Hartford Public Schools Educational Technology Plan 2012-2015 083012

CONNECTICUT
STATE DEPARTMENT OF EDUCATION

EDUCATIONAL TECHNOLOGY PLAN

July 1, 2012 June 30, 2015

ED 616

Section 254(h)(1)(B), of the Telecommunications Act of 1996, and FCC Order 97-157, Paragraph 573
Elementary and Secondary Education Act (ESEA) 20 U.S.C. 6777

Published: November 2011
Submissions to Regional Educational Service Centers (RESCs) for Review due by March 30, 2012
Submission to CSDE due June 15, 2012
CONNECTICUT STATE DEPARTMENT OF EDUCATION

Commissioner of Education
Stefan Pryor

The State of Connecticut Department of Education is committed to a policy of equal opportunity/affirmative action for
all qualified persons. The Department of Education does not discriminate in any employment practice, education
program, or educational activity on the basis of race, color, religious creed, sex, age, national origin, ancestry, marital
status, sexual orientation, disability (including, but not limited to, mental retardation, past or present history of
mental disability, physical disability or learning disability), genetic information, or any other basis prohibited by
Connecticut state and/or federal nondiscrimination laws. The Department of Education does not unlawfully
discriminate in employment and licensing against qualified persons with a prior criminal conviction. Inquiries
regarding the Department of Education's nondiscrimination policies should be directed to: Levy Gillespie, Equal
Employment Opportunity Director, Title IX/ADA/Section 504 Coordinator, State of Connecticut Department of
Education, 25 Industrial Park Road, Middletown, Connecticut 06457, 860-807-2071.
Table of Contents
EDUCATIONAL TECHNOLOGY PLAN APPROVAL PROCESS ................................................................................ 5
COVER PAGE ...................................................................................................................................................................... 6
PREPARATION CHECK-OFF PAGE .............................................................................................................................. 7
LOCAL EDUCATION AGENCY (LEA) FEDERAL GRANT PROGRAM COMPLIANCE FORM ............................ 8
LEA PROFILE ..................................................................................................................................................................... 9
Educational Technology Literacy ...................................................................................................................................................... 9
Policies ............................................................................................................................................................................................. 9
Online Assessments ....................................................................................................................................................................... 10
PLANNING COMMITTEE .............................................................................................................................................. 11

VISION STATEMENT ..................................................................................................................................................... 13
NEEDS ASSESSMENT ..................................................................................................................................................... 14
Curriculum Integration ................................................................................................................................................................... 14
Professional Development ............................................................................................................................................................. 16
Equitable Use of Educational Technology ....................................................................................................................................... 18
Infrastructure and Telecommunications ......................................................................................................................................... 26
Administrative Needs ..................................................................................................................................................................... 28
PLAN IMPLEMENTATION ............................................................................................................................................ 29

LEA Technology Goals and Strategies .............................................................................................................................................. 29
GOAL 1: ENGAGING AND EMPOWERING LEARNING EXPERIENCES ............................................................. 30

Action Plan for Goal Area 1 ............................................................................................................................................................ 30
GOAL 2: ASSESSMENT ................................................................................................................................................. 32

GOAL 3: CONNECTED TEACHING AND LEARNING .............................................................................................. 35

GOAL 4: INFRASTRUCTURE FOR TEACHING AND LEARNING ........................................................................ 36

Action Plan for Goal Area 4 ......................................................................................................................................................... 36
GOAL 5: PRODUCTIVITY AND EFFICIENCY ........................................................................................................... 39

CHILDRENS INTERNET PROTECTION ACT (CIPA) CERTIFICATION ............................................................. 41

APPENDICES .................................................................................................................................................................... 42
Appendix A: Educational Tech Planning Resources ........................................................................................................................ 42
Educational Technology Planning ........................................................................................................................................................ 42
Appendix B: Evaluating Your Plan .................................................................................................................................................. 43
The Committee ..................................................................................................................................................................................... 43
The Mission and Vision ......................................................................................................................................................................... 43
The Needs Assessment ......................................................................................................................................................................... 43
Goal 1.0 Engaging and Empowering Learning Experiences .................................................................................................................. 44
Goal 2.0 Assessment ............................................................................................................................................................................ 44
3.0 Connected Teaching and Learning ................................................................................................................................................. 45
4.0 Infrastructure for Teaching and Learning ....................................................................................................................................... 45
5.0 Productivity and Efficiency ............................................................................................................................................................. 46
Appendix C: Educational Technology Plan Review Guide ............................................................................................................... 47
Appendix D: Assessment Cycle Calendar ........................................................................................................................................ 47
Appendix E: Curriculum Development Plan (living document) ....................................................................................................... 49
Appendix F: Technology Literacy Assessment ................................................................................................................................ 50

Appendix G: School-Based Technology Plan Templates..51
Educational Technology Plan Approval Process

The CSDE and RESC Alliance have updated the Educational Technology Plan template to reflect school district needs and
closely align to the National Educational Technology Plan. Please read the educational technology plan process and refer
to the evaluation section that lists some of the elements of an exemplary plan (see Appendix B). Please follow the steps
below so that your plan can be reviewed and approved. Your RESC contact is listed within the template and is ready to
help you plan if you require assistance. Appendix A also has resources for you to use to help complete your Educational
Technology Plan.

1. Educational Technology Plan: Complete the plan using the template provided.
2. RESC Review*: Send a draft of the completed plan to the RESC staff listed below for your RESC region. This
person will be your contact for an initial review and will facilitate the process. Please submit your initial draft by
Friday, March 30, 2012.
3. Revisions: Your RESC contact will provide recommendations for the final steps of the process.
4. Superintendent/Director signature: Your plan needs to be signed by your Superintendent or Director on the
four signature lines listed below.
a. Cover Page (page 4)
b. Technology Plan Preparation Check-Off (page 5)
c. LEA Federal Grant Program Compliance Form (page 6)
d. Childrens Internet Protection Act (CIPA) Certification (page 18)
5. Board of Education Approval: Upon receipt of Superintendent/Directors signature, submit the plan to your
local board for approval.
6. Final Approval: Send the signed and Board-approved original hard copy along with an electronic copy on CD
before Friday, June 15, 2012, to: Cathy Bradanini, Connecticut LEA Educational Technology Plans, LEARN, 44
Hatchetts Hill Road, Old Lyme, CT 06371.
7. Final Check: The final plan will be initialed by the RESC contact and forwarded to CSDE.
8. Certification: Upon review and approval by the CSDE, a letter of state certification will be sent by the CSDE to
the LEA Superintendent/Director.

* The RESC reviewers task is not to evaluate your technology plan but to check it for completeness and alignment with
the templates requirements.
RESC Region
Staff
ACES
Howard
Gunther
CES
Esther
Bobowick
CREC
Doug Casey
EASTCONN
Jane Cook
Education
Connection
Jonathan Costa
LEARN
Verna Sodano-
Richards
Phone
Address
ACES
203-407-4416 205 Skiff Street
Hamden, CT 06517
CES
203-365-8883 40 Lindeman Drive
Trumbull, CT 06611
CREC
860-524-4092 111 Charter Oak Avenue
Hartford, CT 06106
EASTCONN
860-455-0707 376 Hartford Turnpike
Hampton, CT 06247
Ed Connection
860-567-0863 355 Goshen Road
Litchfield, CT 06759
LEARN
860-434-4800
44 Hatchetts Hill Road
ext. 367
Old Lyme, CT 06371
Email
hgunther@aces.org
bobowice@ces.k12.ct.us
dcasey@crec.org
jcook@eastconn.org
costa@educationconnection.org
vsodano@learn.k12.ct.us
Monday, June 25, 2012

Monday, June 25, 2012
June 25, 2012
LEA Profile

LEA NAME: Hartford Public Schools

This information should provide a snapshot of your district and help planners and reviewers to understand areas of
need. This information will also assist the CSDE to establish priorities in the provision of resources to districts. The CSDE
is particularly interested in the capability that each LEA has to access resources that will be placed onto the Connecticut
Education Network (CEN). The new questions about technological literacy and professional development are asked as a
result of additional federal reporting requirements.

Educational Technology Literacy

Your
Districts
Numbers
During the 2010-11 school year, how many Grade 8 students were evaluated for technological literacy based See
on your districts standards?
Appendix F
See
How many of those students were considered technologically literate based on that evaluation?
Appendix F

How many hours of technology-related professional development (PD) were offered to certified educators
in 2010-11, including workshop hours that are offered to all of your educators (both teachers and
administrators)? These sessions may be online and may include full-day or partial-day sessions provided by 263 hours
RESC personnel. Although both mentoring and coaching are considered very effective methods of offering
PD, do not include any of those hours.
How many hours of technology-related professional development were offered to administrators in 2010-
91 hours
11? Count only those PD hours offered specifically for administrators.
In Grades K-8 what fraction of your certified staff does your district consider technologically literate? The
fractions denominator should reflect the actual number of professional K-8 staff. For example, if out of 120 208/1266
certified staff, 110 are considered technologically literate, the answer would be 110/120.
In Grades 9-12, what fraction of your certified staff does your district consider technologically literate? The 151/516
fractions denominator should reflect the actual number of professional 9-12 staff.

Questions
Policies
How often are your Acceptable Use Policy (AUP) and other technology-related policies updated (Please check one below)?
Every year Every other year At least every three years Other: ___________________
Insert a link to your districts AUP below if it is stored on the Web:
http://www.hartfordschools.org/board-of-education/BOE-policies.php

Online Assessments
When filling out the table below, please consider the following conditions:
The number and percentage of students at each grade level that can have high-speed Internet access at the same
time.
The students are grouped in clusters of no more than 30 and no less than 10 students.
The students remain in their own school.

The maximum number of Grade 4 students who could be accommodated under the above conditions.
856
The percentage of Grade 4 students who could be accommodated under the above conditions (number
accommodated/total number of Grade 4 students). (Average 1.77 students to computer)
856/1502
57%
933
933/1636
57%
The maximum number of Grade 8 students who could be accommodated under these conditions.
1,110
1110/1657
67%
871

871/1300
67%

10
Planning Committee

The Educational Technology Planning Committee should represent all stakeholders. Development of the educational
technology plan and implementation of the plan should enable parents, educators, students and community members to
benefit from the investment in technology and all should have representation on the committee.

