SCITUATE PUBLIC SCHOOLS

     DISTRICT TECHNOLOGY PLAN

Scituate, Rhode Island

Forward:

(The vision statement focuses on tomorrow and what the organization wants to become.)

Scituate Public Schools-Technology Vision Statement

 Scituate Public Schools will use technology to empower students to think critically, communicate effectively, solve problems creatively, and be actively engaged in their learning. By creating a technology rich environment, a community of 21st Century lifelong learners will be provided with the skills to succeed in a world of constant change.

(mission statement focuses on today and what the organization does.)

Scituate Public Schools-Technology Mission Statement

We are preparing our students to be responsible and productive users of technology by providing technology rich learning environments in which we invest in technology and training to support our students' educational needs, and supports our curriculum.

Scituate Public Schools adopts and embraces the following Technology Standards:

 National Education Technology Standards (NETS) for Students and Teachers as determined by the International Society for Technology

in Education (ISTE)

SCITUATE PUBLIC SCHOOLS

DISTRICT TECHNOLOGY PLAN

2018 - 2020

TABLE OF CONTENTS

    SCITUATE SCHOOL COMMITTEE

Erika McCormick , Chairperson

Coleen Pendergast

Mary Manning-Morse

James Scacco

Carolyn Dias

ADMINISTRATION

Carol Blanchette-Superintendent of Schools

Matthew Bobola-Director of Finance

Robert Corrente-Director of Facilities

Mark DiLuglio-Data Manager

Thomas Rambachner-Director of Technology

Michael Hassell-Principal of Scituate High School

Colleen Hart-Assistant Principal of Scituate High School

Tonianne K. Napolitano-Principal of Scituate Middle School

Dana Morel-Principal of Hope Elementary

Courtney Francis-Principal of Clayville ELementary

Kaitlin Soccio-Principal of North Scituate Elementary

TECHNOLOGY PLAN REVISION COMMITTEE

Carol Blanchette -Superintendent of Schools

Thomas Rambacher-Director of Technology

Erik Mikkelsen-Network Administrator

Michael Hassell-Principal of Scituate High School

Tonianne K. Napolitano-Principal of Scituate Middle School

Kaitlin Soccio-Principal of North Scituate Elementary

Onferenc

Amanda Rossi-Clayville Parent

Miles Henderson-North Scituate Parent

Ashley Cardarelli-Clayville Teacher Grade 4

Jennifer Roy-Hope Teacher Grade 1

Kelly Miguel-NS Teacher Grade 3

Marissa Gauvin-Hope Teacher Grade 5

Lisa LaRose-Clayville Teacher Grade 1

Jon Dunne-Middle School Social Studies Teacher

Keith Sanzen-Middle School  ELA Teacher

Kristen Polseno-Middle School Parent

Greer Charon- Middle & High School Library Media Specialist

NETS for Students

Profiles for Technology Literate Students

Performance Indicators:

A major component of the NETS Project is the development of a general set of profiles describing technology-literate students at key developmental points in their pre-college education. These profiles reflect the underlying assumption that all students should have the opportunity to develop technology skills that support learning, personal productivity, decision making, jand daily life.

These profiles and associated standards provide a framework for preparing students to be lifelong learners who make informed decisions about the role of technology in their lives. The Profiles for Technology Literate Students provide performance indicators describing the technology competence students should exhibit upon completion of the following grade ranges:

• Grades PreK - 2

• Grades 3 - 5

• Grades 6 - 8

• Grades 9 - 12

These profiles are indicators of achievement at certain stages in PreK-12 education. They assume that technology skills are developed by coordinated activities that support learning throughout a student's education. These skills are to be introduced, reinforced, and finally mastered, and thus, integrated into an individual's personal learning and social framework. They represent essential, realistic, and attainable goals for lifelong learning and a productive citizenry. The standards and performance indicators are based on input and feedback from educational technology experts as well as parents, teachers, and curriculum experts. In addition, they reflect

information collected from professional literature and local, state, and national documents.

