Foxborough Public Schools

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DEVELOPED September 2013

REVISED November 2013

2013-2018

Foxborough Public Schools

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Technology Plan Working Group

Debra Spinelli, Superintendent of Schools

Amy Berdos, Assistant Superintendent of Schools Bill Yukna, Business Administrator

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OVERVIEW OF CORE DESIGN

The process by which this plan was developed included the creation of two supporting documents. First, Logic Model - Technology Leadership2 was created. The framework of this model was built upon Empowering the 21st Century Superintendent – 5 Themes & Action Steps for Technology Leaders, a collaboration produced by the Consortium for School Networking

(CoSN)3 in 2011. The team also reviewed the 2013 NMH Horizon Report K-12 findings.34

Second, Leadership Themes, Activities, and Benchmarks5 takes the outputs and activities identified in the logic model as important and relevant to the Foxborough Public Schools and organizes them by theme. Each is then aligned with Benchmarks that are recommended per the posted technology plan guidelines of the Massachusetts Department of Elementary and Secondary Education (DESE). These benchmarks were then examined and applied to our school district and have been used as the foundation for this plan.

The intent of this plan is to outline the Foxborough Public Schools’ technology goals and action steps necessary to meet those goals. To this end we acknowledge the Department of

Elementary and Secondary Education state benchmarks for technology, which are established guidelines for schools to use in technology planning. While not mandated, these benchmarks are for districts to meet by the end of the school year 2014- 2015. The five benchmark areas consist of the following:

 Benchmark 1: Commitment to a Clear Vision and Implementation Strategies  Benchmark 2: Technology Integration and Literacy

 Benchmark 3: Technology Professional Development  Benchmark 4: Accessibility of Technology

 Benchmark 5: Virtual Learning and Communications

These state benchmarks are explicitly acknowledged and linked with the Foxborough Public Schools Technology Plan. They represent the recommended conditions for effectively

integrating technology into teaching and learning as outlined in the Massachusetts guidelines for local technology plans. This guide can be accessed by the following link:

http://www.doe.mass.edu/odl/planning.html.

2

Link to Logic Model – Technology Leadership document which will be available on foxborough.k12.ma.us

3

Link to Consortium for School Networking (CoSN)

4_{Link to NMH Horizon Report 2013 K-12 Edition}

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VISION

The Foxborough Public Schools envisions a compelling PreK-12 learning environment in which students and staff have access to technologies that promote 21st century teaching and learning. This environment leverages technology to provide access to authentic learning experiences that maximize student achievement and prepare students to be productive citizens in a competitive global society.

INTRODUCTION

The focus of educational technology is changing rapidly, from putting in place a solid infrastructure, to using technology systematically to change educational practices and

significantly improve results. The current rate of this change presents significant challenges to technology planning and strategies for implementation that will modernize educational practices. The Consortium for School Networking (CoSN), presents the current spectrum of these challenges in three waves.

The first wave of educational technology is the infrastructure. Effective system-wide use of technology to support student achievement depends on adequate hardware, software, networking, bandwidth, funding, community support, and educator capacity. This is widely understood to be the essential provision but it’s only the beginning. A true 21st Century infrastructure is one that provides individuals access to resources from anywhere at any time from any device.

The second wave of educational technology is the supporting and enabling applications. Examples of these are Student Information Systems, on-line testing, and distance learning. These applications can make education more efficient and effective, and improve access to content. However, they do not fundamentally change existing models of traditional education. The third wave of educational technology is the transformative applications which fully infuse and integrate technology into all aspects of the educational system. This includes academic standards and curriculum, pedagogy, and professional development. It also includes leadership, administration, communication, and assessment. Examining the interactions between

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administrators, teachers, and students will be the most intensive and challenging use of technology. It is the direction our schools must move to make our students more competitive. This third wave represents the bulk of the leadership work outlined in the CoSN 5 Themes & Action Steps for Technology Leadership.6 The five themes for technology leadership:

I. Strengthen District Leadership and Communications

II. Raise the Bar with 21st Century Skills

III. Transform Pedagogy with Compelling Learning Environments

IV. Support Professional Development and Communities of Practice

V. Create Balanced Assessments

Theme I (Strengthen District Leadership and Communications) underlies the work to be accomplished in all three waves.

