Phase 1 -‐ Prepare to Plan 1.1 SCHOOL DISTRICT AND COMMUNITY DEMOGRAPHICS East Stroudsburg University of Pennsylvania was established in 1893 as a Teacher prep school called East Stroudsburg Normal School. The University went from private to public in 1920 and changed its name to East Stroudsburg State Normal School. In 1927 the school earned the right to confer Bachelor of Science degrees in Education and Health Education. It then had the title of East Stroudsburg State Teachers College. In 1960 the name changed to East Stroudsburg State College and became East Stroudsburg University in 1983. The University is located in the Pocono Mountains and is an hour and a half away from both New York City and Philadelphia, PA. The school is located on 213 acres of land in the town of East Stroudsburg and has 63 buildings. The newest academic building sine 1973 is the Science and Technology building which was built in 2008. There are 68 Undergraduate Degrees and a 19:1 student to teacher ratio. The school is slightly diverse with 22% of students being of another race besides Caucasian. The University’s Disability Services Department founded the first ever Disability Honors Fraternity, Delta Alpha Pi. The program assists about 400 students out of the school’s 7,387 students. The program has services such as its own Assistive Technology Department which helps students with not only alternative technologies to help them read and write, but hires note takers to help them in the classroom. 1.2 PLAN PROCESS OVERVIEW AND STAKEHOLDERS -‐ Administration & Management: Dr. Julie Albiero-‐Walton, Professor Academic Enrichment & Learning and Director of Disability Services Virginia Reiner, Professor Academic Enrichment & Learning and Disabilities Specialist -‐ Communications : Phyllis, Department Secretary Diana, Department Secretary Patrick and Krista, Graduate Assistants -‐ Curriculum and Instruction – Dr. Julie Albiero-‐Walton Jenny Wood Collier, Assistive Technology Specialist -‐ District Technology Advisory Committee – Jenny Wood Collier Krista Hess, GA
-‐ Hardware & Infrastructure – East Stroudsburg University Computer Specialists 1.3 TECHNOLOGY AND EDUCATION REFORM To assist students with their school work. To update all computer hardware and software to be compatible with our assistive technologies and the entire University. Phase 2 -‐ Build Communications 2.1 MISSION AND VISION STATEMENTS Mission Statement: East Stroudsburg University’s Disability Services’ Assistive Technology Department is dedicated to assisting eligible students with their assistive technology needs. By employing an assistive technology specialist and providing various equipment that students can sign-‐out for the semester we can make a student’s educational experience better by having their accommodation needs met. Vision Statement: In five years time, the Disability Services’ Assistive Technology Department will have an organized and completely compatible service with the University by keeping an assistive technology specialist and updating software and hardware. 2.2 ONGOING COMMUNITY COMMUNICATION Community Communications Plan Message: Students in need of alternative formats of textbooks Audience: Disability Services Students Methods: Mass email Resources: messages Timeline: Sent to students at the beginning and end of each semester. Beginning for those who haven’t ordered books yet. End for those who wish to get a head start on getting their texts. Evaluation: The Technology Specialist and GA. Message: Students who need to pick up books Audience: Students Method: Personalized Phone Call Resources: phone Timeline: Called when the student has come to check if their books are in a week after classes start. Also, when books come in if they take a while. Evaluation: The Technology Specialist and GA with an Excel worksheet.
Message: Payroll timesheets are due with instructions of certain steps that were unsuccessful the pay period before. Audience: Student employees Method: Signs around the offices and mass email Resources: printers and email Timeline: Signs go up Monday or Tuesday of the week timesheets are due. Emails go out on Wednesday, the day before timesheets are due to the department. 2.3 PARTNERSHIPS AND COMMUNITY LINKAGES Investigation of Potential Partnerships List A. Alternative Textbook Formats Name: AccessTextNetwork Contact Name: Accesstext.org/providers.php Contact Phone: (866) 271-‐4968 Description of Potential Partnership: Students are required to buy the hard copy of the textbook. Then, they put in the order to the Technology Specialist to get an alternative text and the specialist puts in an order to AccessText. AccessText requires a membership from the school to do so. Possible Benefits to School: Less interference for professors and students in the classroom. Possible Benefits to Group or Organization: Better graduation rates Potential Contribution to Technology Planning Effort: Encourages students to take classes they may not have before. B. Businesses-‐ Business Name: Texthelp Systems Inc. Contact Name: ? Contact Phone: 888-‐248-‐0652 Description of Potential Partnership: The Company provides us with a 100 computer subscription to read and write gold that we pay for. They provide us with 30 day demos for PCs and Mac OS. Also, we receive a code to give to students for a discounted personal copy of R&WG. Possible Benefits to School: Save money, students do better on homework and tests. Possible Benefits to Group or Organization: Students are more confident in their work and with independence. Potential Contribution to Technology Planning Effort: ? Business Name: Learning Ally (Previously RFB&D) Contact Name: National Headquarters Contact Phone: 800-‐221-‐4792
