copy - riverside school district · superbu'mdc:n1 : 609·265-5060 • (fa).,')...

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CHRIS CHRISTIE ~tate of .!fiew 11ersep DEPARTMENT OF EDUCATION BRET SCHUNDI..ER

GO'llf.,''11l0r BURLINGTON COUN1Y OFFICE CommiliSioner P.O. BOX 6000

KIM GUADAGNO Lt. Governor

2 ACADEMY DR{VS WESTAMPTON> NJ 0806

LESTER W. RICHENS, ED. 0 &eeutivt' COUllI)' SuperbU'mdc:n1

609·265-5060 • (FA).,') 609-265-5922

June 22, 2010

Mr. Robert Goldschmidt, Superintendent Riverside Twp. School District Administrative Offices 112 E. Wa:shington Street Riverside, NJ 08076

Dear Mr. Goldschmidt:

Congratulations! Your local district technology plan has been reviewed and approved by the Burlington County Coordinating Council on Technology.

Attached please find acopy of the procedures for posting your district's 2011·2013 Local Technology Plan as required. The plan and this approval letter both need to be submitted electronically in PDF format by the district to the State prior to June 30,2010. The posted plan will also need to include the Signature pages and board approval. We encourage you to post your local technology plan on your distticfs website.

Please thank those members of your staff who have been involved in this process. Keep this approval letter, as the approval Information will be acomponent of your New Jersey Quality Single Accountability Continuum (NJ QSAC).

Sincerely,

U&J~ 6/-0 Dr. Lester Richens Executive County Superintendent

Attachments c: file

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Riverside Township Public School District

Technology Plan 2010-2013

Submitted for Board Approval

__________________

Approved by the Riverside Board of Education

__________________

Submitted to Burlington County Department of Education

_________________

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Table of Contents

Stakeholders ( I ) 4-5 Executive Summary ( II ) 6-7 Technology Overview ( III ) A. Technology 1. 8-18 2. 19-20 3. 21 4. 22 5. 23 6. 23 7. 24-25 B. Cyber Safety 1. 26 2. 26 3. 27 4. 27 C. Needs Assessment 1.a 28 1.b 28 1.c.i 28-29 1.c.ii 29 1.c.iii 29 1.c.iv 29 1.c.v 29 1.c.vi 29 1.c.vii 29 1.c.viii 29 1.c.ix 30 1.c.x 30 1.c.2 30 1.c.3 30

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Three-Year Goals and Objectives (IV) A. History

1. 31 2. 31 3. 31

B. Goals and Objectives for 2007-2010 1. 32 Three-Year Implementation Activity Tables (V) A. 33 B. 34 C. 34-37 D. 37 Funding Plan (VI ) A. 38-40 B. 41 C. 41 E. 41 Professional Development (VII ) A. 42 B. 42 1. 42 2. 42 3. 42 4. 42 C. 42-43 D. 43 Evaluation Plan (VIII ) 1. 44 2. 44 3. 44-45 Appendix Article A: 46-51 Article B: 52-53

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*Do not use a business member who may wish to provide the district with e-rate services. Providers of e-rate services should not be part of the committee’s make-up. Follow district and state ethics policy as it relates to conflict of interest.

Narrative (explanation if other members were part of the discussion, or if less than the required nine members were reported above):

A number of other participants were a part of the surveys, discussions and consideration of the plan and its components.

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II. EXECUTIVE SUMMARY

VISION / MISSION

In cooperation with students, families and the community, the mission of the Riverside Township Public Schools is to provide outstanding educational experiences, aligned

with the New Jersey Core Curriculum Content Standards, in a safe and caring learning environment. Through these experiences, and together with a variety of co-curricular and extra-curricular programs, it is the District’s goal to prepare all of its students to be

responsible citizens capable of reaching their full potential.

ON STATEMENT

BELIEF STATEMENTS

• We believe that we have the responsibility to treat each person with respect. • We believe that nurturing creativity is a critical element in the learning process. • We believe that service to others promotes the social, emotional, and intellectual

growth of the individual. • We believe that schools share the responsibility with family and community in

promoting positive social skills. • We believe that every person has the right to a safe and nurturing environment. • We believe that learning is a life-long process. • We believe that all people have the right to achieve their individual potential. • We believe in the concept of neighborhood schools. • We believe that the quality of education depends upon the quality of the teachers

in the classroom. • We believe that valuing diversity enriches learning. • We believe that the inclusion of special needs students in regular education

classrooms enriches every child's education.

PARAMETERS

We believe that we have a responsibility to teach and model ethical behavior. We will always...

• Operate in the best interests of children. • Provide safe facilities. • Keep parents informed of decisions that affect their children. • Administer appropriate discipline that:

o Maintains dignity o Develops an understanding of the consequences of behavior o Teaches acceptable behavior

• Encourage community participation

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• Hire and retain teachers based on clearly defined criteria in a thorough and careful process

• Combat student isolation and alienation • Be open and accountable in fiscal matters

We will never... • Adopt a program without considering:

o Demonstrated need o Research on best practice o Ongoing communication with all effected parties o Clearly defined and measurable goals o Cost benefit analysis o Impact on all district programs adequate staffing, resources and training o Impact on all district programs o Adequate staffing, resources and training o Method of evaluation and feedback

• Tolerate o Bullying o Abuse o Dangerous or illegal behavior o Harassment or discrimination

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III. TECHNOLOGY OVERVIEW A. Technology

1. Provide an inventory of current technology networking and telecommunications equipment.

Inventory Tag number Room Hardware Purchased

2280 1 Dell 280 2005 2196 2 Dell Gx 280

2197 2 Lexmark 6150 2288 3 Dell Gx260 2003

965 5 Lexmark T612 2155 5 Dell 260 2003

13 6 Infocus 2982 6 Dell Gx 280 2004

149 7 Smartboard 2981 7 Dell Gx 280 2004

no tag 7 Lexmark 342n 2004 12 8 Infocus

no tag 8 Dell Gx 755 2009 2714 9 Dell GX620

1637 9 Dell Gx620 107 22 Dell Gx 760 2009

2188 22 Lexmark T610 2565 38 Dell Gx 270 2004

151 39 Dell Gx 760 no tag 39 Dell GX 745 1212 101 Dell 240 2001

2101 101 Dell 240 2001 no tag 101 Dell 240 2001 no tag 101 Gateway E 2001 2125 101 Dell 270

2121 101 Dell 270 2162 101 Dell 280 118 102 Cannon IR1025 2151 102 Lexmark 332 2153 102 Dell 280 no tag 102 Dell 755 1600 102 Dell D 810 105 102 Dell GX 760 2843 102 Dell 260 2696 102 Lexmark 332 2767 103 Dell 280 no tag 104 Dell 745

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7 105 Dell 755 2751 106 Dell 280 2747 107 Dell280 2070 108 Dell 270 2911 109 Dell 630 2237 109 Dell 270 2216 109 Smartboard 2748 110 Dell 280 152 111 Dell GX 760 2009

153 111 Dell GX 760 2009 154 111 Dell GX 760 2009 155 111 Dell GX 760 2099 156 111 Dell GX 760 2009 157 111 Dell GX 760 2009 158 111 Dell GX 760 2009 159 111 Dell GX 760 2009 160 111 Dell GX 760 2009 161 111 Dell GX 760 2009 162 111 Dell GX 760 2009 163 111 Dell GX 760 2009 164 111 Dell GX 760 2009 165 111 Dell GX 760 2009 166 111 Dell GX 760 2009 2168 112 Dell 520

