2016-2019 Technology Plan
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Warren Township School District
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Digital Learning Plan
2016-2019
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Warren Township School District
Board of Education
Mrs. Tia Alloco
Ms. Celeste Campos
Mrs. Paige Albano
Mr. Len deMontagnac
Mrs. Lisa DiMaggio
Mrs. Andrea Freijomil
Mrs. Kathy Helewa
Dr. Joan Schiller
Mr. James Sena
District Administration
Superintendent of Schools - Dr. Matthew Mingle
Business Administrator - Patricia Leonhardt
Curriculum Coordinator - William Kimmick
Curriculum Supervisor - Stacey Hann Modugno
Director of Special Services - Candida Hengemuhle
Special Services Supervisor - Shannon Sharkey
District IT Director - Lance Riegler
Middle School Principal - Robert Comba
Middle School Dean of Students - Max Achtau
Angelo L. Tomaso School Principal - Christine Smith
Central School Principal - Alison Tugya
Mount Horeb School Principal - Scott Cook
Woodland School Principal - Jeff Heaney
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Digital Learning Plan Committee Staff Members: |
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School |
Staff Member |
Role |
ALT |
Susan Jackson |
Librarian |
ALT |
Joe Larramendia |
Technology Teacher / Coach |
ALT / Mount Horeb |
Melissa Stoeckel |
Instructional Specialist |
Central |
Lindsay Chell |
Librarian |
Central |
Danielle Porchetta |
Technology Teacher / Coach |
Central / Woodland |
Michelle Cebula |
Instructional Specialist |
Mount Horeb |
Chris Burkhardt |
Teacher of Library |
Mount Horeb |
Jola Scassera |
Technology Teacher / Coach |
Woodland |
Kate Zaleski |
Librarian |
Woodland |
Suzanne Wisher |
Technology Teacher / Coach |
Woodland |
Adam Yenish |
Grade 5 Teacher |
Middle |
Sean Convery |
Technology Teacher |
Middle |
Lynn Alger |
Technology Teacher / Integration Specialist |
Middle |
Michelle Zgombic |
Technology Coach |
Middle |
Cynthia Cassidy |
LIbrarian / Integration Specialist |
Level I. District
1.01Vision
The following outlines the Warren Township School Districts Mission Statement and district goals established in the most recent strategic planning process. This process involved strategic teams comprised of school administrators, district staff, community members and parents. The Mission Statement and goal statements serve to guide the work of district educators in developing plans for technology infrastructure, student learning and professional learning.
District Mission Statement
The mission of the Warren Township School District is to provide, through a safe, nurturing yet challenging environment, all students with an outstanding education that engages students and fosters academic excellence, healthy social and emotional development, and a lifelong passion for learning.
District Strategic Planning Goals
Strategic plan goals were developed for each of the following areas:
- 21st Century Skills
- Technology
- Communication
- Assets
- School Environment.
The construction of a district strategic plan had a significant impact on the approach to technology and learning as implementation of the goal statements and accompanying strategies required the support of a robust technology environment in all schools for all students and staff.
Strategic Plan Technology Goal Statement
Our students will be creators, collaborators, upstanding digital citizens, critical consumers, and innovators in a technology-rich environment where students create their own learning.
The plan outlined the following strategies:
- Provide a seamless, integrated technology environment for all stakeholders.
- Maintain an infrastructure dedicated to a streamlined, efficient, and learning-focused experience that encourages widespread use and access.
- Identify and develop an evolving set of core competencies and best practices for students and teachers to provide a solid technology foundation to equip them for the world in which they will live and work.
- Inspire and support our teachers to continue developing beliefs and abilities that foster a culture where technology is embedded within students learning experiences.
- Ensure maximum utilization of fit-for-purpose technology by having a structured, planned, and coordinated approach to the introduction, adoption, and ubiquity.
- Harness collective knowledge by engaging the district and community in structured meaningful conversations about how teaching and learning should change in light of the actualization of learning with technology.
1.02District Infrastructure
NJTRAx Technology Readiness completed within the 2015-2016 school year.
Date: |
11/2/15 |
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Rating: |
9 |
The district technology infrastructure should:
- Support staff and student efforts to use technology in a seamless and fluent manner.
- Maintain capacity to effectively support digital learning environments for students and staff.
- Ensure equitable access to technology.
- Enable district staff to pilot and adopt new and innovative technologies as they become available.
- Address staff professional learning needs related to hardware and pedagogy.
Equitable Access to Technology to Achieve Teaching and Learning Vision:
During the 2014-2015 school year the district developed a plan for reallocating technology resources to achieve equitable staff and student access across the district schools. This plan resulted in a collection and redistribution of hardware to standardize access in core instructional environments and expansion of the districts wireless capacity that exceeded all PARCC readiness requirements.
