Hackensack Board of Education
December 1, 1997
Hackensack Public Schools
Hackensack, New Jersey
Note: The enclosed Technology Plan covers all three components:
Distance Learning Network
TLCF
TELE Act
Date technology plan approved by Hackensack Board of Education.
The Superintendent, Dr. Joseph L. Montesano, and the representative members of our Technology Committee reviewed the Hackensack Technology Plan on November 24, 1997. At that meeting, the Hackensack Distance Learning Program was approved for submission to the County Superintendent of Schools.
The Superintendent and the representative members of our Technology Committee reviewed the Hackensack Technology Plan on November 24, 1997. At that meeting the Hackensack Distance Learning Program was approved for submission to the County Superintendent.
Minutes of the Hackensack Board of Education meeting scheduled for December 16, 1997 will contain the Board of Education resolution as an agenda item Hackensack Technology Plan and original Resolution will be submitted after this date.
BOARD RESOLUTION
Hackensack Public Schools
Distance Learning Plan
December 16, 1997
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;
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 these plan.
BE IT FURTHER RESOLVED that this Board does hereby approve the Hackensack Public Schools Distance learning Plan and authorized the District Superintendent to submit the plan to the County Superintendent by December 1, 1997.
- I. 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 21st century society. Prevailing notions of normal practice in schoolsteaching is telling, knowledge is the accumulation of facts, and learning is recallwill 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 learner, and of students as 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 where the emphasis will be on the students, not on the delivery system. Students will take on new roles of responsibility for their learning and be producers of knowledge while teachers will take on new roles of facilitators and managers of the learning process. Educators must invite students to experience the worlds richness, empower them to ask their own questions and seek their own answers, and challenge them to understand the worlds 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 learning in the formation of the purposes which direct his 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 who 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 platforma conceptual environmentwhere children can collect information in multiple formats and then organize, play, visualize, link, and discover relationships among facts and events. Students can then 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.
Mission Statement
The mission of the Hackensack Public Schools is to develop learner-active, technology-infused classroomsplaces where students take an active role in their learning, 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 training and ongoing mentoring of teachers and administrators that will enable the Hackensack Public Schools to:
Educate children in current and future technologies by increasing the utilization of computers, video, laser disks, CD ROMs, dial up databases and other forms of data communication.
Integrate technology into the curricula by: utilizing software for word processing, presentations, data manipulation, desktop publishing, CAD and administrative functions; incorporating hardware in the form of computer labs, mini-classroom labs, printers and scanners; 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, T-1 and ISDN lines resulting from the expanding use of technology.
Provide/manage community accesses to district technology.
Secure local and search out third party funding for all phases of the program.
Emphasize a sustained, direct staff/community development plan.
--Vision
Imagine the classroom of tomorrow
You walk in to 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, its 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 are 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, students perform experiments, hold class meetings, produce videos, and make presentations. Students use computer technology to locate information, design experiments, run simulations, and produce written text. Special-area teachers assist 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 21st century.
II. PLANNING PROCESS (Timeline: ongoing)
Stakeholders Involvement
The Hackensack Public Schools formed a Technology Planning Committee in 1970 which designed, organized and facilitated our program until September 1996 when we reorganized the committee in order to develop the districts five-year plan. In September 1996 the Superintendent of Schools invited the presidents of each professional and staff association, each schools PTAs, student councils, the Workforce Investment Board, and leaders in industry to send representatives for membership in our Distance Learning Planning Committee. This committee was organized in September 1996 and formed the basis for our Stakeholders Committee which met as a committee of the whole in September and October, 1997. At the October meeting, the chairperson organized three working committees with each having representation from all stakeholders. In October, the chairpersons presented the reports of the three committees and each member offered suggestions, which were incorporated into the formal report. Our plan therefore represents the consensus of our stakeholders. The stakeholders committee will organize a sub committee responsible for facilitating and evaluating the program. This committee will also review our plan on an ongoing basis and submit a revised plan yearly or whenever a need arises.
Role Person Organization/Position
Administration B. Kaminsky Dir. Curr. & Instr.Teachers
R. Yannarelli Chairperson, Science
Technology Teachers/Coord. R. Curtis H.S. Science-HEA Pres.