The Foxborough Public Schools Technology Plan is intended to be a working document that will communicate the examination and adaptation of the role technology plays in our schools as we plan and implement to modernize our educational practices. This process will be guided by our Core Values, Mission Statement, and Vision.7 Leadership Themes will be used to provide clarity, priority, and direction for our initiatives, outcomes, and activities. Benchmarks and Guidelines from the Massachusetts Department of Elementary and Secondary Education and other pertinent institutions will be adapted to our local community and used to further refine and evaluate our initiatives and their implementations. The intended result will serve as the beacon by which we will navigate the waves of educational technology change.

PLANNING AND SUSTAINABILITY

To meet the recommendations of the DESE’s technology plan guidelines under Benchmark 1: Commitment to a Clear Vision and Implementation Strategies, the district's technology plan establishes a clearly stated vision and a reasonable set of goals and implementation strategies that align with the district-wide Strategic Plan. Technology goals have been established with implementation strategies and benchmarks to measure the goals. The district’s technology plan has been revised to accommodate growth and 21st century expectations. An annual

6_{http://www.cosn.org/superintendents} 7

Foxborough Public School Core Values, Mission Statement, and Vision are posted on the school district’s website (http://foxborough.k12.ma.us/district/information/philosophy.htm)

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update on the Technology Plan will be provided to the Foxborough School Committee and community where progress toward the outlined goals will be reported.

The district has a Technology Steering Committee which is comprised of teachers and administrators from all five schools as well as district level administrators. The Committee meets monthly. Adjunct advisory members (to include school committee member(s), community leaders, and parents) will be invited to meet with the Technology Steering

Committee twice a year to provide ongoing community involvement and provide feedback on the technology plan. Outreach to local business partners in support of the district’s technology initiatives will be ongoing.

The purpose of the Technology Steering Committee is as follows:

• To examine our current educational technology systems and how they are used • To provide guidance and act as a think tank for issues/challenges that arise as part of

infusing technology into the curriculum

• To identify our own strengths and needs in fully infusing and integrating technology into academic standards and curriculum, pedagogy and professional development (i.e., deployment of mobile devices, software, technology resources)

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OVERVIEW OF GOALS

Source:

Transforming American Education: Learning Powered by Technology, National Education Technology Plan 20108

Goal 1 - Learning: Engage and Empower

All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.

Goal 2 - Assessment: Measure What Matters

Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement.

Goal 3 - Teaching: Prepare and Connect

Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.

Goal 4 - Infrastructure: Access and Enable

All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.

Goal 5 - Productivity: Redesign and Transform

Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.

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Goal 1 - Learning: Engage and Empower

All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.

The following Benchmarks and Technology Action Steps will address this goal:

A. The district encourages the development and use of innovative strategies for delivering high-quality courses through the use of technology.

Leadership Theme/ Benchmark

Action Plan Timeline

Responsible Parties Current Status Theme III Benchmark 5

Virtual High School courses (VHS) are available to high school students. The district will analyze current enrollment trends to consider the expansion of VHS and/or other online learning opportunities. 2013-2014 Principals TSC Members Guidance Dept. 25 seats per semester for total of 50 Theme III Benchmark 5

Analyze current limited use of VHS at Ahern Middle School to consider whether expansion is warranted.

2013-2014 Principal Guidance Dept. 5 seats per semester Theme III Benchmark 5

Study the role of hybrid courses in contemporary education and determine the feasibility of piloting new course delivery systems.

