SAU16 Technology Plan 2013-2016 - Draft

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SAU 16


Technology Plan

2013
-
2016


1


SAU #16





30 Linden Street





Exeter, New Hampshire

603
-
775
-

8400









Technology Plan



2013
-
2016


Serving the towns of Brentwood, East Kingston,
Exeter, Kensington,
Newfields, and Stratham




Pending Approval


SAU 16 Joint School Board



SAU 16


Technology Plan

2013
-
2016


2

SAU #16 Joint School Board


Brentwood School Board

o

Dianne Vosgien

o

Charlie Gargaly

o

Amy Mitchell

o

Jessie Hollister

o

Melissa Litchfield


East Kingston School Board

o

Korrine Bork

o

Christina Cassano
Pelletier

o

Erin Pettinato


Exeter School Board

o

Patrick O’Day

o

Kathy McNeill

o

John Maxwell

o

Jean Tucker

o

Tracy Jeffers


Exeter
Region Cooperative School Board

o

Linda Garey

o

Dave Miller

o

Maggie Bishop

o

Darrell Chichester

o

Kate Segal

o

Alicia Heslop

o

Mark Portu

o

Helen Joyce




Ken
sington School Board

o

Stacy Superenaunt

o

Gary Bonitatibus

o

Barbara Darby





Newfields School Board

o

Kirsten Lord

o

James McIlroy

o

Karla Dalton



Stratham School Board

o

Travis
Thompson

o

Everett Lamm

o

Heidi Hanson

o

Eric von der Linden

o

Bob O’Sullivan


SAU 16


Technology Plan

2013
-
2016


3


SAU 16 Technology Committee


Cooperative Middle School

Andy Littlefield

Marcy Royce

Michael Durant


East Kingston School

Chris Benson


Exeter High School

Beth
Kaputa

Liz Morse

Mark Tobey

Mary Ingham

Richard Pratt


Joint School Board

Mark Portu


Kensington Elementary Schoo
l

Heather Reed

Rebekah Prince


Lincoln and Main Street Schools

Helen Burnham

Beverly Tabet

Cinda Patrie

Nina Baillargeon


Newfields Elementary School

Allison Bzdafka

Charisse Thompson


SAU 16 Support Staff

Barbara Graff


Seacoast Professional
Development Center

Jennifer Middaugh


Seacoast School of Technology

Gary Sinden


Stratham Memorial School

Ellen Sargent

Jessica Valenti

Mary Lou O’
Connor


Swasey Central School

Amy Cantone

Robert Hartnett


Technology Support Services

Ashlee Lambert

Bonnie Murphy

Brian Perry

Carrie Drew

Daryl McKinnon

Steve Garvin


Technology Infrastructure
Services

J.R. Jones

John Deplanche

Ryan Moriarty


SAU #16 Community

Peter Hauk


SAU #16 Administration

Barbara Switzer

Becky Ru
el

Helen Rist

Jim Eaves

John LeSage

Leslie Haslam

Ron Kew

Sandie MacDonald



SAU 16


Technology Plan

2013
-
2016


4

Table of Contents



SAU 16 Statistics




Page 5


SAU 16 Vision, Mission, Goals




Page 6


Technology Vision and Belief Statements




Page 7


Technology Goal Statements




Page 8


Statement of Compliance Ed. 306.08




Page 9


ISTE


NETS Essential Components




Page 11


NETS for Students




Page 13


NETS
for Teachers




Page 15


NETS for Administrators




Page 18


Action Plans




Curriculum and Instruction





Page
21




Technology Access and Resources




Page
24




Communication and Collaboration




Page
29




P
rofessional Development





Page
31


Technology
Evaluation Tools




Page 32


Action Plan Evaluation Rubrics




Page 41


Student
Data Collection
Tools




Page
53


Technology
Budget

Information




Page
57


Technology Department Information




Page
73


SAU 16 Technology Related
Policies and Procedures



P
age
84




SAU 16


Technology Plan

2013
-
2016


5




SAU 16


Technology Plan

2013
-
2016


6

SAU #16 Vision Statement


To provide a rigorous and comprehensive education that will prepare our students for
diverse post
-
secondary educational opportunities, a competitive workplace, and active
civic participation.


SAU #16
Mission


To help students gain knowledge and skills that built intellect, character, and a lifelong
thirst for learning.


SAU #16
Guiding Principles


Provide a rigorous and comprehensive education that challenges all students
.

Master core academic knowledg
e and skills to the best of each individual’s ability
.



Language arts



Mathematics



Science, technology, research, laboratory, and other fundamental academic skills



Social studies



World languages



Fine and performing arts



Health, wellness, family/consumer scie
nce, physical education


Support a culture within our schools that builds strength of mind and character



Critical thinking and analytical skills



Self
-
discipline, self
-
motivation, independence



Effective communication and collaboration skills



Personal
responsibility and respect for others



Ability to adapt and evolve with resiliency and creativity



Passion for learning and challenge



Physical and emotional well
-
being and safety


Prepare students for active participation in community and civic affairs



Appr
eciation of and experience with community service



Opportunities for leadership and community / school involvement



Understanding and appreciation of our democratic society and civil rights


Obtain backing from SAU 16 central office operations to support our

vision and
achievement of these goals



Provide high quality professional services to our member school districts at
reasonable cost to taxpayers



Build and maintain positive relationships among our communities, parents,
schools, and other educational instit
utions



Implement the strategic plan



SAU 16


Technology Plan

2013
-
2016


7

SAU #16 Technology Vision


The vision of technology in SAU #16 is to prepare students to live and work in a society
dominated by digital
communication
.


SAU #16 commits to the following
belief statements
:




We believe

that g
rowth,
acceptance
,

and ubiquity of the Internet are profoundly
important.



We believe that
e
xpertise can be delivered to anyone, anywhere, anytime.



We believe that new technology will allow us to move toward
innovative
learning practices for studen
ts and teachers.


SAU #16 commits to the following
action statements
:




We commit to p
rovide anywhere, anytime

access to technology
,

working toward
a 1:1 goal.




We commit to p
rovide access to a wide range of software, electronic documents,
the Internet, and other digital resources.


SAU #16 commits to the following
instructional statements
:




We will c
reate school environments where there is seamless inclusion of
technology in
classroom activities.



We will i
nstruct students to appropriately and safely communicate, interact or
share information with each other and the world by establishing and following
digital citizenship guidelines.



We will p
rovide students with opportunities t
o create positive digital footprints.



We will
a
nalyze
,
evaluate, and build data systems that measure student
and
teacher
success
.



We will use data to i
nform
and

improve
instructional

practices.





SAU 16


Technology Plan

2013
-
2016


8

Overarching
Goal
:

Create a solid, long
-
term plan that
recognizes

that

t
he implementation of technology is an on
-
going process and not a one
-
time event.


Curriculum and Instruction:


Identify, align, adopt, manage, and assess integrated information literacy and technology
competencies for grades PreK
-
12.


Develop a collaborative model to engage district schools to cooperatively analyze and align
their curriculum with the CCSS and technology competencies.


