Hackensack Public Schools

Hackensack, New Jersey

Three-Year Technology Plan

2001 – 2004

DLN—Distance Learning

E-Rate – Universal Services Fund

Hackensack Board of Education

May 22, 2001

Hackensack Public Schools

Hackensack, New Jersey

Note: The enclosed Technology Plan covers the two components:

1. Distance Learning Network

2. E-Rate – Federal Universal Services Fund

The Superintendent, Dr. Joseph L. Montesano, and the members of our Technology Committee reviewed the Hackensack Technology Plan on May 15, 2001. At that meeting, the Hackensack Distance Learning Program was approved for submission to the County Superintendent of Schools.

Minutes of the Hackensack Board of Education meeting for May 22, 2001 contain the approved Board of Education resolution -- Hackensack Technology Plan mailed to the County Office May 22, 2001.

BOARD RESOLUTION

Hackensack Public Schools

Distance Learning Plan

May 22, 2001

WHEREAS the New Jersey Department of Education requires school districts to create a county and local distance learning and technology plan in order to be eligible for State and Federal Distance Learning Network Aid, and

WHEREAS each local school district must establish a committee representing all stakeholders,

and

WHEREAS districtwide plans must include the following components:

· educational goals and measurable outcomes;

· implementation strategies, including integrating activities and sharing resources;

· staff development activities;

· technology inventory

· planned expenditures including hardware/software, line charges, and maintenance;

· provisions for acquiring, connecting and maintaining equipment for the distance learning activities;

· evaluation plan; and

· a description regarding how the distance learning technology is to be integrated with existing curriculum and technology activities.

NOW THEREFORE BE IT RESOLVED that the Hackensack Board of Education does hereby make a firm commitment to the implementation of the Bergen County and the local Distance Learning and Technology Plans and the continuous support of the implementation of the plans.

BE IT FURTHER RESOLVED that this Board does hereby approve the Hackensack Public Schools Distance learning Plan and authorizes the District Superintendent to submit the plan to the County Superintendent by May 22, 2001.

Executive Summary

Introduction

The Hackensack Public Schools recognize the need to bring about substantive changes in the instructional environments of classrooms in order to better prepare students to live and work in 21^st century society. “Prevailing notions of ‘normal practice’ in schools—teaching is telling, knowledge is the accumulation of facts, and learning is recall—will have to be replaced by more powerful ideas that emphasize the role of the teacher as empowering and enabling students to take control of their own learning, and for becoming increasingly responsible for their own intellectual and moral development.” Educational theorists call for a restructuring of classroom practices from the teacher-directed to the learner-active pedagogy. Hackensack’s emphasis will be on the students, not on the delivery system. Students will take on new roles of responsibility as learners and producers of knowledge while teachers will take on new roles as facilitators and managers of the learning process. Educators must invite students to experience the world’s richness, empower them to ask their own questions, seek their own answers, and challenge them to understand the world’s complexities. John Dewey envisioned such an instructional environment when he wrote, “There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his/her activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.”

The Carnegie Forum later reported that the emphasis in classrooms must be shifted from teaching to learning. In the past decade, various philosophical ideas and new strategies, such as cooperative learning, whole language, and learning styles, have made their way into a few classrooms here and there, but still, the teacher remains firmly entrenched in the front of the classroom doling out information and directives.

Education was revolutionized by the invention of the printing press that allowed teachers to work with larger groups of students, each of whom could now have a printed document to follow. We believe that computer technology has the power to again transform classrooms into more learner-active environments. Computers and related technology “provide an excellent platform—a conceptual environment—where children can collect information in multiple formats and then organize, play, visualize, link, and discover relationships among facts and events. Students will use the same technologies to communicate their ideas to others, to argue and critique their beliefs, to persuade and teach others, and to add greater levels of understanding to their own growing knowledge. Simply put, an array of tools for acquiring information and for thinking and expression allows more children more ways to enter the learning enterprise successfully. These same experiences provide the skills that will enable students to live productive lives in the global, digital, information-based future they all face.

--Vision –

The Classroom of Tomorrow is a Reality Today

When you walk in to a Hackensack classroom you will find groups of three or four students sitting at small round tables engaged in collaborative work. The teacher is not at the front of the room and, in fact, it’s hard to tell where the front of the room is. The teacher is sitting at a table working with one of the groups. Soon s/he will move to another group or perhaps meet with an individual student to discuss his/her academic progress. Students take responsibility for their own learning, setting goals and monitoring progress with the help of the teacher. Rather than completing worksheets or answering textbook chapter questions, students are working on long-term, thematic projects using manipulatives, reference materials, and other resources. A bank of four computers is located in one area of the room. A telecommunications line provides students with access to countless data banks as well as to other people around the world. In special-purpose areas throughout the room, groups of students are performing experiments, holding class meetings, producing videos, and making power point presentations. Students are using computer technology to locate information, design experiments, run simulations, and produce written text. Special-area teachers are assisting students with special academic needs right in the students’ classrooms. Academic standards are high and all students have the resources they need to succeed. In this classroom, students learn to communicate, collaborate, analyze, synthesize, evaluate, and think critically, the skills they need for life and work in the 21^st century. Our vision expands into the community where life-long learning will be facilitated through district-sponsored and coordinated learning opportunities conducted at various centers and school facilities.

Technology Program

Mission Statement

The mission of the Hackensack Public Schools Technology Program is to develop learner-active, technology-infused classrooms—places where students take an active role in their learning by using technology as tools in the learning process. To achieve this transformation, the Hackensack Public Schools will purchase the equipment and provide the resources as well as the professional development program and ongoing mentoring of teachers and administrators that will enable the Hackensack Public Schools to:

· Educate all children in current and future technologies by increasing the utilization of computers, video, laser disks, CD ROMs, dial up databases and other forms of communication.

