1. 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

2. -­‐
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.

3.
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

4. 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.

5. 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.

6. 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