technology plan - greenfield public web viewgreenfield public schools, technology plan 2014-2017...

GREENFIELD PUBLIC SCHOOLS

Technology PlanJuly 1, 2014-June 30, 2017

Working Draft January, 2014(11/15/14)

Superintendent of SchoolsSusan D. Hollins, PhD

Greenfield School CommitteeMayor William Martin, Chairperson

Maryelen Calderwood, Vice ChairpersonFrancia Wisnewski, Secretary

John LuntDaryl EssensaDonna GleasonMargaret Betts

Technology Contact PersonCarol S. Holzberg, PhD

District Technology CoordinatorEmail: [email protected]

413.772.1322 (Direct)413.774.7940 (fax)

Greenfield Public Schools141 Davis St.

Greenfield, MA 01301413.772.1300

District Web Site: www.gpsk12.org

http://www.gpsk12.org/

mailto:[email protected]

Table of ContentsBACKGROUND INFORMATION..............................................................................................................1

COMMUNITY.................................................................................................................................................1CITY OF GREENFIELD POPULATION.............................................................................................................1

GREENFIELD PUBLIC SCHOOLS: RACE, ETHNICITY AND ENROLLMENT DATA.................1

ELEMENTARY SCHOOLS (3).........................................................................................................................2MIDDLE SCHOOL (1)....................................................................................................................................2HIGH SCHOOL (1).........................................................................................................................................2PRESCHOOL (1)............................................................................................................................................2MATH AND SCIENCE ACADEMY – AN INNOVATION SCHOOL (1)................................................................2SUBSTANTIALLY SEPARATE PROGRAM (1)..................................................................................................3

DISTRICT MISSION STATEMENT..........................................................................................................3

TECHNOLOGY IN THE GREENFIELD PUBLIC SCHOOLS..............................................................3

OVERVIEW....................................................................................................................................................3HARDWARE AND SOFTWARE........................................................................................................................4

Our Five-Year Metamorphosis...............................................................................................................4

TECHNOLOGY INITIATIVES (2010-14)..................................................................................................9

TV STUDIOS:................................................................................................................................................9ANNUAL FILM FESTIVAL:..........................................................................................................................10IPADS IN DISTRICT.....................................................................................................................................10SIF IMPLEMENTATION................................................................................................................................11PART-TIME LITERACY/TECHNOLOGY TEACHERS.......................................................................................12TECHNOLOGY PROFESSIONAL DEVELOPMENT TRAINING..........................................................................12ACCEPTABLE USE POLICY.........................................................................................................................12DISTRICT WEB SITE...................................................................................................................................12TIGHTER COLLABORATION WITH THE CITY OF GREENFIELD....................................................................12TECHNOLOGY TROUBLE TICKET SYSTEM..................................................................................................13TECHNOLOGY DEPARTMENT STAFF...........................................................................................................16

TECHNOLOGY PLANNING, NEEDS ASSESSMENT, AND PROGRESS MONITORING 2014-2017................................................................................................................................................................17

EVALUATION OF THE DISTRICT TECHNOLOGY PLAN.................................................................................17EVALUATION OF TECHNOLOGY PRODUCTS AND SERVICES.......................................................................17HARDWARE REPLACEMENT AND UPGRADE CYCLE...................................................................................17

Recommendation...................................................................................................................................18

TECHNOLOGY GOALS 2014-2017..........................................................................................................19

GOAL 1: LEARNING: ENGAGE AND EMPOWER 2014-2017:.......................................................................20Considerations: Training and Technical Support..............................................................................................22

GOAL 2: ASSESSMENT: MEASURE WHAT MATTERS..................................................................................23GOAL 3: TEACHING: PREPARE AND CONNECT WITH 21ST CENTURY RESOURCES......................................25GOAL 4: INFRASTRUCTURE: ACCESS AND ENABLE...................................................................................28GOAL 5: PRODUCTIVITY: REDESIGN AND TRANSFORM.............................................................................31

APPENDIX A: COMPUTER INVENTORY............................................................................................33

COMPUTERS BY COUNT (AS OF NOVEMBER, 2013)...................................................................................33COMPUTERS BY AGE (AS OF NOVEMBER, 2013)........................................................................................33STANDALONE (PHYSICAL) SERVERS BY COUNT AND AGE (AS OF JULY 1, 2014).....................................34

APPENDIX B: ACCEPTABLE INTERNET USE POLICY GRADES K-3 (REVISED OCTOBER 5, 2012)...............................................................................................................................................................35

Greenfield Public Schools, Technology Plan 2014-2017 (Draft) Page i

APPENDIX C: ACCEPTABLE INTERNET USE POLICY GRADES 4, 5, 6, AND 7 (REVISED NOVEMBER 7, 2012)..................................................................................................................................42

APPENDIX D: CIPA COMPLIANCE.......................................................................................................46

APPENDIX E: ERATE RELATED MATERIALS AND DOCUMENTS.............................................46

Materials and Services Procured through the E-rate Discount Program...........................................................46Compliance with Chapter 30B of the MA General Laws..................................................................................46Funding for Non-Discounted Portions of Internet and Telecommunication Services......................................47

APPENDIX F. GREENFIELD PUBLIC SCHOOLS: 2013-2014 MASTERFUL TEACHING IN GREENFIELD..............................................................................................................................................48

Greenfield Public Schools, Technology Plan 2014-2017 (Draft) Page ii

Background Information

CommunityThe city of Greenfield is located in Franklin County, 85 miles west of Boston and 45 miles north of Springfield at the crossroads of Interstate Route 91, Route 2, and the famous Mohawk Trail. Surrounded by acres of fertile Connecticut River Valley farmland, Greenfield operates as the hub of commerce and culture in Western Massachusetts. Thanks to millions of dollars in recent private and public investment, the city’s Bank Row Urban Renewal Zone has turned historic downtown buildings into new storefronts and loft apartments. New initiatives include a regional transit center and proposed Amtrak service along the Burlington-New York-Washington corridor” (http://www.townofgreenfield.org).

The City is also considering the possibility of making crucial improvements to its Information Technology & Telecommunications capabilities. One project is that is being planned involves installing a fiber backbone to connect all departments for enhanced municipal inter-departmental networking and data sharing. Greenfield Public Schools would realize improved intra-district communications if all schools and the Central Administration building were interconnected on a fiber-based Wide Area Network.

City of Greenfield PopulationThe US Census estimates Greenfield’s resident population and income level as follows:

Quick Facts Greenfield MassachusettsPopulation estimate 2012 17,553 6,646,144Per Capita Income for 2007-2011 $26,229 $35,051Median household income 2007-2011 $46,018 $65,981

Source: (http://quickfacts.census.gov/qfd/states/25/2527100.html)

Although City officials are hopeful that new development dollars will improve local economic conditions, Franklin County as a whole remains depressed. As a result, 30 percent of city residents in 2009 had incomes below the poverty level, compared with 13.4% for the state (http://www.city-data.com/poverty/poverty-Greenfield-Massachusetts.html#ixzz2BkHzzZlW). These poverty levels in the county are reflected in poverty levels for students in the Greenfield Public Schools. On October 1, 2013, the District reported 62% of its total student population (1738) being eligible for Free and Reduced Lunch.

Greenfield Public Schools: Race, Ethnicity and Enrollment Data Enrollment data for Greenfield students exhibits racial and ethnic diversity.

Enrollment by Race/Ethnicity (2012-13)Race % of District % of StateAfrican American 3.8 8.6Asian 2.1 5.9Hispanic 11.2 16.4

Greenfield Public Schools, Technology Plan 2014-2017 (Draft) Page 1

http://www.city-data.com/poverty/poverty-Greenfield-Massachusetts.html#ixzz2BkHzzZlW

http://quickfacts.census.gov/qfd/states/25/2527100.html

http://www.townofgreenfield.org/

Native American 0.3 0.2White 80.1 66.0Native Hawaiian, Pacific Islander 0.0 0.1Multi-Race, Non-Hispanic 2.5 2.7

Source: http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=01140000&orgtypecode=5&

Students in the Greenfield Public Schools are distributed across several school buildings, two innovation schools, and one substantially separate program.

Elementary Schools (3) Federal Street (197 students, 11/19/13), a school-wide K-3Title I facility; The Discovery School at Four Corners (226 students, 11/19/13), a school-wide K-3Title I

facility operating as a theme-based Innovation School with curriculum focused on environmental studies, citizenship, and democracy); and

Newton School (227 students, 11/19/13), a school-wide K-3Title I facility is the recipient of a Massachusetts Extended Learning Time grant for additional time every day to spend on core academics, enrichment (e.g., small group tutoring, homework help, music, arts, sports, physical activity, health and wellness, and project-based experiential learning) and teacher preparation /professional development;

Middle School (1) Greenfield Middle School, (410 students, 11/19/13) a school-wide Title I facility for

grades 4, 5, 6 and 7 is the recipient of a Massachusetts Extended Learning Time grant for daily additional time to spend on core academics, enrichment (e.g., small group tutoring, homework help, music, arts, sports, physical activity, health and wellness, and project-based experiential learning) and teacher preparation/professional development;

High School (1) Greenfield High School (494 students, 11/19/13), a five-year comprehensive high school

for grades 8, 9, 10, 11 and 12, accredited by the New England Association of Schools and Colleges;

PreSchool (1) Academy of Early Learning at North Parish (111 students, 11/19/13). This integrated

preschool is child-centered, organized, and tops in terms of developmental preschool education. The program is nationally-accredited through NAEYC (National Association for the Education of Young Children), serving children ages 3 to 5 with half and full day programming aligned with Massachusetts Preschool and NAEYC Standards.

Math and Science Academy – An Innovation School (1) The Math and Science Academy (93 students, 11/19/13) for students in grades 4, 5, 6,

and 7 is an Innovation School operating as a program of Greenfield Middle School. Housed in a separate facility, it offers a full school program with an emphasis on acceleration in mathematics and science.


http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=01140000&orgtypecode=5&

Substantially Separate Program (1) Poet Seat has evolved from an approved separate day school for adolescents with

emotional disabilities to a Program administered by Greenfield High School. Located in an annex building at high school, its six students receive intensive support to meet their emotional and educational needs.