Member
Title
Constituency Represented
Christian Arsenault
Social Studies Teacher, Hartford High

School, Nursing Academy
Principal, STEM at Annie Fisher School
Coordinator of Career Development
Hartford Parents Organization Council
Member
Principal, Pathways to Technology
Chief Operating Officer
Principal, Betances Elementary School
2nd Grade Teacher, Americas Choice
at SAND School
Director of Information Management
Staff and Project Associate
Principal
Coordinator- Office of Academics
Assistant Superintendent
ELL Facilitator (Secondary)
Director of Support Services
Director of Network Services
Teacher
Melony Brady
Elise Butson
Crystal Deberry
Steven Dellinger-Pate
Victor De La Paz
Immacula Didier
Stephanie Fuhs
Guillermo Garcia
Sarah Horkel
Adam Johnson
David Padelli
Diana Roberge-Wentzell
Mary Beth Russo
Sabina Schecher
Patrick Welch
Principal
District
Parent
Principal
District
Principal
Teacher
District
District
Principal
District
District
District
Metro Hartford Information Services
Metro Hartford Information Services
Debra Wyrebek
Teacher Development Specialist
District

Feedback from Additional Stakeholders
Stakeholders
Scheduled Meeting
Constituency
Middle School Student Focus Group
March 21, 2012
Students
High School Student Focus Group
March 21, 2012
Students
HPOC Meeting
May 10, 2012
Parents
Parent Focus Group
May 2012
Parents

The Committee must:
o Write a description of the educational technology committees role in developing, implementing and evaluating
the technology plan. This description should include how committee members were selected and the role each is
expected to play. Tentative plans for scheduling meetings for the next school year should also be included.
o Describe the evaluation strategies (e.g., interviews, questionnaires, classroom observations, teacher-driven
action research projects, analysis of student products or scores) that will be used to provide the data needed to
address your evaluation questions.
o Create the LEAs educational technology vision statement.
o Develop an educational technology needs assessment.

11

The Technology Committees Membership

The Technology Committee consists of stakeholders from multiple departments and schools including representatives
from the Office of Academics, the Office of the Superintendent, the Office of Talent Management, Metro Hartford
Information Services, the Office of the Chief Operating Officer, the Hartford Parent Organization Council, and educators
from elementary and secondary schools. Focus groups of middle school and high school students and parent groups
provided additional insight into the needs of the district as well as the steps necessary to meet our goals during this
educational technology planning cycle.

Each member of the committee was selected because of his or her demonstrated commitment to or expressed interest
in expanding and improving the use of educational technology in the district. The committee sought to inform (1) the
use of technology for instruction, (2) the support necessary for educators and administrative staff to use technology to
become more effective in their roles, (3) the impact of using technology to assess multiple important measures of
success in our district, (4) the infrastructure that will create equitable access to technology and (5) the processes that can
become more cost and time-effective through technology.

The Technology Committees Role

The Technology Committee was reinstated at the District level in the fall of 2011. The committee formed for the purpose
of creating a vision and processes to allow Hartford Public Schools to plan strategically for educational technology over
the next three years. Using the 2009-2012 plan, best practices and emerging trends from other districts, and the
National Educational Technology Plan as a guide, the committee created a vision for every student enrolled in a Hartford
Public School to take advantage of the power of technology to build the skills necessary for a 21st century world and take
ownership of their learning.

The Districts Educational Technology Plan is to serve as a model and a guiding document to facilitate the creation of
school-level technology plans. As a school district that employs a managed performance empowerment theory of action,
it is important that our school leaders create technology plans that are best suited to the needs of their unique school.
School leaders are the most knowledgeable about their students academic and operational needs and therefore need
the flexibility to make informed decisions as to how to invest in technology for their unique school building. Hartford
Public Schools will leverage our diverse portfolio of schools that represents a variety of themes, pedagogical approaches
and designs to create a culture of innovation. Schools are encouraged to embrace new technology that will support
student learning.

With this document as a guide, each school will outline their own goals for investment in technology over a three-year
period. These goals will be reviewed and updated annually by School Governance Councils. The Technology Committee
will meet on an annual basis to review school plans and incorporate the needs of schools into the district plan.
Additionally, the Technology Committee will meet on a quarterly basis to monitor progress towards our goals and study
new developments. Two of these meetings will be open to the public. Parents, students and other district stakeholders
will be invited to contribute information about current issues, provide feedback and stay abreast of new initiatives.

This document will continuously grow and improve with input from schools and community members and change in
response to research and new technology as it becomes available. The Technology Committee is committed to adapting
this plan to reflect the diverse needs of our portfolio of schools.

12

Evaluation Strategies

The following methods inform the needs of Hartford Public Schools Technology Committee on an ongoing basis:

A technology needs assessment survey distributed to all staff members, parents and students
Self-assessment surveys to staff and faculty to determine technological proficiency
SimpleAssessmentPLUS will be used to measure the current technological proficiency of our students
An 8th grade capstone project will be developed during the 2012-2013 school year to measure the technological
proficiency of our students during the subsequent years of this plan, supplemented by an additional measure of
proficiency if necessary
Audits of the network, computer systems and age of computers
Classroom observations
Interviews with staff members
Student achievement data and analysis of student work
Usage metrics on technological tools used by the district

Vision Statement

A vision statement expresses thoughts about what the LEAs future technology-rich educational environment will look
like. It should be written in broad terms and guide the development of the educational technology plan.

2012-2015 Hartford Public Schools Educational Technology Plan Vision Statement:

The Hartford Public Schools will:
Equitably distribute and integrate technology to provide engaging and empowering learning experiences to all
students;
Use technology in teaching and learning to support innovative, problem-solving student leaders who engage with
a globally networked society;
Develop strategies to ensure all students possess the 21st century skills necessary for college and career readiness
in ways that meet the needs of each unique school community.

13
Needs Assessment

In this section, you are to assess and describe your LEAs current educational technology status in five categories:
curriculum integration, professional development, equitable use of educational technology, infrastructure and
telecommunications services and administrative needs.

Curriculum Integration
When evaluating your needs, consider:
current curriculum strengths and weaknesses and the process used to determine these strengths and
weaknesses;
how curriculum strategies are aligned to state standards;
current procedures for using technology to address any perceived curriculum weaknesses;
how teachers integrate technology into their lessons - including ways technology is presently used for
entire classroom and for small group instruction; and
how students use technology - including ways students presently use technology for purposes beyond
practice of skills.

Curriculum Strengths

The district curriculum is revised and improved as it is rewritten by department heads and master teachers. A long-term
Curriculum Development Plan guides the development of curricula, allowing departments to focus on specific grade
levels over the course of an academic year and ensure the Hartford Public School curriculum strategies align to Common
Core State Standards. Each subject and grade level cycles through the curriculum revision process. Currently, each
department is revising curriculum to reflect the newest generation of standards (See Appendix E, Curriculum
Development Plan).

STEM units designed to provide assured experiences for every middle school student are under development through
the Middle Years Redesign Goal of the Strategic Operating Plan. The Middle Years Redesign focus on STEM skills intends
to permanently seal students intrinsic love for learning, inspire creativity, and develop leadership to prepare middle
school children for the rigor of high school work. It is especially important to challenge and engage students with STEM
during the formative middle school years and teach them the self-actualization skills that will see them through
adulthood.

The scope and sequence of the curriculum in each department is clear and easy to follow, yet gives teachers the
opportunity to use strategies that are best suited to their students. Departments provide a plethora of resources, lesson
ideas and suggested texts for teachers to use as appropriate. The success of the curriculum is measured with end of unit
assessments, curriculum implementation observations and surveys. End of unit, benchmark and standardized
assessments are administered throughout the year (Appendix D, 2011-2012 Assessment Calendar). Teachers have the
ability view student responses by question and by standard on PerformancePLUS, the Districts comprehensive
assessment management platform (pictured below). This data is used to plan for the next assessment cycle as well as
track the interventions in place for each student. Hartford Public Schools piloted the NWEA Map Assessment with every
9th grade student in the 2011-2012 school year. The NWEA Map Assessment was also piloted in various other grade
levels at 24 volunteer schools across the District. The NWEA Map Assessment is a computer adaptive assessment that
adjusts in difficulty to provide teachers and administrators with accurate and dynamic data to plan and differentiate
instruction on an ongoing basis.

o

14

PerformancePLUS Assessment Management System Dashboard

Sample Learning Objective Proficiency Report from PerformancePLUS

Integration of Technology

Teachers consistently use technology to present information in mini-lessons throughout school buildings and subject
areas. Computers with Internet access are provided to all educators to allow them to research lesson plans and
instructional strategies. Students use educational websites to research the content covered by the curriculum and show
evidence of learning through project-based assignments. Lessons are enhanced with technology-created visual aids and
anchors.

15
Depending on the design of a particular school, students may have access to a computer lab, a laptop cart, or computers
and other devices in the classroom. Computer software such as Waterford, SuccessMaker, FASTT Math, WriteToLearn
and NovaNet, is used regularly to enhance math or literacy curriculum and meet the individual needs of each student.

As more high-quality resources and training sessions become available to educators, the use of technology has become
more advanced. While many educators now use technology to present information, handfuls of teachers create student-
centered, hands-on learning experiences. For example, students are using social networking sites and GoogleDocs to
collaborate and receive feedback on assignments. Second grade students create story-boards on iPads to demonstrate
mastery of reading and writing standards. Teachers use webquests and instructional videos such as Khan Academy
lessons to allow students to move at their own pace. They participate in virtual field trips, Skype with students across
the world, or watch real-time lessons while they are home sick; at an increasing number of schools, students are using
technology to break down the walls of the classroom and engage in anytime, anywhere learning.

Next Steps

These innovations in the use of technology for instruction have come from school-level initiatives and from individual
teachers. As a district, Hartford will grow by identifying and capitalizing on the practices that have made an impact on
student learning. The District leaders will foster collaboration between subject areas and departments to find additional
methods for student-owned learning. Thus, learning environments will grow to reflect workplace environments and
individual student interests.

We recognize a need to build authentic, student-driven learning experiences into the curriculum. The focus of teaching
and learning has shifted to a student-centered model. Educators are rethinking instruction to use technology as a tool to
spark student learning rather than a defined list of specific skills or products.

