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Running head: TECHNOLOGY PLAN FOR WINGATE OAKS CENTER

Technology Plan for Wingate Oaks Center

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Technology Plan

Mission Statement

Using accessible technology to: teach Students the skills for life, opening a world of possibility,

and assisting Faculty and Staff in pursuing equity and excellence in education.

Stakeholders

Administration/Front Office/Facilities:

Principal

Assistant Principal (Technology Planning Team)

Exceptional Student Education Specialist (Technology Planning Team)

Autism Coach/Curriculum Specialist (Technology Planning Team)

Behavior Specialist

Nurses

Social Worker

Office Manager (Technology Planning Team)

Book keeper

Clerical

Micro-Computer Specialist (Technology Planning Team)

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Facilities Manager/Custodial Staff

Cafeteria Manager/Cafeteria Staff

Instructional:

Department Team Leaders (Technology Planning Team)

Instructional Staff

Paraprofessional Team Leaders (Technology Planning Team)

Classroom Paraprofessionals

Physical/Occupational Therapists (Technology Planning Team)

Speech and Language Pathologist (Technology Planning Team)

Students

Background

Wingate Oaks Center is a self-contained, Exceptional Student Education (ESE) public

day school located in an urban setting within the Broward County School District, servicing

students with Intellectual Disabilities from Kindergarten to age 22. Out of 82 students: 61% are

Black, 24% are Caucasian, 7% are Hispanic, 3% are Other, 40% are female 60% are male; over

60% of the students receive free or reduced lunch and 22% reside in group homes. Wingate

Oaks Center services students with multiple cognitive and physical impairments, many of whom

are on the Autism Spectrum. Along with intellectual delays, a number of students have

additional challenges such as vision, hearing and gross/fine motor loss. A majority of the

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population is non-verbal, and those who do have spoken language have limited vocabularies.

Instruction must be delivered in a highly structured, organized and adapted setting, with

continual supervision to assist with student participation and personal safety during behavioral

outbursts, which occur often. Many students have more than one disability, thus specialized

curriculum, unique learning materials and adaptations are necessary for instruction. Academic

benchmarks are taught through differentiated instruction, capitalizing on individual interests,

competencies and ability levels. In addition to content instruction, adaptive Art, Music and P.E.

are part of the curriculum, with significant modifications to accommodate the functioning level

of each student. There are thirteen classrooms where all academic subjects are taught, with a

staff to student ratio of 1:3, to meet the individual needs of each student and ensure safety.

The Principal at Wingate Oaks Center is with the school for 13 years and has 22 years

administrative experience, while the Assistant Principal has 12 years of administrative

experience with the school. Other leadership positions include the Exceptional Student

Education Specialist and Autism Coach/Curriculum Specialist, both at Wingate Oaks for over

twelve years. Additional support positions include: Behavior Specialist, Speech and Language

Pathologists, Physical and Occupational Therapists, Nurses and Social Worker. Wingate Oaks

Center has 35 instructional staff members: 28.6% (10) have 1-5 years experience teaching,

25.7% (9) have 6-14 years experience teaching, 45.7% (16) have 15+ years experience teaching;

28.6% (10) have advanced degrees, 45.7% (16) are qualified as Highly Effective teachers, 25.7%

(9) are Reading Endorsed, 8.6% (3) are Nationally Board Certified, 34.3% (12) are ESOL

Endorsed. Each classroom is assisted by at least two paraprofessionals, the majority of which

are highly qualified, and behavior technicians as needed. In addition there are 5 full-time and 4

part-time Front Office personnel.