District Mission StatementEach child’s success is our mission

Technology in the Greenfield Public Schools

OverviewIn 2013-14, Greenfield Public Schools are completely data-driven and technology-based. Every academic or grade-level teacher has a classroom computer and interactive white board for instruction; every school has at least one computer lab; multiple classrooms have student computers to assist with small group instruction.

Every student in grades K-12 has a computer username and password for network or Internet access to student programs mentioned in this document. Administrators, faculty, and staff have both a computer network username and password and an email username and password. Parent logins are common for certain district applications such as PowerSchool (our electronic student information database) and Follett Destiny (our districtwide library management system installed for cataloguing and book-borrowing at each of our six (6) grade K-12 buildings.

Teachers are expected to integrate technology in daily instruction. We do our best to provide ongoing professional development and induction that includes use of technology resources and programs. In fact, in creating an internal guide to excellent teacher, we identified “use of technology tools the district provides” as one characteristic of masterful teacher in Greenfield.

#5 from Greenfield’s Administrators Guide to Masterful Teaching:

5. DI S TR I CT - ‐ P RO V I D E D INSTRUCTIONAL TOOLS ARE USED : Evidence is seen that the teacher is making use of various curriculum and technology tools and materials provided by the district for instruction:

a. SMART Boards, computers, computer labs, specialized software programs, iPads and other devices, cameras, music instruments,

b. Teacher manuals, online lesson resources, virtual programs and courses ,c. Listening centers (elementary), online library, editing software,d. District-‐adopted curriculum materials (varies from school to school)e. Science equipment and materials, research centersf. Manipulatives


Hardware and SoftwareLike other local communities, Greenfield has experienced financial difficulties and has had no windfall of funding that allows for large purchases of technology. What we have done each year is to clarify our goals, identify and pilot selected programs to benefit students and learning, discuss how to repurpose and update equipment, provide training for personnel, implement electronic applications, and collect data on usage and results. We consider annually if the pilot programs or initiatives should be expanded. System-wide programs are continued or discontinued based on discussion and consensus among all of our K-12 principals at team administrative meetings.

Our Five-Year Metamorphosis In 2008, we prioritized SMART Board interactive technology, upgrading older student computers, and adding instructional software programs to support student learning. For the SMART Boards, we identified and prioritized funding, and began outfitting classes at higher grade levels, eventually making our way down through first grade.

By November 2013, five years later, we had purchased approximately 125 SMART Boards for classroom teachers in grades K through 12. Teachers use these boards for group instruction to share ideas and information and to involve students in learning with technology. Students like working on the boards because the technology requires active participation. Often teachers invite students to approach the board and share answers to questions or demonstrate a concept.

We installed 11 SMART Response clickers for assessment in classrooms around the district: high school (4 sets); elementary schools one (1) set each; middle school (4 sets). Math teachers at the high school already had 3 clicker systems in place from a grant. The teachers use the clickers to check for understanding and reinforce concepts taught in class. Clicker software which displays on the SMART Board allows students to see at a glance how many students have mastered the target concept and which students need additional review.

Each year since 2008, we have taken additional steps to purchase new computers for labs and teachers at our high school and middle school. We bring the newest computers to the oldest students—closest to going to college and into the work force, and update and repurpose the out-going high school computers to other schools. As of 2013-2014, we have working computer labs in every school and also have computer mini-labs in each of the six (6) school libraries.

Beginning in 2008 and each year since, we have considered software programs to support instruction and student learning. We are purposeful in our selection and weed out and add programs according to our budget and the observed benefit. In some cases we have annual fees per student and in some cases we purchase the program and have no additional costs. Our priorities have been increasing literacy and supporting the unique programs and interests of our teachers. These programs include:

Accelerated Reader for reading engagement, motivation, personalized independent reading and skill acquisition; a few teachers used this program in 2007 but it is now built into our K-3 literacy technology programs and middle grade language arts programs,


First in Math--game style activities to build and reinforce math facts for students in grades K through 3,

NWEA Measures of Academic Progress, a growth model achievement measurement that helps teachers determine every student’s academic level in math, reading, and language use and whether or not each student is making progress during the year. Greenfield Public Schools piloted the NWEA skill screening in early 2010 in the Middle school. NWEA is used to screen student skills three times/year: 1) during the first six weeks of school to obtain a performance baseline for the year, 2) mid-year to see if all the students are making achievement gains, and 3) toward the end of the year to note full-year achievement gains. Results also detail student strengths and weaknesses, point out which skills and concepts each student finds challenging, and provide longitudinal assessment data for comparison. In addition, reports offer suggestions for instructional groupings and ways to tailor instruction for each child’s academic growth. Since 2011, we have implemented NWEA MAP skill screenings at all schools for students in grades 1-10. We expect to continue using this tool in 2014-17.

Read 180 at the Middle School to strengthen the reading skills of our most impaired readers; this program enabled our Title I Reading teachers to increase both the number of students served and also the reading gains of our most impaired grade 4-5 readers,

Star Reading to assess the reading levels of students and make reading suggestions for books they will read through Accelerated Reader,

Sunburst Type to Learn 4 for keyboarding instruction—this is relatively new as we observe that our students have to learn keyboarding through a consistent approach and program,

Study Island--an individualized Web-based homework support program that also provides MCAS practice in ELA and Math for students in grades 3-10; this is a relatively new addition and parents can use this at home.

Additionally we have a variety of programs that support or augment school courses and programs.

Adobe Creative Suite 6 Master Collection at the High School to teach students the same tools and applications used by professionals who work in the fields of print publishing, photography, Web design, and film production.

Adobe Production Premium 6 on 10 Windows computers at the Middle School and 4 Macintosh computers at the Math and Science Academy for video editing of original student-created movies.

AutoCAD by Autodesk at the high school to support students enrolled in Computer-Assisted-Design modeling.


Boardmaker--used by special education teachers to create picture communication, symbol-based boards and activities for use by students whose IEPs require augmentative communication support,

Career Cruising at the high school to help students reflect on career choices,

Discovery Education Video Streaming in place district-wide because it offers engaging, content-rich, short movie clips which can be downloaded or streamed in real time, lesson plans and other resources aligned to state standards to enhance instructional content across subject areas, highly valuable for students with limited content background,

Don Johnston Solo 6 Suite at the High School and Middle School to support individual learning goals for ELL, Special Ed, and Title 1 students,

Follett Destiny Library In January 2011, Greenfield Public Schools began an initiative to revitalize and automate its six (6) school libraries with modern, centralized library management software called Follett Destiny. The project began with a central server purchased and set up to handle the collections at three schools. The high school collection was the first to be catalogued and entered into the Web-accessible library database. Our 500-student Middle School was second to be automated followed by all three elementary schools--Newton School, Discovery School at Four Corners, and Federal Street. Cataloguing at elementary schools began in summer 2012, with library volunteers. In November 2012, we purchased a license for the Math and Science Academy at Green River School. By the summer of 2013 the software was up and running in all our schools, with cataloguing in full swing by volunteers at each school library.

Kurzweil 3000 on select computers at each school in district to support students with special needs

LibGuides--a Web tool that allows the GHS Library Media Specialist to manage and share instructional content with students and teachers at the high school

Pearson SuccessNet to access electronic resources and assessments for the Pearson Reading Street and Scott Foresman Math programs

Pearson Work Sampling System used in the Pre-School to: 1) collect information on the student work and compare it to grade-specific guidelines; 2) identify what students are learning, what they are beginning to master, and what they still need to work on; 3) record observations and interpretations; and 4) inform curriculum and instruction planning. The reports are required by state and federal guidelines

SMART Board Notebook Tools for Math-- Tools for math teachers to use with their students at the middle school and high school.

Vernier LabQuest handheld data loggers in use at the high school to support chemistry, physics, and biology experiments with probes for real-time data capture and Logger Pro


software to make predictions, perform scientific calculations, and manage time-based data collection.

We regularly use several programs and Web-based tools for District operations and data reporting. These tools include:

Blackboard Connect for system-wide calling and notification,

BudgetSense for accounting, purchase orders, and financial record-keeping, communicating finances with the city, managing grants,

Edwin Analytics, incorporating DESE’s Data Warehouse (accessed via DESE’s Security Portal). This tool can be used by teachers and administrators to report student, educator, and program data across multiple years.

eSped to help special education teachers create, manage and report on Individual Education Plans for students with disabilities required for state reporting.

Faronics Anti-Executable-a client program that we install on our Windows 7 computers in tandem with a building-based server application so that only programs allowed by Windows Group Policy will run on user workstations.

Faronics Insight- installed on all GHS lab computers running Windows to monitor user activity from an administrator’s workstation. The administrator has the ability to see what’s running on the student’s computer, limit Web site or application activity, blank student screens, lock keyboards/mice, and communicate directly with the student. In 2013-14 we also installed the client on all our Macintosh computers at the high school. An administrator can monitor both Windows and Macintosh computers from a single PC.

Maintenance Trouble Ticket System- The Technology Department Trouble Ticket system works so well that the District Maintenance Department requested a parallel in-house system and database be set up using the same software for Maintenance Department requests. That system was installed in late November 2012. The Web-based solution enables anyone using a District computer to request maintenance department support. It also allows the maintenance department to manage building and grounds, and track solutions to maintenance problems.

Nutrikids our Food Services database for state-reporting of students who have applied for free or reduced lunch. The data we store in our Nutrikids database are strategically linked to our Chapter 70 aid.

OnCourse Lesson Planning--a Web-based application for standards-based, teacher-

created lesson plans. In October 2012, as part of an Extended Learning Time grant, Greenfield’s Middle School implemented the Web-based OnCourse Systems Lesson


Planner system (http://www.oncoursesystems.com/) to help teachers build plans, align lessons to standards, share lessons with colleagues, and manage homework assignments.

Teachers can also use the OnCourse System to create a multimedia classroom website, where students and parents can view homework assignments and other information that posts automatically from the teacher’s Lesson Planner. Administrators can use the Lesson Planner Reviewer at a desk or on a mobile device for evaluating lesson plans and sending narrative feedback. Teachers received training in how to use the tools and several teachers piloted the program in November and December 2012, using it to create their lesson plans. At the start of 2013-14, we rolled out the program to all teachers in District and one again provided training in how to use the tool. Teachers are currently using the tool for lesson planning and several teachers have created class Web sites.