R. Eldridge M.S. Science
M. Smith M.S. Math
F. Giurleo COOP Ed Sch-to-Work
D. Brown Lab & Enrichment
M. L. Post Lab & Enrichment
M.L. Keyes Lab & Enrichment
M. Consalvo Lab & Enrichment
R. DAmbrosio Tech. Coordinator
Librarians (School) L. LaPietra Elementary
K. Christenson Middle
P. Amaru High
Student D. Gelber Middle
S. Dambrosky High
Parent V. Cohen PTA
Industry R. Hopp H.K. Metal Corp
E. May H.K. Metal Corp
D. Smyth Lucent Technology
Public Library P. Amaru Johnson Public Library
Community H. Henderson N.J. Tech. Corp
II. PLANNING PROCESS (continued)
School District -- & System/District Roles
To 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.
To plan for a comprehensive staff development program.
Identify staff needs.
To provide ongoing communication with the Bergen County Educational Technical Training Center (Bergen Technical High School)
To develop plans that address student interests and needs.
Provide student liaison.
To recommend yearly budget proposals to Board of Education.
To communicate with the community and plan for home and school access to technology.
The committee through the superintendent of schools presented their report to the Board of Education. The Superintendent supported the committee recommendation that the district provide a minimum of $100,000 per year in support of the Districts Five-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 for the Middle School and the funds necessary for the Middle School to implement an electronic library system and a teacher demonstration/protocol technology in the classroom project.
PLANNING PROCESS (continued)
Current capabilities, potential for the future and priorities for achieving the vision.
The Stakeholders Committee reviewed the reports of each buildings present status, potential for attaining the districts stated vision and priority ranking of components.
This information will be studied further and serve as the basis of any revisions to our ongoing plan.
Inventory: Per Building
Parker
Jackson
Hillers
Fairmount
Middle
High
PC (IBM, etc.)3 15 31717210MAC-Apples59 39 2452550Printers28 18 264035110Internet Stations4 5 442340Projection Devices1 1 2000Scanners1 1 1111TVs9 9 7123080VCRs7 8 69828Digital Cameras 1 1000
Note: The Hackensack Public Schools have in place a state of the art ITV system.
Summary: The district has identified and prioritized the major needs in the area of technology and each of which will be addressed through our five- 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.
Committee Slogan: Our vision will become a reality.
See Addendum
The Manufacturers Appraisal Company
Coopers & Lybrand L.L.P.
II. PLANNING PROCESS (continued)
Stakeholders Report: Priorities
General Plan (Priority Sequence)
(Allocating funds from all sources)
Upgrade electrical capacity.
Provide wiring.
Provide equipment and software.
Provide staff development.
Include use of Internet, E-mail and CD ROM
Provide interconnection between schools.
Provide community access.
Equipment and Software
Equipment by June 2002, each classroom will have a minimum of four P.C. computers for students and one for teacher use, two printers, one monitor/projector and one white board.
(1)Software by June 2002, each classroom will have the software necessary for teacher use in; 1.planning lessons, 2.generating tests, 3.I.E.P. Management, 4.use of Internet , CD ROMs, and E-mail, 5.parent reporting
(2)By June 2002, each classroom will have the software necessary for students to access the Internet, use CD-ROMs and word processing.
See Addendum
The Manufacturers Appraisal Company
Coopers & Lybrand L.L.P.
II. PLANNING PROCESS (continued)
Instructional and administrative technology infusion
Instructional See Using Technology for Student Achievement Addendum 1 Page 16
Administrative
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.
Annual review, reporting and revision
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 will develop a formal action plan with goals, objectives and documentation on evaluation design per component.
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.
See Capabilities for Achieving Our Vision 11A
STATUS
See Planning Process - Page 9 Current capabilities, potential for the future and priorities for achieving the vision.
IV. GOALS AND OBJECTIVES (Timeline: July 1, 1997-June 30, 2002)
Educational goals and academic objectives, especially for achieving the NJCCCS.
Goals and Objectives
Hackensack Public Schools Educational Goals
Adopted by the Board of Education, June 1989
The schools will help students:
Develop a strong sense of self-esteem, acquire self-discipline, understand their capabilities and develop positive social attitudes and values.
Learn to communicate effectively (reading, writing, speaking and listening) using a variety of media.
Develop and use critical thinking skills.
Learn to compute and use mathematical concepts and be able to apply them towards solutions of problems.
Acquire and apply knowledge of the physical and biological sciences, and gain an understanding of ecological systems that affect their world.