The Warren Township School District currently provides a 1:1 environment for all students in grades 3-8. Staff all are provided access to Dell laptop computers. Classroom teachers are provided a standard compliment of classroom instructional technologies that include a Smartboard, docking station, document camera/projector and printer. As of the 2015-2016 school year, every room is outfitted with a wireless access point to provide more than adequate wifi capacity.
Students in grades 3-8 are all assigned a Google account and learn in classrooms that provide a 1:1 ratio of devices to students. As of 2015-2016 school year, Gmail is used only in grades 6-8. Students in grades 5-8 are expected to bring Chromebooks back and forth between home and school. Students are expected to charge Chromebooks each night and be prepared for class with the device and earbuds. Students in grades 3 and 4 work in 1:1 environments with devices that are stored in the childs homeroom.
Students in grades K-2 learn in classrooms that have a 2:1 student to iPad ratio. The iPads are stored in carts that are accessible to the classroom on a daily basis.
The Warren Township School District has identified basic competencies in the area of technology for all stakeholders in its educational community. The expectations support the Vision for Instruction and Learning related to technology and guide the decision making process within the district
The technology infrastructure is evaluated annually and a three year hardware plan is maintained to project infrastructure needs and budget.
1.03 Teaching and Learning within the District
Reflection About Survey Results:
The Warren Township School District community completed the school based NJTrax Digital Learning Surveys during the months of February and March. Students, parents, staff and administrators in grades 5-8 participated in the surveys. All individual school ratings fell within Quadrant II. The NJTrax survey results guidance document states that the quadrant to aspire to is Q2 (Ready and Implementing). The quadrant to avoid is Q4 (Not Ready, yet Implementing). Survey results suggests that the district as a whole continues to make progress in the effective planning and implementation of digital learning.
The largest number of survey responses were associated with the Warren Middle School. Using this schools scores as a representative of the district, the highest rated area was Technology, Networks and Hardware (7.7). Use of Time had the lowest overall rating (4.9). This pattern within the results was repeated in each of the elementary building survey results. This is an expected trend as the district has invested in infrastructure to ensure accessibility to and reliability of resources, dedicated resources to assist staff in developing basic competencies in understanding how to use hardware, and has started a transition to a more seamless use of the technologies available for learning.
In recent years, the district has established core belief statements focusing on instruction and learning. A belief statement for technology is one of the five belief statements and serves to guide work in this area. Within the development of the belief statements, the district considered developing four statements with the assumption that technology would be infused among the statements. In assessing district professional learning needs at the time, it was determined that an explicit technology statement was still necessary to guide district efforts. In addition to a technology specific statement, there were specific statements about student centered learning, differentiation, classroom culture, and use of evidence to make instructional decisions. In evaluating the belief statements, the district has found that they are consistent with the goals of digital learning and the overall areas of focus that the survey results suggest.
Vision for Instruction and Learning:
The following summarizes the districts overall vision for digital learning and responsibilities of school personnel and students in achieving this vision.
- Vision for Instruction and Learning:
- Effective instruction will enable all students to seamlessly use technology and/or environmental resources to transform their learning experiences.
- Vision for Staff:
- Staff will work collaboratively to effectively design differentiated and authentic experiences that require students to create and demonstrate learning in a 21st Century environment.
- Vision for Students:
- Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology and/or environmental resources.
- Use digital media and environments to communicate and work collaboratively.
- Apply tools to gather, evaluate, and use information.
- Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate 21st century tools and resources.
Vision for Staff:
- Staff will work collaboratively to effectively design differentiated and authentic experiences that require students to create and demonstrate learning in a 21st Century environment.
Expectations for Teachers:
- Collaboratively develop skills in educational technology applications and model appropriate use for students.
- Integrate 21st century technologies and strategies within the curriculum by designing and implementing instruction that promotes cross-curricular connections among disciplines and standards.
- Use available technology to create inclusive student-centered learning environments and support differentiation.
- Evaluate the current use of technology. Create professional learning plans to create individual professional goals that advance authentic and meaningful usage of technology and 21st century learning strategies.
- Support the achievement of the vision for student use of technology.
Expectations for Technology Teachers, Technology Coaches, Instructional Specialists, Integration Specialists & Librarians
- Continually develop skills in the use of educational technology applications and model for district students and staff.
- Learn to adapt models for integrating 21st century technology across the curriculum.
- Support students and staff in evaluating information, effectively using collaborative tools, and integrating resources for research and projects throughout the curriculum.