PD 360 to help with teacher evaluations required by the State and also to provide teachers with opportunities for self-guided professional development required for statutory certification we began PD360 implementation in 2011-12. This online Web site presents videos showing real teachers implementing research-based strategies and best-practices in the classroom. Teachers have the option of choosing which skills and strategies to target and District administrators can plan and monitor school-wide professional development. To facilitate tool adoption in 2011-12 and 2012-13, teachers received professional development training from PD360 trainers to become familiar with the tools and resources at the PD360 Web site. In 2013-14, teachers will use the train the trainer model to bring new teachers on board with the product.

PD360 also has an evaluation component. It allows administrators to conduct classroom observations, record those observations and provide teachers with timely feedback. District administrators developed the 2012-13 Walkthrough Guide to Masterful Teaching as a rubric to guide classroom observations. This Guide contains 12 evaluation criteria aligned with the benchmarks and standards of DESE’s teacher evaluation rubric. Building administrators use the Guide when conducting classroom observations. In 2013-14, administrators updated the Walkthrough Guide (See Appendix F).

To facilitate note-taking and record observations on building walkthroughs, administrators at each school use an iPad tablet and the Observation 360 iPad app. We uploaded the Walkthrough Guide to Masterful Teaching as a template for use with the app. In 2011, the District purchased 7 iPad tablets for building administrators to record observation notes and comments. In 2012-13 and 2013-14 we purchased a total of 7 additional iPad tablets to accommodate new building administrators.

PowerSchool --our student information management system for on-going state-required reporting of attendance, grades, teachers and discipline,

School Spring--job posting and management software

SNAP-Professional Software for Nurses, a comprehensive medical documentation and tracking software suite that helps manage and report every aspect of student health


http://www.oncoursesystems.com/

related data. We began the SNAP implementation in 2008-09 with a pilot project installation on a stand-alone server at the high school. The software consisted of 4 components: Visit Log, Daily Medication/Treatment Log, Screenings, and

Immunizations, enabling the GHS nurse to generate reports to meet state reporting requirements. We purchased stand-alone installations for our remaining five schools in June 2010. Nurses used the database successfully throughout the 2010-11 school year and into 2011-12, but they expressed interest in a centrally managed health record database that would track students who moved from one school to another within the district.

In March 2012, the technology department consolidated the data from all 6 installations into one database and ported it to a SNAP server purchased expressly for that purpose. In April 2012, we added the health records for students enrolled in our Virtual School. Finally, in the summer of 2012, we contracted with SNAP to implement a nightly export of student data from our PowerSchool student database into the student database on the SNAP server, so that the SNAP database contained the most up-to-date data on names, addresses, grade levels, and building location for students enrolled in the Greenfield Public Schools. Nurses use this software daily.

Symantec Anti-Virus to keep our computers safe from virus attack,

TestWiz--a Web-based tool that helps teachers and administrators interpret MCAS student performance test results for single or multiple years for data analysis and reporting.

WatchGuard Live-Security with WebBlocker to prevent district users from accessing inappropriate Web sites in compliance with CIPA (Children’s Internet Protection Act) and Federal ERATE requirements.

Technology Initiatives (2010-14)Important technology initiatives in District for 2010-14 include:

Greenfield’s Virtual SchoolOne of our proudest accomplishments was creating the first public virtual school in New England, a project that took hundreds of hours and opened the door to virtual learning options for a full schooling program. Spin-offs from this effort included 1) revising our high school summer school program from strictly remedial to enrichment using virtual courses, 2) stimulating ideas for creating blended learning programs, and 3) encouraging us to consider online professional development programs for personnel.

TV Studios:In September 2010, we outfitted a shuttered TV Studio at Greenfield high school to teach students techniques of TV studio work, storyboarding, digital filmmaking, and video editing. Students are taught the different roles in running a TV Studio and are each responsible for designing a program that they produce. They are taught to use the studio equipment (which includes the studio cameras, lights, microphones, switcher, digital video recorder, and camera


control units) and how to behave on camera. In the fall of 2012 and early summer 2013, we upgraded the TV Studio hardware in place at the middle school to run a similar program.

Film-making and Film Production, K-12:Film Studies was added to the high school elective program in 2009-10, for students in grades 8-12. The offerings consisted of short courses (twice a week for a ¼ term, pass/fail) and full-year electives (4-5 days/week with in-depth content). In 2010-11, we provided courses in Film Production (Pre-Production, Production, and Post-Production) to high school students teaching everything from storyboarding and video shooting to film editing. In June 2013, we purchased video editing software for the middle school and the Math and Science Academy to enable more students to complete video production projects.

Annual Film Festival:In April 2011, Greenfield Schools initiated its first K-12 student film festival to encourage all students, even those in Kindergarten both to learn how to make films and participate in a film festival. All students, staff , and administrators were involved in the Film Festival—the only event in the district that includes the entire school system. To support the Film Festival, we purchased 10 Flip video camcorders (with Education Foundation funding) so Middle Students could produce films.

There were four submission categories the first year: Elementary students, middle school students, high school students, and teachers/staff. Reviewers selected films in each category for showing at the festival. Films ranged in length from 45 seconds to 5 minutes (the maximum length allowed). There were all kinds of films – educational films, musicals, documentaries, fiction telling a wide variety of stories, adventures, films with a message, sports films, comedies, mysteries, and even a G-rated thriller. While most filmed real people, some filmmakers used Claymation, Toymation, or animation techniques. Several elementary films included student artwork. In the first Film Festival, 59 films were submitted but hundreds of students K-12 took part in making the films. They were filmmakers, script writers, directors, actors, scenery makers, musicians/singers, and editors. At the elementary level, nineteen (19) whole classes made films. And they were all film viewers and judges.

We held our second Annual Film Festival in April 2012 and our third in April 2013. In year 2, there was wider community involvement and even better quality films. Students in Kindergarten through 12th grade submitted 57 films running from 45 seconds to 5 minutes in length. In Year 3, there were 65 Films submitted: 33 Elementary Level, grades K-3; 16 Middle Grades, Grades 4-7, and 6 High School, Grades 8-12. Students participated as individuals, in groups, and in whole class effort. Genres included documentaries, mini dramas, mock advertisements, educational films, comedies and more. Some films featured live actors, while others were animated. Filmmaker creativity and enthusiasm were evident and inspiring.

iPads in DistrictWe first introduced iPad tablets in 2011-12 with a small pilot project to explore reading instruction at the Greenfield High School. The goal was to determine if interactive devices would provide beneficial reading support to our most struggling high school readers. We began with 16 tablets. Our Library Media Specialist encouraged students to use the iPads for research


assignments and borrow iPads through the library to provide extra reading help. Additionally, the high school Library Media Specialist invited high School teachers to into the library with their students to use the iPads. As of 2013-14 we have 16 iPad tablets in use by high school students. A companion effort was building a collection of books on tape so students could read print and hear the words simultaneously.

Also in that year, our special education director wanted personnel trained in using iPad apps beneficial to students with special education needs. Towards the end 2011-12, we were able to find funding for the gradual integration of one or two iPads in each school for the special education department. As of 2013-14, we have 16 iPads in use by students and teachers in the special education department

Lastly, we purchased iPad tablets for all administrators for classroom observations based on Greenfield’s 12 masterful teaching practices and to better address the new teacher evaluation system requiring documents classroom observations with timely feedback. Each administrator iPad has the Observation 360 app with the Guide to Masterful Teaching practices installed as a template. Administrators launch the app, select a teacher from a drop down list, and observe a class. With the iPad app, written comments automatically email to the teacher.

SIF Implementation Greenfield Public Schools utilizes a number of databases to manage students, personnel, and information about Special Education IEPs, Free and Reduced Lunch, Point of Sale breakfast and lunches, professional development, and district finances. In 2011-12 with funding from a Race to the Top Grant, we began to implement a project that would automate data sharing between databases and reduce data entry time for key database fields for state reporting. The SIF (Schools Interoperability Framework) project helps with PreK-12 educational data collection and reporting by allowing our databases to share selected information and minimizing the time spent in initial data entry.

We began the SIF implementation in June 2012 by purchasing and configuring a Windows server. In February 2013, we set up SIF Zone Integration server on the system enabling us to determine which data would get delivered from one source to another. We also purchased and installed the SIF agent for both our PowerSchool Student Information database and Follett Destiny Library database. The implementation enabled PowerSchool to send student information nightly to the Library database at each school. In August, 2013 we upgraded our Food Services database to NUTRIKIDS Enterprise to make it SIF compatible and installed the SIF agent for NUTRIKIDS. This enabled PowerSchool to send data nightly to our Food Services database.

Thus far, we have restricted our District SIF implementation to databases internal to the district. This intra-district “horizontal” SIF implementation sends data nightly from PowerSchool to our Library, Health, and Food Services databases. In June 2014, we plan to transition from a “horizontal” SIF implementation to a “vertical” SIF solution to automate and streamline the reporting of district student and staffing data to the State.


Part-time Literacy/Technology TeachersTo make it possible for students to access technology, we created part-time Literacy/Technology teaching positions in each elementary library. Generally, this opens our library area with an adult who can help students access the technology programs and to have a supervisor on hand. In this way our students can use the library as a learning center in the afternoons or as scheduling allows.

Technology Professional Development TrainingOn “professional” days in District, we often schedule technology professional development training for one or more of our software initiatives. We have scheduled trainings for: 1) NWEA MAP assessments to teach regular education teachers, ELL specialists and SPED teachers how to analyze student Math and ELA assessment data and generate reports. 2) Discovery Education (video streaming), 3) Study Island MCAS support software, 4) Zimbra Web mail (the email system we use in our district), 5) SOLO 6 assistive technology software (4 applications: Write:OutLoud, Read:OutLoud, Draft:Builder and Co:Writer), 5) Proloquo2Go assistive technology, 6) iPad apps, and 7) Microsoft Office 2010.