Acquire social studies skills, global awareness, and knowledge of other cultures which will prepare them to be informed participants in our democratic society.
Acquire knowledge, habits and attitudes that promote personal, physical and mental health which will assist them to play responsible roles in family and community life.
Develop a broad awareness and understanding of career choices and acquire fundamental employability skills including basic skills to meet the needs of technological age.
Develop abilities to express themselves creatively in one or more of the fine, performing and practical arts and to learn to appreciate the aesthetic expressions of other people.
Learn to understand and use various technological tools that will be used and incorporated in all appropriate curriculum areas.
IV. GOALS AND OBJECTIVES (continued)
QAAR - Academic Objectives
Elementary Schools
By June 1998, 75% of the students in grades three through five will score at or above the statewide minimum levels of proficiency in mathematics as measured by the total math score on the California Achievement Test 5.
By June 1998, 75% of the students in grades three through five will score at or above the statewide minimum levels of proficiency as measured by the total reading score on the California Achievement Test 5.
Middle School
By June 1998, 75% of the students in eighth grade will demonstrate skills in mathematics by attaining a proficiency level of I or II on the Mathematics subtest of the Early Warning Test.
By June 1998, 75% of the students in eighth grade will demonstrate skills in writing by attaining a proficiency level of I or II on the writing subtest of the Early Warning Test.
High School
By June 1998, 85% of the students will achieve a passing score on the mathematics section of the HSPT.
By June 1998, 85% of the students will achieve a passing score on the reading and writing sections of HSPT.
IV. GOALS AND OBJECTIVES (continued)
Performance Goals
The Hackensack Public School District will:
Goal #1 By 1998 will have developed a plan to integrate/promote technology in the K-12 curriculum within the context of the State Core curriculum Content Standards guaranteeing all students equal access to the curriculum enhancements independent of site or schedule.
Objectives: By 2002 all students through Learner Active Classroom Design will use technology in each of the New Jersey Core Curriculum Content areas:
MathematicsPerforming Arts
Language ArtsHealth
ScienceWorld Languages
Social StudiesCross Content Workplace Readiness Skills
See page addendum 1
Goal #2 By 2002 implement an on-going program of professional development for all staff that supports/promotes the development of the teacher/administrator competency essential for the integration of technology into the curriculum.
Goal #3 By 2002 will have identified, prioritized and addressed technology needs within the district in the areas of infrastructure, hardware, software and communication.
Goal #4 By 2002 will have upgraded our school buildings/facilities to support the physical demands of the new technologies.
Goal #5 By 2002 will have an ongoing plan for identifying the resources and timelines needed to review, evaluate and revise the 5 Year Technology Plan and for developing a subsequent plan.
Goal #6 By 1998 will incorporate a series of benchmarks to evaluate the achievement of each of the preceding goals each year and the mechanisms to communicate this progress to parents, teachers students and the community.
IV. GOALS AND OBJECTIVES (continued) Addendum 1
Goals and Objectives for achieving the NJCCCS
Section 1. Visual and Performing Arts Standard 1.3
By the end of grade 4, 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 8, students will demonstrate appropriate use of technology, tools, terminology, techniques, and media in the creation of dance, music, theater, or visual arts.CPI 1.3.2
By the end of grade 12, 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 4, 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 8, 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 12, 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 4, 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 8, students will integrate multiple forms of media into a finished product. CPI 3.5.14
By the end of grade 12, 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
IV. GOALS AND OBJECTIVES (continued) Addendum 1
Goals and Objectives for achieving the NJCCCS
Section 4. Mathematics Standard 4.5
By the end of grade 4, all students will use technology to gather, analyze, and display mathematical data and information.CPI 4.5.5
By the end of grade 8, 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 12, 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 4, 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 4, all students will use technology to present the design and results of investigation.CPI 5.2.3
By the end of grade 8, all students will collect and organize data to support the results of an experiment.CPI 5.2.8
By the end of grade 12, 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 4, all students will describe common elements found in different cultures.CPI 6.5.4
By the end of grade 8, all students will analyze the political, social, economic, and technological factors that cause cultural change.CPI 6.5.10
By the end of grade 12, all students will evaluate the mutual influence of technology and culture.CPI 6.5.18
IV. GOALS AND OBJECTIVES (continued) Addendum 1
Goals and Objectives for achieving the NJCCCS
Section 7. World Languages Standard 7.1
By the end of grade 4, all students will provide and obtain information on familiar topics.CPI 7.1.5
By the end of grade 8, 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 12, 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 12 all students will:
Prepare a resume and complete job applications. 1.10
Understand how technological systems function. 2.1
Select appropriate tools and technology for specific activities. 2.2
Demonstrate skills needed to effectively access and use technology-based
materials through keyboarding. 2.3
Develop, search, and manipulate databases. 2.4
Access technology-based communication and information systems.2.5
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
Use technology and other tools to solve problems, collect data
and make decision. 2.7
Use technology and other tools, including work-processing,
spreadsheet, and presentation programs, and print or graphic
utilities, to produce products. 2.8
Discuss problems related to the increasing use of technology. 2.10
Identify and access resources, sources of information, and services
in the school and the community. 3.4
Use the library media center as a critical resource for inquiry
and assessment of print and non-print materials. 3.5
Take notes on visual information from films, presentations,
observations, and other visual media, and report that
information through speaking, writing, or their own visual
representation. 3.5.10
Describe the influence of technology in daily life. 6.5.4
SURVEY OR TECHNOLOGY INVENTORY (Current Status)
Computer equipment and modems See Chart page 9 and formal detailed inventory Cooper & Lybrand Professional Services Firm.