Advance innovative learning practices for students and teachers

in
an educational
environment where the
re is seamless inclusion of technology and technology resources
.


Technology Access and Resources
:


Convene a one
-
to
-
one/BYOD committee, or subcommittee of the existing technology
committee, to continue researching and piloting BYOD options and strategies
.


Develop and disseminate a clearly defined implementation plans for Google Apps, BYOD and a
1:1 device environment.


Expand existing policy catalog to include, at minimum: Cell Phone Use policy, Bring Your Own
Device policy, Social Media Use Policy,
Google Apps Policy, and Mobile Device Management
Policy


Ensure students have access to cloud based learning tools and opportunities and emerging
technologies that will advance student achievement.


Establish a solid, secure, Network Management Strategy wi
th the ability to monitor and
manage network bandwidth to meet real
-
time needs resulting in 99% uptime.


Communication:


Ensure that technology information is shared across the SAU #16 and with the community.


Prepare students to appropriately and safely

communicate, interact, and share information
with each other and the world while simultaneously helping them as they begin to create
positive digital footprints.


Professional Development and Support:


Provide effective professional development in the are
a of technology and technology literacy
al
igned with NETS, ISTE, NH School Approval, the CCSS, the SAU #
16
Professional
Development Master Plan, local area improvement plans, NH professional standards, the SAU
#16
technology goals
,

and the SAU #16 grade le
ve
l technology scope and sequence.

SAU 16


Technology Plan

2013
-
2016


9

This Technology Plan, shall at minimum, meet the standards for public school approval,
as outlined in
Ed 306.08 Instructional Resources
.


Ed 306.08 Instructional Resources.

(a) The local school board shall require that
each school:

(1) Provides a developmentally appropriate collection of instructional resources,
including online and print materials, equipment, and instructional technologies,
that shall be current, comprehensive, and necessary to support the curriculum as

well as the instructional needs of the total school population;

(2) Provides that instructional resources are, as appropriate:

a. Catalogued and classified according to practices accepted by the American
Library Association as specified in the Anglo
-
Ameri
can Cataloguing Rules,
Second Edition (AACR2), 2002 edition;

b. Organized to make them accessible to students and staff;


c. Managed through circulation policies and procedures that are designed to
maximize the use of the resources; and

d. Utilize communit
y resources;

(3) Provides instructional resources to all students and staff from designated
space(s) in each school, including:

a. Ready access to instructional resources, including those available online or
through interlibrary loan;

b. Instruction in:

1.

Accessing information efficiently and effectively;

2. Evaluating information critically and competently;

3. Using information accurately and creatively;

4. Pursuing information related to personal interests;

5. Appreciating literature and other creative e
xpressions of information;

6. Striving for excellence in information
-
seeking and knowledge generation;

7. Recognizing the importance of information to a democratic society;

8. Practicing ethical behavior in regard to information and information technology;

and

9. Participating effectively in groups to pursue and generate information; and

c. Activities to promote the development of reading, viewing, and listening skills;
and

SAU 16


Technology Plan

2013
-
2016


10

(4) Implements a written plan for the ongoing development, organization,
acquisition
, maintenance, replacement, and updating of instructional resources
necessary to support the needs of the user population and the curriculum.

(b) At a minimum, the plan implemented under (a)(4) above shall:

(1) Provide an analysis and assessment of the
present instructional resources based
on:

a. The needs of the user population and the curriculum;

b. Accessibility of instructional resources to all students and staff;

c. Strengths and weaknesses of the present instructional resources; and

d. Resources av
ailable within the district, the local community, and beyond;

(2) Reflect developing instructional technologies; and

(3) Establish priorities, criteria, timelines, and procedures for the selection,
acquisition, maintenance, and replacement of instructional

resources which shall
include but not be limited to:

a. Online materials,

b. Print materials,


c. Equipment, and

d. Instructional technologies.






SAU 16


Technology Plan

2013
-
2016


11


Professional Development and Curriculum Outcomes based on

ISTE: NETS
-

Essential Conditions


Necessary conditions to effectively leverage technology for learning:


Shared Vision

Proactive leadership in developing a shared vision for educational technology among
all education stakeholders, including teachers and support staff, school and district
administrators, teacher educators, students, parents, and the community


Empowered Le
aders

Stakeholders at every level empowered to be leaders in effecting change


Implementation Planning

A systemic plan aligned w
ith a shared vision for school
effectiveness and student
learning through the infusion of information and comm
unication techn
ology (ICT)
and
digital learning resources


Consistent and Adequate Funding

Ongoing funding to support technology infrastructure, personnel, digital resources,
and staff development



Equitable Access

Robust and reliable
access to current and emerging
t
echnologies and digita
l
resources, with connectivity
for all students, teachers, staff, and school leaders


Skilled Personnel

Educators, support staff, an
d other leaders skilled in the
selection and effective use of
appropriate ICT resources


Ongoing Pr
ofessional Learning

Technology
-
related p
rofessional learning plans and
opportunities with dedicated
time to practice and share ideas



Technical Support

Consistent and reliab
le assistance for maintaining,
renewing, and using ICT and
digital learning reso
urces


Curriculum Framework

Content standards
and related digital curriculum
resources that are aligned with and
support digital age learning and work



Student
-
Centered Learning

Planning, teaching, and assessment centered around the needs and abilities of
students


SAU 16


Technology Plan

2013
-
2016


12


Assessment and Evaluation

Continuous assessment of teaching, learning, and leadership, and evaluation of
the use of ICT and digital resources


Engaged Communities

Partnerships and collaboration within communities to support and fund the use
of ICT and digital learning resources


Support Policies

Policies, financial plans, accountability measures, and incentive structures to
support the use of ICT and other digital

resources for learning and in district
school operations


Supportive External Context

Policies and initiatives at the national, regional, and local levels to support
schools and teacher preparation programs in the effective implementation of
technology
for achieving curriculum and learning technology (ICT) standards


1





1

1
iste.org/nets

Copyright © 2009 International
Society for Technology in Education

All rights reserved. No part of this material may be reproduced without written permission from copyright owner.


SAU 16


Technology Plan

2013
-
2016


13

NETS for Students


1.

Creativity and Innovation



Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.

Students:



a.

apply existing knowledge to generate new ideas, products, or processes.

b.

create original works as a means of personal or group expression.

c.

use models and simulations to explore complex systems and issues.

d.

identify trends and forecast
possibilities.



2.


Communication and Collaboration



Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.

Students:



a.

interact, collaborate, and publish with peers, experts, or others employing
a variety of digital environments and media.

b.

communicate information and ideas effectively to multiple audiences using
a variety of media and formats.

c.

develop cultural
understanding and global awareness by engaging with
learners of other cultures.

d.

contribute to project teams to produce original works or solve problems.



3.


Research and Information Fluency



Students apply digital tools to gather, evaluate, and use information.

Students:



a.

plan strategies to guide inquiry.

b.

locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.

c.

evaluate
and select information sources and digital tools based on the
appropriateness to specific tasks.

d.

process data and report results.