Acceptable Use PolicyGreenfield Public Schools have an Acceptable Use Policy (AUP) for students in grades K-12 to clarify acceptable Internet and computer use in our schools. The policy identifies which users have permission to access school Internet, network, and digital resources, explains the difference between acceptable and unacceptable behavior, bans users from bullying other users or visiting sites containing inappropriate content, identifies consequence of non-compliance and informs users that Internet activity may be monitored. Teachers review the policy with students at the start of every school year. Students must agree (in writing) to follow all the rules and parents must also sign the AUP form indicating they understand and agree to the guidelines. Students who do not return a signed form to their teachers are not permitted to access the school Internet, network and digital resources. See Appendix B: Acceptable Internet Use Policy Grades K-3 and Appendix C: Acceptable Internet Use Policy Grades 4, 5, 6, and 7 below for more information.

District Web Site The District maintains a Web site (www.gpsk12.org), updated regularly, to share important information concerning students, schools, and district initiatives. Every school has a Web page on the site. So do several departments including Food Services, Technology, and Volunteers. Pages are updated on a regular basis. We post a variety of forms, job application information, budget information, district policies, information about school committee meetings, school committee minutes, handbooks, and the superintendent’s online “journal,” a lively account chronicling important district news, events, and information from the Central office.

Tighter Collaboration with the City of GreenfieldGreenfield Public Schools is a Department of the City of Greenfield. Thanks to tighter integration with the city, several Central Office administrators and business department staff are able to access Budget Sense , the Town’s Accounting Software database, for timely information


http://www.gpsk12.org/

access and improved reporting. Additionally, we have begun to work more closely with the Mayor’s office to facilitate several Citywide technology initiatives. These include:

1) Town-School Energy Audit and Management System, which seeks to collect usage information for hot water and temperature information from several schools in district. Data for water and heat get sent to the Town server at timed intervals over the public school network. We have supported the Energy audit by carving out a “slice” of our Internet bandwidth at each school to facilitate the data transfer. The Town has plans to expand this Energy Audit to all schools in District.

2) City-wide Technology Audit comprising an Information Technology System Inventory and Evaluation for all technology in place in our District. The city is exploring options to modernize its IT infrastructure to provide fiber-based network services between city buildings and high-performance Internet access to these buildings. The district Technology Coordinator and Network Manager participated in this audit and shared information about school networks, infrastructure and telecommunications with the City consultant.

3) City Wide Technology Committee composed of representatives from City departments. The committee is exploring the best way to make crucial improvements to the city’s Information Technology & Telecommunications capabilities in order to improve the City’s Telecom Infrastructure, Municipal and School Department IT Infrastructure, and Municipal IT Business Applications. The district Technology Coordinator and Network Manager represent the School district at these meetings.

Technology Trouble Ticket System

Greenfield Public Schools uses a Web-based Technology Trouble Ticket system to report technology technical support needs. If district users have a support request, they can seek help from a technology technician by launching their Internet browser and entering:

help.gpsk12.org

A technology Help Desk form will pop up on screen.


http://help.gpsk12.org/

Users fill out the form, indicating building (selected from a drop down list) and room number if available. In addition, they enter a subject for this trouble ticket and a brief description of the problem. Once they submit the ticket, they receive a reply acknowledging the ticket was logged and a message indication that a GPS technology support person will handle the request as soon as possible.

This help desk trouble ticket system and the help.gpsk12.org address work only from a computer connected to the GPSK12 network. Users cannot create trouble ticket requests from home.

The Greenfield Technology Department receives several Help Desk trouble ticket requests each day. It also handles about 20-40 requests each week that are not entered into the trouble ticket system. People may send email requests from home, or they may call the tech office with a special request.

Reports #1 and 2: New Tickets below show the number of new tickets received by the tech department for the months September 1, 2012 through August 31, 2013 and November 1, 2012 through October 31, 2013. These reports also provide a weekly snapshot the number of new tickets July August and September, 2013 (Report #1) and the last week in August 2013 through November 14, 2014 (Report #2).

Technology issues in District spike in August and September when teachers return to their classrooms from summer break. Teachers often require assistance in setting up their


classroom computers connecting their teacher computer to their interactive SMART Board, or installing new software. There are fewer ticket requests in later months.

Report #1: New Tickets 9/01/12-8/31/13

Report #2: New Tickets 11/01/12-10/31/13


The Breakdown of time to close a ticket graph shows that for tickets submitted to the district technology Help Desk system over the last 365 days (November 13, 2012 through November 14, 2014), it takes less than 24 hours to resolve about 57% of the trouble ticket issues. It takes another day to resolve an additional 6% of the trouble tickets, and less than a week to close another 16% of the tickets. Only 5% of our trouble tickets remain unresolved after 30 days and for many of those unresolved requests, it often happens that the ticket remains open ONLY because the technician simply forgot to “close” it.

Technology Department StaffThe technology department has two (2) Data Systems staff handle data management and state reporting and 3.5 FTE staff for technology support and network system management. The technology support and network system personnel maintain hardware and software operations throughout the district.


The technology department also has a Technology Coordinator to oversee department operations, develop and administer the technology budget, file state, federal and district reports, maintain an inventory of District technology hardware and software, recommend the purchase of hardware and software that supports the District's instruction initiatives, and in consultation with District administrators and teachers, develop and implement the District's technology professional development.

Behind the scenes, school district technology personnel are constantly upgrading skills, working to make district networks and equipment more efficient and manageable. The district participates in group purchasing options, when applicable and group grants; and the Technology Coordinator attends monthly data and technology meetings to keep abreast of emerging technologies, programs in place in other districts, and technology initiatives.

Technology Planning, Needs Assessment, and Progress Monitoring 2014-2017Computer technology has changed in the last three years, in large part driven by the increased demands of 21st century computing. Teaching today relies heavily on Internet-based software, data hosted in the “cloud” and streaming multimedia content. Students use the Internet for instruction, research, and assessment. Teachers and administrators use the Internet for research, reporting, assessment, professional development, communication and data management.

Evaluation of the District Technology PlanGreenfield Public Schools recognizes the need for ongoing evaluation of district technology and the plan that frames the integration of these resources. To this end technology integration is evaluated regularly by district administrators at meetings with the superintendent and Director of Special Education and Student Services. The superintendent discusses district technology with the School Committee, building principals discuss technology integration with their teachers at staff meetings, and the Technology Coordinator consults regularly with her staff and the technology teachers/library media specialists in district. Mid-course correction in response to new developments and opportunities are standard practice.

Evaluation of Technology Products and ServicesPrior to making technology purchases, the district evaluates recommended products and services to ensure that they meet district, state, and federal standards, and to determine if they are a good fit for the location and infrastructure where they will reside. The Technology Coordinator regularly explores new and emerging technologies at national and state technology conferences, professional development training workshops, and meetings of the Technology in Education Partnership. Purchases are made only after considerable consultation with the superintendent, building principals and the technology staff. After-installation follow-ups by members of the technology department ensure the products work as intended.

Hardware Replacement and Upgrade CycleWe have approximately 700 computers running the Windows operating system, 71 Macintosh computers, 51 iPad tablets, 115 SMART Boards, 66 printers, and 22 copiers. With so many users


and resources in place and so many different demands, we must replace a certain number of devices each year for optimum performance and maximum efficiency.

In a 2010 memo, Superintendent Hollins wrote: "Our schools have made a tremendous recovery of pride and focus on achievement from the interactive classroom technology and three lab replacements of 2008-09.” Since 2010, we have replaced many older computers and servers, (the details of which are summarized in Appendix A: Computer Inventory below) because GPS is committed to using technology to support instruction, student achievement, efficient record-keeping, telecommunications, data management, and operational efficiency.

Our Technology budget has limited funds for hardware replacement. From 2008 to date with capital funding from the City we have been able to replace the majority of our teacher computers district wide and lab computers at the high school, middle school and Math Science Academy to faster, more robust Windows 7 computers. When we replace older computers, we typically redeploy and repurpose older equipment that is capable of being upgraded to Windows 7 when funds permit.

We are now experiencing problems with computers running the older Microsoft XP operating system not only because it’s older architecture doesn’t support the needs of our newer programs and Web-based tools, but also because XP’s older Internet Explorer browser is often incompatible with Web sites teachers and students access for teaching and learning. Additionally our XP machines crash frequently and require constant service from the technology department. Problems will become even more acute in April 2014, when Microsoft ceases all support for the older Windows XP operating system. With high-stakes PARCC (Partnership for Assessment of Readiness for College and Careers) online tests scheduled to kick-off in 2014-15, using computers running the older Operating System could pose problems for our test-taking students.

Upgrading an older machine to Windows 7 (if the machine is upgradable at all) costs about $150 per system. It requires purchasing: 1) a license for the Windows 7 operating system, 2) additional memory to support the operating system and the computer applications it runs, 3) a license for the current version of Microsoft Office, and 4) licenses for Faronics Anti-Executable and Microsoft System Center, two programs required for maintenance and support by the technology department.

Recommendation To improve performance and minimize system crashes, it is recommended that:

About 60 teacher and staff computers in the elementary schools (42 OptiPlex 780s and 18 OptiPlex 760s) be upgraded from Windows XP to Windows 7. The estimated cost of that upgrade is: $9000.

About 170 student computers in our elementary schools can be upgraded to Windows 7. The estimated cost for such an upgrade is: $25,500.

This revised and updated long-term Technology Plan outlines District technology goals for 2014-17 are based on discussions with District administrators, needs assessment surveys sent to teachers and administrators, and conversations with


District Administrators including the Superintendent, Director of Student Services, Director of Business Services, Manager of Grants and Professional Development, GPS Principals, Associate Principals, teachers and staff

District Technology personnel, comprised of the District Technology Coordinator, school technology teachers, network manager, and technical staff and the Town of Greenfield’s network administrator ;

The high school Library Media Specialist/library media specialist; and building technology teachers

Parents, and Members of the School Committee.

Technology Goals 2014-2017The Greenfield Public Schools integrate technology to meet a variety of instructional, personalized learning, productivity, and reporting needs. Administrators plan for the implementation of relevant new technologies using a “total cost of ownership” model that considers several factors, including: capital costs, implementation, training, ongoing support, system administration and network usage.