2013-2015 Supt./Asst. Supt. Director of Tech. Principals TSC Members

B. The district deploys IP-based connections for access to web-based and/or interactive video learning on the local, state, regional, national, and international level.

Responsible Parties Current Status Theme III Benchmark 5

Provide access to web-based and interactive learning platforms to enhance curriculum programs

Technology Dept. Teachers

Skype, Orton Gillingham’s “We All Can Read”

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C. Classroom applications of virtual learning include courses, collaborative projects, field trips, and discussions. Leadership

Theme/ Benchmark

Responsible Parties Current Status Themes III, IV Benchmark 5

Utilize the Tech Steering Committee to investigate where virtual learning is used within our K-12 curriculum. In concert with the technology integration specialists, provide teachers with guidelines and resources for virtual education to support the curriculum.

2013-2014 Principals TSC Members

D. The district maintains an up-to-date website that includes information for parents and community members. Leadership

Responsible Parties Current Status Theme I Benchmark 5

Designate a staff member to review the district website each summer to be sure that all information is current.

Annually Principals Director of Tech. Web Masters

Theme I Benchmark 5

Convene a meeting with all principals and school-based

webmasters to provide guidelines for maintaining the sites and share ideas for content.

Fall 2013 Director of Tech.

E. The district educates teachers and students about appropriate online behavior. Topics include cyber bullying, potential risks

related to social networking sites and chat rooms, and strategies for dealing with these issues9.

Responsible Parties Current Status Theme III Benchmark 6

Review when and how digital citizenship is taught and recommend any changes to the existing curriculum.

By June 2014 Asst. Supt. Director of Tech. TSC Members

9_{To learn more about teaching students about safety and the Internet, see Cyber Safety Campaign developed by Boston Public Schools}

(http://bpscybersafety.org/index.html). More info available about Bullying Prevention and Intervention is available at (http://www.doe.mass.edu/bullying). See the following for related educator tools: (http://www.commonsensemedia.org/educators)

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Figure 1. A Model of Learning, Powered by Technology

What Learning Should Look Like

Figure 1 depicts a model of learning powered by technology. In contrast to traditional classroom

instruction, which often consists of a single educator transmitting the same information to all learners in the same way, the model puts students at the center and empowers them to take control of their own learning by providing flexibility on several dimensions. A core set of standards-based concepts and competencies form the basis of what all students should learn, but beyond that students and educators have options for engaging in learning: large groups, small groups, and activities tailored to individual goals, needs, and interests.

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Goal 2 - Assessment: Measure What Matters

Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement.

A. Needs Assessment Leadership

Responsible Parties Current Status Benchmark 1 Theme IV

Assess services and products that are currently being used and that the district plans to acquire to improve teaching and learning.

2013-2015 Asst. Supt. Director of Tech. TSC Members ongoing Benchmark 2 Theme II

Conduct an audit that matches 21st century skills with the District Strategic Plan, and revise the Plan to address any gaps that are found.

2013-2018 Administration _ongoing

Benchmark 1 Theme V

Conduct an audit of our assessment systems to ensure that we have timely formative and summative assessments for effective analytics.

2013-2018 Asst. Supt. Director of Tech. Curriculum Directors HS Dept. Heads ongoing Benchmark 1 Theme V

Implement a comprehensive student warehouse Assessment Data System. September 2013 Administration Pearson Inform Assessment Data System (First phase completed 9/13)

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Goal 3 - Teaching: Prepare and Connect

Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.

A. Technology Integration10

Responsible Parties

Current Status

Benchmark 2 Teaching and Learning: - At least 90% of teachers use technology

with students every day to enhance student learning of the curriculum. Activities include some of the following: research, multimedia, simulations, data analysis, communications, and collaboration. Teachers integrate evolving technologies that enhance student interest, inquiry, analysis, collaboration, and creativity.