The Office of Academics focuses on student use of technology to build understanding of the perspectives of other
cultures, communicate effectively using digital media, think independently and critically, solve problems, manage data,
and identify connections between subjects. Technology is a tool that students use to deepen their ability to create and
think critically as well as a tool for educators to enhance traditional instruction.

Professional Development
o

the process the LEA uses for assessing the technology PD needs of teachers, administrators and
noncertified staff;
the technology PD activities that have been offered to teachers; and
how the effectiveness of the PD activities will be assessed.

Professional Development and the Office of Talent Management
In 2009, the responsibility for planning professional development activities shifted from the Office of Professional
Learning to principals. School leaders are now the primary driver of professional development activities for
educators and the role of the Office of Professional Learning in supporting these professional development activities
has moved to the Office of Talent Management (OTM). Most opportunities are offered at the school level and are
created to address the needs reflected in student data and further the goals set forth in school accountability plans.
Principals differentiate professional development sessions to meet the needs of staff members and the theme of the
school.
As a district, Hartford Public Schools looks to create more opportunities for collaboration and shared resources
where possible. In the creation of the 2012-2013 District Calendar, shared times and dates have been identified for
schools to provide professional development and allow inter-district collaboration that leverages the expertise of
district employees.

16

Assessment of Needs

The Technology Planning Committee has conducted a wide-reaching survey that will allow both principals and the
OTM to plan technology-related professional development based on certified and noncertified staffs self-identified
needs and requests. Professional development is aligned to the District Strategic Operating Plan, school-based
accountability plans, current state requirements for certification and the needs indicated by student data.

Much of the district-wide professional development is planned to address needs that arise from the roll out of new
curriculum and the use of new technology. An annual district-wide survey will inform and help measure the progress
of our professional development strategies. Educators and administrative staff receive training in the use of
instructional equipment and resources, student information systems, and student assessment tools. We record
professional development activities in a centralized database, providing 24/7 access to staff and educators.

Principals create professional development plans for their schools, using student data to drive decisions and aligning
the professional development of staff to their schools accountability plan as well as the Districts strategic operating
plan. Principals and teachers are responsible for ensuring they have the necessary CEUs to remain certified.

As we look to the professional development of Hartford Public Schools staff in the future, the Office of Talent
Management would like to flesh out a more proactive plan to build the capacity and skills of district employees and
encourage school leaders to be proactive in their planning as well. The Districts priorities are twofold: to ensure all
employees have a deep understanding of our current tools, resources and technologies to maximize their utilization;
and to develop the leadership of employees who demonstrate technological expertise in ways that challenge them
to continuously improve their teaching and learning and mentor others.

Professional Development Activities and Evaluation

Consistent with Hartfords Theory of Action, most professional development occurs at the building level and is
planned on an annual basis. Schools are responsible for developing the capacity of their staff to meet the
educational needs and goals of their students. The district provides centralized professional development on the
district curriculum, as well as training in mandated areas such as special education.

In total, 263 hours of technology-related professional development were offered to educators throughout the
district during the 2010-2011 school year. This PD ranged from August of 2010 to June of 2011 and was offered to
school-based staff. Central Office staff is provided opportunities throughout the year according to the needs of their
department. Both Central Office and school-based staff have frequent opportunities to attend technology-related
conferences such Pearson Digital Learning Conferences, the Yale Education Leadership Conference, and the Florida
Educational Technology Conference. Staff members are expected to share the information gathered at these
conferences with others.

Schools have offered a variety of professional development opportunities to address training needs in educational
hardware (interactive whiteboards, response clickers, TI-Nspire calculator) and educational and administrative
software (Waterford, Performance PLUS, Lexia, PowerSchool). Additionally, MHIS has provided ongoing training in
Microsoft Office software through Microsoft IT Academy Online Learning Program.

17
Successful completion of professional development sessions is monitored using MyLearningPlan. Attendees rate the
effectiveness of sessions and provide feedback to professional development organizers via MyLearningPlan
professional development evaluation forms.

Next Steps
Hartford Public Schools will formalize a process for principals to assess their staffs technology professional
development needs. Depending on the design of a school and the needs of the principal, this assessment may be a
formal performance-based assessment or a self-assessment survey.
It is important that educators have the ability to use tools to increase productivity and make data driven decisions,
but it is equally important to provide professional learning opportunities and provide the training necessary for
educators to make gains inteaching and learning. The priority for technology-related professional development
activities for educators will be to use technology in the classroom in student-centered and student-driven ways.
The Office of Academics, in conjunction with the Office of Talent Management, will focus professional development
efforts to build educator skills; this will allow educators to seamlessly weave student interaction with technology into
instruction.
Maximizing the use of productivity and tracking tools is also a priority for district professional development activities.
This priority area touches both school-based and Central Office staff. Our systems for collecting student information
(PowerSchool) and tracking student progress data (NWEA, Performance PLUS) are comprehensive; however based
on responses to our technology needs assessment survey and interviews with staff members, many users are not
familiar with all the features and functions the tools offer. The integrity of information and effectiveness of data-
driven decisions will improve as employees become advanced users of these tools. Central Office departments will
collaborate to offer professional development opportunities for staff when possible and use staff evaluations to
create goals around technology training when appropriate.
The Office of Academics has offered opportunities for educators to share technology-related best practices, and
other departments are also planning to move towards creating opportunities for teachers to practice integrating 21st
Century Skills into their instruction.
Building a space for educators in every content area and grade level to share lessons and best practices is one of the
top priorities of the superintendents website and Intranet redesign project. The Superintendents Website and
Intranet Committee has held focus groups to solicit feedback from many stakeholders, with special attention to the
needs of teachers. Using a collaboration tool grounded in Hartford Public Schools Intranet, educators will build their
own professional learning networks to allow them to find anytime/anywhere resources, collaborate with colleagues
to solve problems and share ideas, and to receive feedback from peers.

Equitable Use of Educational Technology

o

The availability of technology to students and staff in the district all students should have equal access
to the technology;
The amount of time available for the use of technology by students and staff:
A description of the types of assistive technology tools that are provided for students with disabilities,
where necessary/applicable.

Equitable Access of Technology

Hartford has increased the availability of technology to students and staff in the district and has decreased the student to
computer ratios in K-8 and secondary schools since the writing of the 2009-2012 Technology Plan from a 3.1 to a 1.77
ratio in K-8 grades and from a 2.3 to 1.49 ratio in Secondary schools. The tables on the following 3 pages depict the
distribution of students to computers by school.

18
HPS Student to Computer Distribution, PK-8 Schools

(As of October 1, 2011)

School
Batchelder
Betances
Breakthrough
Breakthrough II
Burns
Burr
Clark
Dwight
Fisher Stem
Global Comms.
Hooker
Kennelly
Kinsella
MD Fox
Milner
ML King
Montessori
Moylan
Naylor
Parkville
Rawson
Renzulli
Sanchez
SAND
Simps-Wav
Webster
West Middle
Wish
Overall
# of Computers ENROLLMENT
288
552
216
316
98
356
31
171
282
598
412
812
260
396
150
437
312
344
225
418
318
358
424
798
466
690
263
479
296
423
359
395
39
241
434
749
357
705
322
525
415
654
108
105
286
469
239
467
281
335
298
582
367
660
286
392
5230
9238
Student to
computer Ratio
1.92
1.46
3.63
5.52
2.12
1.97
1.52
2.91
1.10
1.86
1.13
1.88
1.48
1.82
1.43
1.10
6.18
1.73
1.97
1.63
1.58
0.97
1.64
1.95
1.19
1.95
1.80
1.37
1.77
HPS Student to Computer Distribution, PK-8 Schools


900
800
700
600
500
400
300
200
100
0
# of Computers
ENROLLMENT

19

HPS Student to Computer Distribution, Secondary Schools

Student to
# of
computer
Computers ENROLLMENT
Ratio
School
Bellizzi
324
147
0.45
BHS
668
1035
1.54
Classical
356
714
2.00
Culinary
34
299
8.79
Eng&Tech
198
433
2.19
Hartford 9
157
221
1.41
HS Inc.
219
329
1.50
Journalism
107
316
2.95
Law&Govt
250
399
1.60
HTFD Magnet Mid
486
716
1.47
McDonough
248
458
1.85
Nursing
185
381
2.06
71
116
1.63
Pathways
631
327
0.52
Sports
373
637
1.71
University
304
389
1.28
Capital
382
523
1.37
4993
7440
1.49
OPP
Total
HPS Student to Computer Distribution, Secondary Schools


1200
1000
800
600
Capital
University
Sports
Pathways
OPP
Nursing
McDonough
HTFD Magnet Mid
Law&Govt
Jounalism
HS Inc.
Hartord 9
Eng&Tech
Culinary
ENROLLMENT
Classical
200
BHS
# of Computers
Bellizzi
400

20

Count of Computers, by Age
(As of February 1, 2012)

AE
School
1998 2001 2002 2003 2004 2005 2006 2007

20
16
17
Batchelder
Bellizzi
Betances
BHS
BT
BTII
Burns
Burr
Capital
Clark
Classical
Dwight
Fisher
Global
HMMS
Hooker
HPHS Common
HPHS ET
HPHS FA
HPHS LG
HPHS NA
HS Inc
Kennelly
King
Kinsella
McDonough
MD Fox
Milner
Montessori
4
2

Moylan
Naylor
OPP
Parkville
1

4
Pathways
Rawson
Renzulli
Sanchez
Sand
Simpson
Sports
UHSSE
Webster
West Mid
WHS JMA
Wish
Totals

4
1
2

1
1

1

1
3

1
3
1

3
2
1
5
1
2
1
2
1
1

24
4
55
10
78
1
1
5
77
6
15
2
7
1
4
3

4
148
123

5
21
36
14
4
1
42
5
33
70
107

24
4
41
16
5
4
5
2
1
1
51

46 1985
832
158

21

96
2
1
4
2
3
6
23
73
22
92

3
13
68
27
1
1
11

126
10
3
4
79
18
2
38
3
58
95
63
14
2
3
2
46
55
1
45
15
2
3

35
3
85
3
14
1
6
9
3
137
6
32
11
22
69
1
1
2
5

1
1
1
3
5
1
52
4
44
46
12

23

7
1

3
1
51
117
36
119
19
3
2
2008 2009 2010 2011 2012

117
34
7
145
35
103
319
46
12

1
91
4
271
1
487

56
5

1
43

11
41

35

49
59

5

1

14
29
4
1
5

2
344

2

126
5
103
109
129
80
32
136
55
233
13
56
1
314
308
198
846
130
16
127
79
1
30
283
410
530
91
196
3
167
58
132
29
57
17
53
2
47
85
228
70
63
46
455
297
234
190
209
178
80
144
198
142
2
38
2
77
119
322
180
302
379
374
330
111
12
153
10
Totals
211
18

103

93

12
103
277
79

17

100
112
131
128
34
12

147
71
133
1
41
20
10
134
116
306
168
3
67
117
134
52
260
12
140
96
7
47
276
111
5
2
464
275
398
304
10
1
311
352
62
331
11
632
356
40
271
240
301
454
362
368
385
234
422
155
387
195
135
36
27
199
11
115
82
265
954 5361
317 4124
88 13975
The district and City of Hartford consolidated Information Technologies Department, Metro Harford Information
Services, recommends that Hartford Public Schools use this guideline for technology refresh based on hardware
warranties:

Availability of Resources

Technology is integrated into instruction, making access to technology tools possible at all times during the school day.
Students use classroom computers for small group instruction and research, computer and science labs for whole group
instruction, and using the Library Media Center as an additional resource.

