant also serves as
the district webmaster.
Regarding hardware replacement and redeployment,
a 2001-2002 objective addresses the feasibility of a thin client
solution in the district. Redeployment of replaced hardware is in accordance
with the district beliefs regarding technology.
Facilities
Plan
Current Facilities
The High Point Regional School District
is comprised of one school: the High Point Regional High School (9 - 12).
During the 2000-01 school year, the high school commenced operation for
its 35th year. The original part of the high school opened in
the 1966-67 school year. Expansions were added in 1974 and 1990. The district
is currently experiencing an increase in student population that is expected
to continue for the next five years. A student population growth of 16.6%
over a two-year period places an increasing strain on the facility.
Technologies to be Acquired
As previously indicated, recently purchased
computers at the high school are Pentium II and III generation hardware.
Remaining computers to be purchased, installed, and networked at the high
school will be modern Pentiums; second generation replacement computers
will continue as modern Pentium computers as well. The feasibility of a
thin
client solution will be explored. This solution promises to expand
the life expectancy of each piece of hardware by two to three years. The
feasibility of wireless solutions, portability, and increased speed will
also be explored.
With regard to future acquisitions related
to Internet connectivity, distance learning technology, and voice, video,
and data transmission, one can only ask questions at this stage of development
and connectivity. Although High Point Regional is making great strides
in driving the electronic highway, our progress at times may be
more accurately described as driving an electronic dirt road.
During the term of this plan, it is anticipated
that Verizon and Sprint will reach some type of agreement regarding implementation
of ATM connectivity in Sussex County. The deployment of ATM connectivity
will put the district at a crossroad in decision making for the future.
With ATM connectivity literally at the front door of each school
in the county, and with the need to review the existing backbone network
in the school due to increased use and sophistication of hardware, will
the need to deploy different levels of wide area network sophistication
arise? Will some other type of connectivity prove as effective and efficient?
The degree of need for speed in which to move voice, video, and data from
one point to another will play a determining role in this decision. As
articulation agreements with the three sending districts increase, the
need for inter-district connectivity increases as well.
During the term of this plan, and in conjunction
with the above, the district intranet structure and connection to the Internet
must be reviewed and re-analyzed. Will the dedicated T1 line continue to
fulfill the district's needs or will it have to be increased in bandwidth
due to increased use and the need for more speed? Will the T1 frame relays
connecting the school and the district administrative offices remain adequate?
Will these lines have to be increased in band width also? As the technology
of connectivity improves, will a faster, more efficient means evolve to
replace the ISDN lines used in the distance learning lab at the high school?
Will T1, T3 or ATM technology become a means to replace the ISDN lines
and thus provide a means to transmit the distance learning lab to other
schools in the district? Will and should the opportunity exist to expand
point-to-point connectivity to point- to-multipoint connectivity? Will
the district have the means to develop and implement a video distribution
library?
During the term of this plan, these questions
will be asked and re-asked. District directions will unfold based upon
the answers. The question, and the resulting answers, will most certainly
lead to additional questions regarding the acquisition of future technologies
and the facilities to house them.
Plans for Upgrading
At the present time, specific plans to
expand and/or retrofit the High Point Regional High School do not exist.
A model school facility was developed as part of the Long Range
Facility Plan.
In addition, whenever computers are added
to improve the high school curricula, or to revise a high school program,
the electrical and wiring capacities of the buildings are re-analyzed,
and upgrades are made, as necessary.
As indicated in the Goals and Objectives
section, reviews and upgrades will be conducted during the 2001-02, 2002-03,
and 2003-04 school years. As technological advances are made, the adequacy
of electrical capacities, surge protection, security systems, and environmental
controls will become an increasing concern in the district.
Spending
Plan
For the 2000-01 school year, the High Point
Regional School District received $48,203 in Distance Learning Network
Aid. Another $156,425 (total of $204,628 for technology initiatives) was
committed from the regular budget and other special revenues to fund various
teaching projects including computer replacements in various classrooms,
development and implementation of a CAD lab, development and implementation
of a world language lab, and upgrade to the student management system.
With $125,000 from the Goals 2000: Pairing
and Sharing grant the district implemented a distance learning lab. A facility
lease purchase project included $322,015 for technology upgrades and developments.
The fiber optic backbone network was upgraded to one gigabit of speed;
six data drops were placed into every classroom in the high school. A 25-station
computer lab was developed and implemented also providing a state-of-the-art
facility to serve as an off-site ETTC training center. In addition, five
computer labs were air conditioned.
Through combined funding sources, over
$650,000 was committed to technology during the 2000-2001 school year.
Approximately $225,000 from various funding service is committed to technology
for the 2001-02 budget.
Estimated costs to implement the technology
plan objectives for 2002-03 and 2003-04 follow. Unless otherwise indicated,
Distance Learning Network Aid, the yearly budgetary allocation, and other
special revenues are the funding sources. Grants will be sought that align
and integrate with the big picture focus of the district.
School Year 2002-2003
-
If warranted, a thin client solution
to the acquisition and maintenance of computers for use in the teaching-learning
process at the High Point Regional High School will be planned and implemented.
The plan will include a re-allocation of existing hardware to best facilitate
the needs of each curricular area in the integration of technology into
the teaching-learning process.
Cost Estimates:
$75,000
-
Members of each curricular area at the High
Point Regional High School will continue to maintain, as necessary, the
department
page on the High Point Regional School District web site.
Cost Estimates:
$2,000
-
Every teacher in the High Point Regional High
School will continue to maintain a link on the High Point Regional School
District web site. The teacher link pages will contain a monthly syllabus
of classroom activities and assignments.
