district technology plan for digital learning · 2019-07-02 · district technology plan for...

Old Bridge Township Public Schools

District Technology Plan

For Digital Learning

2019 – 2022

David Cittadino

Superintendent of Schools


District Technology Plan for Digital Learning 2019 – 2022

TABLE OF CONTENTS

Central Administrative Leadership Team .................................................................................................... 1

Stakeholders’ Committee ................................................................................................................... 2

District Vision Statement.................................................................................................................... 3

NJ TRAX Technology Readiness

District ............................................................................................................................................. 4

Schools ........................................................................................................................... 5 - 19

Digital Learning Focus for OBTPS ...................................................................................................... 20

Technology Plan 2019 - 2022 ..................................................................................................... 21 – 36

Reflection and Adjustment Plan ................................................................................................ 37 – 40

Budget Table............................................................................................................................. 41 – 42

Appendices

District Technology Goals to Support Digital Learning 2019-2022 ....................................................... A

Middle School Technology Assessment .............................................................................................. B

Elementary School Technology Assessment ........................................................................................ C

Reference: The Daggett System for Effective Assessment ................................................................... D

Reference: Top 10 UDL Tips for Assessment (CAST) ............................................................................. E

Reference: SAMR Model .................................................................................................................... F

Certified Board Resolution ................................................................................................................ G

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District Technology Plan For Digital Learning

2019 – 2022

Central Administrative Leadership Team

David Cittadino

Superintendent of Schools

Joseph Marra

School Business Administrator/Board Secretary

Kathleen Hoeker, Ed.D.

Assistant Superintendent of Schools

J. Scott Cascone, Ed.D.

Executive Director of Academics

James Tuohy, Ed.D.

Executive Director of Special Services

Rosanne M. Moran

Director of Technology

Anahita Keiller

Director of Arts & Cultures

Daniel DiMino

Director of Athletics

Board of Education

Jill Cali, President

Kelly Ellis-Foster, Vice President

Jill DeCaro Sal DiPrima

Richard Dunn Lisa Lent

Walter Reed Balwinder Singh

Matthew Sulikowski

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Technology Planning for Digital Literacy

District Technology Plan 2019-2022

Stakeholders’ Committee

NAME TITLE David Cittadino Superintendent of Schools

Kelly Ellis-Foster Board of Education, Vice President

Rosanne M. Moran Director of Technology

Anahita Keiller Director of Arts & Cultures

Dr. Caitlin Colandrea Supervisor of Intervention Services

Laurie Coletti Principal, McDivitt School

Scott Titmas Technology Integration Specialist

James Yanuzzelli Technology Integration Specialist

Kristen Peterson Elementary Representative, Computer Teacher

Dana Titmas Elementary Representative, Special Needs

Angelo Ascione Middle School Representative, JSMS

Sean McCoy Network Specialist

Paulin Georges Senior Technician

Deborah Knorr Parent Representative

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District Technology Vision Statement

Old Bridge Township Public Schools’ highest priority must be the education and

instruction of our students in how to learn, live, and work in an ever-evolving world. As

personal computing devices are the primary tools of our “Information Age”, traditional

educational methods alone are no longer enough to prepare our students to adapt and thrive in

our information-rich society. Those students who are properly prepared in computer

functionality, capability, and use will undoubtedly be able to embrace technology and globally

access and interact with, the world at their fingertips.

It is the responsibility of our school district and community to integrate technology

seamlessly into the curriculum. Through such integration, our students will be better able to

recognize the role of technology as a tool to assist in problem solving regardless of the subject

area. Such integration must be continuous and encompass the importance of technology in our

everyday lives. Simultaneously, attention must be given to providing our staff members with

the technology tools and training required to instruct our students as well as each other.

Progress cannot be made unless a comprehensive technology education program is available

for use throughout the entire school community.

As educators of future generations, we must ensure the equitable provision and

utilization of computers to our entire student population in a variety of ways. By espousing an

interdisciplinary approach to computer literacy education, we enable our students to develop a

more complete understanding of complicated problems and real-world issues. An environment

of active learning must be provided to our students, facilitating the engagement in

experimentation of new concepts and ideas while building on the foundation of what is already

known to be factual and proven. Our students must learn to be team players, collaboratively

sharing the rewards of their success and failures with their peers and respective colleagues.

Old Bridge Township Public Schools recognizes, more than ever before, the enormous

role that the integration of technology plays in the daily lives of our students and staff

members. We are committed to a goal-oriented approach to ensure that educational

technologies are appropriately and equitably integrated into our students’ educational

processes in addition to the sustained education of our staff members. Our ultimate goal is to

enhance the educational learning experience while, in turn, contributing to the overall

achievement of our students and our staff.

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Digital Learning Focus for Old Bridge Schools

2019 – 2022

Based on District Goals and Embedded School Goals section of this plan, the Focus for

Digital Learning on the Elementary School level, Middle School level, and High School level is:

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Technology Plan 2019 - 2022

District Goals & Embedded School Goals

Goal #1: Continue to improve and maintain a

technology infrastructure that meets current

connectivity goals and can be augmented to meet

future demand.

Strategies Evaluation

● Continue to support and maintain LANs/WAN

for both hardware and software through

completion of school switch upgrades, private

fiber network, and VOIP phone system;

● Continue to provide Internet access for

staff/student use (4 gig bandwidth) – two

circuits;

● Train key technology personnel in emergency

data retrieval and system backup functions;

● Continue to support and improve technology-

related security upgrades (camera upgrades,

swipe card entry, etc.) which support a more

secure learning environment for staff, students,

and community members using our facilities;

Review of services

and hardware bi-

annually

Dialog with

vendor/partners

Review/discussion of

emerging trends

Status Reports by

curriculum/

technology

leadership

provided at district

meetings

Review/report by

vendor/partners at

district meetings

Complete

purchase/installati

on of various

equipment as

needed

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Activity/Task/Tactic Person

Responsible Timeline Resources

Budget

Amount/Source

Routinely review

and make

recommendations

to district

administration and

the board of

education of ways

to improve/upgrade

our network;

● Technology

Staff

● Director of

Technology

● Business

Administrat

or

● Tech

Integration

Specialists

On-going –

including twice

annual review

with

vendor/partners.

● Vendor/Partners

● Whitepapers/indust

ry

publications/dialogs

with

colleagues/peers

Local budget

funding

Continue to provide

and support the

infrastructure

needed for

administration,

staff, students to

connect to

resources both

within and outside

the school via our

network; to

communicate with

peers via Office 365

and use other

“cloud-based” tools

to facilitate

productivity and

connect with

colleagues/learners

locally and globally;

● Technology

Staff

● Instructiona

l Leadership

Team

● Board of

Education

● Tech

Integration

Specialists

Open to all

certificated and

non-certificated

staff – all district

locations:

Year 1: Provide

Microsoft

professional

development

via in-person or

online

workshops;

Year 2:

Encourage/supp

ort use of Office

365, Notebook,

TEAMS, One

Drive by all

staff/students;

Year 3: Move all

curriculum and

instructional

resources to

Microsoft;

● Microsoft Licensing

● Filters/Virus

Protection/Firewalls

● Professional

Development

Training

Local Funding

• PD Training Budget

• License Budget

Train key personnel

in emergency data

retrieval; maintain

off-site backup of

critical systems;

● Superintend

ent of

Schools

● Network

Specialist

(Technology Staff

and Central

Administrative

Support Staff)

● Training on data

retrieval

● Licensing for use of

off-site backup

storage

Local Funding

• PD Training Budget

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● Business

Administrat

or

● Assistant

Business

Administrat

or

• License Budget

Review/replacemen

t and/or update of

security cameras;

augment swipe card

access as needed;

● Technology

Staff

● Building

Principals

● Director of

Plant

Services

● Business

Administrat

or

Ongoing

● Partner/Vendors

● Recommendation of

building principals

● Review by Building

Administrator/Direc

tor of Plant Services

Local Funding

• Capital improvements

Goal #2: Continue to support and expand upon existing

technology-based assessments across all subject areas. Strategies Evaluation

● The district and its staff members will engage in self-

assessment and reflection relative to assessment (in

general) as well as the use and development of

technology-based processes;

● Staff members will be trained in the development of

technology-based assessments via current software

applications;

● Collaboration with subject area supervisor and subject

teachers for integration of digital formative and

summative assessments;

● Formative and summative assessments will be developed

to include 21st Century Life and Career Skill Sets

(http://www.state.nj.us/education/aps/cccs/career/) as

well a curriculum-based proficiencies;