There is no one ubiquitous model for instructional technology in the school district. School design schools and
instructional models to best fit their students needs and have the freedom to use 1:1, laptop cart, computer lab, or
computer station models.

Assistive Technology

Specialized assistive technology is prescribed through the IEP process. Students with special needs may need to use an
enlarged keyboard, a touch window on a computer, or tablet device such as an iPad in order to access the curriculum.
Low tech tools such as pencil grips, highlighters, color sheets for reading, talking calculators, reading guides and page
flags are also used to assist students towards a successful learning experience. An interactive whiteboard such as SMART
and ENO Polyvision are available in most schools and classrooms across the district and provides a kinesthetic learning
experience for the students.

22
Some of the software programs used with students with disabilities include: Switch Games, Turtle Teasers, and One
Switch Picasso. These software programs are used for teaching motor skills need for switch access. Other software
programs used for modifying written work are: Pix Writer, The Writer Center and Board maker. Elementary literacy
development software programs include Earobics, Fluent Reader, Read About, Rigby, Lexia, and Waterford. Middle and
High School students also use Lexia along with Read 180, in addition to other programs.

Our Special Education Management System is dedicated to accurately and efficiently allow educators to manage IEPs,
timeline compliance, create customized forms, goals, and reports, and generate Medicad claims. The district offers
training in our SEAS throughout the school year.

An assistive technology (AT) device is any item that can be used to increase, maintain or
improve a students functional independence and capabilities. Students with disabilities may
require high- or low-tech devices or programs to access and benefit from the general education
curriculum. AT refers to any item, piece of equipment, or product system, whether acquired
commercially off the shelf, modified, or customized, that is used to increase, maintain, or
improve the functional capabilities of a child with a disability. The term does not include a
medical device that is surgically implanted, or the replacement of such device. Assistive
Technology can be high-tech (a computer operated by eye movement) or low-tech (a specially
designed door handle for people with dexterity problems). It can be big (an automated van lift
for a wheelchair) or small (a Velcro attached grip for a fork or pen). Assistive technology can also
include augmentative communication devices that provide vocal output for a child who cannot
communicate with his/her voice. On a case-by-case basis, school-purchased AT devices must be
available for the students home or in other settings if the IEP Team determines that the student
needs access to those devices in order to receive FAPE.

Excerpt from the General Supervision Manual 10/2010 page 12

http://www.hartfordschools.org/resources-you-need/documents/GeneralSupervisionManual10-
2010.pdf

Staff Access to Technology

Administrators
All Administrators have a laptop, desktop computer, or tablet device such as an iPad with
access to wired or wireless Internet connectivity, along with a cellular device such as a
basic flip cell phone, an iPhone, a Blackberry, or a Droid.

Teachers (preschool)
There are 3 computers in each of the school readiness classrooms with access to wired or
wireless Internet connectivity.

Teachers
All teachers have wired or wireless Internet access and access to a classroom computer.

Noncertified staff
All Non Certified staff members have access to a computer with wired or wireless Internet
connectivity as appropriate for their job duties either at their desk, in the classroom, or
via the Library Media Center.

23
Student Access to Technology

Before and after school access to technology is managed on a school-by-school basis and is always supervised. Library
Media Centers often stay open for an hour or more after school. Some media centers partner with the city of Hartford
and have extended hours. School community members have access to their schools online library catalog and to
www.iconn.org with a valid Connecticut library card. A number of schools have purchased online databases with remote
access to their school community members.

Below are the district basic standards per the Hartford Public Schools Technology Design Guidelines and Standards V2
041911 developed by Metro Hartford Information Services in conjunction with the Office of Academics for new
construction projects based on the standards implemented already in many schools across the district to meet the needs
of many programs including Waterford, Success Maker, Read 180, FASTT Math, etc.

Hartford Public Schools Technology Design Guidelines and Standards, Revised April 2011

(1) Interactive White Board located in main presentation area with (1) LCD projector
mounted from building structure (coordinate locations of Interactive White Board w/ LCD
Students (preschool)
projector), (1) teachers computer station (w/ capability to control Interactive White
Board), (4) student work stations, and (1) printer station. Provide all necessary data drops
and power for equipment mentioned. Provide required telephone system.

KG-Grade 2: (1) Interactive White Board located in main presentation area with (1) LCD
projector mounted from building structure (coordinate locations of Interactive White
Board w/ LCD projector), (1) teachers computer station (w/ capability to control
Interactive White Board), (9) student computer work stations (changed from 4 due to
curriculum requirements), and (1) printer station. Provide all necessary data drops and
power for equipment mentioned. Provide required telephone system.

Grades 3-6: (1) Interactive White Board located in main presentation area with (1) LCD
Interactive White Board), (6) student computer work stations, and (1) printer station.
Provide all necessary data drops and power for equipment mentioned. Provide required
telephone system.
Students (elementary)

Grade 6 Computer Lab: (1) Interactive White Board located in main presentation area with
(1) LCD projector mounted from building structure (coordinate locations of Interactive
White Board w/ LCD projector), (1) teachers computer station (w/ capability to control
Interactive White Board), (30) Computers or laptops with cart, and (1) printer station.
Provide all necessary data drops and power for equipment mentioned.

Library Media Center: (1) librarians computer station and (1) printer station, (8) search
computers w/ (1) printer station. Provide all necessary data drops and power for
equipment mentioned. Provide required telephone system and additional power outlets
strategically located within the space. Provide data drops for single- station student
work/study areas.


24
Students (middle school)
Students (high school)
Students (with
disabilities)


Interactive White Board), (8) student computer work stations, and (1) printer station.
Provide all necessary data drops and power for equipment mentioned. Provide required
telephone system.

Grade 7-8 Computer Lab: (1) Interactive White Board located in main presentation area
with (1) LCD projector mounted from building structure (coordinate locations of
Interactive White Board w/ LCD projector), (1) teachers computer station (w/ capability
to control Interactive White Board), (30) computers or laptops with cart, and (1) printer
station. Provide all necessary data drops and power for equipment mentioned.

work/study areas.

Interactive White Board), (8) computers, (Change from 6 computers) and (1) printer
station. Provide all necessary data drops and power for equipment mentioned. Provide
required telephone system.

Science Classroom/Computer Lab: (1) Interactive White Board located in main
presentation area with (1) LCD projector mounted from building structure (coordinate
locations of Interactive White Board w/ LCD projector), (1) teachers computer station (w/
capability to control Interactive White Board), (30) computers or laptops with cart, and (1)
printer station. Provide all necessary data drops and power for equipment mentioned.
Provide required telephone system.

work/study areas.

Prescribed on an individual student need basis through the IEP process.

25
Infrastructure and Telecommunications

The current technology infrastructure of each school in your district - explaining the type of data and
video networking and Internet access that is available;
The effectiveness of the present infrastructure and telecommunication services that have been provided
by the district;
And how E-Rate has allowed the district to improve or increase its technology infrastructure

District Infrastructure

There is a wide range of technology infrastructure necessary to support teaching and learning for students in grades
PreK-3 through 12. The district's overarching goal is to ensure that web-based and network dependent technologies are
available for all learners at all levels. Hartford Public Schools, in conjunction with the Hartford Public Library, operates
HELPnet - the Hartford Education and Libraries Private Network.

HELPnet links fifty seven school and library sites via a leased lit fiber network. Site-to-site connectivity is Gigabit Ethernet
(Gig-E). Intrasite connectivity is provided by Gig-E building risers, with 10/100Mbps Ethernet switches for user
connections. Servers are centralized at two data centers which provide 10/100 Ethernet and copper Gig-E connections
for servers.

A small number of sites connect to HELPnet via IEEE 802.11 wireless bridges. HELPnet connects to the Connecticut
Education Network (CEN) at the District Central Office. Connectivity to CEN consists of redundant Gig-E fiber links to the
DoIT data center on East River Drive in East Hartford. HPS and Hartford Public Libraries (HPL) generate an average of 120
Mbps of sustained usage when schools are in session.

Infrastructure and Telecommunications Effectiveness

The District continuously monitors the operation of HELPnet with a variety of automatic tools. The graph above depicts
the availability of core network infrastructure and servers since the start of the current school year.

