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Knowledge Without Boundaries 2005-2008 The Three-Year Technology Plan

of the Port Jefferson School District

Bruce Miller – Chairperson (B) Christine Austen (S) Joseph Burger (C) Lynn Burke (S) Amy Castaldo (S) Brian Chalmers (S) Roseann Cirnigliaro (S) Shawn Cohen (C) Traci Donnelly (S) Kazuo Hirasaka (C) Stephen Juliano (Student Member) Colleen Lipponer (S) Kevin Magrane (S) Matt Moloney (S) Ellen Moore (S) Margaret Moore (S) Maria Rianna (S) Brian Sandak (S)

Fulfilling a Vision of Enhanced Education Through Technology

Board of Education 2005-2006

Superintendent of Schools

Laurence LaPointe, President Dr. Robert Aloise Stacey Zink, Vice President Mid-year Review

William Bengston March 21, 2006 Dennis Brennan Daniel Farrell

Ted Lucki Bruce Miller

C – Community Member S – Staff Member B – Board Member

Three Year Technology Plan of the

Port Jefferson Union Free School District

Table Key

Shading indicates proposed date of achievement

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1.0 OVERVIEW Today, the Port Jefferson educational community is faced with a wealth of new opportunities - and risks - created by a profound revolution in communications technology. Its effects are already widespread and dramatic - and they’re accelerating. Technology is an important component in this revolution about how we communicate and gain knowledge. The revolution is upon us and nearly everyone is a part of it whether they consciously choose to be or not. Although the new technology stems from advances in interactive communications, it is a revolution of human potential and opportunity. This technology provides the opportunity to tap the wealth of expertise, knowledge, productive power and innovation of all people. It is a revolution that will reinvent the delivery of education in ways never before possible. The ways in which we communicate have changed rapidly. Global communication is at our fingertips. The effect is profound and touches nearly every student. The essence of this revolution is a new communications medium that puts power in the hands of teachers and students, completely reinventing their ability to reach people, acquire information and distribute knowledge. Interactive communication already links millions of people around the world with networks of telecommunications devices and computers which are capable of intelligently manipulating and storing messages of various kinds - the written word, sound and pictures. It supports all forms of dynamic communications - one-on-one, small group, mass broadcasting and an entirely new form of many-to-many interactive mass communications. All this is done without regard to the distance or time differences between people, since it can store and hold information sent until the receiver chooses to view and respond to it. Interactive communication inspires participation rather than passive listening or viewing. Its unique potential is that it gives the power to communicate to everyone. The potential to reinvent teaching and learning will be enhanced by:

• Encouraging informal, personal learning because students can reach out directly to others who have information and knowledge; not just in their classroom or school, but also throughout the world.

• Enabling teachers to access and exchange information, resources and curricula at a moment’s notice.

• Providing affordable, interactive distance learning with a minimum of equipment.

• Making possible the methods, processes and facilities for continuous learning. • Improving communication between the home and the school through

exchanging timely information with parents and students concerning academic and behavioral performance over a secure Internet connection.

Interactive technologies offer a wealth of exciting opportunities to the educational forum which will only evolve from the creative synthesis of ideas generated by teachers,

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curriculum design specialists, interactive application developers and others who will stretch our thinking about how to create meaningful teaching and learning environments. However, to ensure that the technology potential matures in a direction that provides broad benefits for teaching and learning, strong and clear leadership is requisite to a successful implementation of interactive technologies. Since the amount of information available is growing exponentially, it has become obvious that knowing how to learn has become as important as what one knows. Therefore, the primary emphasis of any technology program must be focused on learning. Broad competencies, in conjunction with tightly focused disciplines, are needed to permit an individual to reach out for information at the time it is needed. The promise for this type of learning - fueled by advances of simulated learning environments, digital libraries, and archives of news and current events - offers enormous benefit, but at the cost of a transformation or the reinvention of the current educational forum. Teachers and administrators have developed a new, more appropriate understanding of technology as a tool to be embraced. For teachers, this means ongoing learning about the new medium. The technology is the least important aspect. We need to continue to focus on learning, and the social and personal effects of interactive communications on education. Technology is pervasive in all aspects of our daily activities. Advances in the development of applications for technology increase at an exponential rate in the business world. With these advances, the disparity in educational development is becoming increasingly evident, as the workforce requires mastery of information technology to achieve a modicum of success. Entry-level positions now require more than a basic proficiency in managing technologies tools. Industry expects graduates to be technologically proficient. It expects graduates to master information technologies and tools that provide immediate dividends to the employer. The challenge all teachers and students are facing is how to develop the technological skills necessary to compete in a global and virtual world while simultaneously learning essential academic content and maintaining social development. The formidable task of this committee is to provide the infrastructure, technology, staff development and time essential for a meaningful integration of the technology into the curriculum. The Port Jefferson School District has been addressing the issues surrounding the technology infrastructure and the provision of computer tools. The teachers and administrators are aware of the challenges faced by its student body to compete in the “real world.” The meaningful development and use of multimedia technology is essential to maximize and sustain the learning process and provide each student in the district with the skills and resources necessary for success. Although a model for technology integration, the Port Jefferson School District understands that technology is a resource and that its usage should be relied to increase efficiency, communication, and instruction. It is vital that it never replaces personal interaction and communication. Individuals should never rely so heavily on technological gains that those gains replace relationship building through person-to-person interaction.

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2.0 INTRODUCTION The Port Jefferson Union Free School District is completing its fourth technology plan. Testimony to the community’s support for a quality technology program has been the continued funding of proposed projects to ensure that the infrastructure necessary to provide access to all participants is in place. The district has responded by developing district-wide strategic plans for the infusion of technology. Through the coordinated efforts of the community, the Board of Education, the administration and the staff, strides have been made in evaluating and updating software and systems, ensuring safe and responsible student use of the Internet and in providing meaningful staff development programs. Several initiatives by the staff have exceeded the goals of the current technology plan. The middle school mathematics department uses graphing calculators in the curriculum. The use of these powerful devices is reinforced as students’ progress through the math and science programs of the high school. The graphic calculators' visual display of mathematical algorithms aids students in the retention of math concepts. The advanced sciences are using electronic probes in conjunction with computers to explore various scientific concepts. A Scantek 2000 laboratory continues to challenge students at the middle school. The laboratory provides students with “hands-on” projects, which integrate math and science concepts into the technology curriculum. The advances in the development of the infrastructure have brought with it the enthusiasm of an eager student body and instructional staff to continue the integration of technology into the learning environment. Staff and student instructional programs have taken advantage of every opportunity to utilize the new tools provided them. The infrastructure is in place! The Port Jefferson School District is committed to the continual evolution of the resources necessary to take advantage of the potential that the community envisions. The third millennium is upon us. It comes with the increased pressures of an information age, in which students need to assimilate, analyze, and articulate information and statistics with increasing rapidity. From the plethora of raw data and information, students need to be able to synthesize and organize materials from varied sources into coherent written documents and to articulate their conclusions and perceptions in public forums. The preparation of our students to compete and prosper in this age is a major goal of this community. This can only be achieved through a continued effort by all members of the community to provide the technological resources, infrastructure, active components, academic software, and staff development necessary to provide a foundation for our graduates to compete in the global arena. Basic to advanced keyboarding skills are already developed as part of the existing technology curriculum. The Scantek 2000 technology laboratory has provided staff and students the opportunity to experience an integrated math, science and technology curriculum, which incorporates a “hands-on” collaborative approach to addressing major concepts. The district’s portable laptop program and the portable Smartboard program provide the opportunity to turn every classroom into a working computer lab. The implementation of district-wide connectivity guarantees global interaction across the grade levels and throughout curricula.