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Technology is used in a number of different ways throughout the building, employing

predominately Apple products:

In the Classroom - Due to the significant physical and cognitive limitations of students at

Wingate Oaks Center, their access to technology is generally supported through physical

assistance and adaptive devices. There are a handful of students able to independently, or with

limited support, access computers, iPads, iPods, cell phones, assistive communication, etc.,

though they are the exception rather than the norm. There are 13 academic classrooms, each

with at least: 2 classroom computers, a Promethean Board with projector, an iPad, access to an

iPod Touch, color printer, phone, wireless internet access and various types of assistive

(communication, mobility, etc.) devices. Students use technology to access programs on the

internet, use apps, interact with the environment and communicate. They complete instruction

and assessment using curricular material that focuses on academic benchmarks developed from

Access Points based on modified Sunshine State Standards, using technology such as the

Promethean Board and iPad and software like Boardmaker and Classroom Suites. Technology

is typically accessed by students in highly structured and adapted settings with significant levels

of support and prompting. Due to their profound impairments and socio-economic backgrounds,

most students use mainstream technology only when in the classroom. An exception to this are

the adaptive devices used by students to augment communication, hearing, speech, vision,

mobility, etc, that are mandated in a child’s Individualized Education Plan (IEP). Teachers have

a laptop computer that they use in the classroom and may transport off school grounds. The

laptop has a number of programs, some unique to Apple like Garageband and iPhoto, and others

like ActiveStudio, for use with the Promethean Board. Teachers use their laptops to develop

curricular material, access the internet, assess students, communicate by email, support

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classroom lessons, adapt material, submit grades, modify the environment and other tasks. They

create original material or use pre-made material housed on the school’s server. Teachers also

have access to and use a variety of assistive/adaptive devices to modify instruction and

environment as needed for each unique learner. Much of the assistive/adaptive technology

devices are supported by therapists, such as the Speech and Language Pathologist, Nurse,

Physical Therapist, etc.

In the Front Office/Administration – Administrators and key support personnel also have

laptops similar to that of the classroom teacher; though utilize programs such as FileMaker Pro,

Excel and TERMS more often. Technology is used to support administrative functions such as:

attendance, scheduling, budgeting, referring, file and database management. Each front office

workstation has a desktop computer and phone set up. Administrators and key support personnel

have their own printers, all others print to a central location. The front office also houses copy

machines and laminators and a central color printer. The video security and automated fire alarm

system are located in this area. Each staff member has access to email and the internet, as well as

the school server depending on their level of authorization. Wingate Oaks Center is wireless

throughout the entire school.

In the Media Center – The media center houses 8 desktop computers and a laser printer, along

with a Promethean Board and projector. Students utilize the media center during scheduled

classroom blocks and generally use the computers to access the internet, run programs and

experience multimedia. The media center is also used for staff development and other

presentations. The school’s Micro-computer Specialist’s office and school server are housed in

this location.

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Needs Assessment

Surveys were used to gather data regarding technology use at Wingate Oaks Center.

Teachers, Administrators and Front Office personnel were surveyed in regards to their own

comfort level and utilization of technology. Included in the teacher questionnaires were

questions pertaining to student technology use, since they themselves would have difficulty

answering the questions due to their multiple impairments. The survey helps establish baseline

technology skills and levels of proficiency, areas of concern are uncovered and technology

satisfaction rates are developed. Teachers, Administrators and Front Office Personnel were

asked which programs they used most frequently, to rate their proficiency level, whether they

had the proper technology to perform their job, how the current technology itself performed,

satisfaction with training (frequency and delivery). Administrators and teachers were also asked

whether technology supported student learning, how well technology supported curriculum,

student access to technology and necessary support and prompting levels. Teachers and Front

Office staff were asked additional questions about administration’s support of technology and the

Administrators survey included budget related questions. Most of the answers were based on a

scale and room was provided to allow write in comments. Data was also taken during a

scheduled monthly technology development entitled “Techy Tuesdays” for instructional and

support staff, through mini surveys, interviews and testimonials. Wingate Oaks Center also

participates in District Technology surveys as needed.