26

E-Rate Funding

Since E-Rate Program inception in 1998, the Hartford Public Schools has been an active participant in the program. This
has had a direct correlation with the development and deployment of the technology infrastructure as referenced above.
Using E-Rate funds, the district has installed over 40,000 data drops, all with the capacity for the transmission of high
speed voice and data communications. The current E-rate supported infrastructure provides high bandwidth Internet
and multimedia access for all students in all classrooms.
FY
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
Requested
Amount
$2,953,438
$3,513,500
$3,293,541
$3,381,433
$4,266,846
$3,678,408
$8.022,148
$6,845,817
$21,244,490
$5,040,693
$1,409,760
$7,684,395
$16,356,433
$8,315,610
Committed Priority 1 Committed Priority 2
Total Committed

$1,154,510
$1,458,987
$753,413
$853,934
$912,080
$732,783
$1,273,739
$720,067
$1,580,301
$1,196,160
$1,909,458
$1,966,686
$3,205,220

$3,463,810
$3,553,112
$3,381,433
$4,070,487
$2,504,945
$5,155,973
$6,371,300
$720,067
$4,323,622
$1,196,160
$7,456,101
$15,527,811
$8,041,110

$2,309,300
$2,094,135
$2,628,020
$3,216,553
$1,592,865
$4,423,189
$5,097,560
$0.00
$2,743,320
$0.00
$5,546,642
$13,561,125
$4,835,890
The items below summarize the most significant impact E-Rate Program dollars represent in terms of Hartford increasing
not only its technology infrastructure, but the entire utilization of technology within the district through funds previously
used to purchase telecommunications services and equipment:

Purchase of hardware and software to operate within the created infrastructure
Procurement of dedicated staff development programs for district certified and noncertified personnel
The deployment of IP Telephony to create a unified platform that allows staff to access employees at any site via
extension
The adoption of SchoolMessenger, an automated technology tool used to call families with important district
communications and messages, attendance issues, School Choice updates, district and school closings, and lunch
balance information
The expansion of online assessments such as NWEA and CMT MIST
The use of a web-based professional development management system for tracking CEUs for certified staff
Infrastructure expansion to support large-scale developments such as Waterford in grades K-2, SuccessMaker,
Read 180, FASTT Math, and PowerSchool
The extension of school construction budgets to allow for a wider variety of curricular school choices for
students
The adoption of a new system-wide online technology for student success plans (in progress)
The development of a new district website for internal and external communications (in progress)

27
Administrative Needs

how do administrative (certified and noncertified) staff use technology, including accessing data for
decision-making, student information system reporting, communication tools, information gathering,
and recordkeeping; and
the professional development opportunities that are available to administrative staff.

Communication Tools

Certified and non-certified staff members utilize a variety of different technologies for their communication needs. Email
and phone are the primary means of communication between employees in our district. Noncertified and certified
administrative staff members have access to email via wireless computers within their building and a web application or
VPN outside of the network.

Some certified and noncertified administrators have access to a Verizon cell phone that allows them to connect to
schools, staff, parents and other employees at any time.

Departments also use social networks and SharePoint sites to communicate information that is not urgent. As the
website and Intranet are rebuilt, these departmental websites will be developed further and possibly combined and
streamlined.

Accessing Data for Decision-Making

Administrators use our assessment management system, PerformancePLUS to drive decisions around student
achievement. PerformancePLUS contains state assessment results for all of our students beginning with SY 2006-07. In
addition, it is the vehicle we use to collect and report all district assessments, including benchmark and unit assessments.

PowerSchool is the districts student information system. This system is used to track student attendance, enrollment,
grades, behavior, school schedules and teachers assignments. Users have the ability to customize reports and add fields
as needed with the help of our Student Information Systems and State Reporting Director.
District administrators use the School Wide Information System (SWIS) to track behavior referrals and individual student
interventions. This web-based system gives school personnel the capability to evaluate individual student behavior, the
behavior of groups of students, behaviors occurring in specific settings, and behaviors occurring during specific time
periods of the school day. SWIS reports indicate times and/or locations prone to elicit problem behaviors, and allow
teachers and administrators to shape school-wide environments to maximize students' academic and social
achievements.
MUNIS 9.2 is Hartford Public Schools financial and human resources information management tool.

Administrators receive training in administrative systems as needed on an individual basis or on a larger scale as new
technologies are adopted by the district. For example, district leaders and administrators have been trained in NWEA
Map assessments, used to measure student academic growth and transform data into actionable steps.

28
Plan Implementation

LEA Technology Goals and Strategies

The LEA educational technology plan should be aligned to the National and State Educational Technology Plans
and include the following State Goals. The LEA may include any additional goals that apply to their educational
technology plan.

Goal 1: Engaging and Empowering Learning Experiences

Goal 2: Assessment

Goal 3: Connected Teaching and Learning

Goal 4: Infrastructure for Teaching and Learning

Goal 5: Productivity and Efficiency

29

National Educational Tech Plan
State Educational Tech Plan
1.0 Learning: Engage and Empower
All learners will have engaging and empowering learning
All learners will have engaging and empowering learning
experiences both in and out of school that prepare them to experiences both inside and outside of school that prepare
be active, creative, knowledgeable and ethical participants them to be active, creative, knowledgeable and ethical
in our globally networked society.
participants in our globally networked society.
What will your district do over the life of this local Educational Tech Plan to ensure that learning experiences are
empowering, engaging and supported by digital tools?

Action Plan for Goal Area 1

What Steps Will You Take?
Who Will Be Responsible?
When (be specific, e.g., by

10/1/13)?
How will you measure?

1. Create learning
environments to reflect
Universal Design for
Learning principles that
meet the needs of diverse
learners and take
advantage of technology
st
to develop 21 Century
competencies as aligned
to our Strategic Operating
Plan.

Teachers, principals, Office of
Academics, Office of
Professional Learning

st
Annual assessments of 21
Century skills, educator
evaluations and walk-throughs

2. As the K-12 Curriculum is
revised to reflect Common
Core State Standards, we
will embed essential tasks
that require students to
use technology as a
vehicle to produce
evidence of learning.

3. Common Core
technological literacy
standards are infused into
instruction to highlight
student understanding
within STEM content areas
to promote deeper
understanding of complex
ideas, engage students in
solving complex problems,

Office of Academics, Academic
Directors, Curriculum Writing
Teams, Office of Professional
Learning

2012- Assessment of current
st
21 competencies and
expertise

2013- Build educator capacity
st
and reassess 21 Century
competencies

2014- Define a model for what
a learning environment that
uses UDL principals to develop
goals, instructional methods,
classroom materials and
assessments should look like in
Hartford and make the
connection between UDL and
st
21 Century competencies

As per the schedule of
curriculum revision: see
attachment

Curricula developed by in each
subject area and grade level by
2015

Curriculum Development Plan
identifies the implementation
of each curriculum between
2012 and 2015

Curricula will be analyzed for

Teacher and district created
assessments of learning

Office of Academics, Office of
Professional Learning, STEM
Director

30

Essential task rubrics will
demonstrate student
interaction with technology as
a vehicle for learning
and create new

opportunities for learning,
as aligned to the Middle
Years goal of our Strategic
Operating Plan.

4. Schools adopt the use of
Office of K-12 Education,
student success plans to
principals, school counselors
engage student in the
planning and realization of
academic, career and
social goals.

5. Develop a 1:1 device
initiative.

6.
7.

The redesigned HPS
website will include a
page devoted to Internet
safety and digital
citizenship.

The Superintendents Website
and Intranet Committee,
MHIS, Office of Academics

Evaluate a Bring Your
Own Device policy and
the systems necessary to
support such an
initiative, including
Acceptable Use and
Internet Safety Policies,
prioritizing IP addresses,
protecting wireless
connections, and liability
factors.

Metro Hartford Information
Services, Office of Academics,
principals

8.

Technology Committee, MHIS,
Office of Academics
Explore opportunities
and requirements for
supporting blended
learning approaches.

Office of Academics,
department directors
success on an annual basis

after implementation

June 2012: Build school and
district capacity

2012-2013 School Year: Initial
implementation for all
students, grades 6-12

August 2012: Committee is
formed

January 2013: Conduct
research and explore funding
opportunities

2013-2014 School Year: Pilot
1:1 program in 3-5 schools that
represent a cross-section of
the population of our district

July 2014: Analyze the results
of the pilot program

The website will be launched
over the summer of 2012, the
Internet safety page will be
launched by 2013 and
continually updated to reflect
current needs

Interest of schools, students
and parents will be assessed in
the winter of 2013

As specific schools
demonstrate an interest in a
BYOD program, HPS will
support evaluations, research
and implementation when and
where necessary

The Office of K-12 Education
accountability measures

2012-2013: Assess the
opportunities and needs for
blended learning environments

2013-2014: Create strategies
to support blended learning
approaches

School and classroom
observations, technology
needs survey, school-based
technology plans

31

st
Student achievement data, 21
century skills assessments,
assessment of technical
support necessary to support
devices, school surveys with
responses from students,
parents, teachers, principals
and support staff

Parent, student and teacher
surveys to measure
effectiveness and engagement
around the new website,
analytical tools embedded into
the website.

Technology needs assessment
survey, parent and student
feedback, principal feedback,
school-based technology plans
Goal 2: Assessment

2.0 Assessment: Measure What Matters
Goal 2: Assessment
At all levels, our education system will leverage the power
At all levels, our education system will leverage the power
of technology to measure what matters and use
of technology to measure what matters and use
assessment data for continuous improvement.
assessment data for continuous improvement.

What will your district do over the life of this local Educational Tech Plan to ensure that technology is used for
assessment?


1.

2.

3.

10/1/13)?

This will be an ongoing effort
as the district seeks to
measure factors already
identified in the Strategic
Operating Plan as well as
identify additional factors as
they become relevant

Expand the use of our
Office of Academics, principals, Fall 2012: Identify goals
parent portal to provide
Assessment, Evaluation and
around use of parent portal by
parents up-to-date
Research
school. Make additions, if
information on their
necessary to the type of data
student. Parents and
available
students will be able to

securely view student data
School year 2012-2013:
such as progress reports,
Increase the utilization of the
report cards, benchmark
parent portal in areas where it
assessment scores, CMT,
is not being fully utilized
NWEA, CAPT, SAT, DRP

scores, attendance, and

behavior.

Measure academic growth Office of Academics,
2012: Administer the NWEA
th
in math, reading, writing
assessment to every 9 grade
and science through
Research, Office of K-12
student across the district and
computer adaptive
Education
at 24 volunteer schools (at
assessments, preparing
least one school in every grade
students to be successful
level)
on Common Core State

Measure any academic
and non-academic factors
that impact the districts
ability to continuously
increase effectiveness at
all levels, with data that
reflects student
achievement, student
behavior, individual
interventions, school
connectedness, parental
engagement, operational
performance.

Director of Data Systems, Data
Specialists across departments

32

Data dashboards, student
achievement data, parent
engagement data, student
staff and family surveys, school
connectedness surveys

Analytical tools within portal,
parent engagement and
connectedness surveys

Metrics and analysis tools
embedded in the assessment,
teacher and student feedback,
student achievement scores
Assessments.
4.

5.
6.
7.

8.