Internal network connections See Chart page 9
Internal connection is based on a wide area network linking
the Hackensack Public Schools six buildings. The High School
contains two LANS that connect the Science and Business Departments
and the Library to the WAN. The Middle School and the
four elementary schools each contain a LAN to connect
their libraries to the WAN. In addition, the Middle School
also uses the LAN to connect the second floor classrooms
to the Internet and the network. All network equipment,
wiring and closets contain and are using the necessary routers,
switches and wiring to network the six school buildings to the
Internet and each other. Cisco and Paragon manufacture the
equipment being used and installation is being done by Promedia.
Software necessary for computer communications, including LANs and Internet The software needed to implement and maintain our WAN and LANs are presently in operation or requisitioned to be installed upon delivery. The software necessary for the Hackensack WAN include: Windows NT Server, Windows 95, Mac OS, Netscape Navigator (MAC and PC), Brodart Library software and Winnebago software.
Computer maintenance contracts
Compatibility with existing and future technology will be monitored by our on-site computer teachers/specialists, with the help of our consultants and installation experts. A present problem exists in the compatibility of our Library automation software between the High School (Brodart) and the elementary schools (Winnebago.) This will be addressed when the connecting of our six libraries becomes necessary. The use of a network protocol called Z39.50 may provide the necessary connectivity between the two programs Z39.50 allows for greater flexibility in selecting hardware, software, networks and vendors.
SURVEY OR TECHNOLOGY INVENTORY (continued)
Capacity of electrical system in each school
Inspection of electrical services by Wojchik Electric, Inc.
School Service Size Current Load Proj. Add. Load Total New Load Parker 1600 Amps (277U) (4x500mcu)220 Amps31334 Amps* (120V-208)388 (265V) Jackson 1200 Amps (4x350mcu) 240 Amps22250 Amps 490 Hillers 1200 Amps (4x350mcu) 280 Amps26281 Amps 561 Fairmount 400 Amps (2x250mcu) 158 AmpsApprox.39421 Amps 579 Middle 2000 Amps (BUSS)620 Amps70800 Amps 1420 High School (East Wing) 600 Amps (2x500 alum) 320 Amps (Approx.) High School (Main Bldg.)3000 Amps (Copper BUSS) 3000 Amps *Requires addition of 277 to 120V transformer (Parker)See Wojchik Electric, Inc. 11/19/97 Memo - 19A
VI. EQUIPMENT AND FACILITIES PLANNING (Timeline: July 1, 1997-June 30, 1999)
Current Facilities
Facilities Core Classrooms Gymnasiums Libraries
Parker 42 1 1
Jackson 21 1 1
Hillers 26** 1 1
Fairmount 39 1 1
M.S. 44 2 1
H.S. 88 4 1
Facilities Auditorium Cafeteria Computer, Science & Labs
Parker 1 1 1
Jackson 1 1 2
Hillers 1 1 1
Fairmount 1 1 1
M.S. 1 1 9
H.S. 1 3 10
Facilities Shops Teachers' Admin. Nurses' Child Study Resource
Rooms Offices Rooms & Other Stff Rooms
Parker 0 1 2 1 7 0
Jackson 0 1 3 1 2 1
Hillers 0 1* 2 1 3 1
Fairmount 0 1 1 1 1 0
M.S. 3 2 4 1 3 1 TV
H.S. 4 4 10 1 5 1 Pool
*1 room houses copy machine
**1 pre-k room located in Third Reformed Church
VI. EQUIPMENT AND FACILITIES PLANNING (continued)
Plans for upgrading, retrofitting, or new construction.