Technology planning is often done ad hoc as funds arise, and no formal Technology

budget or plan has thus far been developed at Wingate Oaks Center. Due to the profoundly

cognitively impaired student population and their inability to meaningfully participate in the

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FCAT, Wingate Oaks Center is not required to develop additional technology to support student

achievement in that area. The school follows the Broward County School District’s Technology

Plan: all academic classrooms are moving towards becoming “Digital Classrooms” (Promethean

Board with projector and various digital devices like iPads and iPods), wireless connectivity

throughout school, ether net ports and telephones in classrooms, teacher laptops and at least 2

student desktops per classroom (average 6-8 students). Large capital technology expenditures

are made using budget availability and need as qualifying factors, with occasional committee

approval. Often unique student technology needs are addressed through their Individualized

Education Plan, and generally involve adaptive/augmentative equipment that allows them to

access their environment with various degrees of prompting and support. Teachers often use

personal funds or grant monies to acquire additional technology for their classrooms such as

document or digital cameras, speakers, scanners, recording devices, etc.

Academic outcomes for Wingate Oaks Center are outlined in the School Improvement

Plan (SIP), and are used to prepare students to meet the High Standards set through the use of

Access Points based on modified Sunshine State Standards along with the life skills and

functional tools needed to participate (to the maximum extent possible) as adult members of the

community. All of the students at Wingate Oaks Center are taking the Florida Alternate

Assessment (FAA), and are exempt from the FCAT. In Reading the goal is for a 12% increase in

students scoring within the Proficient range and a 2% increase in those testing Emergent. In

Mathematics, the goal is for a 15% increase in students scoring within the Proficient range and a

3% increase in those testing Emergent. In Science the goal is a 3.5% increase for both ranges

and a 3% increase in Writing. In addition to the FAA, students are also assessed weekly on

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grade-level benchmarks related to standards in Reading, Math and Science and life skills often

addressed through IEP’s, with data taken to track progress.

Currently there are no teaching or training labs at Wingate Oaks Center.

In every academic classroom, 13 in total, there are at least two desk top computers, a

Promethean Board with Projector, a teacher/classroom laptop, color printer, telephone, iPad,

iPod Touch (as needed) and various adaptive/assistive technology (much of it specified through a

student’s IEP). Classrooms are wireless, and have Ethernet connections. Computers are used to

support curriculum and academic assessment as well as functional and vocational life skills,

leisure and social activities. Due to their profound level of cognitive and physical impairment, a

majority of the students require physical prompting and support to access and interact with

classroom technology, and must rely on the classroom staff’s technical ability and savvy.

The staff is able to access the internet wirelessly throughout the campus, and each

classroom and office also has Ethernet portals. Internet use is monitored and filtered by the

district the same for students and staff alike, and certain sites like YouTube and those with

inappropriate content are restricted. There is no yearly agreement that staff, students or parents

sign regarding internet use. All staff also have a Broward Schools email account on CAB

(Communicating Across Broward).

Instructional staff use technology as a curricular support, during instructional delivery,

practice, review and assessment. Staff can either develop original material using a suite of

available programs or choose from existing product on the school’s server (organized by

monthly curriculum and Standards). Many teachers who are not proficient in technology are

able to integrate it into their lessons by using the pre-made files. Teachers are also encouraged to

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join share sites such as Boardmaker Share or Promethean Planet for additional material.

Teachers and Administrators alike are using computers and hand-held devices to take student

and teacher performance data. Monthly technology training, “Techy Tuesdays”, developed and

facilitated in-house, covers topics identified by teachers and administrators. These trainings do

not differentiate between those teachers who are advanced or novices in regards to technology,

and do not include other classroom staff, such as paraprofessionals, or front office personnel.

Additional training is provided by ETS and the District as needed. Teachers who have specific

technology needs often have to purchase the items themselves or rely on grant funds.