2170 112 Smartboard 1692 112 Infoucs 2171 112 Dell 520 2198 112 Dell 520 2201 112 Lex 1650 2199 112 Dell 520 2202 112 Dell 520 No Tag 112 Dell 520 2191 113 Dell 280 2005

2193 113 Dell 280 2005 2839 113 Dell 280 2005 2838 113 Dell 280 2005 2598 113 Dell 270 2004 2837 113 Cannon IR3530

no tag 113 HP laserJet 8000 89 113 Smartboard 2744 113 Dell 280 2757 114 Dell 280 76 114 Xerox Phaser 3500

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2874 115 Dell GX 745 2008 2875 115 Dell GX 745 2008 2876 115 Dell GX 745 2008 2877 115 Dell GX 745 2008 2878 115 Dell GX 745 2008 2879 115 Dell GX 745 2008 2880 115 Dell GX 745 2008 2881 115 Dell GX 745 2008 2882 115 Dell GX 745 2008 2883 115 Dell GX 745 2008 2884 115 Dell GX 745 2008 2885 115 Dell GX 745 2008 2887 115 Dell GX 745 2008 2888 115 Dell GX 745 2008 2889 115 Dell GX 745 2008 2900 115 Dell GX 745 2008 172 116 Dell GX 760 2009 173 116 Dell GX 760 2009 174 116 Dell GX 760 2009 175 116 Dell GX 760 2099 176 116 Dell GX 760 2009 177 116 Dell GX 760 2009 178 116 Dell GX 760 2009 179 116 Dell GX 760 2009 180 116 Dell GX 760 2009 181 116 Dell GX 760 2009 182 116 Dell GX 760 2009 183 116 Dell GX 760 2009 184 116 Dell GX 760 2009 185 116 Dell GX 760 2009 170 116 Dell GX 760 2009 171 116 Dell GX 760 2009 2161 117 Dell 280 2005 2273 118 Dell 270 2005 2749 129 Americom Switch

2842 129 Lexmark T61 41 129 Dell GX 755 2242 133 Dell Gx 520 2239 133 Dell 270 2004

195 137 3 com SS 3870 2009 2208 137 Dell 150 2001 no tag 160 Dell 270

1612 165 Infoucs

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2448 166 Dell 755 2712 301 Dell 620 2724 302 Dell 620 2726 303 Dell 620 2723 304 Dell 620 1645 501 Dell 620 2510 502 Dell 260 2408 503 Lexmark 342n 36 503 Dell 755 2722 504 Dell 620 2694 506 Dell 620 2317 506 Dell 240 2325 506 Lexmark 342n 2327 506 Dell 260 2573 507 Dell 270 2321 507 Dell 240 2322 507 Dell 260 2577 508 Dell 270 2414 509 Dell 240 2932 510 Gateway E 2003

2826 526 Xerox Phaser 3500 2769 526 Dell 280 2338 526 Cannon IR 2870 2339 526 Dell D810 no tag 526 Dell 620 2301 530 Xerox Phaser 3500 no tag 530 Dell 755 2295 531 Dell 520 2303 532 Dell 260 2311 532 Gateway E 2003

1115 532 Dell E5500 2313 533 Dell 150 2571 533 Dell 270 2310 533 Lexmark 6170 2306 534 Dell 520 2314 535 Dell 150 2766 537 Dell 280 2319 537 Cannon IR 2230 2535 602 Smartboard 196 602 Unifi45 2546 602 Dell D 820 2716 602 Dell 620 2709 603 Dell 620

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2913 603 Dell D 630 no tag 604 Dell 620 2721 605 Dell 620 2599 606 Dell 270 2758 607 Dell 280 2584 608 Dell 260 2610 609 Dell 150 2604 610 dell 240 2612 610 Hitachi S335 2611 610 Dell 600m 2613 610 Smartboard 2609 611 Dell 270 2626 611 Dell 600m 2606 611 Hitachi S335 2607 611 Smartboard 2248 612 Dell GX 755 2008

2249 612 Dell GX 755 2008 2250 612 Dell GX 755 2008 2251 612 Dell GX 755 2008 2252 612 Dell GX 755 2008 2253 612 Dell GX 755 2008 2254 612 Dell GX 755 2008 2255 612 Dell GX 755 2008 2256 612 Dell GX 755 2008 2257 612 Dell GX 755 2008 2258 612 Dell GX 755 2008 2259 612 Dell GX 755 2008 2260 612 Dell GX 755 2008 2261 612 Dell GX 755 2008 2262 612 Dell GX 755 2008 2263 612 Dell GX 755 2008 2264 612 Dell GX 755 2008 2265 612 Dell GX 755 2008 2266 612 Dell GX 755 2008 2267 612 Dell GX 755 2008 2268 612 Dell GX 755 2008 2269 612 Dell GX 755 2008 2270 612 Dell GX 755 2008 2272 612 Dell GX 755 2008 2271 612 Dell GX 755 2008 2886 612 Dell GX 755 2008 2873 612 Dell GX 755 2008 2083 613 Smartboard

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2555 613 Sony Projector 77 613 Dell D830 2562 613 Dell 270 2713 614 Dell 620 2558 614 Lexmark 5150 2715 615 Dell 620 2698 616 Dell 620 2540 617 Dell D820 2705 617 Dell 620 2750 G-2 Dell 280 1044 G-2 Lexmark T610 2728 122 Dell 260 2003

2730 122 Dell 280 2005 no tag 122 Dell GX 745

2824 122 Xerox Phaser 3500 2733 122 Americom Switch 2734 122 Americom Switch

no tag Locker Boys Dell 280

2773 214 Dell 280 no tag 215 Dell 270 2526 215 Dell 260 2519 215 Dell 260 2060 216 Dell 280 no tag 216 Dell 280 2068 216 Dell 280 2066 216 Dell 280 2124 216 Dell 270 no tag 216 Dell 270 2037 217 Dell 280 2551 217 Dell 270 2038 217 Dell 280 1237 217 Dell 260 2036 217 Dell 280 2039 217 Dell 280 no tag 228 Dell 280 2055 227 Dell 620 2016 222 Dell 280 2018 222 Smartboard 2019 223 Dell 280 2167 226 Smartboard 2759 226 Dell 280 2020 224 Dell 280

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2027 225 Dell 280 2021 232 Dell 280 2025 232 Dell 260 no tag 232 Dell 280 2158 229 Dell 280 2177 229 Dell 150 2572 229 Dell 270 2011 218 Smartboard no tag 218 Dell 270 2045 218 Dell 270 no tag 218 Gateway E 2274 218 Dell 270 2564 218 Dell 270 2116 218 Dell 270 2044 218 Dell 270 2015 219 Smartboard 2013 219 Dell 620 2008 202 Dell 620 2003 221 Smartboard 2005 221 Dell 620 2137 213 Dell 270 2076 213 Dell 260 2550 213 Dell 270 2115 213 Dell 270 no tag 213 Dell 280 138 202 Smartboard 10 202 Dell 755 1724 202 NEC 2772 203 Dell 280 2099 204 Smartboard 9 204 Dell 755 2104 205 Smartboard 197 205 Projector no tag 205 Dell 745 90 206 Smartboard 8 206 Dell 755 2106 207 Dell 280 2746 208 Dell 280 2745 209 Dell 280 2761 210 Dell 280 no tag 211 Dell 745 2112 211 Infoucs 2113 211 Smartboard