· Integrate technology into the curricula by: utilizing software for word processing, presentations, data manipulation, desktop publishing, CAD and administrative functions; incorporating hardware in libraries, computer labs, and classroom stations, diversifying teacher strategies to accommodate distance-learning, electronic field trips, interactive video, video presentations, E-mail, automated libraries and networking; and modifying building structures o accommodate electrical/cabling needs, as well as the nubs, routers, switches, and T-3 lines needed for the expanding use of technology using ATM.

· Provide/manage community accesses to district technology.

· Secure local and search out third party funding for all phases of the program.

· Implement a sustained, direct staff/community development program.

PLANNING PROCESS

· Stakeholders Involvement

The Hackensack Public Schools Local Technology Planning Committee, organized in 1996, included representatives of all stakeholders. The committee began its work by developing its mission and vision for a realistic yet visionary program. The committee then conducted a survey to identify needs and to prioritize the activities to be addressed through the first five year plan.

The committee met periodically to monitor and revise the first plan. The process also included the ongoing role of the district’s administrative council which not only offered suggestions but provided the support which resulted in the Board of Education developing yearly budgets that changed from a limited to a fully supportive approach.

The committee continued its work by planning and developing our present (2001-2004) technology plan. Once again, the committee based its plan on the needs identified through a survey, the suggestions of all stakeholders and the leadership of the districts newly appointed Technology Coordinator. Through his leadership the committee prioritized the districts needs and budgeted accordingly.

In 1996, prior to developing the blueprints for our districts building program (a new school and an addition to an elementary school) the architects met with our committee to obtain our vision of the state of the art technology program. Now, in September 2001, that building program will be ready to go and will serve as the model for each of our schools.

Committee Members

Stakeholder Person

Administration B. Kaminsky

Teaching High School R. Yannarelli

Education Association B. Curtis

Sending Districts S. Napoli

Parents V. Cohen

Community J. Ammatuzzi

Industry E. Murphy

Student J. Bellocchio

Teaching Elementary D. Bellocchio

Teaching Special Education J. Montesano

Demonstration Teacher K. Bonica

IKE Grand + FDU R. Loeb

PLANNING PROCESS – Involvement Procedures

The District Technology Committee met in order to:

1. Review the suggestions of our curriculum committees for addressing the teaching/learning process in support of our efforts to excel in the New Jersey Core Curriculum Content Standards and to develop and support plans for implementation and evaluation.

2. Identify staff needs and plan for a comprehensive staff development program.

3. Provide ongoing communication with the Bergen County Educational Technical Training Center (Bergen Technical High School.)

4. Develop plans that address student interests and needs.

5. Recommend yearly budget proposals to Board of Education.

6. Communicate with the community and plan for home and school access to technology.

NOTE: The Superintendent supported the committee’s recommendation that the district provide a minimum of $300,000 per year in support of the District’s Three-Year Distance Learning and comprehensive technology plan. The board of education also approved the use of Demonstrably Effective School Aid to employ a technology coordinator, to implement an electronic library system and a teacher demonstration/program for technology in the classroom.

Committee slogan: Our vision will become our reality.

PLANNING PROCESS

· Current capabilities, potential for the future and priorities for achieving the vision.

Capabilities

The Technology Committee reviewed the New Jersey Department of Education 2001 Technology Survey reports of each building’s present status and used that information to determine the districts potential for attaining its stated vision.

Those reports together with the districts formal inventory report* will be studied further and serve as the basis of any revisions to our ongoing plan.

Inventory Per Building – April 2001

	Parker	Jackson	Hillers	Fairmount	Middle	High
PC (IBM, etc.)	31	40	51	32	200	310
MAC-Apples	59	39	24	52	55	0
Printers	53	40	60	65	100	210
Internet Stations	30	25	30	30	200	310
LLD Proj. Devices	2	2	2	2	4	4
Scanners	4	4	4	4	8	10
TVs	19	19	17	18	30	80
VCRs	7	8	6	9	8	28
Digital Cameras	2	3	3	2	4	6

Potential

Summary: The district has identified and prioritized the major needs in the area of technology and each will be addressed through our three- year Technology Plan. Our present program provides the foundation upon which we can and will develop a comprehensive program that will not only bring our vision into focus but will enable our mission to be achieved. Our infrastructure and professional development plans are funded and we are ready to develop a program that will enable our slogan to be implemented.

PLANNING PROCESS

Priorities

General Plan (Priority Sequence)

1. Upgrade electrical capacity.

2. Complete wiring of all classrooms and offices.

3. Provide equipment and software.

4. Provide staff development program.

Include use of Internet, E-mail and CD ROM

5. Provide interconnection between schools.

6. Provide community access at homework centers.

7. Provide conferencing capabilities.

8. Equip each classroom with a minimum of four P.C. computers for students and one for teacher use, two printers, one monitor/projector and one LCD projector per teacher team.

9. Provide the software necessary for teacher use in; 1.planning lessons, 2.generating tests, 3.I.E.P. Management, 4.use of Internet , CD ROM’s, and E-mail, 5.parent reporting.

10. Provide the connections necessary for all students to access the Internet, use CD-ROM’s and word processing and have direct connections to the school and county libraries.