2014-2015 Teachers

Benchmark 2 Professional Responsibilities: At least 90% of teachers use

technology every day for the following purposes: research, lesson planning, organization, administrative tasks, communications, and collaboration. Teachers explore evolving technologies and share information about technology uses with their colleagues.

2013-2014 Teachers

Principals

Theme III As curricula are reviewed, assess opportunities for problem-based

learning, inquiry, and the application of 21st century skills.

2014-2016 Curriculum

Directors HS Dept. Heads

ongoing

Theme III Conduct a needs assessment and gap analysis of technology use

across the district.

2013-2014 Supt./Asst. Supt. Director of Tech. TSC Members Principals Program Review commences January 2014 10

The Massachusetts Department of Elementary and Secondary Education defines technology integration as the daily use of technology in classrooms, libraries, and labs to improve student learning.

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B. Technology Literacy Leadership

Responsible Parties Current Status Benchmark 2 Theme II

At least 90% of eighth grade students show proficiency in all the Technology Literacy Standards and Expectations for grade eight as currently measured by the 21st Century Skills assessment provided by learning.com11.

2013-2018 Teachers

Tech. Int. Spec. Spring _{2013: 69%}

Benchmark 2 Theme II

At least 90% of fourth grade students show proficiency in all the Technology Literacy Standards and Expectations for grade four as currently measured by the 21st Century Skills assessment provided by learning.com12.

2013-2018 Teachers

Tech. Int. Spec. Spring _{2013: 54%}

Benchmark 2 Theme IV

Determine an appropriate measurement of the technology literacy skills of teachers and professional staff

2013-2014 Supt./Asst. Supt. Director of Tech. TSC Members Principals Program Review Commences January 2014 Benchmark 2 Theme IV

By 2015, 90% of teaching staff will have mastered 90% of the skills in the identified assessment.

By June 2015 Principals Director of Tech. Teachers

By 2018, 100% of teaching staff will have mastered 90% of the skills in the identified assessment.

By June 2018 Principals Director of Tech. Teachers

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The Massachusetts Technology Literacy Standards and Expectations for students are available on the Department’s website

(http://www.doe.mass.edu/odl/standards/itstand.pdf). The National Educational Technology Standards (NETS•S) published by the International Society for Technology in Education and other resources are available at (http://www.iste.org/standards/nets-for-students). More information about Learning.com’s skills assessment is available on their website (http://www.learning.com/21st-century-skills-assessment/).

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The Massachusetts Technology Literacy Standards and Expectations for students are available on the Department’s website

(http://www.doe.mass.edu/odl/standards/itstand.pdf). The National Educational Technology Standards (NETS•S) published by the International Society for Technology in Education and other resources are available at (http://www.iste.org/standards/nets-for-students). More information about Learning.com’s skills assessment is available on their website (http://www.learning.com/21st-century-skills-assessment/).

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C. At the end of five years, 100% of faculty will have participated in high-quality, ongoing professional development that includes emerging technology issues, technology skills, universal design, and research-based models of technology integration.

Responsible Parties Current Status Benchmark 3 Themes II, IV

Identify 21st century technology professional development needs and develop priorities.

2013-2018 Principals PD Committee

Implement differentiated workshops based on identified priorities. ongoing PD Committee _ongoing

D. Technology professional development is sustained and ongoing and includes coaching, modeling best practices, district-based mentoring, study groups, and online professional development.

Responsible Parties Current Status Benchmark 3 Themes III, IV

Offer professional development workshops and online resources that enable teachers to effectively integrate technology into the learning environment.

ongoing PD Committee

Technology Integration specialist has an effective schedule allowing ongoing work with classrooms and staff.

2013-2014 Asst. Supt., Princ.

Tech. Int. Spec. 2 _days/cycle

Create a train-the-trainer model for common technologies (i.e. Qwizdom, document cameras, etc.) providing accessible go-to person in each building.

2014-2015 PD Committee

TSC Members Tech. Int. Spec.