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The vision, which brings together the integration of instructional resources with the advances in technology and communication, continues to develop. The district is committed to providing professional development, to support staff and to provide the software resources necessary to maximize the investment the community has already made. The district must continue its commitment to the advancement of the goal to “Learn Anytime, Learn Anywhere”! This, the fifth technology plan of the Port Jefferson School District, pledges to continue this goal. 3.0 MISSION

We will provide a personalized, rigorous education that develops

responsible independent

adaptable lifelong learners

through the acquisition of effective thinking and communication skills.

We will

foster an appreciation of the arts, the proficient use of technology,

and the benefits of a healthy life-style.

We will create an educational community that promotes

integrity and mutual respect. In support of the mission of the Port Jefferson School District, we will continue our commitment to:

• Formulate and develop a fully articulated, integrated curriculum, with standards, student assessment and program evaluations.

• Fully train the staff on all new initiatives, with in-depth introductions and

scheduled follow-up seminars. • Provide information on the goals and accomplishments of the schools to parents,

community members and businesses.

• Involve parents, community members, businesses and universities in partnerships for educational growth.

• Individualize instruction for each student from pre-kindergarten through twelfth

grade. 4.0 CURRENT TECHNOLOGY ENVIRONMENT

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The instructional program in Port Jefferson utilizes modern tools to provide students with robust, individualized learning environments to facilitate and enhance learning. Curriculum dictates instructional design. Realizing that technology is a key component, not a panacea, teachers blend both new and traditional methodology to achieve curricula goals and to assess the effectiveness of each in achieving measurable performance objectives. District-wide, teachers in all of the content areas interweave curriculum and technology in single computer use, computer-cluster classrooms, and computer lab settings, as well as providing enhanced opportunities with the use of portable laptops on a cart. The Director of Instructional Technology assists teachers in all schools in using conventional methodologies as springboards for designing and organizing integrated learning activities. Software is chosen to support instructional strategies and learner's needs. Throughout the district, curriculum-based software, interactive drill and practices, research-connected reference CDs, and web-based instruction are used for demonstrations, presentations, cooperative learning and constructivist activities. Teachers also utilize these tools to assist learners in developing and enhancing 21st century informational literacy skills: problem solving, questioning, reasoning, researching, analyzing and synthesizing. 4.1 Central Office

The central administration has assisted in the implementation of various forms of staff development and this will be an ongoing process. District staff and external professional organizations will provide formal in-service courses and workshops. Continuous district technology program offerings will include various and integrated instructional software programs that support the curriculum along with Web Page development. Video conferencing, distance learning, digital learning, and software evaluation will be added to the growing list of central administration assisted implementations. The District will also continue to support staff exploration within the SCOPE mobile, a joint BOCES and SCOPE venture. The District will also encourage teachers and administrators to avail themselves of the opportunity of formal courses through BOCES, MESTRACT, SCOPE and adult education.

Central Administration data processing has matured to a robust local and wide area network environment, which are continuously undergoing enhancements. Desktop hardware has migrated to Pentium III and IV class computers allowing for more efficient handling of new systems and applications. Desktop publishing has been enhanced by shared color laser printing equipment and monochrome printing resources. In addition, dynamic databases have been designed and implemented to accurately track technology equipment and assets to assure proper control and efficient use and distribution.

The central office uses Finance Manager for all of its financial applications and the schools use SASIxp for student management and grade reporting.

Central Office Three-Year Plan

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ACTIVITY 2005-2006 2006-2007 2007-2008

New staff development training center

Ongoing

Ongoing staff development to support the integration of all Central Office technology programs, i.e. Microsoft Office applications and IEP Direct

Ongoing

Building-to-building conference ability through the district’s fiber optic connectivity

All buildings supporting an electronic file environment

Web page construction by department, building and Central Office administration

Ongoing

Integration of a unique state identification system for the addition and storage of personal pupil data

Pending New York State Department of Education

In conjunction with the New York State Department of Education Student Data Warehousing System, utilize data warehousing in the decision making process

4.2 Elementary School The elementary classrooms are networked. They host five computers per classroom and a 25-section laboratory. In addition, the delivery of the instructional program has been enhanced with the recent acquisition of 13 Pentium IV PC’s in a new distance-learning lab. Future upgrades will allow the district to provide expanded numbers of classroom computer workstations. The proposed replacement of the existing elementary school lab in the 2006-07 academic year will allow for upgrade of instructional software titles to more demanding multimedia applications. It is imperative that hardware and software remain highly compatible. A full-time teacher was hired in September 2001 to provide direct instruction to students in the use of computer technology, in addition to the instruction already provided by the classroom teachers. Students in kindergarten and first grade continue to receive instruction in the computer lab once a week from their classroom teacher. The computer teacher works with students in grades 2 through 5. Students in grade 2 and 3 receive instruction in the computer lab once a week. Student in grade 4 and 5 receive instruction two to three days per week, averaging 100 minutes per week. A myriad of software has been infused into the program for development of basic concepts and for projects to enhance the current academic offerings. Instructional software that supports learning in all content areas is available to each classroom.

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Various software programs provide hands on experience and critical thinking for the early development of instructional and technological skills.

Students have the ability to make the world their classroom with the addition of the Elementary Distance Learning Lab. TCP/IP (Internet) Video Conferencing capabilities allow teachers and students to connect with museums, wildlife refuges, animal habitats, zoos, NASA space programs, etc. This lab supports a teacher guiding station that includes a desktop computer, CD burner, LCD projector, and a projection screen to enable teachers to navigate their students through technologically integrated lessons.

Laptop carts allow teachers to transition their classrooms into a working computer lab at any time. Projectors are available to teachers at each grade level, enabling them to utilize the computers for whole group instruction. Two portable Smartboards are being integrated to enhance classroom instruction. Additional laptops and Smartboards are included in this plan.

The instructional laboratories provide opportunities in developing mastery of language arts, phonics and associative cognitive skills through the use of software and the Internet.

With the expansion of the instructional technology program at the elementary school, the expectations for students have increased. During the 2001-2002 school year, the elementary faculty developed a Scope and Sequence for Computer Technology Instruction at the elementary school, kindergarten through grade five. The Scope and Sequence was used during the summer of 2002-2003 to develop specific curricula for grades 1-5, which identify the specific concepts and skills to be taught, the core software that will be used, suggested activities, as well as the instruction projects that will integrate the technology with classroom learning.

The pre-kindergarten and kindergarten programs utilize software programs such as Jump-Start 1st Grade, Early Math, Kids Works, and Word Munchers to foster positive learning experiences.