PLANNING PROCESS

· Instructional Technology Infusion and administrative applications

Section 1. Visual and Performing Arts—Standard 1.3

By the end of grade four, students will apply elements and media common to the arts to produce a work of art. CPI 1.3.1

By the end of grade eight, students will demonstrate appropriate use of technology, goals, terminology, techniques, and media in the creation of dance, music, theater, or visual arts. CPI 1.3.2

By the end of grade twelve, students will demonstrate an understanding of technology, methods, materials, and creative processes commonly used in dance, music, theater, or visual arts. CPI 1.3.3

Section 2. Comprehensive Health and Physical Education-Standard 2.2

By the end of grade four, all students will define drugs and medicines, describe the purposes and correct use of medicines, and describe the role they play in the maintenance or achievement of wellness. CPI 2.2.1

By the end of grade eight, all students will classify chemical substances by their actions on the body, and describe the short and long-term effects of their use. CPI 2.2.6

By the end of grade twelve, all students will discuss chemical substances according to their uses, actions, and effects on the body.

Section 3. Language Arts Literacy-Standard 3.5

By the end of grade four, students will take notes on visual information from films, presentations, observations, and other visual media, and report that information through speaking, writing, or their own visual presentations. CPI 3.5.10

By the end of grade eight, students will integrate multiple forms of media into a finished product. CPI 3.5.14

By the end of grade twelve, students will solve problems using multimedia technology and be able to browse, annotate, link, and elaborate on information in a multimedia database. CPI 3.5.17

PLANNING PROCESS

· Instructional Technology Infusion and administrative applications

Section 4. Mathematics-Standard 4.5

By the end of grade four, all students will use technology to gather, analyze, and display mathematical data and information. CPI 4.5

By the end of grade eight, all students will use a variety of technologies to evaluate and validate problem solutions, and to investigate the properties of functions and their graphs. CPI 4.5.6

By the end of grade twelve, all students will use calculators and computers effectively and efficiently in applying mathematical concepts and principles to various types of problems. CPI 4.5.8

Section 5. Science-Standard 5.2

By the end of grade four, all students will develop strategies and skills for information gathering and problem-solving, using appropriate tools and technologies. CPI 5.2.2

By the end of grade four, all students will use technology to present the design and results of investigation. CPI 5.2.3

By the end of grade eight, all students will collect and organize data to support the results of an experiment. CPI 5.2.8

By the end of grade twelve, all students will use technology to present the design and results of investigation. CPI 5.2.13

Section 6. Social Studies-Standard 6.5

By the end of grade four, all students will describe common elements found in different cultures. CPI 6.5.4

By the end of grade eight, all students will analyze the political, social, economic, and technological factors that cause cultural change. CPI 6.5.10

By the end of grade twelve, all students will evaluate the mutual influence of technology and culture. CPI 6.5.18

PLANNING PROCESS

· Instructional Technology Infusion and administrative applications

Section 7. World Languages-Standard 7.1

By the end of grade four, all students will provide and obtain information on familiar topics. CPI 7.1.5

By the end of grade eight, all students will generate and respond to short messages such as invitations, directions, announcements, and appointments. CPI 7.1.10

Standard 7.2

By the end of grade twelve, all students will use technology to enhance language acquisition and to acquire current cultural information in order to develop more accurate impressions of the culture studied. CPI 7.2.13

Cross Content Workplace Readiness

By the end of grade twelve all students will:

1. Prepare a resume and complete job applications. 1.1.0

2. Understand how technological systems function. 2.1

3. Select appropriate tools and technology for specific activities. 2.2

4. Demonstrate skills needed to effectively access and use technology-based materials through keyboarding. 2.3

5. Develop, search, and manipulate databases. 2.4

6. Access technology-based communication and information systems. 2.5

7. Access and assess information on specific topics using both technological e.g., computer, telephone, satellite, and print resources available in libraries or media centers. 2.6

8. Use technology and other tools to solve problems, collect data and make decisions. 2.7

9. Use technology and other tools, including word-processing, spreadsheet, and presentation programs, and print graphic utilities to produce products. 2.8

10. Discuss problems related to the increasing use of technology. 2.10

11. Identify and access resources, sources of information, and services in the school and the community. 3.4

12. Use the library media center as a critical resource for inquiry and assessment of print and non-print materials. 3.5

13. Take notes on visual information from films, presentations, observation, and other visual media, and report that information through speaking, writing, or their own visual representation., 3.5.10

14. Describe the influence of technology in daily life. 6.5.4

PLANNING PROCESS

· Instructional Technology Infusion and administrative applications

Administrative Applications

The Hackensack Public Schools have developed and presently employ a state of the art system for data processing of budget, payroll, student attendance, grading, test scoring, staff attendance, electronic filing of ASSA reports using Department of Education Network. Faxing is used for sending and receiving appropriate documents between schools, to vendors and other agencies.

The Director of Curriculum will monitor, facilitate, review and evaluate all activities and work with the committee to revise the plan when and as warranted.

The District Technology Stakeholders Committee has developed a formal action plan with goals, objectives and documentation per component and a formal evaluation plan that will be conducted by an external evaluation team.

In order to conduct ongoing monitoring and annual review, a subcommittee will be organized per component. Monthly, each sub committee will submit to the District Technology Stakeholders Committee a Subcommittee Attainment Report. The District Technology Stakeholders Committee will review each report and provide the support and guidance necessary for ongoing implementation and revisions. The Committee will organize all sub committee reports into an annual report to be submitted to the Superintendent of Schools who will present that report to the Board of Education and Community as an inclusion in the QAAR report.

GOALS AND OBJECTIVES

Technology Goals and Objectives

District Goal I Access

All schools will have the infrastructure equipment, software and support services needed to support the demands of the technology program.

Objective 1.1 By June 30, 2002, all classrooms and offices will be provided with the electrical system and wiring needed for implementation of the technology plan.

Objective 1.2 By June 2002, all classrooms and offices will have the equipment and software needed for implementation of the technology program.