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236 212 Xerox Phaser 8560 2528 212 Lexmark 332 2098 212 Dell 150 2265 212 Dell 150 2720 603 Dell 620 2699 618 Dell 620 2148 404 Dell 620 1644 402 Dell 620 no tag 401 Dell 620 2711 403 Dell 620

2710 nurse Elem Dell 620

2390 512 Dell 620 2405 512 Dell 620 2401 512 Dell 620 74 512 Xerox 8566 2346 513 Dell D810 2401 512 Dell 620 2389 512 Dell 620 2381 512 Dell 620 2391 512 Dell 620 2392 512 Dell 620 2378 513 Dell 620 2404 512 Dell 620 2388 512 Dell 620 2570 512 Dell 270 2386 512 Dell 620 2385 512 Dell 620 2384 512 Dell 620 2383 512 Dell 620 2382 512 Dell 620 2380 512 Dell 620 2591 512 Dell 270 2395 514 Dell 620 2397 514 Infoucs 2373 512 Dell 620 2387 512 Dell 620 2375 512 Dell 620 2376 512 Intel 50IT 1998

2377 512 Lexmark S1650 2379 512 Dell 620 2776 123 Dell 280 2778 123 Dell 280

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2259 123 Dell 270 2803 123 Dell 150 2272 123 Dell 270 2275 123 Dell 270 2251 123 Dell 270 2786 123 Xerox 8500 2593 123 Dell 270 2594 123 Dell 270 2250 123 Dell 270 2260 123 Dell 270 2549 123 Dell 270 2254 123 Dell 270 109 123 Dell 760 2256 123 Dell 270 no tag 123 Dell 270 2091 123 Dell 270 2268 123 Dell 270 25 123 Dell 755 2008

2753 123 Smartboard 2724 123 Dell 755 2008

2723 123 Dell 755 2008 2722 123 Dell 755 2008 2721 123 Dell 755 2008 2720 123 Dell 755 2008 2737 123 Dell 755 2008 2738 123 Dell 755 2008 2785 123 Lexmark s1650

2768 123 Lexmark s1650 2732 123 Dell 755 2008

2733 123 Dell 755 2008 2739 123 Dell 755 2008 2740 123 Dell 755 2008 2734 123 Dell 755 2008 2767 123 Dell 755 2008 2769 123 Dell 755 2008 2768 123 Dell 755 2008 2766 123 Dell 755 2008 2735 123 Dell 755 2008 2730 123 Dell 755 2008 2729 123 Dell 755 2008 2728 123 Dell 755 2008 2727 123 Dell 755 2008 2726 123 Dell 755 2008

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2731 123 Dell 755 2008 no tag 123 Dell 755 2008 2818 123 Infocus 2008 2700 22 Dell 620 Repair/spare 106 22 Dell 755 Repair/spare

22 PowerEdge 2950 2009

22 PowerEdge 2950

22 PowerEdge 2800

22 PowerEdge 2850

22 PowerEdge 4600 2183 22 Lexmark 332 Repair/spare

219 22 3 com SS 3812 2009 261 22 Cisco 2821 2010

no tag BOE Dell 755 no tag BOE Dell 755 2450 BOE Lexmark T630 190 BOE Cannon IR 3225 2456 BOE Dell 620 104 BOE Hitachi S401 2445 BOE Dell 620 2452 BOE Dell 620 2458 BOE IBM 4247

2459 BOE IBM AS 400

Iseries no tag BOE Dell 755 262 212 Dell 745 263 212 Dell 745 264 212 Dell 745 265 212 Dell 745 266 212 Dell 745 267 212 Dell 745 268 212 Dell 745 269 212 Dell 745 270 212 Dell 745 271 212 Dell 745 272 212 Dell 745 273 212 Dell 745 274 212 Dell 745 275 212 Dell 745 276 212 Dell 745 277 212 Dell 745 278 212 Dell 745 279 212 Dell 745

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280 212 Dell 745 281 212 Dell 745 282 212 Dell 745 283 212 Dell 745 284 212 Dell 745 285 212 Dell 745 286 212 Dell 745

218 22 APC Storage

encloser

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III. Technology A. Technology

2. Describing the technology inventory needed to improve student academic achievement through 2013:

Three-Year Technology Plan Inventory Table Area of Need Describe for

2010-11 Describe for

2011-12 Describe for

2012-13 Technology Equipment

Replace obsolete workstations with new ones. Add Smartboard and projectors to classrooms as needed

Replace obsolete workstations with new ones. Add Smartboard and projectors to classrooms as needed Continue server upgrades as needed

Replace obsolete workstations with new ones. Add Smartboard and projectors to classrooms as needed Continue server upgrades as needed Wireless accessibility project, mobile labs Online website collaboration project

Software used for curricular support and filtering

Continued email and filtering software service provided by Networks and More!

Continued filtering software service provided by Networks and More! Purchase Microsoft exchange server

Continued filtering software service provided by Networks and More! E-mail enhancements and upgrades as needed

Technology maintenance policy and plans

Start replacing switches with Gigabyte ones Continue to purchase machines with extended warranty

Replace switch closets with gigabyte switches Continue to purchase machines with extended warranty Investigate bandwidth upgrade or bandwidth management

Replace switch closets with gigabyte switches Continue to purchase machines with extended warranty

Telecommunications Services

Continue Audix phone monitoring system



Technical Support

Continued use of in-house technical support options



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Facilities – infrastructure including central telephone & security systems

Continue to upgrade security cameras



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3. Describe how the District integrates assistive technology devices into the network to accommodate student needs.

Riverside Township has found many different and innovative ways to meet the needs of

our students, especially those students who have specific instructional needs.

Method 1 – The district has placed into those classrooms where students with auditory issues are taught, a printer/scanner so that the teacher can print out a copy of lesson

plans and class notes.

Method 2 – Intelli-keys have been installed and laptop computers are used in classrooms for students who have specific needs related to writing.

Method 3 – Recording devices are being utilized in classrooms for students who need

help with note-taking, and/or attention.

Method 4 – Several pieces of software have been installed, including the Rosetta Stone software, for our students who fall under the English as a Second Language.

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III. TECHNOLOGY OVERVIEW

A. Technology 4. How educators have access to educational technology in their

instructional areas such as using desktops, mobile laptop and wireless units, PDAs.

The Riverside School District strives to make technology accessible to its entire staff though the use of as many different methods of technology possible. We have placed computers in every classroom with internet connections and have given access to the student database system for staff to use. We have even made efforts to place computers in staff workrooms and teacher’s lounges, where these workstations are accessible before and after school hours to use. The media center and computer labs are also accessible to staff. We have enabled staff with the capability to work from home and be able to access school e-mail and grading systems 24 hours a day from the comfort of their homes.

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5. How administrators have access to technology in their workplace (such as desktops, mobile laptops and wireless units, PDAs).

Many of our administrators take advantage of the benefits to use technology in different ways. Most of our administrators use laptop computers to do class observations, check work related e-mail, access the grading system and stay more connected with our parents. We also have some administrators who receive e-mail on their mobile cellular phone.

6. Describe how the District’s web site is accessible to all stakeholders (for example using Federal Accessibility Standards).