● Embed Grade 4 technology benchmarks (see Appendix)

and Grade 8 Technology Readiness Assessment (see

Appendix) /Study Island Tech Literacy Activities in daily

instruction;

● An online repository will be developed to serve as a

receptacle for district-wide technology-based assessments

across all subject areas;

● Continue to support technology-based assessments at all

grade levels;

● Review of

current

curriculum/

assessment

to identify

assessments

which can be

reproduced

electronically;

● Design

learning

experiences

to

incorporate

digital tools

and resource

● Differentiatio

n of

instruction

using digital

tools and

resources

● collaboration

and group

assessments

Produce

multiple and

varied

formative

and

summative

assessments

aligned with

content and

technology

standards

Staff will

demonstrat

e the

application

of the tools,

materials,

processes,

and

technical

concepts

http://www.state.nj.us/education/aps/cccs/career/

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Reference:

CAST UDL http://www.cast.org/

The Daggett System for Effective Instruction

http://www.leadered.com/pdf/daggett_system_for_effective_inst

ruction_2014.pdf

● analyze

student work

through

digital

portfolios

● instructional

design for

digital

assessment

planning

● Create personalized learning through district-approved available platforms

● Review of

curriculum

content

standards to

identify

grade-level

benchmarks

to be utilized

in creating

assessments;

● Review of

NJSLA or

other online

assessments

to determine

skillsets

required;

include those

types of

questions/ans

wers in

district

assessments;

● Provide

training for

staff in the

development

safely and

efficiently

Review and

evaluation

of digital

usage

reports for

district-

approved

applications.

Grade 4

students are

deemed “on

task” to

reaching

technology

proficiency

by Grade 8

through the

completion

of

benchmarke

d

assignments

Middle

school

students are

deemed

technologica

lly proficient

through the

completion

of

benchmarke

d projects

by the end

of Grade 8

http://www.cast.org/

http://www.leadered.com/pdf/daggett_system_for_effective_instruction_2014.pdf


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of online

assessments;

● Begin to build

and utilize

repositories

for

benchmark

technology-

driven

assessments;

Maintain

Microsoft

Licensing to

include

online

access for

staff/studen

ts.

Provide PD

Training

Collaborate

in PLCs,

Department

Meetings

and District-

level

meetings to

assess

requirement

s/ course of

action

Work with

curriculum

specialists at

the

supervisory

level to

create

repository

Activity/Task/Tactic Person Responsible Timeline Resources

Budget

Amount/So

urce

• digital portfolio

• personalized, differentiated, individualized learning

● Certificated

Staff

● Tech Integration

Specialists

Ongoing

● Microsoft

Office

● SIS

● Other district-approved

Local

Funding

• Instruction

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• library of digital assessments

• digital assessment inventory

digital resources as determined by subject area discipline.

Build a plan for

systematic use across

the district of possible

online or technology-

driven assessments

utilizing 21st Century

Skills;

● Administrative

Directors

● Subject Area

Supervisors

● Certificated

Staff


Specialists

Ongoing

● Development

of

assessments

to be

completed via

devices/inter

net

● Use OneDrive

as a

receptacle for

storing/maint

aining these

assessments

● Development

of a plan for

how/when

these

assessments

will be utilized

● Publication of

a list of

available

assessments

for

instructional

staff

members

Local

Fundin

g

• Microsoft Licensing

• PD Training

Review 21st Century

Skills Sets, including

Standards for Career

and College Readiness,

during PLCs and

Department meetings,

and professional

development

workshops;

● Administrative

Directors

● Subject Area

Supervisors

● Certificated

Staff

● Tech

Integration

Specialists

Ongoing

● NJ Student

Learning

Standards

● Office 365

Local

Funding


• PD Training

Provide training in all

applications –

Microsoft

● Technology

Trainers


Specialists

● Administrative

staff

Ongoing

● Microsoft

applications

Local

Funding:


• PD Training

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Develop a repository

to serve as a

receptacle for district-

wide technology-

based assessments

across all subject

areas;

● Administrative

Directors

● Subject Area

Supervisors


Specialists

● Certificated

Staff

Year 2 and Year 3 ● Microsoft

applications

Local

Funding


• PD Training

Goal #3: Use Microsoft OneNote and Teams as an LMS Strategies Evaluatio

n

● Continue to support the use of Microsoft OneNote and Teams

to support and deliver instruction at all grade levels.

● Pilot system with appropriate grade levels and content areas;

● Team develops a set of evaluative criteria/measures of

effectiveness and appropriateness for formal adoption and

implementation. (For example, staff and student pre- and

post-surveys)

● If approved, develop a fiscal proposal as well as a proposed

implementation plan and timeline.

● Identify, access, and utilize both existing subscriptions based

digital content such as but not limited to Discovery Education,

as well as OERS such as but not limited to, SAS curriculum

Pathways, and CK 12.

• Encourage the use of Seesaw or similar application at

primary grade levels to simulate Teams and familiarize

staff/students with use.

Reference:



http://www.leadered.com/pdf/daggett_system_for_effective_instr

uction_2014.pdf

● Engage in

site

visitations

and dialogs

with other

districts to

evaluate use

● Team

develops a

set of

evaluative

criteria/meas

ures of

effectiveness

and

appropriaten

ess for formal

adoption and

implementati

on. (For

example,

staff and

student pre

and post

surveys)

● Present

findings and

recommenda

tions to

Pre- and

post-

surveys to

staff/stude

nts

Successful

use of

Microsoft

products

through

student/sta

ff

performanc

e data and

class

platforms

Discussion

of district

usage

reports at

district-

level and

board

meetings




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leadership

council, and if

deemed

appropriate.

the BOE

curriculum

committee

● If approved,

develop a

fiscal

proposal as

well as a

proposed

implementati

on plan and

timeline.

● Identify,

access, and

utilize both

existing

subscription

based digital

content such

as but not

limited to

Discovery

Education as

well as OERS

such as but

not limited

to, SAS

curriculum

pathways,

and CK 12

Activity/Task/Tactic Person Responsible Timeline Resources Budget

Amount/Sou

rce

● Team develops a set

of evaluative

criteria/measures of

● Administrative

staff

Ongoing

● Team

meetings NA

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effectiveness and

appropriateness for

formal adoption and

implementation.

(For example, staff

and student pre and

post surveys)

● Technology

Integration

Specialists

● Instructional staff

● Present findings and

recommendations to

administration,

leadership council,

and if deemed

appropriate the BOE

curriculum

committee.

● Administrative staff

● Technology

Integration

Specialists ● Instructional staff

Ongoing

● Team meetings Local

Funding

• Instruc

tion

• Implement full use of

Microsoft products

District-wide

• Administrative staff • Technology

Integration

Specialists


Year 3 full district-

wide

implementation

● PLC,

department,

and faculty

meetings ● Leadership

Council

meetings ● Instructional

Leadership

Team Meetings ● BOE

Committee

meetings

Local

Funding

• Instruc

tion

● Identify, access, and

utilize both existing

subscription- based

digital content such

as but not limited to

Discovery Education

as well as OERS such

as but not limited to,

SAS curriculum

pathways, and CK 12.

• Administrative staff • Technology

Integration

Specialists


Ongoing ● PLC,

department,

and faculty

meetings ● Leadership

Council

meetings ● Instructional

Leadership

Team Meetings ● BOE

Committee

meetings

Local

Funding

• Instruc

tion

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Goal #4: Equitable Access to Technology and

Connectivity Strategies Evaluation

● Add and replace computer hardware in all buildings to provide easy access for all users; Utilize lease/purchase agreements to allow for more effective use of funds to procure computers and other peripheral devices;

● Continue to expand hardware deployment to include not only multimedia computers with Internet access in classrooms but also tablet devices, laptops, etc., in order to meet the demands of online testing (PARCC);

● Continue to upgrade operating systems and/or replace devices that do not meet minimum operating specifications are recommended by PARCC;

● Maintain and support district policies for student/staff computer and Internet use;

● Maintain records regarding student AUPs as well as evidence of notification and permissions regarding the use of student’s personal information on school-based Websites (NJASA 592);

● Investigate grant opportunities available to fund programs, which provide additional, school supported “off-hour” access to our district’s technology to increase family/municipal/community involvement and increase student achievement;

● Investigate and implement shared services opportunities with the Old Bridge Township municipal government; this will conserve resources and provide benefits to our community at large;

● Investigate ways to provide devices and Internet access for student home use for all students including economically disadvantaged;