Objective 1.3 By June 2002, all schools will provide a home page for parent information and reference list to practice lessons addressing the grade/subject skills and New Jersey State Assessment Program.

Objective 1.4 By June 2002, students with disabilities will have equal access to technology as specified in the districts inclusion plan and I.E.P.

Objective 1.5 By June 2002, non-English speaking students will have access to a written translation process provided by software per language.

District Goal #2 Academic Achievement

All teachers will use technology to help students achieve grade level standards and proficiency on state assessments.

Objective 2.1 By September 2001, the technology needs of all staff will be charted and plans developed and implemented for addressing the professional development of teachers and administrators.

Objective 2.2 By June 2003, all staff will have demonstrated proficiency as measured by the Hackensack Index of Technology skills.

Objective 2.3 By June 2003, each school will have established one technology demonstration classroom per grade level and appointed demonstration teachers to assist peers.

Objective 2.4 By June 2002, all alignment guides will include suggested procedures for use of technology to enhance learning.

District Goal #3 Technology Skills

All students will have technology and information literacy skills.

Objective 3.1 By June 30, 2002, the role of technology as a learning tool will be incorporated in each academic content area at each grade level.

Objective 3.2 By June 30, 2002, each classroom teacher will provide classroom opportunities for all students to enhance their learning through use of technology.

Objective 3.3 By June 30, 2002, all students will have formal lessons in basic technology skills that are provided in their classroom and library/media center.

Objective 3.4 By June 2003, each school library/media center will be equipped with the electronic library system.

Objective 3.5 By June 2004, all students will have their literacy skills addressed and monitored through the Computer Assisted Instruction Program.

District Goal #4 Research

All teachers and administrators will have access to research addressing teaching and learning.

Objective 4.1 By June 2002, all teachers will be trained in the practice of “Action Research.”

Objective 4.2 By June 2002, the technology committee will issue copies of research reports published in technology journals.

Objective 4.3 By June 2002, staff meetings will include a report from the technology committee that addressed the role of technology teaching and learning.

Objective 4.4 By June 2003, each school will have conducted an “Action Research Project” addressing the role of technology for enhancing teaching and learning.

Objective 4.5 By June 2004, a member of the F.D.U. Professional Development Schools Program will provide a report on the status of technology at each member school district.

Objective 4.6 By June 2004, Hackensack’s External Evaluator will report to the Board of Education on the research project and program implementation.

District Goal #5 Teaching and Learning

The learning program will expand beyond the walls of the school.

Objective 5.1 By June 2002, each classroom will be networked to the library/media center of the school, city and county library system and to each other school and classroom within the district.

Objective 5.2 By June 2002, the cities homework centers will be networked with the schools home page.

Objective 5.3 By June 2002, each school will provide a check out system for students to use laptop computers at home.

Objective 5.4 By June 2004, specific lessons will match each students learning style, academic needs, and individual multiple intelligence.

Objective 5.5 By June 2004, parents/guardians will have ongoing information of their role for facilitating their child’s learning at home.

Objective 5.7 By June 2004, Hackensack teachers will share teaching strategies with peers and national leaders via Internet and/or satellite systems.

Objective 5.8 By June 2003, technology will facilitate the development of an I.E.P. for each student with disabilities independent of Child Study Team Procedures.

GOALS AND OBJECTIVES

Technology goals contribute to achievement of National Educational Technology Goals by 2004

The District’s Technology Goals contribute to the achievement of the National Education Technology Goals by 2004 by providing the activities and support system which will enable our vision to become our reality.

National Technology Goal #I

We will achieve goal 1 and each of the five National Education Technology Goals through the coordination of funds provided by Federal, State and Community Grants and the Board of Education Budget. Hackensack has developed a 21^st Century Plan that coordinates the role of school and community agencies in a consortium like approach dedicated to advancing learning for children and adults. This plan provides a full time program director who will work with our technology coordinator in the implementation of activities.

The district has established homework centers and an after school program that have access to school technology equipment, software and technical support.

National Technology Goal #II

The district’s technology plan provides for an in depth professional development program and for the development of curriculum guides that are aligned with the NJCCCS and feature suggestions for use of technology as a learning tool. One example whereby technology is featured is in the language Arts Literacy Program. Children use E-mail to develop writing skills in a real life approach to letter writing. Each curriculum guide identifies benchmark skills per grade level and student achievement per skill is charted and addressed through computer assisted instructional strategies.

GOALS AND OBJECTIVES

National Technology Goal #III

Technology Information and Literacy Skills

The district’s three-year technology plan provides for the installation of an electronic library system in each of our four elementary and new grades 5 and 6 central school. That process will enable all students to locate the references they need in order to enhance their studies in each academic content area of the NJCCCS The old practice of copying a few paragraphs from an encyclopedia will be replaced as students use various references.

Reading and Writing Skills will be achieved through personalized lessons provided by the installation of a computer assisted program that will also keep the records of each student’s individual progress. That information will be shared with all teachers and provide essential data for administrators and parents.

The Accelerated Reader will enable each student to test his/her comprehension upon completing a self-selected library book.

All students will develop the wide range of essential skills associated with technology by using classroom computers on an ongoing basis. While the mechanical skills i.e. keyboarding and use of the mouse will be taught as formal lessons, the value of the internet, E-mail and word processing will be taught on a one to one basis. The non-graded philosophy for technology will enable students to advance beyond the limitations associated with the standards based approach that will prevail in other learning experiences.

The Language Arts Literacy area of World Languages will benefit from the “automatic translations” process. Students studying a new language will be able to write in their native language and share their translated thoughts with their classmates and pen pals. The process will also assist non-English speaking students to communicate and develop vocabulary and syntax.