The Riverside Township School District has, and will continue, to make the school’s website accessible to staff, students and the Riverside community with efforts to make our website accessible according to Federal Accessibility Standards and Section 508. To this end, the district has created a website that meets the standards promoted within the technical standards of the Electronic and Information Technology Accessibility Standards of the Federal Accessibility Standards (included within this plan). The Riverside Township School District, in an attempt to meet the standards expressed in the Federal Accessibility Standards, has created locations within both Media centers, for students and members of the community who need wheelchair accessibility, in relation to technology use in that area. As different populations of students arrive at Riverside School District the district and Child’s Study Team have accommodated these students with different types of assistive technology stated in their Individualized Evaluation Plan (IEP).

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7. Describe the plan for replacing obsolete computers/technology and include the criteria for obsolescence.

Riverside Public School District Criteria for Obsolescence Technological obsolescence is the result of the evolution of technology: as newer technologies appear, older ones cease to be used. Newer versions of software constantly render older versions obsolete and the hardware required by this software also changes over time. In order for technology to be effectively utilized by students, staff, administration and community alike, it must remain current as far as hardware and software are concerned. It is the recommendation of the Riverside Public School Technology Committee that the following procedure be put into effect to ensure that all technological equipment remains current and useful. For this section of the technology plan, information technology will be broken into two sections; computer technology and non-computer technology. Non-computer technology will include, but is not limited to, printers, fax machines, scanners, copiers, projectors, Smart boards, handhelds, digital cameras, etc.

• All technology, under the age of five years, shall be routinely checked for effectiveness once a year, preferably at a time when students are not using the equipment. The school technology specialist or a paid consultant will conduct this check.

• All computer technology under the age of five years must be kept current. If the

computer cannot be upgraded, the technology specialist or consultant will recommend that the machine have memory upgrades to allow the operating system upgrade, or the machine shall be considered obsolete.

• All steps necessary must be taken to keep machinery under five years of age in

working condition.

• All other technology under the age of five years will be kept as close to the manufacturer’s specifications.

• All computer technology over the age of five years will either receive a memory upgrade and be brought up to the most recent operating system, or will be considered obsolete.

• If a piece of computer technology is found to be obsolete, it will be removed from

service immediately. Once the machinery is removed and an obsolete equipment form completed, the equipment will be placed into the discarded technology storage area until it can be placed on a bid list, or destroyed.

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• All other technology, once past five years of service, will be inspected and

reviewed on a year-to-year basis. The technology specialist, or a paid consultant, will determine if a piece of any non-computer technology is obsolete.

• Every component of this plan to deal with obsolescence of equipment is conditional, and subject to the increasingly unstable state of school finances which has reached an apex in this calendar year of 2010. While every attempt will made to adhere to the plan, technology might well prove to be just as endangered in an era of shrinking budgets as every other area of our school program.

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III. Technology Overview

B. Cyber Safety

1. List the internet filtering method(s) used. Internet Filtering Method

In order to remain compliant with the Children’s Internet Protection Act, the Riverside Township School District filters every user who accesses the Internet through the local LAN. The filtering method utilized is referred to as SecureSchool, which is both hardware and software. The Internet connection passes directly through the hardware for the SecureSchool. When a person logs onto the LAN, they utilize a user-specific profile that assigns them to one of four Internet-filtering categories. Those categories are network administrator, school administrator, teaching staff, and student. More information on this appliance can be found at: http://www.k12usa.com/secureapp.asp Each and every person, regardless of which filter category they fall into, is filtered. Access to outside email servers is prohibited for all user class members except network and school administrators. While the district does not have access to filter these email servers, the SecureSchool will filter all text coming into the network. School moderated and filtered email is provided for all members of the four filter groups. Access to blogs, chat rooms, and other Internet meeting spaces ( Myspace, Facebook etc ) is prohibited. Access to websites that are initially blocked can be granted once the network administrator gives approval. This access is only granted once the requested site is viewed and approved by more than one administrator.

Internet usage logs are kept on the local server, as well as on the SecureSchool appliance itself. Logs are randomly checked for hits to sites, as well as for general Internet usage.

2. AUP – Identify Acceptable Use Policies used for students and staff and include a copy of the AUP’s with the submission of this technology plan.

Links to the Board Approved Student AUP and the Staff AUP can be found on the District Website at www.riverside.k12.nj.us A copy of these AUP policies is attached to the end of this plan. The Student AUP is labeled as Attachment “A” , and the Staff AUP is labeled as Attachment “B”. The student AUP was last modified and board approved on 01/08/2009 and the staff AUP was board approved on 5/12/10.

http://www.k12usa.com/secureapp.asp�

http://www.riverside.k12.nj.us/�

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3. Describe the district’s Internet Safety Policy: The district’s network structure ensures that all workstations that browse the web go through the secure school filter. This Internet filter appliance protects all users from being able to access any material that is obscene, pornographic, or potentially harmful to minors. In the earliest grades students are made aware of the need for online safety. Initially it is through age appropriate discussions centering on the district Acceptable Use Policy. For example, “What do I do if I do not like what I am seeing on the screen?” (Turn off the monitor and get an adult.) By Third Grade the students are made aware that every time they are on the internet, someone can figure out that they are on-line. This knowledge is slowly and age appropriately expanded so that by grade six all students are more familiar with the positive possibilities of the internet as well as the dangers that exist. The students in 1st through 5th grade are taught by a generalist who has specific training or background in technology applications. Middle school students are taught by the Math/technology teacher assigned to the middle school. The concepts are reinforced at the high school in various classes at the start of the school year. The District The local Police Department and other organizations hold meetings for parents and students with guest presenters on Internet Safety for children. 4. Provide information on how the community was given notice to Internet Safety policies. Board Meetings – Both the staff and the student AUP policies were read and approved at their perspective BOE meetings. Other requirements have been met previously.

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III. Technology Overview C. Needs Assessment 1. Complete a needs assessment for educational technology in your school district or charter school. Begin by determining current status. Afterwards, determine the educational needs, prioritize the identified needs and plan for necessary changes through goals and objectives The attached survey was a part of this needs assessment. a. Evaluate educators’ current practice in integrating technology across the

curriculum. Currently our Pre-K12 educators are using technology in the areas of subject matter specific to their curriculum, student information systems, boards, human resources, email, IEP’s.

b. Provide a summary of educators’ proficiency in the use of technology within the district. Currently our teachers are using technology in many ways, including but not limited to:

• Student management system-Genesis • Curriculum specific software • Test prep software- e.g. Study Island • Simulations & PowerPoint presentations/assignments • Internet research and sharing • World Language – cultural exchanges • Geometry and statistics (Geometer Sketchpad and Fathom) • Video streaming • Graphic calculators • SmartBoards in a variety of uses • LCD projectors • Various adaptive hardware for student accommodations

c. Determine the current educational environment and barriers by describing

how: Descriptors Current Educational

Environment Barriers

i. Educators are assured access to technology to facilitate technology integration

All staff has access to a computer in their room or workspace. More than fifty percent of faculty have

Additional training is necessary to utilize fully the equipment currently in place. Additional funds are necessary to

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access, in the classroom they teach, to Smart and multimedia technology.

purchase equipment and provide training

ii. Often students have access to technology to support the use of 21st century skills in their learning environment

Computer labs are available for student use in each building. All elementary classrooms have multiple computers in place.