● Continue to

partner with

District

Business Office

to find best

options for

lease/purchase

of equipment

● Continue with

District

Hardware

Refresh Plan

and device

implementatio

n plan

● Utilize

District’s SIS to

maintain a

record of

AUPs,

notifications,

permissions,

etc., via

electronic

signature

● Continue to

investigate

grant

opportunities

with particular

interest in

grants which

provide home

use of

devices/Intern

et access for all

students,

including

Lease/purchase

agreements for

hardware/softwar

e which benefit all

stakeholders

Document

Hardware Refresh

Plan in

spreadsheet and

share at District

Technology

Committee

Meetings

Document new

device rollout and

implementation

via District

Technology

Committee

Meetings, ILT

meetings, and

Leadership

Council Meetings

Report on

potential shared

services

agreements at

District

Technology

Committee

Meetings, ILT

meetings, and

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economically

disadvantaged

● Partner with

Old Bridge

Township

municipal

government to

introduce

shared services

agreements

where

applicable

Leadership

Council Meetings

Apply for grants

which support

home use of

devices/Internet

access for all

students

Pilot home use of

devices/Internet

access with target

group of students

Activity/Task/Tact

ic Person

Responsible

Timelin

e Resources

Budget

Amount/Source

Work with business

office to identify

equipment and

purchase via lease

purchase agreements;

● Business

Administrator

● Administrative

Staff


Specialists

● Technical Staff

On-

going

● Vendors

● Business Office

staff

● Technology Staff

● Industry

Standards

● Local budget

● Grants

● Title Grants

Refresh and deploy

equipment to support

Refresh Plan and

Implementation Plan;

● Administrative

Staff


Specialists

● Technical Staff

On-

going

● Technicians

● Refresh Plan

● Implementation

Plan

● Local Funding

Maintain evidence of

parental permission

for student use of

technology

devices/Internet;

● Technical/Secretari

al Staff

On-

going

● Realtime SIS

● District Website

● Email

● N/A

Investigate and apply

for grants which fund

devices for student

use at home and

provide Internet

● Instructional

Leadership Team

● Grant Writer

Year 2 ● Grants

Advertisements ● N/A

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access; pilot with

target group;

Identify

projects/areas as

potential shared

services with

Township of Old

Bridge;

● Leadership Council

● Mayor’s Office Year 2 ● Meetings ● N/A

Identify pilot group

for student home use

of devices/Internet at

home;

● Leadership Council Year 1 ● Meetings ● Local Funding

● Grant Funding

Begin home use pilot ● Target group

● Principals

● Technology staff

Year 2

and Year

3

● Devices and

method for

home use

● Local Funding

● Grant Funding

Goal #5: High-Quality Professional

Development for Staff Strategies

Evaluatio

n

● Provide application-specific staff development training for key technology personnel; increase training opportunities for technical staff in Apple products, Microsoft Office 365, and networking to meet our district’s growing and evolving needs;

● Utilize site-based, professional learning communities to provide professional development training which is customized for the needs of their specific school and align to the district goals;

● Expand opportunities for students and staff access for distance learning, communication and global research/collaboration;

● Provide professional

development opportunities for

staff reflecting “anytime,

anywhere” opportunities, New

Jersey Student Learning,

Standard 8,

(http://www.state.nj.us/educa

tion/cccs/2014/tech/) and

21st Century Life and Career

skillsets, Standard 9,

(http://www.state.nj.us/educa

tion/aps/cccs/career/)

● Identify, select and implement

an LMS

● Continue to support District

Committee and Roundtable,

which foster the investigation

of new ideas and methods to

● Lesson

Plan

docum

entatio

n to

include

all

relevan

t New

Jersey

Student

Learnin

g

● Professi

onal

Develo

pment

Plans to

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● Work towards customization of PD360 to include examples of district “best practices” for review and modeling by staff members;

● Continue to provide content-specific training in through after school workshops, site-based workshops, during the day using the Old Bridge Academy and “anytime, anywhere” online training (such as webinars, training videos, etc.) which support use of district software (such as Realtime Student Information System, Easy CBM, teacher web pages, etc.)

● Implement orientation/training programs for staff specifically designed to provide support for PARCC/online testing; utilize existing online testing options to provide both staff and students with opportunities to become familiar with the nuances of online testing;

● Continue to provide alternative sources for continued and sustained professional development activities—such as online learning communities; Old Bridge Academy, distance learning opportunities; and district cohorts for online graduate studies;

● Continue to support District committees, such as Technology Roundtable and District Technology Committee, to foster investigation of new ideas and methods to streamline workload and make all staff and students successful learners and users of technology.

Reference:



http://www.leadered.com/pdf/daggett_system_for

_effective_instruction_2014.pdf

streamline workload and make

all staff and students

successful learners and users

of technology.

include

all

relevan

t New

Jersey

Student

Learnin

g,

particul

arly

New

Jersey

Student

Learnin

g

Standar

ds 8

and 9.

● Evidenc

e on

District

Calend

ar;

sign-in

sheets;

agenda

s,

minute

s of

meetin

gs;

● Staff

surveys

that

identify

their

levels

of

technol

ogy

use,

and

exampl

es of

success

ful




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integrat

ion of

technol

ogy will

be

adminis

tered

by

adminis

trators

on an

annual

basis.

Activity/Task/

Tactic Person


Budget

Amount/

Source

● Offer workshops and training; assist teachers in implementation of New Jersey Student Learning Standards 8 and 9, 21st Century Life and Career skillsets;

● Technology staff

● Technology Integration Specialists

● Building Principals


Ongoing

● Course materials

● District Website

● Tech-savvy staff

● Old Bridge Professional Learning

Academy

● Local

budget

● Grants

● Title

Grants

● Provide resources for “anytime, anywhere” PD for staff;



● Instructional Leadership Team

Ongoing

● Frontline

● Old Bridge Custom Guide

● Microsoft Educator Community

● Local

budget

● Grants

● Title

Grants

● Review curriculum and update to support New Jersey Student Learning Standards 8 and 9, 21st century Life and Career skillsets,

● Curriculum specialists


● Subject Area Supervisors

Ongoing

● Microsoft Applications

● NJ Student Learning Standards

● Local

budget

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including College and Career readiness;

● Schedule and attend district committee and roundtable meetings which foster investigation of new ideas and methods to streamline workload and make all staff and students successful learners and users of technology.



● Board of Education

Ongoing

● Meeting schedules

● District website ● N/A

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Goal #6: Roll Out and Refresh Devices for Student and

Staff Use Strategies Evaluation

• Routinely update Refresh Plan

• Update and Replace hardware as warranted from Refresh Plan within 3-5 year cycle

• Inventory

• Recommendation of Technical Staff for replacement

Inventory

Report with

priorities for

replacement;

aging out of

equipment

Successful

completion of

update/refresh

as per yearly

targeted goal

Activity/Task/Tactic Person


Budget

Amount/Source

● Refresh and

deploy

equipment to

support Refresh

Plan and

Implementation

Plan;

● Technical

Staff

On-going

● Technicians

● Refresh Plan

● Implementation

Plan

Local budget

• Computer hardware

• Equipment

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Reflection and Adjustment Plan

The need to re-examine and re-evaluate our methods and goals is a long-standing

practice of the Old Bridge Township Public Schools’ administrative team. In order to be useful,

the Technology Plan for Digital Learning must be a fluid document that allows for adaptability

and change, dependent on the circumstances at hand. We must use this plan to focus on our

future, without losing sight of the present or the past.

Evaluation and monitoring are key components of this process. This evaluation and

monitoring will take place at all levels—by our Board of Education members, by our

administrators, by our staff, by our students, and by our community members. The primary

vehicles for this process will be the District Curriculum Committee, the District Technology

Committee and the District Technology Roundtable, all of which have established, working

relationships with other district committees and their members. Open lines of communications

among established district committees, the Board of Education, administration, staff members,

students and community will facilitate agendas and dialogs for discussion and action.

The following reflection and adjustment plan will assess the impact of education

technology for digital learning in three areas: (a) providing instructional and administrative

staff with the tools, instruction, and support they need to integrate technology seamlessly into

the curriculum; (b) integrating technology into the curricula and instruction to promote 21st

century skills and global collaboration and outreach; (c) maintaining infrastructure support and

devices needed to support teaching and learning.