What follows are Technology Plan goals and priorities for 2014-17. These goals align with the five (5) essential areas described in the Department of Education’s National Technology Plan 2010 (http://www.ed.gov/sites/default/files/netp2010.pdf). These areas are:

1. Learning: Engage and Empower 2. Assessment: Measure What Matters, using Data to Drive Continuous

Improvement3. Teaching: Prepare and Connect with 21st Century Resources4. Infrastructure: Access and Enable5. Productivity: Redesign and Transform

Additionally, to comply with Technology Planning guidelines set by the Schools and Libraries Program of the FCC, commonly known as "E-Rate" (http://www.universalservice.org/sl/applicants/step01/default.aspx), this Plan contains the four required elements:

1. Clear goals and a realistic strategy for using telecommunications and information technology to improve education services.

2. A professional development strategy to ensure that members of the staff know how to use these new technologies to improve education services.

3. A needs assessment of the telecommunication services, hardware, software, and other services that will be needed to improve education services.

4. An evaluation process that enables the school to monitor progress toward the specified goals and make mid-course corrections in response to new developments and opportunities as they arise.

Finally, the goals that follow can each be considered S.M.A.R.T. (http://www.doe.mass.edu/edeval/training/modules/M4Handouts.pdf). Every goal is:


http://www.doe.mass.edu/edeval/training/modules/M4Handouts.pdf

http://www.universalservice.org/sl/applicants/step01/default.aspx

http://www.ed.gov/sites/default/files/netp2010.pdf

Specific and StrategicMeasurable Action OrientedRigorous, Realistic and Results-focused (the 3 R’s)Timed and Tracked

***

Goal 1: Learning: Engage and Empower 2014-2017:Goal 1 outlines how we plan to support curriculum and instruction, enhance classroom learning, and facilitate the work of teachers, staff, and administrators. Integrating technology in every day instruction means more than just teaching basic computer skills and software applications. It requires that we bring 21st century technologies into the classrooms where digital tools can be used to support instruction and promote creativity, collaboration and critical thinking. We integrate technology to provide more opportunities for online learning, connect with real-world experts, deliver interactive Web-based multimedia learning, and communicate with parents. Additionally, we integrate technology to provide teachers, staff and administrators with creative professional development opportunities, including online learning, tutoring and mentoring, to advance their current level of expertise and equip them with skills to meet their next challenges.

Goals in this section build upon district goals outlined in previous plans. They include:

Develop an Instructional Technology Curriculum that is fully integrated with the Common Core Standards for ELA and Mathematics, Massachusetts Curriculum Frameworks, and the state Instructional Technology Standards.

Provide instruction in Digital Citizenship as well as acceptable and ethical uses of information technology

Strictly enforce the Acceptable Use Policy. In response to the requirements of the Massachusetts Bullying Prevention and

Intervention law, M.G.L. c. 71, § 37O (as added by Chapter 92 of the Acts of 2010), students receive instruction in Internet safety, cyber-bullying prevention, and appropriate online behavior

Provide access and training to students whose work can benefit from using assistive technology such as screen-readers, large monitors, text-to-speech software, speech-to-text software, digital highlighters, and other assistive devices.

Provide access to information technology tools and resources both during and outside of school hours through District and School websites and the PowerSchool Student Information Management System.

Provide fast, reliable Internet access, a stable and secure network , and adequate hardware, software and electrical service;

Continued annual support of technology software and hardware maintenance agreements Provide easy and equitable access to information technology and technological support. Closely monitor developing technologies to take advantage of new resources in a timely

manner for the benefit of teachers, staff, students and administrators.


Technology Goal #1Learning: Engage and Empower:

2014-17Professional Development Strategy Performance Indicators (Evaluation) Timeline

Elementary-All teachers (K-3) will use First in Math to support learning math facts and concepts

All new teachers receive PD training in this tool

New teachers receive codes/student logins for access to FIM

Children’s data logs/quizzes show participation and engagement,

September 2014-ongoing

All children(grades 1-3) use Accelerated Reader to encourage reading and build reading skills. At Grades K and 4 to 9 teachers encourage participation in the program.

All new teachers receive PD training in these tools

New teachers receive codes/student logins for access to AR

Children’s reading logs/quizzes show growth Teachers keep logs of student quizzes and

growth and use them to drive instructional decisions, and reinforce and motivate comprehension and vocabulary.


District (K-12)-Teachers use Discovery Education-to provide background knowledge, visual representation for new and abstract ideas, and exposure to important vocabulary

Each year new teachers receive training from either the Technology Coordinator or a teacher in their school

New teachers receive codes/student logins for access to Discovery Education.

Principals note Discovery Education use in classrooms as they conduct building walkthroughs and classroom observations

Principals initiate discussion about the tool at staff meetings at least three times a year.


District-Continue to integrate multimedia and Web-based instructional tools across the curriculum to motivate learning, support instruction, and accommodate multiple learning styles

Teachers receive professional development training as requested to integrate technology into classroom activities, support student learning and meet the diverse needs of all learners

Principals note technology integration in use in classrooms as they conduct building walkthroughs and classroom observations

Principals initiate discussion about the use of technology tools during staff meetings.


Provide keyboarding instruction to students in grades 2-4 and 5-7 to meet core standards

Personnel in involved in elementary technology instruction have training in Type to Learn 4

Program record logs show that by end of grade 4 students type 25 words per minute and grade 7 students type 30 words per minute.


District-Teachers work interactively with students at the SMART Board to introduce new concepts, reinforce concepts already taught, and engage students visually, kinesthetically, and auditorily

District assures there is training in interactive technology at beginner, intermediate and advanced levels teachers proficient in using the technology are enlisted to introduce new teachers to the technology and review SMART Board tools and resources with others who want a refresher.

Teachers include use of interactive technology during lesson planning

Principals note SMART Boards in use in classrooms as they conduct building walkthroughs and classroom observations

Within first six (6) weeks of school-ongoing


Technology Goal #1Learning: Engage and Empower:


District-Students, teachers and families participate in the annual Film Festival, creating original video productions and submitting them for review and public presentation

Technology specialists, including children and parents with advanced skills provide mentoring support for filmmaking and film editing, grades K-8

Students are involved in reviewing films Students produce films Students and families making films are more

engaged in media technology

Every spring 2014, 2015, 2016, 2017

District-Each school uses the Follett Library Software to catalogue and manage building book collections, encouraging students to “borrow” and read books on a regular basis

Volunteers, paretns, & school personnel are trained in the use of the program

Tech department provides guidelines on program access and how to take out books.

Students take out books from the school library

Library usage statistics show increasing numbers of books borrowed each year

2014-ongoing

GHS-Identify and use engaging Web-based technology tools, iPad tablets and Web sites to support student learning

GHS Library Media Specialist works with classroom teachers, special education teachers, and support personnel to incorporate iPad devices and other technology tools to motivate student engagement and support student learning.

Students will use iPad tablets in appropriate ways as part of their formal education.

GHS Library Media Specialist communicate regularly with faculty and staff at building meetings to share information about technology tools that support student learning

2014-ongoing

Administrators discuss technology programs being used in their schools, evaluating the benefits of technology at each level, and making decisions about use for the upcoming year

Not applicable Administrators decide which programs to

bring in, continue, or discontinue from year to year

Ongoing

Considerations: Training and Technical SupportFrom 2010-13 there has been an increased emphasis on teacher, staff, and administrative professional development training in purposeful use of technology to advance student achievement. With every technology decision in our schools, we provide training to administrators, teachers, and general support staff. Additionally, there are typically one or two teachers in each school who are first to learn the new technology. These first-learners become key mentors sharing and working with other teachers. The District Technology Coordinator helps with training personnel and, depending on the technology itself, training can be found from companies, colleges, and consultants.


Goal 2: Assessment: Measure What MattersTechnology Goal 2Assessment: Measure What Matters2014-17

Professional Development Strategy Performance Indicators (Evaluation) Timeline

Each year, district administrator will assure that Gr.K-9 teachers use growth model assessment in reading and mathematics using NWEA Measures of Academic Progress (MAP).

District assures new teachers in the use of the NWEA MAP assessment tools at the beginning, middle and end of year

Teachers have PD on using NWEA MAP data to generate reports once the results are in, monitor student progress, and make instructional changes

Data monitoring by teachers and principals shows student progress on the RIT scale for >95% of children

Fall 2014-Ongoing

Administrators routinely engage staff in discussion about technology programs to assure programs are used to drive instruction

NA Teacher logs and classroom observations by

administrators show teachers are integrating technology to support teaching and learning

Fall 2014-ongoing

Middle and High School-Continue to use handheld interactive clickers in selected classrooms to support formative assessment on a regular basis

Experienced teachers train new teacher in the use of the “clicker” software as needed.

Principals note handheld interactive clicker use in classrooms as they conduct building walkthroughs and classroom observations

Spring 2014-Ongoing

Elementary (Grades K-3 and 4-5) teachers use Star Reading assessments to determine appropriate reading material for students using Accelerated Reader

New teachers receive training in the use of the tool from experienced teachers in their building on an as need basis

Principals routinely engage staff in conversations about Star Reading assessments at grade level and individual student meetings

Teachers have Accelerated Reader/Star Reading notebook to track student performance and ensure students show progress.

Fall 2014-Ongoing


Technology Goal 2Assessment: Measure What Matters2014-17


Elementary-Teachers review what students have completed in First in Math to manage student progress

New teachers receive First in Math training from existing teachers as needed on how to report student performance.

Principals engage staff in conversations about First in Math assessments at staff meetings at least three times a year.

Spring 2014-Ongoing

Middle School and High School teachers use Study Island for student MCAS review and preparation

Experienced teachers train new teachers in the use of this tool when needed

Study Island used by students for subject area reviews, MCAS preparation and optional graded assignments.

Fall, 2014

High School-MCAS data analyst uses TestWiz to gain a better understanding of student MCAS scores for targeted instruction

Not applicable GHS teachers use TestWiz reports to adjust

curriculum and differentiate instruction when appropriate.

Fall 2014-ongoing

Instructional personnel for PreK children ages 3-5 use district chosen technology programs for work sampling and progress monitoring.