While obsolescence has been avoided, budget constraints are beginning to affect progress. Refurbished computers are now part of this process.

iii. The needs of educators are evaluated

Educators are polled bi-annually by the LDPC concerning their staff development needs.

A refined tool for determining staff knowledge of technology needs to be developed to assess staff competency with technology & its applications.

iv. The needs of the students are evaluated

Students in the 8th grade are assessed for their technological knowledge

v. Past professional development addressed the educators and students' needs for technology integration

Educators are now to be polled annually by the LDPC concerning their staff development needs.

Training has been offered at the educators’ proficiency levels as needed for all staff based on the identified needs by staff and administration. This model has been effective at addressing the identified needs, but can be improved.

vi. Limited professional development for all administrators was provided to further the effective use of technology in the classroom or library media center.

Some administrators participate in the staff development offered all faculty

Need to explore ways to further develop administrators’ turnkey abilities despite myriad additional responsibilities.

vii. Professional development was provided in 2009-2010 for all educators to further the effective use of technology in the classroom and with new student management software.

The vendor has provided free training during this first year of use of Genesis student management system.

This effort needs to be sustained and grown within budgetary constraints, chiefly through use of turnkey or “super user” structure.

viii. Some professional development was provided in 2009-2010 for administrators to further support the effective use of technology in the classroom or library media center

Limited professional development for administrators was made available beyond the student management system.

This effort needs to be sustained and grown within budgetary constraints

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ix. Supports were provided for educators other than professional development

Secretarial staff has been involved in training and meetings to stabilize and improve our use of various technology applications.

This effort should grow to include basic computer skills for all support staff. Aides should be required to participate in specific technology workshops

x. Professional development needs and barriers related to using educational technology as part of instruction have been identified

The three year planning process should be made a regular review item throughout the school year.

Financial constraints in a difficult political environment are the key barrier to implementing all the identified areas for professional development and hardware/software progress.

2. Based on the answers given above, indicate the needs of the district to

improve academic achievement for all students through the integration of technology.

a. Creative ways must be identified to provide appropriate professional development to all staff at no or minimal costs.

b. In order to move forward finances are the key barrier to growth and hence funding is the primary need of the district to improve academic achievement for all students through the integration of technology.

c. Teachers are ready and eager to move forward.

3. Prioritize the identified needs a. Funding b. Professional development time, given the need for PLC time, curriculum

processes, student testing, etc.

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IV. Three-year Goals and Objectives

A. History- Evaluate each goal from the previous plan, in one or two sentences, detailing each goal’s success, or reasons for continuation, or issues preventing its success.

I: Goal- The Riverside Township School District plans on purchasing at least one piece of educational software in each of the Core Content Areas, and for each the three school levels serviced – elementary, middle, and high. This goal has been met. II: Goal- The Riverside Township School District plans on tracking class and subject usage of each of the 6 technology labs. This goal has been met and is ongoing. III: Goal- The Riverside Township School District will continue to make available all Core Content Standards on the local intranet, as well as on the school website for public viewing. The Standards are available on the intranet for staff. The link for the public via the website is to be reestablished as the website is updated and reconstructed. IV: Goal- The Riverside Township School District plans on conducting at least one “virtual-classroom” with another school in Burlington County that will meet on a continuing basis. This goal has had to be set aside temporarily due to budgetary and other limitations. V: Goal- The Riverside Township School District plans on having all teachers include in their lesson plans any instance of technology use, as well as references to Core Content Standards and related use of technology. This goal has been met and is ongoing. VI: Goal- The Riverside Township School District plans to continue in-servicing staff members on technology use as requested, and as found necessary by the data obtained from the Staff Use of Technology Survey. This goal has been met and is ongoing.

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IV. THREE-YEAR GOALS AND OBJECTIVES B. Goals and Objectives for 2010-2013 Goal #1 is to increase the infusion of particular technology skills and applications into the classroom and by doing so increase the ability of our students to achieve and compete. The specific goal expressed here is to further develop lesson activity throughout the grades as appropriate in the use of spreadsheet software applications (Excel), desktop publishing software applications (Publisher) and presentation software applications (PowerPoint). Goal #2 is to increase access to technology resources for our students, staff and community by increasing, as financial circumstances allow, more technology in a variety of settings within the school. In order to achieve greater community access, the District will seek to establish off-hours “community labs” and community technology learning opportunities as soon as planning for staffing, safety and other procedures can be completed. Goal #3 is to provide training for and encourage the development of individual staff websites for the extended information of parents and students regarding course objectives, assignments and extension of classroom learning. Along with this large process, the District website will be redesigned for greater ease of use, organization, and an expanded amount of District information to be made available. Goal #4 is to increase the amount and variety of technology professional development available to staff here in the District. Ongoing assessment of perceived training needs will be carried out, and time will be provided for such training. Goal #5 is to increase at the upper grade levels (7-12) the infusion throughout the curriculum of learning critical assessment by students of digital resources (e.g. evaluation of the reliability, biases, authority and accuracy of internet sites as sources of news and information). Goal #6 is to continue to explore ways to improve the efficiency and economy of our expansion of technological resources. By limiting the expansion of costs while providing wider and faster access, we can ensure the continued development of technology as a means and of technology resources here in the District. Integral to this goal is our continued support and development of the Technology Specialist position, including supporting additional professional development to that role. Goal #7 is to expand our Student Information System (Genesis) to include the parent portal for allowing parents access to grades and attendance as well as a more seamless communication channel to teachers.

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V. THREE-YEAR IMPLEMENTATION AND STRATEGIES TABLE A. Three-Year Implementation Activity Table

Three-Year Technology Implementation Activity Table District

Goal and Objective

Strategy/Activity Timeline Person Responsible

Documentation

1

Provide professional development to teachers in the three areas cited for infusion.

2010-2012

District Admin.

PD Sign-ins

1

Demonstrate the success of the goal through targeted classroom observations.

2011-2012

Principals & APs; teachers

Observation reports

2

Provide additional computer access within the school; establish community sessions for learning and for computer use.

2010-2012

District Admin.; Technology Specialist

Inventory changes; schedule of events.

3

Provide turnkey training in website building & use; teachers to build websites.

2010-11

District admin.’ teachers

Sign-in sheets; website captures

4

Scheduling of additional PD in technology

2010-2013

District admin.

Agendas and sign-ins

5

Utilize the PLCs to explore and learn about this topic; provide lessons to carry out the goal.

2010-2013

Principals; teachers

PLC agendas; lessons and observations.

6

Research more economical and efficient expansion of technology resources; network with other districts to combine research and efforts.

2010-2013

Technology Specialist

Report on research; report on PD provided to TS

7

Additional turnkey training by teachers and administrators to expand the use of the Genesis system; timely posting of attendance and grade information for parent viewing.

2010-11

Principals, Technology Specialist, Teachers.

Agendas and sign-ins from training; monitoring by administrators; actual access.