Students in grade 1 and 2 perform basic Internet research and use Student Writing Center, Word and Power Point to produce student presentations. Additional software programs such as Jump-Start 1st Grade, Jump-Start 2nd Grade, Reader Rabbit, Math Blaster and Clock Shop are introduced for skill reinforcement within the classroom. Software programs, such as the Neighborhood Map Machine and Traveling the World with Timmy, support the development of skills and concepts in the social studies curriculum. In grades 3, 4 and 5, classroom teachers use classroom computers and laptops to perform web searches and virtual tours to support concept development in social studies and science. Word, Publisher, Kidspiration/Inspiration, Graphmaster and PowerPoint are used for word processing, publishing and presentation of such class assignments as stories and essays, books, brochures and slide show presentations.

Students in grades 2 and 3 benefit from advanced levels of reading and language arts software, to develop more skills in exploring grammar classification, parts of speech, and sentence structure. They begin word processing and formatting using Microsoft Word and Student Writing Center. There is also strong emphasis put on understanding the parts of the computer and general computer terminology. Grade 2 receives an introduction to keyboarding that involves approximately 5 computer classes, and grade 3 has a more

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intensive keyboarding experience totaling 20 sessions performed in blocks throughout the year. In addition, both grades receive a thorough exposure to graphic art skills using Microsoft Paint and KidPix Deluxe. Students also create concept maps using Kidspiration and Inspiration and construct a variety of graphs using Graphmaster software. In collaboration with the classroom teacher, students explore the basics of researching using the Internet. They are also introduced to basic multimedia software skills and are given the opportunity to create a short presentation using a topic of their choice. Grade 4 spends the first half of the year keyboarding, word processing, and using graphic organizers. These skills are heavily tied in with the grade 4 social studies and science curriculum, where field trip experiences become the subject of most computer lab projects. Throughout the year, graphic art tools become a part of designing documents rather than relying on existing clip art. In collaboration with the classroom teacher, Graphmaster software is used to create monthly Daylight Savings graphs. Additionally, there is a review of computer systems, filing and hardware recognition. Research from the Internet enables grade 4 students to collect information for content area curriculum projects. Some of this research is used to create multimedia presentations as a culminating project for the year.

Grade 5 moves on to a mastery level of word processing, formatting and graphic art. Emphasis on keyboarding prepares students for the demands of grade 6. The introduction of new computer terminology is integrated in preparation for the middle school experience. Students spend the last trimester of grade 5 constructing a PowerPoint presentation on a state of their choice, using the Internet for research and for graphics that will enhance their presentation. These reports are connected heavily to the grade 5 social studies curriculum and also serve as the culminating assignment of their elementary technology career.

In the math lab, skills-based software programs, such as Math Blaster, are used as part of Academic Intervention Services. Enrichment students use Excel and PowerPoint to support problem solving project work, as well as specific software programs, such as Cross-Terrain Challenge, to enhance problem solving and critical thinking.

Health teachers combine the use of Microsoft PowerPoint and projectors to introduce topics and access web sites for information and presentation on specific themes in the health curriculum.

In addition to the specific instruction provided within the computer classes, classroom teachers use classroom computers and laptops as they integrate computer technology throughout the instructional program. Application software, as well as instructional software for skills practice and content area support is available to all classrooms through the network. The newly constructed library has achieved Electronic Doorway Status. A Smart Board is used to introduce students to the library website, research databases, and Internet research. Library desktop computers are available for individual research, as well as student word processing and class project work on a free flow basis.

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Gifted programs encourage students to develop higher-level skills involving research and authentic problem solving. Software supports the multiple intelligence enrichment classes by focusing on the advanced development of students in the areas of visual intelligence, spatial intelligence, linguistic intelligence, and logical mathematical intelligence through problem-based simulations and games. Students perform web-based research and extend their skill development beyond the scope of skills taught in the regular classroom. Gifted programs also provide early and advanced training in presentation software applications such as HyperStudio and PowerPoint. Gifted programs also use technology to provide a school “without walls” environment, where students extend their knowledge through virtual fieldtrips and distance learning. The technology curriculum may be accelerated for gifted students so that they have the pre-requisite skills necessary for participating in these activities.

Elementary School Three-Year Plan

ACTIVITY 2005-2006 2006-2007 2007-2008 Ongoing integration of appropriate hardware and instructional software to support technology curriculum

Ongoing

Ongoing staff development to support technology curriculum

Ongoing

Ongoing staff development to support technology curriculum across the content areas

Ongoing

Integration of wireless environment Achieved 401 Computer Lab hardware upgrade

402 Computer Lab hardware upgrade

Recycle Computer Lab hardware to replace aging classroom desktop computers

Pilot Student Laptop Loan Program from library

Achieved

Ongoing advancement of physical environment to support flexible computing

Ongoing

Pilot a Lego Robotics resource and evaluate and explore possibilities for future program expansion, i.e. extra curricular activities

Achieved

4.3 Middle School The Middle School classrooms are networked. They host multiple computers in every classroom and a 28-station computer laboratory. A Scantek2000 laboratory provides 12 stations for exploration of technology, robotics, video, science and math concepts. During the past three years 3 wireless laptop carts have been added to the middle school.

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Each cart consists of 14-25 laptops with a LCD Projector and a networked laser printer. The addition of these laptop carts affords every classroom the ability to become an instructional technology lab and guiding center with access to network resources, email, and the World Wide Web. Portable SmartBoards are being integrated to enhance classroom instruction. Grade 6 at the middle school continues the evolution of the mastery of applications through its unique computer literacy program. Enhancing keyboard proficiency, conceptual and practical applications of word processing programs, Internet research and computer terminology, are the foundations for the middle school computer literacy program.

The grade 7 curricula expand students’ exposure and knowledge to applications involving spreadsheets, web pages, and presentation designs.

Grade 8 integrates and applies students’ prior knowledge into a research-based course that enables students to apply technology in the classroom across the curricula.

With the expansion of instructional technology programs at the elementary school, the expectations for students at the middle school have increased. In order to meet this need, formal curriculum writing for middle school technology courses is planned to take place in the summer of 2005. Middle school curriculum will be developed in conjunction with the elementary technology curriculum. In addition to the specific instruction provided within the computer classes, classroom teachers use classroom computers and laptops as they integrate computer technology throughout the instructional program. English teachers utilize laptops for word processing, research skills and for the opportunity to turn every classroom into an instructional technology lab. The use of portable SmartBoards includes, but is not limited to, modeling writing skills, helping students practice their editing skills, and showcasing student work. As students develop their skills, a variety of software is used to support the writing process. Inspiration software supports pre-writing “brainstorming”, Microsoft Word encourages serious revision work and editing, and Publisher and PowerPoint provide distinctive publication of finished work. In social studies, classroom teachers integrate laptops to do Internet research projects. Microsoft Word, Publisher, and PowerPoint are used to enhance essay writing, publishing, and presentation of class assignments, in the form of brochures, newsletters, and slide show presentations. Portable SmartBoards are used for demonstration, supporting classroom discussion, as well as participation in Internet-based research and activities, and introduce new material. Middle school math students work with scientific and graphing calculators. They use laptops and the computer lab to access software and websites that support the development of math concepts, including Tesselmania and Geometer’s Sketchpad, as well as various educational programs that specifically support the school’s math program. In addition, teachers research and integrate on-line resources to design additional support materials to differentiate instruction.