(a) Providing instructional and administrative staff with tools, professional development, and support for tech integration

ACTIVITY PERSON(S) RESPONSIBLE

ARTIFACT(s)

Embrace a vision of learning for all learners (students and staff) which includes: Self-directed learning Goal-setting Self-assessment mentoring understanding the “big picture” as well as the steps it takes to reach a goal

Administrative Leadership Team Building Administration Subject Area Supervisors Teaching Staff School Communities

Curriculum Guides Lesson Plans

38 | P a g e

active development of thinking/learning strategy in pursuit of individual and common goals a passion for learning Charge learners with authentic tasks which: Build on prior learning and is authentic permits all learners to learn through exploration have intrinsic value and are challenging to the learner pertain to the “real world” and are rooted in the life experiences of the learner involve the integration of many different types and kinds of information from a variety of sources and which address pertinent issues in the life and work of the of the learner



Allow for summative and formative assessment which: permits individuals to demonstrate proficiency in a variety of manners as applicable to the situation: oral, written, modeling, performance-based have meaning for the learner and may produce a product or outcome can be part of the instruction or instruction can be a product of the assessment



Allows for learners to learn individually or in groups



Allows for teachers and students to be both a facilitator and a learner empowers student decision making about the course of their own learning



Allows for learning to be seamless and ongoing for all learners



(b) Integrating technology into the curricula and instruction to promote 21st century skills

and global collaboration and outreach

Our district infrastructure is the lynchpin of our ability to integrate technology and deliver a curriculum

which supports 21st century learning in our classrooms and community. In order to evaluate the vigor of

39 | P a g e

our ability and the rigor of our curriculum to support 21st century skills and a global collaboration and

outreach, we will:

ACTIVITY PERSON(s) RESPONSIBLE

ARTIFACT(s)

Provide staff development training and classroom support on technology integration in alignment with New Jersey Student Learning Standards and National Education Technology Standards

Subject Area Supervisors District Instructional Council District Professional Development Committee Local Professional Development Committee

PD Facilitators

Documentation in Meeting Agendas and Meeting Summaries Professional Development Course Offering (workshop flyers, workshop attendee rosters) PD Feedback Forms

Encourage and support the development of instructional techniques, strategies and best practices that enhance technology –infused, student-centered learning as evidenced by student work

Administrative Directors Building Administration Subject Area Supervisors Certificated Staff

Documentation in lesson plans; Meeting Summaries of professional learning communities; display of student work; retention of graded student work in electronic form in student portfolios

Provide teachers and students with access to web-based solutions that offer curriculum based programs to equip schools with comprehensive instructional resources, interventions, and supplemental services tailored to meet the needs of all learners

Administrative Directors Subject Area Supervisors Building Administration

blogs, wikis district intranet posting/sharing of web resources and URLs and in online repositories

Meet regularly to discuss technology-related items according to a fixed agenda recommended by the committee chair of the District Technology Committee and Supervisor of Technology

Subject Area Supervisors District Administration Board of Education Members

Monthly reports on committee activities and recommendations; provide yearly summative report to the Superintendent

Continue to publicize progress related to the District Technology Goals for Digital Learning through school and District newsletters; public access channel cable TV presentations; community and regional newspapers, and District Website

Leadership Council Building Administration District Administration’s District Public Relations Representative Webmaster

Evidence of Publication

40 | P a g e

(c) Maintaining infrastructure support and devices needed to support teaching and

learning:

ACTIVITY PERSON(s) RESPONSIBLE

ARTIFACT(s)

Routinely review and make recommend to district administration and the board of education ways to improve and upgrade our network

District Technology Staff District Administration

Documentation in Meeting Agendas and Meeting Summaries

Continue to provide and support the infrastructure needed for administration, teachers, and staff members to connect seamlessly to resources both within and outside the school via our network; to access information via the Internet; to communicate with peers via e-mail and to use other Web tools to facilitate productivity and connect with colleagues and learners locally and globally


Documentation in Meeting Agendas and Meeting Summaries

Adhere to “Refresh Plan” as budget allows to ensure that all stakeholders have the tools needed to learn and work in a 21st century environment


Documentation in Meeting Agendas and Meeting Summaries Budget Allocations

Mid-course corrections or changes to our activities and strategies to achieving our goals will be

completed through a process of investigation by district personnel; recommendation to or by the

appropriate supervisor or director to the Leadership Council; placement on an Agenda for discussion

and/or review by the appropriate District Committee; action taken by Central Administrative Leadership

Council with further action by Board of Education if necessary.

41 | P a g e


BUDGET TABLE

2018-2019

BUDGET CATEGORY FUNDING SOURCE BUDGET ALLOTMENT Telecommunications & Internet

• PBX Telephone • POTs Lines • Cellular Service • Private Fiber • Internet ISP

Local Budget

$378,000

Purchased Professional Services • Licensing • Software • SIS • Firewall • Overall Network Support

Local Budget

$537,000

Technology Supplies & Materials • Workstations • Computer parts • Cables, PC cards, etc. • Peripherals, projectors, printers, etc. • Miscellaneous digital materials

Local Budget

$290,000

Training and Professional Development

• Instructional Staff Training – Hourly Salaries for facilitators • Instructional Staff Training – Purchased • Employee Course Reimbursements

Local Budget

$400,000

Technology Building Support Staff

• Elementary School Stipend • Middle School Stipend • High School Stipend • Webmaster Stipend

Local Budget

$18,500

42 | P a g e

Miscellaneous Grants TYPE OF GRANT FUNDING SOURCE AMOUNT

Perkins Grant Federal <$58,536>

Title I Federal <$763,255>

Title 2A Federal <$202,320>

E-RATE REIMBURSEMENT <$312,434.38>

APPENDIX A

District Technology Goals

To Support Digital Learning 2019-2022

1. Technology Infrastructure Continue to improve and maintain a technology infrastructure that meets current connectivity goals and can be augmented to meet future demand.

2. Technology-Driven Tools & Assessments Investigate/implement ways and means to support technology-driven assessments across all subject areas. Utilize technology tools (such as mirroring devices, interactive whiteboards, etc.) to support instruction.

3. Continue to Implement Office 365 – Appropriate Applications as a Learning Management System Continue to implement digital resources available through Office 365 (Teams – OneNote, etc.) and/or other appropriate “portfolio” software (i.e., Seesaw) to support instruction. A component of this system should include high quality, openly licensed educational materials in place of traditional textbooks.

4. Equitable Access to Technology and Connectivity Work towards equitable access to technology and connectivity for all students (inside and outside of school) regardless of a student’s economic status.

5. High-Quality Professional Development for Staff Continue to provide professional development opportunities which support district technology initiatives, student needs, and staff members’ interests both during the school day and after school hours.

6. Roll Out and Refresh Devices for Student and Staff Use Continue to roll out and refresh devices for student and staff use which support instruction as detailed in our district curriculum goals, state goals, and national goals regarding technology.

APPENDIX B


Middle School Technology Assessment

Standard 8.1 8.2 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

Grade Level

Content Statement

Standard Indicator Activity Level of

Proficiency

Understand and use technology systems

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools

Sway: recycling and pollution

☐ Proficient

☐ Not Proficient

☐ Not Assessed

Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability

MS 365 Office module implementation for students to create, store, share, forward, retrieve in a cloud based environment. Publisher: Creating your own business plan i.e.: cards, letterhead, flyers & brochures

☐ Proficient

☐ Not Proficient

☐ Not Assessed


8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

Implement and use data storing software such as Excel, Word, PowerPoint. Excel: stock market Sketch Up: creating a playground for handicapped children

☐ Proficient

☐ Not Proficient

☐ Not Assessed


8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results

Excel: Stock market and fast Food data and graphing

☐ Proficient

☐ Not Proficient

☐ Not Assessed

APPENDIX B


8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results.

Access: students create an iPod playlist. Apply sort functions and query’s/reports

☐ Proficient

☐ Not Proficient

☐ Not Assessed

Strand B: Creativity and Innovation: Students demonstrate creative thinking, construct

knowledge and develop innovative products and process using technology.

Grade Level

Content Statement


Proficiency

6-8

Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression

8.1.P.B.1 Create a story Sway/PowerPoint/ Internet/Inspiration Students choose a current local event to report on for classroom presentation applying the above digital tools to present the information Students will create a web page using HTML coding to report on a local or global issue. Use Code.org or scratch to create a digital learning game Design an interactive video game utilizing “Scratch” client or at: http://scratch.mit.edu/ or make code at www.makecode.org

☐ Proficient

☐ Not Proficient

☐ Not Assessed

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first person interviews.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

http://scratch.mit.edu/

http://scratch.mit.edu/

http://www.makecode.org/

APPENDIX B

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

Grade Level

Content Statement


Proficiency

6-8

Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. Communicate information and ideas to multiple audiences using a variety of media and formats Develop cultural understanding and global awareness by engaging with

8.1.P.C.1 Collaborate with peers by participating in interactive digital games or activities.