GOALS AND OBJECTIVES

National Technology Goal #IV

The district’s plan for involving all staff members in meaningful “Action Research Projects” will bring the practice of researching into a higher level of respect and appreciation. Teachers will use the district’s networking system to share the lesson plans that they found to be most successful. Specific recognition for the role of research will be enhanced through conferences and satellite presentations incorporated into our district’s professional development program

The district’s technology plan provides for the role of an external evaluation team. That team, based on their research and experience, will be objective and their report will help focus our attention on our areas of need.

The district also plans to provide a consultant to speak on the advances in technology that are on the horizon.

National Technology Goal #V

The financial support provided by this Technology Grant together with the district’s local budget coupled with the reduced cost and expanded power for technology will accelerate our efforts to transform teaching and learning. Our vision for the “Learner Active Classroom” will be expanded to a “School Without Walls Program.”

1. Laptops will be provided for students who at present do not have computer access at home or at their after school program

2. The teacher’s home page will provide lessons per individual student.

3. Students will share ideas and information through networking and E-mail.

4. Student needs will be diagnosed and not just identified.

5. Our plan will enable students to pursue individual interest and advance on an individual basis.

IMPLEMENTATION STRATEGIES/ACTIVITY TABLES

· Using the technology for student achievement of the NJCCCS

The Hackensack Public Schools provide a concerted effort to use technology as a vital tool in assuring student achievement in the Sections, Standards, Indicators and locally-developed benchmarks of the NJCCCS. Each elementary school has 1) developed a Computer Assisted Instruction program that charts each student’s progress in specific/target skill (Indicator) 2) introduced and developed procedures that enable students to learn research skills by accessing the Internet. These skills are taught and can be accessed during classroom and open library time.

Each curriculum committee has conducted an audit to determine the degree to which each indicator is presently addressed and will use that data to assist in our search for the NJCCS software that will introduce, reinforce and evaluate student achievement per indicator.

· Using the Technology for Student Achievement of the NJCCCS

Strategies	Person	Date
1.1 Principals complete the N.J. Depart. Of Education School Technology Survey and Technology Committee reviews the data.	Principals and B. Kaminsky	7/2001
1.2 Technology Committee develops professional development plan for three year program	R. Yannarelli	7/2001
1.3 Technology committee meets with curriculum chairpersons to share ideas and plan for technology to address/enhance learning per academic content area of the NJCCCS	B. Kaminsky Staff Development Team	7/2001
1.4 State Assessment results are reviewed and areas and skills in need are identified. (Accessing NJDOE web site)	Principals & Staff Development Team	7/2001
1.5 Demonstration teachers share their successful strategies for use of technology with peers	Staff Developers	Ongoing
1.6 Professional Development Program provides workshops and courses addressing assessment program – skills of concern and role for technology	Staff Developers	Ongoing
1.7 The teacher observation/evaluation program includes comments on teacher use of technology as a learning process for achieving specific academic skills	Principals	Ongoing
1.8 Teachers will use planning periods to observe demonstration teachers use of technology for enhancing learning	Principals	Ongoing

IMPLEMENTATION STRATEGIES/ACTIVITY TABLES

· Using the Technology for Student Achievement of the NJCCCS

Strategies	Person	Date
1.9 Each curriculum guide will include suggestions for the use of technology in addressing benchmark skills and CPT	Curriculum Chairperson	7/01
1.10 Software for practice tests per grade level will be programmed	Consultant	7/01
1.11 Ongoing “Aim Star” Charts will be monitored per math and reading skill and shared with parents/guardians	Teacher and Parent/ Guardian	On-going
1.12 The Computer Assisted Instruction System will be used by students and the data reviewed by teachers and parents	Teacher and Parent/ Guardian	On-going
1.13 Students with like needs per skill will be regrouped for additional practice	Teacher and Parent/ Guardian	On-going

· Infusing Distance Learning Activities with Appropriate Curriculum and Technology

Strategies	Person	Date
2.1 The technology committee will be advised of the services offered by Bergen Technical High School as the areas center	Robert Di Ambrosio	7/01
2.2 Each curriculum committee chairperson will schedule presentations of distance learning sessions available through Bergen Technical High School	Chairperson	On-going
2.3 The District Professional Development Program will schedule participation at major networked sessions	Sabrina King	On-going
2.4 The I.T.V. facilities will be used for advanced courses as part of the Bergen County collaborative system	Joseph De Falco	On-going

IMPLEMENTATION STRATEGIES/ACTIVITY TABLES

· Sharing Resources and Coordinating Services With Other Project/Programs

The Hackensack Public Schools have established a position: Director of the 21^st Century Grant Program That person will provide leadership for the coordination of projects in order to assure coherence and pursue synergism. The Director will chart planned activities per project and communicate that data to project/committee chairperson who in turn can coordinate activities in order to not only avoid duplication of efforts and expenses but also to maximize the opportunities for efficiency and success.

The Hackensack Public Schools technology plan incorporates a consolidated/coordinated approach to program design. The 21^st Century Program, Inclusion Grant, Title I, Perkins Grant, Demonstrably Effective Program and Early Childhood Program Aid are all designed to be mutually supportive.

The Hackensack Public Schools will provide opportunities for representatives of our feeder districts and for all partners to observe our program in order that they may evaluate the success or needs of our program and benefit from our experiences. As part of the teacher training programs, students from Fairleigh Dickinson University and Bergen Community college will have pre-service experiences of working with our teachers and students. Through this direct interaction they will develop an awareness of the role of technology in the teaching/learning process.

The Johnson Public Library will benefit from training offered to our students that will facilitate student use of the library’s electronic circulation system.