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Science and health teachers combine the use of Microsoft PowerPoint and projectors to introduce topics and access web sites for student research and presentations on topics related to their curricula.

Special education teachers team with classroom teachers to utilize technology in a variety of ways to differentiate instruction in the classroom. Computers are also used in the resource room to develop written expression, research skills, and provide individual practice in specific content and skills using Web quests and Quia drills. Middle school teachers and students utilize video conferencing to extend learning experiences beyond the four walls of the classroom. Sixth grade English students receive advice from the experts on writing their own children’s books by video conferencing with published authors. Seventh grade social studies students congregate in the secondary videoconference lab to ‘tour’ museums and to participate in an 1824-court trial. Sixth grade science students team with students from a neighboring school district for a unique inter-district experience. Through video conferencing students are able to compare the structural adaptations of different organisms on the north and south shores of Long Island using independent research and PowerPoint presentations.

A comprehensive upgrade of the middle school computer lab is slated for the 2007-08 academic year to ensure continued functionality and compatibility with ever expanding technology.

Middle School Three-Year Plan ACTIVITY 2005-2006 2006-2007 2007-2008

Construction of a middle school technology curriculum

Ongoing

Implementation of middle school technology curriculum

Ongoing

Replace classroom computers Achieved Additional large printers for the Art Department

Achieved

Pilot Student Laptop Loan Program from library

Achieved

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Computer Lab hardware upgrade Recycle Computer Lab hardware to replace aging classroom desktop computers

Ongoing integration of appropriate hardware and instructional software to support technology curriculum

Ongoing

Ongoing staff development to support technology curriculum

Ongoing

Ongoing staff development to support technology curriculum across the content areas

Ongoing

Ongoing advancement of physical environment to support flexible computing

Ongoing

4.4 High School

All high school classrooms are networked. The high school houses a 25-station computer lab, as well as a mini-lab for specialized projects and video conferencing. Numerous courses rely heavily on computers for instruction. In technology courses, instructional software enables students to gain design experience through the use of Publisher, AutoCAD, and Photoshop. Business courses provide many laboratory-based offerings to ensure students have the skills necessary to compete in the business world. In addition, the junior class has the opportunity to utilize SAT review applications to improve their performances on the SAT exam. The program provides a diagnostic component to guide student through the learning process. Portable wireless laptop carts have been added to meet the demands of flexible computing. Each cart consists of Laptops, a LCD Projector and a networked laser printer. The addition of portable wireless laptop carts has increased the learning resources available for instructional use in every classroom. The mobile carts allow for technology planning as a resource in the construction of teacher generated lesson plans. Portable SmartBoards are being integrated to enhance classroom instruction as well.

The high school continues the implementation of technology across the spectrum of disciplines. For example, the science department utilizes digital probes for experiments in chemistry and physics. Science assignments and research exercises require the use of the Internet for research. Chemistry students have access to a web-based series to augment current textbook offerings. Intel/Westinghouse students utilize all of the aforementioned resources in the development of their projects. Similarly, in health classes, students use laptops for class research on topics in the curriculum.

In English classes, teachers use SmartBoards and projectors to integrate technology into their lessons on a daily basis. The use of web streams, Powerpoint presentations, and web-based assignments is encouraged for writing essays and research papers. Additionally, high school English teachers continue to utilize laptops for word processing, developing Internet-based research skills, and designing Powerpoint visuals to support oral presentations.

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Math students use graphing calculators on a regular basis. In addition, computers are used for individualized practice work to support specific topics, as well as Regents review. Math teachers utilize Internet resources for the presentation of lessons and SmartBoards support interactive introduction of new material and to review lessons. Foreign language teachers integrate SmartBoards for whole group interactive literature review and presentations, while continuing to implement more traditional technology, such as, commercial and student-created audiotapes, CD’s, and videos. Laptops are used for On-line text exercise “visits” to foreign countries and Internet research. Art teachers rely on the use of SmartBoards and PowerPoint presentations for introductory lessons involving art history, contemporary artists, and artistic styles. Students use the Internet for research pertaining to their current art projects, and use Photoshop and PowerPoint as tools for developing presentations.

IP Video Conferencing is available in the mini-lab and is a district-wide resource. The library will continue to grow as an Electronic Doorway Library Leader during this 3-year plan. The library's complement of 30 wireless laptop computers provides students with access to web resources as well as those of the library. The librarian assists both students and staff on the use of the Internet for research under the BASCOM lesson profile feature and security filtering system. The middle school/high school library has a web page linked to the District Web Site. The librarian currently maintains this page, which allows access to the subscription databases from both school and home.

A conversion from the Mandarin management system to the Follett management system is scheduled for the 2005-2006 school year. The conversion is outlined in the “Proposed Technology Initiatives” section of this plan.

The multi-camera middle school/high school television studio and editing suite houses 2 Broadcast Journalism Classes wherein learners produce the school’s Info Channel, and a student-produced in-district TV program. The middle school/high school A/V crew and Middle School Video Club services and projects are initiated here. This facility has the ability to distribute its programs to the entire building with a network of cable and TV monitors. An IP/TV component for the network is available for continuous running of training videos and scheduled multi-casts of selected programs. The IP/TV server provides the District with the ability to centralize the delivery of video files across the local and wide area PC network. A planned expansion and redesign of the broadcast studio, editing work area and its components is slated for the 2005-06 academic year and is outlined in the “Proposed Technology Initiatives” section of this plan.

During the 2004-2005 school year, a student laptop loan program was instituted. The program makes it possible for students to borrow a laptop through the school librarian, enabling the technological facilitation of homework and school projects off campus.

The student laptop loan program has been developed and is yet another success in our belief to provide the students of the district with the utmost opportunities to realize their academic potential.

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As part of a continuing commitment to students, provisions have been made in this plan to expand the student laptop loan program at the high school level. Additional laptops will be phased in to bluster the number of laptops already available to students. As a result, the school will be better able to meet the growing demand for technology in reference to students’ ability to work on school assignments off campus.

Moreover, the student laptop loan program will be further expanded to include the middle school and the elementary school. Students at these levels will benefit from the same off campus experiences afforded to our high school students. Depending upon the technological advances made during the course of this plan, it is recommended that other mediums be analyzed for integration of appropriate technology hardware to meet the needs of teachers and students in their quest for knowledge, in the most cost effective manner. For example, a laptop program of ownership for students, new laptops would be distributed to the junior class and those students would keep the same laptop for a two-year period. Upon graduation, students would have the opportunity to purchase their laptop at fair market value. This purchase would defray the cost of subsequent laptops, providing the ability to filter in a school-wide student ownership program.