Use Code.org or scratch to create interactive games. interactive video game utilizing “Scratch” client or at: http://scratch.mit.edu/

☐ Proficient

☐ Not

Proficient

☐ Not Assessed

Students will use Quizlet/Kahoot/Microsoft Teams to collaborate with other middle school students on different bridge designs Simulate a virtual classroom learning environment utilizing Microsoft OneNote. Students access from home remotely, view video at Discovery Education and answer online Quiz. Students will use an online collaboration tool

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

APPENDIX B

Grade Level

Content Statement


Proficiency

learners of other cultures. Contribute to project teams to produce original works or solve problems. Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. Communicate information and ideas to multiple audiences using a variety of media and formats Develop cultural understanding and global awareness by engaging with learners of other cultures. Contribute to project teams to produce

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources ,evaluate findings and present possible solutions, using digital tools and online resources for all steps.

such as Fakebook.com, to create a profile for a famous engineer. -discuss with other students online engineering ethics -discuss with other students online some of the positive and negative impacts certain technologies have had on society. –Discuss possible solutions. –Skype in the classroom. –Virtual Field Trip –Mystery Skype

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community

APPENDIX B

Grade Level

Content Statement


Proficiency

original works or solve problems.

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

Grade Level

Content Statement


Proficiency

6-8

Advocate and practice safe, legal, and responsible use of information and technology

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media

Class discussion Quiz star.com: students participate in an online assessment of cyber safety/ethics etc Digital Citizenship in class and online http://www.safesurfingkids.com/lesson_plans_grades_3_12.htm http://www.proprofs.com/quiz-school/story.php?title=internet-safety-pre-test

☐ Proficient

☐ Not Proficient

☐ Not Assessed

Demonstrate personal responsibility for lifelong learning

8.1.8.D.2 8.1.8.D.3

Demonstrate the application of appropriate citations to digital content. Demonstrate an understanding of fair use and Creative Commons to intellectual property.

Same as above

☐ Proficient

☐ Not Proficient

☐ Not Assessed

Exhibit leadership for digital citizenship.

8.1.8.D.4 8.1.8.D.5

Assess the credibility and accuracy of digital content

Class discussion Internet scavenger hunt on safety/accuracy/co

☐ Proficient

☐ Not Proficient

☐ Not Assessed

http://www.safesurfingkids.com/lesson_plans_grades_3_12.htm




http://www.proprofs.com/quiz-school/story.php?title=internet-safety-pre-test





APPENDIX B

Understand appropriate uses for social media and the negative consequences of misuse.

ntent and social media. Commonsense.org

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

Grade Level

Content Statement


Proficiency

6-8

Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. Process data and report results

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem

Applying internet search skills to locate information on various bridge design for a particular application MS 365 intro and use of it for emailing, Event Scheduling, Tasks, File Sharing and Folder Sharing. Problem based learning activity.

☐ Proficient

☐ Not Proficient

☐ Not Assessed

APPENDIX B

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan

and conduct research, manage projects, solve problems, and make informed decisions using appropriate

digital tools and resources.

Grade Level

Content Statement

Standard

Indicator Activity Level of

Proficiency

6-8

Identify and define authentic problems and significant questions for Investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative

8.1.8.F.1

Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision

Excel; fast food Sway/PowerPoint to present information

☐ Proficient

☐ Not Proficient

☐ Not Assessed

8.2 Technology Education, Engineering, Design, and Computational Thinking-Programming All students: Will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the Environment.

Strand A. The Nature of Technology: Creativity and Innovation Technology systems impact every aspect of the world in which we live.

APPENDIX B

Grade Level

Content Statement


Proficiency

6-8

The characteristics and scope of technology

8.2.8.A.1 Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication -smart phone for mobility needs)

Invention Activity: Research a currently technology/product invent a new use. Create a poster/brochure to advertise the new product

☐ Proficient

☐ Not Proficient

☐ Not Assessed

The core concepts of technology

8.2.8.A.2 8.2.8.A.3

Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system.

Lego Robotics: Design a system have another team examine for redesign for a different use or improve. Create an Asteroid challenge program in order to land safely.

☐ Proficient

☐ Not Proficient

☐ Not Assessed

The relationships among technologies and the connections between technology and other fields of study

8.2.8.A.4 8.2.8.A.5

Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a technological product or system

Internet research: Use Sway/PowerPoint/ Publisher/Power point to create a multimedia presentation Explain and demonstrate legacy and new devices used in the current information age.

☐ Proficient

☐ Not Proficient

☐ Not Assessed

APPENDIX B

B. Technology and Society: Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society.

Grade Level

Content Statement


Proficiency

6-8

The cultural, social, economic and political effects of technology.

8.2.8.B.1 8.2.8.B.2

Evaluate the history and impact of sustainability on the development of a designed product or system over time and present results to peers Identify the desired and undesired consequences from the use of a product or system .

Sketch up: Development planning/strip malls, factories. SketchUp Make 2014 3D Warehouse and Extension Warehouse downloads and integration to 3D drawing.

☐ Proficient

☐ Not Proficient

☐ Not Assessed

The effects of technology on The enviornment

8.2.8.B.3 8.2.8.B.4

Research and analyze the ethical issues of a product or system on the environment and report findings for review by peers and /or experts.

Internet research: Use: Photoshop /Sway/PowerPoint/Publisher/Word/ Excel to present findings/data. Demonstrate new fuel technologies and view “Car of the Future” PBS NOVA video. Research innovation in the auto industry.

☐ Proficient

☐ Not Proficient

☐ Not Assessed

APPENDIX B

Grade Level

Content Statement


Proficiency The role of society in the development and use of technology

8.2.8.B.5

Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies

Same as above Compose creative commons license. Inspiration: create a word web to compare and contrast objectives Internet research and proper use of legal downloads. Ties into Digital Citizenship.

☐ Proficient

☐ Not Proficient

☐ Not Assessed 8.2.8.B.6 Compare and contrast the different types of intellectual property including copyrights, patents and trademarks

6-8 The influence of technology on history

8.2.8.B.7 Analyze the historical impact of waste and demonstrate how a product is up cycled, reused or remanufactured into a new product

Use: Photoshop Sway/PowerPoint/ Publisher/Word/ Excel to present findings / data. Expose students to early US NASA space programs such as Mercury, Gemini, Apollo, Shuttle, Orion/Constellation. This utilizes the Discovery Education series “When We Left Earth”. Analyze methods of reusing waste and its impact.

APPENDIX B

C. Design: The design process is a systematic approach to solving problems

Grade Level

Content Statement


Proficiency

6-8

The attributes of design.

8.2.8.C.1

Explain how different teams/groups can contribute to the overall design of a product

Design Loop Activity: students apply the design loop to solve various problem-solving activities. ie: -paper tower -Popsicle stick bridge activity -Lego robotics design challenge -3D model design of factory / house /playground for the handicapped. Lego Simple Machines Challenge where students are encouraged to make a system better such as a drawbridge or a Car. Minecraft EE

☐ Proficient

☐ Not Proficient

☐ Not Assessed

8.2.8.C.2

Explain the need for optimization in a design process.

8.2.8.C.3

Evaluate the function, value, and aesthetics of a technological product or system, from the perspective of the user and the producer

The application of engineering design.

8.2.8.C.4

Identify the steps in the design process that would be used to solve a designated problem

Same as above

☐ Proficient

☐ Not Proficient

☐ Not Assessed

8.2.8.C.5

Explain the interdependence of a subsystem that operates as part of a system Create a technical sketch of a product with materials and measurements labeled

APPENDIX B

Grade Level

Content Statement


Proficiency

The role of troubleshooting, research and development, invention and innovation and experimentation in problem solving

8.2.8.C.6

Collaborate to examine a malfunctioning system and identify the step By step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution

Same as above

☐ Proficient

☐ Not Proficient

☐ Not Assessed

8.2.8.C.7 Collaborate with peers and experts in the field to research and develop a product using the design process, data analysis and trends, and maintain a design log with annotated sketches to record the developmental cycle

8.2.8.C.8 Develop a proposal for a chosen solution that include models (physical, graphical or mathematical) to communicate the solution to peers

APPENDIX B

D. Abilities for a Technological World: The designed world is the product of a design process that provides the means to convert resources into products and systems.