4.


Critical Thinking, Problem Solving, and Decision Making



Students use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate
digital tools and resources.

Students:



a.

identify and define authentic problems and significant question
s for
investigation.

b.

plan and manage activities to develop a solution or complete a project.

c.

collect and analyze data to identify solutions and/or make informed
decisions.

d.

use multiple processes and diverse perspectives to explore alternative
solutions.




SAU 16


Technology Plan

2013
-
2016


14


5.


Digital Citizenship



Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.

Students:



a.

advocate and practice safe, legal, and responsible use of information
and
technology.

b.

exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.

c.

demonstrate personal responsibility for lifelong learning.

d.

exhibit leadership for digital citizenship.



6.


Technology
Operations and Concepts



Students demonstrate a sound understanding of technology concepts,
systems, and operations.

Students:



a.

understand and use technology systems.

b.

select and use applications effectively and productively.

c.

troubleshoot
systems and applications.

d.

transfer current knowledge to learning of new technologies.




2





2

2
© 2007 International Society for Technology in Education.



ISTE® is a registered trademark of the Int
ernational Society for Technology in Education.


SAU 16


Technology Plan

2013
-
2016


15

NETS for Teachers


Effective teachers model and apply the NETS∙S as they design, implement, and assess
learning experiences to engage students and improve
learning; enrich professional
practice; and provide positive models for students, colleagues, and the community. All
teachers should meet the following standards and performance indicators.


1. Facilitate and Inspire Student Learning and Creativity:

Teach
ers use their
knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both face
-
to
-
face and virtual environments.


a. Promote, support, and model creative and

innovative thinking and inventiveness


b. Engage students in exploring real
-
world issues and solving authentic problems
using digital tools and resources


c. Promote student reflection using collaborative tools to reveal and clarify
students’ conceptual u
nderstanding and thinking, planning, and creative processes


d. Model collaborative knowledge construction by engaging in learning with
students, colleagues, and others in face
-
to
-
face and virtual environments


2. Design and Develop Digital Age Learning:

Experiences and Assessments
.
Teachers design, develop, and evaluate authentic learning experiences and assessment
incorporating contemporary tools and resources to maximize content learning in
context and to develop the knowledge, skills, and attitudes id
entified in the NETS∙S.


a. Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity



b. Develop technology
-
enriched learning environments that enable all students to
pursue the
ir individual curiosities and become

active participants in setting
their
own educational goals, managing their own learning, and assessing their own
progress


c. Customize and personalize learning activities to address students’ diverse
learning styles, w
orking strategies, and abilities using digital tools and resources


d. Provide students with multiple and varied formative and summative
assessments aligned with content and technology standards and use resulting data
to inform learning and teaching




SAU 16


Technology Plan

2013
-
2016


16

3.
Model Digital Age Work and Learning:

Teachers exhibit knowledge, skills, and
work processes representative of an innovative professional in a global and digital
society.


a. Demonstrate fluency in technology systems and the transfer of current
knowledge t
o new technologies and situations


b. Collaborate with students, peers, parents, and community members using digital
tools and resources to support student success and innovation


c. Communicate relevant information and ideas effectively to students, paren
ts, and
peers using a variety of digital age media and formats


d. Model and facilitate effective use of current and emerging digital tools to locate,
analyze, evaluate, and use information resources to support research and learning


4. Promote and Model
Digital Citizenship and Responsibility
:
Teachers understand
local and global societal issues and responsibilities in an evolving digital culture and
exhibit legal and ethical behavior in their professional practices.


a. Advocate, model, and teach safe,
legal, and ethical use of digital information and
technology, including respect for copyright, intellectual property, and the
appropriate documentation of sources


b. Address the diverse needs of all learners by using learner
-
centered strategies
providing
equitable access to appropriate digital tools and resources


c. Promote and model digital etiquette and responsible social interactions related
to the use of technology and information


d. Develop and model cultural understanding and global awareness by en
gaging
with colleagues and students of other cultures using digital age communication and
collaboration tools


5. Engage in Professional Growth and Leadership
:
Teachers continuously improve
their professional practice, model lifelong learning, and exhibit
leadership in their
school and professional community by promoting and demonstrating the effective use
of digital tools and resources.


a. Participate in local and global learning communities to explore creative
applications of technology to improve studen
t learning


b. Exhibit leadership by demonstrating a vision of technology infusion,
participating in shared decision making and community building, and developing
the leadership and technology skills of others


SAU 16


Technology Plan

2013
-
2016


17

c. Evaluate and reflect on current research a
nd professional practice on a regular
basis to make effective use of existing and emerging digital tools and resources in
support of student learning


d. Contribute to the effectiveness, vitality, and self
-
renewal of the teaching
profession and of their sc
hool and community


3






3

NETS∙T © 2008 International Society for Technology in Education.

ISTE® is a registered trademark of the International Society for Technology in Education.


SAU 16


Technology Plan

2013
-
2016


18

NETS for Administrators


I. LEADERSHIP AND VISION

Educational leaders inspire a shared vision

for
comprehensive integration of technology and foster an

environment and culture
conducive to the realization of that vision.


Educational leaders:


A. facilitate the shared development by a
ll stakeholders of a vision for
technology
use and widely communicate that vision.


B. maintain an inclusive and cohesive process to develop, implement,

and
monitor a dynamic, long
-
range, and
systemic technology plan

to achieve the
vision.


C. foster and nurture a culture of responsible risk
-
taking and advocate

policies
promoting continuous innovation with technology.


D. use data in making leadership decisions.


E. advocate for research
-
based

effective practices in use of technology.


F. advocate, on the state and national levels, for policies, programs,

and funding
opportunities that support implementation of the

district technology plan.


II. LEARNING AND TEACHING

Educational leaders ensure
that

curricular design,
instructional strategies, and learning environments

integrate appropriate
technologies to maximize learning and teaching.


Educational leaders:


A. identify, use, evaluate, and promote appropriate technologies to

enhance and
suppor
t instruction and standards
-
based curriculum

leading to high levels of
student achievement.


B. facilitate and support collaborative technology
-
enriched learning

environments conducive to innovation for improved learning.


C. provide for learner
-
centered
envi
ronments that use technology to
meet the
individual and diverse needs of learners.


D. facilitate the use of tech
nologies to support and enhance
instructional methods
that develop higher
-
level thinking, decision

making, and problem
-
solving skills.


E.

provide for and ensure that facu
lty and staff take advantage of
quality
professional learning opportunities for improved learning

and teaching with
technology.

SAU 16


Technology Plan

2013
-
2016


19


III. PRODUCTIVITY AND PROFESSIONAL PRACTICE

Educational leaders

apply
technology to enhance th
eir professional practice and to

increase their own
productivity and that of others.


Educational leaders:


A. model the routine, intentional, and effective use of technology.


B. employ technology for communication and collaboration among

colleagues,
staff, parents, students, and the larger community.


C. create and participate in learning communities that stimulate,

nurture, and
support faculty and staff in using technology for

improved productivity.