High School Three-Year Plan

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High School Three-Year Plan Continued

4.5 Student Involvement Through independent study and co-curricular activities, students in the district are partnering with teachers to help meet the challenges inherent in technological integration

ACTIVITY 2005-2006 2006-2007 2007-2008 Expand laptop loan program in library

Achieved

Construction of technology curriculum Scope and Sequence

Implementation of high school technology curriculum

Replace classroom computers Achieved Replace computers on “the hill” to support CAD instructional software

Achieved

Additional large printers for the Art Department

Pending Construction Project moved to 2006-2007

Computer Lab hardware upgrade

Recycle Computer Lab hardware to replace aging classroom desktop computers

Analysis of a laptop program of ownership for students

Ongoing staff development to support technology curriculum

On-going staff development to support technology curriculum across the content areas

Ongoing

Computer Lab relocation and renovation

In progress

Ongoing advancement of physical environment to support flexible computing

Ongoing

Ongoing integration of appropriate hardware and instructional software to support technology curriculum

Ongoing

Broadcast Studio relocation and renovation

Pending Construction project 2006-2007

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in the teaching and learning process. Students' expertise with hardware and software is channeled as they receive class credit or participate in club-based mentoring such as:

• Robotics • Computer Aided Design

To help implement this further, the high school’s mini-Lab will be supporting • AutoCAD • Adobe Photoshop • Microsoft Publisher

And, in various art rooms Adobe Illustrator is supported. Students meet with their teacher in the TV Studio to:

• Participate in classroom sessions to develop solid composition theory • Plan and formulate content for a daily news program • Produce a professional, broadcast quality recording of news program for

distribution throughout the schools A/V Network (using state of the art equipment in conjunction with legacy systems)

• Record school events such as commencement ceremonies and news happenings

• Partake in lab sessions to develop hands-on editing and production skills • Assist stage crew with audio and lighting needs for school theatrical events

Students work with: • Digital Still Cameras • VTR decks (VHS) • Tripod Mounted Studio Cams • Field Use Mini DV Cams • Soundboards • Video mixing boards • Multi-Camera Source Switches • Analog and Digital Titling Equipment • Analog Linear and Non-Linear Editing Equipment • Digital Non-Linear Professional Editing Equipment

Thus, students participate in authentic problem-solving environments and gain communication and leadership skills.

5.0 NETWORKING TECHNOLOGIES The District has installed a network consisting of a fiber optic backbone with enhanced category 5 and 6 copper cabling to all classrooms at the middle school and the high school. The network is designed to provide 100 mbps and higher speeds to each classroom. The network at the elementary school has been upgraded and extended also to provide access to all classrooms. A fiber optic wide area network between the Edna Louise Spear Elementary School, Central Office, the old Junior High School building, and the Port Jefferson High School and Middle School Complex has been installed. The fiber optic pathway not only serves instructional and administrative needs, but also provides district-wide high-speed capability for Internet access. Content Filtered Internet over fiber optic cable currently at 4Mb speed is being provided through an agreement with KEYSPAN/OPEN ACCESS.

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6.0 CURRENT STAFFING The Network and Systems Administrator has the responsibility for the technical operation of all communication technology, and operational and administrative software. We have two full time Network and Systems Technicians. One technician services the elementary school and the other services the middle school and the high school. These individuals provide first level support to the instructional staff. One member of the administrative staff serves as the Director of Instructional Technology. The full-time administrative position serves both the elementary and secondary schools, and is responsible for staff development and implementation of the educational technology program. The individual works in conjunction with 2.8 FTE computer teachers and 2 FTE instructional aides. 7.0 PROPOSED TECHNOLOGY INITIATIVES Through this plan, interactive communication technology provides the community with the opportunity to achieve a significant change in the learning environment. The proposed technology initiatives support the concept of “Learn Anytime, Learn Anywhere.” They provide the essential tools to revitalize and reinvent the way in which instruction is provided and delivered. The evolution to a full time, lifelong learning environment in the Port Jefferson School District has been achieved and shall continue to proliferate. 7.1 Wide Area Network

District Elementary Middle High

Wide and Local Area Networks are essential to: • Maintain a district-wide communication network that builds on the existing

resources and infrastructure • Support the sharing of curriculum and administrative resources • Provide access to and establish a presence on the Internet, and • Be available to the students, educators and community members as a means to

“Learn Anytime, Learn Anywhere.” • Maintain existing relations and cultivate new relations with universities for

research and academic initiatives. • Review, revise and recommend an acceptable use policy appropriate for all

disciplines

Wide Area Network Three-Year Technology Plan

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ACTIVITY 2005-2006 2006-2007 2007-2008 Ongoing maintenance of the Internet Content Filter

Ongoing

Ongoing training of administration and staff on use of the Internet Content Filter

Ongoing

Ongoing staff development of the use of the Content Filter to tailor Internet options for students

Ongoing

Ongoing evaluation and evolution of the Acceptable Use Policy to support the use of new technologies and in the development of strategies for ongoing enforcement at each building level

7.2 Sharing Our Pride - Improving Communication with the Community

District Elementary Middle High The District has provided the community with general information through its current website. With the advances of the new technologies available to the District; in the form of hardware, software and communication bandwidth, the opportunity presents itself to share students’ achievements with the school community, the nation and the world. This is one of the District’s contributions to the fund of knowledge on the World Wide Web.

Through a multi-faceted use of the elementary distance-learning lab, projects across the grade levels continue to be realized.

The students and community benefit from improved communication utilizing the Internet network for:

• Display of notable, creative and research works of students. • E-mail communication between students, parents and teachers. • Access to the resources of the school district and Port Jefferson Library. • Instructional support for the homebound student. • Inter-district, local, national and global video conference experiences • Demonstrating to the world the excellence of the Port Jefferson School

District’s academic standards. The continued evolution of the development of the use of this interactive technology evolves in a coordinated effort, as each of the other initiatives becomes a reality. This initiative is the fabric essential to achieving the major goal to provide the means to “Learn Anytime, Learn Anywhere”. As a result, the Port Jefferson School District continues to be a model district for the use of technology as an instructional tool for children, as well as within its development of the delivery of services and access to advanced technology tools for the community of adult learners and for the non-public school students.

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Communication and Community Three-Year Technology Plan ACTIVITY 2005-2006 2006-2007 2007-2008

Continue the evolution of the Master Web site to reflect the positive achievements and attributes of the school community

Ongoing

Continue the evolution of individual teacher Web pages which provide parent and community communication with links to Master Web site

Ongoing

Develop Central Office, Building, and Department Administrative Web pages which provide parent and community communication with links to Master Web site

Ongoing

Continue to improve email communication between students, teachers, and parents

Ongoing

Continue to integrate technology as a community communication tool

Ongoing

7.3 Distance Learning

District Elementary Middle High The new technologies provide the educational community with new pathways to share and develop information among various learning communities and cultures. The horizons to which we have access provide expanded resources to all members of the community. Formal programs in conjunction with other states and universities provide opportunities to communicate with students of distant countries, provide advanced placement courses and college degree programs. The district envisions students participating in instruction from local, national and global institutions via the Internet. The courses will provide prompt, meaningful interaction between instructors and students. Technologically, key components such as, streaming video and audio, threaded discussions, chat rooms, and Web-linking will make online learning interesting and engaging for students. These courses will be the catalysts for the research and design of the Port Jefferson School District Virtual School. This initiative will exist in union with the traditional "bricks and mortar school" providing learning opportunities for traditional school students, medically homebound students, home-schooled students, and alternative education students. In addition, the virtual school initiative will provide the ability to support, for example, electives such as:

• Health And pilot innovated foreign language course offerings such as:

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• The study of Chinese These efforts will be supported through the implementation of a platform service provider of distance learning opportunities over the Internet. The district has the ability to offer:

• Tutorial courses for its students • On-line courses • Staff development • Teacher courses for credit

The evolution of computer hardware, multimedia components and the access to increased communication bandwidth makes the Internet a more viable alternative for distance learning. The existing Internet structure provides a platform for inexpensive teleconferencing solutions. This provides an acceptable level of distance learning situations for the serious student and staff.