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V. THREE-YEAR IMPLEMENTATION AND STRATEGIES TABLE B. Develop strategies to ensure that the technology plan addresses the use of technology, including assistive technology, to support 21st century learning communities. Professional Learning Communities (PLCs) will include in all discussions of the implementation of 21st century learning goals and activities, the use of technology as a means of achieving desired ends, and the inclusion of both special needs students and the assistive technology required for their full participation. All District staff participation in State-sponsored professional development will expect, and ask for, the connection of such PD to the use of technology in implementing these goals. The responsibility for these strategies will include both district staff and State Department of education staff and PD providers. C. Provide details of the process for meeting the NCLB requirement that all students be technologically literate by the end of grade eight. Please see the document below outlining the skills in which all 8th grade students must be proficient by their 8th grade promotion date. When students enter the middle school in 6th grade (or at any entry point) they are assessed by the technology teacher as to their proficiency on all areas of the chart. Students are then instructed in the skills and must test out before graduation in 8th grade. Students may show their proficiency at any time during their middle school years, but not less than once each school year. 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 collaboratively and to create and communicate knowledge.

8

The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.

8.1.8.A.2 Plan and create a simple database, define fields, input data, and produce a report using sort and query.

8.1.8.A.3 Create a multimedia presentation including sound

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and images. 8.1.8.A.4 Generate a spreadsheet to

calculate, graph, and present information.

8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

8

The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service).

8

Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.

8.1.8.C.1 Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions.

8

Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

8.1.8.D.1 Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

8.1.8.D.2 Summarize the application of fair use and Creative Commons guidelines.

8.1.8.D.3 Demonstrate how information on a controversial issue may be biased.

8

Effective use of digital tools assists in gathering and managing information.

8.1.8.E.1 Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

8

Information accessed through the use of digital tools assists in generating solutions and making decisions.

8.1.8.F.1 Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or figure.

Standard 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual,

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global society, and the environment.

8 Technology products and systems impact every aspect of the world in which we live.

8.2.8.A.1 Explain the impact of globalization on the development of a technological system over time.

8 The design process is a systematic approach to solving problems.

8.2.8.B.1 Design and create a product that addresses a real-world problem using the design process and working with specific criteria and constraints.

8.2.8.B.2 Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the prototype might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation.

8.2.8.B.3 Solve a science-based design challenge and build a prototype using science and math principles throughout the design process.

8

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

8.2.8.C.1 Explain the need for patents and the process of registering one.

8.2.8.C.2 Compare and contrast current and past incidences of ethical and unethical use of labor in the United States or another country and present results in a media-rich presentation.

8

Information-literacy skills, research, data analysis, and prediction provide the basis for the effective design of technology systems.

8.2.8.D.1 Evaluate the role of ethics and bias on trend analysis and prediction in the development of a product that impacts communities in the United States and/or other countries.

8 Digital tools facilitate local and

8.2.8.E.1 Work in collaboration with peers and experts in the field to develop a product using the

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global communication and collaboration in designing products and systems.

design process, data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle.

8

Technological products and systems are created through the application and appropriate use of technological resources.

8.2.8.F.1 Explain the impact of resource selection and processing in the development of a common technological product or system.

8.2.8.F.2 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.g., by using recycled metals, alternate energy sources) and the economy.

8

The designed world is the product of a design process that provides the means to convert resources into products and systems.

8.2.8.G.1 Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved.

8.2.8.G.2 Explain the interdependence of a subsystem that operates as part of a system.

D. Identify specific telecommunications and information technologies and any other specific resources that are useful to reach the stated goal.

• Apply technology to increase productivity. Model advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional products.

• Locating, selecting, capturing, and integrating video and digital images in varying formats for use in presentations, publications and/or other products.

• The use of specific-purpose electronic devices (such as graphing calculators, scientific probe ware, etc.)In content areas.

• The use of instructional design principles to develop multimedia projects to support personal and professional development.

• Continued and enhanced use of technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

• Teachers will participate in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics.

• The district will continue to design, develop, and maintain Web pages and other forms of electronic communication that support communication between the school and community.

• The district will identify, classify, and recommend adaptive /assistive hardware and software for students and teachers with special needs and assist in procurement and implementation.

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VI. FUNDING PLAN A. FUNDING PLAN (2010-2011)

Three-Year Technology Plan Anticipated Funding Table

(2010-2011) ITEM FEDERAL

FUNDING STATE

FUNDING LOCAL

FUNDING

MISC. (e.g. Donations,

Grants) Digital curricula n/a n/a 6,500 n/a

Print media needed to achieve goals

n/a n/a n/a n/a

Technology Equipment

n/a n/a 20,635 n/a

Network, Filtering & email (incl.archiving)

Erate 4,160

n/a 7,840 n/a

Internet

Erate – 10,152

n/a 6,848 n/a

Filtering

See above (Network, etc.)

n/a See above (Network, etc.)

n/a

Software

n/a n/a 12,542 n/a

Maintenance

n/a n/a n/a n/a

Upgrades

n/a n/a n/a n/a

Policy and Plans

n/a n/a 4,000 n/a

Other services – consulting

n/a n/a 12,400 n/a

***This funding plan is tentative. At the time of this plan’s writing, the status of both local and outside sources of funding for all K-12 public education programs is extremely unstable and unpredictable. Funding cuts, tax levy caps and forced spending of districts’ surplus and reserve funds could significantly reduce the projected spending at any time in any budget year. The Riverside Township Public Schools reserve the right and authority to alter this funding plan, and its Technology Plan in part or whole as a result of these and other related factors.

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A. FUNDING PLAN (2011-2012)

Three-Year Technology Plan Projected Funding Table (2011-2012)

ITEM

FEDERAL FUNDING

STATE FUNDING

LOCAL FUNDING


Grants) Digital curricula n/a n/a n/a


n/a n/a n/a


n/a n/a n/a

Network

Erate - n/a n/a

Capacity

n/a n/a n/a

Filtering

n/a n/a n/a

Software

n/a n/a n/a

Maintenance

n/a n/a n/a

Upgrades

n/a n/a n/a

Policy and Plans

n/a n/a n/a

Other services

n/a n/a n/a


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A. FUNDING PLAN (2012-2013)

Three-Year Technology Plan Projected Funding Table

(2012-2013) ITEM

FEDERAL FUNDING

STATE FUNDING

LOCAL FUNDING


Grants) Digital curricula ( n/a n/a n/a


n/a n/a n/a


n/a n/a n/a

Network

Erate n/a n/a

Capacity

n/a n/a n/a

Filtering

n/a n/a n/a

Software

n/a n/a n/a

Maintenance

n/a n/a n/a

Upgrades

n/a n/a n/a

Policy and Plans

n/a n/a n/a

Other services

n/a n/a n/a


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VI. FUNDING PLAN B. Indicate the federal, state, local and other sources of funds used to help ensure that students have access to technology and ensure that educators are prepared to integrate technology effectively into curricula and instruction. Federal erate funds are used as indicated in the table. Other funding is from local budget funds, not specifically designated as originating in the state or local portion of the district revenues. C. Attach a copy of the board approval for this technology plan. Be sure it includes the budget for the first year of this plan. (To be provided upon approval-scheduled for 6/10/10) D. A board approved budget for each successive year of this plan must be filed with the technology plan for e-rate auditing purposes. As each successive year’s budget is approved.

E. Provide your technology plan’s creation date which, as defined by e-rate, is the point when these five elements are in your plan.

May 10, 2010

Those elements are:

• Goals and strategies for using telecommunications and information technology;

• A professional development strategy; • An assessment of telecommunications services, hardware, software,

and other services needed; • Budget resources; and

An ongoing evaluation process.