See Electrical Report page 18.
See Report from Cooper Lybrand Professional Services Firm
The Hackensack Board of Education has developed a 12 million dollar plan for the construction of a new school and for upgrading the electrical capacity at each of our six schools, purchasing the related equipment, furniture, software, licensing, wiring, phone service, and for providing the essential staff development program. This plan will enable our vision to become a reality. In addition to the twelve (12) million dollar bond proposal which will voted upon in February 1998, our Board of Education is developing a consolidated plan which will combine local budgeted funds with funds from goals 2000, Title 1, DEP and ECPA.
Architects have met with our administrators, teachers, parents and students in order to identify the components of our vision that will be addressed through the facilities program.
Types of technologies to be acquired. (July 1997-June 1999)
1997-98 The electronic library system (Winnebago) has been installed in the Middle School.
Five MACs have been purchased for the libraries and equipped for Internet access at each of our six schools.
Wiring of the second floor of the Middle School has been completed.
Eighteen (18) PCs equipped for access to Internet and network has been obtained for the Middle School. See Addendum Promedia and Lucent Technology.
T-1 line has been installed at the Middle School with connections to each other school.
VI. EQUIPMENT AND FACILITIES PLANNING (continued)
1998-99 The electronic library will be installed at each of our elementary schools.
Electrical upgrading will be provided at each of our six schools.
Wiring of first and third floor of our Middle School.
Plans (architectural) will be developed for additional facilities and upgrading of each classroom. See Addendum Promedia and Lucent Technology.
Connectivity (interoperability) with existing technology.
Compatibility with existing and future technology will be monitored by our on site computer teachers/specialists, with the help of our consultants and installation experts. A present problem exists in the compatibility of our Library automation software between the High School (Brodart software) and the Elementary schools (Winnebago software). This will be addressed when the connecting of our 6 libraries becomes necessary. The use of a network protocol called Z39.50 may provide the necessary connectivity between the two program Z39.50 allows for greater flexibility in selecting hardware, software, networks and vendors.
Maintaining equipment and upgrading.
The Hackensack Public Schools have a service contract that provides for 1) periodic inspection of all equipment; 2) a detailed listing of needed repairs per item; 3) quotations for major repairs; 4) installation of software and upgrading of computer power; and 5) ongoing first echelon repairs.
In addition, our staff development program provides guidelines and demonstrations of proper preventative care and trouble-shooting procedures.
All major repairs are arranged through Promedia Corporation.
IMPLEMENTATION STRATEGIES/ACTIVITY TABLES
(Timeline: July 1, 1997 June 30, 1999)
Infusing distance learning activities with appropriate curriculum and technology.
Our plan addresses the objective of incorporating technology as a tool enhancing its teaching/learning process in grades Pre K-12 within all Sections of the NJCCCS.
To date each curriculum committee has conducted an audit identifying our strengths and needs relative to alignment of content and an additional alignment audit for incorporating technology within each curriculumSectionwill be conducted by June 1998.
Sharing resources and coordinating services with other projects/programs.
The Hackensack Public Schools have established a position: Interprojects Facilitator, which will provide leadership for the coordination of projects in order to assure coherence and pursue synergism. The Interproject Facilitator will chart planned activities per project and communicate that data to project/committee chairpersons 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. Project Even Start (CARES), Goals 2000, Title 1, 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 district and for all partners to observe our program in order that they may be evaluating the success or needs of our program benefiting from our experiences. As part of the teacher training students from Fairleigh Dickinson University and Bergen Community College, will have the Pre-service experience of working with our teachers and students and through this direct interaction develop awareness of the role of technology in the teaching/learning process.
The Johnson Public Library will benefit from the training offered to our students that will facilitate student use of the librarys electronic circulation system. The feeder and private schools will be invited to enroll their teachers in our staff development program.
Our school technology labs will be open to the community-evenings, weekends and summers. Industry will be invited to provide software that reflects their needs and our students will learn to use real-life materials.