Due to the impaired cognitive and physical functioning of the students at Wingate Oaks

Center, their technology use is limited by the additional support needed to access and interact

with various devices and programs. The students often rely on the classroom staff’s technology

knowledge and savvy, and it can be difficult to find appropriate ways to integrate it with such

specialized needs and curriculum. Many students also use technology as adaptive or assistive

devices to augment communication, mobility or other areas of need. These devices are often

specified by a student’s IEP and are monitored by support personnel. Though surveys, teachers

identified Reading as an academic focus most readily supported by technology at Wingate Oaks

Center and social/leisure skills as a functional area in need of support through technology.

Front Office and Administrative staff use technology to automate and expedite tasks such

as attendance, budgets and purchase orders. Many staff members know the specific program

used to do their job (TERMS, FileMaker Pro, Broward Virtual Counselor, etc.) well, but are

unfamiliar with other specialized software. Through Front Office technology surveys, staff rate

themselves proficient in general computer use, and those who considered themselves advanced

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feel their skills were well utilized through special projects such as the year book, specialized data

bases, websites, etc.

After analyzing school and district wide technology surveys and established baseline

data, “Techy Tuesday” data, student achievement goals (based on FAA performance),

teacher/administration/front office input, and the District’s Technology Plan, Wingate Oaks

Center’s Technology Planning Team has identified several areas of need.

1. A need for cohesive and strategic technology planning at a school-based level. This need is

being addressed through the creation of a Technology Planning Team and a Technology Plan

that includes short and long range technology goals. This allows the school to effectively

leverage funding dollars as they become available, to explore other funding sources and to avoid

inappropriate or misguided spending.

2. An academic need identified by the SIP plan is for Wingate Oaks Center to raise Reading

scores on the FAA by 12% in the Proficient range. The Technology Planning Team looked at

how Reading benchmarks could be taught and assessed through the use of technology.

Additional areas of need that arose under this umbrella include: student access to technology

(Universal Design), teaching functional leisure and social skills through technology use and

limited budget for technology. The Technology Team proposed an updated, universally

accessible Media Center, created in phases, that incorporates on-the-spot staff training and

support.

3. A need for differentiated staff technology training that recognizes basic and advanced levels

of proficiency as identified by in-house and district wide technology surveys. The Technology

Planning Team identified the importance of including all classroom staff in trainings and

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additional in-house training to support the Front Office and Administrators. Trainings for

classroom staff need to include how to choose and integrate technology that best supports our

unique student population and curriculum.

Implementation

One portion of the plan for implementation includes an initiative to upgrade the Media

Center, completed in three phases. The SIP identified an academic need in the area of Reading,

with the goal of increasing Reading scores on the FAA by 12% in the Proficiency range. Other

needs identified through in-house and district wide technology surveys include greater physical

access to technology by our student population, increased focus in using technology to teach

functional leisure and social skills and effective use of limited funds with exploration into other

areas of technology revenue. On-the-spot teacher training is integrated into Media Center

schedules, and the social and entertainment nature of technology use is maximized.

Two School Improvement Goals (SIP) in the area of Reading, supported by the

Technology Plan include: utilizing software like Skype to participate in stories read by ‘Mystery’

readers (including assessment of student knowledge) and increasing the acquisition of reading

skills using individualized instruction and resources such as talking pens and adapted reading

books, iPads and magazines. These goals are addressed in the Media Center upgrade by

increasing student access to technology through accessible design, purchase and use of

interactive and social software/apps that allows our unique student population to connect with

others and explore their individual interests, resources that support the acquisition of reading

skills and on-the-spot teacher training that shows the entire classroom staff how to effectively

connect technology with curriculum.

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The impact upgrading the Media Center has on student Reading scores is measured in

several ways: yearly student performance in Reading on the FAA, weekly benchmark

assessments based on Reading standards developed from modified Sunshine State Standards

(Access Points), individualized IEP data and various teacher created instruments such as rubrics

and checklists. The impact of on-the-spot training for the entire classroom staff is measured

through technology surveys, interviews and observation.