D. engage in sustained, job
-
related professional
learning using

technology
resources.


E. maintain awareness of emerging technologies and their potential

uses in
education.


F. use technology to advance organizational improvement.


IV. SUPPORT, MANAGEMENT, AND OPERATIONS

Educational

leaders ensure the
integration of technology to support

productive systems for learning and
administration.


Educational leaders:


A. develop, implement, and monitor policies and guidelines to

ensure
compatibility of technologies.


B. implement and use integrated technology
-
based management

and operations
systems.


C. allocate financial and human resources to ensure complete and

sustained
implementation of the technology plan.


D. integrate strategic plans, technology plans, and other

improvement plans and
policies to align
efforts and leverage

resources.


E. implement procedures to drive continuous improvements of

technology
systems and to support technology replacement

cycles.





SAU 16


Technology Plan

2013
-
2016


20



V. ASSESSMENT AND EVALUATION

Educational leaders use

technology to plan
and implement
comprehensive systems of

effective assessment and evaluation.


Educational leaders:


A. use multiple methods to assess and evaluate appropriate uses

of technology
resources
for learning, communication, and
productivity.


B. use technology to collect and an
alyze data, interpret results,

and communicate
findings to improve instructional practice

and student learning.


C. assess staff knowledge, skills, and performance in using

technology and use
results to facilitate quality professional

development and to in
form personnel
decisions.


D. use technology to assess, evaluate, and manage administrative

and operational
systems.


VI. SOCIAL, LEGAL, AND ETHICAL ISSUES

Educational leaders

understand the
social, legal, and ethical issues related to

technology and model

responsible decision
-
making related to

these issues.


Educational leaders:


A. ensure equity of access to technology resources that enable

and empower all
learners and educators.


B. identify, communicate, model, and enforce social, legal, and

ethical
practices to
promote responsible use of technology.


C. promote and enforce privacy, security, and online safety

related to the use of
technology.


D. promote and enforce environmentally safe and healthy

practices in the use of
technology.


E. participate
in the development of policies that clearly enforce

copyright law
and assign ownership of intellectual property

developed with district resources.


4





4

NETS Project, copyright © 2002, ISTE,
800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l),

iste@iste.org, www.iste.org. All rights reserved.

Copyright © 2002,
International Society for Technology in Education


SAU 16


Technology Plan

2013
-
2016


21

Action
Plans


Curriculum and Instruction:


Identify, align, adopt, manage, and assess integr
ated information literacy and technology competencies for grades PreK
-
12.


Action Steps


Timeline

Year 1

13/14

Year 2

14/15

Year 3

15/16

Continue the process of researching best practice for integrating the technology competencies into content areas,
beginning with SAU 16 successful practices. Include opportunities to introduce (frequently in a group computer lab
activity), practice (typically in daily instruction), and show mastery of (demonstrated in an individual student project or
group culminatin
g event) each technology competency.**

X

X

X

Outline the technology enhanced roles teachers are expected to take in the learning process.

X

X

X

Research and select a tool/system to monitor the progress of individual student mastery of the technology
competencies from Kindergarten through grade 12. Investigate options within Google to track this information as an
digital student portfolio.

X

X

X

Provide professional development for teachers and staff for the purposes of supporting students in the development of
their digital portfolio.

X

X

X

Continue to offer and expand a diverse array of professional development options to support the attainment

of the NETS
for Teachers and Administrators competencies by all staff. Provide opportunities for staff, including teachers,
administrators, and support personnel, to engage in technology integration focused staff development opportunities.

X

X

X


** Ed
306.08 Resources to Include:



A developmentally appropriate collection of instructional resources, including online and print materials, equipment, and ins
tructional technologies, that
shall be current, comprehensive, and necessary to support the curriculum

as well as the instructional needs of the total school population.



Instructional resources are, as appropriate:

a. Catalogued and classified according to practices accepted by the American Library Association as specified in the Anglo
-
American Cataloguing

Rules,
Second Edition (AACR2), 2002 edition;

b. Organized to make them accessible to students and staff;


c. Managed through circulation policies and procedures that are designed to maximize the use of the resources; and

d. Utilize community resources.

SAU 16


Technology Plan

2013
-
2016


22

Develop a collaborative model to engage district schools to cooperatively analyze and align their curriculum with the CCSS an
d
technology competencies.**


Action Steps


Timeline

Year 1

13/14

Year 2

14/15

Year 3

15/16

Continue the current process of
analyzing the Common Core State Standards (
CCSS
)

from the perspective of technology
skills (ICT literacy) requirements.

X

X

X

Solicit representation from the individual elementary schools, middle, and high schools to convene one SAU wide team
to conduct

this analysis of the CCSS for technology integration that can be further customized by each individual school
district’s curriculum team.

X



Research and adopt a PreK
-
12 integration matrix that identifies the specific content areas and CCSS where techno
logy
tools, skills, and/or resources are appropriate and/or required.

X



Seek, develop and document and share s
trategies and
resources to
support teacher’s efforts
to
understand how to
incorporate the technology components into daily content delivery and
formative
assessment.

X

X

X


**Ed 306.42


Plans should continue to promote 8
th

grade competency of the required high school .5 credit in computer literacy.

SAU 16


Technology Plan

2013
-
2016


23

Advance
innovative learning practices for students and teachers.
**


Action Steps


Timeline

Year 1

13/14

Year 2

14/15

Year 3

15/16

Investigate innovative classroom and instructional practices, such as, Flipped Classroom, Project Based Learning (sample
at:
http://www.bie.org/
),
competency based learning, blended

and virtual

learning, collaborative electronic learning,
student centered learning, and response to instruction.
***

X

X


Pilot innovative classroom and instructional practices, such as, Flipped Classroom, Project Based Learning (sample at:
http://www.bie.org/
),
competency based learning, blended

and virtual

learning, collaborative electron
ic learning,
student centered learning, and response to instruction.


X

X

Transform K
-
5 Technology Mentor Program into a formalized Technology Integrator or “Coach” position.



X

Enhance the role of the Library/Media Specialist to incorporate the use te
chnology to promote innovative learning
practices for students and teachers.



X


** Ed 306.08 To Include:

a. Providing access to instructional resources, including those available online or through library loan.

b. Providing instruction in:

1.
Accessing information efficiently and effectively.

2. Evaluating information critically and competently.

3. Using information accurately and creatively.

4. Pursuing information related to personal interests.

5. Appreciating literature and other creative ex
pressions of information.

6. Striving for excellence in information
-
seeking and knowledge generation.

7. Recognizing the importance of information to a democratic society.

8. Practicing ethical behavior in regard to information and information technology.

9. Participating effectively in groups to pursue and generate information.

c. Promoting activities useful in the development of reading, viewing, and listening skills.


d.
A continued evaluation of instructional staff and technical support at each grade
range (P
-
5, 6
-
8, 9
-
12) to ensure attainment of technology and instructional goals.