Internet 2 (Internet2, led by over 190 U.S. universities working in partnership with industry and government, is developing and deploying advanced network applications and technologies, accelerating the creation of tomorrow's Internet.1) will provide the bandwidth necessary to allow for face-to-face communication technology that makes “real-time” networking possible.

Distance Learning Three-Year Plan

ACTIVITY 2005-2006 2006-2007 2007-2008 Development of On-line student course offerings

In Progress United Streaming

Ongoing evolution of On-line student course offerings

Ongoing staff development to support the integration of On-line student course offerings

7.4 Instructional Software

District Elementary Middle High

The purpose of the integrated instructional program is to improve students learning potential and provide an assessment tool to identify for the staff a prescriptive analysis of the student's mastery of specific concepts. Instructional Staff - The program utilizes technology in support of the classroom instruction. It supports the teacher through the alignment of the curriculum to the mandated New York State Standards while providing the opportunity to integrate higher order thinking skills. The utilization of such programs with their assessment and

1© 2002 www.internet2.edu

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resource tools expand the district’s capacity to personalize instruction and concurrently develop a measurable perspective of the learning progress of an individual, class or grade over specific periods of time. Staff development is an integral part of the implementation project. Several days preceding the opening of school are required to familiarize the instructional staff with the features of the program. Additional staff development is provided at intervals during the school year to learn more of the sophisticated potentials of the instructional management and reporting aspects. Objectives involving staff development with this project includes:

• Curricular design for all learners. • Coordinating and sequencing curriculum. • Utilizing the individualized prescriptive capability of computer software. • Analysis of classroom performance reporting for needed areas of

reinforcement. • Selecting remedial lessons to assist students who have access to the network

after school hours. • Research of new resources. • Software evaluation programs • Creation of a “lesson” library to provide meaningful assistance in the delivery

of instruction. Administrative Staff - The administrative staff shall supply leadership and support for ongoing multi-year project. The administration in conjunction with the teaching staff shall assist in the evaluative process for the coordination of the local and New York Standards with the approved instructional software in compliance with the guidelines set forth by the No Child Left Behind initiatives. The administration will schedule and organize the staff development program for the instructional staff. The administrators will participate in the program in the areas, which relate to the management and assessment capabilities of the system.

Instructional Software Three-Year Technology Plan

ACTIVITY 2005-2006 2006-2007 2007-2008

Ongoing staff involvement in the selection and integration of instructional software

Ongoing

7.5 Curriculum Integration

District Elementary Middle High The delivery of instruction shall continue to be enhanced through the use of appropriate classroom hardware including, but not limited to, desk top computer stations, portable wireless laptop carts, portable SmartBoards, and projectors, which provide accessibility to software and resource materials unique to specific disciplines. These technologies provide students and teachers with the opportunity to develop research skills specific to their discipline. The resources allow for individual and group projects in support of the curriculum. Classroom hardware appropriate to the setting provides an environment

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conducive to a focused effort in dealing with relevant concepts and assists in the integration of technology within the curriculum. The use of interactive communications alters the learning environment from one that is traditionally teacher-centered to one that facilitates and enhances student-centered collaborative learning. It enhances student learning outcomes by supporting a variety of learning styles, making individualized learning possible so that students master concepts, engaging students in active self-directed learning, supporting defined learning outcomes, and aiding the integration of problem solving, information management, and productivity into the curriculum. Interactive communications enhance teacher-delivered instruction by providing technology as an integral part of the teaching and learning process, allowing teachers to become facilitators in the learning environment and enabling teaches and support staff to become more productive. Linking specific learning environments to instructional activities involves the alignment of needs of the learner population, staff competencies, and specific technology applications. Librarians support departmental efforts through research germane to the specific curriculum. Curriculum decisions must be the driving force when integrating interactive communications into teaching and learning. While the availability of computing and networking hardware is necessary, if interactive communication is to realize its promise, developing useful curriculum and adapting it to make effective use of the technology are likely to represent more formidable challenges. It requires that the environment that supports curriculum design be changed. Curriculum supported by interactive communication needs to be planned and coordinated by individual curricula areas, while the supporting technology needs to be an integrated part of the content, frameworks, standards, benchmarks and assessment of each discipline. The technology curriculum and course offerings are reviewed on an ongoing basis to insure our students are provided with the most appropriate technological instruction and opportunities for skill enhancement. As a result of this process, staffing implications and program recommendations are discussed and are made to the appropriate building administration, Central Office administration and the Board of Education for consideration and approval. The expansion of the integrated instructional infrastructure redirects technology offerings into content curricula. This supports cross discipline courses. Course work is developed to allow students to focus on particular interests relating to one or more disciplines. Library Media Center – An upgrade of the middle school/high school library will include hardware as well as upgrades of circulation software and the utilization of wireless technology. The new Library Research and Learning and Media Center will support the latest and most appropriate state-of-the-art technology hardware including, but not limited to, main area wireless connectivity supporting wireless laptops, a library classroom supporting desktop computer stations. The main area and library classroom will each host a projector and SmartBoard. Videoconference camera and videoconference connectivity will make two-way, interactive global communication available. The middle school/high school library will become the onsite technological hub for student research and learning,

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as well as a center for community involvement. Video Conference connectivity will be achieved through the district’s fiber optic connection to the Internet. A conversion from the Mandarin management system to the Follett management system will offer a centralized library management solution. The change will provide new customized efficiencies, especially in the areas of circulation, cataloging, inventory, reports, search options and online documentation, in connection with the New York State Standards for Learning. Broadcast Studio – The reconfiguration of the Broadcast/Media Studio will result in a state-of-the-art teleproduction facility that will provide cutting edge education and training in the field of media technology. The primary function of the Broadcast/Media Center will be to introduce students to the exciting world of telecommunications in a learning laboratory environment. The new facility will offer students the opportunity to execute, edit and stream audio and video programs, and produce instructional audio and video materials to enhance educational programs. The Broadcast/Media Center will encompass a full-scale television production studio, computerized video-editing suite with video effects and interactive television classroom space. Students enrolled in broadcasting and journalism classes will benefit from hands-on experience working in a studio production facility that offers, but is not limited to, remote production equipment, post-production systems, sophisticated computer graphic arts, recording/editing audio console, single-camera and multi-camera production units, microphones, and light and sound effects. The new Broadcast/Media Center in conjunction with the new Library Research and Learning Center will combine cutting edge production with fiber-optic cable connection, and IP (Internet) videoconference connectivity, propelling the Port Jefferson School District to the greatest heights as a model district in the areas of technology, research and global communication. Instructional staff - The district is committed to ongoing re-evaluation of teaching methodology and curriculum requirements. The process requires a continued effort to utilize technology to support the New York State Learning Standards and the guidelines set forth by No Child Left Behind initiatives. This also provides the opportunity to explore components, which lend themselves to integrated projects with other disciplines. Additional instructional staff time will be required for developmental purposes. Under the direction of administration the instructional staff for each discipline shall continue to:

• Analyze the existing curriculum to determine projects that can be enhanced,

explored and/or reinforced through the tools available in the instructional laboratory.