The Media Center upgrade is completed in three phases to offset capital costs and ensure

adequate time for alignment with curriculum. Implementation is geared to assimilate current

equipment into the new design to maximize spending dollars. Phase one includes: initiation of

on-the-spot staff development, purchase of adaptive equipment to develop universal access to

computers and software/apps and multimedia to increase reading acquisition skills and functional

social and leisure skills and iPad/e-reader zone with adaptive furniture. ($8,000.00) Phase two

includes: continuation of on –the –spot staff training, communication zone with flat/touch screen

TV that makes the most of social software (Skype) or streaming multimedia, mini play theater

with video cameras. ($12,000.00) Phase three: Three touch screen computers, additional

positioners and adaptive furniture, document camera and additional subscriptions and apps.

($10,000.00)

The technical support person is the Micro-Computer Specialist, whose office is located in

the Media Center. They should be proficient in networking, installation and maintenance of

hardware and software, ability to provide technical on-the-spot training, maintenance of the

school’s server and internet access, familiarity with technology programs used by the school and

active member of Technology Planning Team. An additional supplement of $3,500.00 is added

to the Specialist’s salary, to support this initiative.

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The project is funded in three phases, $8,000, $12,000 and $10,000, with the expected

timeframe of three years (one phase per year). The Principal has agreed to fund half of each

phase through her budget, but is unable to predict when the revenue will become available. The

additional funds would be raised through grant writing initiatives and fundraising ventures, as

well as available monies throughout the school year. A grant team is established to identify and

submit grants that focus on media centers, reading initiatives and technology. To further be

flexible within budget restrictions, each phase is additionally broken down into three stages,

which are completed in order as money is released. This ensures that expenditures are focused

and follow a logical sequence. This approach also allows the Planning Team to maximize and

build upon existing resources.

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Budget

Salary for Micro-Technology Specialist is $43,000.00 plus the $3,500.00 supplement as part of

the training budget for a total salary of $46,500.00. Professional development is included in the

Training portion of the budget.

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Access

As Wingate Oaks Center is a school that services profoundly impaired students

exclusively, adaptations and accommodations are already in place to support their unique

learning needs. The Media Center upgrade also addresses the need for an environment that

embraces the concepts of Universal Design, allowing for greater access to technology for

students regardless of physical limitations. The use of positioners, adjustable/touch screen

monitors, surround sound and adapted furniture all contribute to increased accessibility.

Collaboration with Speech and Physical Therapy help provide communication and gross/fine

motor augmentations (switches, voice output) that also aid student access to technology. Most

students require physical assistance to access and interact with the internet, and therefore, safety

is not a prominent concern. Those few students that can access the internet independently are

carefully monitored, as they have difficulty in discerning acceptable use. Safety for staff and

student internet use is also enforced through district wide filtering of inappropriate sites.

Acceptable Use Policy

(Adapted from Newton Public School’s Acceptable Use Policy, Newton, MA)

Wingate Oaks Center offers Internet access to its students and staff at all levels. Access to the

school computer network and to Internet and e-mail services is a privilege not a right. The intent

of this policy is to ensure that students and staff utilize this access in a responsible manner

consistent with the purpose of providing these services.

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Purpose

The Internet is a vast, global network linking computers around the world. Internet use provides

valuable opportunities for research, curriculum support, and functional skills development. The

Wingate Oaks Center (WOC) computer network exists solely for educational purposes, which

are defined as classroom activities, career and professional development and high quality self-

discovery activities of an educational nature. The WOC computer network is not a resource

intended for use as a public forum or for any purpose that is not directly related to the delivery of

educational services. The WOC system reserves the right to place reasonable limits on materials

posted or accessed through its computer network.

Because of its enormous size, the Internet's potential is without boundaries. With such great

possibilities for education also comes the potential for abuse. Members of the WOC community

are responsible for good behaviour on school computer networks just as they are in a classroom

or school building. General school rules for behaviour and communications apply. Access to

network services will be provided to those who act in a considerate and responsible manner.