Grade Level

Content Statement


Proficiency

6-8

Apply the design process

8.2.8.D.1 Design and create a product that addresses a real world problem using a design process under specific constraints

Same as above

☐ Proficient

☐ Not Proficient

☐ Not Assessed

8.2.8.D.2

8.2.8.D.3 Build a prototype that meets a STEM based design challen ge using science, engineering, and math principles thatvalidate a solution

Same as above

☐ Proficient

☐ Not Proficient

☐ Not Assessed

Use and maintain technological products and systems

8.2.8.D.4 Research and publish the steps for using and maintaining a product or system and incorporate diagrams or images throughout to enhance user comprehension

APPENDIX B

Grade Level

Content Statement


Proficiency Assess the impact of products and systems.

8.2.8.D.5

Explain the impact of resource selection and the production process in the development of a common or technological product or system

8.2.8.D.6

Identify and explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the Environment.

E. Computational Thinking: Programming: Computational thinking builds and enhances problem solving allowing students to move beyond using knowledge to creating knowledge.

Grade Level

Content Statement


Proficiency

6-8

Computational thinking and computer programming as tools used in design and engineering.

8.2.8.E.1 Identify ways computers are used that have had an impact across the range of human activity and within different careers where they are used

2D & 3D Modeling utilizing PowerPoint for 2D and Google Sketch Up for 3D. Also Mindstorms NXT 2.0 for robotics challenges. Challenges range from design to

☐ Proficient

☐ Not Proficient

☐ Not Assessed

APPENDIX B

Grade Level

Content Statement


Proficiency theoretical

situations. PowerPoint Paint 3D

8.2.8.E.2 Demonstrate an understanding of the relationship between hardware and software

8.2.8.E.3 Develop an algorithm to solve an assigned problem using a specified set of commands and use peer review to critique the solution

8.2.8.E.4

Use appropriate terms in conversation i.e. programming, language, data, RAM, ROM Boolean logic terms)

Level of Proficiency Key:

• Technology Proficient

• Not Technology

Proficient

• Not Assessed

APPENDIX C


Elementary School Technology Assessment

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and

synthesize information in order to solve problems individually and collaborate and to create and

communicate knowledge.

Strand A: Technology Operations and Concepts: Students demonstrate a sound understanding of

technology concepts, systems and operations.

Grade

Level Indicator Activity

Level of

Proficiency

P

8.1.P.A.1 Use an input device

to select an item and navigate

the screen.

Tux Paint—Typing Name or other words using

the ABC tool and changing font and color.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.P.A.2 Navigate the basic

functions of a browser. Using favorites bar to go to website

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.8.P.A.3 Use digital devices

to create stories with

pictures, numbers, letters and

words.

Tux Paint writing sentences and adding

pictures.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.8.A.4 Use basic

technology terms in the

proper context in

conversation with peers and

teachers (e.g., camera, tablet,

Internet, mouse, keyboard,

and printer).

Power Point on Smart Board showing basic

lessons about the various terms through class

discussion.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.P.A.5 Demonstrate the

ability to access and use

Students click on different programs to open

them and work within them.

☐ Proficient

☐ Not

Proficient

APPENDIX C

resources on a computing

device. ☐ Not

Assessed

K-2

8.1.2.A.1 Identify the basic

features of a digital device

and explain its purpose.

Watch video on devices and be able to use

terms in class discussion.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.2.A.2 Create a document

using a word processing

application.

Various projects—i.e. All About Me, Pumpkin

Sentences, Fall Writing, Pillar Posters, etc.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.2.A.3 Compare the

common uses of at least two

different digital applications

and identify the advantages

and disadvantages of using

each.

Microsoft to Tux Paint comparison or Tux

Paint to Kid Pix through class discussion

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.2.A.4 Demonstrate

developmentally appropriate

navigation skills in virtual

environments (i.e. games,

museums)

Visit various sites such as Starfall.com,

brainpopjr.com, abcya.com, cookie.com,

tumblebooks.com, TVOkids.com, etc.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.2.A.5 Enter information

into a spreadsheet and sort

the information.

Oakdome.com lessons can be used to create

excel, apple tasting graph completed in their

classroom or students use graphing

information from their math book

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.2.A.6 Identify the

structure and components of

a database.





☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

APPENDIX C

8.1.2.A.7 Enter information

into a database or

spreadsheet and filter the

information.





☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

3 – 5

8.1.5.A.1 Select and use the

appropriate digital tools and

resources to accomplish a

variety of tasks including

solving problems.

Select software. Using appropriate programs

to produce a product. Creating hidden

pictures on Excel

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.5.A.2 Format a document

using a word processing

application to enhance text

and include graphics, symbols

and/or pictures.

Microsoft Word ex: infographic.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.5.A.3 Use a graphic

organizer to organize

information about problems

or issues.

Publisher/Kidspiration/PowerPoint/

Timeliner/Inspiration/Excel

Creating a brochure or list to display and/or

organize information.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.5.A.4 Graph data using a

spreadsheet, analyze and

produce a report that

explains the analysis of the

data.

Excel/Kidspiration: Create a data table and

bar graph.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.5.A.5 Create and use a

database to answer basic

questions.

Excel math project

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.5.A.6 Export data from a

database into a spreadsheet;

analyze and produce a report

Excel/PowerPoint lemonade stand project ☐ Proficient

APPENDIX C

that explains the analysis of

the data. ☐ Not

Proficient

☐ Not

Assessed

Strand B: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and

develop innovative products and process using technology.

Grade


Level of

Proficiency

P

8.1.P.B.1 Create a story

about a picture taken by a

student on a digital camera

or mobile device.

Work with Photo Collage App or Write About

App on the IPad.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

K-2

8.1.2.B.1 Illustrate and

communicate original ideas

and stories using multiple

digital tools and resources.

Work with Photo Collage App or Write About

App on the IPad.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

3-5

8.1.4.B.1 Collaborate to

produce a digital story

about a significant local

event or issue based on

first-person interviews.

Photostory/ThirtyHands/

Educreations/ MovieMaker

Web 2.0 Tools: Prezi/

LittleBirdTales/PowToon/ComicCreater/

ZimmerTwins

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

APPENDIX C

Strand C. Communication and Collaboration: Students use digital media and environments to

communicate and work collaboratively, including distance, to support individual learning and contribute

to the learning of others.

Grade Level Indicator Activity Level of

Proficiency

P

8.1.P.C.1 Collaborate with

peers by participating in

interactive digital games or

activities.

Students work on educationcity.com

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

K-2

8.1.2.C.1 Engage in a variety

of developmentally

appropriate learning activities

with students in other classes,

schools, or countries using

various media formats such as

collaborative tools and social

media.

Students work on educationcity.com

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

3-5

8.1.5.C.1 Engage in online

discussions of other cultures

to investigate a worldwide

issue from multiple

perspectives and sources,

evaluate findings and present

possible solutions, using

digital tools and online

resources for all steps.

Blog/E-Pals/TodaysMeet/Microsoft365

pen pals through email throughout the

elementary schools.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

APPENDIX C

Strand D. Digital Citizenship: Students understand human, cultural, and societal issues related to

technology and practice legal and ethical behavior.


Proficiency

K-2

8.1.2.D.1 Develop an

understanding of ownership

of print and non-print

information. Class discussion and digital citizenship

lesson.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

3-5

8.1.5.D.1 Understand the

need for and use of

copyrights. Word/Research reports/Internet

BrainPOP video with quiz at the end

Digital passport activity

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.5.D.2 Analyze the

resource citations in online

materials for proper use. Word/Research reports/ Internet

BrainPOP video with quiz at the end

Digital passport activity

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.5.D.3 Demonstrate an

understanding of the need to

practice cyber safety,

cybersecurity, and cyber

ethics when using

technologies and social

media.

SafetyTown/Webinots/NetSafe/

BrainPOP/TeacherTube/Digital

Passport/BrainPOP video with quiz

Create powtoon presentation with

information learned.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.1.5.D.4 Understand digital

citizenship and demonstrate

an understanding of the

personal consequences of

inappropriate use of

technology and social media.

SafetyTown/Webinots/NetSafe/

BrainPOP/TeacherTube/ Digital passport

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

APPENDIX C

APPENDIX C

Strand E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use

information.


Proficiency

P

8.1.P.E.1 Use the Internet to

explore and investigate

questions with a teacher’s

support BrainPOP Jr. and various videos watched

and discussed in class.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

K-2

8.1.2.E.1 Use digital tools and

online resources to explore a

problem or issue. Scholastic News magazine watch video

and more lessons about news on

Scholastic News.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

3-5

8.1.5.E.1 Use digital tools to

research and evaluate the

accuracy of, relevance to, and

appropriateness of using print

and non-print electronic

information sources to

complete a variety of tasks.

Word/Research reports/ Internet

Research famous person from New

Jersey, Explorer, Black History Figure

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

APPENDIX C

Strand F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to

plan and conduct research, manage projects, solve problems, and make informed decisions using

appropriate digital tools and resources.