New teachers receive Work Sampling System training from experienced teachers in their building as necessary

Online assessment completed for all PreK students

Sept. 2014- ongoing

Technology department (including data personnel) supports superintendent and administrator analyses of MCAS data reports

Not Applicable

Superintendent shares reports with building principals

Principals discuss the data reports with their teachers and recommend strategies for continuous student improvement

Sept. 2014- ongoing


Goal 3: Teaching: Prepare and Connect with 21st Century Resources (includes teaching students and teaching teachers, i.e., professional development)

Technology Goal 3Teaching: Prepare and Connect with 21st

Century Resources2014-17


District –As new classrooms are set up, install interactive whiteboard technology, including supporting hardware and software to support student learning.

All new teachers receive PD training in these tools from experienced teachers in their buildings

Teachers return to their classrooms to implement the training received

Teachers create resources and place a copy of those resources in a shared SMART Board folder for others to access and use.

Administrators note SMART Boards in use in classrooms as they conduct building walkthroughs and classroom observations

Principals look in the building Share folder to retrieve and explore SMART Board resources

Principals engage staff in conversations about SMART Board use at staff meetings at least three times a year

Fall 2014-ongoing

Teachers will use Web based technology as an integral part of their classroom instruction with the goal of improving student learning and increasing parental involvement.

District assures that teachers receive technology professional development and access to Web-based resources to support technology integration in daily teaching and learning.

Teachers use online video and Web site resources to support student learning.

Teachers create Web pages to share information about classroom happenings and instructional content

Fall 2014-ongoing

Teachers use document cameras during group instruction to share student work and other instructional materials

All new teachers receive PD training in these tools from experienced teachers in their buildings

Principals note document cameras in use in classrooms as they conduct building walkthroughs and classroom observation

Spring 2014-ongoing

District-Support the integration of technology into the curriculum across general and special education classrooms to serve the needs of all children.

Work with SPED Director, teachers and staff to select hardware and software adaptive technology tools including computers, laptops, iPads, SOLO 6 suite, Readability, Boardmaker, Natural Reader and Bookshare to benefit special education students.

Provide SPED teachers and staff with training in the use of assistive technology tools (both low-tech and high tech) to support student learning.

Assistive technology devices selected, customized, adapted, maintained, repaired and replaced in consultation with SPED Director and SPED teachers.

Free text-to-speech reading software installed as needed on all district computers for use by SPED and Regular Education students.

Teachers introduced to Bookshare (a repository of digital text for students with print disabilities). Note: Access to Bookshare.org is free for K-12 students with visual impairments, physical disabilities, or

Fall 2014-ongoing





print-based disabilities. Digital books obtained for eligible students

through Bookshare.

District conducts an online survey of PD360 teacher use and professional development needs

New teachers receive training in the use of PD360 tool

Principals engage staff in conversations about Star Reading assessments at staff meetings at least three times a year.

Spring 2014 for surveyFall 2015-ongoing for teaching training

Acceptable Use Policy for students in grades 8-12 is updated to include learning with 21st Century tools and resources.

Teachers review Acceptable Use guidelines with students in grades K-12

Acceptable Use Policy for students in grades 8-12 is updated and sent home with students

Students bring in signed AUP agreement indicating they understand and will follow the Grade appropriate technology rules

Fall 2014-ongoing

Math and Science Academy: Video Teacher instructs students in how to script, shoot and edit short videos to support classroom learning

Not applicable Students make moviesFall 2014 and ongoing

District-Assist teachers in integrating 21st Century technology and media literacy skills into curriculum.

Technology teacher at Elementary Schools and Library Media Specialist at the High School meet with teachers to introduce Web-based tools to support student learning

Teachers receive training in using these tools and help plan and deliver lessons that incorporate them.

Elementary students use Scratch to program and create short animations

GHS curriculum maps submitted to administration will include more lessons that utilize technology tools and build technology skills.

Fall 2014-ongoing

GHS-use iPad tablets to build student reading skills

Not applicable as the GHS Library Media specialist is already trained

Students read e-books on their iPads Fall 2014-17





Implement an ongoing program offering online virtual courses to support and enrich student learning and provide additional opportunities for differentiated instruction to meet the needs of all students.

District assures that teachers who need technical support in working with online courses receive it.

Students register for online courses and complete the work

Ongoing


Goal 4: Infrastructure: Access and Enable (includes People, Processes, Broadband Connectivity and Hardware)

Technology integration in each building is hampered by insufficient bandwidth. This becomes evident when teachers try to use streaming videos from Discovery Education and Khan Academy for classroom instruction. We increased bandwidth performance in each building in 2013-14 in order to meet demand, but the problem continues owing to ongoing technology initiatives such as NWEA MAP assessments conducted three time a year; Pearson Read 180 @ the Middle School, LibGuides and iPads at the high school, iPads for Special Education students at each building; iPads for administrators at each building, PD360 online professional development with streaming video for professional development, Nutrikids Food Services data transfers from each school building to the Central Office, SNAP professional Nursing Software, Follett’s Destiny Library Software, K12 online courses, Study Island MCAS preparation, the Technology HelpDesk, the Maintenance Department Help Desk and the Town of Greenfield Energy Auditing system.

We still have several older computers in our elementary school labs. Many of these machines do not meet the PARCC’s 2014-15 requirements for the online testing (http://www.parcconline.org/sites/parcc/files/PARCC_Technology%20Guidelines%20V1_1.pdf). Minimum hardware requirements to work with PARCC online testing include computers with 1 GHz or faster processor, 1 GB RAM or greater memory and for Operating Systems either Macintosh 10.7 or Windows 7. As described above, about 170 student computers in our elementary schools can be upgraded to Windows 7 to meet the PARCC testing requirements. The estimated cost for such an upgrade is: $25,500.

Technology Goal 4:Infrastructure: Access and Enable


District technology department continues to collect Internet bandwidth metrics in each building to determine if there is sufficient bandwidth

All teachers receive Acceptable User Guidelines informing them of appropriate technology and Internet use in district.

Principals engage staff in conversations about Acceptable Technology use at staff meetings at least twice a year

Spring 2014-ongoing

District-Explore options for increased synchronous bandwidth (100/100 Mbps at Davis, GHS, & GMS and Green River; 50/50 Mbps at Newton, Federal, and Four Corners, and 20/20 Mbps at North Parish)

Not applicable Increased bandwidth becomes available. 2014-ongoing


http://www.parcconline.org/sites/parcc/files/PARCC_Technology%20Guidelines%20V1_1.pdf



Continue to replace older, slower, RAM-challenged computers throughout district as needed so that students, teachers, staff, and administrators can do their work effectively and efficiently

Not applicable 30-60 computers (aged 7 years and older) replaced as necessary each year. 2014-17

Replace at least four older firewalls in districts for improved security and better Web site filtering for example, to ensure that students are only able to get access to appropriate content on YouTube.

Not applicable New firewalls installedSept. 2014-ongoing

District-Vertical SIF (Schools Interoperability Framework) technology implementation to streamline the upload of student and staffing data to DESE (vertical application)

Professional Development training provided to members of the Technology department in order to implement and manage a Vertical SIF Solution.

Vertical SIF implementation in place and sending data to DESE as necessary.

2014-2016

Continue with server consolidation and server virtualization to reduce complexity and power consumption and simplify management.

Not Applicable Fewer physical servers in use throughout the

District2014-ongoing

Extend Windows 7 implementation to all upgradable computers

Not Applicable More Windows 7 computers in use at our

elementary schools2014-ongoing




Explore better backup solution to extend the limited retention time of current backups and ensure off-site backup for more secure storage.

Not Applicable Better backup solutions implemented to

extend the limited retention time and ensure offside backup for storage.

Fall 2014-ongoing

Oversee installation, setup and configuration of all technology in the new high school, including 3 PC labs, 1 Macintosh lab, 1 laptop cart with 25 laptops; building-wide wireless, severs, and switches

Outside consultant hired for the project provides training to network manager and other members of the Technology department to make sure all technology is installed and operational in the new high school.

Technology in the new building runs smoothly.

All laptops and iPads can connect to the wireless network in the building

2015-16

GHS-Use the wireless implementation in the high school as a model for implementing wireless solution in other district buildings

Not applicable

Wireless technology data reports from GHS monitored and reviewed to determine impact on the GHS network and bandwidth performance

2014-ongoing


Goal 5: Productivity: Redesign and Transform (includes using technology to improve fiscal management, workflows, and schedules, and provide opportunities for online learning)

We are exploring ways in which we can use district technology for marketing and outreach to the wider community. Getting the word out to everyone about the changes and opportunities taking place in district is very important for the continued success and viability of Greenfield's public schools. We have done a lot with technology in the Greenfield Public School, but with increased dependence on computers, Internet, SMART Board tools, and network resources for teaching, learning and district business, demands on system limited resources have dramatically increased.

Technology Goal 5Productivity: Redesign and Transform


Use District Web site to share important information concerning students, schools, and district initiatives.

Not applicable

District Web site shares information concerning students, schools, and district initiatives.

Individual schools regularly update their school Web pages

2014-ongoing

Use ConnectEd voice messaging system to communicate with parents, teachers, and staff

New administrators and administrative assistants receive training in ConnectEd from administrative assistants who are already using the program

ConnectED used to notify parents and staff about school events, parent conferences, school cancellations, etc. as necessary

2014-ongoing

Continue to explore opportunities for students at the High School and Middle School to take K12 online courses in areas of interest as well as accelerated math

Teachers supervising students taking K12 online courses receive professional development training in how to use the K12 CourseRoom and oversee student work

Increasing numbers of Middle School and High School students supplement regular online instruction with courses from K12.

2014-ongoing


Technology Goal 5Productivity: Redesign and Transform


District-Teachers use the Web-based OnCourse Systems lesson planner to prepare lesson plans aligned to state and Common Core Standards and build classroom Web sites with regularly updated information about classroom happening and student homework assignments

Teachers receive Professional Development training in the use of the tool.

Experienced teachers mentor new teachers as needed

Short demonstrations of OnCourse tools provided at Staff meetings as needed.