- Serve as providers of embedded professional learning that support staff and students authentic use of technologies using SAMR or a similar model.
- Support the achievement of the vision for student use of technology
Expectations for Administrators
- Promote a collaborative approach to staffs planning and design of cross curricular and cross discipline learning experiences.
- Evaluate and use innovative scheduling models that promote integration and collaboration for staff and among students.
- Continually develop skills in the educational applications of technology in order to model appropriate use for staff.
- Learn about models for integrating technology across the curriculum and develop and support systems that enable effective use of models.
- Support staffs self-reflection using a model like SAMR (Substitution Augmentation Modification Redefinition) and the development of plans to advance staff growth.
- Use technology to effectively communicate with parents, students, and the school community at large.
- Support the achievement of the vision for student use of technology
Vision for Students:
- Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology and/or environmental resources.
- Use digital media and environments to communicate and work collaboratively.
- Apply tools to gather, evaluate, and use information.
- Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate 21st century tools and resources.
Expectations for Students
- Continually develop skills in the use of educational technology, to improve learning, achieve goals, and to enhance productivity and performance.
- Develop literacy skills that promote effective use of information in digital and print form.
- Work in a collaborative environment in order to problem-solve, write, and research in a 21st century learning environment.
- Develop individual ability to think creatively and divergently.
- Learn to self-reflect on learning and evaluate strategies.
1.04 Transformational Budgeting
The district uses a zero based budgeting process which requires all department and building heads to construct annual budget projections and submissions for the upcoming fiscal year.
Regarding technology, the district administration works collaboratively to identify resources needed to maintain the technological environments to support learning goals and overall district functions. In doing so, the district emphasizes equitable access to technology and connectivity throughout the district. All buildings and departments provide input to the IT Director which contributes to the constant updating of the three year hardware plan that guides budgeting decisions related to technology.
The district places a priority on professional learning and curriculum development. Most recently, the district has placed added emphasis on embedding professional learning experiences that are connected to core instructional belief statements and fluencies. These areas are distinct areas of the district budget and prioritized each year within the budget planning process.
1.05Overview of Schools
School |
Grade Span |
NJTRAx PARCC Readiness |
NJTRAx Digital Learning Readiness |
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Date |
Rating |
Date |
Rating |
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Warren Middle School |
6-8 |
11-2-15 |
9 |
4-5-16 |
6.5 |
Angelo Tomaso School |
K-5 |
11-2-15 |
9 |
4-5-16 |
6.6 |
Central School |
K-5 |
11-2-15 |
9 |
4-5-16 |
5.4 |
Mount Horeb School |
PreK- 5 |
11-2-15 |
9 |
4-5-16 |
6.6 |
Woodland School |
K-5 |
11-2-15 |
9 |
4-5-16 |
6 |
Level II. School Plans
Warren Township Grade 6-8 Digital Learning Plan 2016-2019 |
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School Name: Warren Middle School |
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NJTRAx PARCC Reading Rating: 9 |
NJTRAx Digital Learning Readiness Rating: 6.5 |
District Vision: Effective instruction will enable all students to seamlessly use technology and/or environmental resources to transform their learning experiences. |
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Brief Summary of Digital Survey Results: In reflection of the Digital Survey, WMS is ready and implementing in all areas but the community partnerships and is ready but not yet implementing all aspects of use of time. WMS enjoys a high degree of support from the Parent Teacher Organization. This community partnership, along with the partnerships the school has with the Warren Historical Society, Watchung Hills Regional High School, the Lions Club, as well as other organizations, provide financial support and educational opportunities for collaboration. As part of competency based learning, WMS will focus on personalized and student-directed learning over the next three years. |
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Goal #1: (What is the broad outcome for the student that will meet the identified need?) (Goals should include academic outcomes expected over three years for teachers and students) (6-8). Utilize technology to self-direct student learning and promote choice while assisting students to solve real-world problems. |
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Strategy: (What is the general plan to meet the goal?) (Statements should outline the conditions that will be put in place to meet the Goal) (i.e. an informed leadership team that supports risk taking; development of collaborative teams; ready access to support and resources; sufficient tech infrastructure; embedded professional learning; ongoing curriculum/technology support) (6-8) Staff will work at grade level team meetings and curriculum meetings to develop lesson plans that empower students to have choice in solving real-world problems and/or skill building activities. Lesson plans will be designed to promote opportunities for students to apply 21st century fluencies and skills that are aligned to the standards. |
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Objectives / Sub Goals: (Statements should define what staff or students will specifically need to do) (6-8)