*** Ed 306.22 Innovative Learning Strategies


SAU 16


Technology Plan

2013
-
2016


24

Technology Access and Resources
:


Develop and disseminate a clearly defined implementation plans for Google Apps and a 1:1 dev
ice environment.


Action Steps


Timeline

Year 1

13/14

Year 2

14/15

Year 3

15/16

Convene a sub
-
committee of the SAU Technology Committee to complete the task of defining, implementing, and
monitoring a formal plan to implement Google Apps for Education
(GAFE) and a 1:1 initiative, including professional
development and support.

X



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

X

X


Include

the following

elements in the implementation plan
:

1) Phased timeline for student email rollout for each instructional level and each school/district.

2) Phased timeline f
or rollout of
Google Apps for Education (GAFE)
by levels and districts,

3)

Phased timeline for rollout of
1:1

by levels and districts,

4) Creation and support of implementation team to provide Google Apps for Education (GAFE) professional development,

X

X


Along with the Google phase
-
in plan, develop a phase out and/or reduction in use strategy for other productivity suites,
so the district to focus PD efforts on primary productivity applications.

X

X













SAU 16


Technology Plan

2013
-
2016


25


Convene 1:1 and
BYOD committee
s

to continue researching
, conduct applicable cost
-
benefit analysis,

and pilot
options and
strategies as appropriate.


Action Steps

*Denotes that step has already started.

Timeline

Year 1

12/13

Year 2

13/14

Year 3

14/15

Convene a group of SAU
-
wide
group of
Coop parents, students, district leadership, along with teachers and school
leadership. This committee would be charged with the following:

1) Define both one
-
to
-
one and

Bring Your Own Device

(
BYO
D) efforts

2) Conduct cost benefit analysis for b
oth 1:1 and BYOD (ex: reducing/eliminate text books, redefine space, and other
applicable areas of saving should be included)


3
) Identify content areas and potential devic
es for pilots


4
)
Identify, develop, and approve any necessary policy or procedure r
equirements for a one
-
to
-
one BYOD pilot

5)
Set priorities, timelines, and evaluation metrics for pilot implementations,
and

6
) Research funding, ownership strategies,
insurance,
and develop budget for a phased

full scale implementation.

X

X

X

Review current literature on one
-
to
-
one and BYOD, both pros and cons, with attention to current conditions in SAU 16
regarding infrastructure, wireless access, technical and end
-
user support capacity, and teacher readiness to
incorporate technology tools i
nto daily instruction.*

X*



Review and u
se

as appropriate the tools available at the K12 Blueprint Bring Your Own Device Toolkit at

http://k12blueprint.com/byod

that includes:



Getting Started with BYOD
document



Planning and Implementation Framework



BYOD Implementation Challenges document



Mobile Technology Scenarios



Mobile Learning: the Next Wave of K
-
12 Education Innovation document



Exemplar BYOD Presentations



District Readiness Checklist



Teacher
Readiness Checklist



BYOD Case Studies (Forsythe County Schools and Oak Hills Local SD)



BYOD Sample Acceptable Use Polices

X

X




SAU 16


Technology Plan

2013
-
2016


26

Expand existing policy catalog to include, at minimum: Cell Phone Use policy, Bring Your Own Device policy, Social Media Use
P
olicy, Google Apps Policy, and Mobile Device Management Policy.


Action Steps

*Denotes that step has already started.

Timeline

Year 1

12/13

Year 2

13/14

Year 3

14/15

Identify school communities that have successful student cell phone, personal computing

device (BYOD), and social
media use policies for extended learning opportunities in place.

X*

X

X

Visit identified communities to see the student cell phone use, BYOD, and social media policies in real
-
world teaching
and learning situations.

X*

X

X

Adopt and adapt successful policies for SAU 16 consideration, acceptance, and implementation. Review with school and
district legal representation, as individual district policy requires.


X

X

Take the new policies through SAU 16, and as required indivi
dual elementary school district, policy and school
committees for approval.




X

Develop
a professional development plan to educate school leaders on the appropriate use and enforcement of the new
policies regarding personal computing devices and the use
of social media for extended learning opportunities.



X

Implement a plan to inform the school community, especially parents and students, about the new policies including
enforcing appropriate use and sanctions for inappropriate use of personal devices i
n school learning environments and on
school property.



X

Evaluate the value and success of using personal devices for extended learning opportunities on a yearly basis for at
least the first three years after implementation.



X




SAU 16


Technology Plan

2013
-
2016


27

Ensure students
have access to cloud based learning tools and opportunities and emerging technologies that will advance student
achievement.


Action Steps


Timeline

Year 1

13/14

Year 2

14/15

Year 3

15/16

Ensure annual budgets provide resources to support the technology

needs of students, teachers and staff.

X

X

X

Ensure infrastructure and hardware is in place to
support student learning.


X

X

X

Create and budget for the implementation of a computing device life cycle schedule that maintains end user device at
or below

five years of service.


X





**Ed. 306.08
-

All access and resource plans will include provisions for the equitable access of and to instructional resources.



Resource and implementation plans will include
provisions for ongoing development,
organization, acquisition, maintenance, replacement, and updating of
instructional resources necessary to support the needs of the user population and the curriculum.



Access plans will include assessment of the present instructional resources based on:

o

The

needs of the user population and the curriculum;

o

Accessibility of instructional resources to all students and staff;

o

Strengths and weaknesses of the present instructional resources; and

o

Resources available within the district, the local community, and bey
ond;



Access plans will reflect developing instructional technologies, and will include priorities, criteria, timelines and procedu
res for the selection, acquisition,
maintenance, and replacement of instructional resources which shall include but not be lim
ited to: online materials, print materials,

equipment, and
instructional technologies.


SAU 16


Technology Plan

2013
-
2016


28

Establish a solid, secure, Network Management Strategy with the ability to monitor and manage network bandwidth to meet real
-
time needs resulting in 99% uptime.



Action Steps

*Denotes that step has already started.

Timeline

Year 1

12/13

Year 2

13/14

Year 3

14/15

Complete the implementation and testing of the Fair Point Virtual Private Network (VPN).*

X
*



Identify areas where network and Internet services can
be consolidated and managed over the VPN such as a single SAU
16 network firewall and content filtering solution.*

X
*

X


Work with all SAU 16 technology personnel to assess and specify hardware and software requirements for network
monitoring, notificatio
n of event alerts, and a web interface for real
-
time network health and administration.*

X
*

X


Adopt network performance metrics to compare real
-
time network uptime, bandwidth and availability heuristics against
the adopted standard.*

X
*

X


Select,
purchase, and install hardware and software tools to monitor real
-
time user needs and control network
bandwidth and data traffic. This should include

support
for additional applications

and

the provision of

high
-
quality

network and data security
.


X

X

Map

all SAU 16 server equipment locations and determine age and health, services provided, and utilization of
computing and storage capacity.


X

X

Evaluate which servers can be virtualized as a means to
improve server management and reduce maintenance and
su
pport costs
.


X

X

Select, purchase, and install virtualization hardware and software and create a 3 to 5 year server virtualization
implementation roadmap.