Proficiency

K-2

8.1.2.F.1 Use geographic

mapping tools to plan and

solve problems. Creating Map of route from home or from

classroom to a different location.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

3-5

8.1.5.F.1 Apply digital tools to

collect, organize, and analyze

data that support a scientific

finding. Web 2.0 Tools/Excel/Wonderopolis/ simple

machines PowerPoint

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

APPENDIX C

Standard 8.2 Technology Education, Engineering, Design and Computational Thinking: Programming

and Coding: All students will develop an understanding of the nature and impact of technology,

engineering, technological design, computational thinking and the designed world as they relate to the

individual, global society and the environment.

Strand A. The Nature of Technology: Creativity and Innovation Technology systems impact every aspect

of the world in which we live.

Grade


Level of

Proficiency

K-2

8.2.2.A.1 Define products

produced as a result of

technology or of nature.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2.A.2 Describe how

designed projects and

systems are useful at school,

home and work.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2.A.3 Identify a system

and the components that

work together to accomplish

its purpose.

Class Discussion

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2.A.4 Choose a product

to make and plan the tools

and materials needed.

☐ Proficient

☐ Not

Proficient

APPENDIX C

☐ Not

Assessed

8.2.2.A.5 Collaborate to

design a solution to a

problem affecting the

community. Create a poster about Recycling, Fire Safety,

Bucket Filling, or the Pillars

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

3-5

8.2.5.A.1 Compare and

contrast how products made

in nature differ from

products that are human in

how they are produced and

used.

Publisher/Word/Kidspiration

Create a Venn diagram in publisher to

compare and contrast resources

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.A.2 Investigate and

present factors that

influence the development

and function of a product

and a system.

Explore renewable energy resources (solar

panels, wind turbines) Internet research/ Web

2.0 Tools

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.A.3 Investigate and

present factors that

influence the development

and function of products and

systems, e.g., resources,

criteria and constraints.

Investigate a need and find out what was

created to address that need.

Internet/Microsoft Office

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.A.4 Compare and

contrast how technologies

have changed over time due

to human needs and

economic, political and/or

cultural influences.

Make a timeline of the evolution of Apple

products, telephones, computers, musical

media (from records to Pandora). Growing

with Technology/ Teacher Tube/ YouTube for

Kids/

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.A.5 Identify how

improvement in the

understanding of materials

science impacts

technologies.

Investigate the change in materials available

from long ago to today (ex. cotton, wool to

high tech fabrics and materials for high

functioning sneakers, etc.)

StudyJams/MythBusters/Wonderopolis

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

APPENDIX C

Strand B. Technology and Society: Knowledge and understanding of human, cultural, and society values

are fundamental when designing technology systems and products in the global society.

Grade


Level of

Proficiency

K-2

8.2.2.B.1 Identify how

technology impacts or

improves life.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2B.2 Demonstrate how

reusing a product affects the

local and global environment.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2.B.3 Identify products or

systems that are designed to

meet human needs.

Class Discussion ☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2.B.4 Identify how the

ways people live and work has

changed because of

technology

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

3-5

8.2.5.B.1 Examine ethical

considerations in the

development and production

Computer Parts/Growing with

Technology/Creating a PowerPoint of

disposal

☐ Proficient

☐ Not

Proficient

APPENDIX C

of a product through its life

cycle. ☐ Not

Assessed

8.2.5.B.2 Examine systems

used for recycling and

recommend simplification of

the systems and share with

product developers.

Discussion/YouTube/TeacherTube/

BrainPOP

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.B.3 Investigate ways that

various technologies are being

developed and used to reduce

improper use resources. Discussion/YouTube/TeacherTube/

BrainPOP

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.B.4 Research

technologies that have

changed due to society’s

changing needs and wants. Discussion/YouTube/TeacherTube/

BrainPOP

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.B.5 Explain the purpose

of intellectual property law.

Discussion/YouTube/TeacherTube/

BrainPOP ☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

APPENDIX C

Strand C. Design: The design process is a systematic approach to solving problems.

Grade


Level of

Proficiency

K-2

8.2.2.C.1 Brainstorm ideas

on how to solve a problem

or build a product.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2.C.2 Create a drawing

of a product or device that

communicates its function

to peers and discuss.

Class Discussion

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2.C.3 Explain why we

need to make new

products.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2.C.4 Identify designed

products and brainstorm

how to improve one used in

the classroom.

Go onto ABCYA.com and design a car. Students

can use stamps in Kid Pix to recreate a picture

of

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2.C.5 Describe how the

parts of a common toy or

tool interact and work as

part of a system. their car that they created and label the parts of

the car and function of the car.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2.C.6 Investigate a

product that has stopped Class Discussion ☐ Proficient

APPENDIX C

working and brainstorm

ideas to correct the

problem.

☐ Not

Proficient

☐ Not

Assessed

3-5 8.2.5.C.1 Collaborate with

peers to illustrate

components of a designed

system. Discussion

Discussion/YouTube/BrainPOP/TeacherTube

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.C.2 Explain how

specifications and

limitations can be used to

direct a product’s

development.

Discussion/Renewable energy project

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.C.3 Research how

design modifications have

led to new products. Discussion/YouTube/BrainPOP/TeacherTube

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.C.4 Collaborate and

brainstorm with peers to

solve a problem evaluating

all solutions to provide the

best results with supporting

sketches or models.

Discussion


☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.C.5 Explain the

functions of a system and

subsystem. Discussion


☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.C.6 Examine a

malfunctioning tool and

identify the process to

Discussion


☐ Proficient

☐ Not

Proficient

APPENDIX C

troubleshoot and present

options to repair the tool. ☐ Not

Assessed

Strand D. Abilities for a Technological World: The designed world is the product of a design process that

provides the means to convert resources into products and systems.

Grade


Level of

Proficiency

K-2

8.2.2.D.1 Collaborate and

apply a design process to

solve a simple problem

from everyday experiences.

Class Discussion

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2.D.2 Discover how a

product works by taking it

apart, sketching how parts

fit, and putting it back

together.

How a mouse works-take a part and identify the

parts, design their own mouse, discuss why need

it.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2.D.3 Identify the

strengths and weaknesses

in a product or system.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2.D.4 Identify the

resources needed to create

technological products or

systems.

Class Discussion

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

APPENDIX C

8.2.2.D.5 Identify how using

a tool (such as a bucket or

wagon) aids in reducing

work.

How a mouse works-take a part and identify the

parts, design their own mouse, discuss why need

it.

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

3-5

8.2.2.D.1 Identify and

collect information about a

problem that can be solved

by technology, generate

ideas to solve the problem,

and identify constraints and

trade-offs to be

considered.


☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.2.D.2 Evaluate and test

alternative solutions to a

problem using the

constraints and trade-offs

identified in the design

process to evaluate

potential solutions.


☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.D.3 Follow step by

step directions to assemble

a product or solve a

problem. Discussion/YouTube/BrainPOP/TeacherTube

☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.D.4 Explain why

human-designed systems,

products, and environments

need to be constantly

monitored, maintained, and

improved.


☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.D.5 Describe how

resources such as material,

energy, information, time

tools, people and capital are

used in products or

systems.


☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

APPENDIX C

8.2.5.D.6 Explain the

positive and negative effect

of products and systems on

humans, other species and

the environment, and when

the product or system

should be used.


☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

8.2.5.D.7 Explain the impact

that resources such as

energy and materials used

in a process to produce

products or system have on

the environment.


☐ Proficient

☐ Not

Proficient

☐ Not

Assessed

Strand E. Computational Thinking: Programming and Coding: Computational thinking builds and

enhances problem solving, allowing students to move beyond using knowledge to creating knowledge.


Proficiency

K-2

8.2.2.E.1 List and demonstrate the

steps to an everyday task.

Create a list of HOW TO DO

something in Word. ☐ Proficient

☐ Not Proficient

☐ Not Assessed

APPENDIX C

8.2.2.E.2 Demonstrate an

understanding of how a computer

takes input through a series of

written commands and then

interprets and displays information

as output.

☐ Proficient

☐ Not Proficient

☐ Not Assessed

8.2.2.E.3 Create algorithms (a set of

instructions) using a pre-defined set

of commands (e.g., to move a

student or character through a

maze).