Create online common
formative and on demand
assessments. Develop
opportunities for
individualized assessments
that empower students to
pre-assess their skills.

Conduct School
Connectedness Surveys to
measure the engagement
of parents, students and
staff with their schools.

Identify strategies to
engage and inform the
community and other
stakeholders by making
data public and
transparent.

Develop school and
district dashboards that
measure data points that
are key to student success
and allow school leaders
to take the pulse of the
school.

Research

Director of District Data
Systems, School
Connectedness Workgroup,
Safe School Climate
Coordinator

Office of External
Communications, department
directors

Director of District Data
Systems, department heads,
Safe School Climate
Coordinator

Research, pilot, and collect Office of Academics, principals
data on embedded
assessment technologies,
such as simulations,
2012-2013: Administer NWEA

assessment to all grades, 3
times a year. Use the school-
readiness toll to assess
readiness for the Common
Core State Assessment

2012-2013: Create online
common formative
assessments for district
curriculum

2013-2014: Explore dynamic
Common Core assessments to
measure specific skills across
time

2012-2013: Identify the critical
non-academic factors that
contribute to student success

2013-2014: Administer, Collect
and Review School
Connectedness data

2014-2015: Use School
Connectedness data to inform
strategic decisions

Initial strategies developed in
2013, to be woven into key
elements of the Strategic
Operating Plan.

2012-2013: Exploration of the
critical academic and non-
academic factors of student
success

2013-2014: Pilot dashboard
implementation

2014-2015: Strategic decisions
around the use of school
dashboards are made

Evaluate promising tools as
they develop through research
and pilot programs

33

PerformancePLUS data,
student assessment data,
classroom observations

School Connectedness Surveys

School connectedness surveys,
website metrics

Principal feedback, School
Accountability Plans

Student growth, student
engagement, classroom
observations, student and
teacher surveys
collaboration
environments, virtual
worlds, games and online
tutors that can motivate
learners as well as provide
teachers with formative
data to drive instruction.
2013: Establish procedures to

link new technology to its
impact using baseline data
measurements, teacher
research projects, and
formative assessments

2014: Develop ways to
improve the data collection
process

34

3.0 Teaching: Prepare and Connect
Professional educators will be supported individually, and
Professional educators will be supported individually, and
in teams, by technology that connects them to data,
in teams, by technology that connects them to data,
content, resources, expertise and learning experiences that content, resources, expertise and learning experiences that
enable and inspire more effective teaching for all learners. can empower and inspire them to provide more effective

teaching for all learners.
What will your district do over the life of this local Educational Tech Plan to ensure that educators are prepared to
teach 21st Century learners and are connected to technology resources that support teaching and learning?

1. Continually assess
educator technology
needs and plan for
blended professional
development
opportunities with a focus
on integrating technology
for assessment and
instruction.

2. Provide access to and train
educators in a district
endorsed resource
exchange.
Office of Talent Management,

school principals, Technology
Committee

3.

10/1/13)?

Assess annually at the

beginning of each school year
for planning purposes and for
effectiveness at the end of the
school year
Teacher responses on
assessment tool and
MyLearningPlan reports

Technology Committee, Office
of Talent Management, Office
of Academics,
Superintendents Intranet and
Website Committee

Tool will be selected over the
summer of 2012. Training will
occur over the course of the
2012-13 school year

Monitoring tools embedded in
online tool and survey results

Encourage and create
opportunities for
educators to lead
professional development
sessions at their schools
and district-wide.

Principals and Office of Talent
Management

Implementation by December
2012

Mylearningplan.com reports

Provide teachers with
access and support to
learning tools that will
help them to develop
professional learning
networks (PLN).

Technology Committee, Office
of Talent Management, MHIS,
Office of Academics

Training planned during the fall Annual survey results
of the 2012-13 school year;
continuing throughout the
year
All schools have access to
approved resources by
summer 2012

4.

35

4.0 Infrastructure: Access and Enable
All students and educators will have access to a
comprehensive infrastructure for learning, when and where comprehensive infrastructure for learning, when and where
they need it.
they need it.
What will your district do over the life of this local Educational Tech Plan to ensure that all students and educators will
have access to a comprehensive infrastructure for teaching and learning?

1.
2.
3.
4.
5.

Upgrade edge switches
from switched 10/100
Ethernet to switched
10/100/1000 in all schools
and libraries.

Upgrade wireless access.
For example, projected
upgrade points (WAP)
from A,B,G to A,B,G,N and
increase WAP count in all
schools and libraries. As
we upgrade, we will
communicate strategies
for schools to make
effective use of the
existing wireless network.

Upgrade site to site links
from 1Gigabit to 10
Gigabit Ethernet.

Schools will plan for
computer labs and long
term tech refresh plans
using school-based
technology plans.

Provide flexible access to
all staff members to the
tools, information and
resources they need to
complete their job
responsibilities from on-
site and off-site locations.

10/1/13)?

Services

Phased three year plan based
on E-rate funding cycles
2012/13, 2013/14,
2014/15

Services


Every switch is Asset tagged
and recorded in a database;
Switches are configured with
IP addresses and monitored by
site

Phased three year plan based
Every WAP is Asset tagged and
on E-rate funding cycles 2012-
recorded in a database;
2013, 2013-2014,
WAP are configured with IP
2014-2015
addresses and monitored by

site
2012: Transitional planning will
be provided for schools who
will not be updated in 2012-
2013 or 2013-2014

Services

Summer 2012

Network Management Tools

School leaders, department
heads, Office of K-12, SGCs

Initial school-based technology
plans will be submitted by June
30, 2012

Subsequent plans will be
submitted in January each year

Reevaluate needs in January
on an annual basis

School Accountability Plan;
Ratio of students to computers
as compared to the state
average--taking into account
school design

Services in collaboration with
department heads and school
leaders

36

Employee technology needs
survey
6.
7.
8.
9.

Develop a formal project
to evaluate and test
Unified Messaging as a
productivity offering to
administration, teachers
and staff.

Services

Make video conferencing
tools available to staff and
students where
appropriate and support
virtual learning.

Expand district disaster
recovery sites.
The MUNIS disaster
recovery site will be
expanded by migrating
servers left over from
the recent MUNIS
upgrade.
The PowerSchool
disaster recovery site
will be expanded by
migrating servers left
over from the recent
PowerSchool upgrade.
Disaster recovery sites
will have a fiber
connection added
directly back to MHIS.

Refresh Storage Area
Network.

Services, Department Heads,
School Leaders

10. Provide the infrastructure
necessary to support an
online learning platform or
learning management
system.

Services

Services

Services, Department Heads,
School Leaders,
Superintendents Website and
Intranet Committee

2012 - Pilot phase to evaluate
feasibility and identify
resources required

2013- Strategic decision
making for implementation
based on data collected

Annual assessment of needs,
decisions made by schools and
departments in January of
each year

2012: Analyze MUNIS and
PowerSchool disaster recovery
site costs and feasibility

2013-2014: Apply for E-Rate
funding of fiber connection for
disaster recovery site

2012: Write an RFP for Storage
Area Network

2012-2013: Project
implementation

Usage metrics, technology
needs survey

Response to stated needs and
provision of appropriate
support, technology needs
surveys

The PowerSchool and MUNIS
Disaster recovery will be
measured during the disaster
recovery testing phase of the
project

Data successfully migrated to
new Storage Area Network, old
Storage Area Network is
redeployed elsewhere in the
network

2012: As the website and
Technology needs assessment
Intranet are developed, we will survey, research on online
plan for the development of a learning platforms, pilot
learning management platform programs, student feedback

and analysis of student work
2013: Assess the needs and
benefits of various learning
management platforms

2014: Systematic decision-
making process begins

37

11. Provide authenticated
access to social media
websites for teachers and
administration and create
policies around Internet
safety and student and
staff standards of conduct.

12. Provide the infrastructure
necessary to support 1:1
device initiatives and
make evaluations as to the
necessity of the district
provision of Internet
access outside of school
buildings.

Services, Board of Education
Policy Sub-Committee,
principals

Implementation by fall of 2012

The acceptable use policy will
be updated to make provisions
for this before July 2012

Extensive testing to ensure
access is limited to
authenticated users only;
Principal and teacher feedback

Services, principals, Office of
Academics

August 2012: Committee is
formed

January 2013: Conduct
research/explore funding
opportunities

2013-2014 School Year: Pilot
1:1 program in 3-5 schools that
represent a cross-section of
the population of our district

July 2014: Analyze the results
of the pilot program

2012-2013 School Year:
Gather data around
community partners needs

2013-2014 School Year:
Analyze the data collected and
make strategic decisions based
on students and community
needs

Student achievement on
st
standardized tests and 21
Century skills assessments;
instances of technical support
necessary to support devices;
school surveys with responses
from students, parents,
teachers, principals and
support staff

13. Partner with community-
based organizations to
Institutional Advancement
share resources and tools
for student learning in
order to expand the use of
educational technology
beyond the school day.

38

Interviews with the leaders of
community partners, student
surveys

5.0 Productivity: Redesign and Transform
At all levels, our education system will redesign processes
At all levels, our education system will redesign processes
and structures to take advantage of the power of
and structures to take advantage of the power of
technology to improve learning outcomes while making
technology to improve learning outcomes while making
more efficient use of time, money and staff.
more efficient use of time, money and staff.
What will your district do over the life of this local Educational Tech Plan to maintain or redesign processes and
structures to take advantage of the power of technology to improve learning outcomes while maintaining efficiency?


1.

2.
Launch a district-wide
Intranet that will
institutionalize
collaboration between
educators and
departments as well as an
external website that will
provide students, families
and stakeholders with
crucial information.

10/1/13)?

Superintendents Website and
Intranet Committee

External website is launched
Summer 2012
Intranet is under developmet
and will launch by December
2012 with additional
development over the course
of the 2012-2013 school year

Analytical tools embedded into
website that will measure web
traffic and engagement with
content

Completed by May 2012,
Updated annually
-
-
-
-
-

Develop a Service Level
Office of the Chief Operating
Agreement with MHIS that Officer, Metro Hartford
will outline the service
Information Services
needs of HPS and the
goals for MHIS to meet
those needs.
-
-
-
-

3.

4.
Conduct a technology
investment audit on an
annual basis and create
policies around the
planning for the purchase
of appropriate and
responsible technology.