GRADES PRE K - 2

Performance Indicators: All students should have opportunities to demonstrate the following performances. Prior to completion of Grade 2 students will:

1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g.,    monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)
2. Use a variety of media and technology resources for directed and independent learning activities. (1, 3)
3. Communicate about technology using developmentally appropriate and accurate terminology. (1)
4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)
5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)
6. Demonstrate positive social and ethical behaviors when using technology. (2)
7. Practice responsible use of technology systems and software. (2)
8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)
9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)
10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)
11. Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:

1.  Basic operations and concepts

2.  Social, ethical, and human issues

3.  Technology productivity tools

4.  Technology communications tools

5.  Technology research tools

6.  Technology problem-solving and decision-making tools

GRADES 3 - 5

Performance Indicators: All students should have opportunities to demonstrate the following performances. Prior to completion of Grade 5 students will:

 1. Use keyboards and other common input and output devices (including adaptive devices when

necessary) efficiently and effectively. (1)

2. Discuss common uses of technology in daily life and the advantages and disadvantages

those uses provide. (1, 2)

3. Discuss basic issues related to responsible use of technology and information and describe

personal consequences of inappropriate use. (2)

4. Use general purpose productivity tools and peripherals to support personal productivity,

remediate skill deficits, and facilitate learning throughout the curriculum. (3)

5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras,

scanners) for individual and collaborative writing, communication, and publishing activities to

create knowledge products for audiences inside and outside the classroom. (3, 4)

6. Use telecommunications efficiently and effectively to access remote information,

communicate with others in support of direct and independent learning, and pursue personal

interests. (4)

7. Use telecommunications and online resources (e.g., e-mail, online discussions, Web

environments) to participate in collaborative problem-solving activities for the purpose of

developing solutions or products for audiences inside and outside the classroom. (4, 5)

8. Use technology resources (e.g., calculators, data collection probes, videos, educational

software) for problem solving, self-directed learning, and extended learning activities. (5, 6)

9. Determine when technology is useful and select the appropriate tool(s) and technology

resources to address a variety of tasks and problems. (5, 6)

10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of

electronic information sources. (6)

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked.

The categories are:

1.  Basic operations and concepts

2.  Social, ethical, and human issues

3.  Technology productivity tools

4.  Technology communications tools

5.  Technology research tools

6.  Technology problem-solving and decision-making tools

GRADES 6 - 8

Performance Indicators: All students should have opportunities to demonstrate the following performances. Prior to completion of Grade 8 students will:

1.  Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. (1)
2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. (2)
3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2)
4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)
5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3 , 6)
6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)
7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)
8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)
9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. (1, 6)
10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)

 Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:

1.  Basic operations and concepts

2.  Social, ethical, and human issues

3.  Technology productivity tools

4.  Technology communications tools

5.  Technology research tools

6.  Technology problem-solving and decision-making tools

GRADES 9 - 12

Performance Indicators: All students should have opportunities to demonstrate the following performances. Prior to completion of Grade 12 students will:

1.  Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2)
2. Make informed choices among technology systems, resources, and services. (1, 2)
3. Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (2)
4. Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (2)
5. Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)
6. Evaluate technology-based options, including distance and distributed education, for lifelong learning. (5)
7. Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication, and productivity. (4, 5, 6)
8. Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning. (4, 5)
9. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. (3, 5, 6)
10. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)

 Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:

1.  Basic operations and concepts

2.  Social, ethical, and human issues

3.  Technology productivity tools

4.  Technology communications tools

5.  Technology research tools

6.  Technology problem-solving and decision-making tools

Profiles for Technology Literate Students

Copyright ISTE NETS. All Rights Reserved

2016  ISTE STANDARDS FOR STUDENTS

1. Empowered Learner

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:

a. articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

b. build networks and customize their learning environments in ways that support the learning process.