IMPLEMENTATION STRATEGIES/ACTIVITY TABLES (continued)
Using the technology for student achievement of the NJCCCS.
The Hackensack Public Schools have provided a concerted effort to use technology as a vital tool in assuring student achievement in the Sections, Standards, Indicators and locally-developed benchmark of the NJCCCS. Each elementary school has 1) developed a Computer Assisted Instructional program that charts each students progress in each specific/target skill (indicator); 2) introduced and developed procedures that enable students to learn research skills by accessing the Internet. These skills are taught in our school technology lab 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 software that will introduce, reinforce and evaluate student achievement per indicator.
See Goals and Objectives pages 12-17.
Addressing the four national technology goals.
All teachers in the nation will have the training and support they need to help students learn using computers and the information superhighway.
All teachers and students will have multimedia computers in their classrooms.
Every classroom will be connected to the information superhighway.
Effective software and online learning resources will be an integral part of every schools curriculum.
These goals are addressed within our mission and emphasized and clarified in our vision.
Promoting equity for access to resources.
At present, our inventory of equipment and software is allocated to each school in-direct ratio to enrollment except that additional resources have been provided for our high school business, industrial arts, and guidance programs. Each elementary school has five Internet stations in their libraries, the Middle School has 18 stations, and each student has as an individual or as part of their class access to that technology. In addition, each classroom has a minimum of one computer.
IMPLEMENTATION STRATEGIES/ACTIVITY TABLES (continued)
Coordinating the technology resources and services with other grants funds. See page 23.
Relationship to county distance learning plan and activities.
The Hackensack Public Schools Technology Plan provides for the implementation of each of the guidelines of the Bergen County Distance Learning and Technology Plan identified in the section-Learning Community of Bergen County. The Bergen County Plan while not a cookbook does offer the key guidelines that will enable our district plan to meet the four national technology goals. The seven steps to productivity identified in the Bergen Count Plan will be addressed by our district Stakeholders Technology Committee.
The Hackensack Public Schools Technology Plan is most supportive and in accordance with the goals and activities presented in the Bergen county Plan. We will be using the services of the Bergen County ETTC and implement the procedure for linking our infrastructure to the world-wide web, ISDN, or Broderbond network; complete all assessment surveys requested and develop partnerships whenever appropriate.
The Hackensack Public Schools District Technology Stakeholders Committee will, in our future revised plan, create new goals for sharing resources as those opportunities are presented.
VIII. STAFF DEVELOPMENT (Timeline: July 1, 1997-June 30, 1999)
Current and planned ongoing, sustained professional development activities for teachers, administrators, and school library media personnel.
1997-98 Distance Learning Program AidLocal Funds & Goals 2000
1998-99 Distance Learning Program Aid $175,361
One-quarter devoted to staff development $43,750
Plan: Each staff member will participate in a survey (Survey) of their present level of technology skills and attitude. Based on the results, the staff will be grouped into three levels, Introductory, Basic, and Advanced. The first year of our program will provide the training for our most advanced staff that will enable them to serve as our turnkey trainers. As turnkey trainers, they will in subsequent years, train our staff who are at the Introductory and Basic levels. That training program will then become an ongoing feature of our districts comprehensive professional development program. Training will be provided through Bergen county Technical Training Center, turnkey trainers and through a consultant, Dr. Larry Wiley. Dr. Wiley has developed a training plan that he and his associates will provide addressing all needs identified on our survey of staff competencies.
List of sources for training and technical assistance available to the districts teachers and administrators.
Sources of training and technical assistance for the Hackensack School staff:
Bergen Technical High School Fairleigh Dickinson University New Jersey Tech Corp Winnebago Software Promedia Lucent Technology Future Kids Co.
VIII. SPENDING PLAN (Timeline: July 1, 1997 June 30, 1999)
The spending plan for the Distance Learning Network Program relates directly to the allocated $40 per student while the spending plan for our total technology program requiring major allocations including a bond issue is not specified at this time but will be determined as funds are made available.