Wingate Oaks Center will make every reasonable effort to minimize the risk that users will

encounter objectionable material on the Internet. Through education, supervision and responsible

use, WOC believes that the Internet can be used safely and effectively. However, there is no

absolute guarantee that this will happen.

Wingate Oaks Center believes that the benefits to students from access to information resources

and the opportunity for collaboration available through the Internet exceed any potential

disadvantages. However, the parents and guardians of minors are responsible for setting and

conveying the standards that their children should follow when using media and information

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sources. To that end, WOC respects each family's right to decide whether or not their child will

have access to the Internet and electronic mail at school.

In order for a member of the Wingate Oaks Center Community to use the computer network,

s/he must read the following guidelines and sign the Code of Conduct. For student users, a parent

or guardian must sign the Code of Conduct.

Network Usage Guidelines:

1. Network access is a privilege, not a right. The use of the network must be consistent with, and

directly related to, the educational objectives of Wingate Oaks Center.

2. Violations of this Acceptable Use Policy include, but are not limited to, the following conduct:

a) Revealing personal information such as last names, addresses, telephone numbers,

photographs, etc. that could identify the user or other students.

b) Revealing one's password to anyone else, using anyone else's password, or pretending to be

someone else when sending information over the computer network. (Passwords and IDs are

provided for each user's personal use only and should not be shared with anyone.)

c) Using profane, vulgar, threatening, defamatory, abusive, discriminatory, harassing or

otherwise objectionable or criminal language in a public or private message.

d) Violating copyright laws. (Users should assume that all materials available on the Internet

are protected by copyright.)

e) Sending "chain letters" or "broadcast" messages to lists or individuals or subscribing to

"listserves" or "newsgroups" without prior permission.

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f) Seeking, accessing, or downloading material that is not relevant to assignments or course

work.

g) Using the computer network for recreational purposes or activities relating to personal

hobbies. For example, accessing "chat rooms" is prohibited, and games must not be played,

accessed, or downloaded.

h) Participating in other types of use which would cause congestion of the network or interfere

with the work of others.

i) Attempting to harm, modify or destroy data of another user.

j) Distributing or intentionally accessing materials that are obscene, sexually explicit, or without

redeeming educational value.

k) Attempting to gain unauthorized access to system programs or computer equipment, including

attempts to override any firewalls established on the network.

l) Vandalizing school computers by causing physical damage, reconfiguring the computer

system, or destroying data.

m) Failing to log off the computer network at the request of system administrators.

n) Using the WOC technology network for political campaigning purposes, including attempts to

influence ballot questions or to promote or oppose a candidate for public office.

o) Using the WOC technology network for commercial purposes. Users may not create web

pages or use network services to advertise or sell products or services and may not offer,

provide, or purchase products or services through the WOC network.

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p) Using the network in a manner that would violate any U.S. or state law or subject the user or

Wingate Oaks Center to any civil or criminal action. This includes, but is not limited to, the

transmission of threatening material, the spreading of computer viruses, participating in

software piracy, using the WOC technology network for gambling, or arranging for the sale or

purchase of drugs or alcohol.

q) Receiving or transmitting information pertaining to dangerous instruments such as bombs or

other explosive devices, automatic weapons or other firearms, or other weaponry.

3. Wingate Oaks Center assumes no responsibility for:

a) Any financial obligations arising out of unauthorized use of the system.

b) Any cost, liability or damages caused by a user's violation of these guidelines.

c) Any information or materials that are transferred through the network.

d) The reliability of the data connection. Wingate Oaks Center shall not be liable for any loss or

corruption of data resulting while using the network.

e) Staff’s illegal distribution (pirating) of software.

4. If a user finds materials that are inappropriate while using the WOC technology Network, s/he

shall refrain from downloading this material and shall not share the material with others.