• Implement a middle school technology curriculum leading to the integration of a high school technology curriculum

• Review existing software to determine its application to the specific discipline.

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• Develop a shared multimedia and information library to provide lessons and support material for instructional presentations.

• Develop a video presentation library to provide students and substitute teachers with access to formal instructional sessions dealing with important concepts.

• Review and revise curriculum to reflect and redirect the infusion of technology.

As a result, staff members shall continue to be recognized for their curriculum-related projects, which have a positive impact on traditional or non-traditional courses of study. The concept of “Learn Anytime, Learn Anywhere” encourages and motivates teachers to explore, to experiment, and to learn to make effective use of technology-based teaching methods and create innovative adaptations to curriculum that go beyond the traditional boundaries of learning. Professional learning is augmented through approved participation in Adult Education computer mastery courses for in-service credit Administrative Staff - The administrative staff continues to make provisions for curriculum meetings to support this effort. Exploration of what software is germane to a specific discipline will require attendance at conferences. Administrators continue to take the opportunity to explore subject area presentations at local and national conferences to attain additional information in support of the instructional staff. The administration works with all disciplines to assure a standard is established for the warehousing and delivery of multimedia presentations. Goals, objectives and timelines are established departmentally to assure that the District’s vision is achieved. Staff development monies are included in each budget cycle to foster this effort.

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Curriculum Integration Three-Year Technology Plan

7.6 Professional Development

ACTIVITY 2005-2006 2006-2007 2007-2008 Ongoing evaluation and upgrade of hardware

Ongoing

Ongoing identification of areas of the curriculum which provide the opportunity to utilize technology to develop or support instructional concepts

Ongoing

Ongoing review of course offerings Ongoing Ongoing integration of appropriate hardware and instructional software to support technology curriculum

Ongoing

Ongoing development of multimedia and information data bank

Ongoing

Ongoing revision of curriculum to incorporate new instructional tools consistent with the New York State Standards and No Child Left Behind

Ongoing

Identify content area curriculum to absorb technology course applications

Conversion from the Mandarin library management system to the Follett library management system

Achieved

Develop a research program that supports student participation in SATURN, Robotics and Intel competitions

Reconfiguration for High School Library Media Center, A/V Center and TV Studio

Pending Construction

Reconfiguration of High School Broadcast Studio

Pending Construction

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District Elementary Middle High Developing teacher competencies represents the most logical means by which to ensure effective use of interactive communications in teaching and learning. These include the following issues:

• Teachers need to explore and experiment with technology tools. • They need ongoing support while they learn. • They need easy access to hardware and software • Collaborative environments make learning easier and more productive. • Incentives to innovate need to exist. • A framework within which to learn enhances the likelihood for success. • As adult learners, teachers have unique needs.

The infusion of technology into redesigned curricula and the advent of a new approach to learning require mastery of the tools, which allows the staff to express their creativity. Staff development is only effective when the tools are available to transfer their concepts into a visual reality. The goal is to continue to empower teachers to explore the potential of modern technologies to create learner-active technology infused curricula and environments that contribute substantially to student learning.

In June 2001, the Board of Education adopted a three-year Professional Development Plan. Technology and curriculum integration was one of the top priority areas of focus. The plan establishes Technology Standards for Port Jefferson Teachers and specifically outlines the knowledge, skills and concepts related to technology that all teachers would be expected to achieve within three years of employment. The Professional Development Plan continues to be implemented.

The focus of this plan is to continue the development of teacher knowledge and skills, with an increasing emphasis on utilizing technology in a variety of ways to enhance instruction. Within the district, professional development is provided through workshops on conference days, in-service courses and mini-course modules, as well as ongoing support from the Director of Instructional Technology and school librarians.

The librarians in the Port Jefferson School District recognize the importance of the new media and its relevance to the future revitalization of the learning environment. They are cognizant of the library/media center’s role as an information hub for the students and faculty. The librarians are major contributors to the development of the new curriculum and its emphasis on independent and collaborative learning. Their training as media specialists provides an opportunity to use their skills in providing the staff with the support necessary for the development of their mastery of the advanced media tools provided in the curriculum design studio. It is an integral part of the staff development program. The importance of exploring and integrating ideas of others is critical to the educator. The staff seeks to embrace other resources in the quest for excellence. Service provided through the model school program of BOCES, MESTRACT, which has been established on the campus of the Port Jefferson High School the use of SCOPE will be continued.

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In-service opportunities provided at SUNY Stony Brook and Long Island University are utilized if appropriate.

The District utilizes the services of advanced students in the professional development program where appropriate. The students' mastery of various multi-media and research tools provides a valuable resource for the teacher.

Professional Development Three-Year Technology Plan

Professional Development Three-Year Technology Plan Continued

ACTIVITY 2005-2006 2006-2007 2007-2008 Ongoing staff development Ongoing

Development of alternative and On-line in-service courses

Staff development on instructional methodology in use of distance learning instruction

Ongoing

Ongoing utilization with distance learning to augment the instructional program

Ongoing

Development of On-line tutorials for student utilization

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ACTIVITY 2005-2006 2006-2007 2007-2008 Evolution of the instructional Video Conferencing Program

Ongoing

Implement Internet Video Conferencing for homebound students

Conduct administrative meetings via Video Conference connectivity

Expand community education through distance learning

Continue outreach to community and parents through staff development of individual web pages with connectivity to Master Web site

Ongoing

State of the art media program State of the art media equipment Staff development for advanced media technologies

Media resource support librarian Professional development is essential to the commitment of quality education of the Port Jefferson School District. Realizing the need to identify and teach critical technology proficiencies is the objective of this plan’s professional development program. Therefore, staff development planning continues to include:

E-mail Level I Reply to and forward e-mail Describe how Internet e-mail addresses are structured Use the district e-mail address book Identify own e-mail address and alias Identify components of toolbar, menus, and icons Create personal folders to store e-mail

E-mail Level II Send attachments Create and use personal distributions lists

Internet Level I Locate web search engine and use its form to do a basic keyword search Add an Internet address to the bookmark/favorites menu of a browser Locate multiple search engines Implement district acceptable use policy Locate web sites that are high quality and are educationally relevant