Increasing numbers teachers use the lesson planner to create lessons and the Web site Builder tools to create their classroom Web site

2014-ongoing


APPENDIX A: Computer Inventory

Computers by Count (as of November, 2013)

Location Dell 7010

Dell 790

Dell 780

Dell T150

Dell T165

0

Dell 760

Dell 755

Dell 745

Dell GX620 Macs HPs

GHS 119 36 65 6 0 41 0 0 0 20 0

GMS 0 34 60 0 9 68 0 0 0 0 0

GRS 0 0 36 0 0 2 0 0 0 4 0

FCS 3 0 9 0 0 14 0 0 0 43 0

FSS 2 0 18 0 0 30 0 6 10 1 18

NES 3 0 16 0 0 30 0 0 0 1 10

AEL 18 0 0 0 0 0 0 0 0 0 0

DAV 6 3 18 0 0 3 1 0 0 2 2

Totals 151 73 222 6 9 188 1 6 10 71 30

Total number of computers in the Greenfield Public Schools: 767 plus, 72 laptops

Computers by Age (as of November, 2013)Location PCs Less than

5 Years OldMacs Less than

5 Years OldPCS

5 years & olderMacs

5 years & olderLaptops Less than

5 Years OldLaptops 5 Years

or olderGHS 226 20 41 0 1 36

GMS 103 68 0 0 26

GRS 36 4 2 0 0 0

FCS 12 10 14 53 0 0

FSS 20 0 55 1 0 0

NES 19 0 46 1 0 0

AEL 18 0 0 0 0 0

DAV 28 1 7 1 4 5


Totals 462 15 233 56 5 67

Standalone (Physical) Servers by Count and Age (as of July 1, 2014)

Location Less than 5 Years Old 5 Years & OlderAcademy of

Early Learning 1

Davis 5Federal 1

Four Corners 1 1Newton 1

Math Sci 1Middle School 2 2High School 3 2

Totals 15 5

GPS also has 10 “virtual” servers, one in each building except for the High School, which has two. A virtual server runs on a single physical server. It shares hardware and software resources with the host physical computer, but performs as if it is running on a dedicated box all by itself. It is a cost-effective way for a single physical computer to serve multiple purposes and run multiple operating systems.


APPENDIX B: Acceptable Internet Use Policy Grades K-3 (Revised October 5, 2012)

Dear Students:

Your school has computers and other technology. Please be careful when you use technology equipment.

Please circle the Smiley Face if you will be careful when you use technology at your school.

I will be careful

YES NO

I will be careful when I use a desktop or laptop computer.

http://openclipart.org/image/800px/svg_to_png/34087/computer001-rahmen.png

http://howtobuycomputer.net/notebook_computer_buying_guide.html





YES NOI will be careful when I use a SMART Board.

http://smarttech.com/us/Solutions/Education+Solutions/Products+for+education

I will be careful when I use a printer.

http://www.pdclipart.org/displayimage.php?album=34&pos=253

I will be careful when I use a projector.

http://www.itechnews.net/wp-content/uploads/2009/01/infocus-in5108-lcd-projector.jpg





YES NO

I will be careful when I use an iPad.

http://www.apple.com/pr/products/ipad/ipad.html http://store.griffintechnology.com/elan-folio-slim

I will be careful when I use headphones.

http://www.newlaunches.com/archives/shure_unveils_srh240_headphones.php

I will be careful when I use a microphone.

http://static.bhphoto.com/images/largeimages/396434.jpg

http://static.musiciansfriend.com/derivates/18/001/203/600/DV016_Jpg_Large_270968.jpg






http://store.griffintechnology.com/elan-folio-slim

http://www.apple.com/pr/products/ipad/ipad.html

The technology equipment at my school is very expensive. It is important to use it carefullyI know that I must follow the 8 Rules for Acceptable Technology Use when I use this equipment.

Please circle the Smiley Face if you promise to follow the rules.

I will follow the rules.

YES NO

Rule 1: I understand computer equipment breaks easily. I will be careful when I use it.Desktop computers


Laptop computers


Rule 2: I will use my Help Card if I need help when I use the computers.

Photo by: Donna Gleason, Principal Discovery School @ Four Corners




YES NORule #3: I will NEVER use computers to hurt or make fun of others.

http://www.clker.com/clipart-no-cyber-bullies.html

Rule #4: I will go only to Web sites my teacher instructs me to visit.

http://safekidsusa.ning.com/profiles/blogs/safety-rules-for-the-internet

Rule #5: I will tell my teacher or an adult if I see anything on the computer that makes me feel bad or uncomfortable.

http://www.tsnd.org/education/academy/

YES NO





Rule #6: I will NEVER share my name, address, phone number, or picture on the computer.

http://courtneytuttle.com/2007/09/20/top-7-internet-marketing-mentors-you-can-trust/

Rule #7: Any cell phone in school should be off and out of sight during school hours.

http://www.illinoisci.com/files/cellphone.gif http://www.prlog.org/10519978-3g-cell-phones.jpg

Rule #8: I will be respectful to others when I use my school technology equipment.

http://room6waimataitai.blogspot.com/2012/05/we-speak-respectfully.html

I understand the guidelines for technology use at my school and will follow all 8 rules.

Student Agreement:I will follow the 8 Rules for Acceptable Technology Use. If I don’t, I cannot use the computer.

Signature: ________________________________________Student Name



http://www.prlog.org/10519978-3g-cell-phones.jpg

http://www.illinoisci.com/files/cellphone.gif


Parent/Guardian Agreement for Acceptable Technology Use: K-3Dear Parents:Our elementary students use technology. Teachers carefully demonstrate acceptable computer behavior every day. We supervise students who work on computers to complete class assignments and access the Internet. We have 8 Rules for Acceptable Technology Use. All parents must teach their children to follow these rules.

In Kindergarten through Grade 3, each student will: Have an individual username and password, Use computers for keyboarding, word processing, math enrichment, reading practice, science

investigations, geography explorations, and more, and Conduct school-related research during directly supervised instruction (Grade 3).

Our schools utilize Internet “filtering, blocking, and monitoring” tools to restrict access to inappropriate and non-educational Web sites. This filtering ensures compliance with the Children's Internet Protection Act (CIPA). Additionally, teachers and staff supervise students while they are online. On a worldwide network, it is impossible to control all materials, and there is no absolute guarantee that a student may not discover inappropriate content. We address this immediately (See Rules 4 & 5 above.

As parent/guardian of the below noted student____________________________________, I have read the information concerning technology use in the Greenfield Public Schools. I understand that my child will use computers for educational purposes in a supervised environment. I know the District has taken precautions to eliminate controversial Web content. I understand that rules and consequences are in place for appropriate technology use and Internet access. I will discuss these rules and consequences with my child and know that my child's teacher will also review them.

By checking the appropriate box below, I give my child permission to use school technology and the Internet in Grades K-3.

I have the right to withdraw my permission at any time. In order to do so, I will submit a written letter to the school principal.

_____ I give my child permission to use the Internet. _____ I do not give my child permission to use the Internet.

Parent/Guardian Name: ____________________________ Phone: _____________________Student’s Name: __________________________________

Parent/Guardian Signature: _________________________________________ Date: _____________________

School: ______________________________Teacher_________________________Grade:___

Please sign and return this document to the school office or to your child’s teacher.


APPENDIX C: Acceptable Internet Use Policy Grades 4, 5, 6, and 7 (Revised November 7, 2012)

Dear Students:Our school has computers and other technology. This equipment is very expensive. You must agree to follow all Ten Rules for Acceptable Technology Use at our school in order to use this equipment. Please read and sign this form indicating that you agree. Mr. Tashjian, Principal

Rule 1: I will be careful when I use: Please circleYES or NO.

A desktop or laptop computer

http://openclipart.org/image/800px/svg_to_png/34087/computer001-rahmen.pnghttp://howtobuycomputer.net/notebook_computer_buying_guide.html

YES NO

A camera

http://www1e.btwebworld.com/tradingpost/digitalcamera.jpg

YES NO

A SMART Board.


YES NO

A printer


YES NO

A projector


YES NO

An iPad or iPod

or http://store.griffintechnology.com/elan-folio-slimhttp://km.support.apple.com/library/APPLE/APPLECARE_ALLGEOS/HT1353/HT1353_22.jpg

YES NO

headphones


YES NO



http://km.support.apple.com/library/APPLE/APPLECARE_ALLGEOS/HT1353/HT1353_22.jpg

http://store.griffintechnology.com/elan-folio-slim




http://www1e.btwebworld.com/tradingpost/digitalcamera.jpg



A microphone

http://static.bhphoto.com/images/largeimages/396434.jpghttp://static.musiciansfriend.com/derivates/18/001/203/600/DV016_Jpg_Large_270968.jpg

YES NO

Rule 2: I understand computer equipment breaks easily. I will be careful when I use it.

http://openclipart.org/image/800px/svg_to_png/34087/computer001-rahmen.pnghttp://howtobuycomputer.net/notebook_computer_buying_guide.html

YES NO

Rule 3: I will try my best not to open or distribute virus-infected files or programs.

http://media.photobucket.com/image/No%20Computer%20Virus/Tragus621/Computer-virus.jpg

YES NO

Rule 4: I will NEVER use computers to hurt or make fun of others.


YES NO

Rule 5: I will go only to Web sites my teacher instructs me to visit.


YES NO

Rule 6: I will tell my teacher or an adult if I see anything on the computer that makes me feel bad or uncomfortable.


YES NO





http://media.photobucket.com/image/No%20Computer%20Virus/Tragus621/Computer-virus.jpg





Rule 7: I will NEVER share my name, address, phone number, or picture on the computer.


YES NO

Rule 8: I will not plagiarize. If I use text, pictures, video, and audio resources created by others, I will always give the author credit.

http://pilot.scc.losrios.edu/pilot/module6/10_plagiarism.html.

YES NO

Rule 9: Any cell phone in school should be off and out of sight during school hours.

http://www.illinoisci.com/files/cellphone.gifhttp://www.prlog.org/10519978-3g-cell-phones.jpg

YES NO

Rule 10: I understand that sometimes we work together in groups. I will always be respectful to others when I use any school technology equipment.


YES NO

Student Agreement:I agree to follow all Ten Rules for Acceptable Technology Use. I understand that not following these rules may mean that I am not allowed to use school technology equipment.