c. use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

d. understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

2. Digital Citizen

Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Students:

a. cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

b. engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

c. demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

d. manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

 3. Knowledge Constructor

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Students:

a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

d. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

4. Innovative Designer

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

Students:

a. know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

b. select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

c. develop, test and refine prototypes as part of a cyclical design process.

d. exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

5. Computational Thinker

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students:

a. formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

b. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

c. break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

d. understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

6. Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

Students:

a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

b. create original works or responsibly repurpose or remix digital resources into new creations.

c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

d. publish or present content that customizes the message and medium for their intended audiences.

7. Global Collaborator

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:

a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

b. use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

c. contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

d. explore local and global issues and use collaborative technologies to work with others to investigate solutions.

ISTE Standards•S © 2016 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education. If you would like to reproduce this material, please contact permissions@iste.org. iste.org/standards

Goals and Action Plan

Goal #1- Technology Acquisition, Roll-Out and Integration

Elementary-Clayville                        

• Technology Acquisition - acquire Chromebooks per pending funding                    to add to existing carts (grades 3-5 currently have a cart of 15)
• Carts need to support a full classroom of 26 students
• Survey staff to determine needs in technology
• Continue to provide professional development for the advancement of google skills and integration in the classroom.

Elementary-Hope

• Technology Acquisition - acquire Chromebooks per pending funding to add to existing carts
• Carts need to support a full classroom of 26 students
• Survey staff to determine needs in technology
• Continue to provide professional development for the advancement of google skills and integration in the classroom.

Elementary-North Scituate

                        Technology Acquisition - acquire Chromebooks per pending funding to add to existing carts

• Carts need to support a full classroom of 26 students
• Survey staff to determine needs in technology
• Continue to provide professional development for the advancement of google skills and integration in the classroom.

Middle

                Roll out of Chromebooks to all Students entering the grade 6

                Acquire another Chromebook cart

High

        Roll of Chromebooks and/or other appropriate devices (CTE) to all Students entering grade 9

Goal #2- Digital Citizenship

Elementary

Be Internet Awesome

• Explore “Interland”  for appropriateness at the elementary level. Looks more Middle/High School appropriate (Hope School)  

Common Sense Media:

• Commonsense.org - investigate curriculum for potential implementation in K-5 classrooms (Hope School)
• Professional Development embedded within (Hope School)
• Curriculum Training for teaching digital citizenship K-2 and 3-5 (6-8 and 9-12 also available) training module takes about an hour and provides a certificate of completion(Hope School)  
• Lesson plans include standard alignment, videos with discussion guides, worksheets, assessments, and family engagement resources  are all provided (Hope School)
• Program is all inclusive and free. (Hope School)
• Each grade span has 3 units- Unit 1 for 1st trimester, Unit 2 for 2nd trimester, Unit 3 for the last trimester (Hope School)
• Implementation across Hope School creates common language, expectations, and consistency.

Student Privacy

• Universal Student Privacy Pledge needed throughout district (Hope School)

Middle

Digital Literacy Unified Arts class for Grade 6 which will encompass digital citizenship, social media/digital footprint, privacy protection, recognizing valid sources and google: gmail, slides, forms, docs etc...

High-In Progress

Be Internet Awesome

Common Sense Media

Student Privacy

(Teachers bring classes in to LMC for initial lesson taught by Greer)

(Greer meet with departments to figure out how Digital Citizenship can be scaffolded into curriculum?)

Goal #3- Infrastructure

Elementary

• Focus on network Infrastructure so include Internal wiring, network switching, wireless access points and servers
• Establish a replacement cycle for devices
• Regularly assess the performance of existing technology and look into other options when necessary

Middle/High

        Focus on network Infrastructure to include Internal wiring, network switching, wireless access points and servers

Goal #4- Professional Development -*Introduce ISTE standards to all teachers and develop competency of technology

Elementary

Middle

High