Strategies	Person	Date
3.1 The Technology Committee is advised of the coordinated approach planned for the 21^st Century Grant	Director of 21^st Century Grant Program	July
3.2 Representatives of the City Recreation Department, Workforce Investment Board, Public Library, F.D.U. Professional Development Schools Program, Infusion Model , YMCA Program and Bergen Community College Adult Education Program grants meet with Technology Committee and coordinate activities	Director of 21^st Century Grant Program	Ongoing
3.3 The C.C.C. technology lab is open evenings and weekends and scheduled for use by children and adults	Director of 21^st Century Grant Program	Ongoing
3.4 The Parent Volunteer Program provides tutorial services for teachers and students in technology skills	Director of 21^st Century Grant Program	Ongoing

IMPLEMENTATION STRATEGIES/ACTIVITY TABLES

· Promoting Equity for Access to Resources

The Hackensack Public Schools has provided staff development in the laws and philosophy of the I.D.E.A. Act. That training, in addition to the I.E.P.s provide teachers with suggestions and support in addressing the needs of all students. We are implementing an innovative program for the “Infusion of Children with Disabilities” have in place the demonstration classrooms that enable teachers to share ideas and foster equity.

Strategies	Person	Date
4.1 School equipment and software is made available evenings and weekends.	Director of 21^st Century Grant Program	Ongoing
4.2 Students with disabilities are included in all aspects of the school program and provided with all necessary support	Director of Inclusion Model Grant	Ongoing
4.3 Non-English speaking students and their parents/guardians are scheduled for after school and weekend use of technology equipment and software including translations software program	Director of 21^st Century Grant Program	Ongoing
4.4 Special adaptive equipment for students with disabilities will be provided	Director of Inclusion Model Program	Ongoing

STAFF DEVELOPMENT

· Professional Development Activities for Teachers, Administrators and School Library Media Personnel in 2000-01

Participants: Teachers

Focus:

1. In-depth training was provided in the areas of computer

1. Skills, curriculum integration, multimedia and lesson planning.

2. Several workshops on computer applications were conducted by the demonstration teachers.

3. In addition to the workshops, each teacher received individual support (monitoring) that was conducted during the ongoing classroom program.

4. Each school level staff meeting included informal suggestions for technology applications.

Participants: Administrators

Focus:

Formal training in the use of software for record keeping and for conducting science experiments was provided for the chairperson and staff of the math and science programs.

Participants: Librarians

Focus:

1. Librarians participated in hands-on, one-to-one training in the use of Powerpoint presentations.

2. The management of the Accelerated Reader Program.

STAFF DEVELOPMENT

· In-depth Training Provided by a Consultant and Attended by Staff Members From All Descriptions

STAFF DEVELOPMENT

· In-depth Training Provided by a Consultant and Attended by Staff Members From All Descriptions

STAFF DEVELOPMENT

· Teacher proficiency in the use of technology

See item #1 of each schools’ New Jersey Department of Education School Technology Survey conducted April 2001.

In addition to the information provided through the New Jersey Department of Education School Technology Survey, the average level of teacher proficiency in the use of technology has been described by the principals, school-based technology coordinators, staff development team and the district’s technology coordinator at a level that is less than expected. Proficiency and use will be advanced in 2001 as T-3 lines and networking are installed.

While many teachers have a high level of proficiency, there is a need for training in how to capture the full power of technology as a tool for advancing the teaching/learning process.

In some situations, teachers have relied on the computer lab and library program to teach the skills, motivate the students and organize projects. The need is for many teachers to use their present level of proficiency to greater advantage. Teachers who have achieved an advanced level of proficiency have also demonstrated and advanced level of application strategies.

· Training Opportunities Planned for 2001-04

Note: All training opportunities will be provided for staff at three levels of proficiency: 1-Need 2-Basic 3-Proficient 4-Advanced

Topic	# of Teachers Per Group	# of Groups 2001-02	2002-03	2003-04
1. Trouble Shooting	10	10	10	10
2. Computer Skills	10	10	10	10
3. Record Keeping	10	10	10	10
4. Power Point	10	10	10	10
5. Lesson Planning	10	10	10	10
6. Classroom Management	10	10	10	10
7. General Awareness Session – Power of technology as per newest research	400	1	1	1
8. Report of the External Evaluation Team	400	1	1	1

TECHNOLOGY INVENTORY

· A copy of every school in the district’s New Jersey Department of Education School Technology Survey 2001 follows.

#1 Nellie K. Parker Elementary

#2 Jackson Avenue Elementary

#3 Fanny M. Hillers Elementary

#4 Fairmount Elementary

#5 Hackensack Middle School

#6 Hackensack High School

TECHNOLOGY INVENTORY

· Technology Inventory and Maintenance Plans

Technology Equipment and Networking Capacity

The school district has developed a formal procedure for both preventing loss and maintenance of equipment. The process begins as each item received is matched to the purchase order and all serial numbers, date of purchase and assigned location are recorded in both the school and district level inventory. No items are moved from one classroom to another without a formal approval of the principal who then updates that change in the inventory records. The process for the control of inventory also features the end of year physical inventory that is conducted by the insurance company. The insurance company also validates the district’s inventory.

Software Used for Computer Communications, Curricular Support and Filtering

1. Computer Communications Operating systems

· Microsoft Windows 95 Microsoft Windows ME

· Microsoft Windows 98 Microsoft Windows 2000

· Microsoft Windows NT Microsoft Windows PRO

2. Curricular Support

· Microsoft Office

· Internet Explorer

· Netscape Navigator

3. Filtering – Watchgate

Technology Maintenance Policy and Plans

The maintenance plan features a school-level support system that provides immediate on-call assistance for teachers who are experiencing a minor problem. This service not only prevents down time but prevents a minor problem from developing into a need for repairs.

