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. 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:
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:
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
Elementary-Hope
Elementary-North Scituate
Technology Acquisition - acquire Chromebooks per pending funding to add to existing carts
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
Common Sense Media:
Student Privacy
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
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
Action Plans | Timeline | Funding | PD | Evaluation |
G Suite | 2/15/19 | District | Google PD | Completion of Google Certification (TBD) |
Individualized Learning | ||||
Project Based Learning | ||||
Digital Citizenship | Self Paced Curriculum -Hope | Free | Sign up for Commonsense.org Complete PD tutorials Acquire certificate of completion (Hope School) | Certificate of Completion for educators Formative assessments at the end of each lesson and unit assessment for students (Hope School)
|
Middle
Action Plans | Timeline | Funding | PD | Evaluation |
G Suite | ||||
Individualized Learning | ||||
Project Based Learning | ||||
Digital Citizenship |
High
Action Plans | Timeline | Funding | PD | Evaluation |
G Suite | ||||
Individualized Learning | ||||
Project Based Learning | ||||
Digital Citizenship |