Cost Estimates:
$3,000
-
Six Pentium computers will be installed and
networked into each of five science classrooms, each of two language arts
classrooms, each of two social studies classrooms, and each of two health
classrooms to facilitate the teaching-learning process. Software will be
reviewed, selected and purchased in accordance with the district philosophy
on technology-integrated instruction.
Cost Estimates:
$72,600 Plus Furniture
-
An engineering design lab will be installed.
Twenty-four Pentium computers will be installed and networked to facilitate
implementation of the three-year career path program offered as part of
the technology education department. Software will be reviewed, selected,
and purchased in accordance with the Core Curriculum Content Standards
and integrated in accordance with the district philosophy on technology-integrated
instruction.
-
Cost Estimates:
$85,000 (Total Cost of Implementation)
-
Plans for a technology education power design
lab will be developed for implementation during the 2003-04 school year.
The lab will be designed to facilitate a three-year career path program
in the power design curricular area.
Cost Estimates:
The costs associated with this objective will be included in the professional
development account.
-
The High Point Regional High School will continue
its commitment with the Millville Senior High School in accordance with
the provisions of the Goals 2000: Pairing and Sharing grant. A course will
be selected for delivery to students at both high schools via interactive
distance learning technology. Additional opportunities that expand curricular
offerings for students will be explored with Millville as well as other
high schools. Plans will be developed to improve distance learning connectivity.
If feasible, ISDN connectivity will be replaced with T1 or ATM technology
or another emerging connection vehicle.
Cost Estimates:
$13,000
-
With the re-allocation of computers, each
classroom in the High Point Regional High School will have one computer
dedicated to teacher use for electronic grading and electronic attendance
recording.
Cost Estimates:
The costs associated with this objective are minimal. The redeployment
of computers will be conducted by the technology facilitators with assistance
from maintenance personnel during the summer.
-
Initial exposure, follow-up training, and
small group support professional development opportunities will be provided,
as necessary. An inservice program will be dedicated to the integration
of technology into the teaching-learning process
Cost Estimates:
The costs associated with this objective will be included in the professional
development account.
School Year 2003-2004
-
If warranted, a thin client solution
to the acquisition and maintenance of computers for use in the teaching-learning
process at the High Point Regional School will be continued.
Cost Estimates:
$50,000
-
Members of each curricular area at the High
Point Regional High School will continue to maintain, as necessary, the
department
page on the High Point Regional School District web site.
Cost Estimates:
$2,000
-
Every teacher in the High Point Regional High
School will continue to maintain a link on the High Point Regional School
District web site. The teacher link pages will contain a monthly syllabus
of classroom activities and assignments.
Costs Estimates:
$3,000
-
Six Pentium computers will be installed and
networked into each of two math classrooms and each of two world language
classrooms to facilitate the teaching-learning process. Software will be
reviewed, selected, and purchased in accordance with the Core Curriculum
Content Standards and integrated in accordance with the district philosophy
on technology-integrated instruction.
Cost Estimates:
$26,400 (plus Furniture)
-
A power design lab will be installed. Twenty-four
Pentium computers will be installed and networked to facilitate implementation
of the three-year career path program offered as part of the technology
education department. Software will be reviewed, selected, and purchased
in accordance with Core Curriculum Content Standards and integrated in
accordance with the district philosophy on technology-integrated instruction.
Cost Estimates:
$85,000 (Total Cost of Implementation)
-
The High Point Regional High School will continue
its commitment with the Millville Senior High School in accordance with
the provisions of the Goals 2000: Pairing and Sharing grant. A course will
be selected for delivery to students at both high schools via interactive
distance learning technology. Additional opportunities that expand curricular
offerings for students will be explored with Millville as well as other
high schools.
Cost Estimates:
$13,000
-
Initial exposure, follow-up training, and
small group support professional development opportunities will be provided,
as necessary. An inservice program will be dedicated to the integration
of technology into the teaching-learning process.
Cost Estimates:
The cost associated with this objective will be included in the professional
development account.
Evaluation
Plan
In one understanding, evaluation of the
components of this plan can be reduced to a minimum level. All objectives
exist in a chronology. The when's, what's, where's, and who's, required
for completion of tasks are specifically defined or will be developed.
Although this assures to oversimplify the evaluation process, a first question
emerges; were the established timelines for each objective and activity
met?
In the High Point Regional plan, all stakeholders
will work beyond a simplistic level of evaluation. Stakeholders will work
together to ensure that the intended objectives are achieved, that unintended
objectives will be measured, that new and future objectives will be identified,
that open communication continues, that all participants have the opportunity
for input, and that the public will participate as a stakeholder in the
process.
An effective evaluation of the plan will
only emerge when appropriate questions are asked and a final synthesis
of the many dimensions is explored. During implementation, the following
questions will serve to guide the formative evaluation process:
-
Is what is happening supposed to happen?
-
What benchmarks have been achieved?
-
What facilitating and/or constraining factors
have been identified?
-
Does a need exist to revise any aspect of
the original plan? Why?
-
Can project augmentations be made at this
time?
At the conclusion of each year of the plan,
the following questions will serve to guide the summative evaluation process:
-
Were the intended objectives achieved?
-
Did the project achieve any unintended objectives?
-
As of the conclusion of the year, were the
plan strategies worth the resources invested?
-
What impact has the plan had on student achievement,
community access, and the integration of curriculum and technology?
-
What recommendations for the future follow
from the plan evaluation?