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Indicator: (How will we know the goal is achieved?) (i.e Teacher Lesson / Unit Plans with evidence of technology integration; student work demonstrating 21st century skills, workshop or conference attendance, PLCs or professional learning sessions within building, structured support sessions for teachers) (6-8) Goal Indicators:
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Activity / Task / Tactic |
Person(s) Responsible |
Timeline |
Resources |
Budget |
Result / Reflection |
SIP committee minutes would reflect the development of problem solving skills. The problem solving skills will be communicated by SIP members to staff via team meetings. |
SIP Committee |
2016-2017 |
NJCCCS- Technology-to review and determine problem solving skills https://www.commonsensemedia.org/videos/introduction-to-the-samr-model SAMR and Blooms The Pedagogy Wheel 4.0 |
Substitutes |
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Teachers collaborate to create opportunities for technology integration and student choice. |
Teachers |
2017-2018 |
Lesson Plans Ten Ways Teacher Planning Should Adjust to the Google Generation Activate Instruction - Outlines possible learning playlists |
Substitutes |
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Teachers share the integration of technology that reflect the element of student choice and/or self-directed learning with colleagues at curriculum and grade level team meetings. |
Curriculum and Team Members |
2018-2019 |
Google Drive Team Meeting Agendas Curriculum Meeting Minutes |
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Students present projects at PTO meetings, WMS News broadcasts, through social media, the school website, and/or during guide presentations. |
Admin requests |
2018-2019 |
Permission slips Teacher coverage Public Relations Specialist |
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Warren Township Grade K-5 Digital Learning Plan 2016-2019 |
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K-5 NJTRAx PARCC Readiness Score: 9 |
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K-5 NJTRAx Digital Learning Readiness (Date of Survey Report 4-5-16): ALT School - 6.6 Central School - 5.4 Mount Horeb School - 6.6 Woodland School - 6 |
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District Vision: Effective instruction will enable all students to seamlessly use technology and/or environmental resources to transform their learning experiences. |
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Brief Summary of Digital Survey Results: The percentage of students and parents that feel a personal learning plan has been created for each student is low. While teachers report that they feel empowered to take risks and incorporate 21st century learning opportunities, they do not feel as though these opportunities are actually being implemented. |
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Goal #1: (What is the broad outcome for the student that will meet the identified need?) (Goals should include academic outcomes expected over three years for teachers and students) (3-5) Use critical thinking skills to plan, communicate, and conduct research, manage projects, solve problems, and make informed decisions using appropriate 21st century tools and resources. (K-2) Use digital media and environmental resources to communicate and work collaboratively. |
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Strategy: (What is the general plan to meet the goal?) (Statements should outline the conditions that will be put in place to meet the Goal) (i.e. an informed leadership team that supports risk taking; development of collaborative teams; ready access to support and resources; sufficient tech infrastructure; embedded professional learning; ongoing curriculum/technology support)
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Objectives / Sub Goals: (Statements should define what staff or students will specifically need to do) (3-5)
(K-2)
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Indicator: (How will we know the goal is achieved?) (i.e Teacher Lesson / Unit Plans with evidence of technology integration; student work demonstrating 21st century skills, workshop or conference attendance, PLCs or professional learning sessions within building, structured support sessions for teachers) (3-5) Goal Indicators:
(K-2) Goal Indicators:
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Objective / Sub Goal: (K-5) To create a common understanding and language about technology |
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Activity / Task / Tactic |
Person(s) Responsible |
Timeline |
Resources |
Budget (if applicable) |
Result / Reflection |
Share data results with staff |
Principal and Instructional Specialist |
2016-2017 |
NJTRAX Digital Learning Survey Reports |
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Educate staff on effective use of technology (blended learning). The difference between redefinition vs substitution. Faculty Meetings |
Principal, Instructional Specialist and Technology Teacher/Coach |
2016-2017 |
SAMR websites, presentations, Blended learning definition and video. https://www.commonsensemedia.org/videos/introduction-to-the-samr-model SAMR and Blooms |
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Develop a toolkit of grade level strategies to help students be resourceful when solving problems using technology |
Technology Teacher and Media Specialist |
2016-2017 |
Daggett - Elementary Stem Lessons Using 1:1 Devices and Google |
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Gather resources like videos, tutorials, etc. on technical skills that staff and students can access |
Staff to share at grade levels |
ongoing |
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Create school wide anchor charts for digital literacy/ citizenship and research skills that provide common language |
Media Specialist And Technology Teacher |
2016-2017 |
Common Sense Media Digital Citizenship Lee Crockett - 21st Century Fluencies 63 Things Every Student Should Know in a Digital World https://www.commonsensemedia.org/educators/posters |