Should a user, encounter any material that s/he feels may constitute a threat against the safety of

fellow students, staff members or the property of the Wingate Oaks Center, that user is obligated

to report his/her discovery of such material to an administrator.

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You must immediately disclose to your administrator any message that you receive that you

believe is inappropriate or that makes you feel uncomfortable.

Privacy

Internet and email messages are public communication and are not private. Electronic mail

messages and other use of electronic resources by staff are the property of Wingate Oaks Center

and should not be considered confidential. Copies of all information created, sent or retrieved are

stored on the computer network's back-up files.

While WOC does not plan to review cache files or back-up files on a regular basis, it reserves the

right to access and monitor all messages and files on the computer system as it deems necessary

and appropriate in the ordinary course of its business. These purposes include, but are not limited

to, ensuring proper use of resources and conducting routine network maintenance. Network

storage areas will be treated like school lockers that may be inspected at anytime. Where

appropriate, communication including text and images may be disclosed to law enforcement or

other third parties without prior consent of the sender or receiver.

Penalties and Violations

A violation of the terms of this Acceptable Use Policy may result in suspension or termination of

network access privileges (other than directly supervised access during classroom instruction)

and may also result in other disciplinary action consistent with the disciplinary policies of

Wingate Oaks Center and Broward County Schools and could also result in criminal prosecution

where applicable.

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In the event that there is a claim that a student or staff has violated any of the guidelines in this

policy, s/he will be provided with written notice of the suspected violation and an opportunity to

be heard.

Wingate Oaks Center will cooperate fully with local, state, and federal law enforcement officials

in any investigation relating to any illegal activities conducted through the WOC computer

network.

Code of Conduct

(Adapted from Chicagoland Jewish High School’s Code of Conduct, Chicago, IL)

Technology Code of Conduct Agreement - 2012-2013 Students and staff will not have computer access until this form has been completed.

Our Approach to Telecommunication Technologies and the Internet

Wingate Oaks Center offers students, staff and faculty a range of technologies designed to support excellence in teaching and learning. In particular, the Internet and e-mail provide our community with access to unique resources and opportunities for collaborative work. The use of these technologies is a privilege that must be used in an effective and ethical manner. Therefore, the use of the Internet and other technologies at Wingate Oaks Center: • Shall be in support of education and research. • Shall be consistent with other school policies. • Shall assure the use of computers in a responsible, efficient, ethical and legal manner. The school reserves the right to limit or suspend technology access privileges to any user who is not using the school's technological resources in a responsible and ethical manner.

Acceptable Uses and Ethical Behavior

In using technology, students, staff and faculty are expected to adhere to the same standards of ethical behavior that govern other aspects of our school community: • Exercise good judgment in visiting Internet websites. Do not visit sites that contain objectionable material. Ask an administrator or support staff if you are unsure if the site is appropriate. • Be polite; use appropriate language for all communications. Avoid jokes or statements that might offend others.

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• To protect your privacy and safety, do not give out your address, telephone number or full name.

Unacceptable Uses and Unethical Behavior Any unacceptable or illegal use of technology could cause embarrassment to the user and to the school. It could even threaten freedom of access to information within our school community. Misuse includes sending or seeking to receive messages that contain or suggest racism, sexism, inappropriate language, pornography, illegal solicitation, or information that could violate another person's privacy. Other unacceptable uses include: • Accessing websites that contain explicit materials or offensive language – it is the user's responsibility not to initiate access to such material. If there is a question about the acceptability of material in a website, it is probably not appropriate. • Deleting or changing any application or file belonging to the network or another person. This includes deliberately attempting to bypass security software or obtaining or sharing passwords belonging to others. • Trying to access other individual's or other institution's files or email. Please respect the privacy of others. • Modifying or copying any files/data of other users without their specific consent. • Forwarding another user's communication without the author's prior consent. • Use of chain letters or any other illegal activity that would violate standard mail practices. • Copying commercial software or personal intellectual property in violation of copyright laws. • Destroying, modifying or abusing the hardware or software in any way. We ask everyone to respect the fact that the computers are configured in a way that is most useful to most of our community and should not be changed to meet individual preferences. • Using the school’s computers or networks for commercial purposes. Staff and Faculty should not use the school computers for purchasing products or services, unless they have written consent from an administrator. The school will not be responsible for financial obligations arising from unauthorized purchases. • Sending out unauthorized global e-mail will result in a school disciplinary action. • Downloading games or programs or playing games on the Internet. • Cyberbullying: Harassing another via e-mail or any other Internet vehicle. For more information, see the Social Networking/Online Activity section in the staff handbook.