Identify peers who can teach/model specific technologies with which they feel comfortable.

ongoing Principals

TSC/PD Com. Teachers

Utilize Professional Development Days and Just-in-Time Workshops to meet specific needs that have been identified through the district Technology Steering Committee and PD committee.

ongoing PD Committee

Benchmark 3 Theme V

Train teachers on data analysis applications (Ex. Pearson Inform Analytics) August-September 2013 PD Committee TSC Members Teachers Phase 1 completed

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E. Professional development planning includes an assessment of district and teachers' needs. The assessment is based on the competencies listed in the NETS-T standards.

Responsible Parties Current Status Benchmark 2 Theme II

Establish minimum expectations for technology skills for faculty, staff, and administrators

TSC Members

Benchmark 2 Themes II, III

Use NETS-T standards to develop action steps for improving classroom instruction and to identify supports that would be necessary to identify faculty supports that may be necessary13.

TSC Members Teachers

Benchmark 2 Theme II

Use NETS-A standards to assess administrators’ technology skills to identify administrator supports that may be necessary14.

2014-2016 Administrators

Use NETS-S standards to assess students’ technology skills to identify administrator supports that may be necessary15.

TSC Members Teachers

Use NETS-C standards to develop action steps for supporting faculty to improve classroom instruction.16

2014-2016 Tech. Int. Spec. TSC Members PD Committee

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The National Educational Technology Standards (NETS•T) published by the International Society for Technology in Education (ISTE) and other resources are available at (http://www.iste.org/standards/nets-for-teachers).

14_{The National Educational Technology Standards (NETS•A) published by the International Society for Technology in Education (ISTE) and other resources are}

available at (http://www.iste.org/standards/nets-for-administrators).

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The National Educational Technology Standards (NETS•S) published by the International Society for Technology in Education (ISTE) and other resources are available at (http://www.iste.org/standards/nets-for-students).

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The National Educational Technology Standards (NETS•C) published by the International Society for Technology in Education (ISTE) and other resources are available at (http://www.iste.org/standards/nets-for-coaches).

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F. Administrators and teachers consider their own needs for technology professional development.17

Responsible Parties Current Status Benchmark 3 Theme I

Require administrators to attend at least one educational technology conference each year

2013-2014 Supt./Asst. Supt.

Principals MASSCue – _October

2013 (9 Attended) Benchmark 3

Theme I

Require administrators to include a performance goal that focuses on developing technology skills, keeping current with technology.

2014-2015 Superintendent

Use Just in Time workshops to meet individual or small group needs identified by faculty ongoing TSC Members PD Committee Teachers 17

A sample administrator technology self assessment tool is available on the Department’s web site

(http://www.doe.mass.edu/edtech/standards/tsat_sampadmin.html). Administrators may also want to refer to the National Educational Technology

Standards (NETS•A) and Performance Indicators for Administrators published by the International Society for Technology in Education

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The Practice of Connected Teaching

In connected teaching, classroom educators are fully instrumented, with 24/7 access to data about student learning and analytic tools that help them act on the insights the data provide. They are connected to their students and to professional content, resources, and systems that empower them to create, manage, and assess engaging and relevant learning experiences for students both in and out of school. They also are connected to resources and expertise that improve their own instructional practices, continually add to their competencies and expertise, and guide them in becoming facilitators and collaborators in their students’ increasingly self-directed learning (Figure 3). Like students in the learning model described earlier, teachers engage in personal learning networks that support their own learning and their ability to serve their students well.

Figure 3. Connected Teaching Builds New Competencies and Expertise

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Goal 4 - Infrastructure: Access and Enable

All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.