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Leadership team creates a schedule that requires teachers to meet with Instructional Specialist and/or grade level at least once a month   |
Principal and Instructional Specialist |
2016-2017 |
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Objective / Sub Goal: (3-5) Identify and implement flexible scheduling models that allow for collaborative planning among team members and disciplines and promote integrated approaches to learning. |
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Activity / Task / Tactic |
Person(s) Responsible |
Timeline |
Resources |
Budget (if applicable) |
Result / Reflection |
Teachers continue to meet with Instructional Specialist and/or grade level at least once a month |
Principal, grade level teams, instructional specialist |
2017-2018 |
Monthly grade level meetings |
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Create a shared planning document for subject integration |
Principal, instructional specialists, grade level teams, specialists |
2017-2018 |
Curriculum Frameworks, planning template, time |
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Plan for professional meeting times among teams and disciplines throughout the year Faculty meetings Collegial visits PLCs Inservice sessions |
Principal, Grade level teams, Specialists  |
2017-2018 |
Time, scheduling, PD presenters |
PD Funds, Substitutes |
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Objective / Sub Goal:(K-2) Emphasize the explicit teaching of skills and the appropriate, responsible use of technology that supports collaboration, learning, and productivity. |
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Activity / Task / Tactic |
Person(s) Responsible |
Timeline |
Resources |
Budget (if applicable) |
Result / Reflection |
Teachers continue to meet with Instructional Specialist and/or grade level at least once a month |
Teachers, Instructional Specialists |
2017-2018 |
Monthly grade level meetings |
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Identify and implement different models of blended learning |
Instructional Specialists |
2017-2018 |
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Identify and implement strategies to differentiate instruction |
Instructional Specialists, Principal, Teachers |
2017-2018 |
Curriculum units and available technology Golden Rules for Engaging Students - Edutopia Activate Instruction - Outlines possible learning playlists |
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Leadership team creates a schedule that provides support for classroom teacher during small group instruction |
Principal, Tech teacher, Instructional Specialist |
2017-2018 |
Master schedule, Collegial visits Instructional Specialist |
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Strategically use technology to personalize instruction |
Teachers |
2018-2019 |
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Objective / Sub Goal: (3-5) Provide students opportunities to personalize learning throughout the curriculum. |
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Activity / Task / Tactic |
Person(s) Responsible |
Timeline |
Resources |
Budget (if applicable) |
Result / Reflection |
Teachers continue to meet with Instructional Specialist and/or grade level at least once a month |
Principals, Grade Level Teachers, Instructional Specialists |
2018-2019 Â |
Monthly grade level meetings |
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Schedule professional meeting times among teams and disciplines throughout the year  |
Principal, Tech teacher, Instructional Specialist |
2018-2019 |
Faculty meetings Collegial visits PLCs Inservice sessions |
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Model and use appropriate grade level discussion and questioning techniques |
Teachers |
2018-2019 |
Danielson 5 Belief Statements NGSS UDL |
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Teachers collaborate to at least one multi-disciplinary unit (Inquiry based) that enables students to pursue individual interests/curiosities, take a more active role in defining their learning goals, assess their progress, and reflect on their learning. |
Grade Level Specialists, Technology and Media Specialists |
2018-2019 |
Integrated Units/A Planning Guide for Teachers Tech Standards NGSS Â |
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Implement unit and reflect on outcome, making adjustments and applying to future planning that will promote consistent implementation of inquiry based units that enable students to make decisions about how to use technology and learning tools. |
Grade Level Specialists, Technology and Media Specialists |
2018-2019 |
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Objective / Sub Goal: (K-2) Create opportunities for personalization of learning through age appropriate inquiry-based projects. |
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Activity / Task / Tactic |
Person(s) Responsible |
Timeline |
Resources |
Budget (if applicable) |
Result / Reflection |
Teachers continue to meet with Instructional Specialist and/or grade level at least once a month |
Teachers, Instructional Specialists |
2018-2019 |
Monthly grade level meetings |
 |  |
Model and use appropriate grade level discussion and questioning techniques |
Teachers |
2018-2019 |
Danielson 5 Belief Statements NGSS UDL |
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Teachers collaborate to at least one multi-disciplinary unit (Inquiry based) that enables students to pursue individual interests/curiosities, take a more active role in defining their learning goals, assess their progress, and reflect on their learning. |
Teachers, Tech coach, Media specialist |
2018-2019 |
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Implement unit and reflect on outcome, making adjustments and applying to future planning that will promote consistent implementation of inquiry based units that enable students to make decisions about how to use technology and learning tools. |
Teachers, Tech coach, Media specialist |
2018-2019 |
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Last modified on Thursday, January 4, 2018