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VII. Professional Development A. Provide the name and title of the person responsible for coordinating

the professional development activities noted in this plan Robert Goldschmidt, Superintendent of Schools

B. Describe the planned professional development activities for teachers,

administrators, and school library media personnel that include: 1. How ongoing, sustained professional development for all

administrators will be provided to further the effective use of technology in all learning environments.

• Our administrators receive technology related training during administrative meetings and staff professional development blocks

• Outside Professional development opportunities are provided depending on funding.

2. How ongoing, sustained professional development for all educators will be provided that furthers the effective use of technology, models 21st century skills and demonstrates global outreach and collaboration in the classroom or library media center.

• Our goal is to develop technology mentors (known as “super-users) who oversee the use of educational technology for their peers through group and one-on-one interaction.

3. The professional development opportunities and resources that exist for technical staff.

• As new technology is obtained staff members are provided with training for implementation.

• Our goal is to develop technology super-users who facilitate the use and development of skills in the use of educational technology by their peers

4. How professional development is provided to all staff on the application of assistive technologies to support all students in their learning.

• An action plan will be developed for a student for whom assistive technology has been determined to be necessary.

• The student’s action plan should be consistent with program, district and assistive technology guidelines.

• Teachers and support staff will be trained in using assistive technology

C. Based on educators' proficiency and the identified needs for professional development, describe only the ongoing, sustained, high-quality professional development opportunities planned for 2010-2011 as it relates to the infusion of technology into the curricular process. Include a description of in-class support such as coaching that is used to ensure effective use of technology to improve learning. Also, include a description of the involvement of all partners associated with professional development for the district.

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D. Project professional development activities that will continue to support identified needs through 2013, including all partners. • Our professional development and newly acquired technology will be

dependent upon our district’s ability to secure funding from our local budget and from NCLB funding allocation.

• Local PD days and other scheduled opportunities will include in-house, turnkey activities as well as outside presenters (as funding will allow). No “out-of-district” training opportunities can be utilized, unless they are free of charge.

Educators’ proficiency/

Identified Need

Ongoing, sustained, high-quality professional

development planned for 2010-2011

Support

Educators will know how to design a lesson in which students collaborate to share their reports or writings with their peers using various software applications.

Sessions will be planned for our Professional Development Days and other emergent opportunities.

The Local Professional Development Committee will identify educators who are expert in this area, who will present training sessions during times cited.

Educators will receive training in the use of Excel and PowerPoint by students.


The Local Professional Development Committee has identified educators who are expert in this area. who will present training sessions during Professional Development time.

Further training in the use and capabilities of the Genesis student information system will be provided.


The Local Professional Development Committee has identified educators who are expert in this area, who will present training sessions during Professional Development time.

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VIII. Evaluation Plan Describe the process and accountability measures monitor progress and mid-course corrections that are used to regularly evaluate the extent to which goals, objectives, resources and services are effective in

1. Integrating Technology into curricula and instruction to promote 21st century skills and global collaboration and outreach

• A yearly technology survey is used to assess the district use of technology

throughout the district in relation to planning, instruction, assessment, student projects, and staff use in regard to communication, time management and student data management.

• Instructional evidence in the form of student work and assessment products and performance.

• Periodic meetings of the District Technology Committee will make assessments of ongoing issues or needs.

• Consultation with district administrators and educators in assuring that technology needs regarding hardware, software, and network capacity are continually addressed.

• The Superintendent along with building administrators will monitor and assess ongoing professional development in the area of educational technology. Building principals will evaluate teacher use of technology through formal and informal observations and review of online instructional lesson plans.

• The Curriculum BOE committee will meet on a regular basis to discuss educational best practices, including the state of technology achievement and resources, and to make recommendations to the Board.

2. Enabling Students to meet challenging state academic standards

Educational technology programs should be based on relevant research. It is, understood that as more validated research becomes available in the area of educational technology, programs will be modified to adopt those programs and components that show greater academic achievement and student success. The district will continue to provide multiple levels of training related to integrating technology into the curriculum, focusing on NJCCCS benchmarks and content areas.

3. Developing life-long learning skills We have developed an audit implementation plan for the following: • All students will become, through a fully integrated computer and information

literacy program of studies, wise and informed decision makers and leaders in the global society who will be able to:

o craft strategies for solving complex problems o mobilize a team that works together o carry out a strategic plan to create a solution o adapt in an often chaotic and shifting 21st century environment

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• All students will have regular opportunities, from their earliest school years, to use technology to develop multiple literacies, including digital, visual, textual and technological, through a rich program of integrated studies

• All students will learn computer skills and find, understand, evaluate and use information in its various forms to excel academically, personally and socially as they progress in the school system, continue their studies after graduation, and become contributing members of society

• All students will learn important technological concepts, understand the interrelationships between content areas and technology, develop research and information fluency, and apply the design process to technological problems

• All students will be able to make informed decisions about o electronic information transfer as it pertains to privacy and safety o deciphering truth from fiction by weighing the evidence o the creation and manipulation of multiple forms of media

• All students will achieve to their fullest potential in computer and information literacy, have the ability to apply technology to real world challenges, and be prepared to continue to learn as new technologies emerge

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Appendix Article A:

Proposed Policy #3321 Acceptable Use of Computer Network(s)/Computers and Resources by Teaching Staff Members

DRAFT DRAFT

The Riverside Township School District supports the use of the Internet, and other information technology, in support of the educational and research goals outlined in our Mission Statement.

All users, including staff, are expected to demonstrate appropriate behavior when accessing network services in the same manner in which they are responsible for behavior in the classroom or school hallways. All general rules for appropriate behavior and communication apply. All staff members should be aware that their work and communication is not confidential when conducted on district electronic technology. This includes email services provided by the district. District personnel, under the direction of school or district administrators, reserve the right to check files and communication logs if necessary. Related warning: Staff members are strongly discouraged from communicating with students via personal (non-District) e-mail, and are specifically prohibited from doing so via such personal e-mail or social networking media through use of District hardware or the District network.

Communication with parents/guardian It is expected that teaching staff members may communicate with parents and guardians through e-mail when appropriate and feasible, regarding the general progress of or issues concerning the education of a child, including grades. Specific personal information regarding a student or their family should never be disclosed or discussed via e-mail by a staff member. Nor should any other student be named or discussed in such communication. Should a parent or guardian initiate any such communication, staff members are expected to re-direct the discussion or further contact to other media or to a face-to-face meeting.

Use of District equipment

Any district employee who accepts issue or use of District equipment off-site (e.g. laptop or notebook computers, etc.) accepts full responsibility for any use of that equipment, agrees to be the only user of said equipment, and is expected to maintain the integrity of District equipment and applications. The use of such equipment is limited to the narrow scope of purposes enumerated elsewhere in this policy. Electronic files or data created on District equipment is considered District property. Any inappropriate, illegal or unethical use of District equipment is subject to disciplinary action including, but not limited to, suspension of network privileges, reprimand, suspension, or other District or legal action as might apply.

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The following are examples of violations to this acceptable use policy:

Using the network for illegal purposes. Illegal activities shall be defined as a violation of local, state, and/or federal laws. Do not violate copyright laws. Loading of software or attempting to copy software to or from the district’s computers is prohibited by this policy and federal law. If you need to have software installed, please contact the district Technology Specialist. Any violation of Fair Use Guidelines is prohibited. Materials accessed through the Internet must be properly cited when referenced in a user research assignment. The district will cooperate fully with local, state, or federal officials in any investigation concerning or relating to misuse of the district’s information network.