July 1, 1997- June 30, 1998 Distance Learning Plan Component Allocation Staff Development -0- (Local funds) Hardware $145,171 Software $12,864 Facilities -0- Wiring $6,779 Internet $5,656 Electrical $5,000July 1, 1998 June 30, 1999
Component Amount Staff Development $43,750 of program Equipment $87,500 of program Electrical Upgrading $43,750 of program Wiring
See Promedia Plan for total technology plan
Spending Plan: Hardware/software, Facilities, Maintenance, Staff Development
Related expenses for facilities, software, licensing, access fees will be provided through the local budget and bond issue
Entitlements
Allocation for technology from our entitlement and potential discretionary grant funding will be determined at a later date. Much of our technology plan depends upon the approval of our $12,000,000 bond issue February, 1998.
SPENDING PLAN (continued)
Volunteer Efforts
Plans for Net Day activities are in the formative stage. Each school has a committee that is preparing their buildings Net Day Plan.
Projected Costs
See Promedia Program Plan
Equipment purchases and the electrical upgrading and wiring program will bridge the gap between our present status and our needs as described in our vision. We will need one PC computer and one projector per teacher, one PC computer and one printer per six students and the electrical capacity for supporting that amount of equipment are approximately $20,000 per classroom.
A learner-active, technology-infused classroom:
HardwareSoftwareFurnitureSupplies4 computers$6,8001 color printer $5201 notebook computer$2,700Phone line installation7 computer tables$4207 round tables$98036 chairs$1,800Cubby holes $400Software$2,000Resources$2,000On-line networking$250Total ($18,170) Per Class$10,020$2,000$3,600$2,250 Per District One satellite dish and services of Educational Management Group.
Spending Plan comment: The timeline will relate to a sequence of activities that will enable as many learner-active classrooms to be established per year as funds permit.
X. EVALUATION PLAN (Timeline: July 1, 1997-June 30, 1999)
Process for the ongoing evaluation of the technology resources.
The survey of professional staffTechnology Competencies will be completed in February 1998 and the data will serve as our baseline. This survey will be repeated in June 1998 and identify the degree of progress achieved by staff presently performing at Level 1 introduction, Level II basic and Level III advanced.
A survey instrument for identifying student access and use of technology in their classroom library, labs and home will be designed and a survey conducted in February 1998. That data will serve as our baseline. The degree of progress for students will be determined in June 1998 when the survey is re-administered.
A survey instrument for identifying present needs of secretaries and nurses will be conducted in February 1998. That data will serve as our baseline. The degree of progress will be determined in June 1998 when the survey is re-administered.
Ongoing monitoring will be conducted by each principal and reports submitted each month to the District Technology Stakeholders committee which will then report to the Board of Education
Evaluation Timeline
By June 30, 1999 90% of the students surveyed will acknowledge the routine use of computers, laser disks, CD ROM, Internet, Microsoft Office, calculators in their daily classwork as indicted by the results of our checklist of Student Technology.
By June 30, 1999 90%, as a result of staff development/lesson plans, will evidence the routine use of computers, laser disks, CD ROM, Internet, Microsoft Office, and video in their classroom lessons/assignments.
By June 30, 2000 90% of the office staff will routinely complete purchase orders, check account status and access staff/student information as indicated by a system access record.
By June 30, 2001 90% of the students in grades 5 12 surveyed will acknowledge the routine preparation of multimedia presentations and alternate assessment projects involving interactive television, database manipulators and desktop publishing, database manipulators and desktop publishing as indicated by the results of our checklist of Student Technology.
EVALUATION PLAN (continued)
By June 30, 2001 90% of the staff will model alternate assessment projects involving interactive television, distance learning, video broadcasting, database manipulation and desktop publishing in their classroom lessons as a result of inservice training.
By June 30, 1999 100% of the staff will complete projects utilizing laser disks, CD ROM, Internet, Microsoft Office and video as part of an accumulative portfolio assessment on file with the building principal as a result of inservice programs.
By June 30, 2001 100% of the staff will complete projects utilizing interactive televisions, distance learning, video broadcasting, database manipulative and desktop publishing as part of an accumulative portfolio assessment on file with the principal as a result of the inservice program.
By June 30, 1998 the Superintendent will publicly report to the Board of Education on the status of the hardware, software, infrastructure upgrades and teacher and student use of technology.
Memo to:Aaron R. Graham, Ed.D.
Bergen County Superintendent
From:Bernard P. Kaminsky
Subject:Hackensack Public Schools District Technology Plan
Date:December 1, 1997
Enclosed are three (3) copies of the Five-Year District Technology plan covering the DLN, TLCP, and TELE ACT (all three) for Hackensack Public Schools.
The checklist is enclosed with page numbers.
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