____________________________ ________________________________________________

Student Name Student Signature Date



http://www.prlog.org/10519978-3g-cell-phones.jpg

http://www.illinoisci.com/files/cellphone.gif

http://pilot.scc.losrios.edu/pilot/module6/10_plagiarism.html


Dear Parents:We have Ten Rules for Acceptable Technology Use at the Middle School. Teachers carefully demonstrate acceptable technology behavior every day. We supervise students who work on computers to complete class assignments and access the Internet. Our students must agree to follow these rules.

In Grades 4, 5, 6 & 7, each student will: Have an individual username and password, Use computers for keyboarding, word processing, math enrichment, reading practice, science

investigations, geography explorations, and more, and Conduct school-related research during directly supervised instruction.

Our schools utilize Internet “filtering, blocking, and monitoring” tools to restrict access to inappropriate and non-educational Web sites. This filtering ensures compliance with the Children's Internet Protection Act (CIPA). Additionally, teachers and staff supervise students while they are online. On a worldwide network, it is impossible to control all materials, and there is no absolute guarantee that a student may not discover inappropriate content. We address this immediately (See Rules 5 & 6 above).

As parent/guardian of the below noted student____________________________________, I have read the information concerning technology use in the Greenfield Public Schools. I understand that my child will use computers for educational purposes in a supervised environment. I know the District has taken precautions to eliminate controversial Web content. I understand that rules and consequences are in place for appropriate technology use and Internet access. I will discuss these rules and consequences with my child and know that my child's teacher will also review them.

By checking the appropriate box below, I understand the guidelines for technology use in school. If I have any questions or concerns about technology use, I know I can contact my child’s teacher.

Parent/Guardian Name: ____________________________ Phone: _____________________

Student’s Name: __________________________________

Parent/Guardian Signature: _________________________________________

Date: _____________________

School: ______________________________Teacher_________________________Grade:___

Please sign and return this document to the school office or to your child’s teacher.


APPENDIX D: CIPA ComplianceCIPA, the Children's Internet Protection Act was signed into law on December 21, 2000.

"Under CIPA, no school or library may receive [E-Rate] discounts unless it certifies that it is enforcing a policy of Internet safety that includes the use of filtering or blocking technology. This Internet Safety Policy must protect against access, through computers with Internet access, to visual depictions that are obscene, child pornography, or (in the case of use by minors) harmful to minors. The school or library must also certify that it is enforcing the operation of such filtering or blocking technology during any use of such computers by minors. The law is effective for Funding Year 2001 (07/01/2001 to 06/30/2002) and for all future years"

(http://www.sl.universalservice.org/reference/CIPA.asp).

Greenfield Public Schools has a CIPA-compliant Acceptable Use Policy regarding Internet Use. It subscribes to WatchGuard WebBlocker: URL Filtering (http://www.watchguard.com/products/webblock.asp) to manage Web surfing and block access to inappropriate sites. WatchGuard maintains and regularly updates its URL filtering database, automatically passing those updates through to firewall devices in place at every District school and the Central Administration building. GPS will continue to renew its URL Filtering subscription each year to comply with CIPA regulations.

APPENDIX E: ERATE Related Materials and Documents

Materials and Services Procured through the E-rate Discount ProgramWith the Telecommunications Act of 1996, the Federal Communications Commission (FCC) adopted an Order in May 1997 creating the E-rate program to ensure that eligible schools and libraries have affordable access to Telecommunication Services (local and long-distance telephone costs), Internet Access and Internal Connections (networking infra-structure and equipment). Under the program, schools receive discounts ranging from 20% to 90%. Based on calculations that take into account rural/urban status, total number of students at the school, and the total number of students eligible for the National School Lunch Program, the discount rate for Greenfield Public Schools is roughly 75%. That means that GPS is required to pay only $0.25 for every dollar invoiced for Internet and telephone (both long distance and local) service.

Compliance with Chapter 30B of the MA General LawsIn general, Chapter 30B (http://www.mass.gov/ig/igch30b.htm) applies to contracts for supplies and services, surplus supply disposition, and the acquisition and disposition of real property. For supplies and services, with certain exceptions, Chapter 30B provides for:

Use of good business practices for contracts under $5,000. Solicitation of three quotes for contracts in the amount of less than $25,000. Competitive sealed bids or proposals for contracts in the amount of $25,000 or more.

Greenfield Public Schools, Technology Plan 2013-16(Draft) Page 46

http://www.mass.gov/ig/igch30b.htm

http://www.watchguard.com/products/webblock.asp

http://www.sl.universalservice.org/reference/CIPA.asp

Chapter 30B prescribes procedures for the disposition of surplus supplies with a value of $5,000 or more, and for the acquisition and disposition of an interest in real property with a value of $25,000 or more. Greenfield Public Schools is aware of Chapter 30B procedures. We have also complied with the requirement to acquire an FCC (Federal Communications Commission) Registration Number (FRN) required for any person or entity conducting business with the FCC or applying for E-rate (see below) discounts. We understand that this number will be used as our unique identifier in all transactions with the FCC.

Funding for Non-Discounted Portions of Internet and Telecommunication ServicesThanks to the E-RATE discount program Greenfield Public Schools has received thousands of dollars in rebates and discounts

Funding Year Internet Award Telecommunications Award Total

July 1, 2013-June 30, 2014 Still in process Still in process Still in processJuly 1, 2012-June 30, 2013 $39293.28 $26067.60 $65360.88July 1, 2011-June 30, 2012 $32284.80 $26265.98 $58550.78July 1, 2010-June 30, 2011 $32,304.00 $24353.66 $56.657.66July 1, 2009-June 30, 2010 $24,919.20 $22,014.34 $46,933.54July 1, 2008-June 30, 2009 $23,984.73 $25,184.26 $49,168.99July 1, 2007-June 30, 2008 $24,398.24 $26,722.80 $51,121.04July 1, 2006-June 30, 2007 $23,848.65 $23,592.61 $47,441.26

Total 318576.49

We will continue to apply for E-rate reimbursements and discounts for Telecommunication Services (local and long-distance telephone and cell phone) and Internet Access, Web hosting, Email, while including line items in the District Operational Budget to pay for the non-discounted portions of our Internet and Telecommunications service. In addition, our District and School Operational Budgets will continue to include line items for technology staffing, hardware, software, professional development, maintenance, support and contracted services, while leveraging federal, state, and capital budget funding to supplement our technology budget needs whenever possible


APPENDIX F. GREENFIELD PUBLIC SCHOOLS: 2013-2014 Masterful Teaching in Greenfield

Type: Subject:Grade: Date:

1) INSTRUCTIONAL FOCUS: The lesson has an instructional focus. The teacher knows what he/she is teaching and shows knowledge and interest in the topic being presented. A posted learning objective for the day's lesson is evident in level-appropriate language. The instructional focus of the lesson is tied to a larger learning goal or standard.

2) EVIDENCE OF PLANNING : Teacher has planned lessons (online planning using OnCourse with goals and objectives, materials organized, smooth transitions, and evaluating). The observer sees well-planned use of time an introduction of the topic, activities to develop the topic, a summary, and activity reflection. No big lapses of time are seen during lesson transitions.

3) ASSESSMENT OF STUDENT UNDERSTANDING: The teacher has some type of objective assessment in place to measure if the instructional goal was reached and if students understood the lesson. The teacher uses some type of reflection to check for understanding and to adjust practice, if needed.

4) STUDENT UNDERSTANDING OF INSTRUCTION: When asked, students know and can describe or explain what they are doing and why, e.g. the goal of the lesson vs. just an activity. The student understands how student learning will be assessed.

5) DI S TR I CT - ‐ P RO V I D E D INSTRUCTIONAL TOOLS ARE USED : Evidence is seen that the teacher is making use of various curriculum and technology tools and materials provided by the district for instruction:

g. SMART Boards, computers, computer labs, specialized software programs, iPads and other devices, cameras, music instruments,

h. Teacher manuals, online lesson resources, virtual programs and courses,i. Listening centers (elem), online library, editing software,j. District-‐adopted curriculum materials (varies from school to school)k. Science equipment and materials, research centersl. Manipulatives

6. TEACHER SEEKS STUDENT INVOLVEMENT : The teacher intentionally involves all students in the lesson and discussion, e.g. calls on students without the student having to raise a hand to be recognized. Uses techniques of ''cold call'' and ''no opt out.''


7. INSTRUCTIONAL TECHNIQUES: The teacher uses a variety or range of instructional techniques which are purposeful and can be observed. This might include: wait time when asking questions, breaking content into small chunks more easily processed by students, curriculum compacting, pacing, modeling, group work, partner work, direct instruction, questioning, acceleration, and enrichment options.

8. S TUD E NT E NGAG EME NT: All students in the class are engaged in something purposeful related to the instructional focus of the lesson.

9. EFFECTIVE USE OF SPACE: The teacher organizes the physical layout of the classroom to facilitate focus on learning at hand furniture is arranged to support the activity, space and walls are uncluttered to limit distractions, postings are current and relevant, the room is comfortable (air quality, lighting, temperature if problems, these have been reported). Path to exits are not obstructed. Teachers assure students assume some responsibility for keeping the room in order and dropped debris picked up.

10. DIFFERENTIATION FOR INSTRUCTIONAL LEVEL: The observer can see (or if asked, the teacher can explain) how the teacher has made accommodations for students to have meaningful learning at different instructional levels, including advanced and less advanced levels. Differentiation is in place. Centers might be seen with different levels of work. Seatwork, individual assignments, and projects are at the students' instructional levels. All students have an appropriate learning challenge.

11. CLASSROOM MANAGEMENT: The observer sees a well-managed class, with established routines that are followed, use of non-verbal cues to ensure focus and minimize off-topic conversations. Students are meeting the expectation of teachers and following directions. There are consistent expectations for classroom behavior and consistent consequences.

12. CLASS CLIMATE: The observer can see evidence of a respectful class culture. The teacher and students use a positive tone of voice, interactions are respectful, never demeaning. Expectations are phrased positivelywhat to do vs. what not to do. Students are not spoken to sarcastically or teased in any way. Teacher actively intervenes to promote a positive and respectful climate, when needed.

11/13/2013