Teachers are provided with a checklist of maintenance procedures and the E-Z Steps for Problem Solving. The plan for maintenance also provides for the custodians to do daily checking of equipment and wiring as part of their end of day procedures.

The maintenance plan provides for all technical repairs and installations to be conducted by a district appointed certified technician. Any problem involving servers, switches and routers of the control system is referred to Promedia Company. The district has a service contract with Promedia that provides for 1) periodic inspection of all equipment; 2) listing of service needs; and 3) quotations for major repairs and upgrading of computer power.

TECHNOLOGY INVENTORY

Technology Support

The Hackensack Public Schools have a full time Technology Program Coordinator, a service/maintenance person, and contracts with Promedia Company. The Technology Training Solutions Program is contracted to provide staff development and we are affiliated with the ETTC Program at Bergen Technical High School.

A major component of support system involves the process/strategy of teachers teaching teachers. Under this plan, teachers are awarded compensation for conducting demonstration lessons that enable peers to observe the application of technology in a real (not just realistic) situation.

· Plan for Replacing Obsolete Computers/technology-Especially Computers that are More Than Five Years Old

The process for replacing obsolete computers and technology equipment begins with the maintenance of a formal system for inventory control. Principals sign for and are responsible for the inventory control system within their respective school and a copy of all shipments are matched to each purchase order and used by the Business Manager to maintain a district inventory. Each year, the principal conducts a hands-on inventory and identifies items and their year of purchase.

The items that are more than five years old are checked for condition and viability in relation to proposed use. The list of items reported as “in need of replacement” are to be reviewed by the Technology Coordinator and if in keeping with policy and classified at a priority need (level 1) and within budget, the coordinator approves of replacement.

Step two in the plan addresses the options for using the obsolete computers and/or equipment.

Options:

A. Purchase the state of the art equipment and reassign the computer to a classroom in which the quality and power of the “obsolete” equipment provides for the application appropriate for the age and areas of study.

B. Upgrade the “obsolete” equipment.

C. Place the “obsolete” equipment in the community’s homework centers.

FACILITIES PLAN

· Description of Current Facilities Including Connectivity (interoperability) with Existing Technology

Current Facilities: Each school has the electrical capacity needed to support the present technology program as well as the additional demands expected during the three-year technology program planned for 2001-04.

The wiring projects at each of the district’s six schools will be completed during the summer of 2001 and additional needs will be addressed as part of the three-year technology plan.

Each school has two state of the art technology demonstration classrooms, a technology lab and a minimum of one PC per classroom and office.

-Status-

School	Electrical Capacity	Wiring	Networking	Labs	Library
Elementary	B	B	B	B	B
Middle	B	B	B	B	B
High	B	B	B	B	B
New School	A	A	A	A	A
Adm.

Key

A-State of the Art

B-Very Good

C-Fair

D-Poor

F-Failure

FACILITIES PLAN

Capacity of Electrical System in Each School

Inspection of Electrical Services by Wojchik Electric, Inc.

School	Service Size	Current Load	Core Classes	Proj. Add. Load	Total New Load
Parker	1600 Amps (277U) (4x500mcu)	220 Amps	31	334 Amps* (120V-208)	388 (265V)
Jackson	1200 Amps (4x350mcu)	240 Amps	22	250 Amps	490
Hillers	1200 Amps (4x350mcu)	280 Amps	26	281 Amps	561
Fairmount	400 Amps (2x250mcu)	158 Amps Approx.	39	421 Amps	579
Middle	2000 Amps (BUSS)	620 Amps	70	800 Amps	1420
High School (East Wing)	600 Amps (2x500 alum)	320 Amps (Approx.)	88	To be deter-mined 2002	To be deter-mined 2002
High School (Main Bldg.)	3000 Amps (Copper BUSS)	3000 Amps	20	To be deter-mined 2002	To be deter-mined 2002

FACILITIES PLAN

· Connectivity (Interoperability) with Existing Technology

The need for compatibility with existing and future technology will be addressed by our school-based demonstration teachers and technology coordinator. All purchases and installations will be subject to the approval of our district Technology coordinator. The present three year plan provides for each school and office to be connected with the district’s EDP system. The schools will benefit from both their access to data and to the higher speed connectivity between the six buildings and to the EDP system.

· Technologies to be Acquired 2001-2004 (Using Funds from all Sources)

Equipment	2001-02	2002-03	2003-04
PCs	120	200	200
Printers	60	100	100
LCDs	16	10	10
Scanners	10	10	10
Digital Cameras	5	6	6
Distance Learning	Obtain service from application Service Provider for staff, students to access training using the internet.	Renew	Renew
Application/System
Electronic Library System	Install in 2 schools	2 schools	2 schools

FACILITIES PLAN

· Plans for Retrofitting or New Construction (2001-04)

Retrofitting: Planned Activities/procedure

2001-02 – Upgrading electrical and network wiring to classrooms as needed to accommodate the additional PCs.

2002-03 – Revising building structure in each elementary school to accommodate a new server room so that equipment could be protected.

2002-04 – Install client/server equipment in each of the four elementary schools. Structure will be close to M-D-F Closets.

· New Construction – No new construction is planned for 2001-04.

SPENDING PLAN

The Hackensack Public Schools are developing a district plan for Systemic Reform entitled P.A.C.E Program Addressing Children’s Education. This plan by addressing all goals and coordinating all programs will enable our district’s general and technology goals to be addressed in an organized and concerted approach. The program will support and facilitate the district’s Three-Year Technology Plan in a most effective manner. Each year, the Superintendent’s Advisory Council, which includes a representative of our Technology Committee, establishes the district’s priorities and presents its proposal to the Board of Education. This approach enables our major plan and the area of professional development to incorporate the application of technology as a significant component of the general program.