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Internet Level II Organize addresses in the bookmark/favorites menu for easy access and management Determine last update of a web page View source code of a web page Compare and contrast the strengths and weaknesses of various search engines

Information Literacy Rank information for its validity including evaluating web pages for up-to-date content, age-appropriateness for students, and basic potential bias by the authors Communicate to students the difference between electronically published opinion, facts, and fact based opinion Determine the validity of a source Use of Electronic Library Resources

Instructional Technology Evaluate software programs for educational content and validity Use of Microsoft Programs for instructional purposes Integrate lesson technology component to align with technology curriculum Integrate lesson technology component to align with the New York State Standards Integrate technology as an invisible means of challenging critical thinking and attaining higher order thinking Enhance instruction through the use of Video Conferencing Enhance instruction through the use of distance learning Construct individual web pages to connect to Master Web Page for communication with parents and community Use of electronic programs to address the paper trail in planning and grading Plan and design a multimedia project With this plan's vision of a reconfigured media studio, staff development will expand to include:

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Multimedia Plan and design a multimedia project Select appropriate structure for a multimedia project Construct storyboard of project Incorporate text, graphics, digital photos, and audio clips in a multimedia project Proficiency in a variety of electronic input devices by creating files to be used in multimedia products Use established design principles for decisions related to screen layout that include font size, style, position of graphics, white space, color use, and consistency Cite sources as appropriate Evaluate a multimedia project Use of storage devices for multimedia projects Edit images with appropriate software such as Adobe PhotoShop and Paint Shop Pro Import images Awareness of basic audio editing Convert a PowerPoint presentation to HTML for publishing on a web site Incorporate path animation, video clips and hyperlinks in a multimedia project Identify equipment used in TV production Identify types of camera shots Make a storyboard Write a script Rehearse shots Tape news show Edit tape Add graphics Basic video editing The charts above are aligned with the Port Jefferson Professional Development Plan, which outlines the goals for each staff member in the area of professional growth for the years 2005-2008.

7.7 Information Management and Warehousing

District Elementary Middle High The educational community benefits from information sharing through the networked district office automation suite and an information management software program. Electronic mail and collaborative writing is integrated through the standardized office automation suite. As important, is the implementation of a product, which provides for the storage, organization and manipulation of information. Educational reporting is one of the most demanding and important aspects of the teacher and administrator. The State and the public are increasingly critical of the ability of educational institutions to quantify and qualify decisions from both the academic and financial perspectives. The federal government, the State and the legal profession continue to increase the quantity of record production and the related longevity of maintenance. The infrastructure for the conversion to a digital information system has been provided with the completion of recent initiatives. This resource, coupled with the District’s commitment for achievement of its “Learn Anytime, Learn Anywhere” goal, provides a platform that can address instructional and administrative objectives. Security provides confidentiality to

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certain records, while allowing community-access to others. Open communication with parents and students through Internet access or voice mail for purposes of providing a resource for homework, class information etc. is a consideration in this process. Evaluating and implementing software assists in the creation and management of an evolving and dynamic curriculum. The District’s standardization on Microsoft Office and GroupWise 5.5 and the migration to the SASIxp Student Management System was a good beginning. These are the products, which should be used as the standard upon which competitors should be judged. Additionally, information will be reported and data warehousing will be supplemented through cooperation with Eastern Suffolk BOCES in conjunction with the New York State Department of Education’s Student Identification and Data Warehousing System.

Information Management/Warehousing Three-Year Technology Plan

ACTIVITY 2005-2006 2006-2007 2007-2008 Evaluate applications for administration and for instruction through the networked district office automation suite and information management software program

Pending New York State Department of Education

Provide ongoing staff development at all levels for information sharing through the networked district office automation suite and information management software program

8.0 TEACHING AND STAFF RECOMMENDATIONS The success of the implementation of the initiatives provided for in this three-year period is dependent on the comfort of those who use advanced technology. Staff development is the single most important commitment in this endeavor. Provisions will continue to be made for additional time for the professional staff, to provide for the development of the skills necessary to achieve the required comfort level with the technology available. The administrative leadership will continue to organize, encourage and provide recognition to those whose efforts contribute to the success of the programs. Independent vendors, some by interim appointments and some by financial and other incentives to existing staff provide some of the support. The following are our staffing recommendations.

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• Teaching Assistant/Master Media Editor-IT Support Person This position should be a full time position responsible for assisting the broadcast media teacher and students with the development, editing, and execution of all media projects and events. This individual should possess an in-depth knowledge of broadcast production, media editing, state-of-the-art media applications, and IT support.

9.0 Approximate Costs - Three-Year Technology Plan

Project 2005-06 2006-07 2007-08 Install New Network Switches and add Wireless network in the Elementary School

$22,000

Continue Replacement of Aging Servers (District wide)

$20,000

Add additional laptops to high school, middle school and elementary school Laptop Lending Program

$24,000

Replace aging computers in HS/MS Classrooms

$72,500

Large format printers for Art Departments and Tech Ed. (AutoCAD)

$2,400

LCD Projectors for departmental classroom use

$8,000

Continue with replacement cycle of Office PC’s

$12,500 $12,500

Replace aging computer labs at elementary school

$35,000

New computers, SmartBoard and LCD Projector in the New HS/MS Library Media Center computer room

$40,000

High School TV Studio and supporting equipment

$25,000 $25,000

Replace aging computer lab at the middle school

$35,000

Replace aging computer lab at the high school

$35,000

Add additional wireless laptop cart(s)

To be Determined

To be Determined

Totals $148,900 $112,500 $107,500

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10.0 CONCLUSION We are living in the information age. Technology has once again forged its way into our homes, our schools, and the workplace. We have become digitized, virtual, distant, and “real.” The question we must ask ourselves is, “How do we continue to develop as a society within the realms of this revolution?” Everyone is a pioneer. Our familiarity with life experiences is fading rapidly. The world that we are stepping into is filled with monitors, keyboards, and mouse clicks. What were once simple everyday tasks have now been simplified into complexity; and this complexity is creating havoc within the roles that we play. The job market is being transformed. The number of unskilled and skilled workers has been drastically cut while the levels of productivity are ever increasing due to the implementation of the new technology. Whereas workers once carried out a defined performance, today all people within the workforce must possess the ability to think critically, problem-solve, and evaluate daily. Workers across the board must be capable of higher order thinking. On the other hand, the new technology affords us limitless possibilities. If, without it, we were capable of leading the space race, putting a man on the moon, developing “star wars” defense systems, and exploring the depths of the oceans, what lies ahead of us is exhilarating. However, we must ensure our future by examining the past. The school of the future is here today. Surprisingly, this does not mean that our schools are becoming futuristic. What it does mean is that schools must guide their student population to become productive members of a new society. The task at hand is to develop school systems that maintain and utilize information communications technology to enhance creativity, productivity, and independence. This obligation is a process that will be achieved through ongoing:

• Staff development • Evaluation of systems and programs • Peer communication and collaboration • School and home cooperation

Through the cultivation and support of information communications technology integration, Port Jefferson schools will produce students who shall be responsible citizens, capable of managing information and who shall secure their place in the world!