A. Hardware Access18

Benchmark 4 Make continual progress toward the goal of having one

high-capacity, internet-connected device for each student at the middle and high schools

2014-2016 Director of Tech. _Working

toward 1:1 BYOD Benchmark 4

Theme III

Provide students with emerging technologies appropriate to their grade level.

ongoing Principals

Teachers ongoing

Benchmark 4 Maximize access to the general education curriculum for all

students, including students with disabilities, using universal design principles and assistive technology devices.

ongoing Principals

Director of Sped. Teachers

ongoing

Benchmark 4 Procurement policies exist for information and instructional

technologies that ensure usability, equivalent access, interoperability and SIF compliance19.

ongoing Superintendent Business Mgr. Director of Tech. ongoing Benchmark 4 Theme III

Provide technology-rich classrooms, with access to devices such as digital projectors, electronic whiteboards, and student response systems. Annual review of status Superintendent Business Mgr. Director of Tech. Principals annually

Benchmark 4 Maintain an established computer replacement cycle of five years

or less.

Annual CIP process

Superintendent

Director of Tech. annually

Theme I Establish policies and procedures for a BYOD initiative 2013-2014 Superintendent

Director of Tech. beginning

Theme III Conduct a needs assessment and gap analysis of the technology

infrastructure across the district.

Annual status review

Superintendent

Director of Tech. annually

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Link to hardware inventory

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B. Internet Access Leadership

Benchmark 4 Provide connectivity to the Internet for all computers in all classrooms in all schools.

ongoing Technology Dept. _existing

Benchmark 4 Provide wireless connectivity in all classrooms in the middle and high schools.

2013-2015 Technology Dept _{FHS &}

grades 7/8 complete Benchmark 4 Provide wireless connectivity in all classrooms in the elementary

schools.

2013- 2016 Technology Dept _Media

centers are wireless

Benchmark 4 Provide an external Internet connection to the Internet Service

Provider (ISP) of 100 Mbps per 1,000 students/staff20.

2013-2015 Technology Dept _currently

50 Mbps

Benchmark 4 Provide bandwidth of at least 10/100/1 Gb to each classroom. At

peak, the bandwidth at each computer is at least 100 kbps. The network card for each computer is at least 10/100/1 Gb.

2013-2018 Technology Dept _ongoing

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For more information, see the 2008 report High-Speed Broadband Access for All Kids: Breaking through the Barriers published by the State Educational Technology Directors Association (SETDA), available on SETDA’s website (http://www.setda.org/web/guest/2020/broadband ).

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C. Networking (LAN/WAN) Leadership

Benchmark 4 Provide internal wide area network (WAN) connections from the

district to each school between schools of at least 1 Gbps per 1,000 students/staff. 21

Director of Tech.

Technology Dept existing

Benchmark 4 Provide access to servers for secure file sharing, backups,

scheduling, email, and web publishing, either internally or through contracted services.

Director of Tech.

Technology Dept existing

Theme I Expand infrastructure and bandwidth to support new technology

tools and solutions

Director of Tech.

Technology Dept ongoing

Theme I Implement new email and IP Telephone phone systems to enhance

communication and collaboration.

2013-2014 Director of Tech. Technology Dept

Benchmark 4 Expand remote access capabilities to include hosted software 2013-2018 Director of Tech.

Technology Dept. ongoing

Benchmark 4 Expand remote access capabilities to include teacher remote

desktop access to their classroom computers

2013-2015 Director of Tech.

Technology Dept file access _{in place}

Benchmark 4 Expand remote access capabilities to include more single-sign-on

applications

Technology Dept. starting

Benchmark 4 Expand remote access capabilities to include end-user account

password reset

Technology Dept starting

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D. Access to the Internet Outside the School Day Leadership

Benchmark 4 Provide access to computers before and after school at the middle

and high school levels to ensure that students and staff have adequate access to the Internet outside of the school day.

2013-2018 Principals

Director of Tech. existing

Benchmark 4 Communicate up-to-date information about where students and

staff can access the Internet after school hours.

2013-2018 Principals

Director of Tech. ongoing

Theme III Assess students’ access to technology outside of school Revisit

2013-2014

Principals Director of Tech.