Technology Committee, Metro
Hartford Information Services

Create a self-service site
that will help staff and
Services
faculty to solve
technology-related issues.
% PowerSchool Availability
% MUNIS Availability
% Email Operational Time
% Telecom Availability
% General Systems
Availability
First Contact Resolution Rate
Staffing Cost per Ticket
Help Desk Customer
Satisfaction
Bandwidth Per Student

Policies created by fall of 2012,
Annual audits conducted
summer 2012- summer 2015

Evaluations on the
effectiveness of technology
investments to impact student
achievement

Implementation by Fall 2012

Number of Help Desk tickets,
customer satisfaction data,
surveys

39

5.

6.

7.
Create an online
onboarding course for
new Central Office
employees that ensures
they have the technology
skills and district context
to function effectively in
their roles.
Support online learning
and blended learning
through the development
of more flexible schedules
for students.
Explore Choice lottery

management systems.

Office of Talent Management

Development will begin by
May 2012, Implementation by
January 2013

Central Office Survey, Manager
and Supervisor Feedback

K-12 Education, Office of the
Chief Operating Officer,
principals

Identify the needs of schools
during the fall of 2013 and
create the 2014-2015 school
calendar to reflect the
scheduling needs of schools

RFP will be developed in the
fall of 2012

School Accountability Plans,
school-based technology plans,
principal feedback, family and
community feedback

Office of School Choice, MHIS

40

RFP requirements
Appendices
Appendix A: Educational Tech Planning Resources

Educational Technology Planning
National Educational Tech Plan:

Double click on this file to open

NETPFullReport11-9-

10.pdf
or to view it on the Web, go to: http://www.ed.gov/sites/default/files/netp2010.pdf

State of Connecticut Educational Tech
Plan:
CT_Technology+Plan
Double click on this file to open
+2010FINAL.doc

Educational Technology
Site
Planning
CSDE Position Statement on
http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&q=320314

National Educational
http://www.ed.gov/technology/netp-2010
Technology Plan
CT Teacher Technology
http://www.sde.ct.gov/sde/lib/sde/pdf/dtl/technology/perfindi_v2.pdf
Competencies
International Society for
Technology in Education
http://www.iste.org/Libraries/PDFs/Essential_Conditions_2007_EN.sflb.ashx
Essential Conditions
Technology Standards for
http://www.iste.org/standards/nets-for-administrators.aspx
Administrators
http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx
Teachers
http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx
Students
CT Education Network (CEN)
http://www.ct.gov/cen/site/default.asp
CT Commission for Educational
http://www.ct.gov/ctedtech/site/default.asp?cenPNavCtr=|#30930
Technology (CET)
SETDA Toolkits
http://www.setda.org/web/guest/toolkits
Partnership for 21st. Century
http://www.21stcenturyskills.org/
Skills
Documentation from 21st
https://sites.google.com/site/cteett/home/21st-century-learning-
Century Learning Environments
environment/project-work/progress-report-i
grantees

42
Appendix B: Evaluating Your Plan

The plan must include an evaluation process that enables the school or library to monitor progress toward the specified
goals and make mid-course corrections in response to new developments and opportunities as they arise. The following
information can be used to help build and monitor an exemplary educational technology plan.

The Committee

An exemplary plan:
Includes a representative committee member of each stakeholder group, including community
members.
Describes responsibilities of each committee member.
Includes a timeline of milestones, including meeting dates and deliverables.

The results:
Leverages the support, depth of experience and views of the school community in developing and
implementing the technology plan.
The Mission and Vision

An exemplary plan:
Ensures that vision addresses the school mission.

The results:
Implements changes designed to increase student achievement through the use of technology.
Leads to the efficient use of technology in all aspects of the school community.
The Needs Assessment

An exemplary plan:

Assures all stakeholders have a voice in developing the needs assessment.
Assesses what is already being done in the school and district.
Researches innovations of other schools and districts.
Studies the current school/district culture with regard to risk taking and technology innovation.
Identifies and prioritizes target areas.

The results:
Provides the data needed to participate in an effective technology planning process, which will support
systemic change.

43
Goal 1.0 Engaging and Empowering Learning Experiences

What will your district do over the life of this local Educational Technology Plan to ensure that learning experiences are
empowering, engaging and supported by digital tools?

An exemplary plan:
Monitors, updates and reports to stakeholders four times per year on the plan.
Collects, analyzes and distributes data to demonstrate increased student achievement through the
implementation of the technology plan.
Individualizes learning in level and pacing using technology.
Uses technology to collect data and stakeholder responses concerning the use of technologies for
improving and assessing academics.
Measures progress toward benchmarks within the technology plan.

The data:
Lists goals and objectives that are or are not met, including explanations and ways to overcome barriers.
Includes a plan for meeting unmet goals and objectives.
Lists unexpected outcomes or benefits of the technology plan.
Lists other needs that have emerged since the plan was last written/revised.
Deletes goals and objectives that are no longer relevant to the current situation.
Lists developments in technology that can take advantage of improving the school district.

The results:
The district stakeholders are kept informed on the direction and progress of empowering, engaging and
supporting learning with digital tools.
Teachers and administrators have ways to measure progress.
Goal 2.0 Assessment

What will your district do over the life of this local Educational Technology Plan to ensure that technology is used for
assessment?

An exemplary plan:
Identifies and addresses goals in the school improvement plan.
Identifies data points that can be used at the classroom level to improve instruction, (e.g., results of
common formative digital assessments to be analyzed by data teams).
Identified data points that can be used at the system/district level to improve operations (e.g., data on
misuse of technology by students related to bullying, etc.).
Clearly identifies which data points will be collected by which tool.
Includes data collection timeline with reporting criteria (shared with whom and when).
Provides the essential conditions to address technology as an assessment tool (e.g., infrastructure,
training, etc.).

The results:
Students take assessments online and gain immediate results.
Educators, parents and students are able to access the data 24/7.
Systems are in place to evaluate, monitor and improve the assessment data.

44
3.0 Connected Teaching and Learning

What will your district do over the life of this local Educational Technology Plan to ensure that educators are prepared to
teach 21st Century learners and are connected to technology resources that support teaching and learning?

An exemplary plan:
Ensures that staff is ready to use, maintain and improve skills for both professional and teaching
technologies that support teaching and learning.
Develops and communicates models for professional learning.
Professional Development is aligned to district/building standards and/or goals (e.g., ISTE NETS, NSDC
Professional Development Standards, cyber bullying legislation, etc.).
Maintains a method of recording professional growth using technology for all employees (e.g., district
office, teachers, technical staff etc.).
Maintains a database of resources which may include providers, models, sites to visit, conferences,
online opportunities and funding sources. This information is available online.
Supports PD by creating times and/or physical/virtual spaces where the staff can collaborate and share.
Includes a plan of action for adequate planning and implementation and provides a safety net for
innovators.

The results:
Professional development model permits educators to define growth areas.
Educators work in a collaborative environment to achieve those goals.
All employees at the districts sites have equal access to individualized professional growth
opportunities.
Technology policies and procedures are clear about expectations and consequences.
4.0 Infrastructure for Teaching and Learning

What will your district do over the life of this local Educational Technology Plan to ensure that all students and educators
will have access to a comprehensive infrastructure for teaching and learning?

An exemplary plan:
Manages ongoing costs by researching total cost of ownership, including regular upgrades and
replacement.
Allots human resources to keep the technologies working efficiently.
Ensures purchases align with building/district goals to improve student achievement.
Assesses implementation of technology for equity across grade levels, student abilities, teachers, etc.
(according to needs assessments).
Monitors and keeps records of upkeep, upgrades and replacement.

The results:
The district provides all the essential conditions that connect:
Educators to data, content, resources, expertise and learning experiences so that they are prepared
to teach 21st century learners.
Students to data, content, resources, expertise and learning experiences so that they are prepared to
learn 21st century skills.
Stakeholders to the information needed to make informed decisions.

45
5.0 Productivity and Efficiency

What will your district do over the life of this local Educational Technology Plan to maintain or redesign processes and
structures to take advantage of the power of technology to improve learning outcomes while maintaining efficiency?

An exemplary plan:
Selects a balanced standing committee of stakeholders who research new trends and technologies.
Assists the district in developing a culture which supports innovations.
Develops by-laws for committee membership, which include details such as defined roles, terms of
service, expectations, etc.
Researches innovative ways to deliver and assess content, such as blended learning or content mastery.

The results:
The district uses technology to improve learning environments.
Cutting edge technology is used and transparent in the school.
New policies will be developed and implemented that increase learning outcomes.

46
Appendix D: Assessment Cycle Calendar

2011-12 District Assessment Calendar

Third Grade Promise
Grade Level
Pre-K
K
Fall Assessments
DIAL/PAST: 9/6 9/23

K Entrance Inventory:
Begins 10/24
DRA2: 9/6 9/23
Universal Reading Screen
1: 8/30 - 9/9
DAW: 9/19 9/30
Winter Assessments CMT

Spring Assessments

DIAL/PAST: 4/30 5/18

DRA2: (Dates TBD
DRA2: 4/23 5/18
by State)
Universal Reading Screen 3:
Universal Reading
5/23 6/2
Screen 2: 2/27-
DAW: 11/28 12/9
3/7
DAW: 11/28
12/9

DRA2: 9/6 9/23
DRA2: (Dates TBD
DRA2: 4/23 5/18
DAW: 9/19 9/30
by State)
DAW: 4/23 5/11
DAW: 11/28
12/9

DRA2: 9/6 9/23
DRA2: (Dates TBD
CMT
DRA2: 4/23 5/18
Benchmark 1: 9/19 9/30
by State)
3/5
Benchmark 3: 4/23 5/11
- Reading Comp
Benchmark 2:
3/30
- Reading Comp
- DRP
11/28 12/9
- DRP
- Math
- Reading Comp
- Math
- DAW
- DRP
- DAW
- Editing & Revising
- Math
- DAW
- Editing &
Revising
Ongoing Unit Assessment s
LAS