X

X

W
ork with
SAU 16

technology personne
l to evaluate any cost saving that will be realized by
transitioning from current
MS License Agreement
for

Office
and other server
-
based software

applications

to using Softwar
e as a Service (SaaS) or
Cloud
-
b
ased applications
.


X

X

Take cloud
-
based versus server
-
based analysis to the appropriate SAU leadership

for review, approval, and identification
of funding options.


X

X



SAU 16


Technology Plan

2013
-
2016


29

Communication and Collaboration:


Ensure that technology information is shared across the SAU #16 and with the community.


Action Steps


Timeline

Year 1

13/14

Year 2

14/15

Year 3

15/16

Develop and implement a communication process using traditional means and social media to inform all SAU 16 and
individual elementary school district administrators as well as all school
-
based staff on technology initiatives and
successes.

X

X

X

Encourage school
-
based staff to provide, and the Technology Committee to gather and disseminate, information on how
technology is being used, what is learned from the efforts and experiences of teachers and students, and how other SAU
16 schools and classr
ooms can adapt, adopt, and replicate technology integration and use successes.

X

X

X

Develop, implement and monitor the processes and mechanisms to provide administration with feedback on classroom
technology integration and innovative teaching strategies

including their effectiveness on student learning. (ex. On
-
line
survey, community survey, student technology skills survey, student assessment results)

X

X

X

Charge the Technology Committee with identifying strategies for measuring the yearly success of

the information
communication process, identifying ways to improve, and implementing improvement strategies. ie. Annual online
survey, asking for comments on a Facebook page, etc. Additional data tools to include: LoTi Survey, TAGLIT and other
ICT Liter
acy assessment rubrics.

X

X

X





SAU 16


Technology Plan

2013
-
2016


30

Prepare students to appropriately and safely communicate, interact, and share information with each other and the world while

simultaneously helping them as they begin to create positive digital footprints.


Action Steps


Timeline

Year 1

13/14

Year 2

14/15

Year 3

15/16

Investigate digital awareness educational programs, such as, Digital Passport
(
https://www.digitalpassport.org/educator
-
registration
),

to be used with students.

X



Implement digital awareness educational programs, such as, Digital Passport
(
https://www.digitalpassport.org/educator
-
registration
), to be used with
students.


X


Evaluate, maintain, improve upon digital awareness educational programs, such as, Digital Passport
(
https://www.digitalpassport.org/educator
-
registration
), to be used with

students.



X



SAU 16


Technology Plan

2013
-
2016


31

Professional Development and Support:


Provide effective professional development in the area of technology and technology literacy aligned with NETS, ISTE, the SAU

#16
technology goals and the SAU #16 grade level technology scope and seq
uence.


Action Steps


Timeline

Year 1

13/14

Year 2

14/15

Year 3

15/16

Support SAU #16 school districts with respect to preparing students, teachers, and schools for high performance and
online assessments.

X

X

X

Provide collaborative opportunities to
allow staff and students to share ideas and creations.

X

X

X

Work with the Professional Development
C
ommittee
to provide opportunities to support this effort
.

X

X

X

Support and promote the work of the SPDC in providing professional development opportunit
ies in SAU #16.

X

X

X

Provide teachers and administrators with access to a building level Technology Integrator/Coach to assist in the
implementation and inclusion of ISTE NETS
-
A, NETS
-
T, NETS
-
S.



X

Develop or adopt survey materials that produce data
and reports relative to teacher implementation of technology
standards, and the use of technology devices in the classroom. (ex. On
-
line survey for students and parents to complete
and inclusion of technology standards in the teacher evaluation documents)

X



Collect evidence, including anecdotal, that demonstrates the shift toward, and inclusion of, ISTE NETS
-
A, NETS
-
T, NETS
-
S in all SAU 16 districts/schools.


X

X

Technology Evaluation Tools:

The Technology Committee will evaluate
progress at the end of each plan year using
the following tools:



NH School Technology Readiness Rubrics provided by the NHDOE/NHEON



The SAU 16 Technology Action Plans



Surveys, Evaluations and Feedback provided by member school districts


New Hampshire
School Technology and Readiness Chart

How to use this chart:

Assess your districts levels for each row/item
and fill in the appropriate level numbers in the
last column of the chart.

About the chart:


The NH STaR Chart was derived from the Massachusetts

and Texas chars of the same name.

Teaching & Learning:

T & L2


Patterns of Teacher Use

Teaching & Learning:

T & L5


Patterns of Student Use

Professional Development:

PD2


Capabilities of Educators

Administration & Support:

A & S2


Technical Suppor
t

Administration & Support:

A & S3


Curriculum Integration Staffing

Administration & Support:

A & S5


Budget Allocated for Technology

Infrastructure for Technology:

IN2


Students per Instructional Computer

Infrastructure for Technology:

IN3


Internet Access

Infrastructure for Technology:

IN4


E
-
learning Environments

Infrastructure for Technology:

IN5


LAN/WAN


This NH STaR chart is also used to provide guidance to the NH DOE about grant
distribution by offering a common set of goals. The
re are several assumptions built
into this work:




That technology should be integrated into teaching and learning so that its use
extends opportunities and potential for all students.



That the effective use of technology involves the many elements specifie
d in the
chart by the 23 columns. Technology in education, used appropriately and
effectively, is a complex set of interactions of people, materials, infrastructure
and continuous support. It is not a single investment at one time.



That the chart is revie
wed and updated annually.



The chart is “forward looking” because technology constantly
changes and
educators need to consider how these changes impact teaching and learning.



The chart strikes a balance between what is reasonable in schools given the
current funding and what is desirable given our goals for student learning and
the communities’ expectations.


Focus Areas /
Levels of Progress

Early Tech

Developing Tech

Proficient Tech

Advanced Tech

Our
District
Levels
2014

Our
District
Levels
2015

Our
District
Levels
2016

1

2

3

4

T&L
1

Impact of
Technology
on Teacher
Role

Mostly teacher
-
centered
lectures. Minimal student
use of technology in
instruction.

Mostly teacher directed
learning. Students use
technology to work on
individual projects

Mostly teacher facilitated
learning. Students use
technology for cooperative
projects in their own
classroom.

Mostly student
-
centered
learning, teacher as
mentor/facilitator. Students
use technology to
communicate and
collaborate outsi
de the
classroom.







T&L
2

Patterns of
Teacher Use

85% of teachers use
technology as a productivity
tool (e.g. e
-
mail, grades)
and/or as a classroom
supplement (e.g. drill and
practice).

85% of teachers explore
using technology to support
curriculum
goals (e.g.
research, lesson planning)

85% of teachers use
technology for research,
lesson planning, multimedia
and graphical presentations
and simulations, and share
technology uses with
colleagues.

85% of teachers integrate
evolving technologies that
tra
nsform the teaching
process by allowing for
greater levels of access,
interest, inquiry, analysis,
collaboration, creativity, and
content production.







T&L
3

Design of
Instructional
Setting

Mostly computer labs or
libraries; scheduled use
only.

Labs,
libraries, many
classrooms; flexible
scheduling.