Guide class through

Code Activity on Tynker.com,

Hopscotch.com or Code.com

☐ Proficient

☐ Not Proficient

☐ Not Assessed

8.2.2.E.4 Debug an algorithm (i.e.,

correct an error). Discuss with students what is

wrong or what needs to be done

☐ Proficient

☐ Not Proficient

☐ Not Assessed

8.2.2.E.5 Use appropriate terms in

conversation (e.g., basic vocabulary

words: input, output, the operating

system, debug, algorithm).

to complete the codes and why it

works or doesn’t work.

☐ Proficient

☐ Not Proficient

☐ Not Assessed

3-5

8.2.5.E.1 Identify how computer

programming impacts our everyday

lives. Discussion

☐ Proficient

☐ Not Proficient

☐ Not Assessed

8.2.5.E.2 Demonstrate an

understanding of how a computer

takes input of data, processes, and

stores the data through a series of

commands, and outputs

information.

Microsoft Office Suite/ ABC

Animation

☐ Proficient

☐ Not Proficient

☐ Not Assessed

8.2.5.E.3 Using a simple, visual

programming language, create a Coding/ Code.org ☐ Proficient

APPENDIX C

program using loops, events, and

procedures to generate specific

outcome.

☐ Not Proficient

☐ Not Assessed

8.2.5.E.4 Use appropriate terms in

conversation (e.g., algorithm,

program, debug, loop, events,

procedures, memory, storage,

processing, software, coding,

procedure, loop and data).

Discussion/Code.org

☐ Proficient

☐ Not Proficient

☐ Not Assessed

APPENDIX D


The Daggett System for Effective Instruction (DSEI) facilitates a coherent focus across the entire education organization—organizational leadership, instructional leadership, and teaching—on the development and support of instructional effectiveness to improve student achievement. The noted objectives support instructional effectiveness at each level:

Organizational Leadership • Create a culture of high academic expectations, positive relationships • Establish a shared vision and communicate to all constituent groups • Align organizational structures and systems to the vision • Build leadership capacity through an empowerment model • Align teacher/administrator selection, support, and evaluation. • Support decision making with relevant data systems

Instructional Leadership • Use research and establish the urgent need for change to promote higher academic expectations and positive relationships • Develop, implement, and monitor standards-aligned curriculum and assessments • Integrate literacy and math across all disciplines • Facilitate data-driven decision making to inform instruction • Provide opportunities for professional learning, collaboration, and growth focused on high quality instruction and increased student learning

Teaching • Build effective instruction based on rigorous and relevant expectations • Create and implement an effective learner environment that is engaging and aligned to learner needs • Possess and continue to develop content area knowledge and make it relevant to the learner • Plan and provide learning experiences using effective research-based strategies that are embedded with best practices including the use of technology • Use assessment and data to guide and differentiate instruction • Further content and instructional knowledge through continuous professional learning that is both enriching and collaborative

http://www.leadered.com/our-philosophy/dsei.php

http://www.leadered.com/our-philosophy/dsei.php

APPENDIX E

Top 10 UDL Tips for Assessment

In CAST’s Universal Design for Learning: Theory and Practice, assessment is defined as “the process of gathering information about a learner’s performance to make educational decisions” (Salvia & Ysseldyke, 2009). Universal Design for Learning (UDL) encourages “assessment by design,” but what does that mean specifically for educators? How can you use the UDL framework to design and reflect on assessments? Click on a tip below to get more information about it. 10. Build communities of practice that support curricular modifications from assessment data Both formative and summative assessments can be used to reflect on the purpose and effectiveness of instructional materials and learning strategies. Collaborating with colleagues around these topics to collect and analyze data, discuss outcomes, examine challenges, and recommend solutions can be both effective and empowering. Ask yourself: • How do I collaborate with other educators to design effective instruction and curricular materials that support the targeted learning goals as measured through the assessments? • In what ways do I adjust my instruction or curricular decisions after evaluating assessment results/ data? 9. Reflect on summative assessments for future lesson design Summative assessments focus on learner performance after instruction has occurred, such as unit exams, state summative tests, final project artifacts, or chapter summaries. They are often used for accountability purposes, criterion for admittance, or to compare learner performance. Summative assessments can also be used to reflect on ways to improve teaching strategies and to further design goal-directed learning environments. Ask yourself: • What kinds of summative assessments am I using to measure my learners’ learning outcomes? Are there barriers to accessibility? • What are the summative assessments measuring and how can that data be used to inform my future instructional design? 8. Involve learners in their learning progress through assessment data Communicate with learners about their progress towards the intended learning goals through formative assessment data, mastery-oriented feedback, and providing guidance for possible adjustments or new strategies that may support the intended skill. This allows learners to become active advocates and take ownership their learning. Ask yourself: • Have I offered timely, goal-related feedback on the assessment? • Have I offered learners the opportunity to assess individual learning progress and process (for example, through regular check-ins)? • Have I shared options, strategies, and background knowledge needed to build the necessary skills and expertise for achieving the targeted learning goals?

http://udltheorypractice.cast.org/login

http://www.udlcenter.org/implementation/examples/examples8_4

APPENDIX E

7. Use and share rubrics to clarify expectations Rubrics are effective in making the goals and expectations of an assignment explicit. They can serve as a baseline of what is expected and can even include room for students to add goals, they have for a given assignment. Clear communication of expectations through a rubric can allow for consistent measurement of the intended goal. Ask yourself: • Does the rubric align to the intended skills or knowledge? • Have components that are not tied to the goal been removed or reduced in my rubric? • Are there opportunities for choice within the rubric to engage learners in the assignment? 6. Support learner variability through flexible assessments using UDL Guidelines To ensure accurate assessment of a skill or knowledge, consider the UDL principles (engagement, representation, action & expression) when designing your assessments. Flexible options available in an assessment can enhance access, support learner performance, and reduce possible perceived threats. Ask yourself: • Is it possible to include choice in how my assessment is represented, how my learners can show what they know, or how my learners engage in the assessment process? • How do the flexible options still support the intended learning objectives that need to be measured? 5. Eliminate unnecessary barriers in assessments Assessments often have additional barriers or challenges for students that are not connected with the intended learning goal. Where possible, remove the barriers that do not tie to the learning goals you want to measure. Ask yourself: • What are the targeted skills or understandings this assessment is intended to measure? • What may be preventing learners from showing what they know in my assessment? 4. Include frequent formative assessments Formative assessments are ongoing and frequent ways to measure learners’ progress toward the targeted learning goal. Data from formative assessments should influence instructional decisions. Examples of formative assessments might include reflection questions on exit tickets, “do now” questions, portfolio collections, journal entries, or quick polls with individual whiteboards or Plickers. Formative assessments can be used to determine which learning environments are effectively supporting learners towards achieving the intended goals. Ask yourself: • How do I use information from formative assessments to adjust future instruction? • If my learners are not achieving the intended goal, how will I redesign my instruction? 3. Assess engagement as well as content knowledge Assessing student engagement in the learning process can support metacognitive reflection about students’ own learning. Engagement is essential for the learning process, so learning how to use resources strategically towards given demands in a task can encourage resourceful, goal-driven, purposeful learning. Consider a resource such as the Mood Meter to build vocabulary and reflection around emotion and engagement. Ask yourself: • How have I assessed student engagement during the learning process? • What strategies or supports helped a learner persist through a challenge to engage in the learning?

http://ei.yale.edu/mood-meter-app/

APPENDIX E

2. Offer authentic opportunities for assessment Offering relevant, authentic options for assessment can help learners transfer usable knowledge and understand the “what,” the “how,” and the “why” of their learning. Ask yourself: • In what ways do my assessments engage learners in understanding the authenticity and relevance of the content? • How am I providing opportunities for learners to apply new knowledge to novel situations and authentic experiences? 1. Align assessments to learning goals When the learning goals are clear, assessments allow educators and learners to observe and measure whether learners have achieved the intended goal. Consider designing assessments alongside learning goals so that you can ensure you are measuring the intended goals of your lesson. Ask yourself: • Are my learning objectives/goals clear? • Does my assessment reflect and measure the intended learning goals, or are there additional components or skills that are also being measured by my assessment?

http://castprofessionallearning.org/project/top-10-udl-tips-for-assessment/



APPENDIX F

SAMR Model of Technology Integration

Substitution - Augmentation - Modification - Redefinition

Ruben R. Puentedura, Ph.D defines these levels of technology integration.  Our goal is to have our students create content and learn in a technology rich environment with opportunities to apply their critical thinking skills. Below is the model that describes each step moving from Enhancement to Transformation of student outcomes using technology.

 

http://www.hippasus.com/rrpweblog/archives/2011/10/28/SAMR_TPCK_In_Action.pdf



APPENDIX G

district technology plan for digital learning · 2019-07-02 · district technology plan for...

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