Description of Potential Partnership: Learning Ally sends a Newsletter written almost entirely in Braille every month. We also have access to their 70,000 audio recordings of text. Possible Benefits to School: More options for students who are blind. Possible Benefits to Group or Organization: We have more opportunities to make sure our students graduate. Potential Contribution to Technology Planning Effort: We will keep this partnership. Phase 3 -‐ Assess Current Status 3.1 SUCCESS OF PREVIOUS PLAN -‐Technology Policies and Acquisition Strategies 3.2 CURRICULUM AND STUDENT ACHIEVEMENT First ever Disability Services Honor Society in the nation was founded here. These students act as mentors to incoming students in the Disability Services Department. Graduation Rates: 95% of students who receive help from the Disability Services Department graduate. 3.3 STUDENT AND STAFF TECHNOLOGY SKILLS, KNOWLEDGE, AND USAGE The Head of the Department, the Assistant Head, Assistive Technology Specialist, and GA took the TSAT. - All 4 checked all A1 Standards - Section A2: One did not check the first 2 of A2 or A2.5 and A2.7. Another said A2.2 was “N/A”. - Section A3:One did not mark A3.1 Only two continued to do the entire TSAT. -‐ Section B1: One did not check the standard between B1.4 and 5, B1.8& 9, or B1.12. The other checked all standards. -‐ Section B2: One did not check B2.2 or 4. The other checked all. -‐ Section B3: One did not check B3.2, 3, 5, 6, or 8. The other checked all but B3.3. So, both have a problem with identifying and locating technology resources, including online curriculum resources. At this point, one is below Proficient. - Section C1: One did not check C1.7 through 9, 11 & 12. The other did not check C1.8. Both have trouble with Differentiating between formulas with absolute cell references and relative cell references in a spreadsheet. - Section C2: One did not check C2.2 or 3. The other checked all 3. - Section C3: Both checked C3.10, 11,and 13. All others were only checked by one or the other or neither. Neither checked C3.3, 7, or 8.
Technically, neither are qualified to go on to the advanced section. - Section D1: One did not check any and the other only left D1.5 unchecked. - Section D2: One did not check any here either, the other checked all. - Section D3: One left all unchecked but D3.7 and the other checked all but D3.5, 8, and 9. 3.4 TECHNOLOGY INVENTORY Room Device Category Age of Device Assistive Technology Office -‐GA Computer Instructional Both are less than -‐Specialist Administrative 5 years old Computer Training Room Computer Other 2-‐3 years Laptops Instructional 4-‐5 years Smart Pens Instructional 1 year or less Scanner Other 6 months CCTV Instructional 5+ years Director office Computer Administrative 3 or less years Assistant Director Office Computer Administrative 3 +years CATEGORY A-‐ Instructional CATEGORY B-‐ Administrative CATEGORY C-‐ Other 3.5 FACILITIES -‐ Assistive Technology Office: Two computers. Each has a back up drive, are password protected, and are in a locked office. -‐ Training Room: One computer and other assistive technologies. Computer is password protected, all small technologies are in locked cabinets. The keys are in another office’s desk. The door to the room is locked. Only the locked door protects the scanner and CCTV. -‐ Director and Assistant Director offices: One computer each. A key locks each room and computers are password protected. 3.6 DISTRICT INFRASTRUCTURE PLAN AND DESIGN All computers in the director offices and Assistive Technology office are connected by network to the secretary office. All computers can share files between one another. The Assistive Technology Specialist’s computer is connected by network to the Director’s computer to share confidential files. Otherwise, all communication is done through email. 3.7 TECHNOLOGY SUPPORT SERVICES -‐The Assistive Technology office is supported by the University’s Computing Department. All the computers that are in labs across campus have an Assistive Technology on them that needs to be watched. Also, they handle our many external drives and networking issues. -‐ The Assistive Technology office tends to act as support for the rest of the employees in the department. The GA helps with many software issues.
3.8 STAFF DEVELOPMENT To achieve an organized and completely compatible service with the University, first we’ll need to ensure there will be an Assistive Technology Specialist kept in the department. This role in the department needs at least one person that focuses solely on this job. Also, some computers in the department are older than computers in the University’s computer labs. These will need replacements so there are no computers with XP or older Operating Systems. The computers in the offices will need updated Microsoft Office, Assistive Technology software, and Adobe suites. Also, the scanners will need to be replaced with Read and Write Gold compatible scanners. Most importantly, the Assistant Director will need to take a basic computing course or an instructional technology course to learn the basic software and their uses better. The Director and Assistive Technology Specialist will take a remedial course to brush up on some skills and catch up on some they have missed. This way, they will be of some help with the support that is needed for all the technologies the students use in the department. Also, the Graduate Assistant that comes in to the position will either need to be an Instructional Technology Student or have a specified amount of computer literacy. 3.9 CURRENT TECHNOLOGY BUDGET ANALYSIS Collier, Jennifer : PATTAN conference: $117 $149 $146 Franklin Electronic Publishers: $338 $34 $229 Scientific Calculator: $325 $7 Amazon Computing Center: $187 $297 $16 $30 $30 $12 LENOVO: $175 $515 $24 $77 $25 $30 $613 APPLE COMPUTER, INC. $599 $1,398 $138 Shi International Corp $415 $421 TOTAL: $6,307