Technology Plan 2001-2004

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

    1. The role of the teacher will continue to change from being a transmitter of knowledge to becoming a facilitator of learning.
    2. The three "R's" will increasingly evolve into the eight "C's": critical thinking, creative thinking, collaboration, cooperation, computation, communication, computers, and considerateness.
    3. 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

  • 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

  • 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?
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