Expectations and Consequences Since network administrators must maintain system integrity and ensure responsible use, users should not expect files stored on the school's servers to be private. • To preserve paper, it is expected that staff will print no more than 35 pages per week. • Staff personal network folders are restricted in size to 50MB. All staff is expected to maintain their files by copying extra or unnecessary files to a flash drive. • Staff will be assigned a network folder. Students are to save all of their work on their network folder, not on the hard drive of any computers, other than teacher laptop.

Expectations and Consequences • Server space is provided for faculty and staff. • Students are not to attempt to access faculty and staff portions of the server. • Keep your password private. Do not share your password with others.

24       TECHNOLOGY  PLAN          

Consequences for technology-related offenses will be addressed in ways that include but

are not limited to: • Written e-mail warning • Suspension of technology privileges • Referral to the District for possible disciplinary action • Suspension from work • Legal action Students, parents and faculty should also be aware of the dangers involved with chat rooms and chat sessions. There is no control over individuals communicating within these sessions and adult language may be used. Please remember that the use of the Internet and school computers is a privilege, not a right. Parents and staff are to sign and return this agreement to the WOC Office. Staff and Students will not have computer access until this form has been completed. Persons having access to telecommunications technology at WOC must have the Technology Code of Conduct Agreement on file. The signatures below are required in order to use school computers.

For the Staff:

(Please print) I, ____________________________________, have read, understand and agree to abide by the conditions of this Technology Code of Conduct Agreement. I understand that any violations of the above provisions will restrict my technology privileges at school and may result in suspension of privileges, disciplinary action or legal action. _______________________________________ __________________________________ Staff Signature Date

For the Parent or Guardian:

(Please print) I, ________________________________, as the parent or guardian of this student, ______________________________, have read this Technology Code of Conduct Agreement and understand that the school's technologies are designed for educational purposes. I understand there is the potential for students to access inappropriate information even though the District has tried to restrict such access; I further understand that a violation of this agreement may lead to suspension of privileges, disciplinary action or legal action. _______________________________________ __________________________________

Parent/Guardian Signature Date

25       TECHNOLOGY  PLAN          

Program Evaluation

Wingate Oaks Center’s Technology Planning Committee identified the need for an

upgraded Media Center based partly on the SIP goal of increasing Reading scores as

measured by the Florida Alternate Assessment (FAA), calling for a 12% increase in student

performance in the Proficient range. Individual student accomplishment on the FAA

provides data on whether Wingate Oaks Center is successfully increasing reading proficiency

based on Language Arts Access Points (modified Sunshine State Standards). Data taken

during weekly benchmark testing in Reading also measures student performance and whether

they are advancing or regressing. Teacher created rubrics and checklists provide data on the

effectiveness of Reading interventions, curricular lessons and functional skills assessments,

and along with data collected from IEP goals. Educators and Administration can

disaggregate the data to shows the effectiveness of upgrading the Media Center in relation to

Reading assessment scores and functional skill acquisition. Finally, technology surveys and

anecdotal observations provide feedback to evaluate the efficiency of the on-the-spot training

provided by the Micro-Computer Specialist and support staff.