Using the network for inappropriate purposes

Inappropriate use shall be defined as a violation of intended use of the network, and/or purpose and goal. This includes but is not limited to: accessing sites that contain pornography, vulgar or obscene language, racist, sexist or ethnic remarks, or any other uses deemed objectionable in a public school environment. Any user accessing the Internet must have specific research objectives or communications that are based on classroom assignments, authorized professional development activities, or the operation of the district and its departments. Investigation by school or district administrators in disciplinary matters shall constitute authorized use. When using another organization’s network or computing resources, you must comply with the rules appropriate to that network.

Vandalism

Any malicious attempt to harm or to destroy equipment or data on the district’s or any outside agency or network to which the district is connected is a violation of this policy. This includes, but is not limited to damaging equipment, altering files, uploading, downloading, or creation of computer viruses, worms, or other damaging programs.

Gaining access to unauthorized areas of the network.

Any attempt to gain unauthorized access to others’ files, or vandalizing data of another user is prohibited. Any security problem should be promptly reported to the system administrator. Security problems should never be demonstrated to others.

Disruption of network traffic.

Do not use the network in any way that would disrupt the use of the network. Users are specifically prohibited from utilizing live radio broadcasts or music sites via the internet, playing games, communicating with chat rooms, watching videos, or downloading large files unless these activities are directly related to

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educational activities for a lesson, authorized professional development activities, or aforementioned disciplinary investigation.

Using the district’s resources for commercial gain.

The network and Internet access is provided for users to conduct educational research and to communicate with others. Any use of the resources for financial gain or political activity is inconsistent with the purpose of the information system.

Forging electronic mail messages, or using an account owned by

another user. An employee should only use the login name that has been assigned to him or her by the district. The use of another person’s account, or allowing another to use one’s account, is also prohibited. Employees are expected to protect the integrity of their passwords, and to have such passwords changed as soon as possible if they believe they have been compromised. Employees are responsible for protecting their account on the district’s information system and are responsible for its use at all times.

Posting anonymous messages.

Any messages posted on the network or the Internet must have the sender’s name attached. This will happen by default without user intervention.

Possession of materials in violation of these rules.

You may not possess any data or software, which might be considered a violation of these rules in paper, CD, DVD, magnetic (disk), or any other form.

Not abiding by general rules of etiquette.

You must abide by general rules of etiquette. Not abiding can come in many forms and includes but is not limited to sending abusive messages, using vulgar or obscene language, racial, sexist, or ethnic slurs. Please remember that using all uppercase characters is considered shouting when using electronic communication.

Divulging personal information.

Personal information about yourself or others should never be divulged. Personal information such as an address, telephone number, or social security number should not be divulged to anyone on the Internet. District contact information should not be divulged to others outside of the school district.

Wastefully using finite resources.

Resources should not be used needlessly. These can include, but are not limited to: using resources for frivolous purposes when others have need of them for educational purposes, the printing of large documents when a printing of selected pages would suffice, storing of files on network drives that are not consistent with the adopted curriculum and educational objectives of the district. The printers are to be used only for original documents and are not a substitute for copying.

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Modifying system configurations or settings.

Users are not allowed to change any settings or configurations on any computer. This includes, but is not limited to changing wallpapers, screen savers, printers, deleting needed files, or any other settings. Users are specifically prohibited from installing any programs onto local or network drives or disks. This includes freeware, shareware, or commercial downloads from the web, as well as disk or CD based programs. Any executable files (programs) that were not part of the original configuration and are found on a local or network drive will be considered a direct violation of this policy. File sharing software and services such as but not limited to: Kazaa, Morpheus, LimeWire and WinMX are prohibited.

Adding or modifying hardware

Users are not allowed to bring in any computers, monitors, printers or any other hardware without permission from the Technology Specialist and the appropriate administrator. It is especially critical that users do not connect any non-district computer, laptop, or wireless access points to any port on the network. Such actions present a significant security risk to the entire network and are specifically prohibited. The Board of Education will not be held responsible for any personal technology equipment used in school facilities or in any school-related work.

The following additional policies apply to staff members to help protect our students and to help shield the staff member and district from potential liability:

The Riverside Township School District encourages staff to create and post web pages to help inform students and the community about the school, policies, and activities. The following explains the responsibilities and procedures to be followed when having the students use the Internet or when posting school and/or classroom web pages. The district has a student Acceptable Use Policy that signed parental permission be provided to be able to:

1. Allow a child to access the Internet as part of class activities.

2. Post a child’s work so that it may be electronically

displayed and published on the District web site. This publishing would display a child’s work and their name, class and grade would be associated with the work, but no other personal information would be provided.

3. Post anonymous photographs (with no name association) of

a child or group pictures including a child on the

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district’s web site. Examples of this could include a picture of a teacher’s class on a field trip, a picture of activities in a science class, or pictures of the field hockey team. Only general information regarding the picture would be given, but no personal information about those in the picture would be provided.

All schools will collect these signed permission forms and the permissions will be entered into each building’s student database. The following guidelines should be followed:

• When posting information to a class, building or district web site,

under no circumstances should a student’s address or phone number be included. If replies to a student’s work are appropriate, the sponsoring teacher’s email address should be displayed, not the student’s.

• Students should not be required to give out personal information on any

website to which a staff member is directly associated. If a staff member chooses to develop a website that staff member is responsible for the content of that site.

• If a student has not been given parental permission to access the

Internet, other appropriate activities should be provided.

Consequences for Violations

Violations will result in loss of Internet access and/or district or other computer use. Other disciplinary actions may be determined at the building or district level in line with existing practices regarding inappropriate student or employee behavior. When applicable, law enforcement agencies may be notified. Legal References N.J.S.A. 2C:20-23 et seq. Computer Related Crimes Act N.J.S.A. 2C:21 Anti-Privacy Act N.J.S.A. 2C:20-2 Consolidation Act N.J.S.A. 18A:73-44 Library Privacy Act - Computer fraud, see 18 U.S.C.A. 1030 - Copyright, scope and subject matter, see 17 U.S.C.A. 101 et seq.

- Federal computer systems, standard and technology, see 15 U.S.C.A. 278g-3

- High performance computing and application, see 15 U.S.C.A. 5501 et seq.

- Limitations on exclusive rights for computer programs, see 17 U.S.C.A. 117

- National high-performance computer program, see 15 U.S.C.A. 5511 - Notice of copyright, see 17 U.S.C.A. 401

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- Protection of semiconductor chip products, see 17 U.S.C.A. 901 et seq.

- Recording of documents pertaining to computer shareware and donation

of public domain computer software, see 37 CFR 201.26, 17 U.S.C.A. foll. 702

- Scheme or artifice to defraud, definition of, see 18 U.S.C.A. 1346 - Unauthorized publication or use of communications, see 47 U.S.C.A.

605 - Unlawful access to stored communications, see 18 U.S.C.A. 2701 - Visual arts registry, see 37 CFR 201.25, 17 U.S.C.A. foll. 702

- Warning of copyright for software lending by non-profit libraries, see 37 CFR 201.24, 17 U.S.C.A. foll. 702

- Wire and electronic communications interception, see 18 U.S.C.A. 2510 et seq.

- Wire fraud, see 18 U.S.C.A. 1343

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Appendix Article B:

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