Lab, libraries, all
classrooms, and portable
technology (e.g. wireless
laptops or handheld
electronic devices); flexible
scheduling.

Seamlessly integrated
throughout classes and all
content areas. Technology

is
available anytime both in
school and within the
community.







T&L
4

Curriculum
Areas

Limited to teaching
technology skills at different
grade levels.

Use of technology is minimal
in a few curricular areas
across grade levels.

Integrated into most
Framework curricular areas
and activities at all grade
levels.

Integral to all curricular areas
at all grade levels.







T&L
5

Patterns of
Student Use

85% of students are
developing some of the ICT
literacy skills and artifacts as
described in Ed
306.42.

85% of students show
proficiency in some of the
ICT literacy skills and
artifacts as described in Ed
306.42.

85% of students show
proficiency in all of the ICT
literacy skills as described in
Ed 306.42 and
demonstrated within their
digital portfoli
os.

All students show proficiency
in all of the ICT literacy skills
as described in Ed 306.42
and demonstrated within
their digital portfolios.








SAU 16


Technology Plan

2013
-
2016


34

Focus Areas / Levels
of Progress

Early Tech

Developing Tech

Proficient Tech

Advanced Tech

Our
District
Levels
2014

Our
District
Levels
2015

Our
District
Levels
2016

1

2

3

4

PD
3

Leadership
and
Capabilities of
Building
Principals and
District
Administrators

Recognizes benefits of
technology in instruction to
improve learning outcomes
for all students.
Minimal
personal use (email, word
processing, internet browser
use, etc.). Awareness of
national standards for
administrators.

Supports use of technology
in instruction. Uses
technology in daily work.
Approaching proficiency of
national standards for
admi
nistrators.

Recognizes and identifies
exemplary use of
technology in instruction.
Uses technology skills in
daily work such as research
and communication and
models appropriately with
staff. Provides constructive
feedback to teachers on
their technology u
se.

Promotes exemplary use of
technology in instruction.
Models and uses in daily
work in communication,
presentations, on
-
line
collaborative projects, and
management tasks.
Develops a school culture
that expects all teachers to
use technology. Advocates
i
n the community for the
integration of technology in
instruction. Expects all
teachers to use technology
well.







PD
4

Models of
Professional
Development

Whole group, skill based
training with minimal follow
-
up.

Whole group curriculum
-
based training
with follow
-
up
to facilitate classroom
implementation.

Coaching, modeling best
practices, district
-
based
mentoring. Involvement in a
development / improvement
process. Study groups.

Creates a culture of inquiry,
sharing and knowledge
building. Anytime lear
ning
available through a variety
of delivery systems (e.g.
Just in time support,
mentoring, peer
observation).







PD
5

Levels of
Understanding

Most at entry or adoption
stage (Students learning to
use technology; teachers
use technology to support
traditional instruction).

Most at adaptation stage
(technology used to enrich
curriculum). Most beginning
to use with students.

Most at appropriation stage
(technology is integrated,
used for its unique
capabilities).

Most at invention stage
(teachers disc
over and
accept new uses for
technology).










SAU 16


Technology Plan

2013
-
2016


35

Focus Areas /
Levels of Progress

Early Tech

Developing Tech

Proficient Tech

Advanced Tech

Our
District
Levels
2014

Our
District
Levels
2015

Our
District
Levels
2016

1

2

3

4

PD
6

Universal
Access:
Integration of
Universal
Design and
Assistive
Technology

Emerging awareness of
universal design and
assistive technologies
(hardware/software) limited
to special educators; few
examples across the district
of universal design
strategies or assistive
technology used to promote
access to the general
curriculum.

Awareness of universal
design and assistive
technologies
(hardware/software) by
special educators & some
general educators; universal
design strategies or assistive
technology used to promote
ac
cess to the general
curriculum demonstrated
across all grade levels.

Awareness of universal
design and assistive
technologies
(hardware/software) by
special educators & most
general educators; universal
design strategies or assistive
technology used to pro
mote
access to the general
curriculum demonstrated
across all grade levels; staff
are designated to provide AT
assessment, procurement,
support (training) and
maintenance.

Systemic adoption of
universal design curriculum
development strategies and
the seam
less integration of
assistive technology to
promote access to the
general curriculum for all
students; staff are
designated to provide AT
assessment, procurement,
support (training), and
maintenance.











SAU 16


Technology Plan

2013
-
2016


36

Focus Areas /
Levels of Progress

Early Tech

Developing Tech

Proficient Tech

Advanced Tech

Our
District
Levels
2014

Our
District
Levels
2015

Our
District
Levels
2016

1

2

3

4

A&S
1

Vision and
Planning

Minimal technology plan;
technology used mainly for
administrative tasks such as
word
processing, budgeting,
attendance, grade book.

The technology plan is
approved by the School
Board & supported by the
Superintendent. The plan is
collaboratively developed by
key stakeholders (e.g.,
teachers, parents,
community members, local
business &

individuals
w/disabilities), guiding policy
& practice. Addresses local
district teaching & learning
standards.

The technology plan is
integrated into the district
professional development
and school improvement
plans; used for internal
planning, budgeti
ng,
applying for external funding
and discounts. Teachers /
administrators have a vision
for technology use in support
of student learning, teacher
professionalism, and data
management.

The technology plan & vision
are focused on improving
the success of a
ll students
based on needs, research,
proven teaching and
learning principles and is
actively supported by the
School Board and
Superintendent. The plan is
collaboratively developed,
guiding policy & practice;
updated at least annually.







A&S
2

Technical
Support
(hardware,
operating
system,
network)

Technical support call
-
in;
response time greater than
24 hours. Problems cause
major disruptions to
curriculum delivery using
technology.

At least one technical staff
per 350 computers. Same
-
day techn
ical support for
infrastructure problems by
call
-
in. Problems sometimes
cause major disruptions to
curriculum delivery using
technology. Network
Administrator.


At least one technical staff
per 200 computers. Same
-
day in
-
classroom technical
support availa
ble. Problems
infrequently cause major
disruptions to curriculum
delivery using technology.
Network administrator.

At least one technical staff
per 150 computers for just
-
in
-
time support. Technical
support is readily available
on
-
site for both infrastructu
re
and application problems.
Problems do not cause
major disruptions to
curriculum delivery using
technology. Network
administrator.







A&S
3

Technology
Integration
Specialist

No district level Technology
Director. Local instructional
technology
support is
inconsistent.

District level Technology
Director. One
-
half
instructional technology
specialist per 60
-
120 staff.

District level Technology
Director. Dedicated
instructional technology
specialist
-

one half person
per 30
-
60 staff. Dedicated
st
aff at district level for data
management and
assessment.

District Technology Director.
Dedicated instructional
technology specialist
-

one
half person per 30
-
60 staff.
Dedicated staff at district
level for data management
and assessment and to help
produ
ce integrated
curriculum content.