LAS Links

1-2
K-3
K-3 ELL

47
Middle Years Redesign

Grade Level Fall Assessments
4-8
Use Spring CMT and
Spring Cycle Assessments
to inform instruction and
School Accountability
Plan. Benchmark 1: 9/19
9/30
- Reading Comp
- DRP
- Math
- DAW
Winter Assessments
Benchmark 2: 11/30 12/9
- Reading Comp
- DRP
- Math
- DAW
- Editing & Revising or
NWEA MAP Computer Adaptive
Test: 12/5 12/16
- Math
- Reading
- Language Usage
CMT
CMT
3/5
3/30
Spring Assessments
Benchmark 3: 4/23
5/11
- Reading Comp
- DRP
- Math
- DAW
- Editing & Revising or
NWEA MAP Computer
Adaptive Test: TBD
- Math
- Reading
- Language Usage
4 - 8 Ongoing Unit Assessments End of Course Assessments
4 - 8 ELL
LAS

LAS Links

College / Career Readiness

Grade Level Fall Assessments
Winter Assessments
9
SRI: students participating NWEA MAP
in Literacy Intervention
Computer Adaptive
Test: 12/5 12/16
- Math, Reading,
Language Usage
10
CAPT Parallel Assessment CAPT Parallel
1: 9/26 10/7
Assessment 2: 11/30

12/9
PSAT: 10/12/11

NWEA MAP
SRI: students participating Computer Adaptive
in Literacy Intervention
Test (Optional): 12/5
12/16
- Math, Reading,
Language Usage
11
PSAT: 10/12/11

12
CAPT
CAPT Parallel
Assessment
3/5 3/30

CAPT
3/5 3/30
Spring Assessments
Test: TBD
- Math, Reading, Language Usage
SRI: students participating in
Literacy Intervention
Test (Optional): TBD
- Math, Reading, Language Usage
SRI: students participating in
Literacy Intervention
SAT : 4/18/12
AP Exams: May

SAT: 10/12/11

(Intervention schools)
9 -12 Ongoing Unit Assessments End of Course Assessments
9 -12 ELL
LAS

48
LAS Links
Appendix E: Curriculum Development Plan (living document)

Hartford Public Schools Curriculum Development Plan

Pre-K
2010-2011

2012-2013
Curriculum Pre K
2013-2014
Revision Pre K
2014-2015

Common Core
2011-2012
Program review of all
purchased curriculum
models for effectiveness
and alignment
Grades 1, 2 & 3
ELA K-5
Kindergarten & Grade 5

(CC)
Grades 1 4
Kindergarten & Grade 5
(CC)
Kindergarten, Grade 4
Grade 5
Common Core
Grades 1, 2 & 3
Pre-K
Grade 5
Grades 9, 10 & 12 (CC)
Common Core
Grade 11 & 12
Grades 9 & 10
Grades 6, 7, & 8
English as a
Second
Language,
Secondary
Math
Grades 6 8 (Level 1)
Common Core
AP/ECE Audit
Grades 6, 7 & 8
Grades 9 & 10 (Levels 1 &
2)
Grades 6, 7, & 8
Grades 11 & 12
Grades 9 & 10
Grades K, 1, 2, 3, 4, & 5
(CC)
Grades 6, 7 & 8
Common Core
Grades 3, 6 & Algebra I

AP/ECE Audit
Grade 7 & Geometry

Grade 4
Grades 8 & Algebra II

Grade 5
Science
Grades 4, 5, 6 & Physics

Chemistry
State Standards and

Literacy Support/Text
Selection (CC)
Grades 1, 2, & 3

AP/ECE Audit
Physical Science
Grade 5
4th Year High School

Course TBD
Kindergarten, Grades 1
& 2
Grade 6, Biology
Grades 7 & 8, Physics
Science Electives
Chemistry
Grades 1, 2, & 3
Grade 5
Civics , Geography, US
History
Grades 6 & 7
Grade 8, International
Studies
Civics
English as a
Second
Language,
Elementary
ELA 6-12
Social
Studies
Grade 7, Grade 8,
International Studies
State Standards and

Literacy in Science
(CC)
State Standards and
Literacy Support/Text
Selection (CC)
State Standards and
Literacy in
History/Social Studies
(CC)
49
Appendix F: Technology Literacy Assessment

Rationale

Hartford Public Schools did not conduct a district-wide assessment of the technological literacy of 8th graders during the 2010-2011 school year and the current
Technology Committee is seeking to remedy this gap in data with the following assessment plan.

Action Step
Results
Constituency accountable
Timeline
Measure

Researched methods to
The Technology Committee Technology Committee
November 2011- February 2012
Demonstrations from vendors,
assess technological literacy conducted research of the
input from stakeholders,
of Hartford Public School 8th assessment methods of
implementation feasibility
graders
school districts across
(timeframes, training needs,

Connecticut as well as
cost, user-friendliness)
other states, and explored
partnerships with various
vendors of assessment
tools

Selected SimpleK12s
Expected results will
Technology Committee,
Assessment administration in May The assessment uses ISTE
SimpleAssessmentPLUS tool measure the technological principals, Office of K-12
2012 at the following schools:
standards to measure National
to create baseline data for
literacy of 300 students
Education

the technological literacy of representing a cross-
- Batchelder Elementary School
Standards including:
the 2012 8th grade class in
section of the Hartford
- Clark Elementary School

order to drive decisions for
Public Schools population
- Fisher STEM Magnet School
- Creativity and Innovation
the 2012-2013 school year
- Martin L. King Elementary School - Communication and
- Naylor Elementary/ CCSU
Collaboration
Leadership Academy
- Research and Information
- Webster Microsociety Magnet
Fluency
School
- Critical Thinking, Problem

Solving, and Decision Making
Data analysis May 2012

- Technology Operations and
Report distributed to key
Concepts
stakeholders June 2012

50

The results of the
SimpleAssessmentPLUS will
inform the next draft of the
Hartford Public Schools
Plan.

The Office of Academics in
conjunction with the
Technology Committee and
a team of educators will
begin development of a
project-based technology
literacy assessment that will
serve as a capstone project
for 8th graders following the
district curriculum

The Hartford Public Schools
Plan is revised to reflect
the results of the
technology literacy
assessment. Information is
shared with department
heads and principals to use
in the development of
curriculum, professional
development plans, and
plans to build 21st century
skills in our students

The capstone project will
ensure technology skills are
infused into subject areas
and encourage the
continuous development of
21st century skills over the
course of the entire school
year.

principals, department
heads, Office of Academics

Educational Technology Plan is
revised, June 2012

principals, teachers

- Project scope and vision
Analysis of student work
outlined: June 2012
- Team assembled: June 2012
- Capstone project created:
August 2012
- Training provided to educators:
September 2012
- Implementation: 2012-2013
school year
- Evaluation of success: June 2013
- Revision/redesign of project:
Summer 2013

51

Student assessment scores
Strategic Operating Plan and Educational Technology Goals Crosswalk

Example Alignment of Levers
SOP Strategy
Relevant Curriculum
Quality Instruction
Innovative Leaders
School Design Fidelity
Family and Community Engagement
Capacity Building

School Accountability Plan Actions

Technology Plan Goal

Assessment
Connected Teaching and Learning
Productivity and Efficiency
Infrastructure for Teaching and Learning
Assessment
Engaging and Empowering Learning

Experiences

52

SAP Action Steps
Educational Technology Plan Goals

Engaging and Empowering Learning
Experiences:

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

At all levels, our education system will leverage
the power of technology to measure what
matters and use assessment data for
continuous improvement.
Connected Teaching and Learning:

Professional educators will be supported
individually, and in teams, by technology that
connects them to data, content, resources,
expertise and learning experiences that can
empower and inspire them to provide more
effective teaching for all learners.
Infrastructure for Teaching and Learning:

comprehensive infrastructure for learning,
when and where they need it.
Productivity and Efficiency:

At all levels, our education system will redesign
processes and structures to take advantage of
the power of technology to improve learning
outcomes while making more efficient use of
time, money and staff.
Evidence of Investment in School Budget
53

Hartford Public Schools Educational Technology Plan 2012-2015 083012

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CONNECTICUT

STATE DEPARTMENT OF EDUCATION

CONNECTICUT STATE DEPARTMENT OF EDUCATION

PLANNING COMMITTEE .............................................................................................................................................. 11

PLAN IMPLEMENTATION ............................................................................................................................................ 29

GOAL 1: ENGAGING AND EMPOWERING LEARNING EXPERIENCES ............................................................. 30

GOAL 2: ASSESSMENT ................................................................................................................................................. 32

GOAL 3: CONNECTED TEACHING AND LEARNING .............................................................................................. 35

GOAL 4: INFRASTRUCTURE FOR TEACHING AND LEARNING ........................................................................ 36

GOAL 5: PRODUCTIVITY AND EFFICIENCY ........................................................................................................... 39

CHILDRENS INTERNET PROTECTION ACT (CIPA) CERTIFICATION ............................................................. 41

Educational Technology Plan Approval Process

Monday, June 25, 2012

June 25, 2012

Educational Technology Literacy

Social Studies Teacher, Hartford High

When evaluating your needs, consider:

Equitable Use of Educational Technology

When evaluating your needs, consider:

HPS Student to Computer Distribution, PK-8 Schools

HPS Student to Computer Distribution, PK-8 Schools

HTFD Magnet Mid

HPS Student to Computer Distribution, Secondary Schools

HTFD Magnet Mid

1998 2001 2002 2003 2004 2005 2006 2007

2008 2009 2010 2011 2012

Student Access to Technology

Students (middle school)

Students (high school)

projector mounted from building structure (coordinate locations of Interactive White

Infrastructure and Telecommunications

Committed Priority 1 Committed Priority 2

When evaluating your needs, consider:

LEA Technology Goals and Strategies

Goal 1: Engaging and Empowering Learning Experiences

Action Plan for Goal Area 1

Who Will Be Responsible?

When (be specific, e.g., by

How will you measure?

and create new

success on an annual basis

Action Plan for Goal Area 2

Who Will Be Responsible?

When (be specific, e.g., by

How will you measure?

2012-2013: Administer NWEA

2013: Establish procedures to

Goal 3: Connected Teaching and Learning

Action Plan for Goal Area 3

Who Will Be Responsible?

Office of Talent Management,

When (be specific, e.g., by

How will you measure?

Assess annually at the

Goal 4: Infrastructure for Teaching and Learning

Action Plan for Goal Area 4

Who Will Be Responsible?

When (be specific, e.g., by

How will you measure?

Goal 5: Productivity and Efficiency

Action Plan for Goal Area 5

Who Will Be Responsible?