Additional information:

In regards to safety, security and data retention the district has a CIPA-compliant Acceptable Use Policy (AUP) regarding Internet and network use. The policy is updated as needed to help ensure safe and ethical use of resources by teachers and students. A plan is in place to protect the security and confidentiality of personal information of its students and staff22

. The district complies with federal and state law23

, and local policies for archiving electronic communications produced by its staff and students. Staff and students are informed that any information distributed over the district or school network may be a public record.

22_{To find out how state agencies in the Executive Branch must protect personal information, as well as to find training tools related to this effort, see the}

Commonwealth’s (http://www.mass.gov/anf/research-and-tech/policies-legal-and-technical-guidance/legal-guidance/privacy-and-security/exec-order-504).

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Goal 5 - Productivity: Redesign and Transform

Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.

A. Budget - The district recognizes that technology plays a critical role in achieving its goals. Leadership

Responsible Parties Current Status Benchmark 1: d: 1

Develop CIP Budget annually that reflects and supports the ongoing implementation of the long-range technology plan.

2013-2018 annually Superintendent Business Mgr. Director of Tech. ongoing Benchmark 1: d: 2

Budget for adequate staffing, infrastructure, hardware, software applications, professional development, support, and contracted services.24 2013-2018 Superintendent Business Mgr. Director of Tech. ongoing Benchmark 1: d: 3

Pursue funding for technology programs from federal, state, and private resources. Explore ways technology can reduce costs and create efficiencies in other areas of the district budget.

2013-2018 Superintendent Business Mgr. Director of Tech. ongoing Benchmark 1: d: 4

Ensure that the technology plan specifies how the district will pay for the non-discounted portion of their costs for the services procured through E-rate.

2013-2018 Superintendent Business Mgr. Director of Tech. ongoing 24

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B. Evaluation Leadership

Benchmark 1 Engage in a regular evaluation process that enables the school

district to monitor its progress in achieving its goals and to make mid-course corrections in response to new developments and opportunities as they arise.

Business Mgr. Director of Tech.

Principals

annually

Benchmark 1 Ensure routine consultation with technology staff before purchasing

technologies items, to ensure that the items are appropriate, cost-effective, and sustainable.25

2013-2018 Business Mgr. Director of Tech. Principals ongoing C. Staffing Leadership Theme/ Benchmark

Benchmark 2 Employ a district-level director/coordinator. 2013-2018 Superintendent

Business Mgr. existing

Benchmark 2 Provide one full-time instructional technology integration specialist per 60-120 instructional staff to coach and model.26 (State

benchmark) FPS goal is to employ 3 full time instructional technology specialists by 2016.

Business Mgr. 2 to 280

Benchmark 2 Dedicate staff to focus primarily on data management and

assessment.

2013-2018 Business Mgr.

Director of Tech. existing: _{1.5 FTE}

25_{Link to FPS Hardware/Software form} 26

The district added an additional Technology Integration Specialist position for the start of the 2013-2014 school year. This will now provide 2.0 FTE for this position.

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D. Staffing Leadership

Benchmark 4 Provide staff or contracted services to ensure that the district network is functioning at all times.

2013-2018 Director of Tech. _existing

Benchmark 4 Resolve technical problems within 24 hours, so that they do not

cause major disruptions to curriculum delivery. The district provides clear information about how to access technical support.27

2013-2018 Director of Tech.

Technology Dept. _estimated24-72 hrs

Benchmark 4 The district provides at least one full-time technician to support 400 computers.28

2013-2018 Superintendent

Business Mgr. existing

27

Link to Help Desk

28

Foxborough Public Schools

DEVELOPED September 2013

REVISED November 2013

2013-2018

Foxborough Public Schools

Technology Plan Working Group

TABLE OF CONTENTS

OVERVIEW OF CORE DESIGN

VISION

INTRODUCTION

PLANNING AND SUSTAINABILITY

OVERVIEW OF GOALS