SAU 16


Technology Plan

2013
-
2016


37

Focus Areas /
Levels of Progress

Early Tech

Developing Tech

Proficient Tech

Advanced Tech

Our
District
Levels
2014

Our
District
Levels
2015

Our
District
Levels
2016

1

2

3

4

A&S
4

Budget
Levels

Budget for
hardware and
software purchases and
professional development.

Budget for hardware and
software purchases (new
and replacement) and
professional development,
minimal staffing support, and
some ongoing costs.

Budget for purchases,
professional development,

adequate staffing support,
and ongoing costs. Other
state, federal, and local
programs directed to support
technology funding.
Business partnerships,
donations, and other local
funding designated for
technology.

Budget for purchases,
incentives for profe
ssional
development, sufficient
staffing support, and
ongoing costs. Appropriate
budget to support district
technology plan.







A&S
5

Budget
Allocated for
Technology
(Total Cost of
Ownership)

Less than $175 per student.

Between $175
-

$300 per
student.



Between $300
-

$425 per
student

$425 or more per student










SAU 16


Technology Plan

2013
-
2016


38

Focus Areas / Levels of
Progress

Early Tech

Developing Tech

Proficient Tech

Advanced Tech

Our
District
Levels
2014

Our
District
Levels
2015

Our
District
Levels
2016

1

2

3

4

IN
1

Universal Design
and Accessible
Technology
Considerations
(e.g. Section 508)

Considerations for
universal design and
accessible technologies
are limited to the
Individual Education
Program (IEP) process for
students with
disabilities.
Procurement policies for
information and
instructional technologies
do not ensure usability,
equivalent access, or
interoperability.

Considerations for
universal design and
accessible technologies
are established in areas of
high student use

(e.g.,
libraries, computer labs);
inconsistent
implementation of
procurement policies for
information and
instructional technologies
that ensure usability,
equivalent access, and
interoperability.

Considerations for
universal design and
accessible technol
ogies
are established in areas
of high student use (e.g.,
libraries, computer labs),
some classrooms and
administrative offices;
routine implementation of
procurement policies for
information and
instructional technologies
that ensure usability,
equivalent

access, and
interoperability.

Universal design and
accessible technologies
considerations are
established throughout
the district; procurement
policies for information
and instructional
technologies that ensure
usability, equivalent
access, and
interopera
bility in
accordance to the
guidelines established by
Section 508.







IN
2

Students Per
Instructional
Computer

10 or more students per
modern computer; no firm
computer replacement
policy established by
district. [Modern is defined
by the most recent
NH
annual tech survey
computer levels.]

Less than 10 students per
modern computer;
replacement policy
established; one computer
per teacher.

Less than 5 students per
modern computer;
replacement cycle
established for 6 years or
less; one computer per
teacher
-

possibly a laptop
for homework. Most
students have access to
handheld electronics
(e.g., PDA's, graphing
calculators, Alpha
Smarts). Maintains a list
of places students can
use technology outside of
school.

One student per modern
computer or othe
r
electronic device.
Replacement cycle
established for 5
-
6 years
or less; one computer per
teacher
-

possibly a laptop
for homework. 75% of
computers meet modern
standards. School works
with community to provide
equitable access to
technology for students

and community members
after school hours.







IN
3

Internet Access
Connectivity/Speed

Dial
-
up connectivity to the
Internet available only on
a few computers. District
wide acceptable use
policy in place.

Direct connectivity to the
Internet available at

each
school and in most rooms.
Adequate bandwidth to
the school to avoid most
delays.

Direct connectivity to the
Internet available in all
rooms in all schools.
Adequate bandwidth to
each classroom over the
LAN (10/100mb) to avoid
most delays. Easy access

for students and teachers
including some wireless.

Direct connectivity to the
Internet available in all
rooms in all schools.
Adequate bandwidth to
each classroom over the
LAN (10/100mb). Easy
access for students and
teachers including most
wireless conne
ctivity to
enable interactive
presentations and video.







SAU 16


Technology Plan

2013
-
2016


39

Focus Areas / Levels
of Progress

Early Tech

Developing Tech

Proficient Tech

Advanced Tech

Our
District
Levels
2014

Our
District
Levels
2015

Our
District
Levels
2016

1

2

3

4

IN 4

E
-
Learning

Environments

Limited web
-

and/or satellite
-
based interactive learning
opportunities delivered
synchronously, or
asynchronously, on a
scheduled or unscheduled
basis, primarily for
professional development
and limited exploration of
web 2.0 technologies.

E
xpanded interactive
learning opportunities with
the possible addition of
asynchronous video
streaming or synchronous
videoconferencing; addition
of courses for teachers and
student courses at the high
school and college level (K
-
16); some use of web 2.0
te
chnologies.

Improved access to web
-
based and/or interactive IP
-
based video learning on the
local, state, regional,
national, and international
level; applications include
courses, cultural projects,
virtual field trips, etc.;
expanded use of web 2.0
techno
logies by both
teachers and students.

Seamless IP
-
based
infrastructure expanded to
K
-
16 to allow development
of high
-
quality web
-

and
video
-
based content.
Content distribution
available for all students and
teachers. Archives allow for
content review
asy
nchronously and
sharing/distribution of these
resources. Extensive use of
web 2.0 technologies.







IN 5

LAN/WAN

Limited print/file sharing
network at each school for
lab, administration, and
some classrooms. Some
shared resources and
providing some
secure
storage space.

Most rooms connected to
Internet via LAN/WAN and
wireless connectivity where
possible at each school with
student access. Minimum
10/100 mb Cat 5 hubbed
network. Basic servers for
sharing some resources at
each school.

All rooms conne
cted to
Internet via LAN/WAN with
significant wireless
connectivity at each school
with sufficient bandwidth for
effective student access.
Minimum 10/100 mb Cat 5
switched network. Servers
for providing secure storage,
backups, schedule, e
-
mail,
web.

Stude
nts, teachers and
parents have easy access to
educational resources from
home and school (e.g., web
portal).

All rooms connected to
Internet via LAN/WAN with
significant wireless
connectivity at each school
with sufficient bandwidth for
effective student access. All
schools connected to the
WAN (100 mb/gb switched
network) have sufficient
servers and bandwidth fo
r
content delivery through
resources such as video
streaming and conferencing.
Students, teachers and
parents have easy access to
educational resources from
home and school (e.g., web
portal).










SAU 16


Technology Plan

2013
-
2016


40

Focus Areas /
Levels of Progress

Early Tech

Developing Tech

Proficient Tech

Advanced Tech

Our
District
Levels
2014

Our
District
Levels
2015

Our
District
Levels
2016

1

2

3

4

IN 6

Other
Technologies

Shared teacher use of
resources such as
telephone, TVs, VCRs,
DVDs, and classroom sets
of programmable
calculators.

Shared use of resources
such as telephone, TVs,
VCRs, DVDs, classroom
sets of programmable
calculators, digital cameras,
and scanners.
Computer/Video projectors
available.

Dedicated and assigned use
of common technologies
such as telephone, TVs and
VCRs and DVDs.
Programmable calculators
assigned to each student as
needed. In each school
there is shared use of
specialized technologies,