The plan also includes the role of administrators and teachers who, when writing grants, are advised of the district’s technology goals and plans. Through this practice, the funds made available from various sources are used to maximum advantage.

The district’s long-term goal and related spending plan is designed to develop each classroom as a state of the art learning center. In order to achieve this, we have organized our spending plan around three major components and divided the funds into thirds.

1/3 Infrastructure

1/3 Equipment

1/3 Professional Development

The first (five year) technology plan provided for the major part of the needed electrical capacity and wiring and supported our professional development program. To date, we have in place twelve (12) technology demonstration classrooms and our plan calls for six (6) additional demonstration classrooms per year.

The enclosed chart presents the projected costs of both the technologies to be acquired as well as the related expenses needed to implement the technology plan.

· Hardware/Software

Hardware/software; facilities; wiring; access fees; maintenance; staff development funded through the Three-Year Local District Technology Plan.

SPENDING PLAN

Projected Costs

Equipment	2001-02	2002-03	2003-04
PCs	$50,000	$40,000	$40,000
Printers	$50,000	$10,000	$10,000
LCDs		$10,000	$10,000
Scanners		$6,000	$6,000
Digital Cameras		$4,000	$4,000
Total	$65,000	$70,000	$70,000

Staff Development

$138,000

$140,000

Note: Funds for software; facilities; wiring and access fees are included in the district’s local budget.

· Efforts, Partnerships and/or funding Available From National, State and Local Sources include E-Rate

Efforts – During the past five years, we have collaborated with Fairleigh Dickinson University in developing the Professional Development Schools Program and the IKE Grant. This partnership featured a professional development component and provided our teacher (representative) with the equipment and software needed for the Accelerated Reader Program.

We have also benefited from a Goals 2000 Grant which funded the technology demonstration teachers and an extensive professional development program.

Hackensack has also received a state grant for implementation of an Inclusion Model Program. This program enables children with disabilities to receive the one-to-one assistance that they need in order to use technology to its greatest advantage.

Hackensack is also a member of the Bergen County ITV Consortium. This distance learning program enables students to register and attend classes that are not available at our high school.

SPENDING PLAN

Local funding – For 2001-02, our Board of Education has provided $300,000 in support of our technology program. In addition, our Board of Education provides $10,000 each year for teachers to conduct innovative projects.

The Hackensack Educational Foundation provides grants for teachers to conduct innovative projects.

National Support – The E-Rate Program and the Hackensack Public Schools have applied for a national 21^st Century Grant of $500,000 for each of three years. The grant will enable us to develop technology programs at the Johnson Library, Senior Citizen’s Center, After School Programs at each school and Homework Centers at city housing.

The E-Rate Program provided discounts on services that enabled the system to expand purchasing by $75,000 in 2000-01 and we anticipate receiving $135,000 for 2001-02. These dollars have enabled our equipment budget to obtain 65% more items per dollar spent on telephone service and the equipment needed for our demonstration classes.

Percent of district budget currently used for Technology - .5%

District Budget $61,000,000

Allocated for Technology $300,000

EVALUATION PLAN

· Process for the ongoing evaluation of the technology resources.

Plans, Goals & Objectives

The New Jersey Department of Education – School Technology Survey 2001 was completed April 2001 and that survey will be repeated in June 2002 and 2003, 2004 in order to identify the degree of progress achieved in each of the elements surveyed.

A survey instrument for identifying student’s access and use of technology in their classrooms-libraries, labs and home will be designed by the Technology Committee and a survey will be conducted each June. June 2001 data will serve as our baseline and the degree of progress for students will be determined each June.

A survey instrument for identifying present needs of administrators, nurses and non-classroom specialists will be developed in July 2001 and conducted September 2001. That data will serve as our baseline. The degree of progress will be determined each June when the survey is re-administered.

Ongoing monitoring of student use of technology as a learning tool will be conducted by each principal and supervisor and those reports submitted as part of the district observation and evaluation plan. A summary will be submitted to the district Technology Stakeholders committee which will then report to the Superintendent of Schools.

The Hackensack School district will retain the services of an external evaluator to conduct both formative observations and to conduct a summary assessment of each year of the technology program. In order for the evaluator to have the needed data, the chairperson of the Technology committee will provide the data and reports that document the implementation of each planned activity per objective per goal.

The evaluation process will rely on both statistical and anecdotal reports together with independent observations conducted by the evaluator.

The chairperson of the Technology Committee will provide three periodic reports that will enable the evaluator to monitor activities and to be aware of any barriers to implementation or changes in planned activities.

The evaluator will also interview each school principal, random teachers, students and community representatives in order to obtain insight into the quality of our program in relation to our vision and mission.

EVALUATION PLAN

The evaluation will not only provide answers to the following questions but will also provide guidance for the committee’s role in addressing needs and advancing all aspects of our technology program and plans.

1. How successful was the program in achieving objectives?

2. Was the program efficient?

3. Was the program relevant?

4. Were all students involved in meaningful applications?

Resources

The chairperson of the district Technology Committee will maintain a formal inventory of all equipment and infrastructure (electrical, wiring, networking) and based upon that data the chairperson will submit a yearly report to the Superintendent and administrative council.

Services

Each teacher as part of the survey will complete a section on the type of support and quality of services they experienced and offer suggestions for advancing the services needed in the areas of both professional development as well in the are of technical repairs and ongoing maintenance.